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• W19657582 abstract "While it is assumed that all college physics graduates have encountered the use of various specialized graph paper during their comes (James, 1988), it should not be assumed that all college students entering physics course understand the advantage of graphing on even the most basic of logarithmic papers. When 185 introductory physics students were recently asked about the advantage of graphing on log paper, only 38 responded correctly. This response is from the results of recent survey of students enrolled in the first semester of two-semester algebra-based introductory physics course for the life sciences (PHYS 135aL) at the University of Southern California (USC). Many of the students taking Physics 135aL are from the top ranks of our undergraduates, and they plan to seek admission to medical school. The others are typically less-well prepared and seek careers in dentistry, pharmacy, nursing, physical therapy, and other health related fields. All of these students expect to have considerable exposure to high technology in their future careers and are taking physics as preparation for understanding the fundamentals of science and technology. At the beginning of the semester, 189 surveys were distributed and collected during PHYS 135 aL laboratory sessions. The survey asked: a) What is the value (advantage) of graphing on log paper? b) Did you take physics while in high school? and c) If you did take physics while in high school, did your teacher talk about logarithmic (log) paper? Four surveys had no responses to questions b or c and, therefore, were not included in the study. Table 1 illustrates groupings of 185 responses to question a by the responses to question b and c. The replies most often given were the misconceptions that log paper increases the or precision of graph (54). Next, were replies (38), followed by misconceptions that were so disparate that no emergent categories were apparent (other[34]) than those who perceived log paper's value to make graphing easier (26), and last, those who simply admitted ignorance (33). Upon interviewing 25 of the respondents, it became obvious that most were guessing when they wrote that log paper improved accuracy or made graphing easier. Many confided that they thought it was prudent to guess the answer rather than admit they did not know. There were 20 correct responses from those students who had no physics exposure in high school or who had taken physics course(s) in high school but indicated the course(s) had no coverage of log paper. This might seem counterintuitive that this grouping would have correct answers; however, upon interviewing these students it was discovered that 16 of 20 have had log paper exposure in high school and/or college non-physics courses. Apparently, many high school and college biology and chemistry instructors utilize log paper; some educators even advocate the use of log paper outside of basic science classes (e.g. discussions of population growth in geography classes; Makay & Parson, 1985). However, what appears most surprising to the author is that only 35 of 88 respondents who had taken physics course while in high school reported having been exposed to log paper and of those, only 18 responded correctly. These results suggest that the vast majority of high school physics students do not use or understand when and why one uses log paper. Students should understand that the basic reason for graphing on log paper in physics is to allow one to see things in the natural world in linear, not curved, representation. Moreover, this enables one to see relationships that normally are not readily evident; and as such, facilitates predicting future events in physics. Students should also understand that most physical relationships apparently occur in linear form (e.g. F = ma, F = K[Delta]X, V = IR, d = rt, Q = mc[Delta]T, p = mv, PE = mgh, [Delta]1 = CI[Delta]T, P = [Rho]hg), while some do not; however, when they plot many of the apparently non-linear forms on log paper, linear relationship becomes apparent. …" @default.
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• W19657582 date "1996-09-22" @default.
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• W19657582 title "Physics, Logarithmic Paper, and Misconceptions: A Hidden Linear Relationship" @default.
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