3 Access Points

Independent
 SC.912.P.12.In.2: Identify acceleration as a change in speed or direction.

Supported
 SC.912.P.12.Su.2: Recognize that acceleration generally involves a change in speed.

Participatory
 SC.912.P.12.Pa.2: Identify the speed and direction of a moving object, including fast and slow, up and down, round and round, straight line.

Lesson Plan

Animating Motion: A lesson plan inclusive of three lesson challenges, which encompass space science, engineering, physics and math. Students apply knowledge of object motion by animating sequences of pictures that model a set of physical conditions such as the orbital motion, gravitational force, and relative motion. 
Picture This!: This is a short unit plan that covers position/time and velocity/time graphs. Students are provided with new material on both topics, will have practice worksheets, and group activities to develop an understanding of motion graphs. 
Amusement Park Physics: Students will research various types of amusement park rides and use their findings to design a feasible ride of their own. They will summarize their findings and present their ride design to the class. Each student will then write a persuasive letter to a local amusement park describing the reasons their ride design is the best. 
How high is that railing, anyway?: This is a short activity where students are able to determine the height of an elevated railing by using the equations associated with freefall. This lesson may also be appropriate for analyzing graphs related to position/velocity/acceleration versus time. 
How Mosquitoes Can Fly in the Rain: In this lesson, we learn how insects can fly in the rain. The objective is to calculate the impact forces of raindrops on flying mosquitoes. Students will gain experience with using Newton's laws, gathering data from videos and graphs, and most importantly, the utility of making approximations. No calculus will be used in this lesson, but familiarity with torque and force balances is suggested. No calculators will be needed, but students should have pencil and paper to make estimations and, if possible, copies of the graphs provided with the lesson. Between lessons, students are recommended to discuss the assignments with their neighbors. 
The Physics of Pool: The objective of this lesson is to illustrate how a common everyday experience (such as playing pool) can often provide a learning moment. In the example chosen, we use the game of pool to help explain some key concepts of physics. One of these concepts is the conservation of linear momentum since conservation laws play an extremely important role in many aspects of physics. The idea that a certain property of a system is maintained before and after something happens is quite central to many principles in physics and in the pool example, we concentrate on the conservation of linear momentum. The latter half of the video looks at angular momentum and friction, examining why certain objects roll, as opposed to slide. We do this by looking at how striking a ball with a cue stick at different locations produces different effects. Though not required, students who have been exposed to some physics would benefit most from this video. In mathematically rigorous classes, students can concentrate on the details of vectors and conservation of linear momentum.
No materials are required for this lesson, and it can be completed easily within a class period. 
Splash and Learn: Students will utilize their knowledge about projectiles to devise a method to launch a water balloon so that it lands on a 1 meter square cloth target at least 25 meters away. If they hit the target with the balloon (not just splash a few drops on it), they receive extra credit on the lab. 
Distance and Displacement.:  In this lesson students, will be able to identify frames of reference and describe how they are used to measure motion.
 Identify appropriate SI units for measuring distances.
 Distinguish between distance and displacement.
 Calculate displacement using vector addition.

Motion: Speed and Velocity: In this lesson students should be able to :
 Identify appropriate SI units for measuring speed.
 Compare and contrast average speed and instantaneous speed.
 Interpret positiontime graphs.
 Calculate the speed of an object using slopes.

Linear Motion: The lesson explores ways for students to describe linear motion and investigate relationships between the velocity, acceleration, and the concepts of vector/scalar quantities. 
Constant Velocity using the Buggy Car: Students explore constant velocity through collecting data on a motorized buggy car. They collect data, graph their Displacement  Time (DT) data to find the slope of the line and thus the velocity of their buggy car. They then formulate the D = V * t equation gotten from their graph and use it to extrapolate variables. Then they plot the Velocity  Time (VT) to explore finding Displacement through that graph. They formulate V*t = Displacement from this graph. Finally, they use this equation to extrapolate "what if" questions about their buggy car. 
Riding the Roller Coaster of Success: Students compete with one another to design and build a roller coaster from insulation tubing and tape that will allow a marble to travel from start to finish with the lowest average velocity. In so doing, students learn about differences between distance and displacement, speed and velocity, and potential and kinetic energy. They also examine the Law of Conservation of Energy and concepts related to force and motion.

