### Notes:

The Matching Pairs: Speed-Distance-Time Concept Builder is an adjustable-size file that displays nicely on smart phones, on tablets such as the iPad, on Chromebooks, and on laptops and desktops. The size of the Concept Builder can be scaled to fit the device that it is displayed on. The compatibility with smart phones, iPads, other tablets, and Chromebooks make it a perfect tool for use in a 1:1 classroom.

### Teaching Ideas and Suggestions:

For many teachers of Physics and Physical Science, the Physics of Motion is the starting point. And perhaps the most pervasive relationship for describing motion is the speed-distance-time relationship. While it is not particularly a complicated relationship (unless there's some acceleration occurring), it is a critical relationship to master in order to make progress to the next level. This Concept Builder provides plenty of opportunity to master the relationship.

There are three difficulty levels. Each level involves the same task: identify four pairs of matching numerical data. The Apprentice Difficulty Level is the most straightforward. Students must use the average speed equation to form their four matches. They will need to solve for average speed from distance-time data and solve for time from distance-average speed data. No consideration needs to be given to whether the motion is a uniform speed or a changing speed motion.

In the Master Difficulty Level, students will need to solve for average speed from distance-time data and solve for distance from time-average speed data. No consideration needs to be given to whether the motion is a uniform speed or a changing speed motion.

Finally, in the Wizard Difficulty Level, students will need to give some additional attention to the affect that a changing speed has upon the numerical information. The provided numerical items are more varied and will often give an initial and a final speed (with or without a time value) for a uniformly accelerated motion.

Like all our Concept Builders, a good deal of attention is given to insuring that different students receive a similar but varying experience. Each difficulty level has three different sets of numerical information that can be provided. No one set is any easier or more difficult than the others. The set of information that a student receives is randomly selected. The numerical items are placed in an interactive 3x3 grid of squares. (The ninth square includes directions and other related information). Where the items are positioned is randomly determined. If a student mis-matches a pair of items, they will have to start the difficulty level. They will receive the same eight numerical items but their location is re-scrambled. This will force students to concentrate on their successful matches so as to quickly identify them on a second, third, fourth, ... attempt. This also provides them the opportunity to rethink their previous choices and to correct themselves.

When a student successfully completes a difficulty level, they receive a Dataway and a trophy. The Trophy is displayed on the Main Menu screen.

The most valuable (and most overlooked) aspect of this Concept Builder is the Help Me! feature. Each question group is accompanied by a Help page that discusses the specifics of the question. This Help feature transforms the activity from a question-answering activity into a concept-building activity. The student who takes the time to use the Help pages can be transformed from a guesser to a learner and from an unsure student to a confident student. The "meat and potatoes" of the Help pages are in the sections titled "How to Think About This Situation:" Students need to be encouraged by teachers to use the Help Me! button and to read this section of the page. A student that takes time to reflect upon how they are answering the question and how an expert would think about the situation can transform their naivete into expertise.

### Related Resources

There are numerous resources at The Physics Classroom website that serve as very complementary supports for the Speed-Distance-Timie Concept Builder. These include:
The concepts of distance and displacment are discussed in Lesson 1 of the 1-D Kinematics Chapter of the Physics Classroom Tutorial. It is a perfect accompaniment to this Concept Builder. The page that precedes it on the topic of Vectors and Scalars is also recommended.

Speed vs. Velocity

• Minds On Physics the App:
The Minds On Physics apps include a collection of interactive questioning modules that help learners assess their understanding of physics concepts and solidify those understandings by answering questions that require higher-order thinking. Assignments from the Kinematic Concepts module make for a great complement to this Interactive. Missions KC3 and KC5 from App #1 would be particularly useful accompaniments to this Concept Builder. They are best used in the middle to later stages of the learning cycle. Visit the Minds On Physics the App.

Users may find that the App version of Minds On Physics works best on their devices. The App Version can be found at the Minds On Physics the App section of our website. The Kinematic Concepts module can be found on Part 1 of the six-part App series. Visit Minds On Physics the App.

• Physics Interactives: Our Physics Interactives section includes a collection of interactive simulations that help students visualize concepts by interacting and observing the relationships between variables. The Vector Walk Interactive in the Kinematics section of the Physics Interactives makes an excellent complement to this activity.

Visit the Vector Walk Interactive.

• Curriculum/Practice: Several Concept Development worksheets at the Curriculum Corner will be very useful in assisting students in cultivating their understanding, most notably ...

Describing Motion Verbally with Speed and Velocity

Visit the Curriculum Corner - Kinematics.

Additional resources and ideas for incorporating Distance versus Displacement into an instructional unit on Kinematics can be found at the Teacher Toolkits section of The Physics Classroom website.  Visit Teacher Toolkits.

### Related Resources

There are a few resources at The Physics Classroom website that serve as very complementary supports for the Wave Basics Concept Builder. These include:
• Minds On Physics Internet Modules:
The Minds On Physics Internet Modules include a collection of interactive questioning modules that help learners assess their understanding of physics concepts and solidify those understandings by answering questions that require higher-order thinking. Assignments WM1, WM2, AND WM3 of the Wave Motion module provide great complements to this Concept Builder. They are best used in the middle to later stages of the learning cycle. Visit the Minds On Physics Internet Modules.

Users may find that the App version of Minds On Physics works best on their devices. The App Version can be found at the Minds On Physics the App section of our website. The Wave Motion module can be found on Part 5 of the six-part App series. Visit Minds On Physics the App.

• Physics Interactives Simulations
One of our simulations at the Physics Interactives section makes an incredible complement to this activity. The Simple Wave Simulator animates both transverse and longitudinal waves. We have a ready-to-use activity that guides students through the simulation with an emphasis on understanding the distinction between particle motion and wave motion.

Visit the Simple Wave Simulator.

• Curriculum/Practice: There is at least one Concept Development worksheet at the Curriculum Corner will be very useful in assisting students in cultivating their understanding, most notably ...

Waves

Describing Waves

Visit the Curriculum Corner - Wave Basics

Additional resources and ideas for incorporating this Wave Basics Concept Builder into an instructional unit on Vibrations and Waves can be found at the Teacher Toolkits section of The Physics Classroom website.  Visit Teacher Toolkits.