arXiv subjects

John Stewart

Publications and source records attributed to John Stewart.

16 recordsLinked to original sources

arXiv2026

Discovering Misconceptions and Misunderstandings From Administrations of Research-Designed Multiple Choice Instruments

Misconceptions are "alternate hypotheses" that are incorrect according to established theories of how the world works. Often held with confidence by students, they are relatively context-insensitive, can seem like common-sense views, and are noted for being resistant to remediation using traditional instruction. To find misconceptions in Newtonian mechanics, we analyze ~34,000 administrations of the pioneering Force Concept Inventory using a flexible multidimensional item-response model for multiple-choice data. In contrast to most earlier work, we allow answer choices within each question to have different directions in the multidimensional space of student knowledge, essential for concept inventories in which distractors often codify distinct misconceptions. We uncover 22 robust, partly-overlapping dimensions whose distractors share a coherent theme identifiable with a misconception or misunderstanding. Motivated by the realization that many mirror previously-accepted theories of mechanics, we broadly sort these by historical era: Ancient (learned by infants but codified by Greeks), Medieval (reactions and extensions of Aristotelian ideas), and Post-Newtonian (including known modern misconceptions as well as two which appear novel). We also present a simple approach for computing "misconception scores" for students and classes. Examining these scores before and after instruction reveals surprisingly varied patterns of remediation in our sample: some misconceptions persist largely unchanged by instruction, while others are better remediated in below- or above-average students. In general, we find that many misconceptions are poorly remediated for students of average or lower ability. We hope our work will serve as a guide for developing, evaluating, and improving interventions for these while providing physics instructors with a valuable tool for class-level formative assessment.

physics.ed-ph↗

arXiv2023

Geometry of fully augmented links in doubled 3-manifolds

Classical fully augmented links have explicit hyperbolic geometry, and have diagrams on the 2-sphere in the 3-sphere. We generalise to construct fully augmented links projected to the reflection surface of any 3-manifold obtained by doubling a compact 3-manifold and show that the results of the classical setting extend to these links. When the resulting manifolds are hyperbolic, we find bounds on their cusp shapes and volumes. Note these links include virtual fully augmented links, and thus our bounds apply to such links when they are hyperbolic.

math.GT↗

arXiv2023

Constructing knots with specified geometric limits

It is known that any tame hyperbolic 3-manifold with infinite volume and a single end is the geometric limit of a sequence of finite volume hyperbolic knot complements. Purcell and Souto showed that if the original manifold embeds in the 3-sphere, then such knots can be taken to lie in the 3-sphere. However, their proof was nonconstructive; no examples were produced. In this paper, we give a constructive proof in the geometrically finite case. That is, given a geometrically finite, tame hyperbolic 3-manifold with one end, we build an explicit family of knots whose complements converge to it geometrically. Our knots lie in the (topological) double of the original manifold. The construction generalises the class of fully augmented links to a Kleinian groups setting.

math.GT↗

arXiv2020

Using Machine Learning to Identify the Most At-Risk Students in Physics Classes

Machine learning algorithms have recently been used to predict students' performance in an introductory physics class. The prediction model classified students as those likely to receive an A or B or students likely to receive a grade of C, D, F or withdraw from the class. Early prediction could better allow the direction of educational interventions and the allocation of educational resources. However, the performance metrics used in that study become unreliable when used to classify whether a student would receive an A, B or C (the ABC outcome) or if they would receive a D, F or withdraw (W) from the class (the DFW outcome) because the outcome is substantially unbalanced with between 10\% to 20\% of the students receiving a D, F, or W. This work presents techniques to adjust the prediction models and alternate model performance metrics more appropriate for unbalanced outcome variables. These techniques were applied to three samples drawn from introductory mechanics classes at two institutions ($N=7184$, $1683$, and $926$). Applying the same methods as the earlier study produced a classifier that was very inaccurate, classifying only 16\% of the DFW cases correctly; tuning the model increased the DFW classification accuracy to 43\%. Using a combination of institutional and in-class data improved DFW accuracy to 53\% by the second week of class. As in the prior study, demographic variables such as gender, underrepresented minority status, first-generation college student status, and low socioeconomic status were not important variables in the final prediction models.