Linear Motion: In this activity students will learn the relationship between:  Distance and displacement
 Velocity and speed
 Vectors and scalars
 Acceleration

Applying Newton's Second Law: Students will investigate how acceleration of an object is affected by the mass of the object and by the applied force on the object. 
Racing Hotwheels: Students will investigate acceleration by releasing a toy car down a ramp.
They will collect data, calculate the velocity of the car as it goes down a ramp, graph this velocity verses time, and then find the slope of the V/T graph. They will understand that this represents the acceleration of the velocity of the car ((v2v1) = a * (t2t1)).
They will also plot an acceleration verses time graph (A/T), and use this graph to calculate the velocity of the car and for a certain time interval, A * T = V 
Forced To Learn: Using inquiry techniques, students, working in groups, are asked to design and conduct an experiment to test Newton's Second Law of Motion. Upon being provided with textbooks, rulers, measuring tapes, ministorage containers, golf balls, marbles, rubber balls, steel balls, and pennies they work cooperatively to implement and revise their hypotheses. With limited guidance from the teacher, students are able to visualize the direct relationships between force and mass; force and acceleration; and the inverse relationship between mass and acceleration.

Ramp It Up: Using inquiry techniques, students, working in groups, are asked to design and conduct experiments to test the Law of Conservation of Energy and the Law of Conservation of Momentum. Upon being provided with textbooks, rulers, measuring tapes, stopwatches, ministorage containers, golf balls, marbles, rubber balls, steel balls, and pennies, they work cooperatively to implement and revise their hypotheses. With limited guidance from the teacher, students are able to visualize the relationships between mass, velocity, height, gravitational potential energy, kinetic energy, and total energy as well as the relationships between mass, velocity, and momentum.

How Fast do Objects Fall?: Students will investigate falling objects with very low air friction. 
Falling for Gravity: Students will investigate the motion of three objects of different masses undergoing free fall. Additionally, students will:
 Use spark timers to collect displacement and time data.
 Use this data to calculate the average velocity for the object during each interval.
 Graph this data on a velocity versus time graph, Vt. They find the slope of this graph to calculate acceleration.
 Calculate the falling object's acceleration from their data table and graph this data on an acceleration versus time graph, at.
 Use their Spark timer data paper, cut it into intervals, and paste these intervals into their displacement versus time graph.

Acceleration: In this lesson students will learn to:  Identify changes in motion that produce acceleration.
 Describe examples of objects moving with constant acceleration.
 Calculate the acceleration of an object, analytically, and graphically.
 Interpret velocitytime graph, and explain the meaning of the slope.
 Classify acceleration as positive, negative, and zero.
 Describe instantaneous acceleration.

BIOSCOPES SUMMER INSTITUTE 2013  MOTION: This lesson is the first in a sequence of grade 912 physical science lessons that are organized around the big ideas that frame motion, forces, and energy. It directly precedes resource # 52648 "BIOSCOPES SUMMER INSTITUTE 2013 FORCES." This lesson is designed along the lines of an iterative 5E learning cycle and employs a predict, observe, and explain (POE) activity at the beginning of the "Engage" phase in order to elicit student prior knowledge. The POE is followed by a sequence of inquirybased activities and class discussions that are geared toward leading the students systematically through the exploration of 1dimensional motion concepts. Included in this resource is a summative assessment as well as a teacher guide for each activity.

The Gumball Roll Lab: This lesson is on motion of objects. Students will learn what factors affect the speed of an object through experimentation with gumballs rolling down an incline. The students will collect data through experimenting, create graphs from the data, interpret the slope of the graphs and create equations of lines from data points and the graph. They will understand the relationship of speed and velocity and be able to relate the velocity formula to the slope intercept form of the equation of a line.

Pendulum Conundrum Inquiry Lab: In this exploration, students will answer the following essential questions:  How does the length of a pendulum impact how long it takes to swing back and forth?
 How does the amount of mass hanging from a pendulum impact the amount of time to swing back and forth?
 How can we calculate the value of acceleration due to gravity (g) from the behavior of a moving pendulum (optional activity for math reinforcement)?

