SlideShare a Scribd company logo
1 of 3
Download to read offline
Observing, Qualifying and Quantifying Motion in One Direction
General Objectives: Students will cooperatively participate in small teams to develop models
for an object moving at a constant speed in one direction on a level surface. The lesson design is
for Ninth Grade Honors Physical Science students who have accelerated math backgrounds.
Instructional Goals: Students will determine a frame of reference for the motion of a peer
(positive or negative motion based on the frame of reference). Students will cooperatively initiate
and develop a qualitative model for the student motion, describing the motion utilizing words, a
graph, a motion map, or a combination of each. Utilizing the materials supplied for the learning
experience, students will practice critical thinking and problem solving to measure two variables
for linear motion, and also create and collaboratively communicate qualitative and quantitative
models for motion in one direction. Members of the lab teams will accept leadership roles
assigned by the lab team, and practice self-direction, accountability, Rationale / Sequence
This lesson introduces the concept of constant velocity. It is the first lesson in a series of lab
experiences that will ultimately lead to discussion of acceleration and eventually motion in two
directions (projectiles). Students have all observed motion in multiple venues. Students may or
may not have pre-existing vocabulary to describe variables that are related to motion. In this
activity, students will be given independent choice to develop models for motion using varied
tools provided for the activity. Students will need to consider the differences between a
qualitative model and a quantitative model. This is extremely important! Students musts first
conceptualize relationships .This is why the lesson begins with the demonstration and
appropriately requires the students to list what is measurable. And next to consider any
potential related variables This leads to a graphic model.l The qualitative thinking will lead to
the quantitative model. Creating and utilizing appropriate graphs, students will be required to
utilize Google Docs to successfully compose a group lab report. The lab report format draws on
student previous experience with scientific thinking and usage of the scientific method to form
and test conclusions. Use of the LabQuest 2 technology and motion detector will depend on
student choice. Students will gain valuable experience in describing constant motion with respect
to measurable variables, building on previous experiences in elementary and middle school.
Students will be empowered to transfer the understanding of variables in constant motion to
other settings.
State Mandated Content: The lesson introduces the bold terms below:
“For the Physical Science course, all motion is limited to objects moving in a straight line
either horizontally, vertically, up an incline or down an incline, that can be characterized
in a single step (e.g., at rest, constant velocity, constant acceleration)…The motion of an
object depends on the observer’s frame of reference and is described in terms of distance,
position, displacement, speed, velocity, acceleration and time.…All motion is relative to
whatever frame of reference is chosen…Motion diagrams can be drawn and interpreted
to represent the position and velocity of an object…The displacement or change in
position of an object is a vector quantity that can be calculated by subtracting the initial
position from the final position (Δx = xf – xi)…Displacement can be positive or negative
depending upon the direction of motion..” (Ohio Revised Standards and Model
Curriculum High School, March 2011)
Sequence Of Instruction:
1) Demonstration: Students will observe the motion of a student across a level floor. The motion
will be recorded using Vernier’s “ Video Physics for iOS.” The video will be projected via
LabQuest Viewer for iPad to the classroom Smartboard where the recorded motion will be
evaluated using manually spaced data points.
2) Using the free software, “Lino” and student Chromebooks, students will generate questions
about the motion that was observed. Students will be specifically prompted in their questions to
consider any variables that can be accurately measured. The sticky notes generated by “Lino”
will be projected onto the classroom Smartboard.
3) Students lab groups will be created based on teacher choice.
4) Student lab groups will receive a set of materials. See list below. The Labquest 2 is a new tool
for the students.
5) Students will be asked to create a model for a student carrying a white board, moving in one
direction and at a constant speed.
6) Students will be asked to generate a qualitative model for linear motion using the tools
provided. Students will additionally be asked to create a quantitative model for the observed
motion.
7) Students will share their qualitative models and quantitative models with the classroom in a “
white board meeting.”
8) Students will be asked to evaluate the similarities and differences of the generated qualitative
and quantitative models created by each lab group. Note: since there was no clear teacher
directive concerning the required nature of the model to be developed, student models may likely
vary, including written explanations, motion maps, graphs, and equations. (This is purposeful,
requiring the students to think and create without teacher intervention, unless the observed live
situation demands that the teacher step in to help.)
Materials:
Meter stick, string, tape, dry erase marker set, two whiteboards, LabQuest 2, motion detector,
LabQuest 2 manual, electrical receptacles, classroom chairs, white board erasers, iPads,
Chromebooks. (The student iPads do not support the Video Physics for iOS software.)
Safety Considerations:
Students will potentially be using electrical cords in this activity. Proper use of plugs and
receptacles will be required.. Appropriate respect for the free passage of other students must be
observed.
Assessments and Outcomes:
1) Students will generate questions concerning the motion of a spherical via “Lino” sticky
notes.
2) Students will create and share a labeled qualitative model via white board.
3) Students will create and share a labeled quantitative model and explain how the model can be
used to measure motion of other objects.
4) Student groups will create a lab report using Google Docs.
5) Students will demonstrate observable and measurable relationships by creating an
appropriate model.
6) Students will participate in sharing their models in a whole class setting.
7) Students will determine a frame of reference for motion.
8) Students will describe motion as positive or negative with regard to the frame of
reference.
9) Students will utilize the tools provided to gather data and create models for motion.
10) Students will cooperate in gathering, sharing and evaluating data.
11) Students will practice accountability to complete all team-generated assignments.
Lesson plan revions pdf

