Velocity and Physics in Sports
Objective:
1. To demonstrate an understanding of the difference
between speed, velocity,
and acceleration.
2. To compute velocity.
3. To compute acceleration.
4. To read and construct a line graph and a bar graph that show
information about velocities of sports activities.
Indiana Science Standards Addressed:
5.2.7 Read and follow step by step instructions when learning new procedures.
4.2.4 Use numerical data to describe and compare objects and events.
Materials:
(for each group)
Two stop watches, one meter stick or tape, roll of masking tape or chalk,
notebook paper, pen, calculator (optional)
(for teacher)
Five-minute video of Olympic competition, bulletin board with pictures of
multi-cultural sports activities, chalkboard for graphs or three
pre-printed
graph poster boards, sports vocabulary in Spanish and English (sports-
deportes) (velocity-velocidad) (speedometer-cuentakilometros)
(at full
speed-a toda velocidad) (Olympic-Olimpico)
Estimated Time:
This activity will use two different science periods. The teacher should choose where to break this activity up. The activity could be done in one period, and then the assessment could be done in the second period.
Procedure:
1. Introduce topic with a five-minute video of
Olympic events or with pictures of a variety of sports.
2. Involve pupils in a discussion about motion. Ask what we usually
notice about motion: how fast something is moving and in what direction
something is moving.
3. Guide pupils in a question/answer session which leads them to define
speed (rate at which something moves), velocity (speed plus direction), and
acceleration (rate of change of velocity).
4. Explain formula for computing velocity (velocity=distance divided by
time).
5. Explain formula for computing acceleration (acceleration=(V2
- V1) divided by T2).
6. Divide the class into groups of four or five, distribute materials,
assign an area on a playground or in a gymnasium for competition.
7. Establish rules for performing at least 3 competitive events in which
velocity can be measured (running, walking, pushing a ping-pong ball with your
nose, riding a bicycle, crawling, etc.).
8. Give each group a chart for recording data (names of participants,
activities, distance covered, time). Decide on the unit of measure.
9. Have the pupils place all results on a master chart: NAME
ACTIVITY DISTANCE TIME VELOCITY (ft/s
or m/s)
10. Transfer results from the master chart to a large chalkboard graph:
a. Let x = one activity
b. Let . = the second activity
c. Let o = the third activity, etc.
11. Have the pupils connect the lines of the line graph. Ask
questions about the results.
12. Have the pupils of each group compute the group average for each
activity.
13. Transfer the group average for each activity to a bar graph.
|
|
|
V |
(m/s)|
|
+---------------------------------------------------
(Examples) Walk Run Ride
Walk Run Ride
JETS
ROCKETS
14. Re-explain the formula for computation of acceleration.
15. Have the groups return to the game area, perform one activity and
computer acceleration.
16. Transfer the group averages to another bar graph.
17. Lead the pupils in a discussion to summarize the results of the
Mini-Olympics.
18. (Assessment) You and your friends are visiting a park for the day. On a sign, you read that park officials are offering a $100 prize to the person who can design a one-hour mini-sports competition, complete with a description of the prizes to be awarded to individuals or teams who reach the highest VELOCITIES. You immediately decide to win the $100. In at least two paragraphs, describe the activities, materials needed, method and unit of measure, distance to be covered; and tell how you will plot the results.
Rubric:
1. Five points = A complete description, including each item listed in
the performance assessment
2. Four points = Partial description, with at least one activity, unit of
measure, time and/or distance, and one formula
3. Three points = Partial description, with at least one activity, unit
of measure, and one formula
4. Two points = Little or no description, with at least one activity
5. One point = Description unclear
6. Zero = No attempt
Rationale:
This lesson will be a fun and authentic learning experience for children to learn about velocity.