Lesson Plan Physics

Summary
A. Chapter or Unit of Study: Speed
B. Grade/Semester: 7/2
C. Learning Objective:
1. First topic: Speed records
a. Student will be able to calculate average speeds, including through the use of timing
gates.
b. Student will be able to identify important variables, choose which variables to change,
control and measure
2. Second topic: Measuring Speed
a. Student will be able to calculate average speed using timing gates
b. Student will be able to investigate how the average peed of an object varies with the
gradient of a slope
3. Third topic: The Distance/time graph
a. Student will be able to produce distance-time graphs
b. Student will be able to interpret simple distance-time graphs
4. Fourth topic: Velocity
a. Student will be able to calculate velocity using a simple distance-time graphs
b. Student will be able to generate velocities formula using distance-time graphs
A. Time Allotment: (3 meeting/ 240 minutes)

Lesson Questions:
1. First topic: Speed records
a. What is definition of speed?
b. What is difference between speed and velocity?
c. What is factor that affect value of speed?
d. How to calculate speed using timing gates?
2. Second topic: Measuring Speed
a. How to calculate speed using timing gates?
b. How to calculate the average speed using an object varies gradien slope?
3. Third topic: The Distance/time graph
a. How to make a distance-time graphs?
b. How to interpret distance-time graphs?
4. Fourth topic: Velocity
a. How to calculate velocity?
 Lesson Context
Common Misconception:
1. The student often assume that velocity and speed are the same
2. Students do not see motion as belonging to a number of different categories – at rest, constant
velocity, speeding up, slowing down, changing direction, etc. Instead, they see motion as
moving or not moving
3. Students think of actively moving objects (bowling ball) as having an impetus within them
that keeps them moving in the same horizontal direction when they reach a cliff and passively
moving objects (a tree trunk) as falling straight down when they reach a cliff
4. The student often assume that moving objects come to a stop even when there is no
friction.The student often assume that thick wires have a lower resistance because the charges
have more space.

Lesson Outline
Session 1 (Speed Record, 2 periods)
No. / Waktu /
Kegiatan / Activities
Num. Duration
1. Pendahuluan / Introduction

Enggage the student using a video in this link 15 min

(https://www.youtube.com/watch?v=S9Z1a3sZfHY)
2. Kegiatan Inti / Main Activities
• Pupils measure their walking, hopping, running pace etc. They can estimate the
speed of various objects such as a snail, a plane, or research the speed of athletes,
to practice the use of different units. Data logging can be used for very fast or very
slow speeds. 50 min
 Student doing some experiment using PhET Colorado Simulation and do all of the
quiz in PhET Colorado with the maximum stars

3. Penutup / Closing Activities

15 min
Make conclusion

Session 2 (Measuring Speed, 2 periods)

No. / Waktu /
Kegiatan / Activities
Num. Duration
1. Pendahuluan / Introduction

Review our material that we already learn. Ask several student about the 15 min
previous topic
2. Kegiatan Inti / Main Activities
• Student do some experiment using PeTH Colorado and then Calculate average 50 min
 speed using timing gates.
• Pupils investigate how the average speed of an object varies with the gradient of
a slope.
• Plan and carry out the investigation.
3. Penutup / Closing Activities

15 min
Make Conclusion

Session 3 (distance-time graph, velocity, and Quiz, 2 periods)

No. / Waktu /
Kegiatan / Activities
Num. Duration
1. Pendahuluan / Introduction

Review our material that we already learn. Ask several student about the previous 10 min
topic
2. Kegiatan Inti / Main Activities
• Produce distance-time graphs.
A motion sensor is a very useful device for showing motion instantly on screen. The
device emits ultrasound waves which reflect from an object ahead and return. The
computer measures the time interval and plots the distance-time graph so that a
student moving towards the computer can see the shape immediately.
30 min
• Interpret gradients on distance-time graphs.
Given a graph e.g. of an animal tracking prey, students can explain how they know
whether the animal is moving fast, slowly or still. They should be able to calculate
the speed and can be shown that this is the same as the gradient of the line at that
point.
3. Penutup / Closing Activities
Unit Test 40 min

Differentiated Instruction
a. Visual Learners: (use video)
b. Auditory Learners: (use video or direct teaching)

Materials & Resources

Instructional Materials: books, videos, simulation, presentation, interactive notebook, etc.
Resources: content websites such bitesize.bbc.com, apps website such as peth.colorado.com,

Assessment
1. Quizzes : //quizizz.com/admin/quiz/5807d96ee07e1a9145e362c0/calculating-speed
2. Experiment :
Speed Challenge
Name _____________________________

Step 1: Gather your materials!

