Watch It!

Input Station Instructions

1. Each member of your group should go to the website listed on task card #1.
2. Answer the task card questions in the Watch It! section of your answer
sheet.
3. Be sure to number your responses.

Distance-Time Graphs - Station Lab Version 1/2024 ©2024 Kesler Science, LLC
 Input: Watch It! Card 1 of Input: Watch It! Card 2 of
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Go to: 1. What is the formula for determining

speed?
[Link]

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Input: Watch It! Card 3 of Input: Watch It! Card 4 of

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2. What does a straight line on a graph 3. How do you measure the steepness of
mean? a line?

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 Read It! Input Station Instructions

1. Each member of your group should read the accompanying passage.

2. Answer the task card questions in the Read It! section of your answer sheet.
3. It is important to remember that the answers will come directly from the
reading passage.

Distance-Time Graphs - Station Lab ©2024 Kesler Science, LLC

 From Start to Finish: Graphing Our Race Day

Imagine you and your friends are racing toy tells us about the car's speed — the steeper
cars on a long, straight track after school. the slope, the faster the car is moving.
You decide to record the race to find out When the car stops, the line becomes
which car is the fastest using a distance- horizontal (flat), showing it is stationary.
time graph. A distance-time graph is a This means it's not moving.
type of graph that shows how far an object
has traveled over a certain amount of time. Another car moves at a steady pace
without stopping. Its line on the graph
The x-axis (the horizontal line) of the graph would have a constant, less steep slope
represents time, while the y-axis (the compared to the first car. This shows it has
vertical line) represents distance. Each car's a slower, but consistent average speed.
progress during the race can be plotted on Average speed is calculated by dividing the
this graph to show its motion over time. As total distance traveled by the total time
the cars race, you use a stopwatch to taken.
record the time, and a measuring tape to
see how far each car has traveled at You plot these observations on the graph,
several intervals. using different colors for each car. This
visual representation helps everyone see
One car, driven by your friend, takes off not just who was fastest or slowest but how
quickly and then stops suddenly to avoid a each car moved differently over time. Such
rock on the track. On the graph, this car's graphs are not just useful in races but in
line would show a steep slope at the understanding everyday motions, like the
beginning, which indicates it was moving speed of a pedestrian crossing or a bike
fast. The slope, or gradient, of a graph going down a slope.

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1. What does the x-axis on a distance- 2. What happens to the graph line when
time graph represent? a car is moving fast?
A. distance A. The line goes flat.
B. speed B. The line slopes steeply upward.
C. time C. The line slopes gently upward.
D. slope D. The line disappears.

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Input: Read It! Card 3 of Input: Read It! Card 4 of

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3. How do you find the average speed of 4-8. Vocabulary

a car using the distance-time graph?
A. by dividing the total distance by the There are vocabulary words on your
total time answer sheet. Use the space under them
B. by finding the highest point on the to jot down notes or drawings to help you
graph
remember their meanings from the
C. by measuring the steepness of the
slope reading.

D. by counting how many times the car

stops
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 Explore It! Input Station Instructions

1. One member of your group should read the task cards in order. The group
is responsible for completing each of the tasks that are being read.
2. Answer the task card questions in the Explore It! section of your answer
sheet.
3. Be sure to number your responses.

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 Input: Explore It! Card 1 of Input: Explore It! Card 2 of
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Part A – Course Set-up At each point, students will perform a

different task as outlined below:
Set up a track in your classroom or
hallway by marking the following points on • Point A - crab walk to point B
the floor with tape:
• Point B - hop to point C
• Point A (starting line) – 0 m
• Point C - rest for five seconds, then
• Point B – 4 m walk heel to toe to point D
• Point C – 8 m • Point D - return to the starting line
by running or walking backwards
• Point D – 10 m
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Part B – Collect Data Part C – Graph the Results

One student will complete the course On the graph provided, label the x-axis as
while the other group members time and time (seconds) and the y-axis as distance
record each section of the course. Record (meters).
the distances and times in the data table
provided. For each section of the course, plot the
distance and time it took the student to
complete it.
Connect the dots in order from left to right.

