PI Problems for the Physics Suite

Edward F. Redish

Peer Instruction Problems:

Problem Name Comments Source Demo (UMd)
K1. 1-D Displacement Helping to clarify the concept of displacement -- back and forth getting the signs right. EFR 
K2. Velocity Graphs 1 Students in intro physics often have trouble translating physical situations into rate-of-change graphs. Here's a simple starting point -- a constant velocity -- to clarify the basic issue. EFR based on a problem from Thornton & Sokoloff's FMCE 
K3. Velocity Graphs 2 A slightly more complicated velocity graph problem. The motion is complex, but students should be able to figure out what happens using their intuitions about how things move. A good opportunity for a subtle discussion of attention to detail. (Is the speed on the final side the same as on the same as on the initial side? Is the speed on top constant? etc.) EFR 
K4. Relating Position and Velocity An opportunity to have students think about and discuss the relation between a position and a velocity graph. A problem without presented answers. Students need to work out and offer possible answers. Be sure to have some plausible wrong answers in case they are not offered. EFR  
K5. Velocity Graph Interpretation 1 A velocity graph is shown and students have to create a description of the motion needed to match it. A challenging and useful problem that is part of some Tutorials and ILD's. Answer choices must be drawn from student responses. Taken from an activity from Thornton, Sokoloff, and Laws's RealTime Physics
K6. Velocity Graph Interpretation 2 Builds on the previous problem, but now asks students to infer displacement from a velocity graph. Again, answer choices must be drawn from student responses. Taken from an activity from Thornton, Sokoloff, and Laws's RealTime Physics
K7. Passing in the Night Reading velocity information from a position graph. Adapted from A. Arons, A Guide to Introductory Physics Teaching  
K8. Graph Translations Inferring position and acceleration graphs from a velocity graph, the simplest case. Answer choices must be drawn from student responses. It's good to have some plausible wrong graphs (such as position graph looks like velocity, etc.) EFR 
K9. Bouncing A more complex velocity graph interpretation: a cart sliding up and down on a tilted airtrack. EFR 
K10. Getting to the heart of the math A simple acceleration problem that students can solve by manipulating the fundamental equations (the ones with clear conceptual meaning) rather than by seeking a memorized formula. RAD use to poll the variety of answers obtained. EFR  

Work supported in part by a grant from the US National Science Foundation. 

Maintained by Edward F. Redish
Comments and questions may be directed to redish@umd.edu

Page last modified June 28, 2004