Acceleration Nation
What Factors Affect Acceleration?
Starring: Kenneth O’Rourke and
Christopher Warner
Objectives/Goals
• Distinguish the difference between velocity and
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acceleration.
Describe motion using words, graphs, and
equations.
Describe fundamental scientific and
technological concepts that could solve practical
problems.
Identify and use the elements of scientific inquiry
to solve problems.
Lesson Plan Overview
1. Previous Learning Assessment
2. Physics Content
3. Lab exercise
4. Math Content/ Post Lab
1. Previous Assessment
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Basic algebra and graphing
Distance vs. Displacement
Distance vs. Time Graphs
Displacement vs. Time Graphs
Average Speed/Instantaneous Speed
Average Velocity/Instantaneous Velocity
Pre- assessment Quiz
Pre-assessment answers
2. Physics Content
A. Student preconceptions and examples
B. Definition of acceleration/ Practical
examples
C. Mathematical description
D. Lab Preview
A. Student Preconception
Questions
• Students are asked to describe how they
view acceleration.
 Possible answers: speed, moving fast, etc.
• Lead students to working definition of
acceleration.
B. Definition of Acceleration
and Examples
• Acceleration - changing velocity, positive or
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negative change; changing direction is included
in this description
Examples
 Have students move around the classroom
 Physics Classroom webpage showing car
accelerating/decelerating
 Demo: Marble moving up ramp and down ramp.
(Negative acceleration and positive acceleration.
 Demo: Circular motion showing constant speed,
changing velocity, and a positive acceleration
C. Mathematical Description
• a = (final velocity - initial velocity)
time elapsed
• Have students manipulate formula to isolate
variables. (PowerPoint)
• Practice Problems (answers)
D. Lab Preview
• Demonstrate how equipment works
• Define expectations. (Lab Design Structure)
 Develop a method to measure and test acceleration,
determine how variables affect acceleration, take
measurements, and show data graphically. GET THEM TO
INVEST IN SOME OUTCOME!
• Create table of variables with students.
• Discuss nature of science
 Multiple testing
 Collaboration
 Peer review to minimize error
3. Lab Exercise
• Plan for advanced levels of design vs. basic
levels of design.
• Follow Lab Report Rubric (Pennfield Middle School Lab Report Rubric)
• Ensure appropriate amount of guidance
facilitates science inquiry.
4. Math Content/Post Lab
• Graphing
 Show examples of graphing (previous velocity vs. time
graphs)
 Graph sample data from student labs
 Calculations using the data
• Solve for acceleration, final velocities, initial velocities, and
time
• Relate calculations to problems and making
predictions.
Where can I find all this great stuff!
• http://www.sas.upenn.edu/%7Ekennethp/p
hysicspowerpoint.html
• There are links to every assignment and
PowerPoint linked to on the page
• Feel free to use and alter any of our
created work to suit your instructional
goals.
Standards
• http://www.pde.state.pa.us/a_and_t/lib/a_a
nd_t/Science_Anchor_Introduction.doc
• Standards covered in the lesson
Assessments
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Pre-assessment
Acceleration Work Sheet
Lab Report
Graphs
Physics Class Room