This version of the page is full of broken UI elements waiting to be implemented. There is a less broken version at ExplanationJeopardy.php.
This space would be for a specified problem. This is not done yet; I am trying to think of how to generate specific problems without literally coding words for every specific mathematical situation (which would defeat the purpose of having a script help human beings to avoid repetitive labor).
An HTML5 canvas would go here with magnetic poetry®-style fragments of a written explanation that students would need to drag and drop into a sensible argument. It would be nice to include a button that would "score" student responses in an AP Physics 1 way.
This section looks a lot like the Explanation Jeopardy section, but, when implemented, the form fields for prepositions and specific details would be filled in with situation-specific words.
# | REASoNing step | English sentence |
---|---|---|
① | State and walk through a relevant Relationship from allowed knowledge |
According to [name of relationship],
[description of relationship]. |
② | State what quantities, if any, are Equal, and why |
The [quantity] [of/on/in/at/across/through/for] ________ [A]
is the same as the [quantity] [of/on/in/at/across/through/for] ________ [B] because ________. |
③ | State what quantities, if any, are Altered or different, and why |
The [quantity] [of/on/in/at/across/through/for] ________ [A]
is [greater|less] than the [quantity] [of/on/in/at/across/through/for] ________ [B] because ________. |
④ | So what? |
So, the [quantity] [of/on/in/at/across/through/for] ________ [A]
must be [greater|less] than the [quantity] [of/on/in/at/across/through/for] ________ [B]. |
⑤ | Is there any quantity to analyze Next? | (Completing the hypothetical response does not require further analysis). |
This space would contain a copy of the REASoNing table from Explanation Jeopardy annotated with suggested scenario features. For example, the first row of the table might look something like the following. An instructor could print out a generated brainstorming table and then circle and combine interesting suggestions from the column of suggestions to form various problems. Using this brainstorming table would assist in the generation of ConcepTest-style questions.
# | REASoNing step | English sentence | Brainstorming suggestions |
---|---|---|---|
① | State and walk through a relevant Relationship from allowed knowledge |
According to the definition of average angular velocity,
the angular velocity of an object is proportional to the object's angular displacement and inversely proportional to the elapsed time. |
|
A student is entering into the REASoNing table below. Propose a sketch of situation(s), a graphical representation of abstracted physical quantities, equations and/or inequalities, and a written problem statement consistent with the student's REASoNing table. Use circled numbers to indicate features of your sketch of the situation(s), graphical representation of quantities, and equations and/or inequalities that correspond to the numbered features in the student's table.
# | REASoNing step | English sentence |
---|---|---|
① | State and walk through a relevant Relationship from allowed knowledge |
According to [name of relationship],
[description of relationship]. |
② | State what quantities, if any, are Equal, and why |
The [quantity] [of/on/in/at/across/through/for] ________ [A]
is the same as the [quantity] [of/on/in/at/across/through/for] ________ [B] because ________. |
③ | State what quantities, if any, are Altered or different, and why |
The [quantity] [of/on/in/at/across/through/for] ________ [A]
is [greater|less] than the [quantity] [of/on/in/at/across/through/for] ________ [B] because ________. |
④ | So what? |
So, the [quantity] [of/on/in/at/across/through/for] ________ [A]
must be [greater|less] than the [quantity] [of/on/in/at/across/through/for] ________ [B]. |
⑤ | Is there any quantity to analyze Next? | (Completing the hypothetical response does not require further analysis). |