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3
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0033433205
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An investigation of student understanding of single-slit diffraction and double-slit interference
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B. S. Ambrose, P. S. Shaffer, R. N. Steinbergr, and L. C. McDermott, "An investigation of student understanding of single-slit diffraction and double-slit interference," Am. J. Phys. 67, 146-155 (1999).
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(1999)
Am. J. Phys.
, vol.67
, pp. 146-155
-
-
Ambrose, B.S.1
Shaffer, P.S.2
Steinbergr, R.N.3
McDermott, L.C.4
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4
-
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85033972238
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Addressing student difficulties in applying a wave model to the interference and diffraction of light
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accepted for publication in Physics Education Research, a Supplement to the
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K. Wosilait, P. R. L. Heron, P. S. Shaffer, and L. C. McDermott, "Addressing student difficulties in applying a wave model to the interference and diffraction of light," accepted for publication in Physics Education Research, a Supplement to the American Journal of Physics.
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American Journal of Physics
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-
Wosilait, K.1
Heron, P.R.L.2
Shaffer, P.S.3
McDermott, L.C.4
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5
-
-
0039192319
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Student difficulties in understanding image formation by a plane mirror
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In an earlier study, we had examined the ability of students to relate the formal representations used in geometrical optics to physical phenomena. See F. M. Goldberg and L. C. McDermott, "Student difficulties in understanding image formation by a plane mirror," Phys. Teach. 24, 472-480 (1986) and "An investigation of student understanding of the real image formed by a converging lens or concave mirror," Am. J. Phys. 55, 108-119 (1987).
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(1986)
Phys. Teach.
, vol.24
, pp. 472-480
-
-
Goldberg, F.M.1
McDermott, L.C.2
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6
-
-
0012827864
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An investigation of student understanding of the real image formed by a converging lens or concave mirror
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In an earlier study, we had examined the ability of students to relate the formal representations used in geometrical optics to physical phenomena. See F. M. Goldberg and L. C. McDermott, "Student difficulties in understanding image formation by a plane mirror," Phys. Teach. 24, 472-480 (1986) and "An investigation of student understanding of the real image formed by a converging lens or concave mirror," Am. J. Phys. 55, 108-119 (1987).
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(1987)
Am. J. Phys.
, vol.55
, pp. 108-119
-
-
-
7
-
-
84455162462
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A conceptual approach to teaching kinematics
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For a report of another study in which the Physics Education Group examined the ability of students to make connections among concepts, their formal representations, and the real world, see M. L. Rosenquist and L. C. McDermott, "A conceptual approach to teaching kinematics," Am. J. Phys. 55, 407-415 (1987) and L. C. McDermott, M. L. Rosenquist, and E. van Zee, "Student difficulties in connecting graphs and physics: Examples from kinematics," ibid. 55, 503-513 (1987).
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(1987)
Am. J. Phys.
, vol.55
, pp. 407-415
-
-
Rosenquist, M.L.1
McDermott, L.C.2
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8
-
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84967848451
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Student difficulties in connecting graphs and physics: Examples from kinematics
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For a report of another study in which the Physics Education Group examined the ability of students to make connections among concepts, their formal representations, and the real world, see M. L. Rosenquist and L. C. McDermott, "A conceptual approach to teaching kinematics," Am. J. Phys. 55, 407-415 (1987) and L. C. McDermott, M. L. Rosenquist, and E. van Zee, "Student difficulties in connecting graphs and physics: Examples from kinematics," ibid. 55, 503-513 (1987).
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(1987)
Am. J. Phys.
, vol.55
, pp. 503-513
-
-
McDermott, L.C.1
Rosenquist, M.L.2
Van Zee, E.3
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9
-
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0004320648
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Preliminary Edition Prentice-Hall. Upper Saddle River, NJ
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L. C. McDermott, P. S. Shaffer, and the Physics Education Group at the University of Washington, Tutorials in Introductory Physics. Preliminary Edition (Prentice-Hall. Upper Saddle River, NJ, 1998).
