> 9;8` ;bjbj .,;JDvvvv$ EGGGGGG$|h lkk^EE:,G #bnvR
E0RP!QdP!GGbP!"kk
d 4$"FSpeed and Acceleration
Presentation Summary:
This lesson begins with a semi-short presentation introducing speed and acceleration via definition followed by mathematical formulation (average), with several visual examples included. The students are then taken outside in order to measure the time taken for selected classmates to run certain distances. The data will be recorded and then used to calculate speed, acceleration, and deceleration.
Subject:
Math or Science: Physics
Grade Level:
Target Grade: 8
Upper Bound: 12
Lower Bound: 8
Time Required: This lesson will take two 50 minute class periods.
Activity Team/Group Size: The class can be split into two or three groups for the activity.
Reusable Activity Cost Per Group [in dollars]:
1 Tape Measure (25 ft.) - $10.00
3 Stopwatchs - $5.00 ea. (total: $15.00)
4 plastic cones $1.00 ea. (total: $4.00)
Authors:
Graduate Fellow Name: Ryan Pedrigi*
Teacher Mentor Name: Rachel Albin
Date Submitted: 1/16/06
Date Last Edited: 5/2/06
*This powerpoint presentation was created by Ryan Pedrigi
Activity Introduction / Motivation:
This presentation and subsequent activity is meant to help students distinguish between speed and acceleration, and show them how to calculate these quantities. In order to give them a tangible understanding of the importance of these quantities, images of various technologies wherein speed and acceleration are important are given.
Activity Setup:
The students are given the attached worksheet and asked to fill in the answers to the questions as they are brought up in the presentation (encouraging them to follow along). The lesson then begins with the teacher presenting the powerpoint file, which has imbedded within two example problems that can either be performed individually by the students or walked through by the teacher. The students will then be taken outside in order to participate in the running activity, and then analyze the data back in the classroom.
Activity Plan:
The powerpoint presentation should be given in an interactive manner, with the teacher constantly figuring out the answers to such questions as what is speed, what is acceleration, etc. before they are given. The students are then taken outside and broken into 2-3 groups. Each group should be given a section of track or flat ground with 4 cones setup at measured 50 foot intervals. A timer is placed at each of the last three cones (the first will be the start line), 2 recorders are given the attached excel data sheet, and the remainder of the group will participate as runners. Each runner is given a different running scenario (as described by the attached activity instructions). When the starter says go, each timer will start their stopwatch simultaneously and stop when the runner passes them; which should allow for calculated differences in speed and acceleration between each cone. The recorders will record each timers time and distance from the start line for each runner.
Likely in the following class period, due to time constraints, the students should be asked to calculate from their collected data the speed and acceleration for each runner. Graphing the change in position or speed with respect to time may also be incorporated. This portion of the activity is to be ultimately determined by the teacher.
Activity Closure:
The activity is completely finished once the data has been analyzed in accordance with the teachers instructions.
Learning Objectives:
The students should be able to distinguish between speed and acceleration.
The students should be able to calculate average speed and acceleration.
The students should have an idea of the real-world importance of these quantities.
Prerequisites for this Activity:
None.
Background & Concepts for Teachers:
Speed can be defined as the time rate of change of position, and acceleration as the time rate of change of speed. Within this presentation mathematical formulations for both average speed and acceleration are given; it should be noted that other formulations exist depending on the application. The term velocity was purposefully avoided because there is a difference between velocity and speed, where that difference is velocity is a vector quantity (contains both a magnitude and direction) and speed is a scalar quantity (magnitude only). More upper level science and/or physics classes may chose to introduce vectors and thus distinguish between these two terms.
The following are some ideas that underlie selected slides:
S2: Ask students for the names of each car gauge pictured and the appropriate units (i.e. speedometer (MPH), tachometer (RPM), and odometer (m)).
S4: Only land vehicle to travel the speed of sound, which is approximately 750 MPH in air.
S5: The mach number is a ratio of an objects speed to the speed of sound.
S6: Terminal velocity is the maximum speed of a falling object.
S10: Perhaps go over how to calculate the acceleration of this car.
S11: Another opportunity to review acceleration calculations
Materials List:
Computer and connected projector with Microsoft Powerpoint
Worksheet for each student (attached)
2 Data sheets for each group
1 Tape measure
3 stopwatches
3 plastic cones
Activity Extensions:
Microsoft Excel could be used to analyze and graph the collected data.
Attachments:
GK12_A4_speed.ppt
GK12_A4_speed.doc
GK12_A4_speed.xls
GK12_A4_worksheet
Speed and Acceleration.doc
/
#
%
2
5
:
h
i
"(/?@klv(L]u
_gr|rļh_"h h5hAphchghMkhKB*phhKB*phhK5B*\phhKhYjhJchYjhhh7xh7xh7x5 hYj5=/
#
%
i
j
@klvgdKH$gdKgd7x$a$gd7x;'(L
7tugdgd7xrst.lmgh}456:;ггФФРФؕh4hk`+hU'hU'hk`+hMkh
hMk5 hMk5h~hMk5hs5h.hbMhbM>*hMkhbMh7x hAp5h-hh7xh7x5hAph_"hhnx1C)m:IWgh}56
&FgdU'
&FgdMk
&FgdMkgdMkgd7x6789:;gd7x,1h/ =!"#$%@@@NormalCJ_HaJmH sH tH DA@DDefault Paragraph FontRi@RTable Normal4
l4a(k@(No List6U@6s5 Hyperlink>*B*ph;,!z z zZ;`/#%ij@klv'(L
7tuC)m:IWgh}56789:=!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!/#%ij@klv'(L
7tuC)m:IWgh}56789:=00000000000000000000000000000000000000000000000000000000000000 0 0 0 0 0 000000 0 0 0 0 0000000=@0@0
00r;6;;;ttUtd9==8*urn:schemas-microsoft-com:office:smarttagsCity9*urn:schemas-microsoft-com:office:smarttagsplacela#==:::::lg:==@Z:Ffzk(^`o(.
^`hH.
pLp^p`LhH.
@@^@`hH.
^`hH.
L^`LhH.
^`hH.
^`hH.
PLP^P`LhH.^`o(.
^`hH.
pLp^p`LhH.
@@^@`hH.
^`hH.
L^`LhH.
^`hH.
^`hH.
PLP^P`LhH.@Zfzk >6EqqQrInKQrI9%zPqq! Yjf[!b=bM>LN
k\cJc`.gMk7x`zr{HPnxs54.-']x gsUzKApU'L_@,2;@@UnknownGz Times New Roman5Symbol3&z Arial"qhz&F +
&+
&!>411 3QHX)?7x2What is EngineeringPedrigiPedrigiOh+'0x
4@
LX`hpWhat is EngineeringPedrigiNormalPedrigi9Microsoft Office Word@Ff@(@Nbn+՜.+,0hp
Pimpin' Inc.&
1What is EngineeringTitle
!"#$%&')*+,-./1234567:Root Entry FЍBbn<1Tabled!WordDocument.,SummaryInformation((DocumentSummaryInformation80CompObjq
FMicrosoft Office Word Document
MSWordDocWord.Document.89q