Motion and Position
Unit II- PHYSICS
Standards
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SC.912.P.10.3 Compare and contrast work and power qualitatively and quantitatively.
Content Complexity: Level 2: Basic Application of Skills & Concepts
SC.912.P.12.5 Apply the law of conservation of linear momentum to interactions, such as collisions
between objects.
Content Complexity: Level 3: Strategic Thinking & Complex Reasoning
SC.912.P.12.7 Recognize that nothing travels faster than the speed of light in vacuum which is the
same for all observers no matter how they or the light source are moving.
Content Complexity: Level 1: Recall
SC.912.P.12.9 Recognize that time, length, and energy depend on the frame of reference.
Content Complexity: Level 1: Recall
SC.912.P.10.6 Create and interpret potential energy diagrams, for example: chemical reactions,
orbits around a central body, motion of a pendulum.
Content Complexity: Level 3: Strategic Thinking & Complex Reasoning
MACC.912.N-Q.1.1 Use units as a way to understand problems and to guide the solution of multistep problems; choose and interpret units consistently in formulas; choose and interpret the scale
and the origin in graphs and data displays.
Content Complexity: Level 2: Basic Application of Skills & Concepts
SC.912.P.12.9 Recognize that time, length, and energy depend on the frame of
reference.
Content Complexity: Level 1: Recall
MACC.912.N-Q.1.1 Use units as a way to understand problems and to guide the
solution of multi-step problems; choose and interpret units consistently in formulas;
choose and interpret the scale and the origin in graphs and data displays.
Content Complexity: Level 2: Basic Application of Skills & Concepts
UNITS
Speed (m/s)
Velocity (m/s in a direction)
Acceleration (m/s2 in a direction)
Momentum (kg*m/s)
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Royal Castle Floor Plan
• Pick up a Floor plan and a sheet of directions.
• Write your name on the Floor Plan of the
castle.
• Do not write on the directions.
• Follow all the directions to label all the rooms
in the castle.
• Turn in your floor plans to the brown bin.
• Return your directions to my folder on my
desk.
EQ:
• How is distance measured?
Measuring Position: Distance
Measuring Position: Displacement
Position and Motion worksheet
• Pick up a “School to Home” worksheet.
• This is your homework for tonight. Bring it
tomorrow for our class discussion.
EQ:
• How do we combine displacements?
Maze Work
• Pick up mazes from my desk.
• Using a ruler, solve the mazes. Make no curved
marks. Only use the ruler’s straight edge.
• Measure the length of all your lines (in
centimeters) and add them up to find the
distance. Record your distance at the bottom of
the maze.
• Do this for all four mazes. Complete for
homework, if you don’t get done in class.
Class Starter
• Take out your mazes from yesterday.
• Using ruler, draw a displacement line from the
arrow to the star, ignoring the maze path.
• Measure the length of your displacement line
(in centimeters) and record it at the bottom of
the maze.
• Which length is shorter: distance or
displacement?
Detecting Motion:
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Launch Lab
• Grab a mini-worksheet and your lab notebook.
• Create a proper heading in your lab notebook
and sit with your three o’clock partner.
• Title the Lab “Launch Lab: Animal Race”
• Copy the procedure into your notebook and
leave room for your data table and paragraph.
Launch Lab, continued
Partner Name
Running Time (s)
Average Speed
(m/s)
Average Speed
(km/hr)
Launch Lab
• Take a timer with you to the garden today! We
will walk to the track for our running!
Look at your handout and compare it
with this picture. What is different?
Use
markers to
connect
the lines
so your
graph
looks like
mine.
Turn to page 2 of the handout.
• Answer the questions, using the graph to help
you.
• You may work with one partner quietly on
this.
• You may raise your hand for help and Ms.
Sargent or I will come help you.
It’s 448 kilometers
from Chicago to Des
Moines.
What should your
velocity be to fly
there in 1.4 hours?
V = distance/time
What direction do
we have to fly?
Class Lab
• Using a Graph to Calculate Speed.
• Grab a handout. Read the section entitled
“Make Observations.”
• Write steps of a procedure. Write a
hypothesis.
• Copy the table from page two into your lab
notebook.
Sample Problem
A jogger is moving at 5 m/s as she approaches a
busy street.
She needs to stop in 2 s in order to stay safe.
What average deceleration must she have in
order to stop in time?
1. Make a three-tab book.
2. Use the titles shown.
3. On the inside of each tab,
summarize how that topic
describes how objects move.
4. On the back of the titles for
Velocity and Acceleration,
write the equations for
calculating their values.