Update 2013-06-07: These are some notes I wrote over a month ago but never published. 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.

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). 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. Part of this is the insanely long time between CVPM and CAPM, since we went ETM⟶CVPM⟶MTM⟶BFPM⟶CAPM⟶UBFPM. If I do this again, I will need to include more model-based reasoning problems that incorporate CVPM throughout the previous units. 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. For instance, in one of my periods, we had (among other things):

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.). 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 $\vec{\boldsymbol v}\text{-}t$ graph Feature of the motion
point on the graph given by a pair $(t,\vec{\boldsymbol v})$ a data point, i.e. snapshot, of an object moving with a velocity $\vec{\boldsymbol v}$ at a timer reading $t$
horizontal position of a point on the graph timer reading $t$
vertical position of a point on the graph velocity $\vec{\boldsymbol v}$
vertical distance of a point from the timer reading ( $t$) axis (the $\vec{\boldsymbol v}=\vec0$ line) how fast it is moving (speed $v$)
position of a point above(+)/on(0)/below(-) the timer reading ( $t$) axis (the $\vec{\boldsymbol v}=\vec0$ line) which direction it is going
steepness of the $\vec{\boldsymbol v}\text{-}t$ graph’s slope in the neighborhood of a point how fast the velocity changes
sign of the $\vec{\boldsymbol v}\text{-}t$ graph’s slope in the neighborhood of a point which direction the velocity is changing (somewhat artificial)
the $\vec{\boldsymbol v}\text{-}t$ graph’s slope in the neighborhood of a point is moving [away from (+), parallel to (0), or toward (-)] the timer reading ( $t$) axis (the $\vec{\boldsymbol v}=\vec0$ line) speeding up (+), maintaining a constant velocity (0), or slowing down (-)
point on the timer reading ( $t$) axis (the $\vec{\boldsymbol v}=\vec0$ line) where the slope crosses the axis from negative to positive or vice versa. changing direction
? ?

Some classes were able to come up with their own entries. In others, I had to debase myself by suggestion them. 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. 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. That class didn’t bother checking whether they hypothesized connections actually worked and weren’t given enough time to find out. I jumped into it with a few minutes to go and proceeded to ask them questions to test their statements, destroying all of them. I felt like rain on their parade. I had a hard time even convincing them that their statements were wrong because they could not tell me, given two points on the graph, which was moving faster. I intend to ask more questions like this next year during CVPM. I wanted to cry for them, and I was angry at all (including partly myself) who failed teaching them how to read a graph. Every year we say, “These are smart kids. They should be doing better on the science part of the ACT.” Now we know why. (Thus, I added the first three lines of the table above.)

I know this can’t be the best way to teach this. Engagement was low, and the whole paradigm lab had a demonstrative feel.

# Graphical Methods Summary

Linearizing and analyzing graphs are tricky skills for students to pick up when doing physics.  I enjoyed the discussion of a poster created by Paul Jebb, on the Modeling Physics listserve, but I wanted to create my own.  The result is here:

It would be nice to add the Hestenes’ descriptions of the change in the graph, but perhaps that deserves another poster.

Incidentally, I found the LaTeX beamerposter package quite easy to use.  As usual with LaTeX, the sizes of margins and things required tweaking, but it should work to print out as an 18″ by 24″ poster.

The source code is clearly cribbed from the beamerposter template.  PGF/TikZ is used for the graphs.

Update: You can now find source code for this and other posters in my GitHub repository.

  \documentclass[final]{beamer} % beamer 3.10: do NOT use option hyperref={pdfpagelabels=false} !
%\documentclass[final,hyperref={pdfpagelabels=false}]{beamer} % beamer 3.07: get rid of beamer warnings
\mode {  %% check http://www-i6.informatik.rwth-aachen.de/~dreuw/latexbeamerposter.php for examples
\definecolor{royalblue}{rgb}{0,0.13725490196078433,0.4}
\definecolor{royalblueweb}{rgb}{0.25490196078431371,0.41176470588235292,0.88235294117647056}
\definecolor{burntorange}{rgb}{0.8,0.3333333333333333,0}
\setbeamercolor{frametitle}{fg=blue!80!black}
\setbeamertemplate{frametitle} {
\begin{centering}
\vspace{-1.5cm}\textbf{\insertframetitle} \par
\end{centering}
}
}
\usepackage[english]{babel}
\usepackage[latin1]{inputenc}
\usepackage{amsmath,amsthm, amssymb, latexsym}
%\usepackage{times}\usefonttheme{professionalfonts}  % times is obsolete
\usefonttheme[onlymath]{serif}
\boldmath
%\usepackage[orientation=portrait,size=a0,scale=1.4,debug]{beamerposter}                       % e.g. for DIN-A0 poster
%\usepackage[orientation=portrait,size=a1,scale=1.4,grid,debug]{beamerposter}                  % e.g. for DIN-A1 poster, with optional grid and debug output
\usepackage[size=custom,width=45.72,height=60.96,scale=1.8,debug]{beamerposter}                     % e.g. for custom size poster (18in x 24in w/ printable 17in x 23in)
%\usepackage[orientation=portrait,size=a0,scale=1.0,printer=rwth-glossy-uv.df]{beamerposter}   % e.g. for DIN-A0 poster with rwth-glossy-uv printer check
% ...
%
\geometry{margin=.5in}
\usepackage{array}
\usepackage{booktabs}
\newcolumntype{P}{>{\raggedright\large}p{#1}}
\def\imagetop#1{\vtop{\vspace{-1.5cm}\null\hbox{#1}\vspace{-1.5cm}}}
\usepackage{tikz}

