Reflection: Developing a Conceptual Understanding The Law of Inertia - Section 2: Explore


Students had many questions after watching these videos.

The types of questions students ask is a useful informal assessment.  Their ability to ask questions is completely dependent of their conceptual understanding.

I was surprised that students accepted that an object on a table is being acted on by a normal force pushing up against gravity.  They did not have questions about this.

7/22 students needed vocabulary support for vertical and horizontal. This is the legacy of teaching them “hot dog” and “hamburger” in kindergarten. 

4/22 students said they still didn’t completely understand how objects can stay in motion because all the objects they see stop.

1 student didn’t understand why the block moving on the frictionless surface had balanced forces once it was away from the piston.

All of these questions demonstrated that students were thinking critically about the content and grappling with their developing understanding of the law of inertia.


  Student Questions
  Developing a Conceptual Understanding: Student Questions
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The Law of Inertia

Unit 12: Objects in Motion
Lesson 1 of 3

Objective: Students will make observations about Newton's Laws of Motion through interactions with online media.

Big Idea: Observation and conversation about Newton's Laws of Motion should occur prior to learning the theory.

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Science, Motion, inertia
  58 minutes
two forms of inertia cat deviant art
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