Timothy L. McCaskey
In an effort to shift course goals away from equation memorizing, I allowed two different introductory physics classes the opportunity to prepare a card or sheet of notes for the exams. I analyze and categorize the items students choose to include on a case-by-case basis. Students include some mixture of definitions (both mathematical and otherwise), equations (both general and specific), unit information, physical constants, statements of laws or concepts, math review, guides to symbols and variables, diagrams, and worked examples. I compare my two classes, look at some individual students in depth, and try to gain insight on how we can use these artifacts to see what students perceive as important in the courses (or at least what's worth committing to paper).
Published January 24, 2013
Last Modified February 21, 2013
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