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Full-Text Articles in Physics
Applying A Resources Framework To Analysis Of The Force And Motion Conceptual Evaluation, Trevor I. Smith, Michael C. Wittmann
Applying A Resources Framework To Analysis Of The Force And Motion Conceptual Evaluation, Trevor I. Smith, Michael C. Wittmann
Trevor I. Smith
We suggest one redefinition of common clusters of questions used to analyze student responses on the Force and Motion Conceptual Evaluation. Our goal is to propose a methodology that moves beyond an analysis of student learning defined by correct responses, either on the overall test or on clusters of questions defined solely by content. We use the resources framework theory of learning to define clusters within this experimental test that was designed without the resources framework in mind. We take special note of the contextual and representational dependence of questions with seemingly similar physics content. We analyze clusters in ways …
Student Understanding Of Taylor Series Expansions In Statistical Mechanics, Trevor I. Smith, John R. Thompson, Donald B. Mountcastle
Student Understanding Of Taylor Series Expansions In Statistical Mechanics, Trevor I. Smith, John R. Thompson, Donald B. Mountcastle
Trevor I. Smith
One goal of physics instruction is to have students learn to make physical meaning of specific mathematical expressions, concepts, and procedures in different physical settings. As part of research investigating student learning in statistical physics, we are developing curriculum materials that guide students through a derivation of the Boltzmann factor using a Taylor series expansion of entropy. Using results from written surveys, classroom observations, and both individual think-aloud and teaching interviews, we present evidence that many students can recognize and interpret series expansions, but they often lack fluency in creating and using a Taylor series appropriately, despite previous exposures in …
Comparing Three Methods For Teaching Newton’S Third Law, Trevor I. Smith, Michael C. Wittmann
Comparing Three Methods For Teaching Newton’S Third Law, Trevor I. Smith, Michael C. Wittmann
Trevor I. Smith
Although guided-inquiry methods for teaching introductory physics have been individually shown to be more effective at improving conceptual understanding than traditional lecture-style instruction, researchers in physics education have not studied differences among reform-based curricula in much detail. Several researchers have developed University of Washington–style tutorial materials, but the different curricula have not been compared against each other. Our study examines three tutorials designed to improve student understanding of Newton’s third law: the University of Washington’s Tutorials in Introductory Physics (TIP), the University of Maryland’s Activity-Based Tutorials (ABT), and the Open Source Tutorials (OST) also developed at the University of Maryland. …
Impulse-Momentum Diagrams, David Rosengrant
Impulse-Momentum Diagrams, David Rosengrant
David Rosengrant
Multiple representations are a valuable tool to help students learn and understand physics concepts. Furthermore, representations help students learn how to think and act like real scientists. These representations include: pictures, free‐body diagrams, energy bar charts, electrical circuits, and, more recently, computer simulations and animations. However, instructors have limited choices when they want to help their students understand impulse and momentum. One of the only available options is the impulse‐momentum bar chart. The bar charts can effectively show the magnitude of the momentum as well as help students understand conservation of momentum, but they do not easily show the actual …