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Results #1-#10 of 11
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1.
The Ratio Table: a tool for understanding ratios
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P. Southey, PERC 2019 Proceedings, 567-572.
Arnold Arons described an inadequate understanding of ratios as “one of the most serious impediments to the study of science” [1]. Yet ample math and physics education research…
http://www.per-central.org/document/ServeFile.cfm?ID=15306&DocID=5218
2.
Students’ use of conceptual resources for understanding superposition
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L. Bauman, L. Goodhew, and A. Robertson, PERC 2019 Proceedings, 38-43.
In this paper, we report the preliminary results of an investigation into introductory physics students' conceptual resources for understanding the principle of superposition. We…
http://www.per-central.org/document/ServeFile.cfm?ID=15249&DocID=5164
3.
Mathematization and the ‘Boas course’
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M. Loverude, PERC 2017 Proceedings, 15-18.
Research on the use of mathematics in physics has included empirical and theoretical studies. We consider the implications of these studies on the mathematical methods course offered…
http://www.per-central.org/document/ServeFile.cfm?ID=14681&DocID=4858
4.
Student Understanding of Superposition: Vectors and Wave Functions
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P. Emigh, G. Passante, and P. Shaffer, PERC 2016 Proceedings, 112-115.
As part of a broad investigation of student understanding in physics, we have examined student ability with superposition throughout introductory and upper-division courses in…
http://www.per-central.org/document/ServeFile.cfm?ID=14208&DocID=4560
5.
Student Difficulities with Boundary Conditions in Electrodynamics
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Q. Ryan, S. Pollock, and B. Wilcox, PERC 2015 Proceedings, 283-286.
Boundary conditions (BCs) are considered as an important topic that advanced physics under- graduates are expected to understand and apply. We report findings from an investigation…
http://www.per-central.org/document/ServeFile.cfm?ID=13891&DocID=4309
6.
Upper-Division Students' Use of Separation of Variables
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S. Pollock and B. Wilcox, PERC 2015 Proceedings, 259-262.
Separation of variables can be a powerful technique for solving many of the partial differential equations that arise in physics contexts. Upper-division physics students encounter…
http://www.per-central.org/document/ServeFile.cfm?ID=13886&DocID=4304
7.
Quantitative reasoning skills in math methods
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M. Loverude, PERC 2015 Proceedings, 203-206.
Many upper-division physics courses have as goals that students should ‘think like a physicist.’ While this is often not defined, most would agree that thinking like a physicist…
http://www.per-central.org/document/ServeFile.cfm?ID=13871&DocID=4289
8.
Paradigms in Physics: Potential Due to a Pair of Charges - Part 1
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C. Manogue; Publisher: Paradigms in Physics Program -
Online Resource
This small group activity is designed to help upper-division undergraduate students learn how to calculate the electrostatic potential field due to a distribution of discrete…
http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:vf...
9.
Revealing Differences Between Curricula Using the Colorado Upper-Division Electrostatics Diagnostic
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J. Zwolak and C. Manogue, PERC 2014 Proceedings, 295 - 298.
The Colorado Upper-Division Electrostatics (CUE) Diagnostic is an exam developed as part of the curriculum reform at the University of Colorado, Boulder (CU). It was designed to…
http://www.per-central.org/document/ServeFile.cfm?ID=13509&DocID=4104
10.
Analytic framework for students’ use of mathematics in upper-division physics
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B. Wilcox, M. Caballero, D. Rehn, and S. Pollock, Phys. Rev. ST Phys. Educ. Res.,
9
(2), 020119 (2013).
Many students in upper-division physics courses struggle with the mathematically sophisticated tools and techniques that are required for advanced physics content. We have developed…
https://doi.org/10.1103/PhysRevSTPER.9.020119