physics.ed-ph↗

arXiv2020

Extending Machine Learning to Predict Unbalanced Physics Course Outcomes

Machine learning algorithms have recently been used to classify students as those likely to receive an A or B or students likely to receive a C, D, or F in a physics class. The performance metrics used in that study become unreliable when the outcome variable is substantially unbalanced. This study seeks to further explored the classification of students who will receive a C, D, and F and extend those methods to predicting whether a student will receive a D or F. The sample used for this work ($N=7184$) is substantially unbalanced with only 12\% of the students receiving a D or F. Applying the same methods as the previous study produced a classifier that was very inaccurate, classifying only 20\% of the D or F cases correctly. This study will focus on the random forest machine learning algorithm. By adjusting the random forest decision threshold, the correct classification rate of the D or F outcome rose to 46\%. This study also investigated the previous finding that demographic variables such as gender, underrepresented minority status, and first generation status had low variable importance for predicting class outcomes. Downsampling revealed that this was not the result of the underrepresentation of these students. An optimized classification model was constructed which predicted the D and F outcome with 46\% accuracy and C, D, and F outcome with 69\% accuracy; the accuracy of prediction of these outcomes is called "sensitivity" in the machine learning literature. Substantial variation was detected when this classification model was applied to predict the C, D, or F outcome for underrepresented demographic groups with 61\% sensitivity for women, 67\% for underrepresented minority students, and 78\% for first-generation students. Similar variation was observed for the D and F outcome.

physics.ed-ph↗

arXiv2020

Extending Modified Module Analysis to Include Correct Responses: An Analysis of the Force Concept Inventory

Brewe, Bruun, and Bearden first applied network analysis to understand patterns of incorrect conceptual physics reasoning in multiple-choice instruments introducing the Module Analysis for Multiple-Choice Responses (MAMCR) algorithm. Wells {\it et al.} proposed an extension to the algorithm which allowed the analysis of large datasets called Modified Module Analysis (MMA). This method analyzed the network structure of the correlation matrix of the responses to a multiple-choice instrument. Both MAMCR and MMA could only be applied to networks of incorrect responses. In this study, an extension of MMA is explored which allows the analysis of networks involving both correct and incorrect responses. The extension analyzes the network structure of the partial correlation matrix instead of the correlation matrix. The new algorithm, called MMA-P, was applied to the FCI and recovered much of the structure identified by MMA. The algorithm also identified sets of correct answers requiring similar physical reasoning reported in previous studies. Beyond groups of all correct and all incorrect responses, some groups of responses which mixed correct and incorrect responses were also identified. Some of these mixed response groups were produced when a correct response was selected for incorrect reasons; some of the groups helped to explain the gender unfairness previously reported for the FCI.

physics.ed-ph↗

arXiv2020

Exploring the Structure of Misconceptions in the Force and Motion Conceptual Evaluation with Modified Module Analysis

Investigating student learning and understanding of conceptual physics is a primary research area within Physics Education Research (PER). Multiple quantitative methods have been employed to analyze commonly used mechanics conceptual inventories: the Force Concept Inventory (FCI) and the Force and Motion Conceptual Evaluation (FMCE). Recently, researchers have applied network analytic techniques to explore the structure of the incorrect responses to the FCI identifying communities of incorrect responses which could be mapped on to common misconceptions. In this study, the method used to analyze the FCI, Modified Module Analysis (MMA), was applied to a large sample of FMCE pretest and post-test responses ($N_{pre}=3956$, $N_{post}=3719$). The communities of incorrect responses identified were consistent with the item groups described in previous works. As in the work with the FCI, the network was simplified by only retaining nodes selected by a substantial number of students. Retaining nodes selected by 20\% of the students produced communities associated with only four misconceptions. The incorrect response communities identified for men and women were substantially different, as was the change in these communities from pretest to post-test. The 20% threshold was far more restrictive than the 4% threshold applied to the FCI in the prior work which generated similar structures. Retaining nodes selected by 5% or 10% of students generated a large number of complex communities. The communities identified at the 10\% threshold were generally associated with common misconceptions producing a far richer set of incorrect communities than the FCI; this may indicate that the FMCE is a superior instrument for characterizing the breadth of student misconceptions about Newtonian mechanics.

physics.ed-ph↗

arXiv2019

The Pulsar Search Collaboratory: Current Status and Future Prospects

The Pulsar Search Collaboratory (PSC) is a collaboration between the Green Bank Observatory and West Virginia University, funded by the National Science Foundation. The PSC program is currently expanding nationwide and engages high school students, teachers, and undergraduate mentors in real-world research by searching for pulsars in data collected with the 100-m Green Bank Telescope. In the process, students learn about observational radio astronomy, radio frequency interference, pulsar timing, and data analysis procedures. The primary goals of the PSC are to stimulate student interest in Science, Technology, Engineering, and Mathematics (STEM) careers, to prepare teachers in implementing authentic research with students by training them within a professional scientific community, and to promote student use of information technologies through online activities and workshops. In this paper, we provide an overview of pulsar science and the data analysis students undertake, as well as a general overview of the program. We then discuss evaluation data collected from participants through a series of survey questions to determine if the program's initial goals were met. The program had a positive impact on the students according to multiple measures, in particular, on their understanding of the nature of scientific inquiry and motivation to pursue STEM career paths.

