Fluctuations in Student Understanding of Newton's 3rd Law

We present data from a between-student study on student response to questions on Newton's Third Law given throughout the academic year. The study, conducted at Rochester Institute of Technology, involved students from the first and third of a three-quarter sequence. Construction of a response curve reveals subtle dynamics in student learning not captured by simple pre/post testing. We find a a significant positive effect from direct instruction, peaking at the end of instruction on forces, that diminishes by the end of the quarter. Two quarters later, in physics III, a significant dip in correct response occurs when instruction changes from the vector quantities of electric forces and fields to the scalar quantity of electric potential. Student response rebounds to its initial values, however, once instruction returns to the vector-based topics involving magnetic fields.Comment: Proceedings of the 2010 Physics Education Research Conferenc

Entangled granular media

We study the geometrically induced cohesion of ensembles of granular "u-particles" which mechanically entangle through particle interpenetration. We vary the length-to-width ratio $l/w$ of the u-particles and form them into free-standing vertical columns. In laboratory experiment we monitor the response of the columns to sinusoidal vibration (frequency $f$, peak acceleration $\Gamma$). Column collapse occurs in a characteristic time, $\tau$, which follows the relation $\tau = f^{-1} \exp(\Delta / \Gamma)$. $\Delta$ resembles an activation energy and is maximal at intermediate $l/w$. Simulation reveals that optimal strength results from competition between packing and entanglement.Comment: 4 pages, 5 figure