'[LON-CAPA-cvs] cvs: modules /gerd/alt2007 graphing.bib graphing.tex'

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Subject:    [LON-CAPA-cvs] cvs: modules /gerd/alt2007 graphing.bib graphing.tex
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Date:       2007-03-27 18:47:59
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www		Tue Mar 27 14:47:59 2007 EDT

  Modified files:              
    /modules/gerd/alt2007	graphing.bib graphing.tex 
  Log:
  More comments from David
  
  
["www-20070327144759.txt" (text/plain)]

Index: modules/gerd/alt2007/graphing.bib
diff -u modules/gerd/alt2007/graphing.bib:1.4 modules/gerd/alt2007/graphing.bib:1.5

--- modules/gerd/alt2007/graphing.bib:1.4	Mon Mar 26 17:48:43 2007
+++ modules/gerd/alt2007/graphing.bib	Tue Mar 27 14:47:57 2007
@@ -340,7 +340,16 @@
    pages="S54-S64",  
    title="Helping physics students learn about learning"     
 }       
-                                                                                     \
 +
+@ARTICLE{csem,
+   author="David P. Maloney and Thomas L. O'Kuma and Curtis J. Hieggelke and Alan \
Van Heuvelen", +   year="2001",
+   journal="Am. J. Physics",
+   volume="69",
+   pages="S12-S23",  
+   title="Surveying students' conceptual knowledge of electricity and magnetism"     \
 +}      
+                                                                                     \
  @MISC{fci,
    author = "Ibrahim Halloun and Richard R. Hake and E. P. Mosca and David \
Hestenes",  howpublished= "\url{http://modeling.la.asu.edu/R\&E/Research.html}",
Index: modules/gerd/alt2007/graphing.tex
diff -u modules/gerd/alt2007/graphing.tex:1.5 modules/gerd/alt2007/graphing.tex:1.6
--- modules/gerd/alt2007/graphing.tex:1.5	Mon Mar 26 17:48:43 2007
+++ modules/gerd/alt2007/graphing.tex	Tue Mar 27 14:47:57 2007
@@ -20,6 +20,26 @@
 \pagestyle{plain}
 \bibliographystyle{unsrt}
 
+% Alter some LaTeX defaults for better treatment of figures:
+    % See p.105 of "TeX Unbound" for suggested values.
+    % See pp. 199-200 of Lamport's "LaTeX" book for details.
+    %   General parameters, for ALL pages:
+    \renewcommand{\topfraction}{0.9}	% max fraction of floats at top
+    \renewcommand{\bottomfraction}{0.8}	% max fraction of floats at bottom
+    %   Parameters for TEXT pages (not float pages):
+    \setcounter{topnumber}{2}
+    \setcounter{bottomnumber}{2}
+    \setcounter{totalnumber}{4}     % 2 may work better
+    \setcounter{dbltopnumber}{2}    % for 2-column pages
+    \renewcommand{\dbltopfraction}{0.9}	% fit big float above 2-col. text
+    \renewcommand{\textfraction}{0.07}	% allow minimal text w. figs
+    %   Parameters for FLOAT pages (not text pages):
+    \renewcommand{\floatpagefraction}{0.7}	% require fuller float pages
+	% N.B.: floatpagefraction MUST be less than topfraction !!
+    \renewcommand{\dblfloatpagefraction}{0.7}	% require fuller float pages
+
+	% remember to use [htp] or [htpb] for placement
+	
 \begin{document}
 
 	\ifpdf
@@ -38,7 +58,7 @@
 Only too often, instead the problems given in physics courses focus on numerical \
calculations, e.g., ``A car accelerates from rest with $2 m/s^2$ for 10 seconds, what \
is the distance covered?'' -- students can ``solve'' these problems without any \
understanding of the underlying concepts~\cite{lin,heuvelen}.   Going beyond these \
types, there may be problems that require selecting from a series of possible \
graphical answers in a multiple choice setting, inputting an equation and having the \
software sketch it~\cite{kennedy04}, or plotting a given function or set of data. It \
was found however that these traditional representation-translation problem types do \
not lead to significantly increased conceptual or less procedural solution \
strategies~\cite{kortemeyer05ana}, i.e., they do not lead students to construct any \
new knowledge in a manner different from numerical or other multiple-choice problems. \
  
