presentation at e-learn 2008

Investigating Effect of Computer Simulations in Physics Teaching at Undergraduate LevelInvestigating Effect of Computer Simulations in Physics Teaching at Undergraduate Level2008

Investigating Effect of Computer Simulations in Investigating Effect of Computer Simulations in

Physics Teaching at Undergraduate LevelPhysics Teaching at Undergraduate Level

Investigating Effect of Computer Simulations in Investigating Effect of Computer Simulations in

Physics Teaching at Undergraduate LevelPhysics Teaching at Undergraduate Level

Author

Popat S. Tambade

Co-author

Dr. B. G. Wagh

Submitted to

E-Learn 2008 – World Conference on E-learning in Corporate, Government, Healthcare and Higher

Education

Prof. Ramkrishna More College, Akurdi, Pune, INDIA

K. A. A. N. M. Sonawane College, Satana, Nashik, INDIA

[email protected]


Process of learning ……..

Expectation from students …….

Have ability to solve standard physics problems

Integrate them into conceptual framework

Develop the reasoning ability

Relate the formalism of physics to objects and events in the real world

Develop functional understanding


Classroom Scenario • Write down every equation or the law that the teacher

puts on the blackboard.

• Memorize these, together with the list of formulae at

the end of each chapter.

• Do enough rote homework and end-of-the chapter

problems to recognize which formula to be applied to

which problem.

Contd…..


• Pass the examinations by selecting the

correct formulas for the problems on the

examination.

• Erase all information from the brain after the

exam to make the room for the next set of the

materials

Classroom Scenario….


Objectives• To identify difficulties in learning physics

• To overcome difficulties in learning physics and simplify concepts in physics

• To develop the computer simulation package on the topics of Oscillations

• To develop a tool (diagnostic test) to measure the effect of learning through use of computer simulations and traditional methods

• To induce proper concepts of physics


Research Questions • In OscillationsIn Oscillations

• Will students be able to interpret formulae in physics?

• Will students be able to interpret graphical representations in physics?

• Will students be able to interpret physics in given situations?

• Will students be consistent of conceptual understanding?


Research Work Method

• Sample Students from

1. Prof. Ramkrishna More College, Pune

2. Baburaoji Gholap College, Pune3. Annasaheb Magar College, Pune4. Waghire College, Otur, Pune

Total 128 students from 2005-06 and 2006-07

Experimental Research work method is used

• PopulationStudents from second year undergraduate physics affiliated to University of Pune


• Tools Diagnostic tests

Group discussionFeedback from the students


Flow chart of design of Flow chart of design of studystudyFlow chart of design of Flow chart of design of studystudy

Traditional lectures

Pretest

Control Group

Experimental Group

Special sessions using computer simulations and

Group discussions

Posttest

Dataanalysis

Revision by traditional method


Interactive Physics Simulation Package• IPSP has following simulationsIPSP has following simulations

1. Stable and Unstable Equilibrium

2. Potential Energy curves

3. Spring Mass System Vertical

4. Spring mass system horizontal

5. Simple Pendulum

6. K. E. and P. E. Graphs

7. Lissajous Figures

A PowerPoint Slide show was developed and these simulations were linked at appropriate places

Click


Survey Results

Oscillations

1 2 3 4 5 6 78 910 11 12 13 14 15


Difficulties in Oscillations Difficulty in interpretation of potential energy curvesDifficulty in interpretation of potential energy curves

Difficulty to see variation in velocity along the path of Difficulty to see variation in velocity along the path of oscillatoroscillator

Difficulty in separating out various parameters of Difficulty in separating out various parameters of oscillationoscillation

Difficulty in interpretation of graphs of position, velocity Difficulty in interpretation of graphs of position, velocity and accelerationand acceleration

Students answers to two similar questions posed in Students answers to two similar questions posed in different representations have strikingly different resultsdifferent representations have strikingly different results


Pretest-Posttest ResultsOscillations

second year undergraduate science (2005-06) and (2006-07)

GroupGroup PretestPretestt-valuet-value(0.01)(0.01) pp

Control

N 64

0.20

(Not significant(Not significant))0.420

Mean 37.72%

S. D. 16.56

Experimental

N 64

Mean 37.16%

S. D. 14.05

Table shows that the two groups are equivalent.

[ tcritical =2.36 for df = 126 ]

Posttest

<g>(s.d.

)

t –value(0.01)

p

64 0.25(0.1748

)

14.78(Significant

)

1.35 10–

29

54.22%

13.46

64

0.66(0.1367

)

78.71%

10.07

Significant difference between control and experimental group


• Conceptual understandingConceptual understanding

0 0.5 1

<g>

experimental

control

Interpretation of formula

Interpretation of graph

Interpretation of physics

Consistency


Results• The experimental and control group were equivalent

at the pretest.

• After treatment the normalized gain in the case of experimental group is significantly high as compared to the control group. The t- value of the comparison of results of control group and experimental group is high and significant at 0.01 levels.

