| Question/Topic |
Comments |
| What about the data eliminates a particular mode of transportation? |
The most significant item is that the object stops and starts during
the trip several times. There are many other items like the length
of the trip, the time of day of the trip, etc. |
| What kinds of information do we need in order to better determine the
modes of transportation? |
Velocity and acceleration data on various modes of transportation. |
| What are reliable source of information about velocity and acceleration
of different mode of transportation? |
Students need to understand that there are reliable and unreliable
sources on the web. Once a students finds information about a particular
mode, they need to ask themselves if the information is realistic based
on their experience. |
| What in the data will not be able to be analyzed by the spreadsheet?
How are you going to deal with it? |
The most significant item is the stop/go. Obviously they will
not graph or will graph as zeros. One way to deal with the stop and go
data it to assume it happens midway between the two positions. While
this may not be exactly correct, it is reasonable estimation. Students
may come up with other methods for dealing with the stop/go that would
be equally correct. |
| Instantaneous verses average values for velocity and acceleration |
Average velocity and average acceleration equations are used thought
out this module. The students need to understand that the average
over a short period of time are an approximation of instantaneous and for
the purposes of this module can be used for instantaneous values. |
| What would you look for in a model to make sure that there was a good
representation of the data/problem? |
Students should be matching not only velocity data but also acceleration
data to select their mode of transportation. Students should also
be taking in to account the length of the trip, that the object stops and
starts, and the time of day. |
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