8.6B: Speed, Velocity, and Accelera on
8.6B:
Speed,
Velocity,
and
Accelera7on
Force
and
Mo+on
Ac+vity Descrip+on: Students complete a Sort Card to differen+ate between examples of speed, velocity, and accelera+on. Materials: 1 Glue s+ck (per student) 1 Pair of scissors (per student) 1 Student AGachment: Speed, Velocity, and Accelera+on Sort Cards (per student) 1 Student AGachment: Speed, Velocity, and Accelera+on Sort Worksheet (per student) 1 Teacher AGachment: Speed, Velocity, and Accelera+on Sort Worksheet (Key) Teacher Procedure: Before the start of the lesson, make sure that the listed materials and necessary Student AGachments are prepared. Use the following ques+ons to begin student discussion on the topic: 1.
What is mo+on? Mo+on can be defined as movement of an object, rela+ve to some other point.
2. What does speed measure? Velocity? Accelera+on? Speed measures how quickly an object moves a certain distance, but does not factor in the direc+on of the movement. Velocity measures how quickly an object moves and the specific direc+on in which the object is moving. Accelera+on measures how an object changes velocity by either moving faster, slower, or con+nuing to move at the same rate.
1
8.6B: Speed, Velocity, and Accelera7on Force and Mo+on
Procedure: 1.
Distribute one set of Sort Cards and one Student Worksheet to each student. As an alterna+ve ac+vity, Sort Cards can be precut on heavy paper and used in a small group seUng without the accompanying worksheet, or students can record Sort Card results in an independent journal chart.
2.
Instruct students to examine the cards and discuss what similari+es and differences they see between the 12 examples provided. This is a good point to review speed, velocity, and accelera+on. Remind students that a descrip+on of speed will include only distance and +me, velocity includes direc+on, and accelera+on involves a change in speed or direc+on.
3.
Students work independently or with a partner to sort the cards and glue each card in the appropriate column on the Student Worksheet provided. Remind students to raise their hand so answers can be checked before gluing.
4.
Review the ac+vity to check answers with the students and re‐emphasize the key differences between speed, velocity, and accelera+on.
2
8.6B: Speed, Velocity, and Accelera7on Force and Mo+on
Student AGachment: Speed, Velocity, and Accelera+on Sort Cards
An airplane slows down at a rate of 3 m/s2
Geese fly about 64 kilometers per hour when they migrate south.
A tornado moves east toward Houston at 30 km/hr
The principal ran a marathon, 26.2 miles, in 3 hours.
A bicyclist leans over as she makes a turn down a hill.
Eduardo rode his skateboard 10 meters in 1 second.
A car drives north at 400 kilometers per hour.
A snail moves 0.013 meters in 1 second.
A train slows to stop at a sta+on.
The football player increases his speed to catch the ball.
A bamboo plant grows 3.75 cm taller in one hour.
The dog ran at a rate of 3 m/s
1
8.6B: Speed, Velocity, and Accelera7on Force and Mo+on
Student AGachment: Speed, Velocity, and Accelera+on Sort Worksheet
Speed
Velocity
1
Accelera7on
8.6B: Speed, Velocity, and Accelera7on Force and Mo+on
Teacher AGachment: Speed, Velocity, and Accelera+on Sort Worksheet (Key)
Speed
Velocity
Accelera7on
Eduardo rode his skateboard 10 meters in 1 second.
A bamboo plant grows 3.75 cm taller in one hour.
A train slows to stop at a sta+on.
Geese fly about 64 The dog moved at a rate of kilometers per hour when 3 m/s. they migrate South.
A bicyclist leans over as she makes a turn down a hill.
A snail moves 0.013 meters in 1 second.
A car drives north at 400 kilometers per hour.
An airplane slows down at a rate of 3 m/s2.
The principal ran a marathon 26.2 miles in 3 hours.
A tornado moves east toward Houston at 30 km/hr **This is a tricky one because it includes a non‐ standard direc+on toward Houston instead of north or south.