Stop That Arguing: Students will explore representing the movement of objects and the relationship between the various forms of representation: verbal descriptions, value tables, graphs, and equations. These representations include speed, starting position, and direction. This exploration includes brief direct instruction, guided practice in the form of a game, and independent practice in the form of word problem. Students will demonstrate understanding of this concept through a written commitment of their answer to the word problem supported with evidence from value tables, graphs, and equations.

Story of a Graph: Students will use their knowledge of position versus time and velocity versus time graphs to create their own. The graphs they will create will correlate to a story they develop. The hope is students have a better understanding of motion graphs because students are relating the motion graphs to a scenario they have designed.
This lesson does not cover acceleration. 
Florida Vacation Project Distance, Displacement, Speed and Velocity: This is a culminating lesson for a unit on Motion. Students will be asked to plan a vacation around Florida that includes 5 destinations. By generating and analyzing their own data students will apply knowledge of distance, displacement, speed and velocity to a real world experience.

Virtual Manipulative

Maze Game: The students will try to move a red ball into a blue goal without touching the walls. They will have fun competing amongst themselves to get the best time but at the same time they will also be learning about vectors, velocity, and acceleration. 
Motion in 2D: The students will drag a red point across the screen in any direction they please and, in the process, will be able to see the forces that are being put on that point at any given moment. 
Projectile Motion: This simulation demonstrates the physics of projectile motion. The user can fire different objects through a cannon, set its speed, angle and mass and observe the resultant motion. 
Ladybug Motion 2D: Learn about position, velocity and acceleration vectors. Move the ladybug by setting the position, velocity or acceleration, and see how the vectors change. Choose linear, circular or elliptical motion, and record and playback the motion to analyze the behavior. 
Collision lab: Learn more about collisions with the use of a virtual air hockey table. Investigate simple and complex collisions in one and two dimensions.Experiment with the number of discs, masses and initial conditions. Vary the elasticity and see how the total momentum and kinetic energy changes during collisions.
Some of the sample learning goals can be: Draw "Before and After" pictures of collisions.
 Construct momentum vector representations of "Before and After" collisions.
 Apply law of conservation of momentum to solve problems with collisions.
 Explain why energy is not conserved and varies in some collisions.
 Determine the change in mechanical energy in collisions of varying "elasticity".
 What does "elasticity" mean?

The Moving Man: This virtual manipulative will the students learn about position, velocity and acceleration. Acceleration is the derivative of velocity with respect to time and the velocity is the derivative of position with respect to time. With the elimination of time, the relationship between the acceleration, velocity and position can be represented as x = v2 / 2a. In the stimulation, students will be able to move the man back and forth with the mouse and plot his motion.
Some of the sample learning goals can be: Interpret, predict and draw charts (position, velocity, and acceleration) for common situations.
 Provide reasoning used to make sense of the charts.

CurveBall Expert Version:  Manipulagte and watch the effects of the forces acting on a baseball
 Control conditions such as height, release velocity, spin, and distance
 View different reference frames of the ball's path

Video/Audio/Animation

MIT BLOSSOMS  The Physics of Boomerangs: This learning video explores the mysterious physics behind boomerangs and other rapidly spinning objects. Students will get to make and throw their own boomerangs between video segments! A key idea presented is how torque causes the precession of angular momentum. One class period is required to complete this learning video, and the optimal prerequisites are a familiarity with forces, Newton's laws, vectors and time derivatives. Each student would need the following materials for boomerang construction: cardboard (roughly the size of a postcard), ruler, pencil/pen, scissors, protractor, and a stapler. 
Position vs Time Graph: In this video, Paul Anderson explains how to interpret a position vs. time graph for an object with constant velocity. The slope of the line is used to find the velocity. A phet simulation is also included. This in Part 1 in a two part series. 
Position vs Time GraphPart 2: In this video, Paul Andersen explains how to read a position vs. time graph to determine the velocity of an object., including objects that are accelerating. He also introduces the tangent line. This is the second video in a two part series. 
Text Resource

