In this unit students will learn how to analyze the motion of objects. Students will begin to make a mathematical connection with words that describe motion. This unit will focus on several examples of vector and scalar quantities (distance, displacement, speed, velocity, and acceleration). As students proceed through the lessons, they should give careful attention to the vector and scalar nature of each quantity. This tutorial also includes animations of each of the major concepts. At the end of each lesson students can check for understanding of concepts by answering concept questions.

Students practice calculating average velocity, average speed, and acceleration. They will also calculate force and weight.

Lesson plan that uses students' step length to understand the relationship between distance, speed and acceleration. Includes graphing of data and interpretation of graphs.

In this lab activity, students will create a wheel and axle using cardboard for the wheel and a wood dowel for the axle. Students will observe and analyze an accelerated motion mathematically.

This is a PBL lesson where students explore the Physics behind motion of objects. Students will collaborate and come up with a video showing the difference between distance and displacement, speed and velocity and acceleration. In this remix, students are given options and choices that relate to their interest.

This is a PBL lesson where students explore the Physics behind motion of objects. Students will collaborate and come up with a video showing the difference between distance and displacement, speed and velocity and acceleration.

In this lab activity, students will measure the energy of a bowling ball with Vernier motion detectors. The students will calculate the energy of the ball at the beginning, mid point, and end of a bowling alley. Students will inquire about the relationships of speed, mass, and energy, acceleration, and transfer of energy. To close out the activity students will create a lab conclusion using the data collected from observations and information collected from the motion detectors.

In this interactive building experience, students will design and construct a complex machine to do a fairly simple task. Students will calculate several kinetic quantities of different parts of their machine. Students will create an engineering manual that provides a step-by-step method of building the machine and also calculates costs associated with the machine's production. Students will brainstorm ideas to increase the effectiveness of their machine while decreasing the costs of its production.

In this lesson, student teams compete to construct the fastest car, using their knowledge of physics.

This activity is based on the Curiosity launch video and prompts students to make basic kinematic measurements and calculations based on the video, including elapsed time, displacement, starting velocity, average velocity, final velocity, and acceleration.

In this lab activity, students build a container to safely deliver 2 eggs from the top of the school to the pavement below. Students will use the mass of the container and the time it takes to fall to calculate average velocity, acceleration, momentum, and force as it hits the ground.

Students observe and understand motion of a projectile launched horizontally. They will apply kinematics equations to data to determine the time of flight, velocity with which the ball leaves the table, and the acceleration on the ramp.

A video of a student accelerating across a stage on a cart powered by releasing compressed carbon dioxide from a fire extinguisher can be used to analyze constant acceleration. This video includes a to-scale ruler that students can use to find displacement, as well as a frame counter that can be used to find elapsed time. This lesson is meant to be a direct application of using the kinematic equations to solve for the acceleration of the cart.

This activity can be students' first exposure to using Direct Measurement Videos in physics. Students will use a video to make measurements that will allow them to calculate the speed of a roller coaster. This activity will also help students understand the concept of average velocity.

In this lab activity, students investigate the concept of frame of reference by observing, describing and drawing the same walking motion from different positions. Additionally, they determine the effect of frame of reference on the walking time. Students analyze their data and observations and develop a working definition of the concept of frame of reference. A description of the lab report format is provided.

In this activity, students roll miniature cars down a ramp and measure speed and acceleration every 10 cm. Students manipulate variables such as type of car, height of ramp, or ramp material to investigate how these changes affect speed and acceleration. Values for speed and acceleration can be graphed; graphs can be compared and the slope differences discussed.

This activity is based on the "Keep in Time" video and allows students to measure the speed of sound in air in a way that is intuitive and visual. A quick and easy way for students to measure the velocity of sound is to look only at the first and last claps, but the video can also be a great way to practice graphing skills and graph analysis skills.

Students will measure linear distance and time and calculate velocity. Students will create graphs to show speed vs. distance and velocity vs. distance.

This is a PBL lesson where students explore the Physics behind motion of objects.

Students collaborate and to create a video showing the relationship between time, distance, and average velocity.

Graphical and analytical analysis is employed using google sheets..

This mini-lesson is intended as a self or collaborative discovery exercise for physics students needed to master the concept of 1D motion. It involves the use of The Physics Classroom for scaffolding, followed by a PhET interactive simulation.