Using Computer-Based Laboratories to Teach Graphing Concepts and the Derivative at the College Level

Lisa D. Murphy

Central Michigan University-Mt. Pleasant

Ldmurphy@students.uiuc.edu

University freshmen often do not understand velocity or its relationship to distance, and do not connect the slope of a distance graph to rate of change or to velocity. This poses a problem in introductory calculus, where the example of distance and velocity is often used to introduce the derivative, which is usually depicted as the slope of a tangent line. Computer-based labs with motion sensors improve students' understandings of graphs of motion events, but are expensive and inconvenient. This study examines a web-based Java simulation that appears to produce the same educational benefits with lower cost and greater convenience.

Volunteers from large lecture sections of first-semester calculus were tested before and after two and a half hours of computer-based instruction. About half of the 40 subjects used motion sensors for the instruction; the other half used the Java applet. Tests included both achievement and attitude items. ACT and department placement test scores were used as covariates. Following the post-test, eight subjects were interviewed. Both groups significantly increased performance on the achievement items; the interviews indicate that this change was due to the instruction. No difference was found between treatment groups. This study suggests that the Java applet provides the beneficial effect of motion sensor instruction at a lower cost and greater convenience, thereby making it available to more students.

Bibliography

Brasell, H. (1987). The effect of real-time laboratory graphing on learning graphic representations of distance and velocity. Journal of Research in Science Teaching, 24, 385-395.