The Physics Hypertextbook: Speed & Velocity: This resource offers content support for teachers with sets of conceptual and numerical problems related to speed and velocity. It includes creative ideas for classroom investigations that integrate statistics. This is part of an online textbook in introductory physics. 
Beginner's Guide to Aerodynamics: NASA's "Beginner's Guide to Aerodynamics" provides some general information on the basics of aerodynamics. The site allows users to explore at their own pace and level of interest. The topics available include equations of motion, free falling, air resistance, force, gas properties, and atmosphere. Movies, reading materials, and activities are all available to accommodate a variety of different learning styles. 
Tutorial

Acceleration: This page is from a comprehensive and comprehensible tutorial in physics. Schematic drawings, questions for understanding with the answers, and links to animations are included. 
Lesson Study Resource Kit

Motion and Forces: This Lesson Study Resource Kit was adapted from a 2013 BioScopes physical science summer institute. It features a STEMintegrated unit plan that consists of resources and activities aligned to a unit of instruction on that employs Vernier LabQuest probeware in an investigation of Newton's Laws that complies with the Florida Standards for mathematics and the NGSSS for science for grades 912. 
The Motion of Objects: This 912 Lesson study resource kit is designed to engage teachers of physical science and physics in the planning and design of an instructional unit and research lesson pertaining to the motion of objects. Included in this resource kit are unit plans, concept progressions, formative and summative assessments, complex informational texts, and etc. that align to relevant NGSSS science, and the new Florida standards for mathematics and English language arts.
Related Resource Types
 + Animating Motion + : A lesson plan inclusive of three lesson challenges, which encompass space science, engineering, physics and math. Students apply knowledge of object motion by animating sequences of pictures that model a set of physical conditions such as the orbital motion, gravitational force, and relative motion.
 + Maze Game + : The students will try to move a red ball into a blue goal without touching the walls. They will have fun competing amongst themselves to get the best time but at the same time they will also be learning about vectors, velocity, and acceleration.
 + Motion in 2D + : The students will drag a red point across the screen in any direction they please and, in the process, will be able to see the forces that are being put on that point at any given moment.
 + Projectile Motion + : This simulation demonstrates the physics of projectile motion. The user can fire different objects through a cannon, set its speed, angle and mass and observe the resultant motion.
 + MIT BLOSSOMS  The Physics of Boomerangs + : This learning video explores the mysterious physics behind boomerangs and other rapidly spinning objects. Students will get to make and throw their own boomerangs between video segments! A key idea presented is how torque causes the precession of angular momentum. One class period is required to complete this learning video, and the optimal prerequisites are a familiarity with forces, Newton's laws, vectors and time derivatives. Each student would need the following materials for boomerang construction: cardboard (roughly the size of a postcard), ruler, pencil/pen, scissors, protractor, and a stapler.
 + How Mosquitoes Can Fly in the Rain + : In this lesson, we learn how insects can fly in the rain. The objective is to calculate the impact forces of raindrops on flying mosquitoes. Students will gain experience with using Newton's laws, gathering data from videos and graphs, and most importantly, the utility of making approximations. No calculus will be used in this lesson, but familiarity with torque and force balances is suggested. No calculators will be needed, but students should have pencil and paper to make estimations and, if possible, copies of the graphs provided with the lesson. Between lessons, students are recommended to discuss the assignments with their neighbors.
 + The Physics of Pool + : The objective of this lesson is to illustrate how a common everyday experience (such as playing pool) can often provide a learning moment. In the example chosen, we use the game of pool to help explain some key concepts of physics. One of these concepts is the <i>conservation of linear momentum</i> since conservation laws play an extremely important role in many aspects of physics. The idea that a certain property of a system is maintained before and after something happens is quite central to many principles in physics and in the pool example, we concentrate on the conservation of linear momentum. The latter half of the video looks at <i>angular momentum and friction</i>, examining why certain objects roll, as opposed to slide. We do this by looking at how striking a ball with a cue stick at different locations produces different effects. <p>Though not required, students who have been exposed to some physics would benefit most from this video. In mathematically rigorous classes, students can concentrate on the details of vectors and conservation of linear momentum.</p> No materials are required for this lesson, and it can be completed easily within a class period.
