Dual-Process Theory, Diagrams, and AC/DC Transmission
The dual-process theory of reasoning looks like a really effective way to understand student reasoning. It is described well on the second page of this new PR:PER paper by Gette, Kryjevskaia, Stetzer, and Heron, and the work also presents some illustrative examples and explores an implication of the theory. In short, when students encounter a problem they develop a "gut feeling" model, which is passed along to the slower, analytical side of the brain depending on confidence. The process is modelled in the flow chart below:
Referring to a diagram is usually an effective strategy in physics, because it helps students think using multiple representations. However, in some cases, a problem that contains a diagram may short-circuit a student's conceptual reasoning. This is the conclusion of a new paper by Maries and Singh. In light of this, and also dual-process theory, I am going to be more thoughtful about the role of diagrams I include in problems.
I've never been happy with our typical answers to the question of why we use AC rather than DC for carrying electrical power over long distances. In characteristic style, ElectroBOOM has tackled the question in a new video.
And some snappier items:
Physics Today has an interesting article that makes the case for a return to Venus.
A team from Bristol has a great article in Physics Education about different ways to interact with the Curie point of a ferromagnet.
Joseph Amato has an article in The Physics Teacher that analyzes the kinematics of ballistic missiles.
If you're a member of the American Modeling Teachers Association, there's an upcoming discussion about diversity that should be interesting. You can register through eWebLife.
Kelly O'Shea's card sort activities (kinematics, momentum) are worth looking at if you teach at the high school level.
Registration is open for the AAPT and GIREP summer conferences!
Seen online...
Ben Wildeboer's students make mobiles (and calculate the torque)
Matt Blackman has a great way to demonstrate acoustic resonance
Jon Orr has a great mirror practical
Andrew Morrison has three electromagnetism demos
Referring to a diagram is usually an effective strategy in physics, because it helps students think using multiple representations. However, in some cases, a problem that contains a diagram may short-circuit a student's conceptual reasoning. This is the conclusion of a new paper by Maries and Singh. In light of this, and also dual-process theory, I am going to be more thoughtful about the role of diagrams I include in problems.
I've never been happy with our typical answers to the question of why we use AC rather than DC for carrying electrical power over long distances. In characteristic style, ElectroBOOM has tackled the question in a new video.
And some snappier items:
Physics Today has an interesting article that makes the case for a return to Venus.
A team from Bristol has a great article in Physics Education about different ways to interact with the Curie point of a ferromagnet.
Joseph Amato has an article in The Physics Teacher that analyzes the kinematics of ballistic missiles.
If you're a member of the American Modeling Teachers Association, there's an upcoming discussion about diversity that should be interesting. You can register through eWebLife.
Kelly O'Shea's card sort activities (kinematics, momentum) are worth looking at if you teach at the high school level.
Registration is open for the AAPT and GIREP summer conferences!
Seen online...
Ben Wildeboer's students make mobiles (and calculate the torque)
Matt Blackman has a great way to demonstrate acoustic resonance
Jon Orr has a great mirror practical
Andrew Morrison has three electromagnetism demos