Content Area: Physics

Writing Standard:
W.11-12.3e
Provide a conclusion
that follows from and
reflects on what is
experienced,
observed, or resolved
over the course of the
narrative.

Grade Level: 11
What do students need to
know?
Understand the concept of
motion
Recall Newtons Laws of
motion (how motion is
governed)

What do students need to be able to do?

Understand how to measure and calculate
the motion of an object in terms of
position, time, velocity, and acceleration.

Analyze and describe the motion of an

object in terms of velocity, time, and
acceleration.

Lesson Objective:
How is motion measured?
Lesson Outline and Task for the students:

Have students recall the concepts of reference frames and motion. As a method to guide the students,
using I can use one of the following classic examples: tossing a ball on a moving train, or driving on a
highway toward or away from other moving vehicles.

Use YouTube Einsteins Relativity in 2 Minutes (https://www.youtube.com/watch?v=62yHCse9qDY)

to tie the previous two lessons together. Once the video is complete lead a discussion on relative
motion. (Be sure to pay special attention to the train experiment)

I will then show a slide show (attached) discussing velocity. Velocity will be the main concept for this
class as it is the answer to the Aim.

After the slideshow I will divide the class into 3 groups and have them complete a worksheet
(attached). This inquiry activity will provide students with a chance to create an experiment to test
motion. Collect the worksheets
Summative Assessment:
For this lesson I have attached the summative assessment with the worksheet
Cognitive Rigor Matrix Level:
Based on the cognitive rigor matrix this lesson falls within DOK level 4. Students will expected to Illustrate
how multiple themes (distance, velocity, time) are interrelated. Students are also Select or devise an approach
among many alternatives to research a novel problem
Universal Design for Learning Guidelines:
This lesson includes UDL Principles 3.1 by supplying background knowledge to start our class. (recalling
what we know about motion). UDL Principle 6.2 is also utilized because students must plan and strategize not
only to complete the assigned task, but to also justify their position.

Text Complexity:
This lesson contains very complex text. No only is there a multitude of academic vocabulary (most from
previous lessons) but students are also expected to link together concepts from previous lessons
Lesson Adaptions for case study students:
These adaptions are specifically designed for to assist all three ELL students. Because this lesson involves
juxtaposing several concepts from previous lessons, it is important to bend the rules as stated in the Content
Strategy text. An example would be to let students use general language as opposed to academic language to
convey ideas. Even though I will be lenient it is important for students to understand content specific words.
Be sure to pay special attention to the language embedded in the power point slides.

Frame of Reference a system for spec ifying the

prec ise loc ation of objects in space and time.
Motion an objects change in position relative to a
referenc e point.

 When an object changes position with respect to a

frame of reference, the object is in motion.
Distance measures the path an object has taken.

Displacement the straight line from the starting

point directly to the ending point.
Displac ement will always be shorter than distanc e
traveled, and will be equal if they are the same
path.

 Speed describes how fast an object moves

measured in m/s (meters per second)
Velocity describes speed and direction and is
measured in m/s + direction (i.e. North, South, East,
West, etc.)

To calculate speed (velocity), you must measure two

quantities:
1) The distance traveled (meters)
2) The time it took to travel that distance (seconds)
1. = /
2. =()( )
3. =/

 Interval a space between objects

You can plot a graph showing distance on the vertical (y-axis)
and time on the horizontal (x-axis).
You can observe the change in position (velocity) on the
given intervals.

Name(s)_________________________________ ________________________________
_________________________________ ________________________________
LHS Physical Science
My Speed Lab
Your Task:
You have been assigned the task of determining which of the following objects . (ping-pong ball, small
marble, tennis ball) would have the greatest speed and momentum when moving a distance of 10 meters. Once
you come to a conclusion, explain why.
YOU CANNOT TOUCH THE PING-PONG BALL, MARBLE or TENNIS BALL WHILE
DETERMINING SPEED.
*Design an experiment to complete the task.
*Be sure to include a data table.(This can be done on notebook paper.)
*Remember to get an average you have to have more than one timing. Use a
2 and a maximum of 3 timings per object.
Materials: Circle any materials listed below that you will use.
Pizza box, ping-pong ball, small marble, tennis ball, chalk, tape measure, scale
Other materials: ____________________________________________________
Procedures: List and make sure others could repeat by reading your procedures.
Number your procedures and write neatly.

minimum of

Data Table Results:

Averages: meters/second for:
ping-pong ball

small marble

tennis ball

Momentum: (kg x m/s)

ping-pong ball

small marble

tennis ball

Summative Assessment:
1. Which of the objects had the highest average speed?
2. Which of the objects needed a greater force to move?
3. Why did your answer in question 2 require a greater force?
4. Which of the objects had the greatest momentum (based on average speed/velocity)?
5. Explain how force is related to momentum.
6. Create a time vs. distance graph.