# How Fast Am I Moving?

Investigate the relationship between slope and velocity on a position-time graph.

WARNING: Your data will not be saved. Please view the requirements below before launching this activity.

### Attention

Your data will not be saved.

### Requirements

Portions of this activity require a Vernier Go!Motion sensor, an inexpensive device that plugs into your USB port. To use the sensor computers must have Java installed. Otherwise, the activity runs entirely in a Web browser. Preferred browsers are: Google Chrome (versions 5 and above), Safari (versions 4 and above), Firefox (version 3.6.10 and above), and Internet Explorer (version 7, 8, or higher; note that version 6 or below does not work).

Learn to use the slope of a position-time graph to find the velocity. SmartGraphs software can lead you through the calculation of “rise” over “run.” How Fast Am I Moving is the third of five SmartGraphs activities designed for a typical physical science unit of study on the motion of objects. (The other four are: Maria’s Run; Motion Toward and Away; Describing Velocity; and, Was Galileo Right?)

» Lesson Plan and Student Assessment documents are also available.

WARNING: Your data will not be saved. Please view the requirements below before launching this activity.

### AAAS Benchmark Alignments (2008)

#### 2. The Nature of Mathematics

##### 2A. Patterns and Relationships
• 2A/E2. By the end of the 5th grade, students should know that mathematical ideas can be represented concretely, graphically, or symbolically.

#### 9. The Mathematical World

##### 9B. Symbolic Relationships
• 9B/E2. By the end of the 5th grade, students should know that tables and graphs can show how values of one quantity are related to values of another.
• 9B/M2*. By the end of the 8th grade, students should know that rates of change can be computed from differences in magnitudes and vice versa.
• 9B/M3*. By the end of the 8th grade, students should know that 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.
##### 9C. Shapes
• 9C/M4*. By the end of the 8th grade, students should know that the graphic display of numbers may help to show patterns such as trends, varying rates of change, gaps, or clusters that are useful when making predictions about the phenomena being graphed.

#### 11. Common Themes

##### 11B. Models
• 11B/E4**. By the end of the 5th grade, students should know that models are very useful for communicating ideas about objects, events, and processes. When using a model to communicate about something, it is important to keep in mind how it is different from the thing being modeled.
• 11B/M4** (BSL). By the end of the 8th grade, students should know that simulations are often useful in modeling events and processes.

#### 12. Habits of Mind

##### 12B. Computation and Estimation
• 12B/M1a*. By the end of the 8th grade, students should be able to find what part one number is of another and express it as a fraction or a percentage.
##### 12C. Manipulation and Observation
• 12C/E6** (BSL). By the end of the 5th grade, students should be able to use audio and video recording devices for capturing information.
##### 12D. Communication Skills
• 12D/M2. By the end of the 8th grade, students should be able to read simple tables and graphs produced by others and describe in words what they show.

<a href="stem-resources/how-fast-am-i-moving">The Concord Consortium. How Fast Am I Moving?. Concord: The Concord Consortium, 2012, January 17.</a>

AIP
How Fast Am I Moving? (The Concord Consortium, Concord, 2012, January 17), WWW Document, (http://concord.org/stem-resources/how-fast-am-i-moving).

AJP
How Fast Am I Moving? (The Concord Consortium, Concord, 2012, January 17), WWW Document, (http://concord.org/stem-resources/how-fast-am-i-moving).

APA
How Fast Am I Moving?. (2012, January 17). Retrieved 2016, February 8, from The Concord Consortium: http://concord.org/stem-resources/how-fast-am-i-moving

Disclaimer: The Concord Consortium offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure.

### Requirements

Portions of this activity require a Vernier Go!Motion sensor, an inexpensive device that plugs into your USB port. To use the sensor computers must have Java installed. Otherwise, the activity runs entirely in a Web browser. Preferred browsers are: Google Chrome (versions 5 and above), Safari (versions 4 and above), Firefox (version 3.6.10 and above), and Internet Explorer (version 7, 8, or higher; note that version 6 or below does not work).

### Related Resources

This resource is a part of the Concord Consortium's SmartGraphs project.

Middle School
Subject
Mathematics, Physics
Focus Area
Modeling and Simulation, Probeware
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