 + Position vs Time Graph + : In this video, Paul Anderson explains how to interpret a position vs. time graph for an object with constant velocity. The slope of the line is used to find the velocity. A phet simulation is also included. This in Part 1 in a two part series.
 + Position vs Time GraphPart 2 + : In this video, Paul Andersen explains how to read a position vs. time graph to determine the velocity of an object., including objects that are accelerating. He also introduces the tangent line. This is the second video in a two part series.
 + Collision lab + : Learn more about collisions with the use of a virtual air hockey table. Investigate simple and complex collisions in one and two dimensions.Experiment with the number of discs, masses and initial conditions. Vary the elasticity and see how the total momentum and kinetic energy changes during collisions.<br /><br />Some of the sample learning goals can be:<br /><ul><li>Draw "Before and After" pictures of collisions.</li><li>Construct momentum vector representations of "Before and After" collisions.</li><li>Apply law of conservation of momentum to solve problems with collisions.</li><li>Explain why energy is not conserved and varies in some collisions.</li><li>Determine the change in mechanical energy in collisions of varying "elasticity".</li><li>What does "elasticity" mean?</li></ul>
 + The Moving Man + : This virtual manipulative will the students learn about position, velocity and acceleration. Acceleration is the derivative of velocity with respect to time and the velocity is the derivative of position with respect to time. With the elimination of time, the relationship between the acceleration, velocity and position can be represented as x = v2 / 2a. In the stimulation, students will be able to move the man back and forth with the mouse and plot his motion. <br />Some of the sample learning goals can be:<br /><ul><li>Interpret, predict and draw charts (position, velocity, and acceleration) for common situations.</li><li>Provide reasoning used to make sense of the charts.</li></ul>
 + CurveBall Expert Version + : <ul><li>Manipulagte and watch the effects of the forces acting on a baseball</li><li>Control conditions such as height, release velocity, spin, and distance</li><li>View different reference frames of the ball's path</li></ul>
 + Picture This! + : This is a short unit plan that covers position/time and velocity/time graphs. Students are provided with new material on both topics, will have practice worksheets, and group activities to develop an understanding of motion graphs.
 + Amusement Park Physics + : Students will research various types of amusement park rides and use their findings to design a feasible ride of their own. They will summarize their findings and present their ride design to the class. Each student will then write a persuasive letter to a local amusement park describing the reasons their ride design is the best.
 + How high is that railing, anyway? + : This is a short activity where students are able to determine the height of an elevated railing by using the equations associated with freefall. This lesson may also be appropriate for analyzing graphs related to position/velocity/acceleration versus time.
 + Splash and Learn + : Students will utilize their knowledge about projectiles to devise a method to launch a water balloon so that it lands on a 1 meter square cloth target at least 25 meters away. If they hit the target with the balloon (not just splash a few drops on it), they receive extra credit on the lab.
 + Distance and Displacement. + : <ul><li>In this lesson students, will be able to identify frames of reference and describe how they are used to measure motion. </li> <li>Identify appropriate SI units for measuring distances. </li> <li>Distinguish between distance and displacement. </li> <li>Calculate displacement using vector addition.</li></ul>
 + Motion: Speed and Velocity + : In this lesson students should be able to : <br /> <ul> <li>Identify appropriate SI units for measuring speed. </li> <li>Compare and contrast average speed and instantaneous speed. </li> <li>Interpret positiontime graphs. </li> <li>Calculate the speed of an object using slopes.</li> </ul>
 + Linear Motion + : The lesson explores ways for students to describe linear motion and investigate relationships between the velocity, acceleration, and the concepts of vector/scalar quantities.
 + Constant Velocity using the Buggy Car + : Students explore constant velocity through collecting data on a motorized buggy car. They collect data, graph their Displacement  Time (DT) data to find the slope of the line and thus the velocity of their buggy car. They then formulate the D = V * t equation gotten from their graph and use it to extrapolate variables. Then they plot the Velocity  Time (VT) to explore finding Displacement through that graph. They formulate V*t = Displacement from this graph. Finally, they use this equation to extrapolate "what if" questions about their buggy car.
