Reading Time/Distance Graphs 2D Motion Simulation.

CHAPTER 1 LESSON 2 TEAM TASKS

Reading Time/Distance Graphs2D Motion Simulation

Team Task #1 (lesson 2) In this team activity, team members will….

Answer questions 1-10 Interpret time distance graph Solve time/distance problems Explain and justify their answers

Work together to answer the five questions on each of the next two slides. Warning it is not enough just to answer them. Team members must be able to explain how they arrived at those answers. Write your answer on the PowerPoint.

Request a checkout when the team is ready. This team task is 10 points. Have your coversheet out for checkout

5 points for everyone answering my questions correctly 5 points for following directions: Work cooperatively together as a team,

maintain a quiet and productive learning environment, stay on task, remain seated unless you have permission to move, start packet after checkout or if you are waiting for a checkout, and follow classroom procedures

1. Which of the graphs shows that one of the runners started 10 yards further ahead of the other?

2. Explain your answer.

3. In graph D, which runner is faster?

4. Calculate the average speed of Runner 1 and Runner 2 for graph D. Do this on scratch paper. Ensure everyone knows how to solve this problem.

5. Which graph had the fastest Runner? How do you know?

6. In which of the graphs are both runner moving at the same speed?

7. Calculate the average speed for Runner 2 in graph B

8. What is the total distance for Runner 2 in Graph A

9. In graph B, about how long did it take for Runner 1 to travel between 10 and 20 yards?

10. Which runner traveled the farthest in Graph D

1. Which runner won the race? 2. How much quicker was his time when compared to the last place finisher?3. Which runner stopped for a rest?4. How do you know the runner stopped for a rest?5. How long was he stopped?6. How long did Bob take to complete the race?7. Explain your answer.8. Calculate each runner’s average speed

1. Albert:2. Bob3. Charlie

Albert Bob Charlie

Description Graph Why did you choose this graph?

Car is stopped

Car traveling at constant speed

Car decreasing in speed

Car coming back

CH1L3 TEAM TASK 1In this simulation teams are challenged to differentiate between velocity and acceleration. Teams must answer questions, perform calculations, interpret graphs and simulations, and perform a checkout with me. Teams can earn 10 points for successfully completing this activity as identified in the directions. Teams loose 2 points for each incident where they or someone on their team fails to follow the directions. DIRECTIONS • Work cooperatively together to complete activity• Ensure each team member can explain or solve each question or

problem.• Follow team activity rules: Maintain a quiet, positive and productive

learning environment, stay on task, do not interact with students not on your team until all teams completed their checkout, and request permission to leave your table. Additionally after the checkout, each member of the team must be fully engaged in completing their lesson assignments. If he or she has finished those assignments, then they must work on an enrichment activity, do homework from another class, or read. Students cannot sit and do “nothing”!

WHEN YOU FINISH 1 Complete all lesson assignments: packet, drawing, and homework2. Work on Enrichment for Extra CreditConcept map page 37Answer questions 1-9 page 38Illustrate fig 14, 15. 16, and 17 pages 30-32Research, calculate, and describe the acceleration of the Space Shuttle from lunch to terminal/maximum velocity.

http://phet.colorado.edu/en/simulation/moving-man

1 = somewhat 2 = for the most part 3 = absolutely 1-3

1. Did team complete this activity and did all team members demonstrate understanding on the checkout?2. Did team work cooperatively together from start to finish?

3. Did all team members stay on task from start to finish?

4. Did all team members maintain a quiet, positive, and productive learning environment from start to finish?

5. Did all team members refrain from interacting with other students not on their team, either verbally or non verbally, from start to finish ?

6. Did all team members remain seated unless they had permission to move?

7. Did all team members begin work on other assignments after they finished the team activity?

On a 1-10 scale, how many points does the team feel they earned?

SHORT ANSWER 1. Does the speedometer of a car read average speed or instantaneous speed? How do you know? 2. If the speedometer of your car reads a constant speed of 40km/hr., can you say 100% for sure that the car has a constant velocity? Explain your answer. 3. What two controls on a car cause a change in speed? 4. What control on a car is used to change directions? 5. What is the acceleration of a car that travels in a straight line at a constant speed? 6. Describe a situation in which you can accelerate even though your speed doesn’t change.

7. A roller coaster car rapidly picks up speed as it rolls down a slope. As it starts down the slope, its speed is 4 m/s. But 3 seconds later, at the bottom of the slope, its speed is 22 m/s. What is its average acceleration? 8. A cyclist accelerates from 0 m/s to 8 m/s in 3 seconds. What is his acceleration ? Is this acceleration higher than that of a car which accelerates from 0 to 30 m/s in 8 seconds? 9. A car advertisement states that a certain car can accelerate from rest to 70 km/h in 7 seconds. Find the car’s average acceleration. 10. A lizard accelerates from 2 m/s to 10 m/s in 4 seconds. What is the lizard’s average acceleration? 11. A runner covers the last straight stretch of a race in 4 s. During that time, he speeds up from 5 m/s to 9 m/s. What is the runner’s acceleration in this part of the race?

