Moving Man
Lesson Title: Let’s Get Moving (and Graphing)
Author: Donna Markey
Link: http://phet.colorado.edu/en/search?q=moving+man
Overview: We all know what it looks like to walk or move. But what does it look like
when we translate that motion into a graph? Learn about position graphs as you move the
little man back and forth with the mouse and plot his motion. Predict what a motion
graph will look like and then test your prediction. You will even write your OWN story
about what happens during a motion graph!
Science Concept: This lesson is designed to help students see the relationship between
motion and its resulting graph. It could be used as an introduction to motion graphs or as
additional practice once the concept has been introduced.
Objective: 8.1.f. Students know how to interpret graphs of position versus time and
graphs of speed versus time for motion in a single direction.
Pre-Activities and Concepts: Students should understand the concept of a distance-time
graph.
NETS Standards (http://www.iste.org):
3. Research and Information Fluency: Students process data and report results.
4. Critical Thinking, Problem Solving, and Decision Making: Students use critical
thinking skills to collect and analyze data to identify solutions and/or make informed
decisions.
Support Materials (Video Links, Web links, etc.)
Simulation: http://phet.colorado.edu/en/search?q=moving+man
Video: http://www.youtube.com/watch?v=o8feGzdsQOU&feature=related
Technology /system requirements: Laptops, desktops or netbook computers, internet
connection and browser.
Java 6 required (free download: http://www.java.com/en/download/)
Teacher notes: To access the PhET Natural Selection Simulation, visit
http://phet.colorado.edu/en/search?q=moving+man and click the “Run Now” button to
iQUEST Lesson: http://www.csusm.edu/iquest - NSF Project Award Number: 0833753 Moving Man
start the simulation. If your school has a low bandwidth, you might consider placing the
simulation on flash drives for students to access.
Lesson Elements Guide for Teachers
Engage (10 min): Watch the Bill Nye Video “Loco-Motion” It shows animals moving at
different speeds using different modalities set to Bjorn Turon’s “Loco Motion”
http://www.youtube.com/watch?v=o8feGzdsQOU&feature=related
Demonstrate how to draw a graph using Distance on the Y axis and Time on the X axis.
Challenge students to predict what a graph of the motion of some of the animals they saw
in the video would look like. Have students share their ideas.
Explore (20 min): Distribute the Student Sheet. It gives step by step directions on what
students should do and observations they should make. Briefly demonstrate how to use
the Simulation. Review assigned roles and expectations for the lab.
Click “Run Now”
Click Charts at the top of the page.
Close the velocity and acceleration graphs by clicking on the minus sign on the right
hand side of each graph.
iQUEST Lesson: http://www.csusm.edu/iquest - NSF Project Award Number: 0833753 Moving Man
Play with the Moving Man by dragging him back and forth. Click on the playback button
at the bottom of the page to look at the graphs when you are done. Notice what is
happening to the graphs as he moves.
Be sure to click the “clear” button on the left side of the screen to reset your graph.
As students complete the Student Lab Sheet, ask questions. What happened to the graph
when the man moves? Why do you think it happens? Look at the graph and the numbers
underneath the man. What do you notice as the man moves? What is the relationship
between the man’s movement and the shape of the graph? Redirect any misconceptions.
Explain (10 min):
What happened to the graph when you dragged the man toward the house?
Why do you think that happened?
What happened to the graph when the man stood still?
Why do you think that happened?
What happened to the graph when you dragged the man away from the house?
Why do you think that happened?
iQUEST Lesson: http://www.csusm.edu/iquest - NSF Project Award Number: 0833753 Moving Man
Students should understand as the man moves to the right – the line of the graph
increases, as the man moves left, the line decreases and when the man stands still, the line
is horizontal.
Written work (10 min): Allow students time to finish writing their conclusion prior to
turning in their lab worksheet
Assessment, Product, or Outcome: Teachers collect the completed lab worksheets for
assessment. The answers to the conclusion question shows if the students were able to
take the concepts learned in the lab and apply them to other situations. They are asked to
draw a graph based on a scenario AND describe a scenario based on a graph.
Evidence of ICT alignment with science concept: Students enjoyed using the
simulation. Understanding of the appearance of a motion graph when the object is
standing still is often a difficult concept for students to master but by using this activity,
all students were able to explain what a graph would look like when the object was
standing still.
iQUEST Lesson: http://www.csusm.edu/iquest - NSF Project Award Number: 0833753 Moving Man