introductory physics course reform at ua – current status and lessons learned
DESCRIPTION
Introductory Physics Course Reform at UA – Current Status and Lessons Learned. J.W. Harrell and Stan Jones Department of Physics & Astronomy University of Alabama. Introductory PH and AY Courses at UA. Algebra-based: PH101/102 - Mostly life-science majors Calculus-based: PH105/106 - PowerPoint PPT PresentationTRANSCRIPT
![Page 1: Introductory Physics Course Reform at UA – Current Status and Lessons Learned](https://reader035.vdocuments.mx/reader035/viewer/2022062807/56815175550346895dbfabf8/html5/thumbnails/1.jpg)
Introductory Physics Course Reform at UA – Current Status and Lessons
Learned
J.W. Harrell and Stan JonesDepartment of Physics & Astronomy
University of Alabama
![Page 2: Introductory Physics Course Reform at UA – Current Status and Lessons Learned](https://reader035.vdocuments.mx/reader035/viewer/2022062807/56815175550346895dbfabf8/html5/thumbnails/2.jpg)
Introductory PH and AY Courses at UA
• Algebra-based: PH101/102- Mostly life-science majors
• Calculus-based: PH105/106- Mostly engineering majors (and PH)
• Conceptual Physics: PH115- Mostly elementary education majors
• Total annual intro PH enrollment ~ 1900• Also, AY101 (~1900 students)
![Page 3: Introductory Physics Course Reform at UA – Current Status and Lessons Learned](https://reader035.vdocuments.mx/reader035/viewer/2022062807/56815175550346895dbfabf8/html5/thumbnails/3.jpg)
NSF Foundation Coalition
• Reform began with NSF-FC program in 1993- One of 8 NSF funded engineering coalitions to improve undergraduate engineering curriculum.
• Active learning, teamwork, curriculum integration.
• New technology enabled classrooms• Pilot sections of physics (separate lecture-lab)
![Page 4: Introductory Physics Course Reform at UA – Current Status and Lessons Learned](https://reader035.vdocuments.mx/reader035/viewer/2022062807/56815175550346895dbfabf8/html5/thumbnails/4.jpg)
Studio Physics
• Similar to FC, but integrated lecture and lab. (after RPI, NCSU)
• Started in 2002• Full implementation in
2005• Now both Studio and
traditional lecture-lab sections (~50/50)
• 5 contact hours/week(2 + 2 + 1)
• Lecture lite• Labs and other group
activities• Online homework
![Page 5: Introductory Physics Course Reform at UA – Current Status and Lessons Learned](https://reader035.vdocuments.mx/reader035/viewer/2022062807/56815175550346895dbfabf8/html5/thumbnails/5.jpg)
Studio Physics
• 2 classrooms (54 and 60 students)
• 3 students/group• Instructor, GTA,
UGTA• Computer data
acquisition in labs
![Page 6: Introductory Physics Course Reform at UA – Current Status and Lessons Learned](https://reader035.vdocuments.mx/reader035/viewer/2022062807/56815175550346895dbfabf8/html5/thumbnails/6.jpg)
Studio vs Non-Studio -preference and attendance
• Attitudinal survey (2002-2003)– Prefer Studio: 53%– Prefer non-Studio: 26%– No preference: 20%
• Attendance (influenced by graded classwork)– Studio: ~ 85%– Non-Studio: ~ 65%
![Page 7: Introductory Physics Course Reform at UA – Current Status and Lessons Learned](https://reader035.vdocuments.mx/reader035/viewer/2022062807/56815175550346895dbfabf8/html5/thumbnails/7.jpg)
Studio vs Non-Studio- Completion rates
• Median W/F rate– Studio: 16.5%– Non-Studio: 23.5%• Instructor factor?– Most instructors
either teach one format or the other. Cumulative %(x)
= % with W/F ≥ x
![Page 8: Introductory Physics Course Reform at UA – Current Status and Lessons Learned](https://reader035.vdocuments.mx/reader035/viewer/2022062807/56815175550346895dbfabf8/html5/thumbnails/8.jpg)
Studio vs Non-Studio- Force Concept Inventory
• FCI gains– Studio: 27%– Non-Studio: 17%
• Wide range of gains• Low for interactive
engagement classes• Instructor effect? Cumulative %(x)
= % with gain ≥ x
![Page 9: Introductory Physics Course Reform at UA – Current Status and Lessons Learned](https://reader035.vdocuments.mx/reader035/viewer/2022062807/56815175550346895dbfabf8/html5/thumbnails/9.jpg)
FCI and BEMA
• Combined results for Studio and Non-Studio– FCI = 27%– BEMA = 20%
(Now using CSEM )
![Page 10: Introductory Physics Course Reform at UA – Current Status and Lessons Learned](https://reader035.vdocuments.mx/reader035/viewer/2022062807/56815175550346895dbfabf8/html5/thumbnails/10.jpg)
Astronomy Conceptual Gains
• AY conceptual test - developed by UA faculty
• AY gains >> PH gains• Clicker sections > non-
clicker sections• Instructor effect?
