Activity Overview
Once students have mastered simple acceleration and velocity vectors (where they move in the same direction), challenge them with situations where the vectors are not in the same direction. Students often find this concept challenging, but it doesn't have to be. In this activity, students will create vector diagrams illustrating the acceleration and velocity in different situations. The suggested scenarios below are in the activity instructions, but you can choose to present students with several additional scenarios to illustrate, such as a car going around a corner or a cannon ball being fired out of a cannon.
Spacecraft in Orbit
The spacecraft moves in a circular path around the Earth. Its velocity vector is constantly changing, even if its speed is constant. The acceleration vector arrow points towards the center of the Earth, in the same way the force due to gravity would act.
Car Slowing Down
The velocity arrow changes as the car slows down. The direction of the arrow remains constant, in the direction the car is moving. The size of the velocity arrow decreases as the car gets slower. The acceleration arrow acts in the opposite direction to the velocity arrow. This is known as negative acceleration or deceleration.
Ball Thrown in the Air
The velocity vector points in the direction of travel and changes as the ball follows its path. The acceleration vector arrow remains constant as the ball is in the air. The arrow points directly downwards towards the Earth.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create acceleration and velocity vector diagrams for different situations.
- Click "Start Assignment".
- Use a combinations of scenes, characters and props to create a visualization for the following situations: spacecraft in orbit, car slowing down, and ball thrown in the air.
- Use arrows to describe the acceleration and velocity vectors in each situation.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Vector Arrows | All the vector arrows are in the correct direction and have the correct length. | All the vector arrows are in the correct direction. | Some the vector arrows are in the correct direction. |
| Vector Labels | All the vectors are correctly labeled. | Most of the vectors are correctly labeled. | A few of the vectors are correctly labeled. |
| Evidence of Effort | Work is well written and carefully thought out. | Work shows some evidence of effort. | Work shows little evidence of any effort. |
Activity Overview
Once students have mastered simple acceleration and velocity vectors (where they move in the same direction), challenge them with situations where the vectors are not in the same direction. Students often find this concept challenging, but it doesn't have to be. In this activity, students will create vector diagrams illustrating the acceleration and velocity in different situations. The suggested scenarios below are in the activity instructions, but you can choose to present students with several additional scenarios to illustrate, such as a car going around a corner or a cannon ball being fired out of a cannon.
Spacecraft in Orbit
The spacecraft moves in a circular path around the Earth. Its velocity vector is constantly changing, even if its speed is constant. The acceleration vector arrow points towards the center of the Earth, in the same way the force due to gravity would act.
Car Slowing Down
The velocity arrow changes as the car slows down. The direction of the arrow remains constant, in the direction the car is moving. The size of the velocity arrow decreases as the car gets slower. The acceleration arrow acts in the opposite direction to the velocity arrow. This is known as negative acceleration or deceleration.
Ball Thrown in the Air
The velocity vector points in the direction of travel and changes as the ball follows its path. The acceleration vector arrow remains constant as the ball is in the air. The arrow points directly downwards towards the Earth.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create acceleration and velocity vector diagrams for different situations.
- Click "Start Assignment".
- Use a combinations of scenes, characters and props to create a visualization for the following situations: spacecraft in orbit, car slowing down, and ball thrown in the air.
- Use arrows to describe the acceleration and velocity vectors in each situation.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Vector Arrows | All the vector arrows are in the correct direction and have the correct length. | All the vector arrows are in the correct direction. | Some the vector arrows are in the correct direction. |
| Vector Labels | All the vectors are correctly labeled. | Most of the vectors are correctly labeled. | A few of the vectors are correctly labeled. |
| Evidence of Effort | Work is well written and carefully thought out. | Work shows some evidence of effort. | Work shows little evidence of any effort. |
How Tos about Motion: Acceleration and Velocity Vectors
Design a hands-on demonstration to visualize acceleration and velocity vectors
Engage students by showing real-world motion with simple materials like toy cars, balls, or marbles. Seeing vectors in action helps students connect diagrams to physical movement.
Set up a clear demonstration area in your classroom
Choose a flat surface and mark start and end points with tape. Having defined boundaries keeps the activity organized and focused.
Use props to represent velocity and acceleration vectors
Attach arrows (made from colored paper or sticky notes) to your moving object for velocity, and place a separate arrow for acceleration. Color coding helps students quickly distinguish the two vectors.
Demonstrate different motion scenarios for students to observe
Roll the object in a straight line, slow it down, or turn it to mimic scenarios like a car slowing or a ball being thrown. Pause at intervals to discuss how and why the arrows change.
Invite students to predict and draw vector diagrams based on your demonstration
Challenge students to sketch what they see, labeling velocity and acceleration vectors. Active participation reinforces understanding and builds confidence.
Frequently Asked Questions about Motion: Acceleration and Velocity Vectors
What is the difference between velocity and acceleration vectors?
Velocity vectors show the direction and speed of an object's motion, while acceleration vectors indicate how the velocity is changing. Acceleration can change the speed, direction, or both of the velocity.
How do you draw velocity and acceleration vectors for a car slowing down?
Draw the velocity vector in the direction the car is moving, and make it shorter as the car slows. The acceleration vector points in the opposite direction, showing negative acceleration or deceleration.
Why are acceleration and velocity vectors not always in the same direction?
Acceleration and velocity vectors are not always aligned because acceleration can change the direction of velocity, not just its speed. For example, in circular motion, velocity is tangent to the path, but acceleration points toward the center.
How do acceleration and velocity vectors work for a spacecraft in orbit?
In orbit, the velocity vector is tangent to the path, and the acceleration vector always points toward the center of the Earth, keeping the spacecraft in circular motion even if its speed stays constant.
What is the best way to teach students about acceleration and velocity vectors?
The best way is to use real-life scenarios (like cars, balls, or spacecraft), draw vector diagrams, and have students create visualizations. This helps students see how acceleration and velocity interact in different situations.
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