More Related Content

Similar to Lesson plan revions pdf

Ict portfolio Michael Jacobs
Ict portfolio Michael JacobsIct portfolio Michael Jacobs
Ict portfolio Michael JacobsMichaeljay15
 
Catapulting into Project Based Learning
Catapulting into Project Based LearningCatapulting into Project Based Learning
Catapulting into Project Based Learningpalaich
 
Experimental research
Experimental researchExperimental research
Experimental researchAstrid Aguiar
 
AERA 2022 Presentation
AERA 2022 PresentationAERA 2022 Presentation
AERA 2022 PresentationNguyenDao72
 
Teacher ppp on transformation
Teacher ppp on transformationTeacher ppp on transformation
Teacher ppp on transformationmsedaghatian1
 
Seminar University of Loughborough: Using technology to support mathematics e...
Seminar University of Loughborough: Using technology to support mathematics e...Seminar University of Loughborough: Using technology to support mathematics e...
Seminar University of Loughborough: Using technology to support mathematics e...Christian Bokhove
 
Technology Based Module CIP Using Mobile Apps
Technology Based Module CIP Using Mobile AppsTechnology Based Module CIP Using Mobile Apps
Technology Based Module CIP Using Mobile Appsrockycc22
 
Log Vis All 0729
Log Vis All 0729Log Vis All 0729
Log Vis All 0729hsinyichang
 
Vis Symposium 7 29
Vis Symposium 7 29Vis Symposium 7 29
Vis Symposium 7 29jishen
 
LESSON PLAN BIO 2- SHS.docx
LESSON PLAN BIO 2- SHS.docxLESSON PLAN BIO 2- SHS.docx
LESSON PLAN BIO 2- SHS.docxEuniceHolgado
 
Math ict lesson area of parallelogram and trapezium kenneth lui
Math ict lesson area of parallelogram and trapezium kenneth luiMath ict lesson area of parallelogram and trapezium kenneth lui
Math ict lesson area of parallelogram and trapezium kenneth luibryan
 
Narratives slides-fall-11
Narratives slides-fall-11Narratives slides-fall-11
Narratives slides-fall-11Eileen O'Connor
 
Developing a Spacewalk Simulation with the Easy Java Simulations Tool and Imp...
Developing a Spacewalk Simulation with the Easy Java Simulations Tool and Imp...Developing a Spacewalk Simulation with the Easy Java Simulations Tool and Imp...
Developing a Spacewalk Simulation with the Easy Java Simulations Tool and Imp...EDEN Digital Learning Europe
 
