• Analyze data to support the claim that Newton's second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration. (HS-PS2-1)

• The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (6-8)
• All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared. (6-8)

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

• 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.

• 6-8: 11B/M4. Simulations are often useful in modeling events and processes.

• 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.

• 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.^?

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. Note: You must be a registered user to access PhET teacher-contributed resources. Registration is easy and free.

• Physical Sciences K-8 Graphing Unit
• Physics First Graphing Unit
• Conceptual Physics Graphing Unit