 + Riding the Roller Coaster of Success + : <p>Students compete with one another to design and build a roller coaster from insulation tubing and tape that will allow a marble to travel from start to finish with the lowest average velocity. In so doing, students learn about differences between distance and displacement, speed and velocity, and potential and kinetic energy. They also examine the Law of Conservation of Energy and concepts related to force and motion.</p>
 + Linear Motion + : In this activity students will learn the relationship between: <ul><li>Distance and displacement</li> <li>Velocity and speed</li> <li>Vectors and scalars</li> <li>Acceleration</li></ul>and demonstrate their knowledge through group presentations.
 + Applying Newton's Second Law + : Students will investigate how acceleration of an object is affected by the mass of the object and by the applied force on the object.
 + Racing Hotwheels + : Students will investigate acceleration by releasing a toy car down a ramp.<br /> <br /> They will collect data, calculate the velocity of the car as it goes down a ramp, graph this velocity verses time, and then find the slope of the V/T graph. They will understand that this represents the acceleration of the velocity of the car ((v2v1) = a * (t2t1)).<br /> <br /> They will also plot an acceleration verses time graph (A/T), and use this graph to calculate the velocity of the car and for a certain time interval, A * T = V
 + Forced To Learn + : Using inquiry techniques, students, working in groups, are asked to design and conduct an experiment to test Newton's Second Law of Motion. Upon being provided with textbooks, rulers, measuring tapes, ministorage containers, golf balls, marbles, rubber balls, steel balls, and pennies they work cooperatively to implement and revise their hypotheses. With limited guidance from the teacher, students are able to visualize the direct relationships between force and mass; force and acceleration; and the inverse relationship between mass and acceleration.<br />
 + Ramp It Up + : Using inquiry techniques, students, working in groups, are asked to design and conduct experiments to test the Law of Conservation of Energy and the Law of Conservation of Momentum. Upon being provided with textbooks, rulers, measuring tapes, stopwatches, ministorage containers, golf balls, marbles, rubber balls, steel balls, and pennies, they work cooperatively to implement and revise their hypotheses. With limited guidance from the teacher, students are able to visualize the relationships between mass, velocity, height, gravitational potential energy, kinetic energy, and total energy as well as the relationships between mass, velocity, and momentum.<br />
 + How Fast do Objects Fall? + : Students will investigate falling objects with very low air friction.
 + Falling for Gravity + : <p>Students will investigate the motion of three objects of different masses undergoing free fall. Additionally, students will:</p><ul><li>Use spark timers to collect displacement and time data.</li><li>Use this data to calculate the average velocity for the object during each interval.</li><li>Graph this data on a velocity versus time graph, Vt. They find the slope of this graph to calculate acceleration.</li><li>Calculate the falling object's acceleration from their data table and graph this data on an acceleration versus time graph, at.</li><li>Use their Spark timer data paper, cut it into intervals, and paste these intervals into their displacement versus time graph.</li></ul>
 + Acceleration + : In this lesson students will learn to: <ol><li>Identify changes in motion that produce acceleration.</li> <li>Describe examples of objects moving with constant acceleration.</li> <li>Calculate the acceleration of an object, analytically, and graphically.</li> <li>Interpret velocitytime graph, and explain the meaning of the slope.</li> <li>Classify acceleration as positive, negative, and zero.</li> <li>Describe instantaneous acceleration.</li></ol>
 + BIOSCOPES SUMMER INSTITUTE 2013  MOTION + : <p>This lesson is the first in a sequence of grade 912 physical science lessons that are organized around the big ideas that frame motion, forces, and energy. It directly precedes resource # 52648 "BIOSCOPES SUMMER INSTITUTE 2013 FORCES." This lesson is designed along the lines of an iterative 5E learning cycle and employs a predict, observe, and explain (POE) activity at the beginning of the "Engage" phase in order to elicit student prior knowledge. The POE is followed by a sequence of inquirybased activities and class discussions that are geared toward leading the students systematically through the exploration of 1dimensional motion concepts. Included in this resource is a summative assessment as well as a teacher guide for each activity.<br /><br /></p>
 + The Gumball Roll Lab + : <p>This lesson is on motion of objects. Students will learn what factors affect the speed of an object through experimentation with gumballs rolling down an incline. The students will collect data through experimenting, create graphs from the data, interpret the slope of the graphs and create equations of lines from data points and the graph. They will understand the relationship of speed and velocity and be able to relate the velocity formula to the slope intercept form of the equation of a line.</p>
