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

2. Why use Physlets? Many reasons, but here are two Many reasons, but here are two flexibility flexibility innovative assessment innovative assessment Evidence found by Melissa Dancy on the Animated Force Concept Inventory suggests that on some conceptual questions, animated questions are more valid. 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 Visualization Interactivity Interactivity Necessary data must be measured rather than read Necessary data must be measured rather than read Usual cues “to find the right equation” are missing. 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.” 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 develop an animated test of two- dimensional motion To learn how to develop a valid and reliable test To learn how to develop a valid and reliable test To gain additional insight into the benefits and/or drawbacks of animated tests 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) Beichner’s Test of Understanding Graphs -- Kinematics (TUG- K) Don’t forget to create a good acronym! Don’t forget to create a good acronym!

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

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

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

9. Field testing... The test is way too long! The test is way too long! perhaps some objectives can be combined 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. 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 perhaps more conceptual questions can be used making measurements and do calculations takes time. making measurements and do calculations takes time.

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