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Incorporating computer programming exercises in introductory physics is a delicate task that involves a number of choices that may have a strong affect on student learning. We present an approach that speaks to a number of common concerns that arise when using programming exercises in introductory physics classes where most students are absolute beginner programmers. These students need an approach that is (1) simple, involving 75 or fewer lines of well-commented code, (2) easy to use, with browser-based coding tools, (3) interactive, with a high frame rate to give a video-game like feel, (4) step-by-step with the ability to interact with intermediate stages of the correct program and (5) thoughtfully integrated into the physics curriculum, for example, by illustrating velocity and acceleration vectors throughout. We present a set of hour-long activities for classical mechanics that resemble well-known games such as asteroids, lunar lander and angry birds. Survey results from the first activity from four semesters of introductory physics classes at OSU in which a high percentage of the students are weak or absolute beginner programmers seems to confirm that the level of difficulty is appropriate for this level and that the students enjoy the activity. These exercises are available for general use at http://compadre.org/PICUP In the future we plan to assess conceptual knowledge using an animated version of the Force Concept Inventory originally developed by M. Dancy.
While there exists a significant number of web interactives for introductory physics, students are almost never shown the computer code that generates these interactives even when the physics parts of these programs are relatively simple. Building of
Commercial video games are increasingly using sophisticated physics simulations to create a more immersive experience for players. This also makes them a powerful tool for engaging students in learning physics. We provide some examples to show how co
Computational Thinking (CT) is still a relatively new term in the lexicon of learning objectives and science standards. There is not yet widespread agreement on the precise definition or implementation of CT, and efforts to assess CT are still maturi
Mathematical reasoning skills are a desired outcome of many introductory physics courses, particularly calculus-based physics courses. Positive and negative quantities are ubiquitous in physics, and the sign carries important and varied meanings. Nov
The Physics Inventory of Quantitative Literacy (PIQL), a reasoning inventory under development, aims to assess students physics quantitative literacy at the introductory level. The PIQLs design presents the challenge of isolating types of mathematica