Using Data-Collection Devices To Enhance Students' Understanding.

Students typically walked in a path that resembled the shape of the original graph hile working with high school students at a Mathe matics, Physics, and Advanced Technology Explo ration Day, we observed an activity in which stu dents tried to reproduce a distance-time graph by walking. They used a Calculator-Based Ranger (CBR) to collect data about their distance from a motion detector and to generate a distance-time graph in real time. During the activity, the students clearly did not understand the distance information that the given graph was conveying. See figure 1. Instead of moving back and forth along a straight Une to produce a graph that matched the distance time information given, students typically walked in a path that resembled the shape of the original

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