Physical sciences: grade 10 LEARNER TASK: 50 MARKS

PART 1:

1. MEASUREMENT OF AVERAGE VELOCITY

AIM: To determine the average velocity of a moving object

APPARATUS
Ball Measuring tape Stopwatch

METHOD
1. Allow a ball to roll in a straight line across the floor from one marked point to another.
2. Use the stop watch to measure the time it takes the ball to roll from the one point to the
other.
3. Measure the distance between the two points.
4. Record the results.

RESULTS
Redraw the table below in your practical books, record the measured data and calculate the
average velocity.

Distance between two points (m)

Time (s)
Average speed (m∙s-1)

(4)
2. MEASUREMENT OF AN ATHLETE’S SPEED

AIM: To determine the average speed of an athlete

APPARATUS
Measuring tape Stopwatch

METHOD
1. Set up track of either. 30,50 or 50 m and allow 3 learners to race on it.
2. Use the stop watch (3 for each learner) to measure the time it takes each learner from the
one point to the other.
3. Record the results.

Learner 1 Learner 2 Learner 3

Distance between two points (m)
Time (s)
speed (m∙s-1)
(9)

QUESTIONS

1. Explain the difference between:

1.1 Distance and displacement
______________________________________________________________________

______________________________________________________________________
(4)
1.2 Speed and velocity
_______________________________________________________________________

_______________________________________________________________________
(4)
2. Which ONE of the following represents a toy car that moves at a higher average speed?
Show your calculations.
A: A toy car that travels 1,50 km in 3 min
B: A toy car that travels 800 m in 1,50 min
C: A toy car that travels 250 km in 8 hours
______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________
(4)

[25]
PRACTICAL WORSHEET: average velocity and motion graphs

QUESTION 1
Below is a velocity versus time graph of a ball travelling EAST for 60 s.

Use the graph to answer the following questions.

1.1 Define the term average velocity (2)

1.2 Write down the physical quantity representing the slope(gradient) of the
velocity v/s time graph. (1)

1.3

The below sketch of distance v/s time graph describes which part of motion
for the ball

A Moving at constant speed

B At REST
C Accelerating in positive direction
D Decelerating in positive direction (1)

1.4 Describe the motion of the ball between 50 – 60 s in terms of velocity and
acceleration (2)
1.5 Determine the gradient of the ball between 0-20 s (3)

1.6 Write down the acceleration of the ball between 0-20 s (2)

[11]

Question 2
This is a velocity versus time graph for an athlete’s motion during a 100 m race. The race
is divided into 3 stages: A, B and C

2.1 Define the term acceleration (2)

2.2 Verify the distance of the athlete (WITHOUT USING EQUATIONS OF

MOTION) (3)

2.3 Use the graph to calculate the athlete’s acceleration during the first 3,2 s (3)

2.4 Draw the corresponding acceleration versus time graph for the athlete’s
motion. (4)

2.5 Describe the motion of the athlete at stage C (2)

[14]

[25]

GRAND TOTAL:
POSSIBLE ANSWERS:

RESULTS
1.
EXAMPLE:
Distance between two points 50
cm
Time (s) 3,02
Average speed (m∙s-1) 0,17
Average speed (km∙h-1) 5,96
2.
Learner 1 Learner 2 Learner 3
Distance between two points (m) 50 50 50
Time (s) 10 15 12
speed (m∙s-1) 5 3.33 4.17

1.1 Displacement as a change in position that displacement is a vector quantity that

points from initial to final position 

Distance is always positive and tells how far something is from something else
but does not tell us whether it is to the right or to the left. distance is a scalar
quantity. 

1.2 Velocity has units of displacement divided by time. In the lab , we will usually
measure velocity in units of m/s or km/h in a specific direction. Vector quantity
Speed is distance divided by time scalar quantity

2. B moves at the highest speed

Δx
A: v = Δt
= 1500/180
= 8,33 m.s-1(30 km.h-1) 
 Δx
B: v = Δt
= 800/90
= 8,89 m.s-1 (32 km.h-1) 

Δx
C: v = Δt
= 250 000/8x60x60
= 8,68 m.s-1(31,25 km.h-1) 

= 10,32 m.s-1(37.15 km.h-1)

PRACTICAL WORKSHEET: Memo

Question 1

1.1 The change in position or displacement divided by total time 

1.2 Acceleration 

1.3 C

1.4 - The ball is decelerating in the positive direction.

- The velocity of the ball of the is decreasing. (The ball is slowing down)

1.5 ∆v
Gradient = 
∆t
30−0
= 
20−0
= 1,5 

1.6 Acceleration = 1,5 m.s-2 East  [11]

Question 2
2.1 The rate of change of velocity. 

