Some pupils are unable to translate between verbal and graphical descriptions of an object's motion.

Forces and Motion

Misconception RESEARCH REVIEW

Given a distance-time graph of a speed-time graph of an object in motion, pupils struggle to translate this into a description, in words, of that object's motion. Similarly, given a verbal description of motion, pupils struggle to translate this into an appropriate graphical representation.

Diagnostic Resources

The following worksheets may help to identify whether students hold this particular misconception.

For more information, see the University of York EPSE website.

Q17-24 all deal with distance-time graphs. The key idea probed is that the slope of a distance-time graph is an indication of speed.

Resources to Address This

  • Graphical stories of motion (14-16)

    Source - SPT/ Fm02TA05

    This resource focuses on students "walking-out" target graphs, and so obtain a real understanding of the story behind the graph.

    View Resource
  • Timing a trolley on a slope (11-16)

    Source - Practical Physics/ Force and Motion/ Time, distance and speed/ ...

    This resource outlines a class practical where students measure time, speed and velocity. Graphical presentation of data helps to build concepts. 

    View Resource
  • Ticker-timers for investigating speed (11 - 16)

    Source - Practical Physics/ Force and Motion/ Time, distance and speed/ ...

    This resource outlines a class activity where making ticker-timer charts can develop an understanding of speed-time graphs. 

    View Resource

References

The following studies have documented this misconception:

  • Bliss, J.; Morrison, I. and Ogborn, J. () A longitudinal study of dynamics concepts. International Journal of Science Education, 10 (1),

    99-110.

    This longitudinal study examined the concepts that students across a range of year groups held on the topic of motion. The sample consisted of two groups of students: one group of students aged 12-14 and one group of students aged 14-16. 26 students were from middle school, 28 were from upper school, 33 were from secondary school. The study took place in the UK. The concepts were examined using tests and follow-up verbal interviews.
    Review sheet

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