From Psychology Experiment to Physics Lab: Feeling Angular Momentum
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1 From Psychology Experiment to Physics Lab: Feeling Angular Momentum Susan Fischer and Ali Ryder Department of Physics, DePaul University Carly Kontra, Dan Lyons, and Sian Beilock Department of Psychology, University of Chicago AAPT Winter Meeting New Orleans 12 January 2016 Work supported by the National Science Foundation through FIRE DRL
2 Our group explores embodied activities, in which students directly feel the physics concept. The vector nature of angular momentum Torque = (change in Angular Momentum) t = DL Dt (change in time) ++ The Embodied Experience: Torque & Angular Momentum are vectors Tilting the axle means: Direction of L vector changes DL is not zero Person tilting the axle feels a resistive force
3 First study: a Psychology/Cognitive Science Experiment * We used an algebra-based introductory physics class Traditional lecture / lab format In the lab, students were assigned to one of two groups: * o Actors handled the wheels o Observers did NOT handle the wheels 56 students included in the study Carly Kontra, et al., Physical Experience Enhances Science Learning, Psych. Sci., 26, 737 (2015). Guide students to vary wheel size spin speed spin direction tilt speed
4 Does the embodied experience enhance student learning? Students took a quiz the same week as their lab Other Quizzes and BEFORE doing homework. Actors have better performance on problems that rely on the vector nature of angular momentum. Quiz Accuracy by Question action observation Angular Momentum Quiz question number vector problems
5 Second Study: Can we Transform the Psychology Experiment into a Physics Lab? Necessary Ingredients Cognitive Science Order the embodied experiences so there is a high degree of contrast between actions Actions must be repeated multiple times Don t analyze the experience while you re doing it Physics Education Active engagement Predictions precede the experience and analysis Include exploratory or discovery aspects N = 98 in the physics lab study
6 The 2-hour Physics Lab Online pre-lab assignment with short reading and several questions Initial interaction with the wheels tilt the axle by 90 degrees 6 times: Contrast not spinning vs. 1 wheel spinning very quickly Introduce the right hand rule, and create a graphical representation of the vector relationship: L L D L final initial draw L initial draw L final Introduce the relationship between torque and angular momentum.
7 The 2-hour Physics Lab (more) A: Woody B: Woody s friend View simulations and make predictions: Who feels more resistance? Second embodied activity tilt the axle by 90 degrees 6 times Not spinning (control) 1 wheel spinning quickly 2 wheels spinning quickly in the same direction 2 wheels spinning quickly in the opposite direction Not spinning (control) Analyze How do these experiences prove that angular momentum is a vector?
8 The 2-hour Physics Lab (last) Predictions and explorations (without guidance) considering: Size of wheels Spin speed of wheels Tilt speed of the axle Woody Woody s friend Closing Group Summary questions based on simulations Does Woody experience more, less or the same torque as his friend? How do you know this? Base your answers on physics equations and/or concepts and on your vector drawings from the previous question.
9 Percentage of Students (%) Comparing Student performance on Quizzes the Casey Question Casey is wondering why he experienced a significant resistance, or torque, when he tilted the axle of a spinning double bicycle wheel in his physics lab. His TA correctly explains that A. The direction of the angular momentum vector of the system changes as the axle is tilted. B. The magnitude of the angular momentum of the system changes as the axle is tilted. C. The angular speed of the wheels changes as the axle is tilted. D. The moment of inertia of the system changes as the axle is tilted. Percentage correct in original study Actors: 56 (9) Observers: 65 (10) Q4: Why is there resistance (torque)? Embodied physics lab (new study) Percentage correct: 84 (4) Direction changes Magnitude changes Ang. Speed changes MoI changes
10 Percentage of Students (%) Comparing Student performance on Quizzes Double wheel flip (A) Percentage correct in original study Actors: 68 (8) Observers: 43 (11) Q7A: Magnitude of L of system Embodied physics lab (new study) 20 Percentage correct: 62 (5) 0 Fully Correct Calc Error Direction Correct Work not Shown Direction not Applied Used Delta L Other Incorrect
11 Results: We have transformed the heavily scripted original lab activity to a much more reasonable physics lab that maintains what we feel are the key features of the embodied experience. Student performance on the quiz is similar or improved when we compare the physics lab study with the original study. Open Questions related to Embodied Learning: How much repetition of an embodied action is necessary to ground the experience? Is it critical to isolate the embodied experience from analysis of the experience? Thank you - sfischer@depaul.edu
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