• 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)

• Graphs and charts can be used to identify patterns in data. (6-8)

• Cause and effect relationships may be used to predict phenomena in natural systems. (6-8)

• Analyzing data in 6–8 builds on K–5 and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis. (6-8)
  • Construct and interpret graphical displays of data to identify linear and nonlinear relationships. (6-8)
  • Analyze and interpret data to provide evidence for phenomena. (6-8)

• Constructing explanations and designing solutions in 6–8 builds on K–5 experiences and progresses to include constructing explanations and designing solutions supported by multiple sources of evidence consistent with scientific ideas, principles, and theories. (6-8)
  • Construct an explanation that includes qualitative or quantitative relationships between variables that predict phenomena. (6-8)

• Modeling in 6–8 builds on K–5 and progresses to developing, using and revising models to describe, test, and predict more abstract phenomena and design systems. (6-8)
  • Develop a model to predict and/or describe phenomena. (6-8)

• Mathematical and computational thinking at the 6–8 level builds on K–5 and progresses to identifying patterns in large data sets and using mathematical concepts to support explanations and arguments. (6-8)
  • Use mathematical representations to describe and/or support scientific conclusions and design solutions. (6-8)

• 6-8: 2A/M2. Logical connections can be found between different parts of mathematics.
• 9-12: 2A/H1. Mathematics is the study of quantities and shapes, the patterns and relationships between quantities or shapes, and operations on either quantities or shapes. Some of these relationships involve natural phenomena, while others deal with abstractions not tied to the physical world.

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

• 3-5: 9B/E2. Tables and graphs can show how values of one quantity are related to values of another.
• 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.

• 6-8: 11B/M2. Mathematical models can be displayed on a computer and then modified to see what happens.
• 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.

• A-REI.10 Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line).

• 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.^?

• S-ID.7 Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data.

• S-IC.2 Decide if a specified model is consistent with results from a given data-generating process, e.g., using simulation.

This robust activity from Concord Consortium lets kids deeply explore the meaning behind the slopes of velocity/time and position/time graphs. It blends interactive graph sketching, data analysis, and digital Q&A as learners explore the motion of an animated car. It will help students understand why motion graphs appear as they do, rather than mimic the pathway of an object's motion.

• Physical Sciences K-8 Velocity and Acceleration Unit
• Physics First Velocity and Acceleration Unit
• Conceptual Physics Velocity and Acceleration Unit