Uniformly Accelerated Motion, 1-D

August 15, 2026

State Standards addressed:
Strand 1: Inquiry Process
Strand 5: Physical Science, Concept 2: Motions and Forces, specifically:
PO 1. Determine the rate of change of a quantity
PO 2. Analyze the relationships among position, velocity, acceleration, and time graphically and
mathematically
Students will:
1. Define displacement, velocity, and acceleration
2. Identify the differences between position, distance, and displacement, as well as speed
and velocity
3. Perform experiments to test theories of 1-D motion
4. Discuss the relationship between displacement, velocity, and acceleration and support
this assertion with real data
5. Use these relationships to solve problems
Teacher will:
1. Facilitate class development of definitions
2. Set up Lab materials
3. Answer student questions as they arise
4. Ask seeding questions to stimulate discussion and conceptual understanding
5. Assist students in developing mathematical models of data
Students will be able to:
1. Pass unit test on aforementioned definitions and 1-D motion problems
2. Create motion maps illustrating the motion of objects in one dimension
3. Utilize LoggerPro to analyze video data
4. Draw conclusions from data through discussion
5. Use experiential knowledge to answer qualitative questions about 1-D motion
6. Use analytic knowledge to answer quantitative questions about 1-D motion
Resources:
Principles of Physics, Sixth Edition, by Bueche and Jerde
Average vs. Instantaneous Velocity video lecture
Plickers
Free-Fall video lecture
Lab Materials: (be sure to schedule)
Lab report Guidelines

Uniformly Accelerated Motion, 1-D

August 15, 2026

Wipe boards and markers

Laptops with Logger Pro
Tennis balls
Video cameras
Metersticks

Day 1:
Class discussion on defining distance, position, and displacement, speed and velocity. Word
Wall. Wipe board vocab activity. HW: Read sections 2.1-2.3. Average vs Instantaneous velocity
video. Video Quiz tomorrow.
Extra Credit: Everyday Science summary.
Day 2:
Video Quizshoulder partner grade. Class discussion on average vs instantaneous velocity.
Quiz corrections before turn in. Introduce acceleration. HW: Read 2.5-2.6. Complete 3 assigned
velocity questions
Days 3:
Stamp/check understanding on homework. Class discussion defining acceleration. Lab prep. Put
students into groups and establish group roles. Introduce lab report format. HW: Complete
problem, hypothesis, materials, and procedure of lab report.
Day 4:
Stamp lab report. Part one of Lab. Students record data and print generated graphs/data tables.
Each student must have one! Students asked seed questions about data to create fuel for
discussion.
Day 5:
Part two of Lab. Students record data and print generated graphs/data tables. Students asked seed
questions about data to create fuel for discussion. Classroom data compiled and recorded. HW:
Work on lab report, prepare wipe board layout for discussion.
Day 6:
Refresher on class data. Student class discussion on individual vs. class data. By the end of
discussion, students should see connections between graphs of displacement, velocity, and
acceleration. HW: Graph relations worksheet. Lab Report.
Extra Credit: Error detection summary

Uniformly Accelerated Motion, 1-D

August 15, 2026
Day 7:
Teacher-led discussion on equations obtained from graphs. Discussion and note session on
kinematic equations. Wipe board review. HW: Read 2.7-2.8. Complete 5 problems on 1-D
kinematics. HW: Lab Report.
Day 6:
Stamp/Check understanding on homework. Free-fall preconception plicker activity. Free-fall
video. Problems developed in class I do/We do/You do. HW: Begin study Guide. Lab report.
Day 6:
Review day: Student Q&A/Work on Study guide. HW: Complete Study Guide. Lab report.
Day 6:
Lab Reports and Study Guides collected. Unit test on one dimensional motion.