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 Input: Explore It! Card 5 of Input: Explore It! Card 6 of
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1. During which section of the course 3. What does the line during the last
was the student’s speed the section look like? Why does it look the
fastest? How do you know? way it does?
2. What was happening during the 4. Calculate the average speed by using
course when there was a horizontal the following formula: total distance
line on the graph? traveled / total time.

Distance-Time Graphs - Station Lab ©2024 Kesler Science, LLC Distance-Time Graphs - Station Lab ©2024 Kesler Science, LLC

Distance-Time Graphs - Station Lab ©2024 Kesler Science, LLC Distance-Time Graphs - Station Lab ©2024 Kesler Science, LLC
 Research It! Input Station
Instructions
1. Each member of your group should read the reference cards.
2. Answer the task card questions in the Research It! section of your answer
sheet.
3. Be sure to number your responses.

Distance-Time Graphs - Station Lab ©2024 Kesler Science, LLC

 Input: Research It! Card 1 of Input: Research It! Card 2 of
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Types of Motion on a When looking at a distance-time graph,

Distance-Time Graph the slope and direction of the line tells us
about the motion of the object.
• steeper slope: indicates faster speed
• gentler slope: indicates slower speed
• curved slope: indicates speed is
getting faster
• horizontal line (zero slope): object is
stationary, or not moving
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Input: Research It! Card 3 of Input: Research It! Card 4 of

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Some distance-time graphs can tell us a Delivery Truck Distance-Time Graph

story about how an object’s speed
changed from start to finish.
The graph of the delivery truck tells the
story of a truck leaving a warehouse and
driving to different destinations. It leaves
the warehouse (1) and drops off a
package (2). It heads to a diner (3) and
stops for lunch for 20 minutes (4). It then
heads out to another delivery (5).

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Calculating Average Speed Example: What is the average speed of

the truck during the last segment of the
Average speed can be calculated using a route?
distance time graph using the formula:
distance traveled: 55 - 15 = 40 km
average speed =
distance traveled / time elapsed time elapsed: 90 – 50 = 40 min
average speed =
40 km / 40 min = 1.0 km/min

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Input: Research It! Card 7 of Input: Research It! Card 8 of

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Bicycle Ride to a Friend’s House

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 Input: Research It! Card 9 of Input: Research Card 10 of
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It! 10

1. Which segment showed the truck with 4. Compare the average speed of the
the highest average speed? What was train and the motorcycle. Which
its average speed? vehicle is faster? How can you tell
without calculating?
2. Which segment showed the truck at
rest, and how is this represented on 5. How long did the bicycle rider stay at
the graph? their friend’s house before they left?
3. Compare the average speeds of the
delivery truck’s first and fourth
segments. What does this tell you
about the route conditions or traffic?
Distance-Time Graphs - Station Lab ©2024 Kesler Science, LLC Distance-Time Graphs - Station Lab ©2024 Kesler Science, LLC

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 Organize It! Output Station
Instructions
You should complete at least two of the following stations before working at this
station.
 Watch It!
 Read It!
 Explore It!
 Research It!

Procedure:
1. Your group should organize the cards. Use all of the cards.
2. Once the cards are correctly organized, your teacher will initial each
student’s answer sheet.
3. Please mix up the cards again before the next group arrives at this station.

Distance-Time Graphs - Station Lab ©2024 Kesler Science, LLC

 Print, laminate, and cut apart. Scramble before giving to students.

Distance-Time Graphs - Station Lab ©2024 Kesler Science, LLC

 Illustrate It! Output Station
Instructions
1. You should complete at least two of the following stations before working
at this station.
 Watch It!
 Read It!
 Explore It!
 Research It!

2. Draw a quick sketch in the Illustrate It! section of your answer sheet that
shows a distance-time graph for the following scenario: a bird flies quickly
away from a tree, slows down to land on a nearby fence, stays there for a
moment, and then flies off again at a fast pace.
A. Include labels and units for the x- and y-axis.
B. Label each segment of the graph describing the changes in the
bird’s motion.

