*Physics 11* – Students have a really hard time interpreting graphs like the one just above this text. Once they get good at the mechanics (procedure) of the interpretation, it can be done easily and quickly. My co-worker thinks students struggle because they don’t have a procedure or set of steps to do this type of task. I agree. We could give them a procedure, but what would be the point?

Today I quizzed my students on this learning objective again (graphing constant acceleration motion), using questions like the first photo above. This gives the students a concrete idea of what the motion is. It’s easier, and while I would hope that all my students can do the 2nd graphing task, I believe that it’s the first one that we really care about.