 + Pendulum Conundrum Inquiry Lab + : In this exploration, students will answer the following essential questions:<br /><ol><li>How does the length of a pendulum impact how long it takes to swing back and forth?</li><li>How does the amount of mass hanging from a pendulum impact the amount of time to swing back and forth?</li><li>How can we calculate the value of acceleration due to gravity (g) from the behavior of a moving pendulum (optional activity for math reinforcement)?</li></ol>
 + Stop That Arguing + : <p>Students will explore representing the movement of objects and the relationship between the various forms of representation: verbal descriptions, value tables, graphs, and equations. These representations include speed, starting position, and direction. This exploration includes brief direct instruction, guided practice in the form of a game, and independent practice in the form of word problem. Students will demonstrate understanding of this concept through a written commitment of their answer to the word problem supported with evidence from value tables, graphs, and equations.</p>
 + Story of a Graph + : <p>Students will use their knowledge of position versus time and velocity versus time graphs to create their own. The graphs they will create will correlate to a story they develop. The hope is students have a better understanding of motion graphs because students are relating the motion graphs to a scenario they have designed.</p><br />This lesson does not cover acceleration.
 + Florida Vacation Project Distance, Displacement, Speed and Velocity + : <p>This is a culminating lesson for a unit on Motion. Students will be asked to plan a vacation around Florida that includes 5 destinations. By generating and analyzing their own data students will apply knowledge of distance, displacement, speed and velocity to a real world experience. </p>
 + Ladybug Motion 2D + : Learn about position, velocity and acceleration vectors. Move the ladybug by setting the position, velocity or acceleration, and see how the vectors change. Choose linear, circular or elliptical motion, and record and playback the motion to analyze the behavior.
 + The Physics Hypertextbook: Speed & Velocity + : This resource offers content support for teachers with sets of conceptual and numerical problems related to speed and velocity. It includes creative ideas for classroom investigations that integrate statistics. This is part of an online textbook in introductory physics.
 + Acceleration + : This page is from a comprehensive and comprehensible tutorial in physics. Schematic drawings, questions for understanding with the answers, and links to animations are included.
 + Beginner's Guide to Aerodynamics + : NASA's "Beginner's Guide to Aerodynamics" provides some general information on the basics of aerodynamics. The site allows users to explore at their own pace and level of interest. The topics available include equations of motion, free falling, air resistance, force, gas properties, and atmosphere. Movies, reading materials, and activities are all available to accommodate a variety of different learning styles.
 + Motion and Forces + : This Lesson Study Resource Kit was adapted from a 2013 BioScopes physical science summer institute. It features a STEMintegrated unit plan that consists of resources and activities aligned to a unit of instruction on that employs Vernier LabQuest probeware in an investigation of Newton's Laws that complies with the Florida Standards for mathematics and the NGSSS for science for grades 912.
 + The Motion of Objects + : <p>This 912 Lesson study resource kit is designed to engage teachers of physical science and physics in the planning and design of an instructional unit and research lesson pertaining to the motion of objects. Included in this resource kit are unit plans, concept progressions, formative and summative assessments, complex informational texts, and etc. that align to relevant NGSSS science, and the new Florida standards for mathematics and English language arts.</p>
8 Student Resources
 Maze Game: The students will try to move a red ball into a blue goal without touching the walls. They will have fun competing amongst themselves to get the best time but at the same time they will also be learning about vectors, velocity, and acceleration.
 Motion in 2D: The students will drag a red point across the screen in any direction they please and, in the process, will be able to see the forces that are being put on that point at any given moment.
 Projectile Motion: This simulation demonstrates the physics of projectile motion. The user can fire different objects through a cannon, set its speed, angle and mass and observe the resultant motion.
