A student reasons that if the acceleration is decreasing then the velocity must be decreasing. Students see graphs as representing the physical path of motion. Given the situation of a ball rolling down a hill, a student would draw a graph that looks like a hill. Students do not look for consistency of slopes and heights between graphs. Provide examples that require students to make qualitative comparisons between graphs.
Students are unable to qualitatively discriminate between slopes.
A student cannot tell which of two slopes is steeper. Students do not recognize situations that require them to calculate area if there is no grid present. Require students to verbalize their thoughts about problems. Students use kinematics terms interchangeably and inappropriately. Students misunderstand basic definitions.