Peer Instruction and the Use of Clickers in the TYC Classroom. Michael C. Faleski AAPT Summer Meeting TYC Tandem Session July 17, 2010

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1 Peer Instruction and the Use of Clickers in the TYC Classroom Michael C. Faleski AAPT Summer Meeting TYC Tandem Session July 17, 2010

2 I have used clickers in my class(es) before. A. Yes B. No

3 My history with clickers Fall 2006 Spring 2008 Turning Technologies Received a loaner set from the company Students assigned a number from the set and picked it up before class began Used in PHY 111, PHY 212 Fall 2008 present einstruction College standardized on this clicker Students purchase clicker at bookstore along with activation code Used in PHY 111, PHY 211, 212

4 Course descriptions PHY 111, PHY 211, 212 PHY 111 Introductory 1 semester trig-based course in Mechanics Thermodynamics Fluids Oscillation/sound Meets 7 hrs/wk for 15 wks Text: Serway / Vuille College Physics PHY 211/212 Introductory 2 semester calc-based course in Mechanics, Thermodynamics Fluids Oscillation/sound E&M Optics Meets 8 hrs/wk for 15 wks Text: Serway/Jewett Physics for Scientists and Engineers

5 PHY 111 Win (82) Fall (82) Win (82) Spr (71) PHY 211 Fall (80) PHY 212 Win (76) Win (64) # questions (# test questions)

6 Content coverage??? (What s missed?) PHY 211/212 not discussed PHY 211/212 discussed Ch 12.4 (Elastic Properties of Solids) Ch 29.5 (Torque on a Current Loop) Ch 37.7 (Michelson Interferometer) Ch 2.8 (Kinematics Equations Derived from Calculus) Ch 4.6 (Relative Velocity+Acc) Ch 6.4 (Motion in Presence of Resistive Forces) Ch 11.5 (Gyroscope) Ch (Damped Oscillation + Driven oscillation) Ch 26.7 (Atomics of Dielectric) Ch 29.3 (Application of charged particles in mag. Fields) Ch 29.6 (Hall Effect) Ch 31.6 (Eddy Currents) Ch 33.9 (Filter circuits) Ch 36.5 (Lens Aberration) Surface Charge Distribution in circuits.

7 Assessment Results - FCI PHY 111 FCI [1] Pre-course Post-course Normalized Gain National (traditional) / Delta pre-clicker N = 91 Delta post clicker 06 present N = % 59.7 % % 64.2 % 0.46 PHY 211 FCI Pre-course Post-course Normalized Gain National (traditional) / Delta Fall 2009 N = % 84.3 % *1+ Richard R. Hake, Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics course, Am. J. Phys. 66, (1998).

8 Assessment Results (CSEM & DIRECT) PHY 212 CSEM [2] Pre- Course Post- Course Gain National (calc) 31 % 47 % 0.23 Delta pre-clicker ( 04 06) N = 98 Delta post-clicker ( 07 present) N = % 52.4 % % 65.4 % 0.56 PHY 212 DIRECT [3] Post Score National (University) 52 % Delta pre-clicker ( 04 06) N = 102 Delta post-clicker ( 07 present) N = % 71.7 % [2] David P. Maloney, Thomas L. O Kuma, Curtis J. Hieggelke, and Alan Van Heuvelen, Surveying students conceptual knowledge of electricity and magnetism, Phys. Educ. Res., Am. J. Phys. Suppl. 69, S12 S23 (2001). [3] Paula Vetter Engelhardt and Robert J. Beichner, Students understanding of direct current resistive electrical circuits, Am. J. Phys. 72, (2004).

9 1. Exams 2. Exam Review HOW ARE CLICKERS USED IN CLASS? 11 QUESTION TYPES (SO FAR) 3. Interactive Demonstration (predict what happens) 4. Constructivism (in groups) students learn and teach themselves 5. Knowledge Bridges - going to the next topic using old knowledge 6. Variation sequences local variation gives rise to global changes 7. Open for debate (repolled) tough Q s that generate great discussion! 8. Extension take what you know and stretch your mind 9. Process Development how DO you make an FBD and perform an analysis? 10. Cycling old knowledge chapter 4 is useful in chapter On the fly students have the BEST questions and confusions!

10 Types: Exams + Review Students answer the multiple choice portion of the exam with the clicker (individual) MC is graded in real-time No more scantrons needed Exam review game style (in groups) Questions range from easy to difficult, conceptual and numerical All questions are posted for students after the game for their perusal

11 Type Interactive Demonstration Predict what will happen discuss with your neighbors Answer does not have to be shown (but can be!) Answer can be put in later (after demo)

12 Where does the ball land when initially released from rest AND the cart is accelerating down the track when the ball is launched? Assume a frictionless incline. A. Behind the car B. In the car C. In front of the car

13 What percentage of PHY211 students answered this previous question correctly? A % B % C % D % E %

14 This time, the car goes up, the ball is launched, but the car is coming back down the hill as the ball is landing where does the ball land? Assume a frictionless incline. A. Behind the car B. In the car C. In front of the car

