Laura

What I think I **K**now about the content before CTS:


 * a=v/t
 * acceleration describes how velocity changes in a given amount of time
 * something with an acceleration is changing its velocity
 * something can maintain a constant speed but also be accelerating if its direction is changing
 * it has ties to a lot in physics including velocity and Newton's laws
 * units are distance per time per time or distance per time squared
 * the slope of a velocity-time graph gives acceleration
 * the area under an acceleration curve gives the change in velocity
 * it is a CHANGE in velocity/ CHANGE in time. NOT velocity/time
 * something that is accelerating is different than something with velocity in that the amount of distance it covers every second changes.

What I **W**ant to learn about the content during CTS:
 * + vs. - acceleration can be confusing. Both can describe speeding up but in opposite direction. To what extent should direction and convention be covered?
 * what is the best sequencing of velocity, acceleration, vectors, force, graphing, etc.
 * are demonstrations, equations, lecture, analogies, or something else the best way to approach teaching acceleration?
 * what are common hang-ups about units?
 * at what point and to what extent should equations be used in teaching acceleration?
 * does tying slope of v/t graph help or confuse?
 * is it proper to say something is "accelerating" or it "has an acceleration"?

What I **L**earned about the content after CTS:
 * the relationship between force and change in motion is considered a component of adult scientific literacy
 * there are ties to ratios and proportions
 * our state standards go more in-depth than the National benchmarks
 * National benchmarks are very vague in the importance of acceleration