What ideas do TAs expect students to have about acceleration?
Please Sign In or Register* to view this video
*To protect students' privacy, you must register for a PhysPort account and prove you are an educator
Episode 601: I've learned more
Texas State University
*To protect students' privacy, you must register for a PhysPort account and prove you are an educator
Part of preparing to teach physics is familiarizing yourself with the ideas that your students are likely to have, so that you can recognize and respond to them productively. What ideas do teaching assistants expect students to have about acceleration?
September 21, 2019
Pedagogy Content- Attending to student ideas
Physics Content- Kinematics
Lesson Contents
(6 MB)Student Handout
Transcript, discussion questions, and problem
(2 MB)Specific Lesson Guide
Facilitator's guide for this lesson
(1 MB)General Facilitator's Guide
Background and best practices
(395 MB)Video
Captioned video
LOGIN OR REGISTER TO DOWNLOAD
Transcript, discussion questions, and problem
(2 MB)Specific Lesson Guide
Facilitator's guide for this lesson
(1 MB)General Facilitator's Guide
Background and best practices
(395 MB)Video
Captioned video
LOGIN OR REGISTER TO DOWNLOAD
Sample Discussion Prompts
- What do you notice in this episode? Talk to a neighbor about what you noticed.
- In line 4, Lars (an experienced teaching assistant) wonders whether students will think the change-in-velocity vector while the ball is moving downward is opposite the velocity vector, instead of having the same direction.
- What rationale does Dustin offer for this possible student answer?
- What rationale does Lars suggest he has seen students offer for this answer?
- What relevant experience has Beau had with this issue?
- What is Dustin’s question in line 36? Restate what you see him asking in your own words.
- What is Ava’s answer to Dustin’s question? What do you think it is about her answer that is helpful to Dustin?
- 5.What ideas do teaching assistants expect students to have about acceleration?
