Teaching Freshman Calculus Based Physics Using the LO-GIC Model

Amin Jazaeri, Ph.D.COS Science Accelerator & School of Physics,

Astronomy and Computational SciencesSpring 2012

What is the LO-GIC Model?

• LO-GIC stands for:

Lectures Online Group-work In Class.

• It is not a “distance” course since: An “online” (distance) course is defined as a course that facilitates more than 50% of activities electronically.

• It could be made into an online course by making the group-work online as well (then it wouldn’t be LOGIC, it would be LOGO!).

University Physics I

• Physics 160, University Physics I, is a calculus-based introductory gateway physics course for physics, engineering, math, and chemistry majors.

• Offered all 3 semesters.

• 400 students taking this course every year.

• This course has been traditionally taught in a face-to-face lecture format.

Passing Rate

• The passing rate (C or better) of the course has been less than 65%.

• The are no fall-back courses.

• Most students complain about their problem solving skills, even though they understand the concepts.

• They don't know how to setup the problems and/or use appropriate concepts that are applicable to the problem(s) at hand.

LOGIC Model (LO Part)

• Started as a secondary project to a “distance” course.

• Each week students watch pre-recorded lecture videos available to them through Blackboard.

• The videos correspond to each section of a chapter (5-9 sections per chapter) and were of various lengths, from 4 to 26 minutes.

• Students watched the videos and then took a “Conceptual Quiz” at the end.

• The conceptual quizzes were made available through the publisher’s homework management system.

LOGIC Model (GIC Part)

• The face-to-face part of the course consisted of 1 hour recitation and 3 hours of “lecture” time.

• The recitation part was used to review the lecture material and cover the previous week’s quiz and homework.

• During the “lecture” part, students worked in groups (3-5 students per group) solving problems.

• At the end of each problem, the instructor solved the problem on the board.

• At the end of the session students took an in-class quiz to test them on their problem solving skills.

Additional Activities

• Online homework through publisher’s homework management system.

• Students posted questions on Blackboard under “Discussion Board” regarding homework and lecture videos.

• Solutions to homework and quizzes were posted weekly.

• In-class Exams

• In-class Final

Lecture Review

Lecture Review

Taking notes

Problem Solving

Problem Solving

Problem Solving

Problem Solving

Taking the Quiz

Comparison of LO-GIC to the Face-to-Face Model

• Exam 1: 20% Improvement

• Exam 2: 10% Improvement

• Final Exam: 5% Improvement

• Failure rate: 35% !!!!!

• Good students performed better and poor students’ performance didn’t change.

• Some students stopped doing homework.

Future Plans

• Use embedded quizzing for the lectures.

• Have students do all in-class problem solving in a notebook where the instructor can review and check their work, step-by-step.

• Use lecture capturing software to capture the in-class sessions and place them on Blackboard.

• Have in-class demonstrations and mini-labs.

• Teach the second semester course, Physics 260, using LO-GIC.

Acknowledgements

• Cody Edwards, Director, COS' Science and Math Accelerator, College of Science

• Michael Summers, Director, School of Physics, Astronomy and Computational Sciences

• Maria Dworzecka, Professor, School of Physics, Astronomy and Computational Sciences

• Goodlett McDaniel, Associate Provost, Distance Education, Provost Office

• Katrina Joseph, Instructional Designer, Division of Instructional Technology

• Michael Luu, Learning Assistant, School of Physics, Astronomy and Computational Sciences