Section A: Simulation Assignment: Distance-Time

Graphs

Introduction
We chose to develop a lesson around the Distance-Time Graphs Gizmo found at
ExploreLearning.com. This simulation fits very well into the grade ten physics unit, In
Motion, more specifically the SLO S2-03-01: Analyze the relationship among displacement,
time, and velocity for an object in uniform motion. We chose to focus this lesson on distance-
time graph interpretation and save calculating speed and velocity for the following
lesson. We believe that by giving students a chance to look at and manipulate varying
slopes of distance-time graphs, they will have a strong psychological understanding of
the graphical interpretation.

Description of Simulation
In this simulation students are able to manipulate and create various distance-time graphs
and watch runners run the sequence of the graphs. We want students to understand how
distance and time are related by seeing how varying slopes of distance-time graphs affect
movement. With the attached worksheet as a guideline for the students, they will observe
that the runner’s starting point is the graph’s y-intercept, the runner is not moving when
the slope is zero, the runner is moving backwards when the slope is negative, and the
runner is moving faster when the slope is steeper. The worksheet gives the students the
opportunity to make predictions of the runner’s movement given graphs with varying
slopes. By observing the runner, students gain a strong psychological understanding of
what distance-time graphs represent. The worksheet guides the students by starting out
with more basic graphs, then progressing until students are interpreting two graphs at the
same time that have runners changing speed and direction.

This simulation would work well with students following the steps of the worksheet
working in pairs. The teacher should be walking around the room ensuring that the
students are not running into any difficulties. Once the students have completed Part’s A
and B on the worksheet, they will have seen distance-time graphs on both an experiential
and psychological level. We would then consolidate the student’s understanding as a class
by completing Part B of the activity at the theoretical level.
.
If you wanted to expand on this lesson, you could also have the students calculate the
speed of the runners. We did not incorporate calculating speed into this lesson because we
wanted to focus this class on distance-time graph interpretation and first ensure that the
students had this strong understanding before moving on. We would lead into calculating
speed and velocity in the next class.

Note for teachers: The Explore Learning website only allows you to launch a simulation
for five minutes. To carry out this activity with your class, it is necessary to sign up for a

Lynn Peters and Meghan Fulton

 30 day Teacher Plus Students free trial that will allow up to 35 computers stations
unlimited access for one month.

Justification
The intentions of this activity are to incorporate all five attributes of meaningful learning
in a way that will maximize student understanding (Jonassen, D. H.; Peck, K. L.; &
Wilson, B. G, 1999). The learning outcomes are intentional and it guides the students into
what they should be getting out of the activity. It is also authentic because they have the
opportunity to see how distance-time graphs work in a context that they are very familiar
with: running. Students are also being active as they manipulate different variables to see
how the outcome is influenced. They are working in a cooperative situation with a
partner, making predictions and discussing their reasoning, which helps them to better
understand how distance-time graphs are constructed. Having the students work in pairs
may require more intense supervision, but having the students able to converse about
their lesson material and working together is beneficial for their learning. Students also
have the opportunity to be constructive as they can create various graphs. All five of
Jonassen’s attributes for meaningful learning are being considered in this simulation.

Wellington explains the following as justifications of why practical work, such as this
distance-time graph simulation, is so important when teaching science. This simulation
will illuminate and illustrate student understanding through first-hand experience,
develop student’s social skills by working in pairs, and challenge students by making
logical predictions. Having the class in the computer lab is a great change of scenery and
allows them to have a science activity that will engage them. This lesson, based on the
online distance-time graph simulation, provides for a truly meaningful learning
experience for students.

Lynn Peters and Meghan Fulton

Lynn Peters and Meghan Fulton
Section B: Interpreting Distance-Time Graphs

General Intro: Today we will be looking a distance-time graphs using an online simulation.
Curriculum Objective: SLO S2-03-01: Analyze the relationship among displacement,
time, and velocity for an object in uniform motion.

1. Find a partner and sit together at a computer.

2. Open Internet Explorer and go to the following website:
http://www.explorelearning.com/index.cfm?method=cResource.dspResourceCatalog
3. Under the Grade 9-12 Science column, click on “Physics.” Next click on “Motion and
force.” Scroll down to “Distance-Time Graphs” and click “Launch Gizmo.
4. In your pairs, pick one of you to be a recorder, and one online worker. You can switch
these roles halfway through the activity.
5. Now work through the following worksheet using this gizmo and record your findings.
Don’t hesitate to ask any questions!

Part A
Question 1
Notice the graph on the web page. It should look like
the following graph.

a) What are the two variables being measured?

b) Notice the shape of the graph (the red line). As time

is increasing, what is happening to the distance?

c) Notice the “little red runner” at the bottom of page.

Notice that he is standing at a distance of zero and time zero, just like the start of the
graph (where you can see the vertical green line which represents where the runner is on
the graph). What do you think will happen to the “little red runner” if he were to run the
sequence of the graph? Explain.

d) Click the green button on the “stop watch” in the bottom right of the screen. What
happened to the runner? Was your prediction correct? If not, why do you think the
runner ran the way it did?

Lynn Peters and Meghan Fulton

Question 2
Now drag the starting point of the graph from 0
yards to 10 yards so it looks like the following
graph.

a) How will the run be different compared to the

run in question 1? Explain.

b) Click the red button on the “stopwatch.” Notice the runners starting point. Now push the
green button and watch the runner. Was your prediction about the runner correct?

c) Now drag the start of the graph to different spots. What does the starting point of a
distance-time graph represent?

Question 3
Create the following graph.

a) What do you think the runner will do this

time? Explain.

b) Start the stopwatch. What is the movement of a

runner for a graph that is horizontal like this
one?

c) Was your prediction correct? If not, explain why the runner does what it does.

Lynn Peters and Meghan Fulton

Question 4
Create the following graph.

a) What do you think the runner will do this

time? Explain.

b) Start the stopwatch. What is the movement of a

runner for a graph that moves downward like
this one?

d) Was your prediction correct? If not, explain why the runner does what it does.

Question 5
Under “Runner 2” click on “Show graph” and “Show animation.” Create the following
graphs.

a) Which runner do you think will be faster (blue or

red)? Explain.

b) Start the stopwatch. Which runner is faster?

c) Was your prediction correct? If not, explain

what makes one runner is faster than the other.

Lynn Peters and Meghan Fulton

Question 6
Drag the “Number of Points” to 3. Create the
following graphs.

a) What are the runner’s starting points?

b) Between 0-2 seconds, predict which runner

will be faster.

c) Predict what each runner will be doing

between 2-4 seconds.

d) Start the stopwatch. Were your predictions correct? If not, explain each runner’s
movement.

Part B
Now take turns with your partner making different graphs and watching the runner. Are
you getting better at predicting the runner’s movement?

Try answering the assessment questions on the web page and check your answers.

** STOP! Class discussion**

Class Discussion and Notes

Distance-Time Graphs (fill in following graphs together)

d d d d d

t t t t t
Not moving Moving forward Moving backwards Moving forward Moving forward
quickly
slowly

Lynn Peters and Meghan Fulton

Examples (Talk through as a class. “Act” out distance-time graph movement at front of room.)

Describe the movement in each section of the graph. Tell a story depicting the movement of
the distance-time graphs.

Lynn Peters and Meghan Fulton