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written by Jason Dicker and Ed Love
This introductory tutorial provides examples and visualizations for beginners in the fundamentals of graphing Velocity vs. Time and Position vs. Time.  Physical quantities are related to graphical features, such as the relationship between slope and velocity. Images and Flash animations are used to present the material, along with examples that demonstrate problem-solving using formulas relating to displacement and constant velocity.
Subjects Levels Resource Types
Classical Mechanics
- Motion in One Dimension
= Position & Displacement
= Velocity
- High School
- Middle School
- Instructional Material
= Tutorial
- Audio/Visual
= Movie/Animation
Intended Users Formats Ratings
- Learners
- text/html
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Access Rights:
Free access
© 2002 Jason Dicker and Ed Love
Displacement vs. Time, P/T graph, V/T graph, Velocity vs. Time , animated graphs, graph animations, kinematic equations, motion graphs, slope, velocity
Record Creator:
Metadata instance created March 14, 2004 by Cathy Ezrailson
Record Updated:
September 19, 2012 by Caroline Hall
Other Collections:

AAAS Benchmark Alignments (2008 Version)

4. The Physical Setting

4F. Motion
  • 6-8: 4F/M3a. An unbalanced force acting on an object changes its speed or direction of motion, or both.

9. The Mathematical World

9B. Symbolic Relationships
  • 6-8: 9B/M2. Rates of change can be computed from differences in magnitudes and vice versa.
  • 6-8: 9B/M3. Graphs can show a variety of possible relationships between two variables. As one variable increases uniformly, the other may do one of the following: increase or decrease steadily, increase or decrease faster and faster, get closer and closer to some limiting value, reach some intermediate maximum or minimum, alternately increase and decrease, increase or decrease in steps, or do something different from any of these.
  • 9-12: 9B/H4. Tables, graphs, and symbols are alternative ways of representing data and relationships that can be translated from one to another.

Common Core State Standards for Mathematics Alignments

High School — Functions (9-12)

Interpreting Functions (9-12)
  • F-IF.5 Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes.?
  • F-IF.6 Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.
Linear, Quadratic, and Exponential Models? (9-12)
  • F-LE.1.b Recognize situations in which one quantity changes at a constant rate per unit interval relative to another.
  • F-LE.3 Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial function.
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Record Link
AIP Format
J. Dicker and E. Love, (2002), WWW Document, (
J. Dicker and E. Love, Physics for Physical Sciences: Graphing Motion (2002), <>.
APA Format
Dicker, J., & Love, E. (2002). Physics for Physical Sciences: Graphing Motion. Retrieved July 29, 2014, from
Chicago Format
Dicker, Jason, and Ed Love. Physics for Physical Sciences: Graphing Motion. 2002. (accessed 29 July 2014).
MLA Format
Dicker, Jason, and Ed Love. Physics for Physical Sciences: Graphing Motion. 2002. 29 July 2014 <>.
BibTeX Export Format
@misc{ Author = "Jason Dicker and Ed Love", Title = {Physics for Physical Sciences: Graphing Motion}, Volume = {2014}, Number = {29 July 2014}, Year = {2002} }
Refer Export Format

%A Jason Dicker
%A Ed Love
%T Physics for Physical Sciences: Graphing Motion
%D 2002
%O text/html

EndNote Export Format

%0 Electronic Source
%A Dicker, Jason
%A Love, Ed
%D 2002
%T Physics for Physical Sciences: Graphing Motion
%V 2014
%N 29 July 2014
%9 text/html

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Physics for Physical Sciences: Graphing Motion:

Is Part Of Launceston College: PhysTutes

A link to the full collection of online tutorials for physics and physical science, all by the same author.

relation by Caroline Hall

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