Created byKendra Cooper

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The Fastest Walker: A Physics Lab

Grade 10Science1 days

In this 10th-grade physics lab, students design and conduct experiments to determine factors affecting human walking speed. They focus on accurate measurement, data collection, and analysis, while considering experimental limitations. The project culminates in a lab report detailing their findings, promoting understanding of the scientific method and human factors influencing motion.

Walking SpeedExperimental DesignData AnalysisPhysicsMeasurementScientific MethodHuman Factors

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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we design and conduct a reliable experiment to determine the factors that affect human walking speed, and how can we use data analysis to interpret our findings while acknowledging the limitations of our experimental design?

Essential Questions

Supporting questions that break down major concepts.

How can we measure distance and time accurately?
How do we calculate speed from distance and time measurements?
What factors might affect a person's walking speed?
How can we ensure our measurements are reliable and consistent?
How can we analyze and interpret the data we collect?
What are the limitations of our experimental design?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:

Students will be able to accurately measure distance and time using appropriate tools.
Students will be able to calculate speed from distance and time measurements.
Students will be able to identify and explain factors that affect a person's walking speed.
Students will be able to design and conduct a reliable experiment to investigate walking speed.
Students will be able to analyze and interpret experimental data, including identifying trends and uncertainties.
Students will be able to communicate experimental results and conclusions effectively, including limitations of the experimental design.

Entry Events

Events that will be used to introduce the project to students

The Pedestrian Safety Crisis

Stage a mock 'pedestrian safety crisis,' presenting data on increased accidents involving pedestrians. Challenge students to research and propose solutions based on controlled experiments measuring the impact of different safety measures (reflective gear, lighting) on walking speed and visibility.

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Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.

Activity 1

Measurement and Calculation Training

Students will learn how to use measuring tapes and stopwatches to accurately measure distance and time, then perform calculations to determine walking speed.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Discuss the importance of accurate measurements in physics.

2. Demonstrate the proper use of measuring tapes and stopwatches.

3. Practice measuring distances and times in the classroom.

4. Calculate walking speeds using the formula: speed = distance / time.

Final Product

What students will submit as the final product of the activityA lab report section detailing measurement techniques and speed calculations.

Alignment

How this activity aligns with the learning objectives & standardsAddresses the learning goals of accurate measurement of distance and time and calculating speed.

Activity 2

Experimental Design Blueprint

Students brainstorm factors that might affect walking speed and design an experiment to test one or more of these factors.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Brainstorm factors that could affect walking speed (e.g., surface type, load carried, distractions).

2. Choose one or two factors to investigate.

3. Formulate a hypothesis about how these factors will affect walking speed.

4. Design an experiment to test the hypothesis, including controls and variables.

5. Write a detailed procedure for the experiment.

6. Create a materials list.

Final Product

What students will submit as the final product of the activityAn experimental design proposal, including a hypothesis, materials list, and procedure.

Alignment

How this activity aligns with the learning objectives & standardsAddresses learning goals of identifying factors affecting walking speed and designing a reliable experiment.

Activity 3

Data Collection and Analysis

Students conduct the experiment, collect data, and analyze the results.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Set up the experiment according to the design.

2. Collect data on walking speed under different conditions.

3. Organize the data in tables and graphs.

4. Calculate average speeds and uncertainties.

5. Analyze the data to identify trends and patterns.

6. Discuss any uncertainties or limitations in the data.

Final Product

What students will submit as the final product of the activityA data analysis report, including graphs, tables, and a discussion of trends and uncertainties.

Alignment

How this activity aligns with the learning objectives & standardsAddresses learning goals of conducting a reliable experiment and analyzing data.

Activity 4

Conclusion and Refinement

Students write a conclusion based on their data analysis, discuss the limitations of their experimental design, and suggest improvements for future experiments.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Write an introduction to the experiment, including the hypothesis and background information.

2. Describe the methods used in the experiment.

3. Present the results of the experiment, including graphs and tables.

4. Discuss the findings, including whether the hypothesis was supported.

5. Discuss the limitations of the experimental design and suggest improvements.

6. Write a conclusion summarizing the main findings and their implications.

Final Product

What students will submit as the final product of the activityA final lab report including an introduction, methods, results, discussion, and conclusion.

Alignment

How this activity aligns with the learning objectives & standardsAddresses learning goals of interpreting data, communicating results, and understanding limitations.

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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Walking Speed Lab Rubric

Category 1

Measurement and Calculation

Assessment of the Measurement and Calculation Training final product.

Criterion 1

Measurement Accuracy

Accuracy of measurements and calculations

Exemplary

4 Points

Demonstrates exceptional accuracy in measurements and calculations, with negligible errors.

Proficient

3 Points

Demonstrates accurate measurements and calculations with minor errors that do not affect the overall results.

Developing

2 Points

Demonstrates some accuracy in measurements and calculations, but with errors that may affect the overall results.

Beginning

1 Points

Demonstrates limited accuracy in measurements and calculations, with significant errors.

Criterion 2

Report Clarity

Clarity and organization of the lab report section

Exemplary

4 Points

The lab report section is exceptionally clear, well-organized, and easy to understand.

Proficient

3 Points

The lab report section is clear, well-organized, and easy to understand.

Developing

2 Points

The lab report section is somewhat clear and organized, but may be difficult to understand in some places.

