Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 76420
Florida Vacation Project- Distance, Displacement, Speed
and Velocity
This is a culminating lesson for a unit on Motion. Students will be asked to plan a vacation around Florida that includes 5 destinations. By generating
and analyzing their own data students will apply knowledge of distance, displacement, speed and velocity to a real world experience.
Subject(s): Science
Grade Level(s): 9, 10, 11, 12
Intended Audience: Educators
Suggested Technology: Document Camera,
Computer for Presenter, Computers for Students,
Internet Connection, Interactive Whiteboard, Basic
Calculators, Overhead Projector, Microsoft Office
Instructional Time: 2 Hour(s) 30 Minute(s)
Resource supports reading in content area: Yes
Freely Available: Yes
Keywords: Distance, Displacement, Speed, Velocity, Motion, Scalar, Vector
Resource Collection: FCR-STEMLearn Physical Sciences
LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
Students will be able to:
calculate distance and displacement from a known reference point,
Graph distance vs. time depicting student generated data from an investigation,
calculate the speed of an object,
distinguish between velocity and speed.
Prior Knowledge: What prior knowledge should students have for this lesson?
At the beginning of this lesson students should know:
Motion is a change in position with respect to a reference point. (SC.8.P.12.1)
Understand the difference between scalar and vector. (SC.912.P.12.1)
Be able to define distance, displacement, speed and velocity. (SC.6.P.12.1)
How to calculate speed and velocity. (SC.912.P.12.2)
Displacement and velocity are vectors and therefore have magnitude and direction. (SC.912.P.12.1)
Displacement and velocity can be negative values. (SC.912.P.12.1)
How to determine the slope of a line. (SC.6.P.12.1) (MAFS.912.S-ID.3.7)
Graphing skills: be able to plot points on an x,y axis. (MAFS.912.A-CED.1.2)
Algebraic skills: be able to solve for a variable in an equation. (MAFS.912.A-CED.1.2)
Common misconceptions may include that distance and displacement are the same value. Explain that one is the length of a path, while the other is a length between
a reference point and final position. Students may also believe that velocity and displacement cannot be negative. Have students imagine an object on a number line at
0. As the object moves away from the 0 its displacement is positive (getting larger) and as it returns to the 0 its displacement is negative (getting smaller, decreasing
page 1 of 7 by a negative value). This is true for velocity as well because velocity is defined as displacement divided by time.
Use the following guided questions as a reference to assess student understanding and clarify misconceptions.
1.What determines if you are in motion? Are you in motion right now?
Motion is described as a change in position from a reference point. Most students will state they are currently not in motion. You can follow up by asking them to
consider other reference points, ex: using the sun as a reference point are we in motion? Yes, we are currently orbiting the sun.
2.Give some examples of scalar and vector quantities?
Scalar- distance, speed; magnitude only. Vector- displacement, velocity, acceleration; magnitude and direction.
3.How would you describe distance and displacement?
Distance- length of path between two points. Scalar quantity, measured in SI unit of meters. Displacement is your final position minus your initial position from a given
reference point. It includes direction and is a vector quantity and can be negative.
4.How can you differentiate between speed and velocity?
Speed is distance/ time and is measured in the SI unit meters per second. It is also a scalar quantity. Velocity is displacement/ time and is also measured in SI unit
meters per second. It is a vector quantity and can be negative.
5.How do you determine the direction of motion?
In most cases, motion as described as positive when moving away from a reference point and negative when moving back towards to the reference point.
Guiding Questions: What are the guiding questions for this lesson?
A weary world traveler returns home from years away circumnavigating the globe. As he sinks into his favorite recliner he declares "I have traveled so far and yet, I
have gone nowhere." (H.G. Wells, The Time Machine )
Scientifically speaking, what does the traveler mean by his statement?