15 What percentage of PHY211 students answered this correctly? A % B % C % D % E %

16 Students discover knowledge for themselves through guided questioning Used in: Significant digits Rotational motion (difference between v and ω)

17 With proper sig figs, what is cm cm? A cm B cm C. 1.9 cm D. 2 cm E. None of the above

18 What percentage of PHY211 students answered this previous question correctly? A % B % C % D % E %

19 Type Knowledge Bridges As a way to introduce new material rely on understanding of old material

20 A Gaussian surface happens to be such that the electric field is everywhere normal to the surface. Then, over this surface will evaluate to A. ½ E 2 B. E A (A is the surface area) C. E A (A is the cross-sectional area) D. zero E. None of the above

21 Equations are simple what do they mean? If one quantity is changed locally, what does it mean globally?

22 A parallel-plate capacitor is fully charged after it is connected to a battery. The battery is then disconnected from the capacitor. Using insulating gloves, the plates of the capacitor are now moved so that they have twice their original spacing. What is the ratio of the capacitor s new capacitance to the original capacitance? A. 4 B. 2 C. 1 D. ½ E. ¼

23 A parallel-plate capacitor is fully charged after it is connected to a battery. The battery is then disconnected from the capacitor. Using insulating gloves, the plates of the capacitor are now moved so that they have twice their original spacing. What is the ratio of the new potential difference between the plates to the old potential difference between the plates? A. 4 B. 2 C. 1 D. ½ E. ¼

24 Type Open for debate Interesting questions that seems to be in opposition to 2 different physics analyses have students discuss their conclusions in the larger group Questions that challenge understanding

25 Strings are wound around two identical pucks: one is around its outer rim; the other is around its axle. You pull both pucks from rest by using the same force F. Both pucks start to move on a frictionless surface. Which puck arrives at the finish line first? F F A. Disk 1 B. Disk 2 C. It is a tie D. It cannot be determined.

26 Strings are wound around two identical pucks: one is around its outer rim; the other is around its axle. You pull both pucks from rest by using the same force F. Both pucks start to move on a frictionless surface. Which puck arrives at the finish line first? F F A. Disk 1 B. Disk 2 C. It is a tie D. It cannot be determined.

27 TYPE EXTENSION Difficult questions on material that students should understand as a way to push them to greater understanding

28 Each ideal battery is 1.0 v. Each resistor has resistance of 2.0 Ohms. What is the current (to the nearest 0.1 A) through the resistor labeled R? Figure from Halliday/ Resnick 5 th ed.

29 For the curious Voltage across Resistor R one large KLR (-1) + (-(I)(2)) = 0 => 2 2I = 0 => I = 1.0 A

30 Type Process Development How does one solve force problems??? make a free body diagram and use Newton s Second Law Let s reinforce doing that correctly!

31 The Problem: A 20-kg box sits on the floor of an elevator that is moving upward with a constant acceleration of 2.0 m/s 2. a) Draw the free body diagram of the box b) Determine the force exerted on the box by the elevator floor. Clicker Question Sequence: 1. How many forces on the FBD of the box? (MC) 2. What is the magnitude of the gravitational force acting on the box in Newtons? (N) 3. What is the magnitude of the net force acting on the box (in Newtons)? (N) 4. What is the magnitude of the force from the floor acting on the box (in Newtons)? (N) 5. What is the magnitude of the force from the floor acting on the box if it were accelerating downward at 2.0 m/s 2 (in Newtons)? (N) (MC) = Multiple Choice; (N) = Numerical

32 Physics is one subject why do we distinguish with this is mechanics and this is thermodynamics ask old knowledge questions anytime!

33 Type On the fly Students have the best questions! Students have the best confusions! Students don t know this material and they make connections that the experts don t think about throw open interesting thinking to the class ask a follow-up question about it. My best questions come from responding to other questions.

34 Recap Clickers can be a powerful tool in teaching a physics (or any) class. Time must be spent generating good questions!! The benefit is that you obtain real-time information about the belief/understanding of your students and some indication of the effectiveness of your class. Gives new ideas for questions, lines of reasoning, demonstrations, etc. by finding out just what students do (really don t ) understand. I ve never assigned a grade for clicker answers All but 1 student evaluation on clickers has been positive in 4+ years

35 Some References (there are many) Ian D. Beatty, William J. Gerace, William J. Leonard, and Robert J. Dufresne, Designing effective questions for classroom response system teaching, Am. J. Phys. 74, (2005). Discusses the idea of question-driven instruction. Lin Ding, Neville W. Reay, Albert Lee, and Lei Bao, Are we asking the right questions? Validating clicker question sequences by student interviews, Am. J. Phys. 77, (2009). Derek Bruff, Teaching with Classroom Response System: Creating Active Learning Environments, Published by Jossey-Bass, A Wiley Imprint. Fourth Edition. Copyright 2009 Vanderbilt University. Marina Milner-Bolotin, Tips for Using a Peer Response System in a Large Introductory Physics Class, Phys. Teach. 42, 47 (2004)

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