Abstract
This paper describes a development project carried out in 2008/9 aimed at developing model-based learning in mechanics for a first year physics module. Based on the work in the literature, VPython, the visual extension to the Python programming language, was chosen as the vehicle for developing the models. VPython is ideally suited to modelling mechanics for various reasons, including a class of variables called vectors which have all the properties of vectors in mathematics, the ease with which basic models in VPython can be constructed, and the instant feedback on the operation of the models afforded by their visual nature. Thus the emphasis is much more on the physics and the modelling rather than computation. It is shown how an analysis of students‟ understanding has revealed that Newton‟s third law of motion causes difficulties, leading to a greater emphasis on this concept in the modelling for 2009/10. In addition, a greater attention was given to the methods and techniques of modelling, especially spatial reasoning. The evidence for student reasoning in this way is presented.
Highlights
This paper describes the implementation and subsequent development of a first year course in mechanics based around modelling in VPython, the visual extension of the Python programming language
For example, that, compared with a generation ago, the entry level knowledge of physics undergraduates has declined markedly due to changes in the teaching of both physics and maths in schools
Even if mathematical knowledge and skills are taught alongside the physics, students are unlikely to be fluent and may find it difficult to transfer this knowledge from the mathematical domain to the physical context
Summary
This paper describes the implementation and subsequent development of a first year course in mechanics based around modelling in VPython, the visual extension of the Python programming language. There is another reason, for wanting to combine these two different approaches to modelling: practicality This course replaced a conventional 20-lecture, mathematically based course on classical, mechanics it was expected to feed into later modules that the students take. It is not possible, to tear up the curriculum and start afresh, which precludes adopting Hestenes‟ approach in its entirety. Hestenes[5] advocates the construction, through group discussion, of just a few models related to motion, but in the present work the physics content is largely fixed It is desirable, to move away from conventional lectures. Hestenes has shown that FCI scores correlate with functional understanding of complicated Newtonian concepts and testing of thousands of students post-learning reveals that traditional, lecture-based learning
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