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Unit 7

Unit 7. The Track & Field Championship. Essential Questions. What is the relationship between speed, distance, and time, and how are they calculated? How can we use trends from track and field competitions to make predictions for future competition results?

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Unit 7

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  1. Unit 7 The Track & Field Championship

  2. Essential Questions • What is the relationship between speed, distance, and time, and how are they calculated? • How can we use trends from track and field competitions to make predictions for future competition results? • Are average speed and speed the same at all points in a race? • How can we use a graph to analyze a runner’s speed in a race? • How does our stride length relate to wavelength, and how can we use this data to calculate the frequency of a runner? • What is the difference between motion and landing position of objects dropped straight down to those with projectile motion? • How does the concept of energy conservation relate to the pole vault?

  3. Chapter Challenge (pp. 140-141) • TASOK is going to send a track and field team to the Penn Relays • You need to write a physics manual to train the TASOK team and help them improve their performance for 3 different track & field events (must include 1 field and 1 track event) which includes the following: • Include a description of the physics principles related to the events • Provide specific techniques to improve performance (diagrams recommended) • Help students compare themselves with their competitors (i.e. are there different techniques for your events?) • Due Date: April 12

  4. Day 1: Running the Race • Learning Objectives: • Measure distance in meters along a straight line • Use a stopwatch to measure the amount of time for a person to travel a measured distance • Use measurements of distance and time to calculate the average speed of a running person • Compare the average speeds of a running person during segments of a run • Compare the average speeds of different persons running along the same path • Infer factors which affect the average speed of a running person

  5. Starter

  6. Starter (cont’d) • Very few people can run the 100m in under 10s (Usain Bolt ran it in 9.63s at this past summer’s Olympic Games) • How can you measure a runner’s speed? • Does running twice as far take twice as much time? Explain. • What time do you think Usain Bolt ran (& won) the 200m finals in at this past Olympics? • Time: 15 minutes

  7. Activity 1 • You will be put into groups of 5 people • Choose 1 person in the group who will run 20m • The other 4 people will be timers • Mark out a 20m “track” with markers every 5m (ie. At 0m, 5m, 10m, 15m, and 20m) • The timers will stand at all the positions (except 0m) and record the time it takes for the runner to start to get to their position • How will you calculate the time taken to run the 5m interval you need to time? • The person at the 5m mark will be the starter • Run 3 trials, giving the runner a couple of minutes in between to rest. This is when you can record your data • Time: 30 minutes

  8. Data Table

  9. Activity 2 • Calculate the speed at the different intervals and complete your table • How do you calculate the different times? You will need to work together and have everyone’s data to calculate these. • What was the runner’s average speed for the 4 intervals? • Does running twice as far take twice as much time? • What is the runner’s average speed for the entire 20m? How does this compare to the 4 intervals? • Which interval did the runner have the greatest speed? How does this compare to other group’s data? • Time: 15 minutes

  10. Activity 3 • Graph the data you collected, using the average time for each of the four intervals • What type of graph will you use? • What information goes on the x-axis? The y-axis? • Give your graph an appropriate title • Time: 10 minutes

  11. Closing & Homework • Create a distance, speed, time triangle that can be used to calculate for an unknown. • Read “For You to Read”pg. 145 • Physics to Go, pg. 146 #1a, 2, 4, 6 • Reminder: All corrections and outstanding work due this Friday!

  12. Day 2: Analysis of Trends • Learning Objectives: • Sketch a best fit curve or trend line on a graph on which points have been plotted • Extrapolate graphs to predict trends beyond available data • Create graphs of data presented in tabular form • Calculate the average speed of a runner given distance and time • Calculate the time required for a runner to travel a specified distance given the runner’s average speed • Interpret information presented in graphical form

  13. Starter • Current trends indicate that women will start outrunning men in 65 years • Watch the following videos. One is from 1928, the other is from 2012. • Is it useful to compare track records over many years of time? • Can future track records be predicted based on past performances? • What are some differences that you notice between the races from the two time periods? • Time: 20 minutes