• The treatment given to experimental group is effective


About Simulations

1. Computer simulations have great potential to advance conceptual change by helping students move from their alternative science conceptions to correct conceptions.

2. The information provided in tandem with the simulations was more beneficial than the information provided before the simulation.

3. When students use a complex simulation, group learning may be more effective than an individual learning context.

4. In order to have more effect, simulations must be combined with some external support, such as text material, assignments, model progression, workbooks etc.


AACE and Participants


Pretest and Posttest15 multiple choice questions on Oscillations15 multiple choice questions on Oscillations

Test content• Mathematical skills

• Interpretation of the equations

• Interpretation of graphical representations

• Interpretation of the physics (what happens)

• Checking the consistency of conceptual understanding

Student had to choose correct answer as well as give proper reasoning for each question

R


Pretest….

R

IndexDiagnostic Test

Oscillations

Avg. difficulty index 0.56

Avg. discrimination index

0.31

Reliability index 0.83


Analysis of Data

R

Actual gain for each students

G = %posttest – %pretest

Maximum possible gain for each student

Gmax = 100 – %pretest

Normalized gain for each student

g =%posttest – %pretest

100 – %pretest

Find class average normalized gain <g> with standard deviation

t – test over average normalized gain at 0.01 level

Q1. See the following potential energy curve of simple harmonic oscillator. Out of four points shown on the curve at which point the force acting on the particle is more.

(a) A (b) B (c) C (d) D

Reason :

return

V ( )x

xO

A

B

C

D

Q 2. Which one of the following figures correctly represents the graph of period T against mass m of the oscillator.

Reason :Q3. An oscillator is oscillating between – 5cm and

+5cm through 0 as shown in figure.

What will be the phase difference between displacement and velocity at x = 4 cm from equilibrium position.

(a)300 (b) 600 (c) 1800

(d) 900

Reason : return

T

m

T

m

T

m

T

m(a ) (b ) (c ) (d )

OB A

-5 -4 -3 -2 -1 0 1 2 3 4 5

Q4. We have four oscillators O1, O2, O3 and O4 having masses 10 gm, 15 gm, 20 gm

and 25 gm respectively. Suppose they are oscillating along the same path each with amplitude 5 cm as shown in Fig.

Which oscillator will take more time to move from position x = 4cm to x = 3cm.(a) O1 (b) O2 (c) O3 (d) O4

Reason :

Q5. See question (4) which oscillator will make more oscillations in one second?(a) O1 (b) O2 (c) O3 (d) O4

Reason :

Q6. Two oscillators O1 and O2 with masses 10 gm and 20 gm respectively are

oscillating with the same amplitudes 5 cm and along the same path. Both have the same force constant. Let v1 and v2 be the velocities of O1 and O2 respectively at x =

4 cm from equilibrium position. Then (a) v1 = v2 (b) v1 < v2 (c) v1 > v2 (d) nothing can be said

Reason : return

OB A

-5 -4 -3 -2 -1 0 1 2 3 4 5

Q7 : An oscillator of mass 10 gm is oscillating along the straight line with period 2 sec with amplitude 5 cm. Let t1 be the time taken by the oscillator to

go from position 4 cm to 3 cm and t2 be the time taken by the oscillator to go

from position 2 cm to 1 cm. Then which one of the following is correct.

(a) t1 = t2 (b) t1 > t2 (c) t1 < t2 (d) Nothing can be said.

Reason :

OB A

-5 -4 -3 -2 -1 0 1 2 3 4 5

t 2t 1

Q8 : See the following potential energy curve of an-harmonic oscillator. Out of four points shown on the curve at which point the force acting on the particle is less.

(a) A (b) B (c) C (d) D Reason :

return

Q9. See following potential energy curves. When particles are moving in these potential, in which potential the particle will perform simple harmonic motion.

Reason :

V ( )x

xO

(a)(b )

V ( )x

xO

(c )

V ( )x

xO (d )

Q10. See the potential energy curves in Q.9. In which potential the force acting on the particle will always be constant. (a) a (b) b (c) c (d) d Reason : return

Q11. See the Fig. below. The spring constants (force constants) k1 > k2. Both the masses are

oscillating with the same amplitude on a frictionless surface. Which mass will have maximum velocity at equilibrium position. (a) (b) Mass in (2)(c) Both will have the same velocity.(d) None of the above Reason : MM

M

k 1

k 2

(1 )

(2 )

Mass in (1)

12. We have spring of spring constant k, length L and mass m. The spring is cut into two equal parts such that each part has spring constant k1, length L/2 and mass m/2. Then

(a) k1 = k (b) k1 < k (c) k1 > k (d) nothing can be said.

Reason :

return

Q13. Which one of the following does not depend on the amplitude of oscillations in SHM (a) velocity (b) frequency (c) energy (d) potential energy Reason : Q14. Which one of the following is independent of displacement from mean position in SHM? (a) velocity (b) energy (c) kinetic energy (d) force. Reason :

Q15. If the frequency of oscillator is υ , what will be the frequency of kinetic energy?

(a) υ (b) 2 υ (c) 3 υ (d) 4 υ

return