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Science lesson plan · 9th grade (Year 10 in England) · 45 minutes

Read velocity–time graphs: gradient and motion

Forces and motion

CCSS NGSS.HS-PS2-1CCSS NGSS.SEP 4England: GCSE Combined Science: Forces (velocity–time graphs)

Objective and success criteria

Students will: Read velocity–time graphs: gradient and motion.

  • I can answer questions on today's skill on my own, without help.
  • I can explain each step and say why it works.
  • I can check my answer and spot a mistake.

Before and after

Needs first: Acceleration; Distance–time graphs

Leads to: Distance from the area under a velocity–time graph

Materials: Force meters, Toy cars and ramps, Mini whiteboards, A diagram or short video clip of the idea, Printed student sheet (below).

Warm-up · 5 min

  • Quick retrieval from earlier learning (Acceleration; Distance–time graphs). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. A car speeds up from 0 m/s to 50 m/s in 10 s. What is its acceleration, in m/s²? → 5 m/s²Prompt: acceleration = change in velocity ÷ time taken
  2. A cyclist travelling at 10 m/s brakes and stops in 2 s. What is the acceleration, in m/s²? (A slowing down gives a negative value.) → -5 m/s²Prompt: Final velocity is 0 m/s.
  3. A car speeds up from 10 m/s to 16 m/s in 2 s. What is its acceleration, in m/s²? → 3 m/s²Prompt: acceleration = change in velocity ÷ time taken

Hook · 5 min

  • Drop a sheet of paper and a scrunched-up sheet together and ask why one falls faster.
  • Share the objective: Read velocity–time graphs: gradient and motion. Read the success criteria together.

I do: model it · 10 min

  • Work through the example out loud, saying why you do each step, not just what you do.
  • Model one question from the student sheet, thinking aloud.
  • Pause after each step and ask a student to say what comes next.

We do: guided practice · 10 min

  • Do these together. Students try each step on whiteboards before you reveal it.
  • Use the hints as prompts rather than giving the answer.

You do: independent practice · 10 min

  • Students work on the student sheet. Circulate and check the first two answers of every student early.
  • Students who finish: write a question of their own for a partner, with the answer.

The 8 questions are on the student sheet below, with answers in the key.

Exit ticket · 5 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.

Watch out for

  • Everyday meanings of words getting in the way of the science meaning: define key words explicitly.
  • Remembering facts without the reason: ask "why?" and "what is the evidence?"

Support and stretch

Support

  • Review first: Acceleration.
  • Use concrete materials: force meters.
  • Give the first step of each question, or a partly worked example to finish.
  • Pair with a confident partner for the guided practice.

Stretch

  • Move on to: Distance from the area under a velocity–time graph.
  • Explain a common mistake in writing and how to fix it.
  • Write a word problem that uses today's skill, then solve a partner's.

Homework and more practice

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-9.

Free lesson plan from eurekami.com/lesson-plan-builder

eurekami

Read velocity–time graphs: gradient and motion

Name

Date

Score/ 8

  1. Question 1

    Velocity–time graph: (0, 0) → A (10, 10) → B (20, 10) → C (24, 0). What is the object doing between A to B?

    xy61218246120(0, 0)ABC
    • A. speeding up
    • B. moving at a constant velocity
    • C. slowing down
    • D. stationary

  2. Question 2

    A velocity–time graph for a cyclist goes (0 s, 0 m/s) → A (5 s, 5 m/s) → B (10 s, 5 m/s) → C (20 s, 0 m/s). What is the acceleration from the start to A, in m/s²?

    xy6121860(0, 0)ABC

    Answerm/s²

  3. Question 3

    Velocity–time graph: (0 s, 0 m/s) → A (10 s, 30 m/s) → B (15 s, 30 m/s) → C (25 s, 0 m/s). What is the acceleration from B to C, in m/s²? (Give a negative value for slowing down; 2 decimal places if needed.)

    xy4812162024481216202428320(0, 0)ABC

    Answerm/s²

  4. Question 4

    Velocity–time graph: (0, 0) → A (5, 5) → B (10, 5) → C (20, 0). What is the object doing between B to C?

    xy6121860(0, 0)ABC
    • A. speeding up
    • B. moving at a constant velocity
    • C. slowing down
    • D. stationary

  5. Question 5

    A velocity–time graph for a cyclist goes (0 s, 0 m/s) → A (10 s, 10 m/s) → B (15 s, 10 m/s) → C (19 s, 0 m/s). What is the acceleration from the start to A, in m/s²?

    xy612186120(0, 0)ABC

    Answerm/s²

  6. Question 6

    Velocity–time graph: (0 s, 0 m/s) → A (5 s, 5 m/s) → B (15 s, 5 m/s) → C (19 s, 0 m/s). What is the acceleration from B to C, in m/s²? (Give a negative value for slowing down; 2 decimal places if needed.)

    xy6121860(0, 0)ABC

    Answerm/s²

  7. Question 7

    Velocity–time graph: (0, 0) → A (5, 5) → B (15, 5) → C (25, 0). What is the object doing between A to B?

    xy6121824123456789100(0, 0)ABC
    • A. speeding up
    • B. moving at a constant velocity
    • C. slowing down
    • D. stationary

  8. Question 8

    A velocity–time graph for a cyclist goes (0 s, 0 m/s) → A (4 s, 8 m/s) → B (14 s, 8 m/s) → C (18 s, 0 m/s). What is the acceleration from the start to A, in m/s²?

    xy2468101214161820246810120(0, 0)ABC

    Answerm/s²

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Answer key: Read velocity–time graphs: gradient and motion

  1. 1. B. moving at a constant velocity

  2. 2. 1 m/s²

  3. 3. -3 m/s²

  4. 4. C. slowing down

  5. 5. 1 m/s²

  6. 6. -1.25 m/s²

  7. 7. B. moving at a constant velocity

  8. 8. 2 m/s²