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LIFE IN MOTIONActivity #2 Fast, Faster, Fastest
!
Approximate Time Required
1-2 hours
Key Questions
What happens to your acceleration when you go down a low, medium, high slope orramp on roller blades? Why?
Student Learning
In addition to the competencies listed in the next section, students will:• predict how they could determine the relationship of slope to acceleration, and• devise an activity to test their prediction of the relationship of slope to acceleration
CompetenciesScience andTechnologyCompetency 1
: To take action, bearing in mind the different types of reasoningspecific to science and technology• The student proposes a solution to the problem• The student implements the proposed solution he/she has chosen.• The student assesses the results
Competency 2
: To appreciate how human activities are influenced by thespecific contributions of science and technology• The student considers the nature of science and technology as it relates tothe problem• The student examines the impact of science and technology as it relates tothe problem
Competency 3:
To propose acceptable explanations in appropriate scientific andtechnological languages• The student develops the ability to use ordinary language related to scienceand technology when dealing with a problem• The student develops the ability to use symbolic language related to scienceand technology when dealing with a problem
Cross-CurricularCompetenciesIntellectualCompetency 2
: To solve problems• The student analyzes the components of the situational problem• The student formulates possible solutions• The student implements the solution
Competency 3
: To exercise critical judgment• The student forms an opinion
Competency 4
: To be creative• The student explores various possibilities regarding a project• The student evaluates his/ her project
Competency 3
: To work with others
 
Personal andSocialCommunication-Related
• The student plans a task with others• The student works with othersCompetency 1: To communicate appropriately• The student carries out the communication
LifelongLearning AreasWorld-ViewSocialRelationships
The student gradually constructs a dynamic world-view that gives meaning tohis/her life.The student participates actively in his/her learnings with other members ofhis/her community.
Links to otherSubjectAreasMathematicsLanguage ArtsCompetency 3
: To communicate by using mathematical language
Competency 4:
To appreciate the contribution of mathematicsto the different spheres of human activity
Competency 3
: The student views/ reads visual texts critically
MaterialsPer class Per Student Per group of students
Plank of wood to be used as aramp, shoebox to buildmoveable ramp, or suitablematerials to create a rampballs or toy cars R.I.P. POEMGraph paper or access toClarisWorks program oncomputerData sheet to recordobservations, e.g. time,distance, height of rampWorksheets for Activities#2A, #2B, and #2C
Constructivist Activity StepsRole of Teacher Role of StudentEngage
Discuss personal experiences on rollerblades, snowboard, skiing, etc.How could we determine therelationship of slope to acceleration.Talk about personalexperiences.Contribute to the discussion.
Individualpredictions
Ask question: what happens to youracceleration when you go down a low,medium, high slope/ ramp on rollerblades? Why?Give responses orally
Group predictions
Divide students into groups toshare their individual predictions andcome up with a group prediction.Share your individual predictionsand develop a group predictionregarding what happens to youracceleration when you go down a low,medium, highslope/ ramp on roller blades? Why?
 
Activity/Experiment
Guide students to devise anactivity to test their prediction aboutthe relationship of slope toacceleration, using materials readilyavailable in the classroom or home.Devise an activity to test yourprediction about the relationship ofslope to acceleration. Try out variouspossibilities using your problemsolving skills.
Group discussionGroup reportswhy predictionswere accurate orinaccurate.
Provide worksheets (Activities #2A,#2B, and #2C) to recordobservations. Provide access to ClarisWorks program.Record data on worksheet, creategraph on graph paper or ClarisWorks. Interpret data.
Short explanation
Review concept of D = R x T (D meansdistance, R means rate ofacceleration, T means time)Ask questions to clarify.
Apply to a newsituation
Lead students to think about theconcept of gravity; e.g. at whatheight or point could you drop theobject (toy car or ball) so that itreaches the finish line in theshortest time possible?Answer, challenge question
Vocabulary ListAcceleration
: the change in velocity over time; to speed up
Centimeter:
a unit of length/distance in the metric system; one-tenth of a meter
Deceleration
: the change in velocity over time; to slow down
Gravity:
the force that attracts a body toward the center of the earth or toward any other bodyhaving mass
Rate
: a numerical proportion between two sets of things
Slope
: an upward or downward inclination
Velocity
: the speed of an object (distance travelled over time) and its direction of motion
Evaluation Ideas
• Collect and review student worksheets to evaluate if proper recording techniques were used andhow results were interpreted.• Create a crossword puzzle using definitions of relevant vocabulary based on the activity
Extensions
• Write a story about an event in student’s life when speed and acceleration played an importantrole, e.g. sport event.• Have students research and record speeds of 1) various animals, 2) favourite athletes in motion(sprinters, swimmers ) and 3) forms of transportation.
Teacher Comments from Field Testing

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