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Animated Test of Motion

This presentation by Aaron Titus at High Point University discusses the development and benefits of an animated test for assessing understanding of two-dimensional motion. Using Physlets integrates flexibility and innovation into assessments, enabling interactive learning experiences that engage students in real-world scenarios. Key objectives include measuring comprehension of concepts like displacement, velocity, and acceleration through interactive animations. Issues of test length, mathematical reliance, and conceptual understanding are also explored to enhance assessment validity and reliability in physics education.

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Animated Test of Motion

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  1. Animated Test of Motion Aaron Titus High Point University AAPT, W03, Austin

  2. Why use Physlets? • Many reasons, but here are two • flexibility • innovative assessment • Evidence found by Melissa Dancy on the Animated Force Concept Inventory suggests that on some conceptual questions, animated questions are more valid.

  3. What makes Physlet questions different? • Visualization • Interactivity • Necessary data must be measured rather than read • Usual cues “to find the right equation” are missing. • Students report these questions to be like “open ended labs where you are not told what to do.”

  4. My goal... • To develop an animated test of two-dimensional motion • To learn how to develop a valid and reliable test • To gain additional insight into the benefits and/or drawbacks of animated tests

  5. A model for test development • Beichner’s Test of Understanding Graphs -- Kinematics (TUG-K) • Don’t forget to create a good acronym!

  6. Objectives • Students should understand • displacement • average velocity • instantaneous velocity • average acceleration • instantaneous acceleration • But how do we measure their understanding?

  7. Tasks • Use data to calculate important quantities. • Draw vectors • Interpret graphs • Make measurements from graphs

  8. The test • 9 multi-part questions covering 21 tasks • 9 animations • Viewing or interacting with the animation should be necessary to solve the problem. • One animation can be used for multiple questions • Animations should include 1-D motion, constant velocity, constant acceleration, and non-constant acceleration situations. • Animations should include “realistic” situations.

  9. Field testing... • The test is way too long! • perhaps some objectives can be combined • If you can calculate the magnitude of displacement, then you can probably calculate the magnitude of instantaneous velocity, instantaneous acceleration, etc. • perhaps more conceptual questions can be used • making measurements and do calculations takes time.

  10. Field Testing... • The test relies on mathematical ability and understanding of vectors • Is this necessary to demonstrating understanding of 2-D motion? • Does this limit the ability of the test to identify weaknesses in conceptual understanding? • Is conceptual understanding really that different from problem solving?

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