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You searched for subject:(Calculus based physics). Showing records 1 – 4 of 4 total matches.

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University of California – Merced

1. Özgen, Oktar. Physics-Based Animation Models Using Fractional Calculus.

Degree: Electrical Engineering and Computer Science, 2013, University of California – Merced

Physics-based computer animation is an area of Computer Graphics with important applications ranging from visual effects in movies and computer games to simulation-based modeling and… (more)

Subjects/Keywords: Computer science; computer animation; fractional calculus; physics-based simulation

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Özgen, O. (2013). Physics-Based Animation Models Using Fractional Calculus. (Thesis). University of California – Merced. Retrieved from http://www.escholarship.org/uc/item/6rx8263b

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Özgen, Oktar. “Physics-Based Animation Models Using Fractional Calculus.” 2013. Thesis, University of California – Merced. Accessed May 22, 2019. http://www.escholarship.org/uc/item/6rx8263b.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Özgen, Oktar. “Physics-Based Animation Models Using Fractional Calculus.” 2013. Web. 22 May 2019.

Vancouver:

Özgen O. Physics-Based Animation Models Using Fractional Calculus. [Internet] [Thesis]. University of California – Merced; 2013. [cited 2019 May 22]. Available from: http://www.escholarship.org/uc/item/6rx8263b.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Özgen O. Physics-Based Animation Models Using Fractional Calculus. [Thesis]. University of California – Merced; 2013. Available from: http://www.escholarship.org/uc/item/6rx8263b

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

2. Rebello, Carina M. Relationships between undergraduates' argumentation skills, conceptual quality of problem solutions, and problem solving strategies in introductory physics.

Degree: 2012, University of Missouri – Columbia

 This study explored the effects of alternative forms of argumentation on undergraduates' physics solutions in introductory calculus-based physics. A two-phase concurrent mixed methods design was… (more)

Subjects/Keywords: written argumentation; problem solving strategies; calculus-based physics

physics solutions in introductory calculus-based physics. A two-phase concurrent mixed methods… …alternative forms of argumentation on students’ physics solutions in an introductory calculus-based… …In physics, it is common for students to only offer a numerical answer based upon their… …110 RQ1: How Undergraduates’ Solve Argumentative Physics Problems .................110… …Driven by Views of Argumentation, Evidence, Knowledge, and Nature of Physics… 

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Rebello, C. M. (2012). Relationships between undergraduates' argumentation skills, conceptual quality of problem solutions, and problem solving strategies in introductory physics. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/33099

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Rebello, Carina M. “Relationships between undergraduates' argumentation skills, conceptual quality of problem solutions, and problem solving strategies in introductory physics.” 2012. Thesis, University of Missouri – Columbia. Accessed May 22, 2019. http://hdl.handle.net/10355/33099.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Rebello, Carina M. “Relationships between undergraduates' argumentation skills, conceptual quality of problem solutions, and problem solving strategies in introductory physics.” 2012. Web. 22 May 2019.

Vancouver:

Rebello CM. Relationships between undergraduates' argumentation skills, conceptual quality of problem solutions, and problem solving strategies in introductory physics. [Internet] [Thesis]. University of Missouri – Columbia; 2012. [cited 2019 May 22]. Available from: http://hdl.handle.net/10355/33099.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Rebello CM. Relationships between undergraduates' argumentation skills, conceptual quality of problem solutions, and problem solving strategies in introductory physics. [Thesis]. University of Missouri – Columbia; 2012. Available from: http://hdl.handle.net/10355/33099

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Texas – Austin

3. -4732-2790. A long-term study of educational robotics and achievement in math and science.

Degree: Science, Technology, Engineering, and Mathematics Education, 2018, University of Texas – Austin

 In recent years, educational robotics has become a popular tool in STEM programs, such as afterschool clubs, and summer camps, as well as classrooms. However,… (more)

Subjects/Keywords: Robotics; Longitudinal; Pre–college engineering; STEM integration; K-12; STEM; K-12 engineering; Math achievement; Math enrollment; Science enrollment; Authentic pedagogy; Math education; Science education; Physics achievement; Calculus achievement; Mixed methods; Grounded theory; Engineering design; Design education; Project-based learning; Design-based instruction; Design-based learning; Capstone; LEGO; VEX; MINDSTORMS; Explicit integration

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

-4732-2790. (2018). A long-term study of educational robotics and achievement in math and science. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/65888

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

-4732-2790. “A long-term study of educational robotics and achievement in math and science.” 2018. Thesis, University of Texas – Austin. Accessed May 22, 2019. http://hdl.handle.net/2152/65888.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

-4732-2790. “A long-term study of educational robotics and achievement in math and science.” 2018. Web. 22 May 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-4732-2790. A long-term study of educational robotics and achievement in math and science. [Internet] [Thesis]. University of Texas – Austin; 2018. [cited 2019 May 22]. Available from: http://hdl.handle.net/2152/65888.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

-4732-2790. A long-term study of educational robotics and achievement in math and science. [Thesis]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/65888

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

4. Ezrailson, Cathy Mariotti. EMIT: explicit modeling of interactive-engagement techniques for physics graduate teaching assistants and the impact on instruction and student performance in calculus-based physics.

Degree: 2005, Texas A&M University

 This study measures the effect of a model of explicit instruction (EMIT) on the: 1) physics graduate teaching assistants? adherence to reformed teaching methods, 2)… (more)

Subjects/Keywords: inteactive engagement; active engagement; Modeling; Calculus-based physics; graduate teaching assistants; physics teaching assistants; explicit modeling; models of instruction; cooperative groups; context rich problem solving; cognitive coaching in physics

…perceptions and performance in calculus-based physics? Further, will this pedagogical instruction… …study was a need to respond to the failure of the present introductory calculus-based physics… …specifically designed for physics teaching assistants based on decades of research and pedagogical… …sections of the honors introductory calculus-base physics reform during the Spring Semester, 2003… …based on a complex physics scenario. Students can use multiple representations – conceptual… 

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Ezrailson, C. M. (2005). EMIT: explicit modeling of interactive-engagement techniques for physics graduate teaching assistants and the impact on instruction and student performance in calculus-based physics. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/1467

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Ezrailson, Cathy Mariotti. “EMIT: explicit modeling of interactive-engagement techniques for physics graduate teaching assistants and the impact on instruction and student performance in calculus-based physics.” 2005. Thesis, Texas A&M University. Accessed May 22, 2019. http://hdl.handle.net/1969.1/1467.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Ezrailson, Cathy Mariotti. “EMIT: explicit modeling of interactive-engagement techniques for physics graduate teaching assistants and the impact on instruction and student performance in calculus-based physics.” 2005. Web. 22 May 2019.

Vancouver:

Ezrailson CM. EMIT: explicit modeling of interactive-engagement techniques for physics graduate teaching assistants and the impact on instruction and student performance in calculus-based physics. [Internet] [Thesis]. Texas A&M University; 2005. [cited 2019 May 22]. Available from: http://hdl.handle.net/1969.1/1467.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ezrailson CM. EMIT: explicit modeling of interactive-engagement techniques for physics graduate teaching assistants and the impact on instruction and student performance in calculus-based physics. [Thesis]. Texas A&M University; 2005. Available from: http://hdl.handle.net/1969.1/1467

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

.