DO NOW
Tuesday
V: 0
Graph the following situation:
Adrian walks 10 meters in 20 seconds and then stops
for 2 seconds. He then turns around and walks the 10
meters back to where he came from in 10 seconds.
Homework Grade Level – Force, Motion, Energy (Blue)
Pre-AP – Force, Motion, Energy (Gold)
Today’s
-Speed Graph Scenarios
Agenda
-Changing Speeds Worksheet
-Review Quiz
QUIZ ON FRIDAY
TEKS
8.6
(B) Differentiate between speed, velocity, and
acceleration
ESSENTIAL QUESTIONS:
- How do unbalanced forces affect the motion of an object?
- How do we calculate and communicate the change in position,
direction, and speed for moving objects?
DAILY OBJECTIVES:
Students will…
-Differentiate between speed, velocity, and acceleration.
Speed Graph Scenarios
V: 1
Fill in the T-Charts and then graph the motion for
each of the four scenarios.
Changing Speeds
Complete the Changing Speeds worksheet.
Show your work!
Answer the questions in complete sentences!
V: 1
Review the Quiz
V: 0
Review your quiz.
Ask the teacher about any questions you have.
DO NOW
Wed/Thrs
V: 0
On the graph, label the y-axis “SPEED” and the x-axis
“TIME”. Draw a line that would show an object
staying at a constant speed.
Homework Grade Level – Force, Motion, Energy (Blue)
Pre-AP – Force, Motion, Energy (Gold)
Today’s
Agenda
-Acceleration Lab
-Speed vs. Time and Distance vs. Time Comparison
-Rollercoaster
-Dry Erase Board Review
QUIZ ON FRIDAY
TEKS
8.6
(B) Differentiate between speed, velocity, and
acceleration
ESSENTIAL QUESTIONS:
- How do unbalanced forces affect the motion of an object?
- How do we calculate and communicate the change in position,
direction, and speed for moving objects?
DAILY OBJECTIVES:
Students will…
-graph acceleration on a speed vs. time graph.
Acceleration Lab
V: 2
Students will be in groups of four and will
complete the Acceleration Lab.
Before beginning the lab, all students must write a
hypothesis about what they think will happen.
(Record the hypothesis on the back of the lab
sheet in the designated area.)
Acceleration Lab
Students will use the pre-marked lines in the
classroom to record the times for the marble
traveling 100cm, 200cm, 300cm, and 400cm.
V: 2
Speed vs. Time, Distance vs. Time
V: 0
How do Speed vs. Time and Distance vs. Time
graphs differ?
How might they be similar?
Create a comparison page detailing the two types
of graphs.
Speed vs. Time, Distance vs. Time
speed
distance
Constant Rate
time
time
V: 0
Speed vs. Time, Distance vs. Time
speed
distance
Constant Rate
time
time
V: 0
Speed vs. Time, Distance vs. Time
speed
distance
Constant Rate
time
time
V: 0
Speed vs. Time, Distance vs. Time
speed
distance
At Rest
time
time
V: 0
Speed vs. Time, Distance vs. Time
speed
distance
At Rest
time
time
V: 0
Speed vs. Time, Distance vs. Time
speed
distance
At Rest
time
time
V: 0
Speed vs. Time, Distance vs. Time
speed
distance
Accelerating
time
time
V: 0
Speed vs. Time, Distance vs. Time
speed
distance
Accelerating
time
time
V: 0
Speed vs. Time, Distance vs. Time
speed
distance
Accelerating
time
time
V: 0
Speed vs. Time, Distance vs. Time
speed
distance
Decelerating
time
time
V: 0
Speed vs. Time, Distance vs. Time
speed
distance
Decelerating
time
time
V: 0
Speed vs. Time, Distance vs. Time
speed
distance
Decelerating
time
time
V: 0
Rollercoaster
V: 0
Green Lantern Rollercoaster
As you watch, record 3 examples of acceleration
and 3 examples of deceleration.
White Board Review
Review for the quiz on Friday.
V: 2
DO NOW
Describe what lines A and B represent in the graph
below.
speed
Friday
V: 0
A
B
time
Homework Grade Level – Force, Motion, Energy (Blue)
Pre-AP – Force, Motion, Energy (Gold)
Today’s
-Homework
Agenda
-Quiz
-Isaac Newton Reading
TEKS
8.6
(B) Differentiate between speed, velocity, and
acceleration
ESSENTIAL QUESTIONS:
- How do unbalanced forces affect the motion of an object?
- How do we calculate and communicate the change in position,
direction, and speed for moving objects?
DAILY OBJECTIVES:
Students will…
-graph acceleration on a speed vs. time graph.
Acceleration Lab
V: 2
Students will be in groups of four and will
complete the Acceleration Lab.
Before beginning the lab, all students must write a
hypothesis about what they think will happen.
(Record the hypothesis on the back of the lab
sheet in the designated area.)
QUIZ
Read and re-read the passage.
Underline the question
Bubble important words
Identify the key idea, write it in margin.
Eliminate the wrong answers
Select the correct answer ✓
V: 0