\\SUBJECT(O86)

MOTION
TEACHING PERIODS – 7

SUB-TOPICS PARAMETERS/ TRANSACTIONAL METHODOLOGY (Strategies/Best

With practices)/ 21st CENTURY SKILLS ENHANCED
LEARNING
OUTCOMES
SUB TOPIC: ENERGIZE LEARNERS
STRUCTURE OF
INITIATION ACTIVITY
THE EYE
LEARNING BRAIN STORMING
OBJECTIVES:
Introducing Eye as an optical device.
The Students will
Using illustrations, enable students to see eye, not only as a biological
be able to
 identify and organ, but as an application of Lens, Refraction of light.
describe the
parts of the Problem solving ability
human eye Analytical skill
 understand the Drawing skill
function of the
eye and its parts
NAVIGATE CONTENT (Through ICT)

http://demonstrations.wolfram.com/RelativeMotionInASubwayStation/
a simple demo, physics clip, will be used to reinforce the concepts of
position, distance, and displacement, as well as the motion is relative,
depends on the frame of reference selected.
(PhysClips Constant velocity) 
http://www.animations.physics.unsw.edu.au/
** The activity may be demonstrated in case of physical class using a toy
car, a measuring tape and a stop watch.
 DEDUCTIVE AND COMPUTING SKILL

Generate meaning
Each day Sun rises in the East and sets in the west.
a. Explain this observation with your frame of reference.
b. Compare your observation to the actual motions of the Earth and
the Sun.
Interpret the given graphs.
  CRITICAL THINKING
 PROBLEM SOLVING
APPLY TO REAL LIFE
DAY TO DAY RELEVANCE
A pilot is making an emergency drop to a disaster site. When should he
drop the packet: before reaching above the landing target, when he is
above the target or after he has passed the target? How would the
answer change if the target was also moving?
 DEDUCTIVE AND COMPUTING SKILL

GAUGE THE LEARNING.

ASSESSMENT /MEASURING OF LEARNING OUTCOMES
1. If you throw a ball with a speed of 50 miles / h North from a
train moving with a speed of 40 miles / h North, how fast
would the ball be moving when measured by an observer on
the ground?

 Deductive and reasoning skill

 Computing skill

EXTEND
BEYOND BOOKS:
Read about Inertial frames of reference.
 INITIATIVE AND SELF DIRECTING LEARNING SKILL.

SUB TOPIC: ENERGIZE LEARNERS

SCALAR AND
INITIATION ACTIVITY: GAME: TREASURE HUNT
VECTOR
The students will initially be separated into 3 groups. One group will
QUANTITIES
receive directions without magnitudes. The second group will receive
LEARNING magnitudes alone and the third group will receive the magnitude and
OBJECTIVES directions both.
The pupils will be Example Treasure Hunt Group 1
able to Start at the front door of the class room.
 Identify a Walk forward
quantity as a Turn left
scalar or vector Walk forward
 Correctly apply Turn left
scalar or vector Walk forward
Turn right
according to
Walk forward
each situation.
Turn right
 Distinguish Walk forward; arrive at the treasure.
between Treasure Hunt Group 2
distance and Start at the front door of the class room.
displacement. Walk 10 steps
Turn
 Calculate the Walk 3 steps
distance and Turn
displacement Walk 5 steps
(using vector Turn
addition) Walk 9 steps
Identify Turn
appropriate SI Walk 7 steps; arrive at the treasure.
units for Example Treasure Hunt Group 3
measuring Start at the front door of the class room.
distances. Walk forward 10 steps
Turn left
Walk forward 3 steps
Turn left
Walk forward 5 steps
Turn right
Walk forward 9 steps
Turn right
Walk forward 7 steps; arrive at the treasure.
The concepts will be student led during the initial treasure hunt activity.
The teacher will facilitate the students through the hunt by letting them
answer
1. Is a direction needed/provided?
2. Is a quantity needed/provided?
PROBLEM SOLVING SKILL, Collaboration, Communication
NAVIGATE CONTENT :
1. Inquiry based illustrations
The students will be led to determine whether direction is significant in
determining the resultant force.

The students will be led to determine whether direction is significant in

determining the length of pencil.
STORY BOARD
Create a T Chart that identifies and illustrates scalar and vector quantities.
Give students a list of quantities and have them sort them into either
vector or scalar quantities.