Each team needs 2 timers, 1 meterstick, 1 roll of masking tape, and 1 marker.
Step 2: Create your ÒraceÓ track!
Find a spot in the hallway and measure off a 10 meter race track. Use three pieces of
tape to mark the beginning, middle, and end of your track. Mark each distance (0 m, 5
m, and 10 m) on the tape with a marker.
Step 3: Go for it!
Each team member will need to perform the following tasks for each distance: hopping,
walking backwards, walking (regular rate), and speed walking. Your team will need
people with timers or stopwatches at the 5 meter and 10 meter points. Record the time it
takes to perform each task.

NOTE: Speed walking is going as fast as you can without jogging or running!

Collect That Data!

Record your data from the experiment in the chart, then use the information to calculate the
speed for each task and distance. Round answers to the nearest hundredth if needed.
Label your answers!

Task Distance Time Speed

Hopping 5m

10 m

Walking 5m

Backwards 10 m

Walking 5m

Regular 10 m

Speed 5m

Walking 10 m
Think About It!
1. Which task and distance resulted in the fastest speed?
Task = ____________ Distance = ____________ Speed = ____________

2. Which task and distance resulted in the slowest speed?

Task = ____________ Distance = ____________ Speed = ____________

3. How far could you speed walk in 10 minutes based on your speed for the 10 meter trial?
Show your work!

4. How long would it take you to hop 30 meters based on your speed for the 5 meter trial?
Show your work!

5. How far could you travel walking backwards in 15 minutes based on your results for
the 5 meter trial? Show your work!

6. How long would it take you to walk (regular rate) 1 kilometer (or 1,000 m) based on
your speed for the 10 meter trial? Show your work!

7. Are your results accurate? Why or why not?

 3. Unit Test :

Directions: Use the equation above to answer the following questions. Show
your work and include the units.

1. A football field is about 100 m long. If it takes a person 20 seconds to run

its length, how fast (what speed) were they running?

2. The pitcher’s mound in baseball is 85 m from the plate. It takes 4 seconds

for a pitch to reach the plate. How fast is the pitch?

3. If you drive at 100 km/hr for 6 hours, how far will you go?

4. If you run a t 12 m/s for 15 minutes, how far will you go?

5. Every summer I drive to Michigan. It is 3900 km to get there. If I average

100 km/hr, how much time will I spend driving?

6. A bullet travels at 850 m/s. How long will it take a bullet to go 1 km?

7. Every winter I fly home to Michigan. It takes 5 hours. What is my

average speed?The fastest train in the world moves at 500 km/hr. How
far will it go in 3 hours?
8. How long will it take light moving at 300,000 km/s to reach us from the
sun? The sun is 15,000,000 km from earth.

9. It is 21,000 kilometers around the earth and the earth rotates in 24 hrs.
How fast is it rotating?

10. A car goes from 0 to 100 km/hr in 10 seconds. What is its acceleration?

11. A bus slams on its breaks and goes from 30 km/hr to 15 km/hr in 4
seconds. What is its acceleration?

Part II Graphing
Directions: Using the data in the following table, construct a graph of
distance vs. time. Then answer the questions about that graph.

Distance (m) Time (sec) 12. Does this graph represent constant or
10 20 changing speed? How do you know?
20 40
35 70
65 130 13. Find the slope of the line and find the
85 170 average speed.
100 200
Directions: Using the data in the following table, construct a graph of
distance vs. time. Then answer the questions about that graph.
Distance (m) Time (sec) 14. Does this graph represent constant or
15 20 changing speed? How do you know?
25 50
40 65
70 130 15. Which section of the graph represents the
90 185 highest speed
100 200
Graph I

Graph II
 Bantul,
Principal Teacher

Ahmad Fauzi, S.Pd. Eduard Nugroho, S. T.