Assuming the we evaluate the statement "scientifically" with respect to distance and displacement, the traveler has in fact gone nowhere. His distance is defined as
the length of the path between two points, one being the reference point. So we can assume he has traveled very far. We cannot determine how far quantitatively
because we do not know his route around the earth. When we think of this statement in terms of displacement, his final position vs his initial position, he has in fact
moved nowhere, assuming he started the journey from his favorite recliner.
To further the conversation, ask students to describe his journey in terms of speed and velocity. Speed is his distance traveled divided by time, since we do not know
either we can not quantify his speed. But we do know that his travels had speed as he had to move from one location to another. However, his velocity- displacement
divided by time, would be ZERO, as his final position and initial position are the same point.
Teaching Phase: How will the teacher present the concept or skill to students?
This activity is a culminating activity that gives students an opportunity to create a product to reflect their understanding of the relationships between distance,
displacement, speed and velocity.
Opening activity: This is the same activity as described in the formative assessment.
Present students with a picture and story ( attached in PowerPoint, first slide).
Ask students to complete a 1 minute summary of the picture and story using the vocabulary distance, displacement, speed, velocity, reference point and motion.
Possible answers may include:
Example: The vehicle is in motion because it has left a reference point and is traveling along a path. The path is circular and the story tells us that he will end in the
same place that he left, so we can say his final displacement will be zero and his distance will be the total length of the track he is on. The story says he does the
entire trip in 1 hour so we know that he has a speed of some distance (length of the track) divided by 1 hour- the time it takes him to travel the distance. His speed
will be positive. His velocity will be zero because velocity is displacement divided by time. We know the displacement is zero so his velocity must be zero.
Ask students to share their summary with an elbow partner. Give students 2 minutes to discuss their summary and revise with a partner. While students are
discussing walk around and address any questions. You should be listening for groups who have similar answers and any groups who have an answer that might
address misconceptions- such as a group who says distance and displacement are the same.
At the end of the partner share, call on groups to share their new summary, making a note to call on any groups whose answers may have not been correct.
This will allow you to facilitate conversation between the groups with opposing view points. Use the guided questions to address any misconceptions and guide
students to the correct understanding. At the end of the 3-5 minute discussion display the final class summary on the board and ask students to circle any scalar
quantities and underline any vector quantities. They should repeat the process on their own paper- this will serve as a reinforcement of the difference between the
two types of values.
The next activity is teacher guided with opportunities for students to complete exercises with the teacher. Introduce the lesson by telling students they
are going to get to travel (in their minds) all over Florida, but in order to do this they first need to learn how to plan their trip. Teacher will begin by leading students
through a trip in Key West.
To begin you will need to display the KEY WEST MAP on the board by use of a document camera, smartboard, overhead or any other projection device, it is also
provided in the PowerPoint.
Make sure each student has a copy of the KEY WEST MAP and also an index card that has been cut in half.
The index card will be used to create a scale ruler, based off the scale provided on the KEY WEST MAP.
To create the KEY WEST MAP rule:
1. Line up one edge of the ruler with the 0 of the scale on the map, make a mark at the end of the scale on the rule, this interval equals 0.3 miles. Slide this mark
down to the 0 on the map scale and make the next mark on the ruler, this is the next 0.3 mile interval. Have them repeat this down the entire ruler length. One index
page 2 of 7 card will give you approximately 1 mile of distance to scale. Remind students to save this ruler and to not deform it as they will be using the back side
later.
We will use these tools to answer the following questions. (The questions are provided for students on the STUDENT HANDOUT)
1. Label North/ South/ East / West on your map.
Draw a compass to the side of your map in the right margin. North is directly up and south is directly down on the map for reference. Ask students what type of value
requires direction. Answers can include- vectors, displacement, velocity, acceleration.
1. Mark the five points of interest locations on your map.
a. Key West Aquarium
b. Key West Cemetery
c. Ft Zachary Taylor
d. US Naval Air Station
e. Southernmost Point
Have students use a marker to put large dots on the points of interest so they can clearly be identified. Teacher should model this for students.
