3. Q1. What is another way to describe
how things can move?
Q2. What are some ways you can
make an object move?
Q3. If we push a toy car across a long table,
how can we scientifically measure its
movement?
4. Question 1. What is another way to
describe how things can move?
In a straight line
Round and round (in a circle)
Back and forth (vibrating)
Fast or slow
Slowing down
Speeding up
5. Push It or Pull It
Lift It or Drop It
Kick It or Hit It
Drag It or Blow It
Push or Pull with a string
or magnet
Q2. What are some ways you can
make an object move?
6. Measure its starting position and its end
position (concepts of position and
distance).
We can time how long it takes to move
from position 1 to position 2 (concepts of
time, position and distance)
Q3. If we push a toy car across a long table,
how can we scientifically measure its
movement?
7.
8. Lesson Purpose and Intention
The lesson is about learning how to describe
the movement of objects in a scientific way.
12. 1. What is the difference between the words
‘travel’ and ‘traveled’?
2.Try to use some of the keywords/terms by
saying them in a sentence.
13.
14.
15. Was the bus exceeding the speed limit?
Two students were sitting in a tree, looking
out over a flat field. On the other side of
the field, they could see a very straight
road running along the other side of the
field. They watched across the field as a
bus travelled in one direction along the
straight road in the distance.
16. They noticed that the bus was traveling at a constant rate – not speeding up,
not slowing down, but the students thought it might be breaking the 60 speed
limit!
They could see the bus was about to pass a house that they know is 1
kilometer from a factory positioned further along the road. They timed how
long it took the bus to travel from the house to the factory. It took the bus 70
seconds to travel from the house to the factory.
17.
18. Q1. How far is it between the
house and the factory?
Q2. What important things about
the problem do we know from
the text? (Problem: Was the bus
speeding?)
Q3. What does a speed limit of
60 mean and why is it
important?
20. Q2. What important things about the problem do
we know from the text? (Problem: Was the bus
speeding?)
The distance from the house to the factory = 1 km.
• The time the bus takes to travel from the house to the
factory = 70 seconds.
• That the bus is traveling at a constant rate (i.e., at a
constant speed).
• The speed limit for the road is 60 (60 kilometers per
hour).
21. Q3. What does a speed limit of 60 mean and why
is it important?
Vehicles are not allowed to travel faster
than 60 kilometers per hour because
traveling faster might be dangerous for
people driving or nearby. The road might
not be smooth enough to travel faster.
There might be people walking near the
road who could get hit by speeding cars;
etc.
22.
23. Q1. At what rate was the bus traveling?
Q2. What do we need to know to calculate
the speed that bus was traveling?
Q3. We know the bus took 70 seconds to travel 1
kilometer. What do we have to do to work out the bus’s
speed in kilometers per hour (km/hr)?
Questions:
24. Q1. At what rate was the bus traveling?
A constant rate – i.e., the
bus traveled at the same
speed over the distance.
25. Q2. What do we need to know to calculate
the speed that bus was traveling?
• We need to know how far
the bus traveled in a time
period.
• Speed = distance ÷ time (in
km/hr), so we need to know
how many kilometers it
would travel in an hour.
26. Q3. We know the bus took 70 seconds to travel 1
kilometer. What do we have to do to work out the
bus’s speed in kilometers per hour (km/hr)?
70 sec x 1 min x __1 hr_ = 0.0194 hr
60 sec 60 min
Given:
1 kilometer
s = d/t ; 1 km / 0.0194
= 51.54 km/hr
27.
28. Questions:
1. How has the lesson helped you to
describe movement scientifically?
2. Could you find answers to questions in
the text for Component 4? Which ones?
3. Did you find it easier to answer the
questions in Component 4B or 4C? Why?
4. Has the activity helped you to think
about the movement of objects in
different dimensions?
How?