-The sketching of graphs is an example of a more constructivist approach to teaching \
concepts, as well as representation-translation and visualization skills. The \
students need to make a number of decisions: +The sketching of graphs is an example \
of a more constructivist approach to teaching physics concepts, as well as \
representation-translation and visualization skills. The students need to make a \
number of decisions:  \begin{itemize}
 \item Where does the graph start (is the start point known and/or significant)?
 \item Where does the graph finish (is the end point known and/or significant)?
@@ -47,7 +67,7 @@
 \end{itemize}
  (list expanded from \cite{kennedy04}). Students need to construct the curve, not \
reproduce it or select it from a set of prefabricated solutions.  
-Sketching is an activity that should be manageable with just a few strokes to \
express a general relationship. Within this project, we will develop an online \
assessment tool for graph sketching, which will provide randomized scenarios and \
immediate feedback to graph sketches entered online with a mouse or trackpad. We will \
evaluate usability for both faculty and students, as well as impact on student \
problem solving strategies and conceptual learning. +Sketching is a skill that allows \
one to express general relationships with just a few strokes. In this project we will \
develop an online assessment tool for graph sketching, which will provide randomized \
scenarios and immediate feedback to graph sketches entered online with a mouse or \
trackpad. We will evaluate usability for both faculty and students, as well as impact \
on student problem solving strategies and conceptual learning.  
 The tool will be developed on top of an existing course and learning content \
management system in order to minimize overhead. However, both the algorithms and the \
code will be made freely available, so they can be incorporated into other systems.  \
\subsection{Learning Goals} @@ -222,13 +242,15 @@
 
