Some pupils interpret distance-time and speed-time graphs as though they were ‘pictures’ of a situation
Students may struggle to determine which features of a distance-time graph correspond to different concepts and therefore default to naive interpretations. For example, they may think that the slope of a distance-time graph tells you whether a journey is going up or downhill.
Resources to Address This
Use a motion sensor and data-logger to plot graphs in real-time.
With thanks to the teaching community for submitting this misconception.