What is it doing?What is it doing?

What is it doing?What is it doing?

Identify the motion of the objects in each graph: Answer the question: are they speeding up, slowing down, moving at a constant speed, or at rest.

2D virtual motion simulation velocity vs. acceleration: http://phet.colorado.edu/en/simulation/motion-2d

Check “show both” at the top and “simple harmonic” at the bottom

1. Is the velocity vector blue or green? How can you tell?

2. Is the acceleration vector blue or green? How can you tell?

Now check “circular” and observe

3. In what direction is acceleration when an object is making a circle?

Assume that the object in motion represents Earth revolving around the Sun.

4. Would gravitational pull between the Earth and Sun be represented by the green or blue arrow?

5. What would the other arrow represent?

6. What would happen to Earth if the vector that represents gravity suddenly disappeared?

7. What would happen to Earth if the vector that represents orbital velocity (18.5 miles/second) disappeared ?

CH1L3 TEAM TASK 2In this simulation teams are challenged to differentiate between velocity and acceleration. Teams must answer questions, perform calculations, interpret graphs and simulations, and perform a checkout with me. Teams can earn 10 points for successfully completing this activity as identified in the directions. Teams loose 2 points for each incident where they or someone on their team fails to follow the directions. DIRECTIONS • Work cooperatively together to complete activity• Ensure each team member can explain or solve each question or

problem.• Follow team activity rules: Maintain a quiet, positive and productive

learning environment, stay on task, do not interact with students not on your team until all teams completed their checkout, and request permission to leave your table. Additionally after the checkout, each member of the team must be fully engaged in completing their lesson assignments. If he or she has finished those assignments, then they must work on an enrichment activity, do homework from another class, or read. Students cannot sit and do “nothing”!

WHEN YOU FINISH 1 Complete all lesson assignments: packet, drawing, and homework2. Work on Enrichment for Extra CreditConcept map page 37Answer questions 1-9 page 38Illustrate fig 14, 15. 16, and 17 pages 30-32Research, calculate, and describe the acceleration of the Space Shuttle from lunch to terminal/maximum velocity.

http://phet.colorado.edu/en/simulation/moving-man

Review Controls

Review graph of moving man with initial settings of -10 meters with velocity of 2 m/s.

1 = somewhat 2 = for the most part 3 = absolutely 1-3

1. Did team complete this activity and did all team members demonstrate understanding on the checkout?2. Did team work cooperatively together from start to finish?

3. Did all team members stay on task from start to finish?

4. Did all team members maintain a quiet, positive, and productive learning environment from start to finish?

5. Did all team members refrain from interacting with other students not on their team, either verbally or non verbally, from start to finish ?6. Did all team members remain seated unless they had permission to move?

7. Did all team members begin work on other assignments after they finished the team activity?

On a 1-10 scale, how many points does the team feel they earned?

Set position to -10 meters and check velocity and acceleration vectors. Finally check the “chart tab” at the top

1. Set velocity 1 m/s: How long did it take him to go 20 meters?

2. Set Velocity 2 m/s: How long did it take him to go 20 meters?

3. Set velocity 4 m/s: How long did it take him to go 20 meters?

4. Set velocity 15 m/s: How long did it take him to go 20 meters?

5. Set velocity 50 m/s: How long did it take him to go 20 meters?

This is an image of the position/time graph. The man went 20 meters in 5 seconds?

6. What was his velocity?

7. Why is this a straight line?

Use the settings to the left and observe the motion of the moving man:

8. How long did it take him to run 20 meters?

9. Describe the shape of the position/time graph:

10. Why is it shaped that way?

This is the graph of your last trail when he ran 20 meters with an initial velocity of 2 m/s and an acceleration of 1 m/s

11. Describe the shape of the velocity graph.

12. What was his initial velocity?

13. What was his maximum velocity?

14. Why is it shaped that way?

15. Describe the shape of the acceleration graph.

16. Why is it shaped that way?

17. Is this man at rest, slowing down, speeding up, or moving at a constant speed? Support and defend you answer!

Use the setting to the left. Observe the man’s motion and then answer the questions.

18. Why did he move to the left when his velocity was set for him to go 1 m/s to the right?

19. So now let’s review a little. If acceleration is applied in the same direction that an object is moving, will the object begin to speed up or slow down?

20. If acceleration is applied to the opposite direction of motion, will the object begin to speed up or slow down?

Use the setting to the left and observe his motion.

21. Why does the blue line go in a positive direction and then in a negative direction?

22. How long did it take him to return back to the position he started?

23. Was velocity changing or constant? Explain

24. Was acceleration changing or constant. Explain