The document provides 5 activities to help students distinguish between distance and displacement by having them draw paths on graph paper between start and end points and measure the distance and displacement. It also has them represent positions with arrows, calculate distances and displacements for teacher movements, and determine average speeds and velocities for a skier's movements.
The document provides 5 activities to help students distinguish between distance and displacement by having them draw paths on graph paper between start and end points and measure the distance and displacement. It also has them represent positions with arrows, calculate distances and displacements for teacher movements, and determine average speeds and velocities for a skier's movements.
The document provides 5 activities to help students distinguish between distance and displacement by having them draw paths on graph paper between start and end points and measure the distance and displacement. It also has them represent positions with arrows, calculate distances and displacements for teacher movements, and determine average speeds and velocities for a skier's movements.
The document provides 5 activities to help students distinguish between distance and displacement by having them draw paths on graph paper between start and end points and measure the distance and displacement. It also has them represent positions with arrows, calculate distances and displacements for teacher movements, and determine average speeds and velocities for a skier's movements.
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Activity 1
Objective:
Distinguish between distance and displacement.
Materials Graph paper, metric ruler
Procedure 1. Draw a dot at the intersection of two lines near the bottom edge of a sheet of graph paper. Label the dot “Start”. 2. Draw a second, similar dot near the top of the paper. Label this dot “End”. 3. Draw a path from the Start dot to the End dot. Choose any path that stays on the grid lines. 4. Use a ruler to determine the distance of your path. 5. Use a ruler to determine the displacement from Start to End.
Analyze and Conclude
1. Which is shorter, the distance or the displacement? 2. How could you have made the distance shorter? 3. If you keep the Start and End points the same, is it possible to make the displacement shorter? Explain your answer. Make sure to read the metric side of the ruler Activity 2
Represent the following positions with an arrow.
Draw each position on the graphing paper as shown in the figure
1 block East 1 block North 2 blocks East 3 blocks north 3 blocks west
Calculate: Distance= Displacement= Activity 3 A physics teacher walks 4 meters East, 2 meters South, 4 meters West, and finally 2 meters North. Draw the given positions What is the Teacher’s Distance: __________ ? Teacher’s Displacement: __________ ? Activity 4
A cross-country skier moves from location A to location B to
location C to location D. Each leg of the backand- forth motion takes 1 minute to complete; the total time is 3 minutes. (The unit is meters.)
a. What is the distance traveled by the skier during the three
minutes of recreation? b. What is the net displacement of the skier during the three minutes of recreation? c. What is the displacement during the second minute (from 1 min. to 2 min.)? Activity 5
Determining Average Speed and Average Velocity
Objective: A. To determine the average speed and the average velocity of a skier B. To differentiate average speed and average velocity Procedure: 1. Below is a diagram of a man who is skiing. Ski is a sport that is done on places where we have snow. Use the diagram to determine the average speed and the average velocity of the skier during these three minutes.
Results
Differentiate average speed and average velocity.
Activity Time:
Law of Inertia Material: Cardboard hoop about 8-10 inches diameter Glass soda bottle, nuts
Problem: How to get the nuts into the bottle without touching them.
Procedure: A. Balance the hoop in the center of the bottle’s mouth and then balance the nut on the hoop aligning it with center of the bottle’s mouth (hole).
B. Write the procedure on how did the nut get into the bottle (you may have several trials)
Guide Questions: • What was the state of motion of the nut on top of the hoop? • What keeps the nut on top of the hoop to stay on its state of motion? • What did you do to get the nut into the bottle? • What is/are the possible reason/s for doing so? • What force is acting on the nuts?