The football player increases his speed to catch the ball.
1
Ac+vity Descrip+on: Students complete a Sort Card to differen+ate between examples of speed, velocity, and accelera+on. Materials: 1 Glue s+ck (per student) 1 Pair of scissors (per student) 1 Student AGachment: Speed, Velocity, and Accelera+on Sort Cards (per student) 1 Student AGachment: Speed, Velocity, and Accelera+on Sort Worksheet (per student) 1 Teacher AGachment: Speed, Velocity, and Accelera+on Sort Worksheet (Key) Teacher Procedure: Before the start of the lesson, make sure that the listed materials and necessary Student AGachments are prepared. Use the following ques+ons to begin student discussion on the topic: 1.
What is mo+on? Mo+on can be defined as movement of an object, rela+ve to some other point.
2. What does speed measure? Velocity? Accelera+on? Speed measures how quickly an object moves a certain distance, but does not factor in the direc+on of the movement. Velocity measures how quickly an object moves and the specific direc+on in which the object is moving. Accelera+on measures how an object changes velocity by either moving faster, slower, or con+nuing to move at the same rate.
1
8.6B: Speed, Velocity, and Accelera7on Force and Mo+on
Procedure: 1.
Distribute one set of Sort Cards and one Student Worksheet to each student. As an alterna+ve ac+vity, Sort Cards can be precut on heavy paper and used in a small group seUng without the accompanying worksheet, or students can record Sort Card results in an independent journal chart.
2.
Instruct students to examine the cards and discuss what similari+es and differences they see between the 12 examples provided. This is a good point to review speed, velocity, and accelera+on. Remind students that a descrip+on of speed will include only distance and +me, velocity includes direc+on, and accelera+on involves a change in speed or direc+on.
3.
Students work independently or with a partner to sort the cards and glue each card in the appropriate column on the Student Worksheet provided. Remind students to raise their hand so answers can be checked before gluing.
4.
Review the ac+vity to check answers with the students and re‐emphasize the key differences between speed, velocity, and accelera+on.
2
8.6B: Speed, Velocity, and Accelera7on Force and Mo+on
Student AGachment: Speed, Velocity, and Accelera+on Sort Cards
An airplane slows down at a rate of 3 m/s2
Geese fly about 64 kilometers per hour when they migrate south.
A tornado moves east toward Houston at 30 km/hr
The principal ran a marathon, 26.2 miles, in 3 hours.
A bicyclist leans over as she makes a turn down a hill.
Eduardo rode his skateboard 10 meters in 1 second.
A car drives north at 400 kilometers per hour.
A snail moves 0.013 meters in 1 second.
A train slows to stop at a sta+on.
The football player increases his speed to catch the ball.
A bamboo plant grows 3.75 cm taller in one hour.
The dog ran at a rate of 3 m/s
1
8.6B: Speed, Velocity, and Accelera7on Force and Mo+on
Student AGachment: Speed, Velocity, and Accelera+on Sort Worksheet
Speed
Velocity
1
Accelera7on
8.6B: Speed, Velocity, and Accelera7on Force and Mo+on
Teacher AGachment: Speed, Velocity, and Accelera+on Sort Worksheet (Key)
Speed
Velocity
Accelera7on
Eduardo rode his skateboard 10 meters in 1 second.
A bamboo plant grows 3.75 cm taller in one hour.
A train slows to stop at a sta+on.
Geese fly about 64 The dog moved at a rate of kilometers per hour when 3 m/s. they migrate South.
A bicyclist leans over as she makes a turn down a hill.
A snail moves 0.013 meters in 1 second.
A car drives north at 400 kilometers per hour.
An airplane slows down at a rate of 3 m/s2.
The principal ran a marathon 26.2 miles in 3 hours.
A tornado moves east toward Houston at 30 km/hr **This is a tricky one because it includes a non‐ standard direc+on toward Houston instead of north or south.
The football player increases his speed to catch the ball.
1
