PHYSICS PROBLEM SOLVING

(^) adequate “picture” of the problem. What ultimately “saved” Group 3A, and earned them
10 points on the problem, was following the problem solving strategy in a fairly precise
manner. An example shown in Table 4-18 is from early in their solution, and ultimately
they did draw upon some “data” in the problem. It might be that this initial discussion
about other problems they have seen led them to the inclusion of proper Grounds. Even
so, they relied very heavily on modeling their solution after other examples.
Groups like 3A that use many Backings tend to have some lack of physics
knowledge, due to inadequate preparation, missing class, or other factors such as lacking
the pre-requiste course. When these groups use Backings, they show a hierarchical
preference to model their solution after first the professor, then the textbook, then the
teaching assistant. Table 3-12 (page 96) illustrates how Group 4D sought intervention
from the teaching assistant. One member of Group 4D had missed class the day before
the group problem. In general I found that groups that use many Backings are “in
trouble” or lack self-confidence. Groups, such as 4A, that use fewer Backings (z = -0.45)
seem to be very confident they can solve the problem.