A hybrid approach for using programming exercises in introductory physics

Incorporating computer programming exercises into introductory physics is a delicate task that involves a number of choices that may have an effect on student learning. We present a “hybrid” approach that speaks to a number of common concerns regarding cognitive load which arise when using programming exercises in introductory physics classes where many students are absolute beginner programmers. This “hybrid” approach provides the student with a highly interactive web-based visualization, not unlike a PhET or Physlet interactive, but importantly the student is shown only the subset of the code where the initial conditions are set and the system variables are evolved. We highlight results from a coding activity that resembles the classic game Asteroids. The goals of this activity are to show how a simple 1D code can be modified into a 2D code, and to reinforce ideas about the relationship between force, velocity, and acceleration vectors. Survey results from four semesters of introductory physics classes at the Ohio State University's Marion campus, in which a high percentage of the students are weak or absolute beginner programmers, provide evidence that most students can complete coding tasks without severe difficulty. Other survey results are promising for future work where conceptual learning will be assessed in a direct way using metrics like the Animated Force Concept Inventory [Dancy and Beichner, Phys. Rev. Spec. Top. Phys. Educ. 2, 010104 (2006)]. The exercise highlighted here and others from our group are available for general use at http://compadre.org/PICUP.