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Explanation Jeopardy! for AP Physics 1 and 2

Current loaded bank:

Read the REASoNing table below. Propose a sketch of situation(s), a graphical representation of abstracted physical quantities, equations and/or inequalities, and a written problem statement consistent with the student's REASoNing table. Use circled numbers to indicate features of your sketch of the situation(s), graphical representation of quantities, and equations and/or inequalities that correspond to the numbered features in the student's table.

# REASoNing step English sentence
State and walk through a relevant Relationship from allowed knowledge According to [name of relationship],
[description of relationship].
State what quantities, if any, are Equal, and why The [quantity] [of/on/across/through object/person | at time | for trial] [A]
is the same as
the [quantity] [of/on/across/through object/person | at time | for trial] [B] because [justification].
State what quantities, if any, are Altered or different, and why The [quantity] [of/on/across/through object/person | at time | for trial] [A]
is [greater|less] than
the [quantity] [of/on/across/through object/person | at time | for trial] [B] because [justification].
So what? So, the [quantity] [of/on/across/through object/person | at time | for trial] [A]
must be [greater|less] than
the [quantity] [of/on/across/through object/person | at time | for trial] [B].
Is there any quantity to analyze Next? (Completing the hypothetical response did not require further analysis).


This page was created on Thursday, 2018 July 19. There are other types of written explanations (perhaps no quantities worth mentioning stay the same or perhaps changes for multiple quantities should be mentioned before making a final conclusion) that can be made in AP Physics 1 and 2, but I haven't added to this problem generator the ability to present such written explanations. If you inspect the JavaScript code for this problem generator, you will see that all the example relationships that this problem generator can currently deal with relate three quantities in a product-factor-factor or sum-term-term form.


Supporting files are found in this folder.


  1. William N. Ferm Jr., J. Caleb Speirs, MacKenzie R. Stetzer, and Beth Lindsey, "Investigating student ability to follow and interact with reasoning chains," presented at the Physics Education Research Conference 2016, Sacramento, CA, 2016, <doi:10.1119/perc.2016.pr.025>.
  2. Eugenia Etkina and Alan Van Heuvelen, "Investigative Science Learning Environment -- A Science Process Approach to Learning Physics," in Research-Based Reform of University Physics, edited by E.F. Redish and P.J. Cooney (American Association of Physics Teachers, College Park, MD, 2007), Reviews in PER Vol. 1, <http://www.per-central.org/document/ServeFile.cfm?ID=4988>.
  3. Katherine L. McNeill, David J. Lizotte, Joseph Krajcik, and Ronald W. Marx, "Supporting Students' Construction of Scientific Explanations by Fading Scaffolds in Instructional Materials," J. Learn. Sci. 15(2): 153-191 (2006), <doi:10.1207/s15327809jls1502_1>.
  4. Alan Van Heuvelen and David P. Maloney, "Playing Physics Jeopardy," Am. J. Phys. 67: 252 (1999), <doi:10.1119/1.19233>.
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