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DISTANCE-TIME GRAPHS – PRACTICE QUESTIONS 1. Clive drove to an office for a meeting. After the meeting, he drove straight back home. The distance-time graph below shows his journey. (a) How many kilometres away is the office from Clive’s home? (b) How long was the meeting? (c) How long did it take Clive to drive to the meeting? 2. Danny ...
Here is an example of a distance-time graph. point. Horizontal axis — always time. Returns to starting point. Red line — the object is moving away from the starting point. Blue line — the distance is not changing so the object is not moving i.e. it is stationary. Purple line — the object is moving away from the starting point.
5. Hayley went for a run. She left home at 18: l-O and ran 2,5O0 metres before stopping for a rest at 18:3O. Then she started ruaning again at 18:4O and ran a further L,sOO rm.etres from home. She stopped again for a 2O minute rest at 19:O0" She then ran back home at a steady speed, arriving back home at 2O:1O. Use the inforrnaticn to complete the distance-tirne graph below.
(a) Calculate the total distance that Sally drives. (b) Calculate the time that Sally takes for the journey. (c) Calculate her average speed for the whole journey.
The distance-time graph shows the speed of the cyclist over a 20km race. He travels at a constant speed for the first 10km and then slows down over the second 10km. a. Calculate the average speed of the cyclist over the whole race. b. Calculate the difference in the speed of the cyclist over the first half and second half of the race.
In which of the graphs are both runners moving at the same speed?_____ 2. Calculate the average speed for Runner 2 in graph B. 3. What is the total distance for Runner 2 in Graph A?_____ 4. In Graph B, about how long did it take for Runner 1 to travel between 10 and 20 yards?_____
This lesson unit is intended to help you assess how well students are able to interpret distance–time graphs and, in particular, to help you identify students who: • Interpret distance–time graphs as if they are pictures of situations rather than abstract
