Kinematics-Jones

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ISCI 6501: Derrick Jones

Contents

Grade Level and GPS

Grade Level Targeted: 9th grade Physical Science

Science GPS Targeted:

  • SCSh4: Students will use tools and instruments for observing, measuring, and manipulating scientific equipment and materials.
a) Develop and use systematic procedures for recording and organizing information.
b) Use technology to produce tables and graphs.
  • SCSh8: Students will understand important features of the process of scientific inquiry.
a) Scientific investigators control the conditions of their experiments in order to produce valuable data.
b) Scientific researchers are expected to critically assess the quality of data including possible sources of bias in their investigations’ hypotheses, observations, data analyses, and interpretations.
  • SPS8: Students will determine relationships among force, mass, and motion.
a) Calculate velocity and acceleration.


Content

Background Information

Kinematics is the study of the motion of objects. Some main concepts of kinematics are speed, velocity, displacement, displacement, and acceleration. These concepts to study why and how objects move and why they move. The concepts are either measured by scalar quantities or by vector quantities. Scalar quantities represent a change in magnitude while vector quantities refer to change in magnitude and direction (Phyics).

Kinematic Formulas.
Kinematic Formulas.
  • Scalar Quantities
  • Distance- is how ground an object has covered.
  • Speed- is the distance traveled over an amount of time. Speed is more commonly used in today's world as it is used in vehicles. Speed is represented by the formula s=d*t (Kinematics).
  • Vector Quantities
  • Displacement- is how far an object moves from its starting point.
  • Velocity is the amount of displacement over an amount of time. Velocity is used more often in physics and physical science when trying to complete formulas such as gravity. It is represented by the formula V=D*t (Kinematics).
  • Acceleration- is the change in displacement over time. Acceleration is used to show the change in velocity.

Integration of Science

The following deals with the differences between scalar and vector quantities. It also give the students a mor scientific understanding of acceleration and the differences between displacement and distnce. The lab also requires the students to graph the results so that they can see the different slopes for different accelerations.

Teaching Considerations

Common Misconceptions

  • Speed and Velocity are the same
  • Speed is a scalar quantity and is the distance covered over a certain amount of time. This means your starting and finishing point can be same exact spot. Velocity is the change in displacement over a certain amount of time. This means that the distance used in the equation is the distance you are from your starting point. If you end up finishing at your original starting point, then your velocity is 0.
  • Acceleration refers to rate in the change in speed
  • Acceleration cannot be used with speed because speed is a scalar quantity and acceleration is a vector quantity. Acceleration goes with velocity.

Inquiry Lab

This inquiry labs deals with the differences between scalar and vector quantities. Students will have to figure out the differences between speed and velocity, displacement and distance, and acceleration. Students will have have to graph their results and diffeentiate between the slopes of lines of different accelerations

  • Students will require meter sticks, stop watches and tape
  • The students will place the pieces of tape on the ground 5 meters apart.
  • Then the students will walk normal from line to line and time themselves. Students will do this three times. Once fast, once slow, and once normal. Times will be recorded on a graph.
  • Students will walk back and forth between the two lines for 5 seconds. They will still use the same three speeds. After each time, the students will record their distance and displacement.
  • Students will then calculate the speed, velocity and acceleration for each run.
  • Students will then graph their results on excel.
  • Finally students will answer inquiry questions about the experiment.

Resources

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