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Animated Test of Motion

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Animated Test of Motion (draft)IntroductionDevelopment of an assessment instrumentAnimated Test of MotionWriting QuestionsInitial Testing of QuestionsWriting the TestPreliminary ResultsWhere to go from hereAnimated Test of Motion (draft)Aaron Titus1/10/02IntroductionI have been using Physlets since Wolfgang Christian first wrote Animator. Like any technology used in teaching and learning, Physlets are not a panacea. However, they havea definite upside. Advantages include- Flexibility-they can be embedded within HTML documents and can be scripted; thus, serving a wide variety of purposes.- Innovative assessment-they can assess students in ways that paper-and-pencil instruments cannot.It is this second feature that I’ve focused on. My goal was to use Physlets to create an instrument to assess students’ understanding of two-dimensional kinematics, and to develop a model by which other Physlet-based assessment instruments could be designed.Development of an assessment instrumentA good model for developing assessmentinstruments is the one used by BobBeichner to develop the TUG-K (Test ofUnderstanding Graphs-Kinematics).Here are the steps he used to develop theTUG-K:- Recognize the need for the test.- Create a good acronym (thiswasn’t really one of his steps, butI thought I’d throw it in).- Formulate the objectives.- Construct test items.- Perform content validity check.- Perform reliability check.- Distribute.Beichner provides a useful graphic to depict the important feedback loops that are presentduring the design process.Animated Test of MotionI followed Beichner’s model for the construction of the Physlet-based Animated Test of Motion (ATM). However, due to the more general nature of the topic, there were many more objectives covered by the ATM, even though certain objectives relating to applications of two-dimensional kinematics such as projectile motion and circular motionwere left out. In addition, since objectives were both numerical (requiring a calculation) and conceptual and since test items included various representations (not just graphs), objectives were categorized by type (numerical or conceptual) and representation (data, graph, vector, animation only).In two-dimensional kinematics, there are essentially 5 topics that we wish students to have a working knowledge (i.e. understanding) of. Students should understand1. displacement2. average velocity3. instantaneous velocity4. average acceleration5. instantaneous accelerationThey should be able to demonstrate this understanding by performing calculations, answering conceptual questions, and interpreting graphs and vectors. Clearly, knowledge of vectors (magnitude and vector components) is essential to understanding and demonstrating understanding of two-dimensional kinematics. Although vectors are not tested specifically, proficiency with vectors is essential to performing well on the test.For each topic, a list of objectives were written. These objectives are tasks by which students can demonstrate their understanding of the given topic. The table below lists the objectives, organized by topic.objective objective type datanumber representation1.00 understand the concept of displacement as a change in position 1.01 calculate displacement using x,y data for linear motion along an axis, linear motion at some angle relative to the horizontal, and curved motion including parabolic motion and circular motion n data 1.02 calculate displacement using position vs. time graphs for x and y n graph 1.03 draw a displacement vector as a vector from one position to another position c vector 1.04 distinguish between distance traveled, magnitude of displacement, and displacement n animation only 1.05 calculate a displacement component using the area under a velocity component vs. time graph n graph 1.06 calculate the magnitude of displacement n data 2.00 understand average velocity as the ratio of displacement divided by the time interval 2.01 measure the x and y components of the displacement and divide by the time interval to calculate the x and y components of the average velocity for linear motion along an axis, linear motion at some angle relative to the x-axis, and curved motion including parabolic motion and circular motion n data 3.00 understand the concept of instantaneous velocity 3.02 identify whether an instantaneous velocity component is positive, negative, or zero on a position vs. time graph c graph 3.03 identify whether an instantaneous velocity component is constant, increasing, or decreasing on a position vs. time graph c graph 3.04 identify whether an instantaneous velocity component is positive, negative, or zero on a velocity vs. time graph c graph 3.05 identify whether an instantaneous velocity component is constant, increasing, or decreasing on a velocity vs. time graph c graph 3.06 identify whether an instantaneous velocity component is positive, negative, or zero by viewing the velocity vector c vector 3.07 calculate speed using the x and y components of instantaneous velocity n data 4.00 understand average acceleration as the ratio of the change in instantaneous velocity divided by the time interval4.01 identify whether a component of average acceleration is positive, negative, or zero by observing an animation and noting the direction of the change in velocity vector c vector 4.02 use a graph of position vs. time to identify whether a component of average acceleration is positive, negative, or zero c graph 4.03 determine the direction of average acceleration during a timeinterval by finding the change in velocity vector during the interval. c vector 4.04 calculate the average acceleration during a time interval by finding the change in velocity during the interval and dividing by the time interval. n data 5.00 understand instantaneous acceleration 5.01 use a graph of a velocity component vs. time to identify whether a component of acceleration is constant, increasing,or decreasing c graph 5.02 use a graph of a velocity component vs. time to identify whether a component of acceleration is positive, negative, orzero. c graph5.03 identify whether an instantaneous acceleration component is positive, negative, or zero by viewing the acceleration vector c vector 5.04 use a graph of an acceleration component vs. time to identify whether a component of acceleration is constant, increasing, or decreasing c graph 5.05 use a graph of an acceleration


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