Transcript Animated Test of Motion

Animated Test of
Motion
Aaron Titus
High Point University
AAPT, W03, Austin
Why use Physlets?
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Many reasons, but here are two
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flexibility
innovative assessment
Evidence found by Melissa Dancy on the
Animated Force Concept Inventory
suggests that on some conceptual
questions, animated questions are more
valid.
What makes Physlet
questions different?
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Visualization
Interactivity
Necessary data must be measured rather
than read
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Usual cues “to find the right equation” are
missing.
Students report these questions to be like
“open ended labs where you are not told what
to do.”
My goal...
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To develop an animated test of twodimensional motion
To learn how to develop a valid and
reliable test
To gain additional insight into the benefits
and/or drawbacks of animated tests
A model for test development
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Beichner’s Test of
Understanding
Graphs -Kinematics (TUGK)
Don’t forget to
create a good
acronym!
Objectives
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Students should understand
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displacement
average velocity
instantaneous velocity
average acceleration
instantaneous acceleration
But how do we measure their
understanding?
Tasks
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Use data to calculate important quantities.
Draw vectors
Interpret graphs
Make measurements from graphs
The test
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9 multi-part questions covering 21 tasks
9 animations
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Viewing or interacting with the animation should be
necessary to solve the problem.
One animation can be used for multiple questions
Animations should include 1-D motion, constant
velocity, constant acceleration, and non-constant
acceleration situations.
Animations should include “realistic” situations.
Field testing...
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The test is way too long!
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perhaps some objectives can be combined
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If you can calculate the magnitude of
displacement, then you can probably calculate the
magnitude of instantaneous velocity, instantaneous
acceleration, etc.
perhaps more conceptual questions can be
used
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making measurements and do calculations takes
time.
Field Testing...
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The test relies on mathematical ability and
understanding of vectors
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Is this necessary to demonstrating
understanding of 2-D motion?
Does this limit the ability of the test to identify
weaknesses in conceptual understanding?
Is conceptual understanding really that
different from problem solving?