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All Journal Momentum: Physics Education Journal International Journal of Research in STEM Education
cheung, tak
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Chemistry Education Environmental Science Mathematics Physics

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Teaching and assessment of physics measurement uncertainty in remote delivery during Covid-19 Lockdown Dehipawala, Sunil; Schanning, Ian; Sukmayadi, Dodi; Tremberger, George; cheung, tak
International Journal of Research in STEM Education Vol. 5 No. 2 (2023): November Issue
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijrse.v5i2.767

Abstract

The teaching and assessment of measurement uncertainty in physics lab class has been an ongoing challenge under the Covid-19 no-access policy, especially in a Two-year community college setting with less budget. The tactile experience as a tacit knowledge must be delivered in words and students are presumed to be able to learn from reading and following the rules in a simulation, with an analogy of the learning of emotions in a literature class with the original words in the novel and the related movies. The transference learning process offers guidance to design the remote delivery of experiential learning in a lab class. The quantitative uncertainty in physics lab is an assessment of how well we know. The misconception that a simulation lab would carry zero uncertainty was found to be the more difficult for students to eliminate. When the teaching of uncertainty percent calculation be classified as a lesson at the average difficulty level, then the teaching of the uncertainty in graphical representation would be deemed to be at the next difficulty level. For the case with a single formula in several variables, the small change concept in algebra can be used to estimate the uncertainty when the small changes are in absolute magnitudes.  For the case with two or more cascade formulas, the use of simulation to estimate uncertainty from the variation of the simulation results would be practical. Teaching uncertainty examples and assessment rubric examples for experiential learning in remote delivery during Covid -19 pandemic are discussed.
Spatial-numeric method application to the movable wedge problem for Physics First pedagogy Dehipawala, Sunil; Shekoyan, Vazgen; Holden, Todd; Cheung, Tak
Momentum: Physics Education Journal Vol. 7 No. 2 (2023)
Publisher : Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/mpej.v7i2.8562

Abstract

The objective is to solve the college physics problem of a block sliding down a movable smooth wedge without friction anywhere using a spatial-numeric perspective.  The drawing method used the sum of the normal force and weight of the block to find the wedge acceleration.  The drawing method results are equivalent to the algebra method results within drawing accuracy.  The result of a geometric construction with regular drawing uncertainly was shown for the case without any horizontal applied force.  For the case of a given horizontal applied force, an additional numeric graphing method was shown with additional drawing uncertainty in the result.  The geometric construction without graphing resuted in solving the horizontal applied force case via scaling in the concept of modified gravity experienced by the block on the wedge’s slant edge, assuming a pre-requisite knowledge of algebra and trigonometry.  The presented spatial numeric method and results imply a Physics First pedagogy of using the spatial numeric abilities,  with the inclusion of the pre-projectile problem, pre-traffic-light problem, and post-collision problem in a one-semester syllabus.
Co-Authors Dehipawala, Sunil Dodi Sukmayadi Holden, Todd Schanning, Ian Shekoyan, Vazgen Tremberger, George