case-based learning in physics

Case-based learning in PhysicsCase-based learning in Physics

Henry Yam S S TongHenry Yam S S Tong

Department of Physics Department of Physics //

Centre for Promoting Science Education, Centre for Promoting Science Education,

CUHKCUHK

S S Tong CUPHYS S Tong CUPHY

What I want to share with you….What I want to share with you….

• I only have little knowledge on the case-based learning I only have little knowledge on the case-based learning

methodmethod

• But I see this method has the potential of helping But I see this method has the potential of helping

students develop a students develop a balanced balanced personality, and good personality, and good

relations with relations with oneselfoneself, , others others and the and the societysociety

• Just to share with you the physics cases we developed….Just to share with you the physics cases we developed….

• Not quite sure if they are practical or not….Not quite sure if they are practical or not….

• Eager to listen to your comments…. and your sharing on Eager to listen to your comments…. and your sharing on

teaching experience, implementation problems…. teaching experience, implementation problems….

What I learnt in counseling lessons…. What I learnt in counseling lessons….

• Virginia Satir (1916-1988) - model on commuicationVirginia Satir (1916-1988) - model on commuication• Communicate with Communicate with oneselfoneself, , othersothers and and environmentenvironment

SelfSelf

OthersOthers EnvironmentEnvironment(external world)(external world)


So what causes commuication problems?So what causes commuication problems?

• People always blaming others….People always blaming others….

SelfSelf


I am always rightI am always rightI don't care about othersI don't care about others

and the worldand the world



• People always pleasing others….People always pleasing others….

SelfSelf


You are always rightYou are always rightI don't care about myselfI don't care about myself

and the worldand the world


I only care aboutI only care aboutanalysis, I don't care analysis, I don't care

about myself and othersabout myself and othersSelfSelf



• People relying too much on facts and analysis….People relying too much on facts and analysis….


Making wise decisions in the real world….Making wise decisions in the real world….

• People know how to communicate with People know how to communicate with oneselfoneself, , othersothers & & environmentenvironment. Healthy communications, wise decisions. Healthy communications, wise decisions

SelfSelf


I am happyI am happy


Case method: help people make decisions?Case method: help people make decisions?

• Example case in physics: Example case in physics: Introduction of flameless Introduction of flameless cooking to a traditional restaurantcooking to a traditional restaurant

• Save energy and moneySave energy and money

• Less heat and safer in kitchen (physics of heat transfer Less heat and safer in kitchen (physics of heat transfer and EM induction)and EM induction)

• Need investment, renovation Need investment, renovation

• Old chefs (most) don't like it, new chefs (two) like it Old chefs (most) don't like it, new chefs (two) like it

• Owners happy (save money)Owners happy (save money)

• Customers not happy? (food quality affected?) Customers not happy? (food quality affected?)


Considering Considering oneselfoneself, , othersothers, and , and environmentenvironment

SelfSelf


OwnersOwners

Old chefsOld chefsNew chefsNew chefs

CustomersCustomers

Save energy and moneySave energy and money

Less heat and safer (Physics of heat & EM)Less heat and safer (Physics of heat & EM)

Investment, renovationInvestment, renovation

How do I feel?How do I feel?My job, my position?My job, my position?

Food qualityFood quality

General ManagerGeneral Manager


Characteristics of case solutionsCharacteristics of case solutions

• Case has no perfect solutionCase has no perfect solution

• But But analysis and science knowledge do helpanalysis and science knowledge do help

• Involve emotion of people (e.g. owners, manager, chefs Involve emotion of people (e.g. owners, manager, chefs

and customers) – difficult to quantifyand customers) – difficult to quantify

• Open-ended, i.e. has more than one solutionsOpen-ended, i.e. has more than one solutions

• Real solution may emerge from the combination of Real solution may emerge from the combination of

several solutions (e.g. use electricity for steamers, retain several solutions (e.g. use electricity for steamers, retain

traditional gas cooking for woks)traditional gas cooking for woks)

– let students know what actually happens - writing an authentic let students know what actually happens - writing an authentic

case is usefulcase is useful


Skills to learn…. Skills to learn….

• Learn skills toLearn skills to– gain a gain a holisticholistic and and balancedbalanced view of the situation view of the situation– cope with other people and take suitable measures cope with other people and take suitable measures

• Skills trained in the case-method:Skills trained in the case-method:– Analytical skillsAnalytical skills– Decision making skillsDecision making skills– Application skills: presentation, PowerPoint, report Application skills: presentation, PowerPoint, report

writingwriting– Time management skillsTime management skills– Interpersonal or social skillsInterpersonal or social skills


Learning with Cases 2nd editionLouise A. Mauffette-Leenders etal.Ivey Publishing


Processes to acquire the skills in case methodProcesses to acquire the skills in case method

• Individual Individual learning and learning and discussionsdiscussions




Example Physics CasesExample Physics Cases

The chef cannot see the flame: Flameless The chef cannot see the flame: Flameless cooking in restaurantcooking in restaurant

Solar Energy in Kadoorie Farm and Solar Energy in Kadoorie Farm and Botanic GardenBotanic Garden


Flameless cooking in restaurant: Case ideaFlameless cooking in restaurant: Case idea

• For students to face a real-life physics related tasks: For students to face a real-life physics related tasks:

– The impact of new technology in old establishmentThe impact of new technology in old establishment

• New technology:New technology:

– Flameless cooking equipmentFlameless cooking equipment

• Old establishment:Old establishment:

