Overview

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 ...

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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).

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Objectives

Students learn the relationships between the various equations and concepts learned in kinematics. Students learn how problems relate to these concepts.

Context and requirements

Level Grade 10-Grade 11, Grade 12-U0
Discipline Physics
Course Mechanics
Activity Content Kinematics
Technological Requirements Whiteboards
Best Use Review

Author’s Notes

Benefits

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.

Challenges

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.

Tips

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.

Activity Pedagogical Components

Concept Mapping

Working in GROUPS, students create a concept map using nodes provided by the instructor. This is therefore a constrained concept map – students constrained to use terms identified by the instructor. This work is done IN CLASS.

Problem Solving

INDIVIDUALLY, students solve several conceptual problems. This is done IN CLASS.

Peer Instruction

As GROUPS, students come to a consensus on the solution to each conceptual problem. This is done IN CLASS.

Revision

As GROUPS, students incorporate the problems they have solved into their concept map, linking it to the terms, equations, or physics they have used to solve it. This is done IN CLASS.

Gallery Walk

In this optional step, GROUPS of students can perform a gallery walk, discussing or even peer reviewing the work of other groups. This is done IN CLASS.

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