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Keystroke data collected from CS1 student participants during spring 2024 semester at Utah State University. See readme.txt for detailed information. This dataset has undergone deidentification, though it is possible, being a complex, temporal, and ephemeral dataset, that identifying keystrokes may have been missed. Ethical use of this dataset includes avoiding attempts at reconstructing identities. That said, if researchers discover anything identifiable in the data, they are encouraged to contact the dataset authors (john.edwards@usu.edu). 

Digital simulations are especially helpful in physics education, but most simulations provide only a visual- ization of a phenomenon while obscuring the mathematical relationships that model its behavior. Our team is developing a suite of online simulations called DynamicsLab, which combine visual representations with an ability to input and alter the governing physics equations. Here, we share excerpts from a group of clinical interviews, in which intermediate physics students explored the first iterations of a DynamicsLab simulation of a characteristic problem in Classical Mechanics: the bead on a spinning hoop. The students were given predict- observe-explain prompts to investigate the way they connected the mathematical representation to the physical phenomenon. We highlight three episodes in which students had to revise unsuccessful predictions, and how these instances indicate that engaging with the DynamicsLab simulation encouraged the students to draw upon a more diverse range of knowledge elements to support their physical and mathematical reasoning. 

Pausing behavior in introductory Computer Science (CS1) courses has been related to course outcomes and could be linked to a student’s cognitive load. Using Cognitive Load Theory and Vygotsky’s Zone of Proximal Development as a theoretical framework, this study empirically analyzes keystroke latencies, or pause times between keystrokes, with the goal of better understanding what types of assignments need more scaffolding than others. We report the characteristics of eleven assignments, introduce a method to analyze pausing behavior, and investigate how pausing behavior changes with assignment characteristics (e.g., introducing new programming constructs, engaging creativity through Turtle graphics, etc). We find evidence that pausing behavior does change based on the assignment characteristics and that assignments with particular characteristics, such as object-oriented principles, may be more likely to have excessive demands on student working memory. We also find evidence that assignment completion time may not be an accurate measure of assignment difficulty. 

As seen by an observer in the rotating frame, the earth’s small spheroidal deformations neutralize the centrifugal force, leaving only the smaller Coriolis force to govern the “inertial” motion of objects that move on its surface, assumed smooth and frictionless. Previous studies of inertial motion employ weakly spheroidal equations of motion that ignore the influence of the centrifugal force and yet treat the earth as a sphere. The latitude dependence of these equations renders them strongly nonlinear. We derive and justify these equations and use them to identify, classify, name, describe, and illustrate all possible classes of inertial motion, including a new class of motion called circumpolar waves, which encircle both poles during each cycle of the motion. We illustrate these classes using CorioVis, our freely available Coriolis visualization software. We identify a rotational/time-reversal symmetry for motion on the earth’s surface and use this symmetry to develop and validate closed-form small-amplitude approximations for the four main classes and one degenerate class of inertial motion. For these five classes, we supply calculations of experimentally relevant frequencies, zonal drifts, and latitude ranges.