– Traditional restaurantTraditional restaurant

• Students role-play as employees of restaurantStudents role-play as employees of restaurant

• Students have to present a course of action to employerStudents have to present a course of action to employer

Henry Yam CUPHYHenry Yam CUPHY

Doing the caseDoing the case

• Individual Individual

preparationpreparation

• Small group Small group

discussiondiscussion

• ProductionProduction

• PresentationPresentation

• Large group Large group



Individual preparationIndividual preparation

• Done in class under teacher supervisionDone in class under teacher supervision

• 20 minutes20 minutes

• Preparation for Small group discussionPreparation for Small group discussion

• Students required to find out at leastStudents required to find out at least

– Who are involvedWho are involved

– What is the challengeWhat is the challenge

– How to presentHow to present

– When to finishWhen to finish


Small group discussionSmall group discussion

• Continuation of Individual preparationContinuation of Individual preparation

• 4-6 students each group4-6 students each group

• 30-40 minutes30-40 minutes

• Students discuss possible solutionsStudents discuss possible solutions


Small group discussionSmall group discussion

• Aim to facilitate learning from each otherAim to facilitate learning from each other

• Teacher visits each group to gauge progressTeacher visits each group to gauge progress

• Students hand in achievement of discussionStudents hand in achievement of discussion

• Students continue discussion after classStudents continue discussion after class

– learn interpersonal and social skilllearn interpersonal and social skill

– learn time management skilllearn time management skill

– learn decision making skillslearn decision making skills


ProductionProduction

• PowerPoint presentation and written reportPowerPoint presentation and written report

• Prepare during non-lesson timePrepare during non-lesson time

• Assume target audience are General Manager and Assume target audience are General Manager and owners of restaurantowners of restaurant

• Special requirementsSpecial requirements

– explain flameless and induction cooking (physics)explain flameless and induction cooking (physics)

– use graphs and charts (data analysis and presentation)use graphs and charts (data analysis and presentation)


PresentationPresentation

• 5-8 5-8 minutes presentation + 2-5 minutes Q&A = 10 minutes presentation + 2-5 minutes Q&A = 10

minutes for each groupminutes for each group

– learn application skilllearn application skill

– learn oral communication skilllearn oral communication skill

• Teacher role-plays General Manager, other students role-Teacher role-plays General Manager, other students role-

play owners to ask questionsplay owners to ask questions

• Questions to probe understanding, especially to passive Questions to probe understanding, especially to passive

studentsstudents

– e.g. Can kitchen power supply handle the change?e.g. Can kitchen power supply handle the change?


Large group discussionLarge group discussion

• Students no longer are employeesStudents no longer are employees

– Discuss solutions put forwardDiscuss solutions put forward

• Issues when introducing new technologyIssues when introducing new technology

– Human issues: Is the new technology good or bad to Human issues: Is the new technology good or bad to

the chefs?the chefs?

– Technology issues: Does the technology work?Technology issues: Does the technology work?

– Society issues: Impact of energy savingSociety issues: Impact of energy saving

– Pitfalls: Will the food taste different?Pitfalls: Will the food taste different?


AssessmentAssessment

• Students know the Assessment guidelinesStudents know the Assessment guidelines

• Assessment broken down into areasAssessment broken down into areas

• Encourage students to improve weak areasEncourage students to improve weak areas

• Reward students’ strong areasReward students’ strong areas


AssessmentAssessment

Needs Improvement

Satisfactory Good Excellent

Understanding the issue 5%

Understanding the case clearly and identifying key issues to be tackled in order to reach recommendations

0-1% 2-3% 4% 5%

Calculation and data 15%

Quoting data and performing calculations that are accurate and relevant

0-3% 6-9% 12% 15%


Flexibility of caseFlexibility of case

• One crucial data can change whole caseOne crucial data can change whole case

– changing the rating of kitchen power supplychanging the rating of kitchen power supply

• Adjusting the data file changes the difficulty and relative Adjusting the data file changes the difficulty and relative

focus of the casefocus of the case

– Data file can be as simple as a neat table with all Data file can be as simple as a neat table with all

relevant data includedrelevant data included

– Or as complicated as a long leaflet with relevant Or as complicated as a long leaflet with relevant

numerical data scattered between irrelevant data for numerical data scattered between irrelevant data for

students to distinguishstudents to distinguish


Guidance to studentsGuidance to students

• Supplementary worksheetSupplementary worksheet

– guidance on Individual preparation and Group guidance on Individual preparation and Group


• Hints for studentsHints for students

– ask leading questions for students to follow the ask leading questions for students to follow the

analysis of the case step by stepanalysis of the case step by step


Help for teachersHelp for teachers

• Main possible solutions to the case are providedMain possible solutions to the case are provided

– general main points of each solutiongeneral main points of each solution

– the advantage of each solutionthe advantage of each solution

– the weakness of each solutionthe weakness of each solution

• Outline of the answer to all leading questions give Outline of the answer to all leading questions give overall understanding of caseoverall understanding of case


Need teachers’ precious inputNeed teachers’ precious input

• Implementation in Hong Kong classroom environment is Implementation in Hong Kong classroom environment is

a challengea challenge

• How to increase the dimension of the caseHow to increase the dimension of the case

• Need teachers and educators’ experience and suggestions Need teachers and educators’ experience and suggestions

on improving the caseon improving the case


case-based learning in physics

Documents

s s tong cuphywhat

s s tong cuphyconsidering

worlds s tong cuphyso

environments s tong

usefuls s tong cuphyskills

authentic case

example case

case methodindividual