Roche, J., & Self, B. P., & Widmann, J. M. (2017, April), Student Self-Explanation When Solving a Rigid Body Kinetics Concept Question  Paper presented at 2017 Pacific Southwest Section Meeting, Tempe, Arizona. 10.18260/1-2--29235

\bibitem{asee_peer_29235}
  Roche, J., \& Self, B. P., \& Widmann, J. M. (2017, April), \emph{Student Self-Explanation When Solving a Rigid Body Kinetics Concept Question}
  Paper presented at 2017 Pacific Southwest Section Meeting, Tempe, Arizona.
  10.18260/1-2--29235

Julia Roche, Brian P. Self, and James M Widmann.  "Student Self-Explanation When Solving a Rigid Body Kinetics Concept Question".  2017 Pacific Southwest Section Meeting, Tempe, Arizona, 2017, April.  ASEE Conferences, 2017.  https://peer.asee.org/29235 Internet.  05 Oct, 2024

\bibitem{asee_peer_29235}
  Julia Roche, Brian P. Self, and James M Widmann.
  "Student Self-Explanation When Solving a Rigid Body Kinetics Concept Question".
  \emph{2017 Pacific Southwest Section Meeting, Tempe, Arizona, 2017, April}.
  ASEE Conferences, 2017.
  https://peer.asee.org/29235 Internet.  05 Oct, 2024

@INPROCEEDINGS{asee_peer_29235
author = "Julia Roche, Brian P. Self, and James M Widmann"
title = "Student Self-Explanation When Solving a Rigid Body Kinetics Concept Question"
booktitle = "2017 Pacific Southwest Section Meeting"
year = "2017"
month = "April"
address = "Tempe, Arizona"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/29235}
number = {10.18260/1-2--29235}
}

TY  - CPAPER
AB  - The purpose of this ongoing research is to increase conceptual understanding of dynamics using Instructional-Based Learning Activities (IBLAs). IBLAs allow students to participate in hands-on activities where they are presented with a physical scenario that challenges their conceptual understanding of physics principles. Students first make individual predictions and then discuss their predictions with their peers (and “vote” again). They test their conceptions using a physical artifact (although simulations could be used for this), letting the physical world be the authority rather than just the word of the instructor. The teams then fill out a worksheet that helps them try to explain what they have observed. Two to three additional scenarios are then presented to provide further practice on applying important dynamics concepts. By participating in IBLAs, students should increase their conceptual understanding and repair their misconceptions of critical dynamics concepts. 

At our institution, a common final is implemented for the undergraduate dynamics students at the end of each quarter. During the Winter Quarter 2016, some classes participated in a specific Spool IBLA while other classes did not. The Spool IBLA allowed students to investigate the dynamic behavior of a rolling rigid body. A common demonstration among dynamics instructors, the spool is used to examine the relationship between linear acceleration, force, angular acceleration, moments, and friction. On the common final, a spool question asking the directions of motion and of the friction force was given. Students had to both find the nominal answer to the question as well as write out their justification for their answer. The aim of this report is to compare the responses from students who participated in the Spool IBLA with those students who did not.

AU  - Julia Roche
AU  - Brian P. Self
AU  - James M Widmann
CY  - Tempe, Arizona
DA  - 2017/04/20
PB  - ASEE Conferences
TI  - Student Self-Explanation When Solving a Rigid Body Kinetics Concept Question
UR  - https://peer.asee.org/29235
DO  - 10.18260/1-2--29235
ER  -