2 nd dll-demo-oct-8-12
2 nd dll-demo-oct-8-122 nd dll-demo-oct-8-12
2 nd dll-demo-oct-8-12LarryMar0717
 

Similar to Lesson plan revions pdf (20)

Ict portfolio Michael Jacobs
Ict portfolio Michael JacobsIct portfolio Michael Jacobs
Ict portfolio Michael Jacobs
 
Catapulting into Project Based Learning
Catapulting into Project Based LearningCatapulting into Project Based Learning
Catapulting into Project Based Learning
 
Experimental research
Experimental researchExperimental research
Experimental research
 
Faoyan agus
Faoyan agusFaoyan agus
Faoyan agus
 
AERA 2022 Presentation
AERA 2022 PresentationAERA 2022 Presentation
AERA 2022 Presentation
 
Teacher ppp on transformation
Teacher ppp on transformationTeacher ppp on transformation
Teacher ppp on transformation
 
Minicasestudy
MinicasestudyMinicasestudy
Minicasestudy
 
“Discovery with Models”
“Discovery with Models”“Discovery with Models”
“Discovery with Models”
 
CI 350 ASSURE Method
CI 350 ASSURE MethodCI 350 ASSURE Method
CI 350 ASSURE Method
 
Seminar University of Loughborough: Using technology to support mathematics e...
Seminar University of Loughborough: Using technology to support mathematics e...Seminar University of Loughborough: Using technology to support mathematics e...
Seminar University of Loughborough: Using technology to support mathematics e...
 
Technology Based Module CIP Using Mobile Apps
Technology Based Module CIP Using Mobile AppsTechnology Based Module CIP Using Mobile Apps
Technology Based Module CIP Using Mobile Apps
 
Log Vis All 0729
Log Vis All 0729Log Vis All 0729
Log Vis All 0729
 
Vis Symposium 7 29
Vis Symposium 7 29Vis Symposium 7 29
Vis Symposium 7 29
 
LESSON PLAN BIO 2- SHS.docx
LESSON PLAN BIO 2- SHS.docxLESSON PLAN BIO 2- SHS.docx
LESSON PLAN BIO 2- SHS.docx
 
Math ict lesson area of parallelogram and trapezium kenneth lui
Math ict lesson area of parallelogram and trapezium kenneth luiMath ict lesson area of parallelogram and trapezium kenneth lui
Math ict lesson area of parallelogram and trapezium kenneth lui
 
Day 5
Day 5Day 5
Day 5
 
Narratives slides-fall-11
Narratives slides-fall-11Narratives slides-fall-11
Narratives slides-fall-11
 
Galileo
GalileoGalileo
Galileo
 
Developing a Spacewalk Simulation with the Easy Java Simulations Tool and Imp...
Developing a Spacewalk Simulation with the Easy Java Simulations Tool and Imp...Developing a Spacewalk Simulation with the Easy Java Simulations Tool and Imp...
Developing a Spacewalk Simulation with the Easy Java Simulations Tool and Imp...
 
2 nd dll-demo-oct-8-12
2 nd dll-demo-oct-8-122 nd dll-demo-oct-8-12
2 nd dll-demo-oct-8-12
 

Recently uploaded

Reading and Writing Skills 11 quarter 4 melc 1
Reading and Writing Skills 11 quarter 4 melc 1Reading and Writing Skills 11 quarter 4 melc 1
Reading and Writing Skills 11 quarter 4 melc 1GloryAnnCastre1
 
INTRODUCTION TO CATHOLIC CHRISTOLOGY.pptx
INTRODUCTION TO CATHOLIC CHRISTOLOGY.pptxINTRODUCTION TO CATHOLIC CHRISTOLOGY.pptx
INTRODUCTION TO CATHOLIC CHRISTOLOGY.pptxHumphrey A Beña
 
Choosing the Right CBSE School A Comprehensive Guide for Parents
Choosing the Right CBSE School A Comprehensive Guide for ParentsChoosing the Right CBSE School A Comprehensive Guide for Parents
Choosing the Right CBSE School A Comprehensive Guide for Parentsnavabharathschool99
 
