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Phy PB C3 L3 MSF1

This lesson covers key concepts of motion, including average velocity, instantaneous speed, and displacement, emphasizing their differences and applications in real-world scenarios. Students engage in vocabulary checks and problem-solving exercises to deepen their understanding of motion through position-time graphs and numerical examples. The lesson concludes with reflection questions on the importance of distinguishing between average speed and instantaneous velocity for optimizing athletic performance.

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11 views3 pages

Phy PB C3 L3 MSF1

This lesson covers key concepts of motion, including average velocity, instantaneous speed, and displacement, emphasizing their differences and applications in real-world scenarios. Students engage in vocabulary checks and problem-solving exercises to deepen their understanding of motion through position-time graphs and numerical examples. The lesson concludes with reflection questions on the importance of distinguishing between average speed and instantaneous velocity for optimizing athletic performance.

Uploaded by

physicsgram9
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Unit 2: Motion

Chapter 3: Motion in one Dimension


Lesson 3: Lesson 3: Speeding through motion

<H1> Key Vocabulary


 Average velocity: Total distance traveled divided by total time.
 Displacement: Shortest straight-line change in position.
 Instantaneous speed: Speed of an object at a specific moment.
 Position: Location of an object at a given time.
 Slope: Rate of change in a graph, indicating speed or acceleration.
 Speed: Rate at which an object moves, without direction.

<H1>Vocabulary Check
Which vocabulary words are you familiar with?
 Add a check mark by the word(s) that you know.
 Add a star to note which word(s) you will need to study.

<H1>Lesson Summary
In this lesson, you explored important concepts related to motion, including average velocity, average velocity,
instantaneous speed, and instantaneous velocity. You learned that average velocity is the total distance traveled
divided by the total time taken, without considering direction, while average velocity factors in displacement,
making it dependent on direction. You also discovered that instantaneous speed refers to an object's speed at a
specific moment, similar to what you see on a car's speedometer. Instantaneous velocity, on the other hand, is
the same as instantaneous speed but includes direction, helping define motion at a precise point in time. By
studying position-time graphs and solving numerical problems, you gained a deeper understanding of how speed
and velocity differ, and how they apply to real-world situations like driving, sports, and navigation.

Mathematically,
Average velocity:

Δ ⃗x ( ⃗x f −⃗xi )
⃗v avg= =
Δ t (t f −t i )
Instantaneous speed:
∆x
v inst= lim
∆t→0 ∆t

<H1>Lesson Summary Questions:


 Mira on the Move: Instant or Average: During a morning jog, Mira checks her fitness watch. It
shows different speeds at each kilometer mark. What type of speed is the watch displaying at each
moment, and how is it different from her average speed?
 Runner's Graph Game: Sara draws a position-time graph of her 100-meter dash and notices a curved
section. What does this curve tell her about her speed during that part of the run?
 Nikhil’s Bike Ride Challenge: Nikhil rides 30 km to his friend’s house. He covers the first 15 km in
30 minutes, stops for 10 minutes, and takes 40 minutes for the remaining 15 km.
a) What is his average speed for the whole trip?
b) At which phase was his instantaneous speed likely the highest? Explain.

<H1>Skill Mastery
Q1. Which situation requires the use of instantaneous speed rather than average
speed for accurate assessment?
A) Calculating how long it takes a car to complete a road trip
B) Tracking a runner’s total distance in a race
C) Recording a speeding violation using a radar gun
D) Estimating delivery time for a shipping service

Q2. During a lab activity, students calculate average velocities over smaller and smaller
intervals starting from 1.00 s. As the time interval decreases (e.g., 1.00 to 1.50 s, then to
1.10 s), the average velocity increases. What does this trend most likely indicate?
A) The object is moving with uniform speed.
B) The object’s acceleration is decreasing over time.
C) The object is accelerating, and the smaller intervals better approximate instantaneous
velocity.
D) The measuring device is faulty.

Q3. A car runs at constant speed on a circular track of radius 10 m taking 6.28s on each
lap (i.e. round). The average speed and average velocity for half lap is
1) Velocity 20/ m/s, speed 10 m/s
(2) Velocity zero, speed 10 m/s
(3) Velocity zero, speed zero
(4) Velocity 10 m/s, speed zero

Q4. A boy walks to his school at a distance of 6 km with constant speed of 2.5 km/hour
and walks back with a constant speed of 4 km/hr. His average speed for round trip
expressed in km/hour, is
(1) 24/13
(2) 40/13
(3) 3
(4) 1/2

Q5. A cyclist is training on a straight track. During a certain 5-second interval, her
distance from the starting point is recorded every second as follows:
At t=0, she is at 0 m;
At t=1 s, she is at 2.8 m;
At t = 2 s, she is at 6.1 m;
At t = 3 s, she is at 11.0 m;
At t = 4s, she is at 17.6 m;
At t = 5 s, she is at 25.0 m.
Using this data, estimate the instantaneous speed of the cyclist at t = 3 seconds. Explain
how you arrive at your answer and discuss why the instantaneous speed might be
different from the average speed over the entire 5 seconds.

Q6. Position-Time Data Analysis:


Three cyclists—Cyclist A, Cyclist B, and Cyclist C—are riding on a straight 500-meter
track. Their positions (distance from the start line) were recorded at three different times
during their ride. The data is given below:
Cyclis Time 1 Position 1 Time 2 Position 2 Time 3 Position 3
t (s) (m) (s) (m) (s) (m)
A 0 0 8 120 16 240
B 0 0 8 130 16 260
C 0 0 8 100 16 220

Task:
1. Calculate the average speed of each cyclist for the entire 16-second interval.
2. Estimate the instantaneous velocity of each cyclist at t=8t = 8 seconds by
calculating the average velocity between t=4 s and t=12 s (assume linear
interpolation between positions).
3. Compare the average speeds and instantaneous velocities. Which cyclist shows
the greatest difference between average speed and instantaneous velocity at
t=8t=8 s? What might this indicate about their motion?
4. Sketch the position-time graph for all three cyclists on the same set of axes. Label
key points and velocity estimates.
5. Based on your calculations and graphs, classify each cyclist’s motion as uniform
or non-uniform.

Reflection:
Why is distinguishing between average speed and instantaneous velocity important
when analyzing the performance of athletes? How can this information be used to
optimize their training and racing strategies?

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