# Elevator graphs LESSON 4

Lesson 4: Elevator graphs LESSON 4: CORE ACTIVITY 1. Sketch the graph of each elevator ride described. Plot points first, then draw your line through the points a. Start the elevator on floor 4 and make the elevator rise at a rate of 1 floor per second. c. Start the elevator on floor 11 and make the elevator descend at a rate of 1 floor per second. 2. Why do some of the graphs end with a horizontal segment? 3. What is the meaning of the point (7,-2) on graph 1d? b. d. Start the elevator on floor -3 and make the elevator rise at a rate of 2 floors per second. Start the elevator on floor 12 and make the elevator descend at a rate of 2 floors per second. 4. Suppose the hotel has two elevators: elevator A and elevator B. The elevators’ rides are described. Sketch the graphs of elevator A and elevator B on the same grid. Use two colors, one for each elevator. a. Elevator A: Start at floor 5 at rate 1 floor per second Elevator B: Start at floor 2 at rate 4 floors per second b. Elevator A: Start at floor 11 at rate 2 floors per second Elevator B: Start at floor -3 at rate 2 floors per second c. Elevator A: Start at floor 3 at rate -2 floors per second Elevator B: Start at floor 3 at rate 2 floors per second d. Elevator A: Start at floor 11 at rate -1 floor per second Elevator B: Start at floor 11 at rate -3 floors per second Problems #5 and #6 can be completed if you need/want additional practice. 5. 6. Sketch a prediction for each of the following descriptions of elevator motion. a. Elevator A: Start at floor 7 at a rate of 1 floor per second b. Elevator B: Start at floor 7 at a rate of 2 floors per second Elevator A: Start at floor 7 at a rate of -1 floor per second Elevator B: Start at floor 7 at a rate of -2 floors per second c. Elevator A: Start at floor 4 at a rate of -4 floors per second Elevator B: Start at floor 1 at a rate of 4 floors per second d. Elevator A: Start at floor 11 at a rate of 2 floors per second Elevator B: Start at floor 11 at a rate of -2 floors per second a. Look back over your work. How does the rate of the elevator relate to the steepness of the graph? b. What is the connection between the starting floor for the elevator and the starting point for the graph? LESSON 4: EXIT TICKET 7. Match each description with the corresponding graph. Write a letter in each blank. The elevator starts on floor 3 and rises at 4 floors per second. ____ The elevator starts on floor 8 and descends at 1 floor per second. ____ The elevator starts on floor 8 and descends 4 floors per second. ____ The elevator pauses on floor 2. ____ The elevator starts on floor 5 and descends at 4 floors per second. ____ The elevator starts on floor 5 and descends at 1 floor per second. ____ The elevator starts on floor 2 and rises at 4 floors per second. ____ The elevator starts on floor 3 and rises at 0.5 floors per second. ____ The elevator starts on floor 2 and rises at 0.5 floors per second. ____ Topic 7: Exploring rate of change in motion problems 1 Lesson 3: Motion with non-constant rates LESSON 3: CORE ACTIVITY 1. Describe how you would move the skateboard to generate each of the following graphs. You should be using the following terms to describe the skate: away, towards, quickly, slowly, stopped, constant, gradually speed up, and/or gradually slow down. a. b. c. Copyright © 2017 Charles A. Dana Center at the University of Texas at Austin, Learning Sciences Research Institute at the University of Illinois at Chicago, Agile Mind, Inc. 2 Topic 7: Exploring rate of change in motion problems d. LESSON 3 CONSOLIDATION ACTIVITY 1. Sketch a graph to model the verbal description provided. a. Start 8 feet away from the motion detector. Move toward the motion detector quickly and then gradually slow down. b. Start 2 feet away from the motion detector. Move away from the motion detector quickly and then gradually slow down. c. Start 8 feet away from the motion detector. Move toward the motion detector slowly and then gradually speed up. Copyright © 2017 Charles A. Dana Center at the University of Texas at Austin, Learning Sciences Research Institute at the University of Illinois at Chicago, Agile Mind, Inc. Topic 7: Exploring rate of change in motion problems 2. d. Start 2 feet away from the motion detector. Move away from the motion detector slowly and gradually speed up. e. Start 8 feet away from the motion detector. Move toward the motion detector quickly and then stop. 3 Explain how to move to correctly match the graph. a. Explain graph: b. Explain graph: Copyright © 2017 Charles A. Dana Center at the University of Texas at Austin, Learning Sciences Research Institute at the University of Illinois at Chicago, Agile Mind, Inc. 4 Topic 7: Exploring rate of change in motion problems c. Explain graph: d. Explain graph: Copyright © 2017 Charles A. Dana Center at the University of Texas at Austin, Learning Sciences Research Institute at the University of Illinois at Chicago, Agile Mind, Inc. 5 Topic 7: Exploring rate of change in motion problems 3. Study the graphs and then answer the questions that follow. A. B. C. D. E. F. 4. a. Which of the graphs cannot be created by walking in front of a motion detector? Explain why. b. Which of the graphs can be created by walking in front of a motion detector? Explain how you would walk to produce the graphs. Looking back over your work, answer the following questions. a. How are you walking when your graphs look most like straight lines? b. How are you walking when your graphs look most like curves? c. How are you walking when your graphs look the steepest? d. How are you walking when your graphs look the shallowest? Copyright © 2017 Charles A. Dana Center at the University of Texas at Austin, Learning Sciences Research Institute at the University of Illinois at Chicago, Agile Mind, Inc.

Purchase answer to see full attachment