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Introduction to Uniform Motion

This is for basic physics students learning the principles of uniform motion.

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andrewtassone17
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38 views6 pages

Introduction to Uniform Motion

This is for basic physics students learning the principles of uniform motion.

Uploaded by

andrewtassone17
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Introduction to Physics: Uniform Motion

Designed for: Science 10 (Alberta) – Unit B: Energy Flow in Technological Systems

Duration: Approx. 1-1.5 hours

Materials:
• Stopwatch
• Several sheets of paper
• Long tape measure or meter stick
• Sticky notes

I use this lesson to begin my grade 10 physics unit every year! It gives students a fun, low-
pressure introduction to the relationship between speed, distance, and time, and provides a
platform for the collaboration and critical thinking that are essential to succeeding in future
physics learning.

Lesson Introduction/Hook:
• Each student gets one piece of blank paper. Some years we all get the same size and
weight of paper, and other years I provide a variety of options and let students select their
own paper type.
• Give students about 10-15 minutes to construct a paper airplane. (This sounds like a lot of
time, but very rarely do my high school students remember how to fold a paper airplane!)
o Note: if you have a large class, it may be more time-efficient to have students
work in pairs.

Main Activity:
• Find a hallway or other long, open space for this activity.
• Create a “starting point” using a sticky note. This is where students will throw their paper
airplanes from.
• Give each student a chance to throw their paper airplane down the hallway.
o Have another student operate the stopwatch, timing how long the plane is in the
air (start the watch as it leaves the thrower’s hand and stop it when it first touches
the ground).
o Have a second student stand down the hallway with a sticky note to mark the
location of where the plane first hit the ground.
o Measure the distance of the flight using the tape measure or meter stick.
• Record both the distance and time values in the chart provided at the end of this lesson
plan. Repeat the process with each paper airplane.

Miss G Science, 2021 1


Data Analysis & Formula Introduction:
• Once back in the classroom, display the results of your paper airplane activity so that
everyone can see.
• Point out which plane flew the farthest and which plane flew the longest.
• Have students work in groups of 2-4 to figure out which plane flew the fastest.
o Give students several minutes to discuss the problem.
o Turn the small group discussions into a whole class discussion:
▪ Did anyone figure out which plane flew the fastest?
▪ How did they figure it out?
𝑑
• Introduce the formula v = 𝑡 discussing what each variable stands for and what units they
are measured in.

Further Thinking:
• Pose the following problems to your students:
o Let’s say we already know how fast a paper airplane was travelling: 5.0 m/s. If
stayed in the air for 4.0 s, how far did it travel?
▪ Allow for student discussion and problem solving before showing the
rearrangement of the formula to solve for distance: d = vt.
o Say we threw the paper airplane a second time and it travelled at the same speed:
5.0 m/s. This time we measured the distance: 15.0 m. How long did the airplane
stay in the air?
▪ Allow for student discussion and problem solving before showing the
𝑑
rearrangement of the formula to solve for time: t = 𝑣 .

Independent or Collaborative Practice:


• To finish the lesson or to begin the next lesson, assign the practice problems included at
the end of this lesson plan.

Miss G Science, 2021 2


Paper Airplane Date
Pilot Distance Time Speed

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Introduction to Uniform Motion: Practice Problems
Name: ___________________________________ Date: _____________________________

Level 1:

1. v = 11 m/s
d = 169 m
t=?

2. d = 140 m
t = 7.0 s
v=?

3. v = 15.0 m/s
t = 105 s
d=?

4. v = 5.5 m/s
d = 110 m
t=?

Miss G Science, 2021 4


Level 2:

5. James went ice skating at the local outdoor skating rink. He skated across the 40 m long
rink in 8.5 s. Calculate the speed at which James skated.

6. Kimmy walks to school in the mornings. The distance from her front door to the front
door of the school is 1.13 km. If she walks at a speed of 0.28 m/s, how long does it take
Kimmy to walk to school?

7. Alexis went downhill skiing last weekend. On her first run, she travelled at a speed of
9.00 m/s. It took her 3 minutes and 12 s to reach the bottom of the hill. What is the
distance of the run?

Miss G Science, 2021 5


Level 3:

8. Tanner and Ashlyn ran the 200 m race against each other. Ashlyn finished the race in
22.0 s. If Tanner ran 1.0 m/s slower than Ashlyn, what was his time in the race?

9. Cleo is a brown tabby cat. Cleo chased a Yorkie down the street from her front door to
the mailbox – a distance of 75 m.
a. If she ran at a speed of 5.0 m/s, how long did it take Cleo to reach the mailbox?

b. If the Yorkie had a 7.0 m head start and ran at a speed of 4.7 m/s, which animal
arrived at the mailbox first?

Miss G Science, 2021 6

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