3. Use the colored pencils and/or markers that are provided.

Distance-Time Graphs - Station Lab ©2024 Kesler Science, LLC

 Write It! Output Station Instructions

1. You should complete at least two of the following stations before working
at this station.
 Watch It!
 Read It!
 Explore It!
 Research It!

2. Answer each of the task card questions in the Write It! section of your
answer sheet, using complete sentences.
3. Be sure to number your responses.

Distance-Time Graphs - Station Lab ©2024 Kesler Science, LLC

 Output: Write It! Card 1 of Output: Write It! Card 2 of
3 3

1. Describe the relationship between the 2. Can a graph ever have a completely
slope of a line on a distance-time vertical (straight up and down) line on
graph and the speed of the object. a distance-time graph?

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Output: Write It! Card 3 of

3

3. Make up a scenario that would match

this graph:

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 Assess It! Output Station Instructions

1. You should complete at least two of the following stations before working
at this station.
 Watch It!
 Read It!
 Explore It!
 Research It!

2. Answer the task card questions in the Assess It! section of your answer
sheet.

Distance-Time Graphs - Station Lab ©2024 Kesler Science, LLC

 Output: Assess It! Card 1 of Output: Assess It! Card 2 of
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1. Describe the motion of the car in this 2. Describe the motion between 20-60
graph. seconds.
A. moving faster A. moving faster
B. stopped B. stopped
C. constant speed C. constant speed
D. coming back D. coming back
to start to start

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Output: Assess It! Card 3 of Output: Assess It! Card 4 of

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4-8. Complete the paragraph below
3. Describe the motion at positions A using vocabulary words from Read It!
and B. We can use a _(4)_ to interpret an object’s
A. A is slower than B. motion. We can visualize the object’s
speed by looking at the steepness of the
B. B is slower than A.
line. The steeper the _(5)_, the faster the
C. They are the speed. When the line's slope is horizontal,
same speed. it means the object is _(6)_, not changing
D. It cannot be its position. Distance is always plotted on
determined. the _(7)_. Time is always plotted on the
_(8)_.

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 Challenge It! Bonus Station
Instructions
1. You should get your teacher’s approval before attempting the Challenge It!
station.
2. Choose one or more challenges to complete from the task cards.
3. When you have completed your challenge(s), ask your teacher to check
your work. You may need to attach your work to your answer sheet.

Distance-Time Graphs - Station Lab ©2024 Kesler Science, LLC

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Test Your Skills Interpreting Graphs
Go to: Examine the
[Link] graph. Write
0e49a543202dc/start a paragraph
describing a
Answer the 10 questions using the
scenario
knowledge you’ve gained from this lab.
that this
Log your score on your lab sheet. graph would
be true for.

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Diagram Your Understanding Design Your Own Experiment
Choose a scenario of an object in motion Design a simple experiment to measure
with periods of constant speed and rest. the speed of different objects (like a toy
Create a distance-time graph of the car, a rolling ball, or a sliding book) and
scenario and label each section of the graph their movements on a distance-
graph to match your story. Include all time graph.
labels and units.
Be sure your graph and labels are colorful
and clear enough to be seen and
understood easily.

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 Distance-Time Graphs - Station Lab Student Answer Sheet - Input Stations
Name ______________________ Date ________

Watch It! 1. Read It!

Questions Vocabulary (4-8)

1. _____ distance-time graph

2. _____

3. _____
x-axis

Explore It! Research It!

1. 1.
y-axis

slope

stationary

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 Distance-Time Graphs - Station Lab Student Answer Sheet - Output Stations
Name ______________________ Date ________

Organize It! Write It! 1.

Show your station to your teacher

and get a check or initial.

Illustrate It!

Assess It! Challenge It!

1. 5. Show your completed worksheets
to your teacher and get a
2. 6. check or initial before continuing.

My Challenge It! choice: _________________

3. 7.
I am submitting Challenge It! station work:
4. 8.
Y/N
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