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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
I really like your idea that students reveal their graph so that their
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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