3. Discuss using the scale ruler and the provided scale.
Students will use the scale rule to find distances and displacements on the map. It is important they understand that each interval on the rule is equal to the scale
provided on the map. One interval = .3 miles. Helpful hints: have students use scratch paper to keep track of each distance interval they measure on a path- then add
them all up to get the total distance and remind students that these are estimates and many paths between points are available so we may not all have the same
numbers for certain values.
Use the map to answer the following questions: Place the map so that it is visible on the board. After completing the initial steps in getting started work through the
questions with students.
1.What is the walking distance (in miles) from the Key West Aquarium to the Key West Cemetery?
On the board- trace a path between the aquarium and the cemetery- answers may vary. Remind students to include units (miles). Ask students to share answers,
many will be similar. Encourage students to take the straightest paths to places and also to avoid turns, this will make their measurements more accurate and easier
to take.
2.What is the displacement (in miles, with direction) from the Aquarium to the Cemetery?
On the board- draw a line from the aquarium to the cemetery. This line should be straight and direct to represent displacement (final position - initial position). This
line should also include direction. Discuss why distance and displacement might be different- answers may include: the path you take may vary (distance), distance
doesn't include direction, distance is a scalar value and displacement is a vector.
3.If you were walking 4 miles per hour how long would it take you to get from the Aquarium to the Cemetery? (Speed= D/T)
Have students use their own collected data to find the speed they traveled on the walk. Speed can be calculated by taking the distance traveled (from question 1)
divided by the time traveled ( unknown). Walk students through solving the equation for the unknown. Remind students to check their units. Most students will get
something close to .25 hours or 15 minutes. Remind them we are units are hours and they answer should be expressed in the correct units.
4.If you were to take off in a helicopter from Ft. Zachary State Historic Site and fly directly to the US Naval Air Station at a constant speed of 20 miles per hour how
long would it take?
First you must draw your line from Ft. Zachary to the US Naval Base. This line should be straight across the map as it does not follow the roads- you are flying directly
there. Take the distance you measured and plug into the same equation we used for question 3. Remember this time your speed is 20 miles per hour.
5.Is this a distance or a displacement? How far will you travel?
Pose this question to the class. Answers should include: it can be both except that displacement should include direction. It is both because it is the initial position to
the final position (displacement) and also the length of the path between the two points (distance). Ask students, which value you use to calculate speed (distance).
Follow up with: what would we be calculating if we used displacement? (velocity- both are vectors that take into consideration the direction of motion) Travel
distances may vary.
6.What is the total distance during this walk: Start at the Southernmost Point, walk to the Key West Aquarium, walk to Key West Cemetery and then finish at the
southernmost point?
page 3 of 7 At this point in the lesson, have a student volunteer come to the front of the room to draw the path as instructed in question 6. You can also have one student do each
segment in order to involve more students in the activity. Have every student in class trace the same path onto their map. Ask them to find the distance traveled on
their own. Give about 1 minute to do so. Have them share their answer with an elbow partner. Ask for a thumbs up, thumbs down on who had an answer that agreed
with their partner. Address any groups that did not agree and discuss what could have effected their measurements such as different measuring techniques, a
damaged instrument, did not take the same path etc...
7.If you walked that distance at an average speed of 4 miles per hour and stopped at the aquarium for 1 hour, how long would this take you?
Using the distance from question 6 and the equation from question 3, find the average speed of the entire trip. Make sure to add 1 hour to the time, since you stopped
along your trip. Reinforce this idea by reminding students what this might look like on a graph.
At this point in the lesson you would introduce the project the students will be completing during the independent practice stage of the lesson.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
During the presentation of the content the students should be working under the guidance of the teacher to complete the KEY WEST MAP activity in preparation for
their independent task.
If the teachers notices that students are still struggling, continue with guided practice using the following questions:
1. Find the distance between the Key West Aquarium and the Southernmost point?
This is a straight line path. It will give the teacher an idea if the student is able to measure the distance on the map using a simple path.
