Interactive e-learning content for physics

Interactive e-learning content for physics

Avtor: Gorazd Planinšič and Boris Horvat, Sergej Faletič

Težavnost: srednja

Predvideni čas: 20-45 min

Več o projektu...

Introduction

This material was used as a presentation at the
GIREP-MPTL-ICPE 2010 conference in Reims, France.

As such it was meant to be used according to the presenter's scenario. Therefore some links may be "broken" and some may not lead where they are expected to. The presenter's oral presentation is also missing so the material might seem a little void of appropriate commentary.

It should be viewed much as any other presentation without the lecture that it was designed for. However, it provides some insight into the project and the tools.

The viewer may also contemporarily view the source code and compare it to the outcome. (To do so, one must register and copy the material to their user, so they can view end edit its source code.)

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What will I talk about

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E-learning advantages and drawbacks

Advantages

  • Automatic evaluation
  • Instant feedback
  • Statistics

Drawbacks

  • Too simple feedback (correct/incorrect)
  • Linearity (how it proceeds is independent of the responses)
  • Questions limited to
    - Numeric
    - Short text
    - Single choice
    - Multiple choice
    - Matching
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Guidelines

In creating the material we adopted the following guidelines:

  • More interactivity.
    Users should be active while solving problems.
  • Detailed feedback with hints
    Users should be provided with a feedback that is drawn from their responses. In case of an incorrect answer, they should be provided with hints on how to think and what to consider.
  • Use of real experiments
    Tasks and problems should be centered around a real experiment.
    If possible, the experiment should be from everyday experience.
  • Meaningful responses
    In case of single or multiple choice questions, the answers should be such that they reflect the common mistakes encountered in users.
  • Statistics
    The material should have a mechanism that allows teachers to geather detailed statistics.
    This statistics should be such that it can be used to identify holes in knowledge and understanding, and for grading.
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Implementation

  • Development of new tools
    (lines, vectors, angle measurement, video, graphs, ...)
  • Enabling nonlinearity
    (jump to slide, popup, close popup, ...)
  • Separation author-technology
    Development of a markup language and/or visual building objects
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Example

A car is driving on the curve shown on figure 1. A pendant is hanging from the rear-view mirror. The driver sees the view shown on figure 2.

Determine the speed of the car.

I would like to solve this step by step

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Correct

Congratulations! Your answer is correct.

To calculate the speed we need to know the acceleration of the car and the radius of the curve.

We determine the radius by measuring it on the picture of the curve (figure 1).

We determine the acceleration from the picture of the pendant.
There are two real forces acting on the pendant: gravity and rope. Since the pendant is in a circular motion, their resultant must be the centripetal force, which is in turn proportional to the (centripetal) acceleration. Drawing the force triangle we can determine the centripetal force and the centripetal acceleration from the angle of the pendant. Mass cancels out.

Now we can use the relation

to determine the speed.

How about wrong

Incorrect

Unfortunately, your answer is not correct.

We have a curve, which is part of a circle. The pendant on figure 2 is displaced from the vertical position due to forces acting on it. Consider which are these forces and what is their resulting force in case of circular motion.
Consider what other data you need to solve the problem and whether you can get them from the pictures.

  • We found it is better to sacrifice some of the usual unquestionable correctness for shorter and more compact feedback or the user might just skip it.

Retry
Solve the problem step by step

Incorrect

Unfortunately, in your second attempt your answer is still not correct.

The program will now guide you through the necessary steps.

Solve the problem step by step

Radius of the curve

To determine the speed of the car, we have to know
- The radius of the curve and
- The (centripetal) acceleration of the car.

Measure the radius of the curve.

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What is the radius of a curve?

Radius of a curve

Every curved path can be approximated by short curved segments. Each of this segments can be approximated by an arc of a circle. The radius of the corresponding circle is the radius of the curve at that point.

Our curve is almost entirely circular so the whole curve has the same radius.

Close

Correct

You correctly measured the radius.

...

Other answers may include:
- Be aware of where the center of the circle is.
- All points on the circle must be equally distant from the center.
.
.
.

Let us skip a couple of steps

Acceleration of the car 1

Draw all the (real) forces acting on the pendant

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What are real forces?

Real forces

Nevermind

Close

Validation

  • Starting point
  • Angle
    (Force1.angle = ... )
  • Length or ratio (Force1.length/Force2.length = ... )

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End example

The example was designed to demonstrate:

  • Taylored responses
  • Hints
  • Interactivity

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Let us now see how author-technology separation works.

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Group NAUK

  • NAUK = NApredne Učne Kocke
    Advanced learning blocks
    (The idea was to write short, independent, not necessarily simple tasks and use them as building blocks for new tasks according to individual needs.)
  • nauk = means teachings (somewhat archaic word)
  • Tools developed in close collaboration
  • Ajax (XML, fwiki), Flash
  • Visual tools are being developed (drag and drop objects)
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Real experiments

What does the author write:

* Movies (mp4, flv)
[[movie:movie_filename.mp4,
    height="240",
    width="320"]]
* Pictures (gif, png, jpg)
[[image:image_filename.png
    height="240",
    width="320"]]
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Drawing and measuring tools

What does the author write:

  • Line with length
    Author can provide unit factor.
  • Vector
  • Angle
[[image:file_name.png
    ---Tools---
    | [[tool:distance, name="distance", unitFactor="1"]]
    | [[tool:vector, name="vector"]]
    | [[tool:angle, name="angle"]]
]]

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Some more tools

Let us introduce some other tools through another example.

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Example 2

Watch the movie carefully. Determine the position-time dependence.

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Example 2

From the graphs below choose the one that best represents the position-time dependence of the movement of the ball in the previous movie.

(./datoteke/grafA.png)
(./datoteke/grafB.png)
(./datoteke/grafC.png)
(./datoteke/grafD.png)
Correct answer: A

Correct!

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Incorrect!

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Incorrect!

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Incorrect!

The chosen graph correctly represents the velocity-time dependence.

Observe carefully how the position of the ball changes in time. Draw time on the horizontal axis and position on the vertical axis.

Retry
Skip on

Example 2

Sketch a graph representing the position-time dependence of the movement of the ball in the previous movie.

Pay attention to all important elements.

Position is measured from where the ball starts.

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Verification

  • Verification through steepness, rising/falling, ...
  • The program returns points of the polyline and/or steepness' of the segments

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Proof

Observe the graph obtained by a measurement equipment

Determine the speed of the ball on the way to the forcemeter and back.

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End example

The example was designed to show:

  • The use of real experiments,
  • The use of real measurements,
  • Meaningful responses,
  • More interactivity.

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Let us conclude

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Conclusion

We were aiming for:

  • More interactivity (NAUK team in close collaboration with authors),
  • Taylored responses,
  • Meaningful wrong answers,
  • Real experiments,
  • Real measurements.
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Conclusion

Feedback:

  • Teachers find it potentially useful,
  • Feedback from students so far unavailable.
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Future

Future

  • Released under CC citation, non-profit, share-alike license,
  • The NAUK team will keep developing the system.
  • We hope to create a community and keep the work done alive.

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