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We describe students revising the mathematical form of physics equations to match the physical situation they are describing, even though their revision violates physical laws. In an unfamiliar air resistance problem, a majority of students in a sophomore level mechanics class at some point wrote Newtons Second Law as F = -ma; they were using this form to ensure that the sign of the force pointed in a direction consistent with the chosen coordinate system while assuming that some variables have only positive value. We use one students detailed explanation to suggest that students issues with variables are context-dependent, and that much of their reasoning is useful for productive instruction.
An important goal of introductory physics for the life sciences (IPLS) is for those students to be prepared to use physics to model and analyze biological situations in their future studies and careers. Here we report our findings on life science stu
We demonstrate how students use of modeling can be examined and assessed using student notebooks collected from an upper-division electronics lab course. The use of models is a ubiquitous practice in undergraduate physics education, but the process o
Developing critical thinking skills is a common goal of an undergraduate physics curriculum. How do students make sense of evidence and what do they do with it? In this study, we evaluated students critical thinking behaviors through their written no
As part of a larger research project into massively open online courses (MOOCs), we have investigated student background, as well as student participation in a physics MOOC with a laboratory component. Students completed a demographic survey and the
We describe a study of period changes in 59 RR Lyrae stars, using times of maximum brightness from the GEOS database. The work was carried out by outstanding senior high school students in the University of Toronto Mentorship Program. This paper is w