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Key Questions
What happens to your acceleration when you go down a low, medium, high slope or
ramp on roller blades? Why?
Student Learning
In addition to the competencies listed in the next section, students will:
• predict how they could determine the relationship of slope to acceleration, and
• devise an activity to test their prediction of the relationship of slope to acceleration
Competencies
Science and Competency 1: To take action, bearing in mind the different types of reasoning
Technology specific to science and technology
• The student proposes a solution to the problem
• The student implements the proposed solution he/she has chosen.
• The student assesses the results
Competency 2: To appreciate how human activities are influenced by the
specific contributions of science and technology
• The student considers the nature of science and technology as it relates to
the problem
• The student examines the impact of science and technology as it relates to
the problem
Competency 3: To propose acceptable explanations in appropriate scientific and
technological languages
• The student develops the ability to use ordinary language related to science
and technology when dealing with a problem
• The student develops the ability to use symbolic language related to science
and technology when dealing with a problem
Cross-Curricular Competency 2: To solve problems
Competencies • The student analyzes the components of the situational problem
• The student formulates possible solutions
Intellectual • The student implements the solution
Competency 3: To exercise critical judgment
• The student forms an opinion
Competency 4: To be creative
• The student explores various possibilities regarding a project
• The student evaluates his/ her project
Competency 3: To work with others
Personal and • The student plans a task with others
Social • The student works with others
Communication- Competency 1: To communicate appropriately
Related • The student carries out the communication
Lifelong The student gradually constructs a dynamic world-view that gives meaning to
Learning Areas his/her life.
World-View The student participates actively in his/her learnings with other members of
Social his/her community.
Relationships
Materials
Per class Per Student Per group of students
Group discussion Provide worksheets (Activities #2A, Record data on worksheet, create
Group reports #2B, and #2C) to record graph on graph paper or Claris
why predictions observations. Provide access to Claris Works. Interpret data.
were accurate or Works program.
inaccurate.
Short explanation Review concept of D = R x T (D means Ask questions to clarify.
distance, R means rate of
acceleration, T means time)
Apply to a new Lead students to think about the Answer, challenge question
situation concept of gravity; e.g. at what
height or point could you drop the
object (toy car or ball) so that it
reaches the finish line in the
shortest time possible?
Vocabulary List
Acceleration: the change in velocity over time; to speed up
Centimeter: a unit of length/distance in the metric system; one-tenth of a meter
Deceleration: the change in velocity over time; to slow down
Gravity: the force that attracts a body toward the center of the earth or toward any other body
having mass
Rate: a numerical proportion between two sets of things
Slope: an upward or downward inclination
Velocity: the speed of an object (distance travelled over time) and its direction of motion
Evaluation Ideas
• Collect and review student worksheets to evaluate if proper recording techniques were used and
how results were interpreted.
• Create a crossword puzzle using definitions of relevant vocabulary based on the activity
Extensions
• Write a story about an event in student’s life when speed and acceleration played an important
role, e.g. sport event.
• Have students research and record speeds of 1) various animals, 2) favourite athletes in motion
(sprinters, swimmers ) and 3) forms of transportation.