|Use(s) Material is not Suited For: Tutorial
Some problems are pedagogically weak (see comments below). Effective use of these examples to stimulate student thinking requires minor editing of the HTML pages to remove the answers to the questions.
These are basic building blocks for creating effective learning material. As is true for Physlets in general, the effectiveness of the material depends somewhat on how the instructor incorporates it into the class.
General Comments on Effectiveness: The following comments on effectiveness are listed by problem number:
9.1.1 -- Nice qualitative problem.
9.1.2 -- Students will likely zero in on the non-changing field, but will this lead to real understanding on their part?
9.1.3 -- The origin of the coordinate system should be shown or explicitly and prominently stated; otherwise students may get the idea that the location of only the test charge is important.
9.1.5 -- Good problem, but students probably need a hint.
9.1.6 -- Good qualitative problem.
9.1.7 -- Nice applet, but not effectively used by the problem.
9.1.8 -- Seems like a lot of work for little payoff. Most introductory students would probably need hints.
9.1.ap 1 -- A "you know it or you don't problem". Will be frustrating to students who don't.
9.1.ap 2 -- The most difficult of the problems. The most obvious way of solving it (looking for static equilibrium) is not easy to set up.
9.1.ap 3 -- This requires substantial understanding of fields; most introductory students are not likely to get this (other than by guessing).