Overview Students will be able to use graphs and determine average velocity. Students will learn what it means to have relative speed and what points of reference mean.
Process Standards Apply standard techniques in laboratory investigations to measure physical quantities in appropriate units and convert quantities to other units as necessary. Clearly communicate their ideas and results of investigations verbally and in written form using tables, graphs, diagrams and photographs.
Reading Standards 11-12.RS.8 Evaluate the hypotheses, data, analysis, and conclusions in a science text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. 11-12.RS.3 Follow precisely a complex multistep procedure when carrying out experiments or taking measurements; analyze the specific results based on explanations in the text. 11-12.RS.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific context relevant to grades 11- 12 texts and topics.
Writing Standards 11-12.WS.2 Write informative/explanatory texts, including scientific procedures/experiments. 11-12.WS.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 11-12.WS.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 11-12.WS.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Content Standards P.1.1 Using motion, maps, graphs and algebraic equations, describe, measure, and analyze constant acceleration motion in one dimension in terms of time and the vector quantities of displacement, velocity and acceleration. Krista Fay Hook June 2014 P.1.2 Using motion, maps, graphs and algebraic equations, describe, measure, and analyze constant acceleration motion in two dimensions in terms of time and the vector quantities of displacement, velocity and acceleration. Consider specifically projectile motion and uniform circular motion.
Engagement Go over results of Constant velocity. Remind them the compared two differently capable cars, one which was slower than the other. Ask them when theyre in the car on the road, what speed would they guess other cars are traveling? If a car is moving along next to you, what speed is it going compared to you? How do you know? If the car is going faster, what direction does it go from you? How fast is it going away from you? Is it the speed the car is going? Or is it the speed the car appears to be going? Is there a way to figure out how long a police car going a certain speed will catch up to a slower moving getaway driver? Is there a way to figure out how much of a head start a slower car will need in order to cross a finish line before the faster car gets there? Essential Questions Can we use procedures from the Constant Velocity Activity to quickly determine the constant velocity of the cars were studying? How do we determine relative speed? What does relative speed mean? Can we determine how long two cars going known speeds will collide at a set distance? Can we determine how much of a head start in distance a slower car needs to win a race against a faster car, both having known speeds? What other things can we predict? Objectives The students will be able to Use previous experience to quickly determine average velocity of two different cars. Use average speeds to predict relative speeds in different situations. Use average speeds to predict distances/time required to achieve a certain goal. Experimentally determine relative speeds, distances, and times related to certain goals and compare to predictions. Procedures Use Relative Velocity (Speed) Activity Worksheet for this lesson. Co-Teaching Model both teachers monitor students during predictions and laboratory investigations Resources/Materials Faster toy cars which travel at constant speed. Krista Fay Hook June 2014 Slower toy cars which travel at constant speed Stop watches Meter sticks Large flat area Assessment/Evaluation Laboratory worksheets will be accompanied by a brief page lab report explaining what they did and learned while doing the experiment. Where their predictions right? What did they struggle most with? It will be assessed according to participation, method of measurement, minimization of error, and intuitive. Extra credit will be given to students who think of a scenario the teacher did not that is viable. Also will be assessing both engagement and minds on learning. Informal questioning/discussion at conclusion of lab to discuss data and why some might be different than others. exam and/or quiz questions asking students: o Conceptual relationship between objects moving towards/away/with other objects.
Krista Fay Hook June 2014 Relative Velocity (Speed)
Procedure:
1. Determine the average velocity (speed) in cm/s of each of the two vehicles you are using in this laboratory activity. Explain what you did to determine the average speeds.
Vehicle 1: __________ cm/s
Vehicle 2: __________ cm/s
Moving Opposite Directions Toward Each Other
If you know the average speeds of two different vehicles, then you can determine what their relative speed will be as they move toward each other from some specified distance away.
2. Based on the average speeds that you determined for your two vehicles, what do you predict the relative speed of the vehicles to be as they approach each other from opposite directions? (i.e., At what rate should they close in on each other?) _______ cm/s. Record this value in the data table. 3. Place the two cars facing each other 300 cm apart. Turn on both cars and release at the same time. Measure the amount of time it takes for the two vehicles to meet. Use two timers and perform two trials. 4. Average the four time values together and record in the data table. Krista Fay Hook June 2014 5. Divide the distance apart by the average time to meet in order to calculate the relative speed (v = d/t). 6. Repeat this process for closing distances of 600 cm and 900 cm.
