Graphing Motion

We stop by a food truck to investigate three different ways to graph motion: position versus time, velocity versus time, and acceleration versus time.

Unit 2 Segment D: Graphing Motion We stop by a food truck to investigate three different ways to graph motion: position versus time, velocity versus time, and acceleration versus time.

Premiere Date: August 2, 2018 | Runtime: 00:07:34

## Learning Objectives

-Explore finding instantaneous velocity, average velocity, and displacement on a position time graph.

-Investigate finding instantaneous acceleration, average acceleration, and displacement on a velocity vs. time graph.

-Find instantaneous acceleration on an acceleration vs. time graph.

-Given the same sequence of events, compare this motion on a position vs. time graph, velocity vs. time graph, and acceleration vs. time graph.

-Explain what different types of lines (e.g. moving up, moving down, horizontal, curved, straight) represent on each type of motion graph.

## Vocabulary

average acceleration - the rate of change of velocity divided by time elapsed. Can be found by connecting two points on a line on a velocity versus time graph and finding the slope of that line.

average velocity - an object’s displacement divided by time elapsed. Can be found by connecting two points on a line on a position versus time graph and finding the slope of that line.

instantaneous acceleration - acceleration at a given moment in time. Can be found by drawing a line tangent to a point on a line on a velocity versus time graph and finding the slope of that line.

instantaneous velocity - the velocity of an object at a specific point in time. Can be found by drawing a line tangent to a point on a line on a position versus time graph and finding the slope of that line.

## Georgia Standards of Excellence

SP1Obtain, evaluate, and communicate information about the relationship between distance, displacement, speed, velocity, and acceleration as functions of time.

SP1.bAnalyze and interpret data using created or obtained motion graphs to illustrate the relationships among position, velocity, and acceleration, as functions of time.

SPS8Obtain, evaluate, and communicate information to explain the relationships among force, mass, and motion.

SPS8.aPlan and carry out an investigation and analyze the motion of an object using mathematical and graphical models. (Clarification statement: Mathematical and graphical models could include distance, displacement, speed, velocity, time, and acceleration.)

S8P3Obtain, evaluate, and communicate information about cause and effect relationships between force, mass, and the motion of objects.

S8P3.aAnalyze and interpret data to identify patterns in the relationships between speed and distance, and velocity and acceleration. (Clarification statement: Students should be able to analyze motion graphs, but students should not be expected to calculate velocity or acceleration.)

## Request Teacher Toolkit

The Physics in Motion teacher toolkit provides instructions and answer keys for study questions, practice problems, labs for all seven units of study.  GPB offers the teacher toolkit at no cost to Georgia educators. It will be available in September 2018. To preorder your teacher toolkit, complete and submit this form to request the teacher toolkit. You only need to submit this form one time to get materials for all seven units of study.