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Doing Detective Work: A. Introduction

This document provides instructions for an activity to help investigate a hit and run case. Students are asked to analyze the motion of a suspect's car using paper strips with dots representing oil drops left by the car. They will create a tape chart by measuring the distances between dots and plotting them on a graph. From the tape chart and graph, students can determine whether the suspect was traveling at a constant speed, as they claimed, or if their speed changed based on the spacing of the oil drops. This activity teaches students to use visual representations like tape charts and graphs to analyze motion and acceleration from real data.

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Shane Catherine Besares
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455 views2 pages

Doing Detective Work: A. Introduction

This document provides instructions for an activity to help investigate a hit and run case. Students are asked to analyze the motion of a suspect's car using paper strips with dots representing oil drops left by the car. They will create a tape chart by measuring the distances between dots and plotting them on a graph. From the tape chart and graph, students can determine whether the suspect was traveling at a constant speed, as they claimed, or if their speed changed based on the spacing of the oil drops. This activity teaches students to use visual representations like tape charts and graphs to analyze motion and acceleration from real data.

Uploaded by

Shane Catherine Besares
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Group Name: Date:

Grade & Section: Score:

Doing Detective Work


A. Introduction:
Consider this situation below:

Supposed you were having your on-the-job training in a private investigating company. You were asked
to join a team assigned to investigate a ‘hit and run’ case. The alleged suspect was captured by the CCTV
camera driving down a road leading to the place of incident. The suspect denied the allegation, saying that he
was then driving very slowly with a constant speed. Because of the short time difference when he was caught by
the camera and when the accident happened, he insisted that it was impossible that he would already be at the
place when the crime happened. But when you were viewing the scene again on the camera, you noticed that his
car was leaving oil spots on the road. When you checked these spots on site, you found out that they are still
evident. So you began to wonder if the spots can be used to investigate the motion of the car of the suspect and
check whether he was telling the truth or not.

Here is an activity that you can do to help you with your investigation. You will analyze the motion
using strips of papers with dots. For this activity, assume that the dots represent the ‘oil drops’ left by the car
down the road.
B. Objectives:
K: Identify the types of visual representation of a moving object;
S: Create and interpret visual representation of a moving object;
A: Display accuracy in creating and interpreting graphs of a moving body.

C. Materials:
Ruler Paper strips with dots Cutter or pair of scissors

D. Procedure:
A. Using tape chart
1. Obtain from your teacher paper strips with dots.
2. Label each dot. Start from 0, then 1, 2, 3, and so on. In this example, each dot occurred every 1
second.

Figure10. A tape chart representing the motion of the car

3. Examine the distances between successive dots.


i. How will you compare the distances between successive dots?
4. Cut the strip at each drop, starting from the first to the last drop, and paste them side by side on a
graph paper to form a tape chart as shown in Figure 11.
ii. How do the lengths of the tapes compare?

iii. If each tape represents the distance travelled by the


object for 1 second, then what ‘quantity’ does each
piece of tape provide?

iv. What does the chart tell you about the speed of the
car?

5. The difference in length between two successive tapes


provides the object’s acceleration or its change in speed or
velocity for a time interval of 1 second.
v. How will you compare the changes in the lengths of
two successive tapes?

vi. What then can you say about the acceleration of the
moving car?

B. Using motion graphs


1. Measure the distance travelled by the car after 1 second, 2 seconds, and
so on by measuring the distance between drops 0 and 1, 0 and 2, and so on. Enter
your measurements in Table 3 on the right.
2. Plot the values in Table 3 as points on the graph in Figure 12 on the right.
vii. How does your distance-time graph look like?

3. Join the mid-points of the tops of the tapes with a line. You have now
converted your tape chart to a speed-time graph.
viii. How does you graph look like? How is this different from
your graph in Figure 12?

ix. How will you interpret this graph in terms of the speed and
acceleration of the moving car?

x. If you found out in your investigation that the arrangement of oil drops left by the car is
similar to what you used in this activity, was the suspect telling the truth when he said
that he was driving with constant speed?

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