the Physics Education Technology Project
This lesson plan was developed specifically for use with the PhET simulation "The Moving Man". It is intended to help beginning students differentiate velocity vs. time graphs from position vs. time graphs, and also to promote understanding of multiple frames of reference in analyzing an object's motion. Only basic graphing skills are required of the student. It was created by a high school teacher under the sponsorship of the PhET project.
SEE RELATED ITEMS BELOW for a link to "The Moving Man" simulation, which must be running to complete the activity.
Please note that this resource requires
at least version 1.4, Java WebStart of
Metadata instance created
November 14, 2008
by Caroline Hall
January 23, 2013
by Caroline Hall
Last Update when Cataloged:
April 30, 2008
AAAS Benchmark Alignments (2008 Version)
4. The Physical Setting
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/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.
11. Common Themes
6-8: 11B/M4. Simulations are often useful in modeling events and processes.
Common Core State Standards for Mathematics Alignments
Use functions to model relationships between quantities. (8)
8.F.5 Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.
High School — Functions (9-12)
Interpreting Functions (9-12)
F-IF.4 For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship.?
F-IF.5 Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes.?
This resource is part of a Physics Front Topical Unit.
Topic: Kinematics: The Physics of Motion Unit Title: Graphing
An excellent lesson plan developed specifically to accompany the PhET simulation "The Moving Man". Students with little prior knowledge of graph interpretation will gain understanding of velocity vs. time graphs and how they differ from position vs. time. Adaptable for both middle school and high school.
Reeves, S. (2008, April 30). PhET Teacher Activities: Moving Man - Velocity vs. Time Graphs. Retrieved May 20, 2013, from Physics Education Technology Project: http://phet.colorado.edu/en/contributions/view/2833
Reeves, Steve. PhET Teacher Activities: Moving Man - Velocity vs. Time Graphs. Boulder: Physics Education Technology Project, April 30, 2008. http://phet.colorado.edu/en/contributions/view/2833 (accessed 20 May 2013).
%0 Electronic Source %A Reeves, Steve %D April 30, 2008 %T PhET Teacher Activities: Moving Man - Velocity vs. Time Graphs %I Physics Education Technology Project %V 2013 %N 20 May 2013 %8 April 30, 2008 %9 text/html %U http://phet.colorado.edu/en/contributions/view/2833
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