At a Glance


  • Physics
  • STEM

Instructional Level

  • College & CEGEP


  • Mechanics

Tasks in Workflow

Social Plane(s)

  • Individual
  • Group

Type of Tasks

  • Discussing
  • Solving problems
  • Creating & designing
  • Revising & improving

Technical Details

Useful Technologies

  • Whiteboards

Class size

  • Small (20-49)


  • Single class period (< 90 mins)

Instructional Purpose

  • Assessment & knowledge refinement
  • Application & knowledge building


In this activity, students will create a concept map representing their knowledge of kinematics.

The instructor begins with a short explanation of concept maps, showing examples of concept maps. Students are split into groups of 3-4 then given sheets of “nodes” and “links” (linking prepositions) for the concept map. Each represents concepts from kinematics.

Working at whiteboards, groups cut out the nodes and links, using clear tape to affix them to the whiteboards to create a concept map. Students should use the provided links and nodes rather than create their own, constraining the concept map.

Students are given a set of 4 conceptual problems, which they create individually. Once complete, the groups are each given a sheet with the 4 problems which they can cut out and add to their concept map. They must incorporate each problem into the concept map they have created, using the links provided.

Finally, this activity could be followed by a gallery walk (with groups circulating to discuss or even peer review each other’s work).

Instructional Objectives

Students learn the relationships between the various equations and concepts learned in kinematics.

Students learn how problems relate to these concepts.

Workflow & Materials


Activity Workflow

View on CourseFlow

Contributor's Notes

Michael Dugdale

Michael Dugdale

John Abbott College, Montreal


This activity gets students conversing about the concepts they have learned and making connections between them. They identify gaps in their knowledge or understanding, and ask the instructor questions about a wide array of topics.


If you intend to use this as a summative activity, it can be difficult to find something to grade. It’s a one-off, and it is difficult to make an assessment out of it.


It is very important that students use the nodes and links provided, making this an exercise in constrained concept mapping. These constraints help guide the students in their creation of the map.

Applied Strategies


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