Physical Science Unit 3: How Things Move
Course Essential Question: What is the best way to travel from place to place?

Course Goals:

  • To develop your understanding of the nature of science as it pertains to the physical world.
  • To understand and describe, qualitatively and quantitatively, the nature of matter and apply your understanding to natural phenomena you observe
  • To experience the engineering design process and demonstrate the interrelationship with science.

Course Essential Questions

  • How can I use my experience in science to learn to think and communicate clearly, logically, and critically in preparation for college and a career?
  • How can I best assess my own learning and progress?
  • How can I better use technology in my learning?
  • How can I become a better digital citizen?
  • How can I think more divergently, create, and innovate?
  • How might scientific inquiry be used to investigation the natural world?

Unit Essential Questions

  1. How are the basic concepts, skills, and understandings in science related to one another? interrelated?
  2. How can we identify patterns in data and observations?
  3. In what ways can data be used to visualize, display, and share new information?
  4. How can motion be described and measured?


  1. Scientific measurement; SI system and why it is used
  2. Precision and accuracy in measurement
  3. Calculations are the justification for your result.
  4. Measurements and observations are analyzed using math to discover connections patterns.
Learning Targets:

Students will be able to....

  1. Describe distance and displacement and explain the difference between them.
  2. Measure and record time and distance of displacement traveled by an object.
  3. Create a scatterplot of position vs time data and describe the motion
  4. Identify change in velocity or direction as acceleration.
  5. Create a sctterplot of velocity




Daily Learning Activities
Day 8
  • Close read - Issues in Transportation handout
  • Brainstorm: Discuss brainstorm norms
  • Identify vocabulary and possible questions to ask
  • List the issues with a group
Day 9 Brainstorm, continued:
  • Create a concept map with your group on a whiteboard
  • Gallery walk to see other boards
  • Create your own concept map on a paper

Day 10

Day 8

  • Graphing
  • Intro to How Things Move

Day 9

Day 10

Day 11
Day 12
Day 13
Day 14
Day 15 Ramp Lab, Day 1
Day 16 Ramp Lab Data Analysis and Graphing -
Day 17
  • Test review and reflection
  • Term review
  • Notebook review

Day 18

Midquarter quiz

Motion Maps: another way to represent velocity

Day 19

Buggies and Ramps and Motion Sensors, Oh, my!

  • Motion Map Review
  • Carry out the ramp lab again, with motion sensor to record data.
  • Sketch the graphs and add motion maps for each graph
  • Graph it. Make a motion map.
  • Answer these prompts:
Day 20

Position, Velocity, and Acceleration graphs

  • Use a motion sensor and Labquest to collect time and position data for a car rolling down a ramp.
  • Graph time vs. position, time vs. velocity, and time vs. acceleration on the same graph.

Next Generation Science Standards:

Back to Chemistry page