Return to Physics IndexComputerized Problem ReviewMini Teach Group SummaryDonna Allen Joytiben Desai Albert OldenburgObjectives:To summarize the concepts of distance, velocity, vectors, and acceleration. To develop the methods of the problem solving and specific techniques. To give the students a form of computerized problem review.Materials:Notebook paper, pencil, chalk, T-V monitor, VHS recorder, several sheets to be handed out (data necessary for ten problem repeats for each problem).Strategy:I. Perspective and UpdateA. The students became acquainted with and somewhat proficient in l;measuring length, area, volume, time, mass, and various units of each. Also vectors, scalars, error analysis, significant figures, scientific notation, computer notation, orders of magnitude, graphing, direct and inverse proportions. B. The students have outlined the chapter(s). A form and procedure were given. C. Lectures and discussions were presented and developed. D. Quizzes were used to encourage and enhance their concept knowledge (10-20 questions, T,F, or multiple choice scantron, 10-15 min). E. Experiments are used as a hands on first hand experience of the concepts and their interactions. F. The examples of the problems are to abbreviate and quantize the concepts, and also to show how they work together are developed during our lecture and discussion periods. G. A problem assignment is then given the students. In this case problems 1-7 page 47 were assigned.II. Procedure for Solving Physics ProblemsA. From some previous experience in solving any word problem and most physics are word problems, we know that there are key words and tricks to get them solved. B. O.K. now what are the key words in the first problem, in order? Write them down on your paper. C. Trick 1. Now since physics problems are similar to math problems we will use the first letter of each word to represent that word like an abbreviation of that word and label each number that we know from the problem. D. Trick 2. What letter or letters don't we know or have a number for? Write these down also. E. Trick 3. How does this unknown letter work together with the known letters? F. If we are stuck here we could go back to our definitions of our vocabulary to help us out and refresh our memory. G. In order to keep the problems organized I would like the student to use this simple form from now on in physics. (page no.),(problem no.) 47-1. Given: (diagram included),(equation form definitions) Eqn: Subst: Ans/units: H. After this the problems 1-7,pg.47, are assigned for the next day. I. These problems are handed in the next day. Then I present the students with a ditto sheet of a repeat of from five to ten problems for each problem of the text book assigned problems.III Computerized ReviewA. A computer with a monitor is set up for use in front of the classroom. B. A program is loaded into the computer and made to appear on the monitor. C. This program is our review program for doing the problems on page 47 (text) in this case. D. At this point a student may be asked to operate the computer with the teacher's guidance to enter the appropriate responses. E. Briefly the program consists of (in basic) a looping statement (to repeat the problem four times), several input statements to input data for the specified problem, an equation to solve the problem, an output print statement to visually see on the screen the answer to the problem, then a next statement to repeat or go back and redo the same problem as many times as the "FOR" statement declared. F. Then we take the firs four of these problems and develop them according to our physics problem solving procedure on paper concurrently while developing them on the computer monitor screen. G. We then compare the student papers with the computer monitor screen to see if we are on the right track. H. After three repeats of each problem, that is each student is writing down the given, equation, substitution, answer/units for each repeat, we move on to the next problem. I. We then do as many problems with three repeats as time permits. J. Just before the bell rings I tell the students that they can do as many problems from the ditto sheets as they can and they are to be turned in as more homework problems with certain amount of credit attached. K. The chapter or unit test is usually predetermined and occurs on the day the problems are handed in. L. The problems are handed in upon entering class and the students usually seat themselves quietly and quickly to proceed to take their test.IV. Conclusion:A. When the students have the opportunity to do this computer review their test scores typically are two to three times those of comparable tests taken without the review. B. Nearly all the students that participate enjoy and look forward to doing these computer reviews.