[LON-CAPA-cvs] cvs: modules /gerd/alt2007 accgraphraw.pdf graphing.tex

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www		Tue Apr 10 14:47:13 2007 EDT

  Added files:                 
    /modules/gerd/alt2007	accgraphraw.pdf 

  Modified files:              
    /modules/gerd/alt2007	graphing.tex 
  Log:
  More readable sample problem
  
  
Index: modules/gerd/alt2007/graphing.tex
diff -u modules/gerd/alt2007/graphing.tex:1.12 modules/gerd/alt2007/graphing.tex:1.13
--- modules/gerd/alt2007/graphing.tex:1.12	Sat Apr  7 09:44:24 2007
+++ modules/gerd/alt2007/graphing.tex	Tue Apr 10 14:47:11 2007
@@ -102,10 +102,9 @@
 \section{Relevant Results from Related Projects}
 \subsection{Relevant Results from Prior NSF Support to the PIs}
 \subsubsection{LON-CAPA}\label{loncapa}
-\begin{figure}\hspace*{-0.15in}
-\includegraphics[width=3.7in]{figures/coil1}\hspace*{-0.55in}
-\includegraphics[width=3.7in]{figures/coil2}
-\caption{Two versions of the same problem in LON-CAPA. Different students would see different currents as a function of time in coil 1, and need to identify the corresponding induced voltage in coil 2. In this scenario, it is simply $V_2(t)=M\frac{dI_1(t)}{dt}$, with $V_2(t)$ being the induced voltage in coil 2, $I_1(t)$ being the current in the first coil, and and $M$ being the mutual inductance factor between the coils. The second and third part of the question are multiple choice and numerical response (with physical units), respectively.\label{induction}}
+\begin{figure}
+\includegraphics[width=6.5in]{figures/accgraphraw}
+\caption{Two versions of the same problem in LON-CAPA. Different students would see different positions as a function of time.\label{induction}}
 \end{figure}
 
 Gerd Kortemeyer has been PI on the NSF-ITR grant {\it Investigation of a Model for Online Resource Creation and Sharing in Educational Settings} (\#0085921, \$2,055,000, 09/15/00-07/31/06). The project
@@ -141,7 +140,7 @@
 
 The IGO is more constrained than the proposed tool, in that it models all graphs through B\'ezier curves, and allows the users to then tweak the location and angles of the starting and end points, as well as a number of midpoints. These additional controls have been introduced into the learner interface over the initial freehand graphing as a result of usability concerns~\cite{kennedy04}. The display to the learners includes these coordinates and angles, and the evaluation of the graph is based on agreement of these values and those provided by the educator through the authoring interface.
 \section{Graph Evaluation}
-The LON-CAPA system currently allows dynamically generated randomized graphs both in the problem text and in the answers. For example, in Fig.~\ref{induction}, different students get different graphs for the current in coil 1 over time, and need to identify the resulting induced voltage in coil 2. 
+The LON-CAPA system currently allows dynamically generated randomized graphs both in the problem text and in the answers. For example, in Fig.~\ref{induction}, different students get different graphs for the position over time, and need to identify the associated graph of velocity versus time. 
 The activity of identifying the correct graph however is very different from sketching the right graph. A problem that can evaluate student input of graphs requires far more sophisticated algorithms than does a problem such as that in Fig.~\ref{induction}.
 
 \subsection{Example Problems}