 MIT BLOSSOMS  The Physics of Boomerangs: This learning video explores the mysterious physics behind boomerangs and other rapidly spinning objects. Students will get to make and throw their own boomerangs between video segments! A key idea presented is how torque causes the precession of angular momentum. One class period is required to complete this learning video, and the optimal prerequisites are a familiarity with forces, Newton's laws, vectors and time derivatives. Each student would need the following materials for boomerang construction: cardboard (roughly the size of a postcard), ruler, pencil/pen, scissors, protractor, and a stapler.
 Beginner's Guide to Aerodynamics: NASA's "Beginner's Guide to Aerodynamics" provides some general information on the basics of aerodynamics. The site allows users to explore at their own pace and level of interest. The topics available include equations of motion, free falling, air resistance, force, gas properties, and atmosphere. Movies, reading materials, and activities are all available to accommodate a variety of different learning styles.
 Collision lab: Learn more about collisions with the use of a virtual air hockey table. Investigate simple and complex collisions in one and two dimensions.Experiment with the number of discs, masses and initial conditions. Vary the elasticity and see how the total momentum and kinetic energy changes during collisions.
Some of the sample learning goals can be: Draw "Before and After" pictures of collisions.
 Construct momentum vector representations of "Before and After" collisions.
 Apply law of conservation of momentum to solve problems with collisions.
 Explain why energy is not conserved and varies in some collisions.
 Determine the change in mechanical energy in collisions of varying "elasticity".
 What does "elasticity" mean?
 The Moving Man: This virtual manipulative will the students learn about position, velocity and acceleration. Acceleration is the derivative of velocity with respect to time and the velocity is the derivative of position with respect to time. With the elimination of time, the relationship between the acceleration, velocity and position can be represented as x = v2 / 2a. In the stimulation, students will be able to move the man back and forth with the mouse and plot his motion.
Some of the sample learning goals can be: Interpret, predict and draw charts (position, velocity, and acceleration) for common situations.
 Provide reasoning used to make sense of the charts.
 CurveBall Expert Version:
 Manipulagte and watch the effects of the forces acting on a baseball
 Control conditions such as height, release velocity, spin, and distance
 View different reference frames of the ball's path
2 Parent Resources
 Collision lab: Learn more about collisions with the use of a virtual air hockey table. Investigate simple and complex collisions in one and two dimensions.Experiment with the number of discs, masses and initial conditions. Vary the elasticity and see how the total momentum and kinetic energy changes during collisions.
Some of the sample learning goals can be: Draw "Before and After" pictures of collisions.
 Construct momentum vector representations of "Before and After" collisions.
 Apply law of conservation of momentum to solve problems with collisions.
 Explain why energy is not conserved and varies in some collisions.
 Determine the change in mechanical energy in collisions of varying "elasticity".
 What does "elasticity" mean?
 The Moving Man: This virtual manipulative will the students learn about position, velocity and acceleration. Acceleration is the derivative of velocity with respect to time and the velocity is the derivative of position with respect to time. With the elimination of time, the relationship between the acceleration, velocity and position can be represented as x = v2 / 2a. In the stimulation, students will be able to move the man back and forth with the mouse and plot his motion.
Some of the sample learning goals can be: Interpret, predict and draw charts (position, velocity, and acceleration) for common situations.
 Provide reasoning used to make sense of the charts.
A. Motion can be measured and described qualitatively and quantitatively. Net forces create a change in motion. When objects travel at speeds comparable to the speed of light, Einstein's special theory of relativity applies.
B. Momentum is conserved under welldefined conditions. A change in momentum occurs when a net force is applied to an object over a time interval.
C. The Law of Universal Gravitation states that gravitational forces act on all objects irrespective of their size and position.
D. Gases consist of great numbers of molecules moving in all directions. The behavior of gases can be modeled by the kinetic molecular theory.
E. Chemical reaction rates change with conditions under which they occur. Chemical equilibrium is a dynamic state in which forward and reverse processes occur at the same rates.

Remarks/Examples
Solve problems involving distance, velocity, speed, and acceleration. Create and interpret graphs of 1dimensional motion, such as position versus time, distance versus time, speed versus time, velocity versus time, and acceleration versus time where acceleration is constant.
Florida Standards Connections: MAFS.912.NVM.3 (+) Solve problems involving velocity and other quantities that can be represented by vectors.
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