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Topic:  Understanding Distance, Speed, and Time Relationships Using Simulation Software 
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Subject:  RE: Understanding Distance, Speed, and Time Relationships Using Simulation Software 
Author:  dzupper 
Date:  Jul 10 2007 
classmates can discover what they did to create it.
On Jun 26 2006, Severson wrote:
> This is a neat way to stimulate students to see the difference
> between continuous graphing and discreet graphing. Let students try
> to see how they can get different mappings on the graph. Let the
> students experiment  change the direction the runners go, start the
> runners at different intervals, and let them race, etc.
It was fun
> to see how students could make up their own questions, ie.: how can
> you get parallel lines?, how can you get perpendicular lines?, how
> can they (the runners) get to the end at the same time? Have some
> students make the graph, cover up the answer and have other students
> try to find out how they came up with that graph.
 
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