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A partially unusual behaviour was found among 14 sophomore students of civilengineering who took a pre test for a free fall laboratory session, in thecontext of a general mechanics course. An analysis contemplating mathematicsmodels and physics models consistency was made. In all cases, the studentspresented evidence favoring a correct free fall acceleration model, whilsttheir position component versus time, and velocity component versus time graphsrevealed complex misconceptions both on the physical phenomenon and it'simplicit mathematics consistency. The last suggests an inability to makesatisfactory connections through definitions between graphed variables. Inother words, evidence strongly suggests that students are perfectly able tomemorize the free fall acceleration model, whilst not understanding it'ssignificance at any level. This small study originated the develope andvalidation of a tutorial on free fall graphs for position, velocity andacceleration models, as part of a following cross universities major project.

Free fall misconceptions: results of a graph based pre test of sophomore civil engineering students