Search results for "Interaction overview diagram"
showing 4 items of 4 documents
Learning About Forces Using Multiple Representations
2017
We present two research-based interventions to measure upper secondary student learning of forces using multiple representations (MRs). The first intervention is the Representational Variant of the Force Concept Inventory (R-FCI) – a multiple-choice test for evaluating students’ representational consistency in answering triplets of isomorphic items in the context of forces. The second intervention is an interaction diagram (ID) – a visual representation that helps students to identify forces resulting from interactions between two objects. Students’ representational consistency on the R-FCI pre-test correlated with their normalised learning gain on the Force Concept Inventory (FCI) suggesti…
Behaviour modelling notation for information system design
2009
Problems related to behaviour modelling within the platform independent model (PIM) during the model driven design are discussed in the paper. The emphasis is on design problems for information systems, especially on building a behaviour draft. At first issues in the traditional approach using sequence diagrams are discussed. Then a new approach based on activity diagrams is proposed. An extension of activity diagram notation specifically oriented towards comprehensive and readable behaviour design description is presented.
Interaction Diagram of a Circular Bar in Torsion and Extension
1995
For a circular bar of perfectly plastic material and subjected to a cyclically variable torque and a constant axial force, the interaction (or generalized Bree) diagram is derived by a direct method in which Melan’s theorem is used to locate the nonratchetting load boundary.
Does using a visual-representation tool foster students’ ability to identify forces and construct free-body diagrams?
2013
Earlier research has shown that after physics instruction, many students have difficulties with the force concept, and with constructing free-body diagrams (FBDs). It has been suggested that treating forces as interactions could help students to identify forces as well as to construct the correct FBDs. While there is evidence that identifying interactions helps students in quantitative problem solving, there is no previous research investigating the effect of a visual-representation tool—an interaction diagram (ID)—on students’ ability to identify forces, and to construct the correct FBDs.We present an empirical study conducted in 11 Finnish high schools on students (n ¼ 335, aged 16) takin…