 Fitting the data to functions. This step will likely be accomplished by the system \
piecewisely fitting a set of trial functions (including simple splines) to the \
smoothed data. At the end of this step, the data is represented by a piecewise set of \
analytic functions with known derivatives.  \
                &\includegraphics[width=2.6in]{figures/dampedfit}\\\hline
-Applying rules. The rule set in this example is simply the differential equation \
governing damped harmonic oscillation. The parameters $c_1$ and $c_2$ in the \
differential equation need to be fit to the graph, since the problem itself does not \
specify their values. In this example, the difference to the parametric spline \
approach of~\cite{kennedy04,kennedy98} is particularly prominent.&{\small \
\begin{tabular}{|l|l|l|l|l|p{1.5in}|}\hline +Applying rules. The rule set in this \
example is simply the differential equation governing damped harmonic oscillation. \
The parameters $c_1$ and $c_2$ in the differential equation need to be fit to the \
graph, since the problem itself does not specify their values. In this example, the \
difference to the parametric spline approach of~\cite{kennedy04,kennedy98} is \
particularly prominent.&{\small \begin{tabular}{|l|l|l|l|l|p{1.4in}|}\hline  {\bf \
Type}&{\bf From $x$}&{\bf To $x$}&{\bf From $y$}&{\bf To $y$}&{\bf Rules}\\\hline  \
Interval&0&&\$i0&&$\displaystyle f+c_1\frac{df}{dx}+c_2\frac{d^2f}{dx^2}=0$;\newline \
$c_1>0$; $c_2>0$\\\hline\end{tabular}}  \\
 \end{tabular}
 \caption{Server-side processing of sketches\label{processing}}
 \end{figure}
+\subsection{Rules for Conditional Feedback to the Learner}\label{adaptive}
+The LON-CAPA problem engine allows for conditional feedback to the learner, based on \
the learner's input. Anywhere in a problem, the author cannot only specify the \
expected correct answer, but also expected incorrect answers, and display adaptive \
feedback or follow-up questions. In the graphing tool, the author will thus be able \
to also specify rules that correspond to anticipated or observed misconceptions by \
the learners.  \subsection{Authoring}
 Authoring an appropriate rule set is likely going to be a task that is perceived by \
the average faculty author as too complex. We are thus going to implement two sets of \
tools to facilitate authoring:  \begin{itemize}
@@ -237,7 +259,7 @@
 \end{itemize}
 An even harder task may be the determination of the appropriate fuzziness. To this \
end, after the specification of the rule set, the author will be asked to provide a \
number of correct sketches for different randomizations of the problem. The system \
will then either determine the appropriate fuzziness or reject the rule set, in which \
case the author will be asked to modify it.  \subsection{Refining the Rule Set}
-LON-CAPA has a built-in feedback system. When a student sends a message using this \
system, faculty is provided with complete contextual information, i.e., the version \
of the problem that the student had, and his or her previous \
attempts~\cite{kortemeyer05feedback}. As students are working on problems, they \
frequently contact instructors with questions why their solution is wrong, and at \
times, errors in problems get detected this way. In such cases, the instructor can \
manually give credit and notify the author. We will enhance this author feedback loop \
such that student solutions can be used to adjust the rule set or fuzziness of \
problems. +LON-CAPA has a built-in feedback system to the instructors and authors. \
When a student sends a message using this system, faculty is provided with complete \
contextual information, i.e., the version of the problem that the student had, and \
his or her previous attempts~\cite{kortemeyer05feedback}. As students are working on \
problems, they frequently contact instructors with questions why their solution is \
wrong, and at times, errors in problems get detected this way. In such cases, the \
instructor can manually give credit and notify the author. We will enhance this \
author feedback loop such that student solutions can be used to adjust the rule set \
or fuzziness of problems. In addition, authors, since they will be able to see the \
student input, can use it to define conditional student feedback rules \
(section~\ref{adaptive}), and thus close the feedback loop.  \section{Tool \
Development}\label{tool}  Most of the infrastructure for the sketching tool is \
already in place, including all of the content and course management features. We \
will need to develop  a client-side tool that can take the graph input and the \
server-side functionality that is to be used to author and evaluate the rule sets. @@ \
-267,12 +289,12 @@  
 In addition, a small number of training problems will be authored to familiarize the \
students with the tool. In these problems, the solution will be given, for example, \
students will be asked to sketch a parabola or copy a given sketch. This practice has \
been successful with other problem types, e.g., symbolic formula input, scientific \
notation, and the input of physical units, since it allows students to practice \
mastery of the tool before embarking into more complex tasks, where they may not be \
able to distinguish between mastery of the tool and mastery of the physics.  \
                \section{Evaluation of Educational Effectiveness}\label{education}
-
 We will evaluate the impact that the tool has on studentsÕ: A) sketching of graphs \
of physical phenomena, B) holistic reading of graphs, and C) conceptual understanding \
of selected physics topics.  We will also study the cognitive processes involved in \
sketching graphs from textual descriptions of physical phenomena.  We will use three \
instruments to gather the data needed to resolve the aforementioned issues:  \
\begin{description}  \item[\rm{1.}]	A written sketching test that will consist of two \
kinds of items: A) Students will be required to sketch a graph that matches a textual \
description of a physical phenomenon; B) Students will be required to write a verbal \
                description of a physical phenomenon that is represented by a graph. 
-\item[{\rm 2.}]	A written physics content test that assesses studentsÕ conceptual \
understanding of phenomena similar to those used in the sketching test. We currently \
plan on using the Force Concept Inventory (FCI)~\cite{fci}, for which already several \
years of pre- and post-test scores exist for the course initially under \
investigation. +\item[{\rm 2.}]	A written physics content test that assesses \
studentsÕ conceptual understanding of phenomena similar to those used in the \
sketching test. We currently plan on using the Force Concept Inventory \
(FCI)~\cite{fci} in the first semester (several years of pre- and post-test scores \
already exist for the course initially under investigation), and the Conceptual \
Survey of Electricity and Magnetism  +(CSEM)~\cite{csem} for the second semester \
(baseline data will need to be collected in the first year of the project before the \
introduction of the tool).  \end{description}
 Both tests will address some physics concepts that were learned in conjunction with \
sketching skills and some that were learned with no connection to sketching.  \
Analysis of both data sources will allow us to determine whether difficulties student \
faced in the sketching test were due to limited sketching abilities or to a limited \
conceptual understanding of the physics involved.  It will allow us to determine \
whether skill at sketching is content-dependent and whether sketching practice had \
any impact on studentsÕ conceptual understanding. @@ -285,7 +307,7 @@
 deploy the Test of Understanding Graphs in Kinematics (TUG-K)~\cite{beichner} in \
consecutive semesters, both before and after introducing the problems  \item analyze \
the online discussions around these different problem types, which are a rich source \
of information~\cite{kortemeyer05ana,kortemeyer07correl}. Using the same technique, \
it was found that different problem types lead to different student discussion \
behavior.  \end{itemize}
-
+The initial phases of the project will be carried out in an introductory \
calculus-based physics course taught by the PIs at Michigan State University and \
North Dakota State University. The course at MSU has regular lecture, lab, and \
recitation sessions, however, it does not use a textbook. Instead, all materials and \
homework are available online in LON-CAPA. The course at NDSU has a regular textbook, \
but already uses LON-CAPA for homework.  \section{Dissemination}\label{dissemination}
 The tool itself and its documentation will be included in the production version of \
LON-CAPA and thus become part of the regular distribution. The tool will be presented \
at the annual LON-CAPA conferences and included in the training workshops.   
@@ -293,16 +315,19 @@
 
