August 17th, 2016

In this lesson, students look for patterns in their data and as a class compare/come to an agreement about the patterns that exist in the motion of the ball while playing catch.

## 1.4 — Motion: Playing Catch – Part III

### App Features

Using the motion lens students will:

• Use previously recorded performances.
• Open the graph drawer.
• Add high and low speed stickers.

### Expected Activity Time

• Total Activity Time: 45 minutes
• Introduction: 15 minutes
• Activity: 20 minutes
• Discussion: 10 minutes

### Materials and Prep

• iPad with the Playground Physics app
• Videos created by students in the app
• Worksheet: Motion: Playing Catch Part III

Activity

Introduction: 15 minutes

• Tell students that when scientists study the world they look for trends or patterns in natural phenomena. These patterns are things that happen consistently because they are controlled by the physical properties of Earth. Tell students that today they are going to be physicists and look for the patterns in motion.
• Remind students that in the last lesson they learned to describe the motion of an object by referencing the speed of the object, the distance it traveled (vertically, horizontally and along the path of motion), and the direction of motion. Tell students that today they are going to build on those skills by learning to read the graphs that the Playground Physics App creates.
• Project the “Graphing Motion” portion of the worksheet and have students follow along on their own copies. This worksheet is intended to help students learn to read the graphs in the app. Work through the worksheet as a class. This worksheet introduces the concept of velocity to the students. Since the app doesn’t specify what the direction is called, you will want to discuss with your class how you will interpret the arrow when writing velocity. You might want to say an object is moving right or left, east or west, or just use arrows to indicate the direction as the app does.

Investigation: 20 minutes

• Tell students that they are going to look for patterns in the same video they used in the last lesson. Provide iPads to groups of students. To access the videos their group recorded initially, students should work in the same group and should use the same iPad as in previous lessons.
• Have students pull up the video of two students playing catch that they used for the last lesson. The path of motion for the ball should still be marked on the video so they won’t need to re-annotate the video. Make sure that students have annotated the path of motion for multiple throws of the ball. Because the lesson looks for patterns in motion, students will not see this unless they have tracked the path of motion for multiple throws of the ball back and forth between the two people in the video.
• Have students open the graph drawer so they can see the graph “along path” of the motion in the video and draw the graph for speed on the space in the worksheet.
• Have students circle the places on the graph where the ball was moving the fastest and place a box around the places where the ball was moving the slowest. The graph of motion should be cyclical with the speed increasing and decreasing each time the ball moves back and forth.
• Have students place high and low speed stickers on the places in the video where the speed is at the highest and lowest. How many stickers are appropriate to place on the video will depend on how many times the students threw the ball back and forth.
• Have students describe what is happening when the ball is moving the fastest, what is happening when the ball is moving the slowest, and the overall patterns in the motion of the ball.
• Have students use their observations to complete the “Patterns of Motion” portion of the worksheet together in their groups.

Discussion: 10 minutes

• Have the class come back together and have each group share the patterns they noted in the investigation.
• If there are discrepancies in the patterns, discuss as a class what could cause the differences groups saw in their patterns. Ask the class if everyone should have the same patterns. Have students share their reasons for why or why not.
• Remember to check the “Parking Lot” of questions at the end of the class period. Remove any questions that have been answered and add any new questions that may have come up.

1. 3.6 m
2. 7.8 mps
3. 7.8 mps right/E/→
(Since the app doesn’t specify what the direction is called, you will want to discuss with your class how you will interpret the arrow when writing velocity.)

### Answer Key: Patterns of Motion

7. Below are some of the overall patterns in the motion of the ball that your students may notice while playing catch.
• The path of the ball always forms an arc (parabola) between the person throwing the ball and the person receiving the ball.
• The vertical speed of the ball will be the slowest at the top of the arc and faster on each side (when thrown and caught).
• The horizontal speed of the ball will be fastest when it is first released from the hand of the person throwing it.

### Worksheet Previews

Apps used
Duration: 40-60 mins
Prep: Easy

#### Big Idea

The purpose of this activity is to provide students experience interpreting the data from the graphs in the Playground Physics App and help them identify the patterns that exist in the motion of the ball while playing catch.

#### Learning Objectives

• Students will be able to interpret data from graphs.
• Students will be able to use high-speed and low-speed stickers to accurately annotate a video of students jumping rope.
• Students will be able to describe the path of motion for a ball during a game of catch.

NEXT GENERATION SCIENCE STANDARDS

Crosscutting Concepts: Patterns

Graphs, charts, and images can be used to identify patterns in data.

Disciplinary Core Ideas

PS2.A: Forces and Motion

All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared.

Science and Engineering Practices

Scientific knowledge is based on empirical evidence: Scientific knowledge is based on logical and conceptual connections between evidence and explanation.

COMMON CORE LEARNING STANDARDS

Key Ideas and Details

CCSS.ELA-LITERACY.RST.6-8.3: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

Literacy in Science

CCSS.ELA-LITERACY.RST.6-8.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph or table).

Comprehension and Collaboration

CCSS.ELA-LITERACY.SL.6,7,8.1: Engage effectively in a

range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

CCSS.ELA-LITERACY.SL.6,7,8.3: Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

Text Types and Purposes

CCSS.ELA-LITERACY.WHST.6-8.1.B: Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.

NEW YORK INTERMEDIATE SCIENCE STANDARDS

Standard 4: The Physical Setting

5.1a: The motion of an object is always judged with respect to some other object or point. The idea of absolute motion or rest is misleading.

5.1b: The motion of an object can be described by its position, direction of motion, and speed.

#### Vocabulary

• Motion is an objects change in position.
• Distance is the total amount of ground covered by an object in motion.
• Speed is how fast an object is moving regardless of its direction.
• Velocity is how fast an object gets somewhere with respect to direction.

#### Device Strategies

Single-device implementation

With only one device, you can project the iPad so that the entire class can watch and be involved in the recording and investigation/annotation of a single video.

Multiple-device implementation

With many devices, students may be broken up into teams to work collaboratively on their iPad to record, annotate, and investigate their videos. We suggest having teams of three to four students (suggestions for student roles in each time can be found in the introduction).