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Analysis of Online Discussions. Gerd Kortemeyer, May 2006. Problem. A bug that has a mass m b =4g walks from the center to the edge of a disk that is freely turning at 32rpm. The disk has a mass of m d =11g. If the radius of the disk is R=29cm, what is the new rate of spinning in rpm?.

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analysis of online discussions

Analysis of Online Discussions

Gerd Kortemeyer, May 2006

problem
Problem
  • A bug that has a mass mb=4g walks from the center to the edge of a disk that is freely turning at 32rpm. The disk has a mass of md=11g. If the radius of the disk is R=29cm, what is the new rate of spinning in rpm?
solution
Solution
  • No external torque, angular momentum is conserved
  • Bug is small compared to disk, can be seen as point mass
student discussion
Student Discussion
  • Student A: What is that bug doing on a disk? Boo to physics.
  • Student B: OHH YEAH

ok this should work it worked for me

Moments of inertia that are important....

OK first the Inertia of the particle is mr^2

and of a disk is .5mr^2

OK and angular momentum is conserved

IW=IWo W=2pi/T

then do this

.5(mass of disk)(radius)^2(2*pi/T original)+ (mass of bug)

(radius of bug=0)^2= (.5(mass of disk)(radius)^2(2pi/T))+

(mass of bug)(radius of bug)^2(2*pi/T)

and solve for T

student discussion continued
Student Discussion (continued)
  • Student C: What is T exactly? And do I have to do anything to it to get the final RPM?
  • Student B: ok so T is the period... and apparently it works for some and not others.... try to cancel out some of the things that are found on both sides of the equation to get a better equation that has less numbers in it
  • Student D:what did I do wrong?

This is what I did. initial inertia x initial angular velocity = final

inertia x final angular velocity. I=mr^2, angular velocity = w... so

my I initial was (10g)(24 cm^2) and w=28 rpm. The number

calculated was 161280 g *cm^2. Then I divided by final inertia to

solve for the final angular speed. I found final Inertia by

( 10g +2g)(24 cm^2)=6912. I then found the new angular speed to

be 23.3 rpm. This was wrong...what did I do incorrectly?

student discussion continued1
Student Discussion (continued)

[…]

  • Student H: :sigh: Wow. So, many, little things, can go wrong in calculating this. Be careful.

[…]

  • None of the students commented on
    • Bug being point mass
    • Result being independent of radius
    • No unit conversions needed
    • Several wondered about the “radius of the bug”
    • Plug in numbers asap
    • Nobody just posted the symbolic answer
  • Lots of unnecessary pain
where online homework fails
Where Online Homework Fails
  • Online homework can give both students and faculty a false sense of security and accomplishment
  • Most students got this problem correct
    • … but at what cost?
    • … how much physics have they really learned?
  • This would not have remained undetected in hand-graded homework
at the same time
… At the Same Time:
  • If you want to know how students really go about solving problems, this is the ideal tool:
    • Every student has a different version, so the discussion is not just an exchange of answers
    • All discussions are automatically contextual
    • Students transcribe their own discussion - compare this to the cost of taping and transcribing verbal discussions
    • Discussions are genuine, since the students have a genuine interest in solving the problems in the way that they perceive to be the most efficient
possibilities for qualitative research
Possibilities for Qualitative Research
  • Analyze students’ understanding of a certain concept
  • Find student misconceptions
  • Identify certain problem solving strategies
  • Evaluate online resources
possibilities for quantitative research
Possibilities for Quantitative Research
  • Classify student discussion contributions
  • Types:
    • Emotional
    • Surface
    • Procedural
    • Conceptual
  • Features:
    • Unrelated
    • Solution-Oriented
    • Mathematical
    • Physics
classifying discussions from three courses
Classifying Discussions From Three Courses

Discussions from three introductory physics courses:

quantitative research classifying the problems
Quantitative Research: Classifying the Problems
  • Classifying the problems by question type
  • Multiple Choice (incl. Multiple Response) have the highest percentage of solution-oriented discussions (“that one is right”), and the least number of physics discussions.
  • Physics discussions highest in ranking and click-on-image problems
  • Problems with representation-translation (reading a graph, etc): slightly less procedural discussions, more negative emotional discussion (complaints)
influence of degree of difficulty
Influence of Degree of Difficulty
  • Harder than 0.6: more pain, no gain
conclusion
Conclusion
  • A lot can be learned from online student discussions in LON-CAPA
  • Ideal setup for discourse analysis:
    • Direct exchange of answers impossible
    • Discussions in context
    • Immediately transcribed
  • Even if not for research, reading them can help with just-in-time teaching
  • At the very least, gives a “reality check”