2. Find the displacement from the starting point if you travel from the Aquarium to the Southernmost point and end at The Mel Fisher Museum.
The displacement here is very small, as Mel Fisher is not far from the Aquarium. This will allow the teacher to reinforce the idea that displacement is from final
position to initial position with out considering the path between. It also includes direction.
3. Every day John runs from the Aquarium to the Southernmost point. It take him about 15 minutes or .25 of an hour to complete his run to the southernmost point. At
what speed is John running?
This scenario does not require the student to use the altered version of the speed formula. This will allow the teacher to see if a students understand how to calculate
speed and recognize values that correspond to distance and time.
4. John returns home from his run in 35 minutes. What is his final velocity?
Students must understand that since he has returned home his displacement is zero. Velocity is displacement divided by time so the value will be 0. John has a
average velocity of 0 for the entire trip.
These questions can be used as follow- up for reinforcement and provide more guided practice. They are not on the student handout as they are optional. You can
have students complete them on a sperate paper or record answers as a class to compare results and further discussion.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
For the independent practice portion of the lesson students must be first divided into groups of 3 or 4. Have students sit with their groups as you introduce the project.
Students will need one computer per group as they will be using google maps or another mapping program that will give them distances traveled between two
locations.
Video Tutorial on Google Maps- 1:39 Most students are proficient at this task, however a short tutorial video is provided.
Tell students they will be planning a trip across Florida. They must choose 5 different locations that meet the criteria to travel to. All travel starts and ends in Key West
(reference point). Students will enter just KEY WEST, Florida into google maps, they do not need to enter a home address, the city name is just fine. They may do this
for other locations as well, such as Disney World can be Orlando, Florida. They may also find street addresses to locate more specific places, this is their choice and is
optional.
Students will be provided with a FLORIDA MAP. This map has a scale at the bottom of it. They will use the backside of their created KEY WEST MAP ruler to create a
scale ruler for this activity.
To do this:
1. Line up one edge of the ruler with the 0 of the scale on the map, make a mark at the end of the scale on the rule, this interval equals 100 miles. Slide this mark
down to the 0 on the map scale and make the next mark on the ruler, this is the next 100 mile interval. Have them repeat this down the entire ruler length.
Instruct students that they must visit five points of interest to include
A major beach community ( not Key West)
An amusement park
A city on both coasts ( Gulf side and Ocean side)- this is 2 different locations
A major university
Tell students they may travel in any order. The FLORIDA MAP should show the line for DISPLACEMENT from one location to the next.
Many students will want to trace the highways for distance or displacement. Remind them that you want to see the line for displacement. They do not need to show
the path taken for distance, but we should assume they will only travel on major roads and highways.
All Projects must include the following components:
Student created data table that displays the following:
Distance from one destination to the next. (highway distance- you may use Google maps or MapQuest to find this)
page 4 of 7 Displacement from reference point to destination. (Displacement - use the created scale ruler for your map and draw straight lines from one location the next,
estimate if necessary)
Time traveled from one destination to the next (using given speed)
Velocity from reference point to destination (remember sign)
Total distance traveled from start to finish
Total displacement
Make sure to include evidence of calculations to show the time it takes to get from one location to the next assuming you are traveling at an AVG SPEED of 60 Miles
per Hour, including total time traveled. Remind students to include the correct units.
Map of Florida:
The map included in the final project should show the lines students have drawn to show displacement from one destination to the next. Each line should be straight
and destinations clearly labeled.
Graph of Distance vs Time:
Students are to create graph that represent the distance traveled vs time. Tell students this graph only represents driving time and does not take into consideration
stopping. They are to use the distance and time data from the data table they generated.
Provide students with poster or chart paper to organize their project. Remind students all work placed onto final project should be neat, clear and final draft quality.