Generate meaning.
REVIEW OF LEARNING OUTCOME THROUGH INDEPENDENT PRACTICE
VECTOR VOYAGE ACTIVITY
Problem solving
APPLY TO REAL LIFE
DAY TO DAY RELEVANCE
Nearly every branch of engineering uses vectors as a tool today,
especially to calculate force and stress. Mechanical, aerospace, civil and
chemical engineers who design using fluid dynamics concepts use vectors
in their calculations to describe real-world forces such as wind and water
movement.
ANGRY BIRDS
https://youtu.be/EUrMI0DIh40
 ANALYTICAL SKILLS AND GENERATE CONCLUSION
GAUGE THE LEARNING.
ASSESSMENT /MEASURING OF LEARNING OUTCOMES
1. Distinguish between a scalar and a vector quantity.
2. Fill in the table stating whether the quantities are scalars or
evctors

Physical Quantity scalar/

vector
Mass
Force
Time
temperature
weight
displacement
 power
speed
acceleration
energy
3. Since primary, you have been using scale. Suppose you have
to explain to a primary student the concept of scalars and
vectors, suggest how you will go about using the map
below.

CRITICAL THINKING AND

PROBLEM SOLVING
EXTEND
https://www.ducksters.com/science/physics/scalars_and_vectors.php
ICT

SUBTOPIC:3 ENERGIZE LEARNERS

SUB TOPIC: SPEED
, AVERAGE SPEED INQUIRY BASED ILLUSTRATION
LEARNING
OBJECTIVES
The pupils will be
able to
 Distinguish
between
distance covered The students will answer
and a. What is the length walked by the child in above situation?
displacement b. How far is he from his original position?
 Identify NAVIGATE CONTENT AND GENERATE MEANING
appropriate SI CASE STUDY
units for A girl walks around a circular park of radius 7 m. She completes each
measuring. round in 20 minutes. Complete the table given below on the basis of this
information.

Time No of rounds Distance covered Displacement

20 minutes
30 minutes
 40 minutes
50 minutes

APPLY TO REAL LIFE

DAY TO DAY RELEVANCE
Vector Voyage activity done above will be used.
GAUGE THE LEARNING.
ASSESSMENT /MEASURING OF LEARNING OUTCOMES
1. On an axis in which moving from right to left is positive, what is
the displacement and distance of a student who walks 32 m to the
right and then 17 m to the left?
2. Tiana jogs 1.5 km along a straight path and then turns and jogs 2.4
km in the opposite direction. She then turns back and jogs 0.7 km
in the original direction. Let Tiana’s original direction be the
positive direction. What are the displacement and distance she
jogged?

SUBTOPIC:3 ENERGIZE LEARNERS

SUB TOPIC: SPEED
, AVERAGE SPEED INQUIRY BASED DEMO
LEARNING STORY OF HARE & TORTOISE through an animation
OBJECTIVES https://nrich.maths.org/1082/note
The pupils will be
able to FROM START TO FINISH: DISTANCE COVERED BY BOTH : 2km
 Define speed TIME TAKEN BY HARE: 20 min
 Identify TIME TAKEN BY TORTOISE: 10 min
appropriate SI
units for Who is fast?
measuring it. Who won the race?
 Compare and NAVIGATE CONTENT AND GENERATE MEANING
contrast average
ACTIVITY Speed Challenge
speed and
instantaneous Step 1: Gather your materials!
speed. Each team needs 2 timers, 1 meterstick, 1 roll of
masking tape, and 1 marker.
Step 2: Create your “race” track!
Find a spot in the hallway and measure off a 10
meter race track. Use three pieces of tape to mark
the beginning, middle, and end of your track. Mark
 each distance (0 m, 5 m, and 10 m) on the tape
with a marker.
Step 3: Go for it!
Each team member will need to perform the following tasks for each
distance: hopping, walking backwards, walking (regular rate), and speed
walking. Your team will need people with timers or stopwatches at the 5
meter and 10 meter points. Record the time it takes to perform each
task.
Record Data
TASK DISTANCE TIME SPEED
HOPPING 5m
HOPPING 10 m
WALKING 5m
BACKWARDS
WALKING 10 m
BACKWARDS
SPEED 5m
WALKING
SPEED 10 m
WALKING

Interpret Results
a. Fastest speed –
b. Least speed –
c. How far could you speed walk in 10 minutes based on your speed
for the 10 meter trial?
d. Can you always maintain this speed? Explain.

