using a classroom response system to implement an interactive lecture demonstration paul williams...
TRANSCRIPT
Using a Classroom Response System to Implement an Interactive Lecture Demonstration
Paul Williams
Department of Physics
Austin Community College
Outline
Classroom Response System (Clickers) Class set funded by ACC Innovation Grant IG45
Interactive Lecture Demonstrations Newton’s 3rd Law ILD with clickers Assessment
Classroom Response System (Clickers) Instructor Poses MC Question projected on
screen Students have input device which they use to
answer question (IR or RF)
Instructor’s computer has receiver to detect student answers
Students answer anonymously and immediate feedback is given to students
Interactive Lecture Demonstrations Developed by Sokoloff and Thornton Present Demonstrations with a Learning
Cycle Good tool for promoting active engagement
and for eliciting and confronting common non-Newtonian conceptions
ILD Process Demonstration is described Students predict outcome on their own Small group discussion occurs and then students
predict outcome again Predictions are obtained from students Students record final prediction – Excellent
application of Clickers Demonstration is carried out Students Describe the Results Comparable physical situations are elicited from
students
Sample ILD – Newton’s 3rd Law Two force probes measure the forces
between objects for eight different situations In each situation students were asked to
predict the relative magnitude and direction of the forces between the objects
Sample ILD Task
A massive cart, the truck, is pushed towards a light cart, the car, that initially isn’t moving. How does the force exerted by the truck on the car compare to the force exerted on the car by the truck.
How do the magnitudes of the forces compare? (BY)
1 2 3 4
0% 0%0%0%
1. The truck exerts a greater force than the car
2. The car exerts a greater force than the truck
3. The forces are equal
4. Cannot be determined
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
How do the directions of the forces compare? (BY)
1 2 3
0% 0%0%
1. The directions are the same
2. The directions are opposite
3. Cannot be determined
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
Assessment Details Used Newton’s 3rd Law (N3L) ILD in lieu of lab activity on
N3L in General Physics I ILD was given after lecture on N3L Post test consisting of 10 Questions on N3L taken from
FMCE were given following all instruction on force Also examined free response question on Newton’s 3rd
Law on Unit test Gave print version of ILD to section of Engineering
Physics I Looked at same 10 questions from FMCE pre/post
Results N3L Subset of FMCE
GP1 Mean Correct 9.5 EP1 5.8 pre, 7.3 post
FMCE N3L Subset
02468
10121416
1 2 3 4 5 6 7 8 9 10
Number Correct
Fre
qu
ency EP1 Pre
EP1 Post
GP1 Post
Unit Test Question: Ice Skater pushes on wall, identify force that accelerates the skater.
Identified Force PHYS 1401
(N = 18)
PHYS 2425
(N = 13)
Reaction force to student pushing on wall
10 8
Student pushing on wall 5 2
Static Friction 3
Force between objects 3
Unit Test Question: Ice Skater pushes on wall, identify force that accelerates the skater.
Relationship between action/reaction pairs
PHYS 1401
(N = 18)
PHYS 2425
(N = 13)
Equal in magnitude/opposite in direction
13 10
Equal in magnitude 4 1
Reaction Force Greater 1 2
Unit Test Question: Ice Skater pushes on wall, identify force that accelerates the skater.
Free Body Diagram PHYS 1401
(N = 18)
PHYS 2425
(N = 13)
Correct 9 10
Omitted Reaction Force 3
Put action/reaction pair on FBD
4 2
No vertical forces 1 1
FCI Pre 10.5 Post 15.6 g = .30 PHYS 1401 FCI
0
1
2
3
4
5
6
1 3 5 7 9 11 13 15 17 19 21 23 25 27 29
Number Correct
Fre
qu
ency
PRE
POST
Conclusions
Results are promising but inadequate statistics
Will continue the experiment Plan to do at least one more ILD with Clickers
on Angular Momentum Conservation