MULTIDISCIPLINRY NATURE OF THE ENVIRONMENTAL STUDIES.pptx
MULTIDISCIPLINRY NATURE OF THE ENVIRONMENTAL STUDIES.pptxMULTIDISCIPLINRY NATURE OF THE ENVIRONMENTAL STUDIES.pptx
MULTIDISCIPLINRY NATURE OF THE ENVIRONMENTAL STUDIES.pptxAnupkumar Sharma
 
ROLES IN A STAGE PRODUCTION in arts.pptx
ROLES IN A STAGE PRODUCTION in arts.pptxROLES IN A STAGE PRODUCTION in arts.pptx
ROLES IN A STAGE PRODUCTION in arts.pptxVanesaIglesias10
 
4.16.24 21st Century Movements for Black Lives.pptx
4.16.24 21st Century Movements for Black Lives.pptx4.16.24 21st Century Movements for Black Lives.pptx
4.16.24 21st Century Movements for Black Lives.pptxmary850239
 
31 ĐỀ THI THỬ VÀO LỚP 10 - TIẾNG ANH - FORM MỚI 2025 - 40 CÂU HỎI - BÙI VĂN V...
31 ĐỀ THI THỬ VÀO LỚP 10 - TIẾNG ANH - FORM MỚI 2025 - 40 CÂU HỎI - BÙI VĂN V...31 ĐỀ THI THỬ VÀO LỚP 10 - TIẾNG ANH - FORM MỚI 2025 - 40 CÂU HỎI - BÙI VĂN V...
31 ĐỀ THI THỬ VÀO LỚP 10 - TIẾNG ANH - FORM MỚI 2025 - 40 CÂU HỎI - BÙI VĂN V...Nguyen Thanh Tu Collection
 
Q-Factor General Quiz-7th April 2024, Quiz Club NITW
Q-Factor General Quiz-7th April 2024, Quiz Club NITWQ-Factor General Quiz-7th April 2024, Quiz Club NITW
Q-Factor General Quiz-7th April 2024, Quiz Club NITWQuiz Club NITW
 
Measures of Position DECILES for ungrouped data
Measures of Position DECILES for ungrouped dataMeasures of Position DECILES for ungrouped data
Measures of Position DECILES for ungrouped dataBabyAnnMotar
 
Textual Evidence in Reading and Writing of SHS
Textual Evidence in Reading and Writing of SHSTextual Evidence in Reading and Writing of SHS
Textual Evidence in Reading and Writing of SHSMae Pangan
 
Expanded definition: technical and operational
Expanded definition: technical and operationalExpanded definition: technical and operational
Expanded definition: technical and operationalssuser3e220a
 
Visit to a blind student's school🧑‍🦯🧑‍🦯(community medicine)
Visit to a blind student's school🧑‍🦯🧑‍🦯(community medicine)Visit to a blind student's school🧑‍🦯🧑‍🦯(community medicine)
Visit to a blind student's school🧑‍🦯🧑‍🦯(community medicine)lakshayb543
 
BIOCHEMISTRY-CARBOHYDRATE METABOLISM CHAPTER 2.pptx
BIOCHEMISTRY-CARBOHYDRATE METABOLISM CHAPTER 2.pptxBIOCHEMISTRY-CARBOHYDRATE METABOLISM CHAPTER 2.pptx
BIOCHEMISTRY-CARBOHYDRATE METABOLISM CHAPTER 2.pptxSayali Powar
 
Oppenheimer Film Discussion for Philosophy and Film
Oppenheimer Film Discussion for Philosophy and FilmOppenheimer Film Discussion for Philosophy and Film
Oppenheimer Film Discussion for Philosophy and FilmStan Meyer
 
Transaction Management in Database Management System
Transaction Management in Database Management SystemTransaction Management in Database Management System
Transaction Management in Database Management SystemChristalin Nelson
 