This poster will be presented to the class at the end of the project.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
The lesson is ended with each group presenting their Florida Vacation projects. Each group will describe the destinations they chose and any relevant data to each
destination. Students who are listening are asked to provide a grade for the group based on the provided rubric.
Follow up questions:
1. What are some observations about the distances people traveled?
Answers may include that they are all very far, or that they are all very different. Teacher can follow up with "why do we think the distances may be different?"
Answers may include that the paths taken or different places chosen or the order in which they visited the attractions.
2. What are some observations about total displacement from each group?
Answers should include they are all the same or all zero. This is to reinforce that displacement is final position vs initial position.
3. How are the speed and velocity different?
Answers should include that velocity can be a negative value as you return to the reference point as it is a measure of displacement divided by time.
Final thoughts: Review with students the essential question about the world traveler. Ask students how this applies to their current project? What other real world
scenarios have the same properties?
Answers may include that distance traveled is not the same as displacement.
Ask students to give real world examples that are similar to this situation. Possible answers include: car races (assuming the stop where they started), track races,
going to bed at night- you start and end their every day, your assigned seat in a class (same idea as previous), vacation, plane ride or many other examples are
possible.
Final Assessment (Summative Assessment):
Students will be asked to write a 1-paragraph summary of their project utilizing the same vocabulary from the start of class- distance, displacement, motion,
reference point, velocity and speed. This is on the last slide of the PowerPoint and titled EXIT SLIP.
Summative Assessment
The teacher will determine if students have reached the learning targets by utilizing the attached rubric to evaluate the final product created by student groups.
STUDENT HANDOUT (rubric included)
Student groups will be asked to present their project to the class. Those presenting will be graded using the provided rubric.
Students will be asked to write a 1-paragraph summary of their project utilizing the same vocabulary from the start of class- distance, displacement, motion,
reference point, velocity and speed. This is on the last slide of the PowerPoint and titled EXIT SLIP.
Formative Assessment
The teacher can assess student understanding in a variety of ways during the lesson:
At the beginning of the lesson during the teaching phase:
Present students with a picture and story (attached in PowerPoint) and ask them to complete a one-minute summary of what was observed using the words
distance, displacement, speed, velocity, reference point and motion.
Following the summary, debrief with students by first asking them to discuss their summary with an elbow partner. During this time, the teacher can walk around
and ask informal questions to elicit student understanding, see below for possible questions.
After discussing with partners and coming to an agreement, teacher should ask for students to share their summary that both partners agreed on. Using thumbs up,
thumbs down have students rate whether they agree or disagree with each groups interpretation.
If there is large disagreement the teacher should facilitate discussion between the students to gain a greater knowledge of students current weaknesses and
strengths.
Throughout the lesson:
page 5 of 7 Have each student circle the vocabulary words that represent scalar and underline vocabulary that represent vector quantities to reinforce the concepts.
After initial discussion the teacher may want to address any misconceptions or weaknesses in the content by using the following guided questions:
1. What determines if you are in motion? Are you in motion right now?
Motion is described as a change in position from a reference point. Most students will state they are currently not in motion. You can follow up by asking them to
consider other reference points, ex: using the sun as a reference point are we in motion? Yes, we are currently orbiting the sun.
Give some examples of scalar and vector quantities?
Scalar- distance, speed; magnitude only. Vector- displacement, velocity, acceleration; magnitude and direction.
3.How would you describe distance and displacement?
Distance- length of path between two points. Scalar quantity, measured in SI unit of meters. Displacement is your final position minus your initial position from a given
reference point. It includes direction and is a vector quantity and can be negative.
4.How can you differentiate between speed and velocity?
Speed is distance/ time and is measured in the SI unit meters per second. It is also a scalar quantity. Velocity is displacement/ time and is also measured in SI unit
meters per second. It is a vector quantity and can be negative.
5.How do you determine the direction of motion?
In most cases, motion as described as positive when moving away from a reference point and negative when moving back towards to the reference point.
