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July 26–30, 2014
Tuesday afternoon
PST2C15: 5-5:45 p.m. Future of C3PO: Customizable Computer
Coaches for Physics Online*
Poster – Jie Yang, University of Minnesota-Twin Cities, Minneapolis, MN
55455-0213;
Kristin Crouse, Evan Frodermann, Ken Heller, Leon, Hsu University of
Minnesota-Twin Cities
Q. Ryan, University of Colorado Boulder
B. Aryal, UMN-Rochester
A. Mason, University of Central Arkansas
Based on the success of the first version of our computer coaches for solv-
ing problems in introductory physics, the University of Minnesota Physics
Education Research Group has been developing its second generation,
Customizable Computer Coaches for Physics Online (C3PO). In this
poster, we describe the lessons learned from testing the first version of the
coaches with hundreds of students and how the results impact the second
version of the system.
*This work was partially supported by NSF DUE-0715615 and DUE-1226197.
PST2C16: 5:45-6:30 p.m. Computer Coaches for Problem
Solving: Algebra-based Applications
Poster – Cassandra Lange, University of Central Arkansas, Lewis Science
Center 171, Conway, AR 72035-0001;
Andrew Mason, University of Central Arkansas
An introductory physics problem-solving framework is desirable for
students to develop problem-solving skills. However, a potential obstacle
to developing this framework, even with an explicit intervention, is with
regard to student attitudes and approaches to problem solving. Com-
puter coaches, developed at the University of Minnesota for introducing
a problem-solving framework, are examined with respect to data taken
from a reflection activity performed by students in an introductory physics
for life science (IPLS) course. The activity consisted of students working
on a problem in lab groups and recording aspects of the problem solving
process in which they struggled. These recorded struggles are compared to
the computer coaches’ different problem solving steps.
PST2C17: 5-5:45 p.m. Explaining Student Perceptions of
Interactive Video Vignettes in Undergraduate Physics
Poster – Jonathan A. Engelman, Kettering College, Kettering, OH 45429-
1299;
Kathy Koenig, University of Cincinnati
Students in an entry-level undergraduate physics course engaged in short
Interactive Video Vignettes (IVVs) outside of class in order to enrich their
understanding of specific physics concepts. Prior work by the LivePhoto
Physics Group suggests that students enjoy using IVVs and that their
use does improve learning, but not to the same extent for every IVV. The
research question for this study is: What characteristics of Interactive
Video Vignettes help or hinder student learning in introductory physics
courses? The purpose of this explanatory sequential mixed methods study
(Creswell & Plano Clark, 2011) is to begin explaining the thoughts, opin-
ions, and perceptions regarding the use of IVVs for roughly 15 students in
an entry-level undergraduate physics course. This poster reports the results
of a survey given to students during the course, interviews conducted after
the course, and integration of these data. Supported by NSF grants DUE-
1122828 and DUE-1123118.
PST2C18: 5:45-6:30 p.m. Describing Video Viewing Behavior in a
Flipped Introductory Mechanics Course
Poster – John M. Aiken, Georgia Institute of Technology, Atlanta, GA 30332;
Shih-Yin Lin, Scott S. Douglas, Edwin F. Greco, Michael F. Schatz, Georgia
Institute of Technology
Brian D. Thoms, Georgia State University
Marcos D. Caballero, Michigan State University
time. “One-click analysis’’ allows faculty members to visualize their data,
view statistics, and download a report of the results. Results can be used to
improve teaching, to make a case for more resources, for accreditation re-
ports, or for promotion and tenure. Additionally, we are developing guides
to these research validated assessments and access to the tests themselves.
We will showcase our new online system and provide information about
how you can use it.
PST2C12: 5:45-6:30 p.m. Raising Calculus to the Surface:
Discovering Geometry Using Tangible Models
Poster – Aaron Wangberg, Winona State University, 322 Gildemeister Hall,
Winona, MN 55987;
Eric Weber, Oregon State University
Brian Fisher, Pepperdine University
Jason Samuels, City University of New York - BMCC
The solutions to mathematics and science problems with multiple variables
often rely upon the geometric relationships between mathematical objects.
For most calculus and physics students, this geometric reasoning occurs
after their algebraic understandings—if at all! This poster shows a new ap-
proach to multivariable calculus which lets students discover the geometric
properties of mathematical objects before introduction with algebraic
expressions. As a result, students are able to discuss the geometric (includ-
ing coordinate dependent and independent) properties of such concepts as
gradient, directional derivatives, level curves, integrals, and partial deriva-
tives. Come explore how these physical surfaces help students bring their
geometric knowledge of calculus to the surface and discuss how these tools
could help physics students explore important quantities in physics.
PST2C13: 5-5:45 p.m. Evolution of C3PO: Customizable Com-
puter Coaches for Physics Online
Poster – Qing X Ryan, University of Colorado, Boulder, 390 UCB, Boulder,
CO 80309;
Evan Frodermann, Kenneth Heller, Leonardo Hsu, University of Minnesota-
Twin Cities
Andrew Mason, University of Central Arkansas
The University of Minnesota Physics Education Research Group has been
developing Customizable Computer Coaches for Physics Online (C3PO),
a web-based system designed to help students progress toward expert-like
problem solving in an introductory physics class. This poster describes the
coaching system, the design process, and the evolution of the system as a
result of extensive testing and feedback. This work was partially supported
by NSF DUE-0715615 and DUE-1226197. Others who also contributed:
Bijaya Aryal (University of Minnesota--Rochester), Kristy Crouse (Univer-
sity of Minnesota--Twin cities)
PST2C14: 5:45-6:30 p.m. Assessment of C3PO: Customizable
Computer Coaches for Physics Online
Poster – Evan Frodermann, University of Minnesota-Twin Cities, Minneapo-
lis, MN 55455-0213;
Kristin Crouse Kenneth Heller, Leon Hsu, University of Minnesota-Twin Cities
Qing Ryan, University of Colorado-Boulder
The University of Minnesota Physics Education Research Group has been
investigating the utility of using computer coaches to help students learn
more expert-like problem solving skills in introductory physics. These
coaches, Customizable Computer Coaches for Physics Online (C3PO),
comprise a web-based system that allows students to follow their own path
in solving a physics problem while providing them with guidance and
feedback. This poster describes the measures of the effectiveness and utility
of the coaches that were used in the environment of a large introductory
physics class where many other factors influence their learning. B. Aryal,
and A. Mason also contributed to this poster. This work was partially sup-
ported by NSF DUE-0715615 and DUE-1226197.
