Sciences-physics-standard lesson 3: Movement

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• Leerjaar 1

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Welcome: Sciences - Physics 

Unit 5.1: Life in Motion: Exploring Genes, Movement, and Carbon Chains

Learner Profile: Inquirers

ATL: Transfer skills

Related concepts: Function, movement

Key concept: Systems

Understanding how systems of life, motion, and matter interact, helps us explain the continuity and complexity of living organisms.

Global context: Scientific and technical innovation

Lesson program

• Prior knowledge
• Setting learning objectives
• Instruction
• Getting started
• Reflection and checking learning objectives

Overview periode 1

Sciences-physics-standard lesson 3: 

Movement

Week 1	Week 2	Week 3	Week 4	Week 5	Week 6	Week 7
Distance	...	SI system	...	...	Movement	...

Over a distance of 4.0 km,
speed enforcement takes place. On this stretch, the speed limit is 80 km/h. A driver covers the distance in 2.5 minutes.
Use a calculation to determine whether the driver will receive a fine.

Learning objectives

• I can use measurement data from sensors, light gates, or video analysis to determine properties of a motion.
• I can determine the displacement and average velocity of a motion from an (x, t)-diagram.
• I can perform calculations and reason using
  the formulas for displacement and average velocity.

Why do we analyze movement?

Position & displacement

• A (position, time) diagram or (x, t)-diagram is used to represent motion.
• It shows how the position x changes depending on the time t.

Position & displacement

• Displacement is defined as:
• Δx = x_end - x_begin
• The distance traveled is the actual length you have moved.
• The distance traveled is always positive. Displacement, however, can also be negative!

What is the displacement
between t = 1.0 s
and t = 2.0 s?

1. 14,4 m
2. 3,6 m
3. 10,8 m
4. 18,0 m

Recording motion

Recording motion can be done in various ways:

• Video analysis
  
• Stroboscopic photography
  
• Ultrasonic position sensor
  
• Light gates

1 - video measurement

You record a video with a scale included. For each moment in time, you measure the position of a single moving point.

2 - stroboscope

• With a stroboscopic photo, images are taken at different moments using light flashes.
  
• There is an equal amount of time between two photos.

Which is true?

1. The ball is accelerating (moving faster and faster)
2. The ball is decelerating (slowing down)
3. The ball is moving at a constant speed
4. The ball is stationary (at rest)

3 - ultrasonic position sensor

• An ultrasonic position sensor uses sound:
  
• A short sound pulse is emitted. It reflects off an object, and the time it takes for the pulse to return is measured.
  
• If you know the speed of sound, you can calculate the distance.

4 -  Light gate

The light gate measures how long the light beam is interrupted. With this information, you can calculate the speed.

3 - ultrasonic position sensor

The time the sonar measures is 600 ms.

The speed of sound in seawater is 1500 m/s.

Calculate the depth of the water.

Use the formula: velocity = distance / time

or v = s / t

3 - ultrasonic position sensor

The time the sonar measures is 600 ms.

The speed of sound in seawater is 1500 m/s.

Calculate the depth of the water.

The answer:

s = vt = 1500 x 0,6 = 900 m

depth = s/2 = 450 m

What is the difference between displacement and traveled distance ? Can you give an example?

formulas

• formula for displacement: Δx = x_end - x_begin 

• formula for velocity: velocity = distance / time or v = s / t

• average velocity = displacement / time or:

v_average = 

Get to work, task 1

Rocket Motion (Figure 7)

In Figure 7, the (x, t)-diagram shows 

the motion of a firework rocket that is 

launched upward from the roof of a 

building and then lands on the ground.

a. Determine the displacement of the rocket.

b. Determine the average velocity of the 

rocket between t = 0.0 s and t = 3.0 s.

c. Determine the average velocity of the 

rocket during its downward motion.

6. Actieve verwerking

De docent maakt expliciet over hoe de leerstof actief verwerkt dient te worden. Hierbij modelleert de docent eerst en laat daarna de leerlingen actief inoefenen. De ondersteuning wordt geleidelijk afgebouwd en leerlingen worden steeds zelfstandiger. De docent zorgt voor afwisseling in oefentypes en maakt gedurende de les het leren zichtbaar. De docent zet bijvoorbeeld in op hardop denken opdrachten en koppelt daar een geïnformeerde vervolgstap aan.

Get to work, task 2

Usain Bolt's 100m World Record (2009): In 2009, Usain Bolt ran the world record for the 100 m sprint. His average speed was 37.58 km/h.

a. Calculate the duration of the world record run over 100 m, rounded to two decimal places.

During this sprint, Usain's top speed was approximately 44 km/h, which is much higher than the average speed.

b. Explain why that is the case.

Kelvin Kiptum's Marathon Record (2023): In the marathon, the fastest time in 2023 was achieved by Kelvin Kiptum. He ran 42 km and 195 m in 2 hours, 0 minutes, and 35 seconds.

c. Calculate his average speed in m/s, rounded to three decimal places.

d. Convert your previous answer to km/h.

6. Actieve verwerking

De docent maakt expliciet over hoe de leerstof actief verwerkt dient te worden. Hierbij modelleert de docent eerst en laat daarna de leerlingen actief inoefenen. De ondersteuning wordt geleidelijk afgebouwd en leerlingen worden steeds zelfstandiger. De docent zorgt voor afwisseling in oefentypes en maakt gedurende de les het leren zichtbaar. De docent zet bijvoorbeeld in op hardop denken opdrachten en koppelt daar een geïnformeerde vervolgstap aan.

Get to work, task 1-2

check your answers

translate or ask the teacher 

6. Actieve verwerking

De docent maakt expliciet over hoe de leerstof actief verwerkt dient te worden. Hierbij modelleert de docent eerst en laat daarna de leerlingen actief inoefenen. De ondersteuning wordt geleidelijk afgebouwd en leerlingen worden steeds zelfstandiger. De docent zorgt voor afwisseling in oefentypes en maakt gedurende de les het leren zichtbaar. De docent zet bijvoorbeeld in op hardop denken opdrachten en koppelt daar een geïnformeerde vervolgstap aan.

Reflection on the Learning objectives

• 
  
• I can use measurement data from sensors, light gates, or video analysis to determine properties of a motion.
  
• I can determine the displacement and average velocity of a motion from an (x, t)-diagram.
  
• I can perform calculations and reason using the formulas for displacement and average velocity.

8. Afsluiting

De docent controleert in de slotfase van de les of de leerdoelen door alle leerlingen behaald zijn en plaatst de les in de context van de betreffende Unit. De docent evalueert samen met de leerlingen het leren en het gedrag op basis van het Learner Profile en de ATL-skills. Dit wordt vastgelegd in Toddle. Samen blikken docent en leerlingen vooruit aan de hand van de JdW-planner.