Reflection: Routines and Procedures Modeling Motion in Terms of Velocity vs Time Graphs, Part 1 - Section 3: Revisiting Motion Maps

 

At this point in the semester, students have completed several visuals and have worked in several types of heterogeneous teams including choice, ability, and learning style. I used scenario chunking because I thought it would be an easy way for students to connect two types of models for the motion of an object. 

Many students were able to create accurate motion maps, but some students struggled with creating the corresponding velocity vs time graphs and instead created position vs time graphs. This may be an artifact from an earlier lesson. I think that I will have a pair of students fishbowl similar scenarios later in this unit to help address this misconception. 

  Scenario Chunking
  Routines and Procedures: Scenario Chunking
Loading resource...
 

Modeling Motion in Terms of Velocity vs Time Graphs, Part 1

Unit 2: Lessons from Galileo
Lesson 6 of 11

Objective: Students will compare and contrast the shapes of velocity vs time graphs.

Big Idea: The shape of a velocity vs time graph depicts how quickly and in which direction an object is accelerating.

  Print Lesson
1 teacher likes this lesson
Subject(s):
Science, Physical Science, velocity (Physics), Motion, physics, time, velocity, linear motion
  75 minutes
velocity vs time
 
1
2
3
4
5
Similar Lessons
 
Cumulative Review
Algebra II » Quarter 1 Review & Exam
Big Idea: Since mathematics builds on itself, it is important to be reminded of things previously learned.
HSN-CN.A HSN-CN.B HSA-APR.B HSF-IF.A HSF-IF.C.7 MP1 MP3 MP5 MP6
  Favorites(0)
  Resources(9)
Fort Collins, CO
Environment: Suburban
Jacob Nazeck
 
Where are the Functions Farthest Apart? - Day 1 of 2
12th Grade Math » Functioning with Functions
Big Idea: Function combinations and maximization problems collide to create a challenging and mathematically rich task.
  Favorites(3)
  Resources(13)
Troy, MI
Environment: Suburban
Tim  Marley
 
Graphing Linear Functions Using Given Information
Algebra I » Graphing Linear Functions
Big Idea: Students calculate slope and y-intercept before graphing a linear function on a coordinate plane.
  Favorites(24)
  Resources(17)
Washington, DC
Environment: Urban
Noelani Davis
 
Something went wrong. See details for more info
Nothing to upload
details
close