1/1/2024 0 Comments Physics graphical analysis![]() ![]() I jumped into it with a few minutes to go and proceeded to ask them questions to test their statements, destroying all of them. That class didn’t bother checking whether they hypothesized connections actually worked and weren’t given enough time to find out. They put much wrong on the board, but they were jumping back to correct things they realized were wrong when trying to identify how to tell some of the other kinematic features then the bell rang! I tried a similar approach in another class but didn’t give them enough awkward silence before going into silent mode myself. In one class, it worked rather well to express my frustration that no one was saying anything, put a student in charge, and tell them that I would be silent while they figured it out. In others, I had to debase myself by suggestion them. Some classes were able to come up with their own entries. Point on the timer reading ( ) axis (the line) where the slope crosses the axis from negative to positive or vice versa. Speeding up (+), maintaining a constant velocity (0), or slowing down (-) The graph’s slope in the neighborhood of a point is moving the timer reading ( ) axis (the line) Which direction the velocity is changing (somewhat artificial) ![]() Sign of the graph’s slope in the neighborhood of a point Steepness of the graph’s slope in the neighborhood of a point Position of a point above(+)/on(0)/below(-) the timer reading ( ) axis (the line) Vertical distance of a point from the timer reading ( ) axis (the line) Vertical position of a point on the graph Horizontal position of a point on the graph snapshot, of an object moving with a velocity at a timer reading We made important notes besides the graphs that students drew in their lab notebooks, such as “☆The mass doesn’t seem to affect the graph very much.” Then we tried to summarize what we could tell with a table like: Student-driven exploration of the velocity-vs-timer-reading representation Feature of the graphĪ data point, i.e. I had the students annotate each segment of each graph with how the speed was changing (“v↑” or “speeding up”, “v↓” or “slowing down”), which direction it was going (“↑r” or “up the ramp”, “↓r” or “down the ramp”), and what was going on (“” for nothing, “pushed”, “stopped”, etc.). Velocity-vs-timer-reading graph for a cart on a ramp For instance, in one of my periods, we had (among other things): Thus, I found myself trying to come up with a list for us to make to summarize our large number of different scenarios in the CAPM paradigm (class) lab. If I do this again, I will need to include more model-based reasoning problems that incorporate CVPM throughout the previous units. Part of this is the insanely long time between CVPM and CAPM, since we went ETM⟶CVPM⟶MTM⟶BFPM⟶CAPM⟶UBFPM. ![]() Being not so brilliant at teaching myself, I think I injected a little too much of myself into it, but it was clear from a “pre-test” (review of Constant Velocity Particle Model graphs going into this unit) that students were confusing velocity and position, didn’t remember much about how to analyze velocity-vs-timer-reading graphs, so we needed to do some review. ![]() In trying to get better at teaching graphical representations of uniformly accelerated motion, I tried something similar to Kelly O’Shea’s paradigm laboratory for the Constant Acceleration Particle Model (CAPM). Since this work got me thinking about a how to align my instruction with SBG objectives and a later post I’m about to publish, it seemed like now or never. Update : These are some notes I wrote over a month ago but never published. ![]()
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