Grade: 10

Unit: Physical Science Motion

Lesson: 3 Velocity
Time (classes): 2 classes
Objective:
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.
Preparation:
Technology:
-Print worksheet
-Smart board (if available)
-Set up power point
Materials:
Teacher:
Student:
-Worksheet
Safety Considerations:
None
Misconceptions:
-Speed and velocity are the same thing
-Velocity is only positive
Outcomes:
-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)
Development of Lesson:
-Show velocity power point
-Go back to the concept map you created with the class, how did
they describe velocity? Where might they see velocity in their
daily lives? Go back to the first slide and have students guess
how fast a cheetah is.
-Show fastest things video. (You do not need to show the entire
video) Ask students how they knew these things were fast. How
was it measured?
-Fill in the Venn diagram. Ask students what is similar between
speed and velocity and what is different.
-Go over units with class and remind them that to get full points
you need to use units.
-Derive the formula for velocity with the help of students. Ask
them how they might use units to help them find the formula?

-Go over examples of short problems with the class. Have them
assist you in solving these problems.
-Go through word problems. See power point for questions.
-Give students velocity worksheet, have them complete it individually.
-Go through last slide of velocity power point.
-Ask student what they think average, constant and
instantaneous velocity are. How would they describe it to a
classmate?
Assessment:
-Worksheet

Follow-up Activities:
- Have students create their own
story like the soccer game. Have
them create questions in their
story for their classmates to
answer.
- Run an activity, which has
students running and recording
their times. Have students figure
out who has the fastest velocity.

Differentiation:
-Depending on your class interest you can change the activity/sport on
the worksheet
-Rearrange worksheet for students who have special difficulties
-Take students outside to conduct experiments on speed and velocity
Lesson References & Resources:
-Nova Scotia Science 10 textbook Unit 3
-Science 10, A Teaching Resource NS
Notes:

Soccer Game

Curious about the science behind

soccer?
Go here to learn more:
http://www.scienceofsocceronline.com/

Nick has a soccer game at 6pm in Kentville. Nick has three

possible routes he can take to get to his game. He can take
Evangeline Trail, which has a speed limit of 50 km/h and is a 13
km route. He can take Belcher St, which has a speed limit of 70
km/h and is a 14 km route. Or he can take the highway, which
has a speed limit of 110 km/h and is a 20 km route. Which
route will get him to his game the fastest?

During the game Nicks defense plays a long pass to the corner. Nick is
20 m from the ball; the opposing player is only 18 m from the ball. But
Nick can run at 4.5 m/s and the opposing player can only run at 4 m/s.
Who will get to the ball first?

Nick is about to take a penalty shot for his team. He

wants to place his shot in the bottom left corner, which
is 11.5 m away. If the reaction time of the goalie is 0.5
seconds how fast must his shot be travelling to beat
the goalie?

A professional goalie
has an average reaction
time of .25 seconds