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Conceptual Understanding Procedures (CUPs)

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What is a CUP?

A Conceptual Understanding Procedure, or CUP, is a teaching procedure designed to aid development of understanding of concepts that students find difficult. They have been developed in physics but could be designed for other areas of study such as chemistry, mathematics and biology. 

They are constructivist in approach, ie they are based on the belief that students construct their own understanding of concepts by expanding or modifying their existing views. The procedure also reinforces the value of cooperative learning and the individual studentís active role in learning.

CUPs were developed in 1996 by David Mills and Susan Feteris (Department of Physics, now School of Physics at Monash University) and Pam Mulhall and Brian McKittrick. CUPs were further updated in 1999, 2001 and 2007 by Pam Mulhall and Brian McKittrick.

Examples of CUPs

These are suitable for senior high school and first year university/college. Master copies of both A4 and A3 sheets are provided in Adobe Acrobat format. (The Acrobat Reader is available free on the Web.)  

TitleCUP sheetsConcepts involved
1. Driving to Hilary's A4 sheet, A3 sheet Displacement, velocity and acceleration in 1-D. 
2. Throwing a hockey ball A4 sheet, A3 sheet Velocity and acceleration during vertical flight. 
3. Hitting a golf ball A4 sheet, A3 sheet Action/reaction pairs (Newton's third law). Dependence of motion on net force. 
4. Dropping a golf ball and a foam ball A4 sheet, A3 sheet Forces acting on falling objects.
5. Forces on a tin of peaches A4 sheet, A3 sheet Forces on an object resting on a surface.
6. Swinging the billy can A4 sheet, A3 sheet Forces on an object moving in a vertical circle. 
7. Rudolph's trouble with Newton's third law A4 sheet, A3 sheet The motion of an object depends on the net force on the object. 
8. Hot stuff A4 sheet, A3 sheet Heating and temperature change.
9. What is the current? A4 sheet, A3 sheet The current in basic series and parallel circuits.
10. What is the voltage? A4 sheet, A3 sheet The voltage between points in basic series and parallel circuits.
11. Energy of a soccer ball in flight A4 sheet, A3 sheet Conservation of energy.
12. Momentum in to traffic accidents A4 sheet, A3 sheet Conservation of momentum.

What does a CUP consist of?

A qualitative question requiring an answer in diagrammatic form is considered in 3 stages: 

  • Individual
    Each student thinks about their response to the question on an A4 sheet.
  • Triplet
    In groups of three, students discuss their responses and try to reach consensus. The group response is shown on an enlarged version of the question printed on an A3 sheet.
  • Whole class
    The A3 sheets from each group are displayed so the whole class can view them. The teacher facilitates a whole class discussion in which groups explain/ defend/ modify their responses, the aim being to reach a whole class consensus.

How do I use a CUP?

We have prepared a step-by-step guide for using CUPs.

Who to contact about CUPs?

For further information about CUPs contact Richard Gunstone.