Prep: 15 mins | Activity: 30-45 mins
Constant velocity is the foundation of understanding motion in physical science. Using a constant velocity car, students quickly collect data for distance and time, then use the data to develop a model showing that distance is proportional to time. Through graphical analysis, students also develop the formula for speed by taking the slope of the line on their graph. This approach to introducing constant velocity is visual, and it requires data analysis and interpretation as well as model building. Students are practicing science, not just memorizing a formula.
Briefly share the fable “The Tortoise and the Hare” with students. Ask them to sketch the motion of both animals in the fable and share the sketch with their lab partners.
How is motion modeled both graphically and mathematically?
HS-PS2-1. Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.
Analyzing and Interpreting Data
PS2.A: Forces and Motion
Cause and Effect
Examine all batteries prior to the activity. Properly dispose of or recycle any batteries that show signs of corrosion or leakage.
Identify a location where students may perform the experiment. (The area should be clear, level, and free from foot traffic.) Precut the dowels and the aluminum foil squares. Place students in groups of 5 or 6. Test the constant velocity vehicle and change batteries if necessary. Make sure to securely replace the battery cover.
Dispose of the aluminum foil in the classroom trash or recycle. Do not discard the dowels as they can be reused.
Procedure A
Procedure B
Construct data tables for procedures A and B. Be sure to record your units of measure.
Procedure A: Sample Data
Procedure B: Sample Data
1. Construct a graph for both sets of data. Color code the data. Consider these questions as you construct the graphs:
2. What does the shape of the line indicate about the motion of the vehicle?
The graph of the data has the shape of a line. This indicates that the variables, distance, and time are directly proportional: d α t.
3. What is the effect of removing a battery on the velocity of the vehicle? What graphical evidence supports your claim?
The speed of the vehicle is less than the original vehicle, and the slope of the line is smaller.
4. How can you determine the speed of the car from the graph of the data?
The speed of the car is represented by the slope of the line. This can be calculated using the point slope formula:
Substituting two values from the graph:
5. Scientific models must be predictive. Does the graph of the car’s motion meet this definition? How could you use the graph to predict the position of the car at a future time?
Yes, the graph is predictive. To find the position of the car at some time t, extend the graph so that the line crosses that value for time and read the value for distance from the y-axis.
6. Use what you have learned to interpret the graph you drew of the race between the tortoise and the hare. Identify the type of motion, constant velocity or rest, and relative speed (slope of the line).
Student answers will vary. Any horizontal line segment should be interpreted as rest. The steeper the slope, the faster the speed. If you have already introduced velocity, also look for explanations of change in direction.
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