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Results #1-#10 of 100+
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1.
Students’ Responses to Different Representations of a Vector Addition Question
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J. Hawkins, J. Thompson, M. Wittmann, E. Sayre, and B. Frank, PERC 2010 Proceedings, 165-168.
We investigate if the visual representation of vectors can affect which methods students use to add them. We gave students one of four questions with different graphical…
https://www.per-central.org/document/ServeFile.cfm?ID=10442&DocID=1899
2.
Understanding and Interpreting Calculus Graphs: Refining an Instrument
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N. Perez-Goytia, A. Dominguez, and G. Zavala, PERC 2010 Proceedings, 249-252.
The objective of this ongoing study is to refine an instrument to evaluate conceptual understanding and graphical interpretation of a function and its derivative. The instrument is…
https://www.per-central.org/document/ServeFile.cfm?ID=10465&DocID=1925
3.
Maximum Likelihood Estimation (MLE) of students’ understanding of vector subtraction
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T. Wang and E. Sayre, PERC 2010 Proceedings, 329-332.
In this paper, we report on the impact that slight changes in question format have on student response to one-dimensional vector subtraction tasks. We use Maximum Likelihood…
https://www.per-central.org/document/ServeFile.cfm?ID=10496&DocID=1952
4.
Students’ Understanding of the Concepts of Vector Components and Vector Products
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G. Zavala and P. Barniol, PERC 2010 Proceedings, 341-344.
In this article we investigate students’ understanding of: 1) vector components and, 2) vector products. We administered a test to 409 students completing introductory physics…
https://www.per-central.org/document/ServeFile.cfm?ID=10499&DocID=1955
5.
Student Understanding of Cross Product Direction and Use of Right-Hand Rules: An Exploration of Representation and Context-Dependence
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M. Kustusch -
Thesis
Students in introductory physics struggle with vector algebra and cross product direction (CPD). While research into student understanding of vector algebra notes…
https://www.per-central.org/document/ServeFile.cfm?ID=11185&DocID=2274
6.
Investigating graphical representations of slope and derivative without a physics context
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W. Christensen and J. Thompson, Phys. Rev. ST Phys. Educ. Res.,
8
(2), 023101 (2012).
By analysis of student use of mathematics in responses to conceptual physics questions, as well as analogous math questions stripped of physical meaning, we have previously found…
https://www.per-central.org/document/ServeFile.cfm?ID=12353&DocID=3079
7.
A research-based approach to improving student understanding of the vector nature of kinematical concepts
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P. Shaffer and L. McDermott, Am. J. Phys.,
73
(10), 921-931 (2005).
In this paper we describe a long-term, large-scale investigation of the ability of university students to treat velocity and acceleration as vectors in one and two dimensions. Some…
https://doi.org/10.1119/1.2000976
8.
SEI: Electrodynamics (E&M II) Course Materials
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C. Baily, S. Pollock, M. Dubson, and N. Finkelstein -
Online Resource
This web site contains a complete suite of resources suitable for the second semester of an undergraduate electricity and magnetism class. The materials developed include a suite of…
https://physicscourses.colorado.edu/EducationIssues/Electrodynamics/
9.
Teaching integration with layers and representations: A case study
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J. Von Korff and N. Rebello, Phys. Rev. ST Phys. Educ. Res.,
8
(1), 010125 (2012).
We designed a sequence of seven lessons to facilitate learning of integration in a physics context. We implemented this sequence with a single college sophomore, “Amber,” who was…
https://www.per-central.org/document/ServeFile.cfm?ID=12012&DocID=2842
10.
Observations on student difficulties with mathematics in upper-division electricity and magnetism
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R. Pepper, S. Chasteen, S. Pollock, and K. Perkins, Phys. Rev. ST Phys. Educ. Res.,
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(1), 010111 (2012).
We discuss common difficulties in upper-division electricity and magnetism (E&M) in the areas of Gauss’s law, vector calculus, and electric potential using both quantitative and…
https://www.per-central.org/document/ServeFile.cfm?ID=11916&DocID=2805
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Results #1-#10 of 100+