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#### Checkpoint description

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Published this.

#### Christian Lawson-Perfect2 years, 4 months ago

Gave some feedback: Ready to use

#### Christian Lawson-Perfect2 years, 4 months ago

Saved a checkpoint:

Looks good!

#### Bradley Bush2 years, 4 months ago

Gave some feedback: Needs to be tested

#### Bradley Bush2 years, 4 months ago

Thank you for the feedback, I agree on second reading of the question, it isn't the best approach to ask this in this way at this point in the question. I was trying to test that the student can identify rate of change just be reading the equation but I think it is slightly pointless without any calculus now that you point it out.

I'm just going to remove that part for now and then I'll add developing a question on recogising ate of change to my to do list.

#### Christian Lawson-Perfect2 years, 4 months ago

Gave some feedback: Has some problems

#### Christian Lawson-Perfect2 years, 4 months ago

Saved a checkpoint:

What's the idea with part e? Without calculus, how do I answer it? I think the choices and answers are the wrong way round - you have two options for "no acceleration". I think looking at graphs is more appropriate at this level. Either way, it should be a separate question.

#### Bradley Bush2 years, 4 months ago

Thank you for the feedback, I have acted on this by splitting the question in half and adding a part e) onto the end of this question. I have also moved the axis to make the graph easier to understand.

#### Bradley Bush2 years, 4 months ago

Gave some feedback: Needs to be tested

#### Vicky Hall2 years, 4 months ago

Gave some feedback: Has some problems

#### Vicky Hall2 years, 4 months ago

You need to shift the $x$ axis up so it joins the $y$ axis at $(0,0)$. The graph looks very unusual with the $x$ axis where it is and it also makes it hard to see that some of the accelerations are negative. I also think that it would look better to have speed on one graph and acceleration on another. You could still ask the student to idenitfy which graph is which.

Make sure $\mathrm{metres}$ is spelt the English way.

I think $3$ questions on finding the distance is excessive - one where the area under the graph is a rectangle and another where it is not would suffice.

Currently the final part of the question just requires the student to add lots of numbers together. A better question would be to give them the distance travelled over the time periods they haven't yet calculated and ask them to calculate the average speed over the full time period.

I actually think this could become two questions, one that looks at using a speed-time graph to find distance and one that looks at the relationship between speed and acceleration, as it is a long question assessing many aspects of the topic. It could also be good to encourage the student to think about what the speed-time graph will look like if the acceleration is not constant.

#### Bradley Bush2 years, 4 months ago

Gave some feedback: Needs to be tested

#### Bradley Bush2 years, 4 months ago

Created this.
Using a speed and acceleration graph Ready to use Bradley Bush 01/08/2017 15:24
Using a speed graph to find distance Ready to use Bradley Bush 01/08/2017 15:21
David's copy of Using a speed graph to find distance draft David Rickard 07/11/2018 21:05
Using a speed and acceleration graph draft David Rickard 05/12/2018 19:25
Using a speed graph to find distance draft David Rickard 06/12/2018 15:06
Heather's copy of Using a speed and acceleration graph draft Heather Driscoll 03/06/2019 11:52
Using a speed graph to find distance draft Xiaodan Leng 11/07/2019 01:41

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