Q4-PPT-Music9_Lesson-1-Romantic-Opera.pptx
Q4-PPT-Music9_Lesson-1-Romantic-Opera.pptxQ4-PPT-Music9_Lesson-1-Romantic-Opera.pptx
Q4-PPT-Music9_Lesson-1-Romantic-Opera.pptxlancelewisportillo
 
ClimART Action | eTwinning Project
ClimART Action    |    eTwinning ProjectClimART Action    |    eTwinning Project
ClimART Action | eTwinning Projectjordimapav
 
Multi Domain Alias In the Odoo 17 ERP Module
Multi Domain Alias In the Odoo 17 ERP ModuleMulti Domain Alias In the Odoo 17 ERP Module
Multi Domain Alias In the Odoo 17 ERP ModuleCeline George
 
Narcotic and Non Narcotic Analgesic..pdf
Narcotic and Non Narcotic Analgesic..pdfNarcotic and Non Narcotic Analgesic..pdf
Narcotic and Non Narcotic Analgesic..pdfPrerana Jadhav
 

Recently uploaded (20)

Reading and Writing Skills 11 quarter 4 melc 1
Reading and Writing Skills 11 quarter 4 melc 1Reading and Writing Skills 11 quarter 4 melc 1
Reading and Writing Skills 11 quarter 4 melc 1
 
INTRODUCTION TO CATHOLIC CHRISTOLOGY.pptx
INTRODUCTION TO CATHOLIC CHRISTOLOGY.pptxINTRODUCTION TO CATHOLIC CHRISTOLOGY.pptx
INTRODUCTION TO CATHOLIC CHRISTOLOGY.pptx
 
Choosing the Right CBSE School A Comprehensive Guide for Parents
Choosing the Right CBSE School A Comprehensive Guide for ParentsChoosing the Right CBSE School A Comprehensive Guide for Parents
Choosing the Right CBSE School A Comprehensive Guide for Parents
 
MULTIDISCIPLINRY NATURE OF THE ENVIRONMENTAL STUDIES.pptx
MULTIDISCIPLINRY NATURE OF THE ENVIRONMENTAL STUDIES.pptxMULTIDISCIPLINRY NATURE OF THE ENVIRONMENTAL STUDIES.pptx
MULTIDISCIPLINRY NATURE OF THE ENVIRONMENTAL STUDIES.pptx
 
ROLES IN A STAGE PRODUCTION in arts.pptx
ROLES IN A STAGE PRODUCTION in arts.pptxROLES IN A STAGE PRODUCTION in arts.pptx
ROLES IN A STAGE PRODUCTION in arts.pptx
 
4.16.24 21st Century Movements for Black Lives.pptx
4.16.24 21st Century Movements for Black Lives.pptx4.16.24 21st Century Movements for Black Lives.pptx
4.16.24 21st Century Movements for Black Lives.pptx
 
31 ĐỀ THI THỬ VÀO LỚP 10 - TIẾNG ANH - FORM MỚI 2025 - 40 CÂU HỎI - BÙI VĂN V...
31 ĐỀ THI THỬ VÀO LỚP 10 - TIẾNG ANH - FORM MỚI 2025 - 40 CÂU HỎI - BÙI VĂN V...31 ĐỀ THI THỬ VÀO LỚP 10 - TIẾNG ANH - FORM MỚI 2025 - 40 CÂU HỎI - BÙI VĂN V...
31 ĐỀ THI THỬ VÀO LỚP 10 - TIẾNG ANH - FORM MỚI 2025 - 40 CÂU HỎI - BÙI VĂN V...
 