\newcommand{\xx}{\textcolor{variable}{x}}
\newcommand{\yy}{\textcolor{variable}{y}}
\newcommand{\versus}{vs\ }
\newcommand{\plotscale}{1.5}
\newcommand{\plotline}{6pt}
\newcommand{\formatmm}{\textcolor{royalblue}{\textbf{#1}}}
\colorlet{plot}{burntorange}
\colorlet{variable}{blue!80!black}

\title[Graph Methods]{Graphical Methods Summary}
\author[Vancil]{Brian Vancil}
\institute[Sumner]{Sumner Academy of Arts & Sciences}
\date{2012-04-07}

\begin{document}
\begin{frame}{Graphical Methods Summary}
\vspace{-2cm}
\normalsize Mathematical model & \normalsize Graph shape & \normalsize Written relationship & \normalsize To linearize, graph\ldots \\ \midrule[.1em] \addlinespace

\formatmm{constant}\ \ \  $\yy=b$ &
\imagetop{\begin{tikzpicture}[scale=\plotscale,domain=0:4,line width=\plotline,smooth]
\draw[color=plot] plot (\x,3);
\draw[] (0,4) -- (0,0) -- (4,0);
\end{tikzpicture}}
& $\yy$ is constant. & \\ \addlinespace \midrule \addlinespace

\formatmm{proportional} $\yy=m\xx$ &
\imagetop{\begin{tikzpicture}[scale=\plotscale,domain=0:4,line width=\plotline,smooth]
\draw[color=plot] plot (\x,.8*\x);
\draw[] (0,4) -- (0,0) -- (4,0);
\end{tikzpicture}}
& $\yy$ is directly proportional to $\xx$.  & \\ \addlinespace  \midrule \addlinespace

\formatmm{linear} $\yy=m\xx+b$ &
\imagetop{\begin{tikzpicture}[scale=\plotscale,domain=0:4,line width=\plotline,smooth]
\draw[color=plot] plot (\x,.6*\x+1);
\draw[] (0,4) -- (0,0) -- (4,0);
\end{tikzpicture}}
& $\yy$ is linear in $\xx$.  & \\ \addlinespace \midrule \addlinespace

\formatmm{inversely proportional} $\yy=\frac{a}{\xx}$ &
\imagetop{\begin{tikzpicture}[scale=\plotscale,domain=.1:4,line width=\plotline,smooth,samples=40]
\draw[color=plot] plot (\x,.4/\x);
\draw[] (0,4) -- (0,0) -- (4,0);
\end{tikzpicture}}
& $\yy$ is inversely proportional to $\xx$.  & $\yy$ \versus $\frac{1}{\xx}$ \\ \addlinespace \midrule \addlinespace

\formatmm{power law} $\yy=a\xx^{n}$ &
\imagetop{\begin{tikzpicture}[scale=\plotscale,domain=0:4,line width=\plotline,smooth,samples=40]
\draw[color=plot] plot (\x,.25*\x*\x);
\draw[] (0,4) -- (0,0) -- (4,0);
\end{tikzpicture}}
& $\yy$ is proportional to $\xx^{n}$.  & $\yy$ \versus $\xx^{n}$ \\ \addlinespace \midrule \addlinespace

\formatmm{square root} $\yy=a\sqrt{\xx}$ &
\imagetop{\begin{tikzpicture}[scale=\plotscale,domain=0:4,line width=\plotline,smooth,samples=40]
\draw[color=plot] plot (.25*\x*\x,\x);
\draw[] (0,4) -- (0,0) -- (4,0);
\end{tikzpicture}}
%& $\yy^{2}$ is proportional to $\xx$. & Graph $\yy^{2}$ \versus $\xx$ \\ \addlinespace \midrule \addlinespace
& $\yy$ is proportional to the square root of $\xx$. & $\yy^{2}$ \versus $\xx$ \\ \addlinespace \midrule \addlinespace

\formatmm{exponential} $\yy=ab^{\xx}$ &
\imagetop{\begin{tikzpicture}[scale=\plotscale,domain=0:4,line width=\plotline,smooth,samples=40]
\draw[color=plot] plot (\x,{pow(pow(4,.25),\x)});
\draw[] (0,4) -- (0,0) -- (4,0);
\end{tikzpicture}}
& $\yy$ is exponential in $\xx$. & $\log \yy$ \versus $\xx$ \\  \addlinespace

\bottomrule[.1em]
\end{tabular}
\end{frame}
\end{document}