Distance Apart (cm) Predicted Relative Speed (cm/s) Time to Meet (s) Average Time (s) Measured Relative Speed (cm/s) Trial 1 Trial 2 Timer 1 Timer 2 Timer 1 Timer 2 300
600 900
7. Make a statement comparing your predicted relative speed with the measured relative speeds.
8. What are some possible reasons why they may not be exactly the same?
Moving Same Direction Faster Car in Back
It is also possible to investigate relative speed when the cars are traveling in the same direction with the faster car catching up to the slower car, as shown below.
9. Based on the average speeds that you determined for your two vehicles, what do you expect the relative speed to be as the faster vehicle catches up to the slower one from behind? (i.e., At what rate does the faster vehicle close in on the other vehicle?) _______ cm/s. Record this value in the data table. 10. Place the two cars facing the same direction with the front end of the faster rear car 100 cm behind the back end of the slower front car. Turn on both cars and release at the same time. Measure the amount of time it takes for the faster rear car to catch up to the slower front car. Use two timers and perform two trials. 11. Average the four time values together and record in the data table. 12. Divide the distance apart by the average time to meet in order to calculate the relative speed (v = d/t). 13. Repeat this process for closing distances of 200 cm and 300 cm.
Krista Fay Hook June 2014 Distance Apart (cm) Predicted Relative Speed (cm/s) Time to Meet (s) Average Time (s) Measured Relative Speed (cm/s) Trial 1 Trial 2 Timer 1 Timer 2 Timer 1 Timer 2 100
200 300
14. Make a statement comparing your predicted relative speed with the measured relative speeds.
15. What are some possible reasons why they may not be exactly the same?
Moving Opposite Directions Away From Each Other
It is also possible to investigate relative speed when the cars are traveling in opposite directions away from each other, as shown below. One way to do this is to start the cars some specified distance apart, release them at the same time, and then visually locate the positions of the cars at some specified time after release. The change in the distance apart divided by the time will be their relative speed.
16. Based on the average speeds that you determined for your two vehicles, what do you expect the relative speed of the vehicles to be as they move away from each other? (i.e., At what rate should the distance between them increase?) _______ cm/s. Record this value in the data table. 17. Begin each run with the fronts of the cars some specified distance apart. Use tape to mark the starting positions. Record this initial distance apart in the data table. 18. Release the cars at the same time and have spotters note the positions of the fronts of the cars 2 seconds after release. Measure their new distance apart and record in the data table. Perform another trial and record in the data table. Average the two distances and record in the table. Krista Fay Hook June 2014 19. Subtract the initial distance apart from the final distance apart to obtain the change in distance apart. Divide the average change in distance apart by the time to determine their relative speed. 20. Repeat this process for running times of 4 and 6 seconds.
Initial Distance Apart (cm) Predicted Relative Speed (cm/s) Running Time (s) Final Distance Apart (cm) Average Distance Apart (cm) Change in Distance Apart (cm) Measured Relative Speed (cm/s) Trial 1 Trial 2
2 4 6
21. Make a statement comparing your predicted relative speed with the measured relative speeds.
22. What are some possible reasons why they may not be exactly the same?
Moving Same Direction Faster Car in Front
It is also possible to investigate relative speed when the cars are traveling in the same direction and the faster car is in front pulls away from the slower rear car, as shown below. One way to do this is to again start the cars some specified distance apart, release them at the same time, and then visually locate the positions of the cars at some specified time after release. The change in the distance apart divided by the time will be their relative speed.
Krista Fay Hook June 2014 23. Based on the average speeds that you determined for your two vehicles, what do you expect the relative speed to be as the faster vehicle runs away from the slower one? (i.e., At what rate does the faster vehicle leave the other vehicle behind?) _______ cm/s. Record this value in the data table. 24. Begin each run with the fronts of the cars some specified distance apart. Use tape to mark the starting positions. Record this initial distance apart in the data table. 25. Place the two cars facing the same direction at their starting positions. Release the cars at the same time and have spotters note the positions of the fronts of the cars 2 seconds after release. Measure their new distance apart and record in the data table. Perform another trial and record in the data table. Average the two distances and record in the table. 26. Subtract the initial distance apart from the final distance apart to obtain the change in distance apart. Divide the average change in distance apart by the time to determine their relative speed. 27. Repeat this process for running times of 4 and 6 seconds.
Initial Distance Apart (cm) Predicted Relative Speed (cm/s) Running Time (s) Final Distance Apart (cm) Average Distance Apart (cm) Change in Distance Apart (cm) Measured Relative Speed (cm/s) Trial 1 Trial 2
2 4 6
28. Make a statement comparing your predicted relative speed with the measured relative speeds.
29. What are some possible reasons why they may not be exactly the same?