Q-Factor General Quiz-7th April 2024, Quiz Club NITW
Q-Factor General Quiz-7th April 2024, Quiz Club NITWQ-Factor General Quiz-7th April 2024, Quiz Club NITW
Q-Factor General Quiz-7th April 2024, Quiz Club NITW
 
Measures of Position DECILES for ungrouped data
Measures of Position DECILES for ungrouped dataMeasures of Position DECILES for ungrouped data
Measures of Position DECILES for ungrouped data
 
Textual Evidence in Reading and Writing of SHS
Textual Evidence in Reading and Writing of SHSTextual Evidence in Reading and Writing of SHS
Textual Evidence in Reading and Writing of SHS
 
Expanded definition: technical and operational
Expanded definition: technical and operationalExpanded definition: technical and operational
Expanded definition: technical and operational
 
Visit to a blind student's school🧑‍🦯🧑‍🦯(community medicine)
Visit to a blind student's school🧑‍🦯🧑‍🦯(community medicine)Visit to a blind student's school🧑‍🦯🧑‍🦯(community medicine)
Visit to a blind student's school🧑‍🦯🧑‍🦯(community medicine)
 
Faculty Profile prashantha K EEE dept Sri Sairam college of Engineering
Faculty Profile prashantha K EEE dept Sri Sairam college of EngineeringFaculty Profile prashantha K EEE dept Sri Sairam college of Engineering
Faculty Profile prashantha K EEE dept Sri Sairam college of Engineering
 
BIOCHEMISTRY-CARBOHYDRATE METABOLISM CHAPTER 2.pptx
BIOCHEMISTRY-CARBOHYDRATE METABOLISM CHAPTER 2.pptxBIOCHEMISTRY-CARBOHYDRATE METABOLISM CHAPTER 2.pptx
BIOCHEMISTRY-CARBOHYDRATE METABOLISM CHAPTER 2.pptx
 
Oppenheimer Film Discussion for Philosophy and Film
Oppenheimer Film Discussion for Philosophy and FilmOppenheimer Film Discussion for Philosophy and Film
Oppenheimer Film Discussion for Philosophy and Film
 
Transaction Management in Database Management System
Transaction Management in Database Management SystemTransaction Management in Database Management System
Transaction Management in Database Management System
 
Q4-PPT-Music9_Lesson-1-Romantic-Opera.pptx
Q4-PPT-Music9_Lesson-1-Romantic-Opera.pptxQ4-PPT-Music9_Lesson-1-Romantic-Opera.pptx
Q4-PPT-Music9_Lesson-1-Romantic-Opera.pptx
 
ClimART Action | eTwinning Project
ClimART Action    |    eTwinning ProjectClimART Action    |    eTwinning Project
ClimART Action | eTwinning Project
 
Multi Domain Alias In the Odoo 17 ERP Module
Multi Domain Alias In the Odoo 17 ERP ModuleMulti Domain Alias In the Odoo 17 ERP Module
Multi Domain Alias In the Odoo 17 ERP Module
 
Narcotic and Non Narcotic Analgesic..pdf
Narcotic and Non Narcotic Analgesic..pdfNarcotic and Non Narcotic Analgesic..pdf
Narcotic and Non Narcotic Analgesic..pdf
 

