Mississippi Science PHY.1

PHY.1 is a cluster heading. These are the individual standards under it.

• PHY.1.1

  Investigate and analyze evidence gained through observation or experimental design regarding the one-dimensional (1-D) motion of objects. Design and conduct exp...

• PHY.1.2

  Interpret and predict 1-D motion based on displacement vs. time, velocity vs. time, or acceleration vs. time graphs (e.g., free-falling objects).

• PHY.1.3

  Use mathematical and computational analysis to solve problems using kinematic equations.

• PHY.1.4

  Use graphical analysis to derive kinematic equations.

• PHY.1.5

  Differentiate and give examples of motion concepts such as distance-displacement, speed-velocity, and acceleration.

• PHY.1.6

  Design and mathematically/graphically analyze quantitative data to explore displacement, velocity, and acceleration of various objects. Use probe systems, video...

• PHY.1.7

  Design different scenarios, and predict graph shapes for distance/time, velocity/time, and acceleration/time graphs.

• PHY.1.8

  Given a 1D motion graph students should replicate the motion predicted by the graph.

01

What Students Need to Do

Students measure motion along a straight line and turn their data into position-time, velocity-time, and acceleration-time graphs. They use slopes, areas, and motion equations to describe and predict movement. They also move in ways that match a given graph.

02

What Mastery Looks Like

A student can describe when a walker moves forward, pauses, or turns around from a position-time graph. They find velocity from its slope, acceleration from a velocity-time slope, and displacement from the signed area under that graph. They use a motion equation to check a prediction against the graph.

03

Common Misconceptions

Students may read a high point on a position-time graph as high speed, instead of checking its slope. They may count a return trip as zero distance because its displacement is zero. They may assume negative acceleration always means slowing down.

04

How to Assess It

Exit ticket: Sketch a velocity-time graph rising from 0 to 6 m/s in 3 s, then staying at 6 m/s until 5 s. Ask students to find the first interval's acceleration and total displacement, with calculations.

1. 01

   Mark a hallway every meter, film a classmate walking away, stopping, and returning, then plot position against time from video frames.

2. 02

   Show an out-and-back position-time graph and ask, "How can final displacement be zero when distance traveled is not?"

3. 03

   Give pairs three velocity-time graph cards and three motion descriptions; have them match each card and justify one match.

4. 04

   Draw a straight velocity-time line for a train braking from 20 m/s to zero in 10 s; find acceleration and stopping distance.

• BIO.3B

  Students will analyze and interpret data collected from probability calculations to explain the variation of expressed traits within a population.

• CHE.1

  Students will use mathematical and computational analysis to evaluate problems.

• FSL.3B

  Students will apply scientific literacy and thinking skills to analyze and interpret data found in various graphics including, but not limited to, those found i...

• GEN.4

  Students will analyze and interpret data collected from probability calculations to explain the inheritance of traits within a population.