By eliciting this information the teacher can review concepts, vocabulary as needed depending on the needs of the class. As this lesson is a culminating activity it is an
excellent place to review vocabulary and concepts before creating and analyzing their own data.
Feedback to Students
Students will receive feedback on their performance during different times in the lesson:
Students are encouraged to discuss ideas with a partner and teacher during the activity to clarify any misconceptions.
Students will receive feedback during the initial one minute summary. This will allow them to clarify any ideas and provides a time to ask questions.
During the guided activity, students will be asked to participate at the board so that classmates can assess their own work as well as clarify any questions.
During the activity students are encouraged to ask questions to other groups as well as the teacher. The teacher will walk around and check student work. Any
students or groups that are having problems the teachers can use the guided questions to help students to the correct any errors.
Final projects will be graded using a rubric and students will receive feedback on their work. Projects will also be presented to class and students will have an
opportunity to receive feedback from other students.
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
For some students it may be difficult to use the technology (google maps). These students can use the KEY WEST MAP and they can plan a trip around the island. This
is the same project just a much smaller scale. Adjust the required destinations as needed.
If students are proficient in Prezi or PowerPoint they may present their project using either of those tools. They may need to take pictures of their Florida map to insert
into digital project, they will need access to a camera and computer for this.
When choosing groups for students, consider choosing mixed ability groups and assigning roles to students. Or allow students to choose their own roles in the group.
Roles can include: Data recorder, Technology Manager, Time Keeper (to keep others on task and group organized, also manages the rubric to make sure all required
elements are present) Materials Manager etc... This will allow each student to have a defined task for the group regardless of ability level.
Extensions:
To further this lesson you can ask students to evaluate the slope of the lines on their distance vs. time graphs. Have students follow up with an explanation of why the
slope was determined to be the value they found by calculating it.
Relate this to the speed they were given in the project. Are they similar, the same?
For a further challenge have students plot a position vs time graph (shows displacement) and evaluate the difference between the two graphs.
Suggested Technology: Document Camera, Computer for Presenter, Computers for Students, Internet Connection, Interactive Whiteboard, Basic Calculators,
Overhead Projector, Microsoft Office
Special Materials Needed:
Teacher will need to gather:
Index Cards- to create KEY WEST MAP and FLORIDA MAP scale rulers
Computer- need access to youtube, google maps, and PowerPoint
Large Paper- poster paper or chart paper is acceptable
General school supplies
Adequate copies of all handouts
Bright Markers or Highlighters for introductory activity.
Graph Paper
page 6 of 7 Additional Information/Instructions
By Author/Submitter
This is a culminating activity. Students should have completed at least an introduction to motion. This will allow them to extend their knowledge and apply it to a real world
situation from data they have generated.
SOURCE AND ACCESS INFORMATION
Contributed by: Melissa Alsobrooks
Name of Author/Source: Melissa Alsobrooks
District/Organization of Contributor(s): Monroe
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
Description
Distinguish between scalar and vector quantities and assess which should be used to describe an event.
Remarks/Examples:
SC.912.P.12.1:
Distinguish between vector quantities (e.g., displacement, velocity, acceleration, force, and linear momentum) and
scalar quantities (e.g., distance, speed, energy, mass, work).
MAFS.912.N-VM.1.3 (+) Solve problems involving velocity and other quantities that can be represented by
vectors.
Analyze the motion of an object in terms of its position, velocity, and acceleration (with respect to a frame of
reference) as functions of time.
Remarks/Examples:
SC.912.P.12.2:
Solve problems involving distance, velocity, speed, and acceleration. Create and interpret graphs of 1-dimensional
motion, such as position versus time, distance versus time, speed versus time, velocity versus time, and
acceleration versus time where acceleration is constant.
Florida Standards Connections: MAFS.912.N-VM.1.3 (+) Solve problems involving velocity and other quantities that
can be represented by vectors.
page 7 of 7