 Research results will be published in the standard journals, including The Physics \
Teacher for application studies, and the American Journal of Physics or the Physical \
Review ST-PER cognitive studies. Presentations will be given at the American \
Association of Physics Teachers conferences and associated PER conferences.  \
                \section{Project Management}
-The primary project responsibility will be with the PI, Gerd Kortemeyer. Dr. \
Kortemeyer will supervise the postdoctoral associate in physics education research, \
who will assist in both the content development and the study of the educational \
effectiveness. Stuart Raeburn will be the lead programmer for the tool development. \
All coding efforts will be coordinated with the LON-CAPA Technical Director, Guy \
Albertelli.  Sarah Swierenga, Director of the Usability \& Accessibility Center at \
MSU, will be responsible for the direction of the usability and accessibility study. \
+The primary project responsibility will be with the PI, Gerd Kortemeyer. Dr.~Fortus \
will coordinate the educational research component, and together with and \
Dr.~Kortemeyer  supervise the postdoctoral associate in physics education research, \
who will assist in both the content development and the study of the educational \
effectiveness. Drs.~Denton and Kortemeyer will develop the problems and use them in \
their courses, which will be the venue for the evaluation of the tool. Stuart Raeburn \
will be the lead programmer for the tool development. All coding efforts will be \
coordinated with the LON-CAPA Technical Director, Guy Albertelli.  Sarah Swierenga, \
Director of the Usability \& Accessibility Center at MSU, will be responsible for the \
direction of the usability and accessibility study.  \section{Project Timeline}
-\subsection{Year 1}
-The rule set format as well as the fuzziness algorithms are defined. Prototypes are \
implemented and tested, followed by the development of the production version \
                (section~\ref{tool}).
-\subsection{Year 2}
+\begin{description}
+\item[Year 1]
+The rule set format as well as the fuzziness algorithms are defined. Prototypes are \
implemented and tested, followed by the development of the production version \
(section~\ref{tool}). Baseline data collection for the Test of Understanding Graphs \
in Kinematics(TUG-K)~\cite{beichner} and the Conceptual Survey of Electricity and \
Magnetism  +(CSEM)~\cite{csem} .
+\item[Year 2]
 The usability (section \ref{usability}) and accessibility \
(section~\ref{accessibility}) testing will be carried out, as well as an initial \
formative educational evaluation of the tool in focus group settings   \
(section~\ref{education}). In parallel, content for the tool is developed \
                (section~\ref{content}).
-\subsection{Year 3}
+\item[Year 3]
 The tool becomes part of the LON-CAPA production releases.
-The assessment of its educational effectiveness (section \ref{education}) in carried \
out in a production setting. Results are analyzed and published, as well as presented \
at conferences (section~\ref{dissemination}). +The summative assessment of its \
educational effectiveness (section \ref{education}) is carried out in a production \
setting. Results are analyzed and published, as well as presented at conferences \
(section~\ref{dissemination}). +\end{description}
 \section{Qualifications of the PIs}
 \begin{description}
 \item[Gerd Kortemeyer] is an assistant professor of physics education at Michigan \
State University. He has taught introductory calculus-based physics for a number of \
years. He is the Principal Investigator of the LON-CAPA Project \
(section~\ref{loncapa}), has contributed to its code base, and has authored more than \
1200 online resources (problems, text pages, and images) within the system. In \
addition, he is currently authoring problem for the Serway physics \
textbook~\cite{serway}, and authored a book on numerical coprocessors with a \
significant portion devoted to discrete signal processing~\cite{copro}.


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