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Old Graph Problems in LON-CAPA Most online problems about graphs describe a graph, which students must then pick from a set of several graphs. Or, students are given a graph, and then asked a question about it. In either case, the questions are about interpreting graphs, not constructing them.
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Expanding LON-CAPA Homework Sets to Include Student-Generated
Graphs
James LavertyGerd Kortemeyer
Michigan State UniversityAug. 1, 2011
Graphs The ability to work with graphs is a necessary
skill in all of the sciences, physics included. Show up in daily life: periodicals, medical
decisions, etc. Allow larger trends to be more easily found
while keeping smaller details visible. Unfortunately, students often have difficulties
translating between graphs and the real world. We would like to find a way to improve students'
understanding and use of graphs in physics.
Old Graph Problems in LON-CAPA
Most online problems about graphs describe a graph, which students must then pick from a set of several graphs.
Or, students are given a graph, and then asked a question about it.
In either case, the questions are about interpreting graphs, not constructing them.
New Problem Type
Function Plot Response (FPR) Allows students to create a graph themselves
using the interface developed in GeoGebra The LON-CAPA server is then able to decide
whether or not the problem is correct based on a set of rules, written by the author
No Hand Grading! Regardless of the number of students, it takes the same amount of time to grade.
FPR in LON-CAPA
FPR in LON-CAPA
FPR in LON-CAPA
FPR in LON-CAPA
Connecting Formulas and Graphs
FPR in LON-CAPA
Creating FPR Problems
Interface Options Axes On/Off Beginning and end of each axis Grid On/Off Axis Labels Background Plot Number of splines (and length of each spline) Hints
Creating FPR Problems
Rules Can check the value (or non-value) of each of these
over any given (or even unspecified) domain Function value First derivative Second derivative Integral
Also can define minimum & maximum lengths for domains and the level of accuracy required
Is this useful?
A study is currently underway at MSU to determine whether or not these problems are useful.
The results should be in by next year.
Final Notes
My e-mail: [email protected] Graph Problems in LON-CAPA: msu >
LBCPhysicsLib If you have any questions about the Function
Plot Response, GeoGebra, or LON-CAPA, feel free to track me down.
Backup Slides
Students and Graphs
Common Misconceptions Discriminating between the height and slope of a
graph (and changes in either) Relating different graphs to each other Matching narrative information with relevant
features Interpreting the area under the graph
Students often try to answer graph questions independently of the graph(s)
Connecting Formulas and Graphs
In my personal experience, students in our introductory labs cannot identify the slope or y-intercept of this graph.
T 2= 4π2mk
ReferencesR.J. Beichner, “Testing student interpretation of kinematics graphs,” Am. J.
Phys., vol. 62, pp. 750-762, 1994.
GeoGebra – www.geogebra.org
G. Kortemeyer, E. Kashy, W. Benenson, and W. Bauer, “Experiences using the open-source learning content management and assessment system LON-CAPA in introductory physics courses,” Am. J. Phys., vol. 76, pp. 438-444, 2008.
LON-CAPA – www.loncapa.org
L. McDermott, M.L. Rosenquist, and E.H. van Zee, “Student difficulties in connecting graphs and physics: examples from kinematics,” Am. J. Phys., vol. 55, pp. 503-513, 1987.
R. N. Steinberg, M.C. Wittmann, and E.F. Redish, “Mathematical tutorials in introductory physics,” in The Changing Role of Physics Departments In Modern University, AIP Conference Proceedings, pp. 1075-1092, 1997.