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(1998)
Tutorials in Introductory Physics
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McDermott, L.C.1
Shaffer, P.S.2
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10
-
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21344495348
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Research as a guide for teaching introductory mechanics: An illustration in the context of the Atwood's machine
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In addition to Refs. 1-4, see L. C. McDermott, P. S. Shaffer, and M. D. Somers, "Research as a guide for teaching introductory mechanics: An illustration in the context of the Atwood's machine," Am. J. Phys. 62, 46-55 (1994); T. O'Brien Pride, S. Vokos, and L. C. McDermott, "The challenge of matching learning assessments to teaching goals: An example from the work-energy and impulse-momentum theorems," ibid. 66, 147-157 (1998).
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(1994)
Am. J. Phys.
, vol.62
, pp. 46-55
-
-
McDermott, L.C.1
Shaffer, P.S.2
Somers, M.D.3
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11
-
-
0032353944
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The challenge of matching learning assessments to teaching goals: An example from the work-energy and impulse-momentum theorems
-
In addition to Refs. 1-4, see L. C. McDermott, P. S. Shaffer, and M. D. Somers, "Research as a guide for teaching introductory mechanics: An illustration in the context of the Atwood's machine," Am. J. Phys. 62, 46-55 (1994); T. O'Brien Pride, S. Vokos, and L. C. McDermott, "The challenge of matching learning assessments to teaching goals: An example from the work-energy and impulse-momentum theorems," ibid. 66, 147-157 (1998).
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(1998)
Am. J. Phys.
, vol.66
, pp. 147-157
-
-
O'Brien Pride, T.1
Vokos, S.2
McDermott, L.C.3
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12
-
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0030517932
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Development of a computer-based tutorial on the photoelectric effect
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In addition to Refs. 1-3, see R. N. Steinberg. G. E. Oberem, and L. C. McDermott, "Development of a computer-based tutorial on the photoelectric effect," Am. J. Phys. 64. 1370-1379 (1996).
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(1996)
Am. J. Phys.
, vol.64
, pp. 1370-1379
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-
Steinberg, R.N.1
Oberem, G.E.2
McDermott, L.C.3
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13
-
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21344482494
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Fraunhofer diffraction of visible light by a narrow slit
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The students were not expected to recognize that the axis of polarization affects the diffraction pattern. For a discussion of this effect, see T. J. Mayes and B. F. Melton, "Fraunhofer diffraction of visible light by a narrow slit," Am. J. Phys. 62. 397-403 (1994) and T. J. Racey, P. Rochon, and N. Gauthier, "Effect of light polarization on the diffraction pattern of small wires," ibid. 53, 783-786 (1985).
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(1994)
Am. J. Phys.
, vol.62
, pp. 397-403
-
-
Mayes, T.J.1
Melton, B.F.2
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14
-
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33744687337
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Effect of light polarization on the diffraction pattern of small wires
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The students were not expected to recognize that the axis of polarization affects the diffraction pattern. For a discussion of this effect, see T. J. Mayes and B. F. Melton, "Fraunhofer diffraction of visible light by a narrow slit," Am. J. Phys. 62. 397-403 (1994) and T. J. Racey, P. Rochon, and N. Gauthier, "Effect of light polarization on the diffraction pattern of small wires," ibid. 53, 783-786 (1985).
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(1985)
Am. J. Phys.
, vol.53
, pp. 783-786
-
-
Racey, T.J.1
Rochon, P.2
Gauthier, N.3
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15
-
-
0032367277
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Development and assessment of a research-based tutorial on light and shadow
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K. Wosilait, P. R. L. Heron, P. S. Shaffer, and L. C. McDermott, "Development and assessment of a research-based tutorial on light and shadow," Am. J. Phys. 66, 906-913 (1998).
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(1998)
Am. J. Phys.