physics.ed-ph↗

arXiv2019

An Efficient Scheduling Algorithm for Multi-Robot Task Allocation in Assembling Aircraft Structures

Efficient utilization of cooperating robots in the assembly of aircraft structures relies on balancing the workload of the robots and ensuring collision-free scheduling. We cast this problem as that of allocating a large number of repetitive assembly tasks, such as drilling holes and installing fasteners, among multiple robots. Such task allocation is often formulated as a Traveling Salesman Problem (TSP), which is NP-hard, implying that computing an exactly optimal solution is computationally prohibitive for real-world applications. The problem complexity is further exacerbated by intermittent robot failures necessitating real-time task reallocation. In this letter, we present an efficient method that exploits workpart geometry and problem structure to initially generate balanced and conflict-free robot schedules under nominal conditions. Subsequently, we deal with the failures by allowing the robots to first complete their nominal schedules and then employing a market-based optimizer to allocate the leftover tasks. Results show an improvement of 11.5\% in schedule efficiency as compared to an optimized greedy multi-agent scheduler on a four robot system, which is especially promising for aircraft assembly processes that take many hours to complete. Moreover, the computation times are similar and small, typically hundreds of milliseconds.

cs.RO↗

arXiv2019

Exploring the Structure of Misconceptions in the Force Concept Inventory with Modified Module Analysis

Module Analysis for Multiple-Choice Responses (MAMCR) was applied to a large sample of Force Concept Inventory (FCI) pretest and post-test responses ($N_{pre}=4509$ and $N_{post}=4716$) to replicate the results of the original MAMCR study and to understand the origins of the gender differences reported in a previous study of this data set. When the results of MAMCR could not be replicated, a modification of the method was introduced, Modified Module Analysis (MMA). MMA was productive in understanding the structure of the incorrect answers in the FCI, identifying 9 groups of incorrect answers on the pretest and 11 groups on the post-test. These groups, in most cases, could be mapped on to common misconceptions used by the authors of the FCI to create distactors for the instrument. Of these incorrect answer groups, 6 of the pretest groups and 8 of the post-test groups were the same for men and women. Two of the male-only pretest groups disappeared with instruction while the third male-only pretest group was identified for both men and women post-instruction. Three of the groups identified for both men and women on the post-test were not present for either on the pretest. The rest of the identified incorrect answer groups did not represent misconceptions, but were rather related to the the blocked structure of some FCI items where multiple items are related to a common stem. The groups identified had little relation to the gender unfair items previously identified for this data set, and therefore, differences in the structure of student misconceptions between men and women cannot explain the gender differences reported for the FCI.

physics.ed-ph↗

arXiv2018

The Pulsar Search Collaboratory: Expanding Nationwide

The Pulsar Search Collaboratory (PSC) engages high school students and teachers in analyzing real data from the Robert C. Byrd Green Bank Telescope for the purpose of discovering exotic stars called pulsars. These cosmic clocks can be used as a galactic-scale detector of gravitational waves, ripples in space-time that have recently been directly detected from the mergers of stellar-mass black holes. Through immersing students in an authentic, positive learning environment to build a sense of belonging and competency, the goal of the PSC is to promote students' long-term interests in science and science careers. PSC students have discovered 7 pulsars since the start of the PSC in 2008. Originally targeted at teachers and students in West Virginia, over time the program has grown to 18 states. In a new effort to scale the PSC nationally, the PSC has developed an integrated online training program with both self-guided lectures and homework and real-time interactions with pulsar astronomers. Now, any high school student can join in the exciting search for pulsars and the discovery of a new type of gravitational waves.

astro-ph.IM↗

arXiv2018

Multi-Dimensional Item Response Theory and the Force Concept Inventory

Research on the test structure of the Force Concept Inventory (FCI) has largely been performed with exploratory methods such as factor analysis and cluster analysis. Multi-Dimensional Item Response Theory (MIRT) provides an alternative to traditional Exploratory Factor Analysis which allows statistical testing to identify the optimal number of factors. Application of MIRT to a sample of $N=4,716$ FCI post-tests identified a 9-factor solution as optimal. Additional analysis showed that a substantial part of the identified factor structure resulted from the practice of using problem blocks and from pairs of similar questions. Applying MIRT to a reduced set of FCI items removing blocked items and repeated items produced a 6-factor solution; however, the factors had little relation the general structure of Newtonian mechanics. A theoretical model of the FCI was constructed from expert solutions and fit to the FCI by constraining the MIRT parameter matrix to the theoretical model. Variations on the theoretical model were then explored to identify an optimal model. The optimal model supported the differentiation of Newton's 1st and 2nd law; of one-dimensional and three-dimensional kinematics; and of the principle of the addition of forces from Newton's 2nd law. The model suggested by the authors of the FCI was also fit; the optimal MIRT model was statistically superior.

