Newton meets AI
View Sequence overviewStudents will:
- use the TRAAP method to identify the trustworthiness of data.
- compare average speed and instantaneous speed.
- measure and calculate the average speed of a car.
- assess the validity and reliability of a method for measuring the average speed of a car.
Students will represent their understanding as they:
- describe the trends in road traffic deaths in their state/territory.
- measure the time taken for a car to travel a set distance.
- calculate the average speed of a car.
In the Launch phase, assessment is diagnostic.
Take note of:
- students’ understanding of speed as a relationship between distance and time.
- students’ ability to distinguish between average speed and instantaneous speed.
- students’ ability to calculate the average speed of a car.
- students’ ability to assess the validity of secondary data.
- students’ ability to assess the validity and reproducibility of methods.
Whole class
Newton meets AI Resource PowerPoint
A 50 or 100 m length of road near the school (with footpath alongside) where students can measure the time taken for a car to travel
Chalk or cones to mark start and finish points
Each group
Stopwatch (or smartphone with a stopwatch app)
Trundle or surveyor’s wheel for measuring distance on the footpath
Optional: Calculator (for speed calculations)
Each student
Individual science notebook
School zone speed Resource sheet
Lesson
The Launch phase is designed to increase the science capital in a classroom by asking questions that elicit and explore students’ experiences. It uses local and global contexts and real-world phenomena that inspire students to recognise and explore the science behind objects, events and phenomena that occur in the material world. It encourages students to ask questions, investigate concepts, and engage with the Core Concepts that anchor each unit.
The Launch phase is divided into four routines that:
- ensure students experience the science for themselves and empathise with people who experience the problems science seeks to solve (Experience and empathise)
- anchor the teaching sequence with the key ideas and core science concepts (Anchor)
- elicit students’ prior understanding (Elicit)
- and connect with the students’ lives, languages and interests (Connect).
Each student comes to the classroom with experiences made up from science-related knowledge, attitudes, experiences and resources in their life. The Connect routine is designed to tap into these experiences and that of their wider community. It is also an opportunity to yarn with community leaders (where appropriate) to gain an understanding of the student’s lives, languages and interests. In the Launch phase, this routine identifies and uses the science capital of students as the foundation of the teaching sequence so students can appreciate the relevance of their learning and its potential impact on future decisions. In short, this routine moves beyond scientific literacy and increases the science capital in the classroom and science identity of the students.
When planning a teaching sequence, take an interest in the lives of your students. What are their hobbies, how do they travel to and from school? What might have happened in the lives of your students (i.e. blackouts) that might be relevant to your next teaching sequence? What context might be of interest to your students?
Read more about using the LIA FrameworkWalking safely
(Slide 3) Pose the question: How did you travel to school today?
Identify how few students walk to school. Suggest that this is a big change compared to 40 years ago when most students walked to school and discuss the quote on the slide.
Pose the question: Is the traffic more dangerous now than in the past?
(Slide 4) Identify the trend in your state over the previous 10 years. Identify that data is from the Australian Road Deaths Database.
- Why do you think the number of road deaths decreased in most states in 2020-2021?
- Why might the number of fatalities have increased in Queensland during this time?
- Why is the overall trend of fatalities increasing?
- Is this because more people are driving?
- How has the population changed in this time?
- What more information might we need?
Pose the question: Where does the database obtain their information?
(Slide 5) Discuss why it is important to check the source of data. Identify why this data could be considered reliable. If required introduce the TRAAP method for checking the reliability of information:
- Timeliness: When was the information published or updated?
- Relevance: Is it relevant to the discussions on road safety?
- Authority: Is the publisher of the information an expert on the information?
- Accuracy: Can the information be verified by another source?
- Purpose: Why was the database published?
Go to the Australian Road Deaths Database to identify the source of information: the Bureau of Infrastructure and Transport Research Economics (BITRE), which gathers its information from each state and territory government. They also release a monthly data report on road deaths.
Optional: The BITRE was established in 1970 to “analyse the economics of transport in Australia”. Discuss why the BITRE might collect data on road deaths across Australia.
(Slide 6) Use the graph to describe the trend of road deaths in 2015-2024 in your state/territory.
✎ STUDENT NOTES: Describe the trend of road deaths 2015-2024 in your state/territory.
Pose the question: Does this data support the claim that walking to school is more dangerous now than in the past?
(Slide 7) Discuss the need to use evidence and reasoning (argumentation) to support claims.
TRAAP method
The TRAAP method is a useful strategy for evaluating the quality and reliability of scientific information.
The TRAAP method is a useful strategy for evaluating the quality and reliability of scientific information by focusing on five key criteria: Timeliness, Relevance, Authority, Accuracy, and Purpose.
