Grade: 10

Unit: Physical Science Motion

Purpose/Philosophy/Rationale
The unit on motion has two principle focusesinquiry and problem
solving. Students will be able to examine questions by inquiring into
the relationships between and among observable variables that affect
motion. By understanding these relationships, students can begin to
address the problems associated with design investigations.
By applying mathematical and conceptual models to qualitative and
quantitative data collected, we can represent motion graphically. This
provides a visual representation of aspects of velocity and
acceleration. Mathematics and graphical analysis allow us to see basic
similarities in the motion of all objects.
In addition, the unit provides opportunities to explore decision making
as the students investigate the developments in design technology.

Previous Knowledge
Prior to Science 10, the study of motion has received little depth of
treatment. Indirect connections are found with Forces and Simple
Machines in Science 5 and Flight in Science 6. Those students who
pursue studies in Physics 11 and Physics 12 will develop further
connections in force, motion, work, energy, and momentum. The study
of motion will also develop a strong link to mathematics in grades 9
and 10, where data management includes the collection, display, and
analysis of data.

Objectives:
Lesson 1: 1 class
Students should be able to communicate their prior knowledge about
motion, displacement and time through a concept map. As well as
provide examples of science and technology in the area of motion.
Lesson 2: 2 classes
Students will demonstrate the ability to use a number line to show
their understanding of displacement. Students will also be able to
answer questions about displacement.
Lesson 3: 2 classes
Students will be able to describe and answer questions about the
relationship of distance, time and speed and displacement, time and

velocity. Students will also be introduced to constant, average and

instantaneous velocity.
Lesson 4: 2 classes
Students will be able to understand the definition of velocity (constant,
instantaneous and average) as well as how to graph velocity and
interpret information from the graph i.e. increasing, decreasing and no
velocity, constant velocity and instantaneous velocity. Students will
complete an exit ship at the end of the lesson to show understanding.
Lesson 5: 2 classes
Students will be able to understand the concept of velocity, analyze
and answer problems about velocity and students will be able to
demonstrate the ability to graph and interpret information about
velocity from a graph.
Lesson 6: 3 classes
Students will be able to do research to see where the topics that they
have learned up until this point are used and connected to things they
are interested in their everyday life.

Outcomes:
Lesson 1:
-Identify examples where technologies were developed based on
scientific understanding (116-3)
-Provide examples and describe science and technology as an integral
part of the community and related careers (117-5, 117-7, 117-10, 1146)
Lesson 2:
-Students will use instruments and terminologies effectively and
accurately for collecting data in various experiments (212-9, 213-3)
-Students will quantitatively describe displacement (325-1)
Lesson 3:
-Describe quantitatively the relationship among distance, time, and
speed (scalar quantities) and the relationship among position,
displacement, time, and velocity (vector quantities) (325-1, 325-2)
-Distinguish among constant, average, and instantaneous speed and
velocity of an object (325-3, 212-2)
Lesson 4:
-Using linear experimentation with appropriate technologies, analyze
graphically and quantitatively the relationship among distance, time,
and speed (scalar quantities) and the relationship among position,

displacement, time, and velocity (vector quantities) (325-1, 212-7,

325-2)
-Distinguish among constant, average, and instantaneous speed and
velocity of an object (325-3, 212-2)
Lesson 5:
-Distinguish among constant, average, and instantaneous speed and
velocity of an object (325-3, 212-2)
-Using linear experimentation with appropriate technologies, analyze
graphically and quantitatively the relationship among distance, time,
and speed (scalar quantities) and the relationship among position,
displacement, time, and velocity (vector quantities) (325-1, 212-7,
325-2)
-Describe and evaluate the design and functions of motion technology
(114-3, 115-4, 118-3)
-Use instruments and terminologies effectively and accurately for
collecting data in various experiments (212-9, 213-3)
Lesson 6:
-Identify and imagine questions that could be investigated using
relevant research in science and technology (114-6, 117-8)
-Describe examples of Canadian contributions to science and
technology in the area of motion (117-10)
-Describe and evaluate the design and functions of motion technology
(114-3, 115-4, 118-3)

Common Misconceptions:
-Displacement and distance are the same thing
-Velocity and speed are the same thing
-Displacement and velocity cant be negative

Safety Concerns
None

Assessment:
Pre-Assessment:
-Concept map
-Ticket to enter
Formative Assessment:
-Ticket to enter/exit
-Concept maps
Summative Assessment:

-Worksheets
-Labs
-Test
-Creative Project

Differentiation:
-Questions can be adjusted to fit the interests of the class
-Differentiated tests can be created with easier or harder numbers
-Step by step questions makes it easier for students to understand the
processes

Materials/Resources:
-Nova Scotia Science 10 textbook Unit 3
-Science 10, A Teaching Resource NS
-http://www.scienceofsocceronline.com/ (Science behind soccer)
-http://www.youtube.com/watch?v=L7pkkjXH-BI (Fastest things)
-http://www.youtube.com/watch?v=4wZ5wV5dPZc (how to make a
concept map)