physics.ed-ph↗

arXiv2017

Gender Fairness within the Force Concept Inventory

Research on the test structure of the Force Concept Inventory (FCI) has largely ignored gender, and research on FCI gender effects (often reported as "gender gaps") has seldom interrogated the structure of the test. These rarely-crossed streams of research leave open the possibility that the FCI may not be structurally valid across genders, particularly since many reported results come from calculus-based courses where 75% or more of the students are men. We examine the FCI considering both psychometrics and gender disaggregation (while acknowledging this as a binary simplification), and find several problematic questions whose removal decreases the apparent gender gap. We analyze three samples (total $N_{pre}=5,391$, $N_{post}=5,769$) looking for gender asymmetries using Classical Test Theory, Item Response Theory, and Differential Item Functioning. The combination of these methods highlights six items that appear substantially unfair to women and two items biased in favor of women. No single physical concept or prior experience unifies these questions, but they are broadly consistent with problematic items identified in previous research. Removing all significantly gender-unfair items halves the gender gap in the main sample in this study. We recommend that instructors using the FCI report the reduced-instrument score as well as the 30-item score, and that credit or other benefits to students not be assigned using the biased items.

physics.ed-ph↗

arXiv2017

Natural and fishing mortalities affecting eastern sea garfish, Hyporhamphus australis, inferred from age-frequency data using hazard functions

Estimates of age-specific natural (M) and fishing (F) mortalities among economically important stocks are required to determine sustainable yields and, ultimately, facilitate effective resource management. Here we used hazard functions to estimate mortality rates for eastern sea garfish, Hyporhamphus australis, a pelagic species that forms the basis of an Australian commercial lampara-net fishery. Data describing annual (2004 to 2015) age frequencies (0-1 to 5-6 years), yield, effort (boat-days), and average weights at age were used to fit various stochastic models to estimate mortality rates by maximum likelihood. The model best supported by the data implied: (i) the escape of fish aged 0-1 years increased from approximately 90 to 97% as a result of a mandated increase in stretched mesh opening from 25 to 28 mm; (ii) full selectivity among older age groups; (iii) a constant M of 0.52 +- 0.06 per year; and (iv) a decline in F between 2004 and 2015. Recruitment and biomass were estimated to vary, but increased during the sampled period. The results reiterate the utility of hazard functions to estimate and partition mortality rates, and support traditional input controls designed to reduce both accounted and unaccounted F.

q-bio.QM↗

arXiv2010

The Evolution and Development of the Universe

This document is the Special Issue of the First International Conference on the Evolution and Development of the Universe (EDU 2008). Please refer to the preface and introduction for more details on the contributions. Keywords: acceleration, artificial cosmogenesis, artificial life, Big Bang, Big History, biological evolution, biological universe, biology, causality, classical vacuum energy, complex systems, complexity, computational universe, conscious evolution, cosmological artificial selection, cosmological natural selection, cosmology, critique, cultural evolution, dark energy, dark matter, development of the universe, development, emergence, evolution of the universe evolution, exobiology, extinction, fine-tuning, fractal space-time, fractal, information, initial conditions, intentional evolution, linear expansion of the universe, log-periodic laws, macroevolution, materialism, meduso-anthropic principle, multiple worlds, natural sciences, Nature, ontology, order, origin of the universe, particle hierarchy, philosophy, physical constants, quantum darwinism, reduction, role of intelligent life, scale relativity, scientific evolution, self-organization, speciation, specification hierarchy, thermodynamics, time, universe, vagueness.

physics.gen-ph↗

arXiv1997

Effective action and motion of a cosmic string

We examine the leading order corrections to the Nambu effective action for the motion of a cosmic string, which appear at fourth order in the ratio of the width to radius of curvature of the string. We determine the numerical coefficients of these extrinsic curvature corrections, and derive the equations of motion of the worldsheet. Using these equations, we calculate the corrections to the motion of a collapsing loop, a travelling wave, and a helical breather. From the numerical coefficients we have calculated, we discuss whether the string motion can be labelled as `rigid' or `antirigid,' and hence whether cusp or kink formation might be suppressed or enhanced.

hep-ph↗