The goal of this lesson is for students demonstrate what they have learned in the uniform acceleration unit. Students have the entire period to work on this assessment. To prevent students cheating, I provide two different versions that have the questions in different orders and different numbers for the calculation questions. Before the test begins, I ask that students separate their two tables so that they are far enough away that they cannot see papers of students at another table. As students are working, I periodically walk around to check on how they are doing and to prevent any cheating.
The test is comprised of many different types of questions that I put into 3 categories: qualitative representations of motion, quantitative representations of motion, and uniform acceleration calculations. I try to create my tests so there are multiple questions that assess each learning target. Each video below discusses one topic area included on the test. Students are allowed to use these Equation Cards.
As seen in the video, parts of the test included questions that provided students with a position vs. time graph and asked them to either create a velocity vs. time graph and acceleration vs. time graph from the position vs. time graph or to create a motion map and written description for it. I put these questions in the assessment to see how students have learned to represent motion in multiple ways.
As seen in the video, these problems ask students to create graphs, create mathematical models, and solve problems using information from a quantitative velocity vs. time graph and a written description. I put these questions in the assessment so that I can see how students have learned what the slope and y-intercept represent on a velocity vs. time graph as well as creating mathematical models for the graphs.
As seen in the video, these questions asked students to use multiple equations to solve different problems for acceleration, velocity, time and distance. Students were given the equations at the front of the test and were not required to memorize them. I care more about how they use the equations and problem-solve than if they can memorize the equations. I include these on the assessment so I can see how students have learned how to use different equations to solve problems.