[LON-CAPA-cvs] cvs: modules /gerd/concept description.tex

[www]

www		Mon Jul 19 11:05:13 2004 EDT

  Modified files:              
    /modules/gerd/concept	description.tex 
  Log:
  force not capacitance.
  
  
  
Index: modules/gerd/concept/description.tex
diff -u modules/gerd/concept/description.tex:1.20 modules/gerd/concept/description.tex:1.21
--- modules/gerd/concept/description.tex:1.20	Sun Jul 18 15:52:52 2004
+++ modules/gerd/concept/description.tex	Mon Jul 19 11:05:12 2004
@@ -202,7 +202,7 @@
 \subsubsection{Analysis Capabilities}\label{anatool}
 LON-CAPA allows instructors to analyze student submissions both for individual students (Fig.~\ref{problemview}) and across the course (Fig.~\ref{problemanalysis}).
 
-For example, Fig.~\ref{problemview} indicates that in the presence of a medium between the capacitor plates, the student was convinced that the force would increase, but also that this statement was the one he was most unsure about: His first answer was that the force would double; no additional feedback except ``incorrect" was provided by the system. In his next attempt, he would change his answer on only this one statement (indicating that he was convinced of his other answers) to ``four times the force" --- however, only ten seconds passed between the attempts, showing that he was merely guessing by which factor the force increased. The graphs on the right of Fig.~\ref{problemanalysis} show which statements were answered correctly course-wide on the first and on the second attempt, respectively, the graphs on the right which other options the students chose if the statement was answered incorrectly. Clearly, students have the most difficulty with the concept of how a medium acts inside a capacitor, with the absolute majority believing the capacitance would increase, and only about 20\% of the students believing the medium had no influence.
+For example, Fig.~\ref{problemview} indicates that in the presence of a medium between the capacitor plates, the student was convinced that the force would increase, but also that this statement was the one he was most unsure about: His first answer was that the force would double; no additional feedback except ``incorrect" was provided by the system. In his next attempt, he would change his answer on only this one statement (indicating that he was convinced of his other answers) to ``four times the force" --- however, only ten seconds passed between the attempts, showing that he was merely guessing by which factor the force increased. The graphs on the right of Fig.~\ref{problemanalysis} show which statements were answered correctly course-wide on the first and on the second attempt, respectively, the graphs on the right which other options the students chose if the statement was answered incorrectly. Clearly, students have the most difficulty with the concept of how a medium acts inside a capacitor, with the absolute majority believing the force would increase, and only about 20\% of the students believing the medium had no influence.
 
 \begin{figure}
 \begin{center}
@@ -256,7 +256,7 @@
 
 While students find it initially hard to believe that these questions have anything to do with physics, hardly any expert physicist would deny their significance in learning how to solve problems~\cite{mazur96}. 
 
-A component of this project (see Sect.~\ref{platform}) will be to find and implement mechanisms to implement these question-types within an online system in an authentic yet scalable fashion.
+A component of this project (see Sect.~\ref{platform}) will be to find and develop mechanisms to implement these question-types within an online system in an authentic yet scalable fashion.
 \item[Qualitative questions] This type of questions asks students to make judgments about physical scenarios, and in that respect are somewhat similar to ranking questions. While the questions themselves are of the type ``Is this high enough?" or ``Can we safely ignore \ldots?," they often do require at least ``back-of-the-envelope" calculations to to give informed answers. As in the case of estimation problems, students do have to explain their reasoning, but the question itself is usually more structured, and at least the initial answer is more easily evaluated by a computer.
 \item[Essay questions] These are ``explain why" questions. A certain scenario is presented, and students are asked to explain why it turns out the way it does. Students are not asked to recall a certain law --- it is given to them. Instead, they are asked to discuss its validity.
 \end{description}