Lesson plan revions pdf

  • 1. Observing, Qualifying and Quantifying Motion in One Direction General Objectives: Students will cooperatively participate in small teams to develop models for an object moving at a constant speed in one direction on a level surface. The lesson design is for Ninth Grade Honors Physical Science students who have accelerated math backgrounds. Instructional Goals: Students will determine a frame of reference for the motion of a peer (positive or negative motion based on the frame of reference). Students will cooperatively initiate and develop a qualitative model for the student motion, describing the motion utilizing words, a graph, a motion map, or a combination of each. Utilizing the materials supplied for the learning experience, students will practice critical thinking and problem solving to measure two variables for linear motion, and also create and collaboratively communicate qualitative and quantitative models for motion in one direction. Members of the lab teams will accept leadership roles assigned by the lab team, and practice self-direction, accountability, Rationale / Sequence This lesson introduces the concept of constant velocity. It is the first lesson in a series of lab experiences that will ultimately lead to discussion of acceleration and eventually motion in two directions (projectiles). Students have all observed motion in multiple venues. Students may or may not have pre-existing vocabulary to describe variables that are related to motion. In this activity, students will be given independent choice to develop models for motion using varied tools provided for the activity. Students will need to consider the differences between a qualitative model and a quantitative model. This is extremely important! Students musts first conceptualize relationships .This is why the lesson begins with the demonstration and appropriately requires the students to list what is measurable. And next to consider any potential related variables This leads to a graphic model.l The qualitative thinking will lead to the quantitative model. Creating and utilizing appropriate graphs, students will be required to utilize Google Docs to successfully compose a group lab report. The lab report format draws on student previous experience with scientific thinking and usage of the scientific method to form and test conclusions. Use of the LabQuest 2 technology and motion detector will depend on student choice. Students will gain valuable experience in describing constant motion with respect to measurable variables, building on previous experiences in elementary and middle school. Students will be empowered to transfer the understanding of variables in constant motion to other settings. State Mandated Content: The lesson introduces the bold terms below: “For the Physical Science course, all motion is limited to objects moving in a straight line either horizontally, vertically, up an incline or down an incline, that can be characterized in a single step (e.g., at rest, constant velocity, constant acceleration)…The motion of an object depends on the observer’s frame of reference and is described in terms of distance, position, displacement, speed, velocity, acceleration and time.…All motion is relative to whatever frame of reference is chosen…Motion diagrams can be drawn and interpreted to represent the position and velocity of an object…The displacement or change in position of an object is a vector quantity that can be calculated by subtracting the initial position from the final position (Δx = xf – xi)…Displacement can be positive or negative depending upon the direction of motion..” (Ohio Revised Standards and Model Curriculum High School, March 2011) Sequence Of Instruction: 1) Demonstration: Students will observe the motion of a student across a level floor. The motion will be recorded using Vernier’s “ Video Physics for iOS.” The video will be projected via
  • 2. LabQuest Viewer for iPad to the classroom Smartboard where the recorded motion will be evaluated using manually spaced data points. 2) Using the free software, “Lino” and student Chromebooks, students will generate questions about the motion that was observed. Students will be specifically prompted in their questions to consider any variables that can be accurately measured. The sticky notes generated by “Lino” will be projected onto the classroom Smartboard. 3) Students lab groups will be created based on teacher choice. 4) Student lab groups will receive a set of materials. See list below. The Labquest 2 is a new tool for the students. 5) Students will be asked to create a model for a student carrying a white board, moving in one direction and at a constant speed. 6) Students will be asked to generate a qualitative model for linear motion using the tools provided. Students will additionally be asked to create a quantitative model for the observed motion. 7) Students will share their qualitative models and quantitative models with the classroom in a “ white board meeting.” 8) Students will be asked to evaluate the similarities and differences of the generated qualitative and quantitative models created by each lab group. Note: since there was no clear teacher directive concerning the required nature of the model to be developed, student models may likely vary, including written explanations, motion maps, graphs, and equations. (This is purposeful, requiring the students to think and create without teacher intervention, unless the observed live situation demands that the teacher step in to help.) Materials: Meter stick, string, tape, dry erase marker set, two whiteboards, LabQuest 2, motion detector, LabQuest 2 manual, electrical receptacles, classroom chairs, white board erasers, iPads, Chromebooks. (The student iPads do not support the Video Physics for iOS software.) Safety Considerations: Students will potentially be using electrical cords in this activity. Proper use of plugs and receptacles will be required.. Appropriate respect for the free passage of other students must be observed. Assessments and Outcomes: 1) Students will generate questions concerning the motion of a spherical via “Lino” sticky notes. 2) Students will create and share a labeled qualitative model via white board. 3) Students will create and share a labeled quantitative model and explain how the model can be used to measure motion of other objects. 4) Student groups will create a lab report using Google Docs. 5) Students will demonstrate observable and measurable relationships by creating an appropriate model. 6) Students will participate in sharing their models in a whole class setting. 7) Students will determine a frame of reference for motion. 8) Students will describe motion as positive or negative with regard to the frame of reference. 9) Students will utilize the tools provided to gather data and create models for motion. 10) Students will cooperate in gathering, sharing and evaluating data. 11) Students will practice accountability to complete all team-generated assignments.