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Expanding LON-CAPA Homework Sets with Student-Generated Graphs

This study explores the use of student-generated graphs in physics homework sets to improve understanding and interpretation of graphs in the sciences. The new problem type, Function Plot Response (FPR), allows students to create their own graphs using an interface developed in GeoGebra, which are then evaluated by the LON-CAPA server. This eliminates the need for hand grading and provides customized feedback to students. The study aims to determine the usefulness of these problems in improving graph comprehension. Contact email: laverty1@msu.edu

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Expanding LON-CAPA Homework Sets with Student-Generated Graphs

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  1. Expanding LON-CAPA Homework Sets to Include Student-Generated Graphs James Laverty Gerd Kortemeyer Michigan State University Aug. 1, 2011

  2. Graphs • The ability to work with graphs is a necessary skill in all of the sciences, physics included. • Show up in daily life: periodicals, medical decisions, etc. • Allow larger trends to be more easily found while keeping smaller details visible. • Unfortunately, students often have difficulties translating between graphs and the real world. • We would like to find a way to improve students' understanding and use of graphs in physics.

  3. Old Graph Problems in LON-CAPA • Most online problems about graphs describe a graph, which students must then pick from a set of several graphs. • Or, students are given a graph, and then asked a question about it. • In either case, the questions are about interpreting graphs, not constructing them.

  4. New Problem Type • Function Plot Response (FPR) • Allows students to create a graph themselves using the interface developed in GeoGebra • The LON-CAPA server is then able to decide whether or not the problem is correct based on a set of rules, written by the author • No Hand Grading! Regardless of the number of students, it takes the same amount of time to grade.

  5. FPR in LON-CAPA

  6. FPR in LON-CAPA

  7. FPR in LON-CAPA

  8. FPR in LON-CAPA

  9. Connecting Formulas and Graphs

  10. FPR in LON-CAPA

  11. Creating FPR Problems • Interface Options • Axes On/Off • Beginning and end of each axis • Grid On/Off • Axis Labels • Background Plot • Number of splines (and length of each spline) • Hints

  12. Creating FPR Problems • Rules • Can check the value (or non-value) of each of these over any given (or even unspecified) domain • Function value • First derivative • Second derivative • Integral • Also can define minimum & maximum lengths for domains and the level of accuracy required

  13. Is this useful? • A study is currently underway at MSU to determine whether or not these problems are useful. • The results should be in by next year.

  14. Final Notes • My e-mail: laverty1@msu.edu • Graph Problems in LON-CAPA: msu > LBCPhysicsLib • If you have any questions about the Function Plot Response, GeoGebra, or LON-CAPA, feel free to track me down.

  15. Backup Slides

  16. Students and Graphs • Common Misconceptions • Discriminating between the height and slope of a graph (and changes in either) • Relating different graphs to each other • Matching narrative information with relevant features • Interpreting the area under the graph • Students often try to answer graph questions independently of the graph(s)

  17. Connecting Formulas and Graphs • In my personal experience, students in our introductory labs cannot identify the slope or y-intercept of this graph.

  18. References R.J. Beichner, “Testing student interpretation of kinematics graphs,” Am. J. Phys., vol. 62, pp. 750-762, 1994. GeoGebra – www.geogebra.org G. Kortemeyer, E. Kashy, W. Benenson, and W. Bauer, “Experiences using the open-source learning content management and assessment system LON-CAPA in introductory physics courses,” Am. J. Phys., vol. 76, pp. 438-444, 2008. LON-CAPA – www.loncapa.org L. McDermott, M.L. Rosenquist, and E.H. van Zee, “Student difficulties in connecting graphs and physics: examples from kinematics,” Am. J. Phys., vol. 55, pp. 503-513, 1987. R. N. Steinberg, M.C. Wittmann, and E.F. Redish, “Mathematical tutorials in introductory physics,” in The Changing Role of Physics Departments In Modern University, AIP Conference Proceedings, pp. 1075-1092, 1997.

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