Laboratory-tutorial activities for teaching probability

We report on the development of students’ ideas of probability and probability density in a University of Maine laboratory-based general education physics course called Intuitive Quantum Physics. Students in the course are generally math phobic with unfavorable expectations about the nature of physi...

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Autores principales:	Michael C. Wittmann, Jeffrey T. Morgan, Roger E. Feeley
Formato:	article
Lenguaje:	EN
Publicado:	American Physical Society 2006
Materias:	Special aspects of education LC8-6691 Physics QC1-999
Acceso en línea:	https://doaj.org/article/422f257b7f4b4b8fb5c8960ccd38dcb3
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spelling	oai:doaj.org-article:422f257b7f4b4b8fb5c8960ccd38dcb32021-12-02T11:51:44ZLaboratory-tutorial activities for teaching probability10.1103/PhysRevSTPER.2.0201041554-9178https://doaj.org/article/422f257b7f4b4b8fb5c8960ccd38dcb32006-08-01T00:00:00Zhttp://doi.org/10.1103/PhysRevSTPER.2.020104http://doi.org/10.1103/PhysRevSTPER.2.020104https://doaj.org/toc/1554-9178We report on the development of students’ ideas of probability and probability density in a University of Maine laboratory-based general education physics course called Intuitive Quantum Physics. Students in the course are generally math phobic with unfavorable expectations about the nature of physics and their ability to do it. We describe a set of activities used to teach concepts of probability and probability density. Rudimentary knowledge of mechanics is needed for one activity, but otherwise the material requires no additional preparation. Extensions of the activities include relating probability density to potential energy graphs for certain “touchstone” examples. Students have difficulties learning the target concepts, such as comparing the ratio of time in a region to total time in all regions. Instead, they often focus on edge effects, pattern match to previously studied situations, reason about necessary but incomplete macroscopic elements of the system, use the gambler’s fallacy, and use expectations about ensemble results rather than expectation values to predict future events. We map the development of their thinking to provide examples of problems rather than evidence of a curriculum’s success.Michael C. WittmannJeffrey T. MorganRoger E. FeeleyAmerican Physical SocietyarticleSpecial aspects of educationLC8-6691PhysicsQC1-999ENPhysical Review Special Topics. Physics Education Research, Vol 2, Iss 2, p 020104 (2006)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Physics QC1-999
spellingShingle	Special aspects of education LC8-6691 Physics QC1-999 Michael C. Wittmann Jeffrey T. Morgan Roger E. Feeley Laboratory-tutorial activities for teaching probability
description	We report on the development of students’ ideas of probability and probability density in a University of Maine laboratory-based general education physics course called Intuitive Quantum Physics. Students in the course are generally math phobic with unfavorable expectations about the nature of physics and their ability to do it. We describe a set of activities used to teach concepts of probability and probability density. Rudimentary knowledge of mechanics is needed for one activity, but otherwise the material requires no additional preparation. Extensions of the activities include relating probability density to potential energy graphs for certain “touchstone” examples. Students have difficulties learning the target concepts, such as comparing the ratio of time in a region to total time in all regions. Instead, they often focus on edge effects, pattern match to previously studied situations, reason about necessary but incomplete macroscopic elements of the system, use the gambler’s fallacy, and use expectations about ensemble results rather than expectation values to predict future events. We map the development of their thinking to provide examples of problems rather than evidence of a curriculum’s success.
format	article
author	Michael C. Wittmann Jeffrey T. Morgan Roger E. Feeley
author_facet	Michael C. Wittmann Jeffrey T. Morgan Roger E. Feeley
author_sort	Michael C. Wittmann
title	Laboratory-tutorial activities for teaching probability
title_short	Laboratory-tutorial activities for teaching probability
title_full	Laboratory-tutorial activities for teaching probability
title_fullStr	Laboratory-tutorial activities for teaching probability
title_full_unstemmed	Laboratory-tutorial activities for teaching probability
title_sort	laboratory-tutorial activities for teaching probability
publisher	American Physical Society
publishDate	2006
url	https://doaj.org/article/422f257b7f4b4b8fb5c8960ccd38dcb3
work_keys_str_mv	AT michaelcwittmann laboratorytutorialactivitiesforteachingprobability AT jeffreytmorgan laboratorytutorialactivitiesforteachingprobability AT rogerefeeley laboratorytutorialactivitiesforteachingprobability
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Laboratory-tutorial activities for teaching probability

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