Online Tools for Enhancing Physics Education
Andrew Richter Technology Fellow Program Project
https://umdrive.memphis.edu/g-tfp/www
Goal Statement
To add an online component to my introductory physics class that: 1. Provides visualization and demonstration tools for self-study. 2. Provides me with assessment tools to gauge student effort, my teaching efficacy, and the students’ internalization of concepts. 3. Enhances student self-assessment and motivation, and encourages ownership of the class.
Project Context and Rationale
• Students have trouble visualizing abstract concepts in 2nd semester physics. • End-of-semester surveys do not help me assess problems, nor do they give students confidence that their responses are taken seriously. • Student involvement waxes and wanes throughout the semester.
Action Plan
• Develop an online component for PHYS2020. • Collect and review physics demos, applets, and animations from the internet. • Use WebCT as framework and site location. • Use Respondus for surveys.
Visualization Tools
• An Honor’s student helped find and rate physics sites. • Tools provide “hands-on” learning and ways to visualize motion and 3-d images. • Merlot.org provided the bulk of peerreviewed websites.
Visualization Tools Example
Chapter 19 Magnetic Levitation. Some streaming videos of magnets levitating. Shows how magnetic fields can be used to counteract the gravitation force. http://www.fys.uio.no/super/levitation/ This is a java applet that lets the viewer see graphically how a magnetic field from a current-carrying wire works. It takes some time to load, it seems. It stalled on IE for me, and took about 2 minutes on Netscape. Still definitely a nice visualization tool. http://www.falstad.com/vector3dm/ Chapter 19: Magnetism This is a very simple java applet that shows an electric dc motor in motion. It shows the direction of current, the magnetic field, and the Lorentz (magnetic) force. Much better job than I can do on the board showing how the torque on a current-carrying loop is created and how a split-commutator reverses the current to keep the loop rotating in the same direction.http://www.sciencejoywagon.com/physicszone/lesson/otherpub/wfendt/electricmotor.htm Pictured below are simulations of magnetic field lines of the earth during a reversal of the poles. Note the messiness of the lines. Magnetic fields from magnetic materials are anchored to that material. When the material gets stirred up, so do the field lines, creating a messy, spaghetti-like picture. This shows that the nice simple magnetic field lines I draw in class are actually much more simple than exist in nature.
Surveys
• Used Respondus software to generate anonymous surveys. • Three main goals:
– Provide me with short-term feedback on my teaching. – Provide students periodic selfassessment. – Enhance a feeling of ownership of the class.
Surveys
Sample survey questions:
Initial Survey
• How long ago did you take PHYS2010 or the equivalent? • How much time do you expect to put into this class (in addition to lectures)? • At this point, how well do you think you understand the Physics you've seen? • At this point, what grade do you think you'll receive for the course?
2nd Survey
• How many hours per week did you spend on this class in the first 3 weeks of class, beyond time spent in class? • Is this more or less time than you had said you were planning to spend on the class in the initial survey? • What can your professor do to help you learn this material better (please keep in mind that there are certain things that must be taught and a certain volume of material that must be covered). Choose all that apply.
Sample Survey Responses
Hours per week spent on physics? Question repeated every survey
Time commitment
14
12
Number of Responses
10 Survey 1 Survey 2 6 Survey 3 Survey 4
8
4
2
0 0 hours 1-2 hours 2-4 hours 4-6 hours more than 6
• Some “slacking off” at Survey #2, but corrected by Survey #3. • Distribution weighted closer to >6 hours by the end.
Sample Survey Responses
How long since you took the first semester physics course?
Time since previous course
16 14 12
Fall 2004 Spring 2005
Number of Responses
10 8 6 4 2 0 1 2 3 Sem esters ago 4 to 6 more than 6
• Around 50% of PHYS2020 students don’t take courses consecutively. Makes it harder for both students and teachers. • Slightly better in Spring than Fall. Students tend to do better in Spring. Need more data for correlation.
Discussion
• Students did not really use visualization tools.
– Those not interested in concepts do not use outside tools to help understanding even if it would also help with problem solving. – May need to “force” students to use tools through grading scheme. – In-class use of tools would help, but would require upgrades to classrooms.
Discussion
• Surveys
– Very few students wrote that they thought their comments wouldn’t be taken seriously (compared to SIRS). – Many were thankful for opportunity to guide the class and took responsibility for improving their own input. – I found that I need to add more complete example problems to class.
Discussion
• Surveys helped keep students on track.
– Time commitment questions made students periodically verify their study habits. – Grade expectation questions made students aware of their progress during the semester. – Concept understanding questions let them ascertain what they had learned.
Next Steps
• Continue to use visualization tools, but try to introduce them in class. • Continue with surveys. • Collect more data on survey usefulness by correlating with retention and grades. • Collect more data on curriculum and prerequisites to improve performance, success rates, and efficiency of teaching.