  14. Activity 1 • Look at the graph “Speed vs. Year: Men’s Olympic 400m Dash” • What is this graph showing? • Sketch a curved line or straight line through the data points • What is the trend that you observe happening in the speed for the 400m over the past 100 years? • Guess what the line would look like until 2020. According to your extrapolation, what will the speed of the winner of the 2020 Olympics be? • In 1980, the speed of the winner is ~9.0m/s. How fast did the winner do the 400m run in (assume 9.0m/s)? • Time: 20 minutes

  15. Activity 2 • Look at the graph “Speed vs. Distance: Men and Women, Penn Relays” • What does this graph show? • Sketch the shapes of the two graphs that are shown • What do you notice about the trends of the average speed for men and women as the distance of the races get longer? • Extrapolate to predict the record speed for the 10,000m for men and women • Time: 20 minutes

  16. Activity 3 • Your plan to help your school’s track team at the Penn Relays will only be as good as your knowledge of current performances in T&F. • Research the top times/distances for under 18 boys and girls(high school students) in the following events (use meters for the field events). Some Canadian sites to help you include OTFA and OFSAA. • High Jump • 100m • 400m hurdles • 1500m • Triple Jump • Time: 20 minutes

  17. Closing & Homework • Does knowing past performances help determine future performances? Why or why not? • Physics to Go, pg. 150 #2, 3, 4,5

  18. Day 3: Who Wins the Race? • Learning Objectives: • Measure short time intervals in arbitrary units • Measure distances to the nearest mm • Use a record of an object’s position vs. time to calculate the object’s average speed during designated position and time intervals • Measure and describe changes in an object’s speed • Relate changes in the speed of an object traveling on a complex sloped track to the shape of the track

  19. Starter • The average jogging pace for a human is 9-12 km/h. The average running pace for a human is (top athlete) 36 km/h. • How fast does an average car travel? • How do you determine who wins a race? • The runner with the highest finishing speed? • The runner with the highest average speed? • The runner with the greatest top speed? • Time: 15 minutes

  20. Starter

  21. Activity 1 • Move to your lab groups • Design an experiment that determines a cart’s average speed • You will test the cart’s speed on a flat surface and three inclines • Sections to include are: • Aim/Objective • Hypothesis • Materials • Procedure • Data • Analysis (after experiment is complete) • Time: 20 minutes

  22. Activity 2 • Carry out your investigation after you have your plan okayed by me • Type up your plan and results • Due: Friday, March 22 • Time: 30 minutes

  23. Closing & Homework • How do you determine the average speed of an object? • On which track produced the top speed for your cart? • Physics to go, pg. 155 #3, 4, 5, 6

  24. Day 4: Understanding the Sprint (60 min) • Learning Objectives: • Calculate the average speed of a runner given distance and time • Produce a histogram showing the average speeds of a runner during segments of a race; analyze changes in a runner’s speed • Produce a graph of distance vs. time from split time data for a runner • Estimate the slope of a distance vs. time graph at specified times • Recognize that the slope of a distance vs. time graph at a particular time represents the speed at that time

  25. Starter

  26. Starter

  27. Starter • After watching the videos for the 100m (Carl Lewis, 1991) and the long jump (Mike Powell, 1991) discuss the following questions: • How long does it take to get up to maximum speed? • Does it differ depending on the event you are competing in? Why? • When does a sprinter want to be at their maximum speed? How about a long jumper? • Time: 15 minutes

  28. Activity 1 • Work through steps 1-5 on pp. 156-158 • Graph paper is available for you to use • When you finish, you can do research for your chapter challenge • Time: 45 minutes

  29. Homework • Physics to go, pg. 159 #2, 3, 5

  30. Day 5: Acceleration • Learning Objectives: • Understand the definition of acceleration • Understand meters per second per second as the unit of acceleration • Distinguish between acceleration and deceleration

