Animated Test of Animated Test of MotionMotion

Aaron TitusAaron Titus

High Point UniversityHigh Point University

AAPT, W03, AustinAAPT, W03, Austin

Why use Physlets?Why use Physlets?

Many reasons, but here are twoMany reasons, but here are two flexibilityflexibility innovative assessmentinnovative assessment

Evidence found by Melissa Dancy on the Evidence found by Melissa Dancy on the Animated Force Concept Inventory Animated Force Concept Inventory suggests that on some conceptual suggests that on some conceptual questions, animated questions are more questions, animated questions are more valid.valid.

What makes Physlet What makes Physlet questions different?questions different?

VisualizationVisualization InteractivityInteractivity Necessary data must be measured rather Necessary data must be measured rather

than readthan read Usual cues “to find the right equation” are Usual cues “to find the right equation” are

missing.missing. Students report these questions to be like Students report these questions to be like

“open ended labs where you are not told what “open ended labs where you are not told what to do.”to do.”

My goal...My goal...

To develop an animated test of two-To develop an animated test of two-dimensional motiondimensional motion

To learn how to develop a valid and To learn how to develop a valid and reliable testreliable test

To gain additional insight into the benefits To gain additional insight into the benefits and/or drawbacks of animated testsand/or drawbacks of animated tests

A model for test developmentA model for test development

Beichner’s Test of Beichner’s Test of Understanding Understanding Graphs -- Graphs -- Kinematics (TUG-Kinematics (TUG-K)K)

Don’t forget to Don’t forget to create a good create a good acronym!acronym!

ObjectivesObjectives

Students should understandStudents should understand displacementdisplacement average velocityaverage velocity instantaneous velocityinstantaneous velocity average accelerationaverage acceleration instantaneous accelerationinstantaneous acceleration

But how do we measure their But how do we measure their understanding?understanding?

TasksTasks

Use data to calculate important quantities.Use data to calculate important quantities. Draw vectorsDraw vectors Interpret graphsInterpret graphs Make measurements from graphsMake measurements from graphs

The testThe test

9 multi-part questions covering 21 tasks9 multi-part questions covering 21 tasks 9 animations9 animations

Viewing or interacting with the animation should be Viewing or interacting with the animation should be necessary to solve the problem.necessary to solve the problem.

One animation can be used for multiple questionsOne animation can be used for multiple questions Animations should include 1-D motion, constant Animations should include 1-D motion, constant

velocity, constant acceleration, and non-constant velocity, constant acceleration, and non-constant acceleration situations.acceleration situations.

Animations should include “realistic” situations.Animations should include “realistic” situations.

Field testing...Field testing...

The test is way too long!The test is way too long! perhaps some objectives can be combinedperhaps some objectives can be combined

If you can calculate the magnitude of If you can calculate the magnitude of displacement, then you can probably calculate the displacement, then you can probably calculate the magnitude of instantaneous velocity, magnitude of instantaneous velocity, instantaneous acceleration, etc.instantaneous acceleration, etc.

perhaps more conceptual questions can be perhaps more conceptual questions can be usedused

making measurements and do calculations takes making measurements and do calculations takes time.time.

Field Testing...Field Testing...

The test relies on mathematical ability and The test relies on mathematical ability and understanding of vectorsunderstanding of vectors Is this necessary to demonstrating Is this necessary to demonstrating

understanding of 2-D motion?understanding of 2-D motion? Does this limit the ability of the test to identify Does this limit the ability of the test to identify

weaknesses in conceptual understanding?weaknesses in conceptual understanding? Is conceptual understanding really that Is conceptual understanding really that

different from problem solving?different from problem solving?