- Timeliness refers to whether the information is up to date, which is especially important in science, where new discoveries can quickly render older data outdated.
- Relevance checks if the information is directly related to your scientific topic or research question.
- Authority looks at the author’s or publisher’s qualifications—scientific sources should come from experts or reputable institutions.
- Accuracy involves checking whether the information is supported by scientific evidence, such as data, experiments, or peer-reviewed research.
- Purpose helps identify why the information was published—whether it aims to inform using objective evidence, or if it has bias, like promoting a product or opinion.
For example, when researching the environmental impact of plastic pollution in oceans, you identify a recent article in Nature written by marine biologists that includes data from recent field studies. Using the TRAAP method, you would determine the article as timely (recently published), relevant to your topic, written by experienced marine scientists, accurate (as Nature is peer-reviewed), and its purpose is to inform other scientists. In contrast, a 2010 article from a non-scientific blog that lacks data and cites no sources would fail several TRAAP criteria, making it unreliable for scientific research.
The TRAAP method is a useful strategy for evaluating the quality and reliability of scientific information by focusing on five key criteria: Timeliness, Relevance, Authority, Accuracy, and Purpose.
- Timeliness refers to whether the information is up to date, which is especially important in science, where new discoveries can quickly render older data outdated.
- Relevance checks if the information is directly related to your scientific topic or research question.
- Authority looks at the author’s or publisher’s qualifications—scientific sources should come from experts or reputable institutions.
- Accuracy involves checking whether the information is supported by scientific evidence, such as data, experiments, or peer-reviewed research.
- Purpose helps identify why the information was published—whether it aims to inform using objective evidence, or if it has bias, like promoting a product or opinion.
For example, when researching the environmental impact of plastic pollution in oceans, you identify a recent article in Nature written by marine biologists that includes data from recent field studies. Using the TRAAP method, you would determine the article as timely (recently published), relevant to your topic, written by experienced marine scientists, accurate (as Nature is peer-reviewed), and its purpose is to inform other scientists. In contrast, a 2010 article from a non-scientific blog that lacks data and cites no sources would fail several TRAAP criteria, making it unreliable for scientific research.
Core concepts and key ideas
When planning for teaching in your classroom, it can be useful to see where a sequence fits into the larger picture of science.
When planning for teaching in your classroom, it can be useful to see where a sequence fits into the larger picture of science. This unit is anchored to the Science Understanding core concepts for Physical sciences.
- Forces affect the motion and behaviour of objects.
By Year 10, students have already examined how forces can be exerted by one object on another, including friction, gravitational, and magnetic forces (Year 4), investigated balanced and unbalanced forces, and related changes in an object’s motion to its mass and the magnitude and direction of forces acting on it (Year 7).
This core concept is linked to the key science ideas:
- Changes and rates of change of motion can be quantified and modelled at different scales (Stability and change).
- Orders of magnitude can show how a model at one scale relates to a model at another scale (Scale and measure).
- Form and function of motion is determined by the interconnections of time, distance, speed and acceleration (Form and function).
- Models can be used to predict the behaviour of a system (Systems).
- The accuracy and reliability of motion predictions is dependent upon the assumptions and approximations in a model (Systems).
When planning for teaching in your classroom, it can be useful to see where a sequence fits into the larger picture of science. This unit is anchored to the Science Understanding core concepts for Physical sciences.
- Forces affect the motion and behaviour of objects.
By Year 10, students have already examined how forces can be exerted by one object on another, including friction, gravitational, and magnetic forces (Year 4), investigated balanced and unbalanced forces, and related changes in an object’s motion to its mass and the magnitude and direction of forces acting on it (Year 7).
This core concept is linked to the key science ideas:
- Changes and rates of change of motion can be quantified and modelled at different scales (Stability and change).
- Orders of magnitude can show how a model at one scale relates to a model at another scale (Scale and measure).
- Form and function of motion is determined by the interconnections of time, distance, speed and acceleration (Form and function).
- Models can be used to predict the behaviour of a system (Systems).
- The accuracy and reliability of motion predictions is dependent upon the assumptions and approximations in a model (Systems).
Argumentation
Argumentation is the process of systematically providing reasoning to support a claim.
Argumentation is the process of systematically providing reasoning to support a claim. Unlike the commonly used negative term ‘argument’, argumentation involves developing a valid argument or persuasive idea.
At the simplest level, students should be able to provide a claim, evidence, and reasoning. At higher levels, students will be able to identify the limitations of a claim, the underlying assumptions that back the claim, and provide a rebuttal for any counterclaims.
In this lesson, students should realise that they may not have enough information to make a claim with evidence and reasoning.
Argumentation is the process of systematically providing reasoning to support a claim. Unlike the commonly used negative term ‘argument’, argumentation involves developing a valid argument or persuasive idea.
