Virginia SOL PS.8.a

ScienceGrades 7–8Physical Science

The Standard

motion can be described using position and time

Virginia Standards of Learning for Science · The student will investigate and understand that work, force, and motion are related. Key ideas include

Teacher's field guide

What Students Need to Do: Students track where an object is relative to a chosen reference point at several times. They organize measurements in tables and position-time graphs, then use the pattern to describe the object's motion.
What Mastery Looks Like: Given position and time data, students can state when an object moved, stopped, or changed direction. They can create and read a labeled position-time graph and support each claim with data values.
Common Misconceptions: Students may confuse position with total distance traveled or assume a greater position means faster motion. They may read a flat graph as position zero instead of no change in position.
How to Assess It: Exit ticket: A cart is at 0 m at 0 s, 2 m at 1 s, 2 m at 2 s, and 1 m at 3 s. Graph the data and identify when it moved, stopped, and reversed direction.

Lesson moves

Mark a floor with tape, then have students record a walking partner's position every two seconds using a meterstick and stopwatch.
Show two position-time graphs and ask students to write which object stopped, reversed direction, or traveled farther, citing graph evidence.
Give teams position-time data cards to match with graph cards and motion-description cards, then check matches with an answer key.
Use bus location updates from a route map to describe where the bus moved, stopped, or changed direction over time.

Free download

A ready-to-print activity worksheet aligned to PS.8.a, with an answer key for the teacher on its own page. No account needed.

PDF, US Letter, prints cleanly in black and white.

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