Motion and Position

Unit II- PHYSICS

Standards• SC.912.P.10.3 Compare and contrast work and power qualitatively and quantitatively. • Content Complexity: Level 2: Basic Application of Skills & Concepts •  SC.912.P.12.5 Apply the law of conservation of linear momentum to interactions, such as collisions

between objects. • Content Complexity: Level 3: Strategic Thinking & Complex Reasoning • SC.912.P.12.7 Recognize that nothing travels faster than the speed of light in vacuum which is the

same for all observers no matter how they or the light source are moving. • Content Complexity: Level 1: Recall • SC.912.P.12.9 Recognize that time, length, and energy depend on the frame of reference. • Content Complexity: Level 1: Recall • SC.912.P.10.6 Create and interpret potential energy diagrams, for example: chemical reactions,

orbits around a central body, motion of a pendulum. • Content Complexity: Level 3: Strategic Thinking & Complex Reasoning • MACC.912.N-Q.1.1 Use units as a way to understand problems and to guide the solution of multi-

step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.

• Content Complexity: Level 2: Basic Application of Skills & Concepts

EQ: How is motion measured?

SC.912.P.12.9 Recognize that time, length, and energy depend on the frame of reference. Content Complexity: Level 1: Recall MACC.912.N-Q.1.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. Content Complexity: Level 2: Basic Application of Skills & Concepts

UNITS

Speed (m/s)Velocity (m/s in a direction)

Acceleration (m/s2 in a direction)Momentum (kg*m/s)

Write down each word and skip two lines between.We will define them as we go along.

Write down the words in this blue box.Use these to check your units later.

Look at this grid map.

The two cars start from the same parking lot and head to their homes in different directions

•

What is your position?

What is your locker’s position?

Royal Castle Floor Plan

• Pick up a Floor plan and a sheet of directions. • Write your name on the Floor Plan of the

castle. • Do not write on the directions. • Follow all the directions to label all the rooms

in the castle. • Turn in your floor plans to the brown bin. • Return your directions to my folder on my

desk.

EQ:

• How is distance measured?

Measuring Position: Distance

Write your answer in your notes. Use 

complete sentences.

Measuring Position: Displacement

Position and Motion worksheet

• Pick up a “School to Home” worksheet.• This is your homework for tonight. Bring it

tomorrow for our class discussion.

EQ:

• How do we combine displacements?

Write your answer in your notes. Use 

complete sentences.

Maze Work

• Pick up mazes from my desk.• Using a ruler, solve the mazes. Make no curved

marks. Only use the ruler’s straight edge. • Measure the length of all your lines (in

centimeters) and add them up to find the distance. Record your distance at the bottom of the maze.

• Do this for all four mazes. Complete for homework, if you don’t get done in class.

Class Starter

• Take out your mazes from yesterday.• Using ruler, draw a displacement line from the

arrow to the star, ignoring the maze path.• Measure the length of your displacement line

(in centimeters) and record it at the bottom of the maze.

• Which length is shorter: distance or displacement?

Detecting Motion:

•

Launch Lab• Grab a mini-worksheet and your lab notebook.• Create a proper heading in your lab notebook

and sit with your three o’clock partner.• Title the Lab “Launch Lab: Animal Race”• Copy the procedure into your notebook and

leave room for your data table and paragraph.

Launch Lab, continued

Partner Name Running Time (s) Average Speed (m/s)

Average Speed (km/hr)

Copy this data table into your lab notebook.

These are the fastest speeds

these animals can go

Launch Lab

• Take a timer with you to the garden today! We will walk to the track for our running!

Look at your handout and compare it with this picture. What is different?

Use markers to

connect the lines so your graph

looks like mine.

Turn to page 2 of the handout.

• Answer the questions, using the graph to help you.

• You may work with one partner quietly on this.

• You may raise your hand for help and Ms. Sargent or I will come help you.

Airplane Velocities

It’s 448 kilometers from Chicago to Des 

Moines. What should your velocity be to fly 

there in 1.4 hours?

V = distance/time

What direction do we have to fly?

Class Lab

• Using a Graph to Calculate Speed.• Grab a handout. Read the section entitled

“Make Observations.”• Write steps of a procedure. Write a

hypothesis.• Copy the table from page two into your lab

notebook.

Sample Problem

A jogger is moving at 5 m/s as she approaches a busy street. She needs to stop in 2 s in order to stay safe. What average deceleration must she have in order to stop in time?

Foldables1. Make a three-tab book. 2. Use the titles shown. 3. On the inside of each tab,

summarize how that topic describes how objects move.

4. On the back of the titles for Velocity and Acceleration, write the equations for calculating their values.