At the simplest level, students should be able to provide a claim, evidence, and reasoning. At higher levels, students will be able to identify the limitations of a claim, the underlying assumptions that back the claim, and provide a rebuttal for any counterclaims.
In this lesson, students should realise that they may not have enough information to make a claim with evidence and reasoning.
The Launch phase is designed to increase the science capital in a classroom by asking questions that elicit and explore students’ experiences. It uses local and global contexts and real-world phenomena that inspire students to recognise and explore the science behind objects, events and phenomena that occur in the material world. It encourages students to ask questions, investigate concepts, and engage with the Core Concepts that anchor each unit.
The Launch phase is divided into four routines that:
- ensure students experience the science for themselves and empathise with people who experience the problems science seeks to solve (Experience and empathise)
- anchor the teaching sequence with the key ideas and core science concepts (Anchor)
- elicit students’ prior understanding (Elicit)
- and connect with the students’ lives, languages and interests (Connect).
Science education consists of a series of key ideas and core concepts that can explain objects, events and phenomena, and link them to the experiences encountered by students in their lives. The purpose of the Anchor routine is to identify the key ideas and concepts in a way that builds and deepens students’ understanding. During the Launch phase, the Anchor routine provides a lens through which to view the classroom context, and a way to frame the key knowledge and skills students will be learning.
When designing a teaching sequence, consider the core concepts and key ideas that are relevant. Break these into small bite-sized pieces that are relevant to the age and stage of your students. Consider possible alternative concepts that students might hold. How could you provide activities or ask questions that will allow students to consider what they know?
The Elicit routine provides opportunities to identify students’ prior experiences, existing science capital and potential alternative conceptions related to the Core concepts. The diagnostic assessment allows teachers to support their students to build connections between what they already know and the teaching and learning that occurs during the Inquire cycle.
When designing a teaching sequence, consider when and where students may have been exposed to the core concepts and key ideas in the past. Imagine how a situation would have looked without any prior knowledge. What ideas and thoughts might students have used to explain the situation or phenomenon? What alternative conceptions might your students hold? How will you identify these?
The Deep connected learning in the ‘Pedagogical Toolbox: Deep connected learning’ provides a set of tools to identify common alternative conceptions to aid teachers during this routine.
Read more about using the LIA FrameworkSchool zones
Pose the question: Do cars travel safely around our school?
Discuss what is meant by ‘travel safely’ and brainstorm the traffic conditions students think are needed for the roads to be safe for drivers and pedestrians.
✎ STUDENT NOTES: Write the question posed and the conditions that are needed for roads that are safe for drivers and pedestrians.
Pose the question: How could we judge if the roads around our school are safe?
Discuss the challenges of determining how fast cars are travelling around the school (i.e. needing to see the speedometer of a travelling car or accessing a police radar, which would provide the speed at a particular point in time).
(Slides 8-10) Introduce the difference between average speed (the total distance travelled divided by the total time travelled) and instantaneous speed (an object’s speed taken at a particular time). Average speed can be demonstrated by measuring the total time taken to move around the classroom with a short pause in the middle.
- What does it mean for something to be ‘fast’ or ‘slow’? How can we measure that scientifically?
- If two runners start and finish a race at the same time, does that mean they had the same speed the whole way?
- If your average speed during a run was 5 m/s, does that mean you ran at 5 m/s the entire time?
- If you run a race and slow down at the end, how would your average speed compare to your fastest speed during the race?
✎ STUDENT NOTES: Write the definition for ‘average speed’ and ‘instantaneous speed’.
Speed
Speed is a fundamental concept in physics that describes how fast an object travels a set distance.
Speed is a fundamental concept in physics that describes how fast an object travels a set distance.
$$ \text{Speed} = {\frac{\text{distance travelled}}{\text{time taken}}}$$
Speed is a scalar quantity, meaning it has magnitude but no direction, and is typically measured in units such as meters per second (m/s) or kilometres per hour (km/h). For example, if a runner covers 200 metres in 20 seconds, their speed is 10 m/s. It’s important to distinguish between average speed, which looks at the total distance travelled over total time, and instantaneous speed, which refers to an object’s speed at a specific moment (similar to a speedometer). Unlike velocity, which includes direction and is a vector quantity, speed only tells us how fast something is moving.
