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Transitioning fluently between watching a movement happen and understanding how a graph of that motion can be created is an early boundary concept in physics.

This project is an exploration of best practices in introducing motion graphing, goals mastered, and the common misconceptions that are encountered in non-science majors. Two classes were trained in how to use Tracker video analysis and modeling software and subsequently shown five graphs depicting position and time. The students were tasked with video recording a team member moving in order to creating a graph of that motion. Assessment involved a written description of motion and a graph being drawn to represent that motion. Analysis of open-ended concept-based questions was used to support development of best practices for the introduction of graphing motion.


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  • Subject
    • Education

  • Date submitted

    18 July 2022

  • Keywords