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Combining two reform curricula: An example from a course with well-prepared students
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10.1119/1.4803532
/content/aapt/journal/ajp/81/7/10.1119/1.4803532
http://aip.metastore.ingenta.com/content/aapt/journal/ajp/81/7/10.1119/1.4803532

Figures

Image of Fig. 1.
Fig. 1.

Figures shown to students for questions on two-dimensional motion. Students were asked to sketch acceleration vectors at each of the labeled points for an object moving around the track. On the pretest (a) students were told that the object moved with constant speed around the track. On a representative post-test (b) students were told that the object begins from rest at point then speeds up until somewhere between points and It then moves with constant speed until somewhere between points and after which it begins to slow down.

Image of Fig. 2.
Fig. 2.

Figures from the pretest (a) and a representative post-test (b) for the tutorial “Conservation of Momentum in one Dimension.” The questions that students were asked in each case are described in the text.

Image of Fig. 3.
Fig. 3.

Figures from the pretest (a) and the post-test (b) for the tutorials probing student understanding of Newton's laws. The questions that students were asked in each case are described in the text.

Tables

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Table I.

Tutorials used in conjunction with the mechanics portion of The “Motion in two dimensions” tutorial was used as the 6th tutorial once and otherwise has been used as the 2nd tutorial in the sequence, leading to an alternate sequence of tutorials. Modifications made to tutorials are described in the text.

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Table II.

Results from the two-dimensional kinematics pretest for M&I and a traditional curriculum, both before and after lecture instruction (but before tutorial instruction) on 2-D kinematics.

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Table III.

Results from the “Conservation of momentum” pretest for M&I and a traditional curriculum, after lecture instruction on momentum, but before tutorial instruction. Differences in performance may be related to the week in which the pretest was administered (week 2 in 2009 and week 3 in 2010–2011).

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Table IV.

Results from the “Newton's 2nd and 3rd laws” pretest for M&I, after lecture instruction on momentum, but before tutorial instruction. Differences in performance may be related to the week in which the pretest was administered (week 4 in 2009 and week 5 in 2010). A slightly different pretest was used in 2011, and thus the data are not included here.

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/content/aapt/journal/ajp/81/7/10.1119/1.4803532
2013-06-18
2014-04-20
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752b84549af89a08dbdd7fdb8b9568b5 journal.articlezxybnytfddd
Scitation: Combining two reform curricula: An example from a course with well-prepared students
http://aip.metastore.ingenta.com/content/aapt/journal/ajp/81/7/10.1119/1.4803532
10.1119/1.4803532
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