Test of Understanding Graphs in Kinematics for High School (TUG-K2)

Developed by Larry Dukerich and Bob Beichner

Purpose To assess high school students’ ability to interpret kinematics graphs.
Format Pre/post, Multiple-choice
Duration 45 min
Focus Mechanics Content knowledge (kinematics, graphing)
Level High school
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Sample questions from the TUG-K2:

R. Beichner, Testing student interpretation of kinematics graphs, Am. J. Phys. 62 (8), 750 (1994).
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Research-based Validation
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

Studied Using:

  • Student interviews
  • Expert review
  • Appropriate statistical analysis

Research Conducted:

  • 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.

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Language Translator(s)  
Swedish Simon Moberg

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Typical Results

There is no research on typical scores on the TUG-K2. See the TUG-K page for typical scores on the TUG-K.

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.