, vol.66
, pp. 906-913
-
-
Wosilait, K.1
Heron, P.R.L.2
Shaffer, P.S.3
McDermott, L.C.4
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16
-
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0012188549
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Bridging the gap between teaching and learning in geometrical optics: The role of research
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P. R. L. Heron and L. C. McDermott, "Bridging the gap between teaching and learning in geometrical optics: The role of research," Opt. Photonics News 9, 30-36 (1998).
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(1998)
Opt. Photonics News
, vol.9
, pp. 30-36
-
-
Heron, P.R.L.1
McDermott, L.C.2
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17
-
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0039091272
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Sample class on mathematical tutorials in introductory physics
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Proceedings of the International Conference on Undergraduate Physics Education (ICUPE), College Park, MD, July 31-Aug. 3, 1996, edited by E. F. Redish and J. S. Rigden, AIP, Woodbury. NY
-
For a discussion of a related difficulty in the context of springs, see R. N. Steinberg, M. C. Wittmann, and E. F. Redish, "Sample class on mathematical tutorials in introductory physics" in Proceedings of the International Conference on Undergraduate Physics Education (ICUPE), College Park, MD, July 31-Aug. 3, 1996, edited by E. F. Redish and J. S. Rigden, AIP Conf. Proc. 399 (AIP, Woodbury. NY, 1997).
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(1997)
AIP Conf. Proc.
, vol.399
-
-
Steinberg, R.N.1
Wittmann, M.C.2
Redish, E.F.3
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18
-
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21144479999
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Confusion by representation: On students' comprehension of the electric field concept
-
Student difficulties with the field-line representation have been documented in electrostatics. See, for example. S. Törnkvist, K. A. Pettersson and G. Tranströmer, "Confusion by representation: On students' comprehension of the electric field concept." Am. J. Phys. 61, 335-338 (1993) and R. R. Harrington, "An investigation of student understanding of electric concepts in the introductory university physics course," Ph.D. dissertation, Department of Physics, University of Washington, 1995 (unpublished).
-
(1993)
Am. J. Phys.
, vol.61
, pp. 335-338
-
-
Törnkvist, S.1
Pettersson, K.A.2
Tranströmer, G.3
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19
-
-
0039091270
-
-
Ph.D. dissertation, Department of Physics, University of Washington, unpublished
-
Student difficulties with the field-line representation have been documented in electrostatics. See, for example. S. Törnkvist, K. A. Pettersson and G. Tranströmer, "Confusion by representation: On students' comprehension of the electric field concept." Am. J. Phys. 61, 335-338 (1993) and R. R. Harrington, "An investigation of student understanding of electric concepts in the introductory university physics course," Ph.D. dissertation, Department of Physics, University of Washington, 1995 (unpublished).
-
(1995)
An Investigation of Student Understanding of Electric Concepts in the Introductory University Physics Course
-
-
Harrington, R.R.1
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20
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85033954912
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-
note
-
In most introductory courses, conductivity (σ) is treated as a scalar quantity. Thus the current and the electric field can be assumed to be collinear. In addition, students were not expected to treat the antenna as a radiating body.
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-
-
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21
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85008256555
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Making sense of how students make sense of mechanical waves
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Some student difficulties with mechanical waves are discussed in M. C. Wittmann, R. N. Steinberg, and E. F. Redish, "Making sense of how students make sense of mechanical waves," Phys. Teach. 37, 15-21 (1999).
-
(1999)
Phys. Teach.
, vol.37
, pp. 15-21
-
-
Wittmann, M.C.1
Steinberg, R.N.2
Redish, E.F.3
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22
-
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85033957790
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-
note
-
It has been our experience that, after working through a tutorial, the success rate of the graduate TA's on post-test questions is close to 100%. See, for example, the last article in Ref. 8.
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-
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23
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85033961757
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note
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For other examples, see Ref. 11 and the last paper in Ref. 8.
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