Research in the field of physics teaching has revealed high school students' difficulties in establishing relations between kinematic equations and real movements. Moreover, there are well-known and significant challenges in their comprehension of graphic language content. Thus, this article explores a didactic activity which utilized robotics in order to investigate significant aspects of kinematics, gathering data and performing analyses and descriptions via graphs and mathematical equations which were indispensable for the analysis of the phenomena in question. Traffic safety appears as a main theme, with particular emphasis on the distinction between braking and stopping distances in harsh conditions, as observed in the robot vehicle's tires and track. This active-learning investigation allows students to identify significant differences between the average value of the initial empirical braking position and that of the vehicle's programmed braking position, enabling them to more deeply comprehend the relations between mathematical and graphic representations of this real phenomenon and the phenomenon itself, thereby providing a sense of accuracy to this study.