Type:

Other

Description:

This activity for conceptual physics asks students to predict the appearance of distance and velocity graphs for different types of walking motion, then verify their predictions with a motion sensor. If all members of the cooperative group predict correctly, the group moves to the next problem. If not, the group's task is to analyze the error to see what went wrong, then write statements about how to modify incorrect ideas to avoid the same mistake in the future. For accompanying homework problems: Catching Mistakes: Motion Graphs Homework (UMPERG) This resource was developed by the University of Maryland Physics Education Research Group (UMPERG). It is based on Tools for Scientific Thinking, a microcomputer-based laboratory curriculum for student development of concepts and intuition in the laboratory.

Subjects:

  • Education > General
  • Mathematics > General

Education Levels:

  • Grade 1
  • Grade 2
  • Grade 3
  • Grade 4
  • Grade 5
  • Grade 6
  • Grade 7
  • Grade 8
  • Grade 9
  • Grade 10
  • Grade 11
  • Grade 12

Keywords:

NSDL,Active Learning,Motion in One Dimension,Education Foundations,Grade 9,Peer Instruction,Mathematics,motion graphing,Education Practices,Classical Mechanics,V/T graphs,Other Sciences,Grade 10,Grade 11,Grade 12,Grade 13,Life Science,Informal Education,Undergraduate (Lower Division),Higher Education,Position and Displacement,Cognition,NSDL_SetSpec_ncs-NSDL-COLLECTION-000-003-112-102,oai:nsdl.org:2200/20130508142821888T,Velocity,Physics,Cognition Development,Technical Education (Lower Division),graphing lab,High School,graph analysis,P/T graphs,Education,Technology,Cooperative Learning

Language:

English

Access Privileges:

Public - Available to anyone

License Deed:

Creative Commons Attribution Non-Commercial Share Alike

Collections:

None
Update Standards?

CCSS.ELA-Literacy.WHST.11-12.1: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

Write arguments focused on discipline-specific content.

CCSS.Math.Content.8.F.B: Common Core State Standards for Mathematics

Use functions to model relationships between quantities.

CCSS.Math.Content.8.F.B.5: Common Core State Standards for Mathematics

Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.

CCSS.Math.Content.HSA-CED.A: Common Core State Standards for Mathematics

Create equations that describe numbers or relationships

CCSS.Math.Content.HSA-CED.A.1: Common Core State Standards for Mathematics

Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions.

CCSS.Math.Content.HSF-IF.B: Common Core State Standards for Mathematics

Interpret functions that arise in applications in terms of the context

CCSS.Math.Content.HSF-IF.B.4: Common Core State Standards for Mathematics

For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship.?

CCSS.Math.Content.HSS-IC.A: Common Core State Standards for Mathematics

Understand and evaluate random processes underlying statistical experiments

CCSS.Math.Content.HSS-IC.A.2: Common Core State Standards for Mathematics

Decide if a specified model is consistent with results from a given data-generating process, e.g., using simulation.
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