2.2 Area (A) = ½ b×h Area (B) = l×b Area (C) = ½ b×h
= ½ (3,2) (12) = (4,8) (2) = ½ (2)(2)
= 19,2  = 9,6  =2

The distance of the athlete from A to C:

Distance = 19,2 + 9,6 + 2 = 31,2 m 

2.3 ∆v
acceleration = 
∆t
12−0
= 
3 ,2−0
= 3,75 m.s-2 in direction of motion

2.4
A
a (m.s-2 ) 
B 
t (s) - correct axis 
C


2.5 - The athlete is decelerating in the positive direction 

- the velocity/speed of the athlete is decreasing  [14]

Section B
1. Name the 11 characteristics of meaningful assessment and how the task you
designed includes each characteristic.

1. they make learning more meaningful

-This task is in two parts in which the first part learners will practically involved and this
assists in attaining knowledge of average velocity, distance and displacement.

-The second part is in the form of interpretation of motion graphs which is linked to what
was done practically.

2. link classroom activities with real-life experiences

The assessment’s link to real-life experience is common to learners. Learners usually

are involved athletics in which speed, time, distance and velocity are involve. Even
playing soccer involves these concepts. The task will bring light to these activities.

3. content is authentic and relevant to life worlds of learners

The task involves play which is excellent way to stimulate the attention and attract them
to participate and become involved. The second part will then require them to use their
knowledge of content and what was observed in first part.

4. The assessment is varied

The task is divided into two parts: the first part is a based-on play and practical where
learners will kick a ball and run a given distance. The second part is a written part in the
form of a practical test.

5. the assessment brings the real world into the classroom

The task incorporates athletics and kicking which are sporting activities that learners
usually like to take part in and are globally recognised, referring to the Olympics.

6. they are designed intentionally

The task takes what was previously learnt in class to real-world for exposure and
attainment of greater knowledge. The assessment is taken from the learning outcomes
of the learners and not from the mind of the teacher.

7. The assessment is interesting

The task forms part of school ground activity whereby learners will be running and
kicking a ball to stimulate their interest and participation. From that first part they will
engage in graphs interpretation questions.

8. the assessment is challenging.

The second of the task is the challenging one as leaners must make use of knowledge
gained in class and outside during part one of the task to interpret motion graphs.

9. the assessment allows learners to make it their own

the first part of the assessment is where learners are in control and somewhat in their
comfort zone. The first part of the task is where the learner will be in charge as stated
and the teacher will just act as spectator and facilitator.

10. the assessment provides direct evidence of mastery

Through the task learners will be in charge and will after have to put was learnt in class
into action by interpreting their results by drawing motion graph and answering
questions.

11. the task is inclusive and provides multiple opportunities and paths for
learning.

The task is divided into two parts, the first one being where learners will engage with
apparatus provided to them in the form of “play”, while the second is a written in class
providing more than one way for learning.
2. Include three higher-order thinking skills from Bloom’s taxonomy and explain
how your task includes each level.

1. Create

In task one learners will build a “track” for themselves in which they will participate
themselves and measure the time of each person, ultimately, they will determine the
speed for each learner. The teacher is a mere spectator in this task.

2. analyze

Learners from task will have to gather information from running and rolling a ball for
interpretation in form of table and graph to compare amongst themselves.

3. apply

From first task leaners gather information and interpret in graphs and tables, in part two
they will apply what was learned in class and outside in part 1 to calculate and interpret
motion of objects.

3. Name the four principles of assessment and explain how they are integrated into
the task.

Validity

- The task is valid because it measures outcomes as stated in CAPS. Average velocity,
speed, distance, time and displacement all appear in CAPS as what learners need to
learner and their relationship.

Reliability

- the task is reliable because each learner in part one will be assessed based on their
results and interpretations. Part two all learner will be assessed the same using a
memorandum.

Fairness
learners are informed about learning outcomes as well as the nature of activities
beforehand and instructions are clear for each learner to comprehend.

Throughout the assessment learners will have an opportunity to demonstrate their

learning.

Learner will be able to read the instructions given and perform required activity from
each of them based on the task.

Transparency

The learners will beforehand be informed about the task and be given time to prepare.
The task will be formal as will be written on the paper.

4. formative assessment - Ongoing, before and during instruction undertaken by both

the teacher and the student with the aim of diagnosing student difficulties.

Summative assessment – assessment given after instruction to evaluate learning

outcomes, which takes the form of projects or tests

why formative assessment is more suitable in meaningful assessment:

- It Provides students and teachers with ongoing feedback on progress toward their
objectives, it also assists in increasing academic achievement

- It pertains low stakes.