APPLY TO REAL LIFE

DAY TO DAY RELEVANCE
In the hare and tortoise race, the tortoise ran at a uniform speed of 10
cm/s and reached the finishing line in 72 minutes. The hare ran at 1 m/s
for first 6 minutes and the slept for 65 minutes. He then ran at 1m/s to
reach the finishing line.
a) When the hare went to sleep, what was the position of the
tortoise? What was the position of the hare at that time?
b) After how much time after the start did the tortoise cross the
hare?
c) When the tortoise reached the finishing line, where was the hare?
d) By how much time did the hare lose the tortoise?
e) Plot the position versus time plots on the same graph for the hare
and the tortoise.
f) Find the speed and average speed of rabbit and compare with
 tortoise.

GAUGE THE LEARNING.

ASSESSMENT /MEASURING OF LEARNING OUTCOMES
1. Trains A and B are moving on parallel tracks in the opposite directions.
A is moving at 80 km/h and B at 100 km/h. At t= 0, they are 60 km apart.
Plot the ‘separation’ between the trains as a function of time from t= 0 to
t= 60 min.
2. A bridge is 500m long. A 100m long train crosses the bridge at a speed
of 30m/s. Find the time taken by train to cross it.

EXTEND
Explore the simulation https://ophysics.com/k7.html

SUB TOPIC: VELOC ENERGIZE LEARNERS

ITY, AVERAGE INITIATION ACTIVITY : SOLVE PUZZLE
VELOCITY
LEARNING
OBJECTIVES A situation will be narrated -A student leaves home for the market with a
The pupils will be speed of 20 km/h. How long will he take to reach if the market is 10 km
able to from his home? (Here, the usual answer that is given is 2 h. The students
 Identify generally forget that direction in which the student is moving is
appropriate SI IMPORTANT)
units for
measuring NAVIGATE CONTENT
velocity. Example: You walk from home to the shop in 100 seconds, what is your
 Compare and speed and what is your velocity?
contrast speed
and velocity.
 Calculate
velocity
 Classify velocity
as uniform/ non
uniform

Speed = 220 m100 s = 2.2 m/s

Velocity = 130 m100 s East = 1.3 m/s East

You forgot your money so you turn around and go back home in 120 more
seconds: what is your round-trip speed and velocity?

The total time is 100 s + 120 s = 220 s:

Speed = 440 m220 s = 2.0 m/s

Velocity = 0 m220 s = 0 m/s

Yes, the velocity is zero as you ended up where you started.

 Deductive and reasoning skill

Generate meaning.
REVIEW OF LEARNING OUTCOME THROUGH INDEPENDENT PRACTICE

CASE STUDY

Study the data given below and answer the questions given
based on the analysis.

Calculate how the velocity of each is changing and complete the table.

VELOCITY ( UNIFORM ∆V ∆V
CA /NON UNIFORM) (CONSTA
R (0/ +/-) NT/CHA
NGING)
A
B
C
D
 Deductive and reasoning skill
 Data interpretation

APPLY TO REAL LIFE

 DAY TO DAY RELEVANCE
The distinction between speed and velocity is important because of things
like opposite directions and the relationship between velocity and other
vectors like acceleration.
Example –
1. A merry-go-round horse traveling at the constant speed of 2 m/s.
Because it travels in a circle, its linear direction is continuously
changing, and therefore its velocity is constantly changing and it
has an acceleration (for circular motion, this is called centripetal
acceleration).
2. Imagine two carts on a track are hurtling towards each other and
set to collide. When they do, one of them must change direction.
If you don’t set up a common frame of reference that allows you
to show the difference in the direction of motion as well as their
speeds (i.e., the difference in velocity), this information will be lost
– and it wouldn’t even be clear they were on a collision course!

 Self-direction
 Deductive and reasoning skill

GAUGE THE LEARNING.

ASSESSMENT /MEASURING OF LEARNING OUTCOMES
1. A train goes from a station A to station B covering a distance of 100 km
in 2 h. It returns to a station C, 10 km from B. It takes 30 min. Find the
average speed and average velocity of the train.
2. A police jeep is chasing velocity of 45 km/h. A thief in another jeep
moving with a velocity of 153 km/h. The policeman fires a bullet with
muzzle velocity of 180 m/s the velocity it will strike the car of the thief is?

EXTEND
Find the role of velocity in navigation.

 Self-direction
 Thinking skills

SUB TOPIC: ACCEL ENERGIZE LEARNERS

ERATION INITIATION ACTIVITY
The animation in the link shows 3 moving cars
LEARNING Questions will be asked- are they moving with constant speed. Is the fast
OBJECTIVES moving car moving accelerating.

