Lesson Plan: Motion

Standards Correlated: 6.II.D.1-3

Lesson Length: 60mins
Materials Required: A computer for each student group
URLs used: http://phet.colorado.edu/simulations/movingman/movingman.jnlp
http://phetdb.colorado.edu/contrib_display.php?cid=87

Engage: Set up several simple demonstrations of motion for the class: a ball rolling or
being tossed into the air, objects sliding across a surface, propose the situation of a
skateboarder in a half pipe. Ask the students to explain each of your scenarios in terms of
velocity and acceleration. If the students don’t immediately jump to the concept of
positive and negative motion, prod them in that direction by reversing your
demonstration and asking the students what was different between the two.

A ball being tossed straight up deals with many of the concepts addressed in this lesson;
on its ascent it has positive velocity and negative acceleration, then at its peak no velocity
and negative acceleration and on the descent velocity and acceleration are in the same
direction.

If you feel your students need a little more clarity on vectors before beginning this lesson
there is a simple and effective model of acceleration and velocity vectors found here
http://phet.colorado.edu/simulations/motion2d/motion2d.jnlp The blue arrow represents
acceleration and the green velocity. At the bottom of the screen there are 5 preset
motions, linear acc I brings the ball from one resting point to another on a linear path,
“linear acc II” takes the ball from one edge of the screen to the other and back again
without a resting pause. Simple harmonic and circular are as their name implies a simple
harmonic motion and a circular path.

Explore (15-20mins): They will first begin by learning how to move the man both by
dragging him and by using the sliders by the graphs at the bottom. Once they seem to
have learned how to make the moving man move direct them to notice the shapes of the
graphs that form. Ask them to alter one variable at a time and write down the effect it has
on the others. After they’ve changed all the variables individually ask them to try
combinations of variables and see what motion patterns they can produce. Challenge the
students to create a situation where the man moves 4 meters then reverses direction.
Explain (10-20mins): Have each group discuss how the variables of position, velocity,
and acceleration are related. How does a change in each variable affect the other two?
Once each group has gotten a chance to discuss bring the groups together and ask them to
relate what they learned to the other groups. Keep them focused by asking related
questions such as: Suppose the man starts out at the house and moves towards the tree at
a constant velocity what will the three graphs look like? Ask for three volunteers each
from a different group to come up and draw one of the graphs on the board. After each
graph is on the board discuss with the students how they know each is right or wrong.

Elaborate (10+mins): Trish Loeblein created these questions for her “Moving Man”
lesson http://phetdb.colorado.edu/contrib_display.php?cid=87; I have attached them here
with her permission. Students should be able to use what they learned to complete this.
They should use what time is left in class and finish for homework if necessary.

1. Below is a graph of a balls motion. Which of the following gives the best interpretation of the ball’s
motion?

a. The ball moves along a flat surface. Then it moves forward down a hill, and then finally stops.
b. The ball doesn’t move at first. Then it moves forward down a hill and finally stops.
c. The ball is moving at constant velocity. Then it slows down and stops.
d. The ball doesn’t move at first. Then it moves backwards and then finally stops.
e. The ball moves along a flat area, moves backwards down a hill and then it keeps moving.

2. Which graph would best depict the following scenario? A man starts at the origin, walks back slowly
and steadily for 6 seconds. Then he stands still for 6 seconds, then walks forward steadily about twice
as fast for 6 seconds. Note that these are velocity-time graphs.
3. For the same scenario as # 2, which position-time graph best depicts the motion?

4. A car is traveling along a road. Its velocity is recorded as a function of time and is shown in the
graph below.

During which intervals is the car accelerating? Choose all the answers that apply.
a. between 0 and 3 seconds
b. for a brief instant at 3,8,13 and 17 seconds
c. between 3 and 8 seconds
d. between 8 and 13 seconds
e. between 13 and 17 seconds
 f. between 17 and 20 seconds

5. Which of the following position-time graphs would be consistent with the motion of the car in question
#4?

6. A car is moving forward and applying the break. Which position-time graph best depicts this motion?

Evaluate: Evaluation can/will occur during the explain discussion and the correcting of
the questions above.