  31. Starter • Accelerating out of the starting block is important if a runner is going to win a race • If all runners in a race have equal top speeds and none “fade” at the end of the race, what determines who wins? • How is response time a factor in determining who wins the race? • What do you think blocks do, and what do you think the correct technique is for starting in them? • Time: 15 minutes

  32. Starter

  33. Activity 1 • In your lab groups, construct an accelerometer like the picture below

  34. Activity 2 • Work through the “For you to do” • Choose someone who doesn’t normally record to be the recorder • Choose 2 people to walk forwards and backwards to compare results and make sure that your results are accurate • Time: 45 minutes

  35. Closing & Homework • You can use this time to research your events for the chapter challenge • I am going to come around and ask your groups and what events you are doing • Read “Physics Talk”, pg. 162 and “For you to Read”, pg. 163 • Physics to Go, pg. 165 #1, 2, 3, 6, Choose 3 from 8, 9, 10, 12, 13, 14, 15, or 16

  36. Day 6: Measurement • Learning Objectives: • Calibrate the length of a stride • Measure a length by pacing and with a meter stick • Identify sources of error in measurement • Evaluate estimates of measurements as reasonable or unreasonable • Measure various objects and calculate the error in each measurement

  37. Starter

  38. Starter • In about 200 BC, Eratosthenes calculated the circumference of Earth. He used shadows cast by the sun in two cities and a measurement of the distance between the two cities. The distance between the cities was found by pacing. • Two people measure the length of the same object. One reports a length of 3m, the other reports a length of 10m. Has one of them goofed? Why do you think? • What if the measurements were 3m and 3.1m? • How does this play a factor in measuring the distances jumped or thrown in track and field events? • Is there room for error in these events? How so? • Time: 15 minutes

  39. Activity 1 • Move to your new lab groups • Work through steps 1-8 on pp.167-169 • Choose 1 person to record, one person to walk, and one (or two) person (people) to measure • Hand in your answers/observations when complete • Time: 40 minutes

  40. Activity 2 • You may use this time to work on your chapter challenge • This is your last chance before break to ask me questions about form, technique, etc.

  41. Closing & Homework • For you to read, pg. 169 • Physics to go, pg. 170 #1, 3, 4, 7

  42. Day 7: Increasing Top Speed • Learning Objectives • Calculate the average speed of a runner given distance and time • Measure the frequency of strides of a running person • Measure the length of strides of a running person • Recognize that either the equation (speed = distance/time) or the equation (speed = stride frequency x stride length) may be used to calculate a runner’s speed with equivalent results • Infer ways in which stride length and stride frequency can be adjusted by a runner to increase speed

  43. Starter • A cheetah can reach a top speed of 100km/h (30m/s) • What is the top speed a runner can reach? • Watch the video of the cheetah running • What are some differences between a human’s stride and a cheetah’s stride? • What can a runner do in order to increase their top speed? • Time: 15 minutes

  44. Activity 1 • Watch the video of the runner • Calculate their speed (note it is yards/sec – where are they running? Why is it in yards/sec?) • You will need a stopwatch to record their time • Compare the speed you calculated to the speed the people at your desk got • Why are there discrepancies? (Think back to last lesson) • Time: 10 minutes

  45. Activity 2 • Now count the number of strides taken by the runner during the entire run • Use the number of strides and the total time to calculate the runners stride frequency in strides/sec • Stride frequency = number of strides time (sec) • Time: 5 min

  46. Activity 3 • Calculate the average length of one stride of the runner • How will you do this? • Calculate the runner’s speed using the “new” equation for speed: speed = stride frequency x stride length • Compare the results of your two speeds • Do the equations agree on the speed of the runner? • How good is the agreement? • Explain any differences in results that you obtained • Time: 15 min

  47. Activity 4 • Work through steps 4-8 on pg. 172 with your lab group • You may use the field or the covered court (whichever is not being used by the PE class) • Choose different people from Tuesday to be the recorder, runner, and measurer • Hand in your observations when you are completed • Time: 30 minutes

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