- Current section: Introduction
- Learning outcomes
- 1 Introduction
- 1.1 A shared understanding
- 1.2 Every picture tells a story
- 1.3 Time-series graphs
- 1.4 Graphical conversions
- 1.4.1 Introduction
- 1.4.2 Graphical conversions: drawing a straight-line graph
- 4.3 Graphical conversions: How do you use the graph?
- 1.4.4 Graphical conversions: How is the constant of proportionality represented on a graph?
- 1.4.5 Graphical conversions: How would you go about drawing a graph to convert from one scale to the other?
- 1.4.6 Graphical conversions: So what is the relationship between the two scales?
- 4.7 Graphical conversions: What is the relationship between the Fahrenheit and the Celsius scales?
- 1.4.8: Graphical conversions: summing up
- 1.5 Mathematical graphs
- 1.6 What story does this picture tell?
- 1.7 Every picture tells a story: summing up
- 1.8 Modelling a journey
- 1.8.1 Introduction
- 1.8.2 Distance, speed and time
- 1.8.3 Distance, speed and time: assumptions
- 1.8.4 Distance, time and speed: an example
- 1,8.5 Distance-time graphs: representing changes in speed
- 1.8.6 The final graph
- 1.8.7 Distance-time graphs: a mathematical story
- 1.8.8 Reading distance-time graphs: summing up
- 1.8.9 A mathematician’s journey
- 1.8.10 A mathematician’s journey: building a model
- 1.8.11 A mathematician’s journey: using the model for planning
- 1.8.12 Distance-time graphs: summing up
- 1.9 On the right lines
- Acknowledgements
The home of free learning
from The Open University
from The Open University
Alternatively you can skip the navigation by pressing 'Enter'.
Exploring distance time graphs
Featuring:
Hide summary
Graphs are a common way of presenting information. However, like any other...
Graphs are a common way of presenting information. However, like any other type of representation, graphs rely on shared understandings of symbols and styles to convey meaning. Also, graphs are normally drawn specifically with the intention of presenting information in a particularly favourable or unfavourable light, to convince you of an argument or to influence your decisions.
After studying this Unit you should be able to:
- Explain in English and by using examples, the conventions and language used in graph drawing to someone not studying the course
- Use the following terms accurately, and be able to explain them to someone else: ‘time-series graph’, ‘conversion graph’, ‘directly proportional relationship’, ‘“straight-line” relationship’, ‘gradient’, ‘intercept’, ‘x-coordinate’, ‘y-coordinate’, ‘coordinate pair’, ‘variable’, ‘independent variable’, ‘dependent variable’, ‘average speed’, ‘velocity’, ‘distance-time graph’
- Draw a graph on a sheet of graph paper, from a table of data, correctly plotting the points, labelling the graph and scaling and labelling the axes
- Draw and use a graph to convert between a quantity measured in one system of units to the same quantity measured in a different system
- Write down the formula of a straight-line graph, and be able to explain, using sketches, the meaning of the terms ‘gradient’ and ‘intercept’
- Comment critically on a graph by carefully reading out information
- Explain how a distance-time graph could be used to plan a journey
- Explain and use the mathematical relationship between distance, time, average speed and the gradient of distance-time graph
- Construct a distance-time graph from a narrative account of a journey
- Draw correctly, use and interpret distance-time graphs
- Draw, interpret and use distance-time and position-time graphs in a specific context
- Record how you tackle mathematical problems
- Comment on the usefulness of tables and graphs for different purposes
- Duration: 12 hours
- Published on: Thursday 3rd June 2010
- Level: Introductory
- Posted under: Mathematics Education
Exploring distance time graphs
Introduction
Graphs are a common way of presenting information. However, like any other type of representation, graphs rely on shared understandings of symbols and styles to convey meaning. Also, graphs are normally drawn specifically with the intention of presenting information in a particularly favourable or unfavourable light, to convince you of an argument or to influence your decisions.
This unit is from our archive and is an adapted extract from Open mathematics (MU120) which is no longer taught by The Open University. If you want to study formally with us, you may wish to explore other courses we offer in this subject area [Tip: hold Ctrl and click a link to open it in a new tab. (Hide tip)] .
Archive content
This is an extract from an Open University course which is no longer available to new students. If you found this interesting you could explore more free Mathematics Education course units or view the range of currently available OU Mathematics Education courses.
Other pages You might like
Try: English: Personal Experiences
How has the English language influenced your life? How would you define your relationship...
Try: Key skills - making a difference
This unit focuses on higher level skills. Skills development is complementary to other...
Study: Graduate Diploma in Mathematics...
If you’re teaching maths, but without a specialist background, this diploma will help...
Try: Working with diagrams
Working with diagrams is essential for students of science, technology, engineering and...
Try: Key skill assessment: Improving your...
Learning new skills is what makes us human – but can we improve how we go about...
Try: School business manager: Developing the...
There is an ongoing ‘revolution’ in the running of state schools and this is making...
Try: Squares, roots and powers
From paving your patio to measuring the ingredients for your latest recipe, squares,...
Try: Maths for Science
Observation, measurement and the recording of data are central activities in science....
Try: Essay and report writing skills
Writing reports and assignments can be a daunting prospect. This unit is designed to help...
Try: Tapping into mathematics
Do you have a graphics or scientific calculator? If so, this unit will help you to...
Try: Why teach art?
What value does art have in the school curriculum? This unit, primarily aimed at...
Try: Learning to learn: You and your learning
In this unit, the focus is on the perspective that you have on your own learning....
Comments
Be the first to post a comment
Copyright & revisions
No significant updates yet
Copyright information
- Creative-Commons: The Open University is proud to release this free course under a Creative Commons licence. However, any third-party materials featured within it are used with permission and are not ours to give away. These materials are not subject to the Creative Commons licence. See terms and conditions. Full details can be found in the Acknowledgements section.
Feeds
If you enjoyed this, why not follow a feed to find out when we have new things like it? Choose an RSS feed from the list below. (Don't know what to do with RSS feeds?)
Remember, you can also make your own, personal feed by combining tags from around OpenLearn.
Alternative Formats
Tags, Ratings and Social Bookmarking
MU120_3
About this site
Views
Votes
Comments
Tags
- climate change (373)
- business (277)
- diaries (194)
- bottom line (169)
- food (168)
- Rough Science (162)
- BBC Two (145)
- internet (145)
- BBC Radio 4 (140)
- BBC (133)
- Scotland (121)
- points for debate (120)
- listings (120)
- Bang goes the Theory (116)
- children (116)
- Creative Climate (116)
- English Civil War (115)
- astronomy (108)
- Thinking Allowed (104)
- religion (98)
- marketing (94)
- 20th century (94)
- Charles I (93)
- communication (92)
- evolution (91)
- sustainability (89)
- research (88)
- architecture (85)
- energy (83)
- Charles Darwin (78)
OpenLearn Links