Common alternative conceptions
| Alternative conception | Accepted conception |
| Speed and velocity are the same. | They are related but not identical. Velocity includes direction. |
| Faster objects travel further. | Speed describes how fast an object is travelling, not how far it travels. |
| Speed means how fast something is accelerating. | Speed is constant unless there is a change in motion. Acceleration is a separate concept. |
| If an object returns to its starting point, then there is no overall motion. | Speed depends on the distance travelled without indicating direction. Displacement is the vector quantity that includes direction. |
| Instantaneous speed and average speed are the same. | Instantaneous speed is the speed measured at a single moment, while average speed considers total distance and total time. |
Speed is a fundamental concept in physics that describes how fast an object travels a set distance.
$$ \text{Speed} = {\frac{\text{distance travelled}}{\text{time taken}}}$$
Speed is a scalar quantity, meaning it has magnitude but no direction, and is typically measured in units such as meters per second (m/s) or kilometres per hour (km/h). For example, if a runner covers 200 metres in 20 seconds, their speed is 10 m/s. It’s important to distinguish between average speed, which looks at the total distance travelled over total time, and instantaneous speed, which refers to an object’s speed at a specific moment (similar to a speedometer). Unlike velocity, which includes direction and is a vector quantity, speed only tells us how fast something is moving.
Common alternative conceptions
| Alternative conception | Accepted conception |
| Speed and velocity are the same. | They are related but not identical. Velocity includes direction. |
| Faster objects travel further. | Speed describes how fast an object is travelling, not how far it travels. |
| Speed means how fast something is accelerating. | Speed is constant unless there is a change in motion. Acceleration is a separate concept. |
| If an object returns to its starting point, then there is no overall motion. | Speed depends on the distance travelled without indicating direction. Displacement is the vector quantity that includes direction. |
| Instantaneous speed and average speed are the same. | Instantaneous speed is the speed measured at a single moment, while average speed considers total distance and total time. |
The Launch phase is designed to increase the science capital in a classroom by asking questions that elicit and explore students’ experiences. It uses local and global contexts and real-world phenomena that inspire students to recognise and explore the science behind objects, events and phenomena that occur in the material world. It encourages students to ask questions, investigate concepts, and engage with the Core Concepts that anchor each unit.
The Launch phase is divided into four routines that:
- ensure students experience the science for themselves and empathise with people who experience the problems science seeks to solve (Experience and empathise)
- anchor the teaching sequence with the key ideas and core science concepts (Anchor)
- elicit students’ prior understanding (Elicit)
- and connect with the students’ lives, languages and interests (Connect).
Students arrive in the classroom with a variety of scientific experiences. This routine provides an opportunity to plan for a common shared experience for all students. The Experience may involve games, role-play, local excursions or yarning with people in the local community. This routine can involve a chance to Empathise with the people who experience the problems science seeks to solve.
When designing a teaching sequence, consider what experiences will be relevant to your students. Is there a location for an excursion, or people to talk to as part of an incursion? Are there local people in the community who might be able to talk about what they are doing? How could you set up your classroom to broaden the students’ thinking about the core science ideas? How could you provide a common experience that will provide a talking point throughout the sequence?
Read more about using the LIA FrameworkOur school
(Slide 11) Explain to students that they will measure the average speed that cars travel past the school. Provide students with a copy of the School zone speed Resource sheet.
Explain that students will be measuring a 50 or 100 m distance on the footpath alongside a road near the school. In groups of at least three:
- Student 1 will be the safety officer checking that their group is safe from passing cars and will not be blocking the footpath for pedestrians or bike riders.
- Student 2 will be at the starting point and will raise their arm when the front of a car passes.
- Student 3 will be at the finish line. They will start the stopwatch when they see Student 2’s arm is raised and will stop the timer when the front of the car passes them.
Safely move to the location for testing and provide time for students to measure the speed of cars.
✎ STUDENT NOTES: Complete the School zone speed Resource sheet.
(Slide 12) Following the investigation, review students’ findings.
- What were the challenges of measuring the average speed of the cars?
- How did the time you measured for a particular car compare with the time measured by another group?
- What factors could have affected any differences in the time measured?
- What did/could you change to make the average speed measurements more reliable?
- How could we track if a car slows down when passing the school, but speeds up after?
- If a car is going faster than the speed limit outside a school, how might that affect the safety of the roads?
- How could technology (like speed cameras or radars) help monitor average speeds outside schools?
Discuss how a car’s speed might make it unsafe to walk to school and why low speed school zones may be needed (e.g. to avoid accidents when students appear suddenly on the road, or car doors suddenly open).
Pose the question: Are all drivers equal in their ability to react in a school zone? Will autonomous cars make it safer on the roads?
Discuss that over the next few lessons the class will explore the physics of car accidents and how the manufacturers of automated cars need to understand motion so that the cars will be safe.
Reflect on the lesson
You might invite students to:
- describe a journey where the average speed is faster or slower than the instantaneous speed at any point.
- identify the different speed zones around the school or their houses. Discuss why the speeds may vary.
- explore how automated cars are currently being used in America and potentially here in Australia.