Developed by Larry Dukerich and Bob Beichner
|Purpose||To assess high school students' ability to interpret kinematics graphs.|
|Focus||Mechanics Content knowledge (kinematics, graphing)|
Sample questions from the TUG-K2:
This is the lowest level of research validation, corresponding to at least one of the validation categories below.
Research Validation Summary
Based on Research Into:
- Student thinking
- Student interviews
- Expert review
- Appropriate statistical analysis
- At multiple institutions
- By multiple research groups
- Peer-reviewed publication
There is no research on the TUG-K2. See the TUG-K page for an overview of research on the TUG-K.
- R. Beichner, Testing student interpretation of kinematics graphs, Am. J. Phys. 62 (8), 750 (1994).
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There is no research on typical scores on the TUG-K2. See the TUG-K page for typical scores on the TUG-K.
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The TUG-K2 is a variant of the TUG-K designed specifically for use in high school classrooms. The major difference is that the TUG-K2 de-emphasizes problems involving changing accelerations, which is rarely discussed in a high school setting. There are also a few completely new questions more appropriate for a high school level, such as one dealing with instantaneous velocity. Otherwise, there are a few minor differences, such as reporting numbers without scientific notation or simplifying the wording of questions (e.g., changing "What was the acceleration at t = 90 s?" to "What was the acceleration at the 90 s mark?"). Larry Dukerich, a high school teacher, modified the TUG-K2 from the original TUG-K in 1994, with the approval of Bob Beichner, the developer of the TUG-K.
Intro college, High school