![Page 11: Introductory Physics Course Reform at UA – Current Status and Lessons Learned](https://reader035.vdocuments.mx/reader035/viewer/2022062807/56815175550346895dbfabf8/html5/thumbnails/11.jpg)
Conceptual Physics
• Taken primarily by elementary education majors• Before 2011: Hewitt text, Studio format• 2011: PET curriculum
Inquiry and activity based• Conceptual gains (PET concept test)
Pre-test = 25%, post-test = 65% Gain = 54%• Attitudinal survey – very positive
![Page 12: Introductory Physics Course Reform at UA – Current Status and Lessons Learned](https://reader035.vdocuments.mx/reader035/viewer/2022062807/56815175550346895dbfabf8/html5/thumbnails/12.jpg)
PET Concept Test – example question1. A soccer goalie is practicing by punting a
ball straight up into the air and then catching it again when it falls back down. Consider a moment just after the ball has been kicked, but is still moving upward (as shown in the picture). Which of the following forces do you think are acting on the soccer ball at this moment?
(Choose all those that you think are
present.)A) A force of gravity pulling
downward.B) A force from the kick pushing
upward.C) A force of gravity pushing upward.D) A force pushing upward due to the
motion of the ball.E) Some other force (describe what
you think it is below)
![Page 13: Introductory Physics Course Reform at UA – Current Status and Lessons Learned](https://reader035.vdocuments.mx/reader035/viewer/2022062807/56815175550346895dbfabf8/html5/thumbnails/13.jpg)
Lessons Learned
• Studio Physics well received by students and administration
• A significant number of faculty prefer Studio.• Student retention and FCI gains higher than in
lecture-lab format.• Conceptual gains in Studio lower than expected
for interactive engagement courses.• Instructor effect on retention and gains not
known.• Clickers now used in many lecture and Studio
courses, but effect has not been quantified.
![Page 14: Introductory Physics Course Reform at UA – Current Status and Lessons Learned](https://reader035.vdocuments.mx/reader035/viewer/2022062807/56815175550346895dbfabf8/html5/thumbnails/14.jpg)
Importance of Studio Physics Curriculum
• Curriculum and how it is implemented is critical.
• Little improvement in learning gains in early years of Studio Physics at RPI.
• Gains improved after curriculum changes.
http://www7.nationalacademies.org/bose/Cummings_Presentation_Workshop2.pdf
![Page 15: Introductory Physics Course Reform at UA – Current Status and Lessons Learned](https://reader035.vdocuments.mx/reader035/viewer/2022062807/56815175550346895dbfabf8/html5/thumbnails/15.jpg)
Recommendations
• Better coordination of Studio courses.• Training of new and inexperienced faculty.• Improved GTA and UGTA training.• Revise labs and activities – more inquiry based.• Identify and implement best practices (successful
faculty, PET curriculum, …)