Beginning

1 Points

The lab report section is unclear, poorly organized, and difficult to understand.

Category 2

Experimental Design

Assessment of the Experimental Design Blueprint final product.

Criterion 1

Design Quality

Completeness and feasibility of the experimental design

Exemplary

4 Points

The experimental design is exceptionally complete, feasible, and well-justified, demonstrating a sophisticated understanding of experimental design principles.

Proficient

3 Points

The experimental design is complete, feasible, and well-justified.

Developing

2 Points

The experimental design is mostly complete and feasible, but may have some minor flaws or omissions.

Beginning

1 Points

The experimental design is incomplete, infeasible, or poorly justified.

Criterion 2

Design Clarity

Clarity and specificity of the hypothesis, materials list, and procedure

Exemplary

4 Points

The hypothesis, materials list, and procedure are exceptionally clear, specific, and detailed, demonstrating a thorough understanding of the experiment.

Proficient

3 Points

The hypothesis, materials list, and procedure are clear, specific, and detailed.

Developing

2 Points

The hypothesis, materials list, and procedure are somewhat clear and specific, but may lack detail in some areas.

Beginning

1 Points

The hypothesis, materials list, and procedure are unclear, unspecific, or lack detail.

Category 3

Data Analysis

Assessment of the Data Collection and Analysis final product.

Criterion 1

Data Accuracy

Accuracy and organization of data collection

Exemplary

4 Points

Data collection is exceptionally accurate, well-organized, and comprehensive.

Proficient

3 Points

Data collection is accurate, well-organized, and comprehensive.

Developing

2 Points

Data collection is mostly accurate and organized, but may have some minor errors or omissions.

Beginning

1 Points

Data collection is inaccurate, disorganized, or incomplete.

Criterion 2

Data Interpretation

Appropriateness and clarity of data analysis and interpretation

Exemplary

4 Points

Data analysis and interpretation are exceptionally appropriate, clear, and insightful, demonstrating a sophisticated understanding of the data.

Proficient

3 Points

Data analysis and interpretation are appropriate, clear, and insightful.

Developing

2 Points

Data analysis and interpretation are somewhat appropriate and clear, but may have some limitations or inaccuracies.

Beginning

1 Points

Data analysis and interpretation are inappropriate, unclear, or inaccurate.

Criterion 3

Uncertainty Discussion

Discussion of uncertainties and limitations

Exemplary

4 Points

Provides a comprehensive and insightful discussion of uncertainties and limitations in the data, demonstrating a sophisticated understanding of experimental limitations.

Proficient

3 Points

Provides a thorough discussion of uncertainties and limitations in the data.

Developing

2 Points

Provides a limited discussion of uncertainties and limitations in the data.

Beginning

1 Points

Fails to discuss uncertainties and limitations in the data.

Category 4

Conclusion and Refinement

Assessment of the Conclusion and Refinement final product.

Criterion 1

Report Quality

Quality of the introduction, methods, results, discussion, and conclusion

Exemplary

4 Points

The introduction, methods, results, discussion, and conclusion are exceptionally well-written, clear, and comprehensive.

Proficient

3 Points

The introduction, methods, results, discussion, and conclusion are well-written, clear, and comprehensive.

Developing

2 Points

The introduction, methods, results, discussion, and conclusion are adequately written, but may lack clarity or detail in some areas.

Beginning

1 Points

The introduction, methods, results, discussion, and conclusion are poorly written, unclear, or incomplete.

Criterion 2

Improvement Suggestions

Insightfulness of the discussion of limitations and suggestions for improvement

Exemplary

4 Points

Provides an exceptionally insightful and comprehensive discussion of the limitations of the experimental design and offers innovative suggestions for improvement.

Proficient

3 Points

Provides a thorough and thoughtful discussion of the limitations of the experimental design and offers reasonable suggestions for improvement.

Developing

2 Points

Provides a limited discussion of the limitations of the experimental design and offers some suggestions for improvement.

Beginning

1 Points

Fails to adequately discuss the limitations of the experimental design or offer suggestions for improvement.

Criterion 3

Hypothesis Justification

Justification of whether the hypothesis was supported by data

Exemplary

4 Points

Provides a compelling, data-driven argument either supporting or refuting the initial hypothesis with strong justification

Proficient

3 Points

Provides a convincing argument either supporting or refuting the initial hypothesis

Developing

2 Points

Provides a weak argument supporting or refuting the initial hypothesis

Beginning

1 Points

Fails to justify whether the data supported the initial hypothesis

Reflection Prompts

End-of-project reflection questions to get students to think about their learning

Question 1

What was the most surprising thing you learned about walking speed from this lab?

Text

Required

Question 2

To what extent do you think your experimental design was effective in testing your hypothesis?

Scale

Required

Question 3

Which part of the lab—measurement training, experimental design, data collection, or conclusion writing—did you find the most challenging, and why?

Multiple choice

Required

Options

Measurement and Calculation Training

Experimental Design Blueprint

Data Collection and Analysis

Conclusion and Refinement

Question 4

If you were to conduct this experiment again, what specific changes would you make to improve the accuracy or reliability of your results?

Text

Required

Question 5

How well do you feel you can now apply the concepts of experimental design and data analysis to other scientific investigations?

Scale

Required