LML+velocity+post-test

**Evidence about foundational understandings: (after teaching about constant velocity)**  Students are given a story about an object with constant velocity and are asked to create a graph to represent the motion. Example: a duck waddles at a pace of 5 meters every 20 seconds.
 * 1) Draw a picture representing the motion, including a coordinate system.
 * 2) Create a position-time graph of the motion. (Scaffold as you see fit) Include units, scale, line, and explain the process you used to create the graph.
 * 3) Create a velocity-time graph of the motion. Include units, scale, line, and explain the process you used to create the graph.
 * 4) Create a strobe diagram for the motion
 * 5) What is the velocity (including direction and units) of the object? Explain in your own words how you figured it out?
 * 6) In what order did you do these problems?
 * 7) On a scale of 1-5, how difficult was this for you? (1 is super easy, 5 is really hard)

<span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 12pt; font-style: normal; text-decoration: none; vertical-align: baseline;">**Evidence about desired understandings (after teaching about acceleration):** <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 12pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> In class we have been using ____ to show that objects can move with changing velocities. Read the prompt below and answer the questions in whatever order is best for you. (Object) starts at rest has a velocity of 20 meters per second after 10 seconds.

(Page 1) A driver in a blue car in Europe is driving on the road when he notices the speed limit change. He was going 10 meters per second when he passed the sign and was going 30 meters per second 8 seconds later.
 * 1) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; list-style-type: decimal; text-decoration: none; vertical-align: baseline;"><span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 12pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Represent this motion.
 * 2) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; list-style-type: decimal; text-decoration: none; vertical-align: baseline;"><span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 12pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">How fast was the car going 6 seconds after he passed the sign?
 * 3) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; list-style-type: decimal; text-decoration: none; vertical-align: baseline;"><span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 12pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">How far had the object gone after 6 seconds?

<span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 12pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> (Page 2) Say that a green car travels along side the first car. The second car is also going 10 meters per second, but doesn’t notice the speed limit change, and continues to travel at 10 meters per second. 1. If you are standing next to the road, how would you know which one saw the sign and which didn’t? 2. Make a velocity-time graph representing the motion of these two cars.

(Page 3) 1. In your own words, what is the difference between velocity and acceleration. (At bottom of page) On a scale of 1-5, how difficult was this entire task (both pages) for you? (1 is super easy, 5 is really hard)