DASI-P - Bicycle Graph - Point

I have this question now divided into two parts -- the first two questions here, and this should have the graph and the last two (the multiple choice questions). - Please edit graphics to show that and let me know if you have questions!

What important physics idea is this question targeting?

This task targets if students can correctly determine the position, direction, and acceleration of an object from when given the profile of a hill it is on. (I)
This task informs the teacher about whether the student understands that the slope of a position–time graph represents velocity, and that changes in slope indicate changes in speed or direction. (C)
This task examines reasoning about kinematics in real-world contexts through data interpretation. (V)

Which answer best describes what student A's response indicates about their physics understanding?

While the student is interpreting the peak of the graph in correct ways, they are having trouble interpreting the slope; they think of a negative slope as "slowing down" instead of "moving downhill" (I)
This student is beginning to be able to correctly interpret parts of the graph, like direction, while also interpreting a negative slope as slowing down as opposed to going the opposite direction. (C)
This student is starting to connect graphical features with a story of motion over time, but could use support with precise language. (V)

Which of the following options would best support Student A in being able to correctly respond to this question?

I would ask students to work in groups to create two graphs: one for "moving right and slowing down" and another one for "moving left and slowing down." We would then summarize what feature of a graphi tells is that something is slowing down. (C)
I would have students build a series of ramps for a ball that recreates the motion on this graph; we would then discuss how to differentiate speed from direction when describing the ball's motion. (I)
I’d have each student annotate the graph in their own words and explain what they think is happening in each section.(V)

Which answer best describes what student B's response indicates about their physics understanding?

The student is confused about an object's speed when that object turns around. Their language suggests it has slowed but not stopped. (I)
The student misunderstands what a position–time graph represents, and interprets it as a spatial graph only. (C)
The student is able to draw qualitative information about motion from the position-time graph. (V)

Which of the following options would best support Student B in being able to correctly respond to this question?

I would have students use this graph to make a table of position/time and then have students stand in a line to reproduce the graph (using seconds, instead of minutes). We could then discuss any time a student made a different choice from others and hopefully build a consensus understanding about 1-d motion on a position/time graph. (C)
I would ask the student to break the graph into segments by slope and determine the speed and direction for each section. We could then use that data to discuss how to find the speed at the moment an object turns around. (I)
I’d have the student write a summary of what the graph shows in their own words and then share with a partner. (V)