Teacher Version
Exploring rate of change in motion problems
Block 4 Student Activity Sheet
1. Sketch the graph of each elevator ride described. [EX3, page2]
a. The elevator starts on floor 4 and rises at b. The elevator starts on floor -3 rises at a
a rate of 1 floor per second.
rate of 2 floors per second.
c. The elevator starts on floor 11 and
descends at a rate of 1 floor per second.
Copyright 2015 Agile Mind, Inc. 
Content copyright 2015 Charles A. Dana
Center, The University of Texas at Austin
d. The elevator starts on floor 12 and
descends at a rate of 2 floors per second.
Page 1 of 8
Teacher Version
Exploring rate of change in motion problems
Block 4 Student Activity Sheet
2. Consider this elevator graph. [EX3, page 3]
a. Why does the graph have a horizontal
segment at the end?
The horizontal segment represents when
the elevator is no longer moving. The
elevator has become stationary at a
particular floor, but time continues to pass.
b. What is the meaning of the point (2, -1) on
the graph?
At 2 seconds, the elevator is 1 floor below
ground level.
3. REINFORCE Sketch a graph of the position of the
elevator (elapsed time, distance from ground in
floor numbers) as the elevator rose from the
ground level to the 10th floor at a rate of 2 floors
per second.
Copyright 2015 Agile Mind, Inc. 
Content copyright 2015 Charles A. Dana
Center, The University of Texas at Austin
Page 2 of 8
Teacher Version
Exploring rate of change in motion problems
Block 4 Student Activity Sheet
4. Use the animation to explore and match the graph by changing the elevator settings.
[EX3, page 4]
a. Elevator: Start: 12 Rate: -1
b. Elevator: Start: 10 Rate: -1
c. Elevator: Start: 12 Rate: -2
d. Elevator: Start: 3 Rate: -1
Copyright 2015 Agile Mind, Inc. 
Content copyright 2015 Charles A. Dana
Center, The University of Texas at Austin
Page 3 of 8
Teacher Version
Exploring rate of change in motion problems
Block 4 Student Activity Sheet
e. Elevator: Start: 4 Rate: 0
f. Elevator: Start: -3 Rate: 4
5. Now look back over your work on matching elevator graphs as you answer the following
questions. [EX3, page 5]
a. How did you decide what the starting floor was?
The starting floor is indicated by the point where the graph touches the y-axis, at
time 0.
b. How did you decide what the rate was?
Determine the rate by looking at how far the elevator travels in 1 second. Look at
the number of floors traveled between 0 and 1 second or between any other two
points on the graph that indicate a 1-second interval.
Copyright 2015 Agile Mind, Inc. 
Content copyright 2015 Charles A. Dana
Center, The University of Texas at Austin
Page 4 of 8
Teacher Version
Exploring rate of change in motion problems
Block 4 Student Activity Sheet
6. Now think about all the work you have done with elevator graphs. [EX3, page 5]
a. What were the rates when the elevator graphs looked the steepest?
The graphs were steepest when the rates were described by numbers with large
absolute values, like -3, 3, -4, or 4.
b. What were the rates when the elevator graphs looked the least steep?
The graphs were less steep when the rates were described by numbers closer to 0
like -1 or 1.
Five descriptions of graphs are provided here. Use these descriptions to fill in the blanks
in the statements about elevator motion. [EX3, page 6]
the graph falls
and is steeper
the graph rises
and is steeper
the graph is a
horizontal line
the graph rises
and is less steep
7. When the elevator pauses on a floor, the graph is a horizontal line.
8. When the elevator rises rapidly, the graph rises and is steeper.
9. When the elevator descends rapidly, the graph falls and is steeper.
10. When the elevator rises slowly, the graph rises and is less steep.
11. When the elevator descends slowly, the graph falls and is less steep.
Copyright 2015 Agile Mind, Inc. 
Content copyright 2015 Charles A. Dana
Center, The University of Texas at Austin
Page 5 of 8
the graph falls
and is less steep
Teacher Version
Exploring rate of change in motion problems
Block 4 Student Activity Sheet
12. REINFORCE Sketch the graph of each elevator ride described.
a. Elevator: Start at floor 3 at rate -2.
b. Elevator: Start at floor 11 at rate -2.
c. Elevator: Start at floor 12 at rate -1.
d. Elevator: Start at floor 12 at rate -3.
Copyright 2015 Agile Mind, Inc. 
Content copyright 2015 Charles A. Dana
Center, The University of Texas at Austin
Page 6 of 8
Teacher Version
Exploring rate of change in motion problems
Block 4 Student Activity Sheet
13. REINFORCE Sketch the graph of each elevator ride described.
a. Elevator: Start at floor 11 at rate -1.
b. Elevator: Start at floor 1 at rate -1.
c. Elevator: Start at floor 1 at rate -1.
d. Elevator: Start at floor 1 at rate 1.
Copyright 2015 Agile Mind, Inc. 
Content copyright 2015 Charles A. Dana
Center, The University of Texas at Austin
Page 7 of 8
Teacher Version
Exploring rate of change in motion problems
Block 4 Student Activity Sheet
14. REINFORCE Here is the graph of one elevator
ride, shown in (Elapsed time in seconds,
Distance from ground in floor numbers).
Interpret the graph by answering the following
questions.
a. Where did the elevator start? How do you
know?
At floor 12. That is the point where the
graph touches the y-axis, when time is 0.
b. What happened between 0 and 4 seconds?
How do you know?
The elevator descended from floor 12 to
floor 4. The graph fell on that interval
from y = 12 to y = 4.
c. What happened between 4 and 6 seconds?
How do you know?
The elevator stayed on the 4th floor. Its distance from the ground did not change,
as indicated by the horizontal line.
d. What happened between 8 and 9 seconds? How do you know?
The elevator rose from the 8th floor to the 10th floor. The graph rose on that
interval from y = 8 to y = 10.
Copyright 2015 Agile Mind, Inc. 
Content copyright 2015 Charles A. Dana
Center, The University of Texas at Austin
Page 8 of 8