ITSI+Activity+-+Understanding+Motion

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= Activity Description: Understanding Motion =

Include information about the activity's source or a link to the or Lesson Plan: [|Understanding Motion]

Brief Description
From activty introduction: This activity will investigate simple, straight-line motions using a motion sensor.

GSEs Addressed
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Detailed Analysis
or be able to do as a result? ||
 * ~ What does the student do? ||~ What does the student think about? ||~ What is the student supposed to understand
 * Reading: Think about a tree blowing in the wind. The upper branches of the tree move with the wind. Once the wind stops, the tree sways back and forth until it comes to rest at its original position. This type of repeated motion occurs often in other situations. While you are playing with a yo-yo, the toy moves up and down and up and down. When a car is stuck in the snow or mud, the driver rocks the car forward and backward until it is freed. A tiger pacing in a zoo pen also shows repeated motion. || Describe at least two more examples of repeated motion. || Describe examples of repeating motion. ||
 * Observe a distance vs time graph for harmonic motion. || How can you tell from the graph that the motion is repeated?

How long does it take to repeat the motion? || Link repeated motion pattern with repeated pattern on distance time graph.

Interpret the graph to determine the time where the motion repeats. ||
 * Draw one cycle. (On a blank canvas.) || Label where you think the velocity is greatest forward and the greatest backward. Label where the velocity is zero. How can you tell? || Apply the concept of velocity to interpret characteristics of motion represented by the distance time graph and label points of high, low, and zero velocity. ||
 * Prediction

Using the graph sketching tool, draw a distance-time graph that shows someone walking forward and backwards twice over a 4-meter track in a 30-second period of time. See if you can make the two trips look the same on the graph. || Label your graph to show forward (f) motion and backward (b) motion.

Does your prediction show a change in speed? Explain the motion in words. || Interpret distance time graph to determine regions of forward and backward motion.

Apply the concept of "change in speed" to a distance time graph. ||
 * Without looking at the graph, reproduce your prediction drawing of a distance-time graph by walking forward and backwards twice over a 4-meter track in a 30-second period of time.

Repeat this until you capture the desired graph. One student can coach another by giving them instructions on what to do to match the graph — speeding up, slowing down, reversing direction, and so forth.

You can also save multiple runs if you make more graphs using the “new” button on the left. || Analysis

How did the actual motions compare to your predictions? Explain any differences.

Where was the velocity the greatest in each direction? Where was it zero?

How can you tell this from the graph? || Reflect on predicted graphs given actual graphs to explain differences.

Interpret distance time graph for greatest velocity in each direction as well as for points where velocity is zero.

Arrive at statements about features of graphs that convey information about velocity of object during cycle. ||
 * || Conclusion

How does the graph display the change in position over time?

How does this change in position over time relate to your speed? || ????

???? ||
 * Create a different motion graph of your own using the motion sensor. You could include a change in direction, a different starting position, and different speeds. || Write down a description of what you did to make the graph. Give this description as a challenge to another group and see if they can reproduce your graph. ||  ||

How Does Activity Foster Inquiry?
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