 The pupils will be (MYTH : People generally think that accelerating car means fast moving)
able to https://www.physicsclassroom.com/mmedia/kinema/acceln.cfm
 Identify changes
in motion that  Thinking skills
produce  Observation skill
acceleration.
 Describe
examples of NAVIGATE CONTENT
objects moving The case study given above will be used to explain the concept of
with constant acceleration, types- uniform and non- uniform acceleration.
acceleration.
 Calculate the  Self-direction
acceleration of  Innovation skills
an object  Thinking skills
analytically  Problem solving
 Classify
acceleration as
positive,
Generate meaning.
negative, and
zero. REVIEW OF LEARNING OUTCOME THROUGH
 Describe INDEPENDENT PRACTICE
instantaneous
g is 9.8 m/s2.
acceleration.
 What does this statement mean?
 What is the velocity of an object
dropped from a height after every one
sec?
 Is it constant?

 Self-direction
 Thinking skills

APPLY TO REAL LIFE

DAY TO DAY RELEVANCE
Acceleration can be used to predict the velocity of an object after any
time and its displacement in that time. One illustration:
1. A driver applies brakes when he sees a child on the railway
 track, the speed of the train reduces from 54 km/hr to 18
km/hr in 5 seconds. What is the distance travelled by the train
during this interval of time. Will he stop in time?

GAUGE THE LEARNING.

ASSESSMENT /MEASURING OF LEARNING OUTCOMES
Determine the acceleration for the following two motions.

 Critical thinking.

 Problem solving.

EXTEND
Explore the given link
https://www.physicsclassroom.com/class/1DKin/Lesson-1/Acceleration
 Critical thinking.
 Technology skills and digital literacy.

SUB TOPIC: ENERGIZE LEARNERS

DISTANCE TIME INITIATION ACTIVITY
GRAPHS AND Visual clues – Information given in English, As tabulated data and as a
VELOCITY TIME graph and students will be led to the role of graphs in interpreting same
GRAPHS information.
LEARNING 1. The drive to school was 5 km from home. Let’s assume it took 10
OBJECTIVES minutes to make the drive and that your parent was driving at a
The pupils will be constant velocity the whole time.
2.
able to
POSITION (km) TIME(min)
• Interpret
1 2
distance vs. time
graphs to assess 2 4
relative speed of 3 6
an object. 4 8
• Interpret 5 10
distance vs. time
graphs to assess 3.
the nature of
motion. NAVIGATE CONTENT
• Interpret
velocity vs. time to 1. Writing
assess distance coordinates A ?
covered by an B ?
object in a given C ?
time interval D ?
• Interpret E ?
velocity vs. time to
assess the nature
of motion of an
object
• Interpret
velocity vs. time to
assess the
acceleration of an
object in a given
time interval

A (0s,2m/s)

B ?

C ?

D ?

E ?


Deductive and reasoning skill
 Decoding information

Generate meaning.
1. Interpreting velocity from position time graph.
 2. Velocity Vs Time graphs

 Deductive and reasoning skill

APPLY TO REAL LIFE

DAY TO DAY RELEVANCE

 Critical thinking.

 Problem solving.

GAUGE THE LEARNING.

ASSESSMENT /MEASURING OF LEARNING OUTCOMES
1. The velocity-time graphs given below represent the motion of
three different objects. Identify any object that is moving with
a constant velocity.
 2. The velocity-time graphs given below represent the motion of
three different objects. Identify the object(s) that is/are moving
with a constant velocity.

3. The velocity-time graphs represent the motion of three different

objects. Identify any object that is stationary or not moving.

 
4. Refer to the graph given alongside to answer the
Following questions-
i. What is the change in
velocity of the object
In the first 10s.
ii. Find its acceleration in
the time interval
between 20 and 30s.
iii. In what time interval does it have uniform acceleration?
iv. Find the distance covered by the object in
a) Ist 10s b) Ist 20s c) Last 20s
5. From the description of Seema’s journey below, construct a
distance-time graph.
Seema left home at 12:00 and after half an hour of moving at a constant
speed, she had travelled 12km. At 12:30 her speed increased, and after an
hour of travelling at a constant speed she had travelled a further 32km, at
which point she stopped. After 3 hours of being stopped, she drove
towards home at a constant speed, and it took her 2 hours in total to get
home.

 Critical thinking.
 Problem solving.
  Perseverance.

EXTEND
Study various types of motion represented by position time, velocity time
and acceleration time graphs using the following interactive
https://ophysics.com/k4b.html
 Problem solving.
 Perseverance.
 Information literacy.
 Technology skills and digital literacy.

