scholarly journals The Scourge of Online Solutions and an Academic Hertzsprung–Russell Diagram

2021 ◽  
Vol 03 (02) ◽  
pp. 2150007
Author(s):  
James Overduin ◽  
Jacob Buchman ◽  
Jonathan Perry ◽  
Thomas Krause
Keyword(s):  
Student Achievement ◽  
Student Learning ◽  
Student Performance ◽  
Main Sequence ◽  
Statistical Study ◽  
Introductory Physics ◽  
Present Evidence ◽  
Student Effort ◽  
Physics Courses ◽  
Introductory Physics Courses

We report on preliminary results of a statistical study of student performance in more than a decade of calculus-based introductory physics courses. Treating average homework and test grades as proxies for student effort and comprehension, respectively, we plot comprehension versus effort in an academic version of the astronomical Hertzsprung–Russell diagram (which plots stellar luminosity versus temperature). We study the evolution of this diagram with time, finding that the “academic main sequence” has begun to break down in recent years as student achievement on tests has become decoupled from homework grades. We present evidence that this breakdown is likely related to the emergence of easily accessible online solutions to most textbook problems, and discuss possible responses and strategies for maintaining and enhancing student learning in the online era.

scholarly journals Topic Order in Introductory Physics and its Impact on the STEM Curricular Ladder

2017 ◽  
Vol 7 (1) ◽  
pp. 136 ◽  
Author(s):  
Teresa L Larkin
Keyword(s):  
Problem Solving ◽  
Student Learning ◽  
Introductory Physics ◽  
Problem Solving Skills ◽  
First Semester ◽  
Physics Courses ◽  
Introductory Course ◽  
Electricity And Magnetism ◽  
Physics Course ◽  
Introductory Physics Courses

Introductory physics courses are an important rung on the curricular ladder in STEM. These courses help to strengthen students critical thinking and problem solving skills while simultaneously introducing them to many topics they will explore in more detail in later courses in physics and engineering. For these reasons, introductory physics is a required element on the curricular ladder. Most often, introductory physics is offered as a two-semester sequence with basic mechanics being taught in the first semester and electricity and magnetism in the second. In fact, this curricular sequence has not been altered in decades. Is there a reason for this? There are many other enduring questions that arise pertaining to these foundation courses in physics. These questions include: Does taking the introductory course sequence “out of order” have an impact on student learning in physics? What topics should be taught? When should these topics be taught? What topics could be left out? The list of questions is essentially endless. This paper will address some of these questions in part, through a brief discussion on student learning in a second-semester algebra-based physics course. Connections will also be made to the broader curricular ladder in STEM. To this end, an illustration that makes connections to an engineering statics course will be presented. This discussion will conclude by presenting some broader implications for the larger STEM communities.

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