SUB TOPIC: ENERGIZE LEARNERS

INITIATION ACTIVITY
SUB TOPIC: Activity – Drop a ball from height and let students predict
EQUATIONS OF  Time taken by them to reach ground
MOTION FOR A  Velocity with which they reach ground
UNIFORMLY  Guide them towards the relation between velocity, acceleration
ACCELERATED and displacement.
BODY  Critical thinking.
LEARNING
OBJECTIVES
The pupils will be NAVIGATE CONTENT
able to Graphical Derivation
• To interpret
kinematic graphs
and to relate
position, velocity,
and acceleration
graphs to each
other.
• Write down
expressions for
velocity and
position as
functions of time,
and identify or
sketch graphs of
these quantities.
• To begin
the development
of a robust
problem-solving
strategy.
• To solve
quantitative
kinematics
problems,
including objects
falling under the
influence of
gravity.

 Critical thinking.
 Problem solving.
GENERATE MEANING and APPLY TO REAL LIFE
DAY TO DAY RELEVANCE
The speed limit of a particular section of freeway is 25 m/s. The right
travel lane is connected to an exit ramp with a short auxiliary lane. Cars
would have a comfortable deceleration of −2.0 m/s2 for 3.0 s in the
auxiliary lane if they were driving at the speed limit.
a. What speed will cars have when they are done decelerating in this
way? (This is also the speed limit of the exit ramp.
b. What minimum length should the auxiliary lane be to allow for
this deceleration?
Drivers don't always drive at the speed limit, and highway engineers
take this into consideration.
c. Assume a car could decelerate at four times the "comfortable"
rate without losing control. At what maximum speed could a car
enter an auxiliary lane with the length you calculated in part b.
 and still exit at the intended speed?
d. Assume a driver was traveling on the freeway at the speed you
calculated in part c. What distance is needed to decelerate this car
to the speed limit of the exit ramp at the "comfortable" rate ?

Solution

a. State the givens and the unknown. Use the first equation of
motion — the one where speed is a function of time.

v0 =25 m/s
a =−2.0 m/s2
∆t =3.0 s
v =?
a.
v = v0 + at
v = (25 m/s) + (−2.0 m/s2)(3.0 s)
v = 19 m/s
b. Restate the givens from the previous part, since they're all still
valid, but now is distance is the unknown. Use the second
equation of motion — the one where distance is a function of
time.
v0 =25 m/s
a =−2.0 m/s2
∆t =3.0 s
∆s =?
c.
∆s = v0t + ½at2
∆s = (25 m/s)(3.0 s) + ½(−2.0 m/s2)(3.0 s)2
∆s = 66 m
c. The final speed calculated in part a. is still the final speed. (All cars
need to exit at the same speed.) The distance calculated in part b.
is still the distance. (All cars get the same amount of space to slow
down.) The new acceleration is four times the old one. The new
initial speed is the new unknown. No time is given or can be
inferred. None is needed. Use the third equation of motion — the
one where speed is a function of distance and time is not a part of
the equation.
v =19 m/s
a =−8.0 m/s2
∆s =66 m
v0 =?
d.
2 2
v  = v0  + 2a∆s
 v02 = v2 − 2a∆s
v02 = (19 m/s)2 − 2(−8.0 m/s2)(66 m)
2
v0 = 37.6 m/s
d. The final speed calculated in part a. is still the final speed. (All cars
still need to exit at the same speed.) The acceleration is the value
given at the start of the problem. (Let's allow the speed demons
to accelerate comfortably, too.) The new initial speed is the value
we just calculated. The new distance is the new unknown. Again
no time is given or can be inferred, so again use the third equation
of motion.
v =19 m/s
a =−2.0 m/s2
v0 =37.6 m/s
∆s =?
e.
∆v2 = v02 + 2a∆s
2
∆s = (v2 − v02)/2a
2
∆s = [(19 m/s)2 − (37.6 m/s)2]/[2(−2.0 m/s2)]
2
∆s = 264 m

∆v2 = v02 + 2a∆s
2
∆s = (v2 − v02)/2a
2
∆s = [(19 m/s)2 − (37.6 m/s)2]/[2(−2.0 m/s2)]
2
∆s = 264 m

Critical thinking.
Problem solving.

GAUGE THE LEARNING.

ASSESSMENT /MEASURING OF LEARNING OUTCOMES
1. A car is travelling at 36 km/h along a road. The driver accelerates
for 50 m at a rate of 0.5 m/ s2 . Find its velocity now.
2. A ball hits a wall horizontally at 6m/s. It rebounds horizontally at
4.4m/s. The ball is in contact with the wall for 0.04s. What is the
acceleration of the ball?

 Critical thinking.
 Problem solving.
 Perseverance.

EXTEND
Practice numericals based on students needs.