Robert Beichner
SCALE-UPStudent-Centered Activities for Large Enrollment University Physics
1Friday, 8 July 2011
Robert Beichner
Student-Centered Active Learning Environment for Undergraduate Programs
SCALE-UPActivities for Large Enrollment University Physics
1Friday, 8 July 2011
FacultyRobert Beichner
John Risley
Graduate StudentsKatie FooteTed Horton
Brandon LunkJeff PolakWill Sams
Meghan WestBin Xiao
2Friday, 8 July 2011
Next: outline of talk
Problem solving skills developed
Conceptual learning increased
Retention much higher
Top students benefit most
Performance in later classes enhanced
Student attitudes better
“Peek” at final results ...
3Friday, 8 July 2011
Overview
What is the problem ?
What is the best way to respond ?
How did we get into this situation ?
What did SCALE-UP do ?
Did it work ?
Where are we now ?
CO
NT
EX
T{S
TAT
US{
4Friday, 8 July 2011
Click to start movie.
?What is the problem ?
Students don’t learn as much as we’d like.5Friday, 8 July 2011
Click to start movie.
from Gilda Live (1980)
“The 5-Minute University”Don Novello as Father Guido Sarducci
Students don’t learn as much as we’d like.
What is the problem ?
6Friday, 8 July 2011
Screens with SCALE-UP objectives follow, but are hidden.
2009 National Assessment of Educational Progress, administered by the U.S. Department of Education and released Jan 25, 2011. It measured the knowledge of physical, life, earth and space sciences of a representative sample of 318,000 students.
Less than 1/3 of all students were proficient or better, while fewer than 3% qualified as advanced.
40% of 12th-graders were at the lowest level.
Only 21% of 12th-graders scored “proficient.”
What is the problem ?
Students don’t learn as much as we’d like.7Friday, 8 July 2011
2009 National Assessment of Educational Progress, administered by the U.S. Department of Education and released Jan 25, 2011. It measured the knowledge of physical, life, earth and space sciences of a representative sample of 318,000 students.
Less than 1/3 of all students were proficient or better, while fewer than 3% qualified as advanced.
40% of 12th-graders were at the lowest level.
Only 21% of 12th-graders scored “proficient.”
What is the problem ?
Students don’t learn as much as we’d like.
Identifying the difference between stars and planets is an example of a skill demonstrated by 12th-graders at the proficient level.
7Friday, 8 July 2011
Learned Not Learned0
PreTestScore
PostTestScore
100
Possible Gain
Not LearnedLearnedPre Learned Not Learned
Hake, R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses, American Journal of Physics, 66 (1), p. 64-74.
Normalized gain is the percentage of possible
progress on a concept test
Average gain for traditionally taught
classes is 22%
What is the problem ?
Students don’t learn as much as we’d like.8Friday, 8 July 2011
Learned Not Learned
0PreTestScore
PostTestScore
100
Possible Gain
Not LearnedLearnedPre
Learned
Not Learned
Hake, R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses, American Journal of Physics, 66 (1), p. 64-74.
Normalized gain is the percentage of possible
progress on a concept test
Average gain for traditionally taught
classes is 22%<g> =
What is the problem ?
Students don’t learn as much as we’d like.8Friday, 8 July 2011
Richard Arum & Josipa Roksa, (2011). Academically Adrift: Limited Learning on College Campuses, University of Chicago Press, Chicago.
Out of a sample of more than 2300 undergraduates:
45% showed no significant improvement in critical thinking, complex reasoning or writing by the end of their sophomore years
36% "did not demonstrate any significant improvement in learning" over four years of college.
What is the problem ?
Students don’t learn as much as we’d like.9Friday, 8 July 2011
Richard Arum & Josipa Roksa, (2011). Academically Adrift: Limited Learning on College Campuses, University of Chicago Press, Chicago.
What is the problem ?
Students don’t learn as much as we’d like.
A student entering college at the 50th percentile would move up to the 68th percentile (of the incoming freshmen) four years later
0 10 20 30 40 50 60 70 80 90 100
9Friday, 8 July 2011
What is the problem ?
Students don’t enjoy it as much as we’d like.
Education is one of the few things a person is willing to pay for
William Lowe Bryan
10Friday, 8 July 2011
Click to start movie.
What is the problem ?
Students don’t enjoy it as much as we’d like.
Education is one of the few things a person is willing to pay for
William Lowe Bryanand not get.
10Friday, 8 July 2011
Click to start movie.
What is the problem ?
Students are more diverse than we’d like.
1972: 47% of all high school graduates immediately enrolled in college.
New demographics
11Friday, 8 July 2011
Click to start movie.
What is the problem ?
Students are more diverse than we’d like.
1972: 47% of all high school graduates immediately enrolled in college. 53% 47%
New demographics
11Friday, 8 July 2011
Click to start movie.
What is the problem ?
Students are more diverse than we’d like.
1972: 47% of all high school graduates immediately enrolled in college. 53% 47%
New demographics
33%
67%2007: 67% (2 M of 3 M) ...and it is still rising.
11Friday, 8 July 2011
Click to start movie.
What is the problem ?
Students are more diverse than we’d like.
1972: 47% of all high school graduates immediately enrolled in college. 53% 47%
New demographics
33%
67%2007: 67% (2 M of 3 M) ...and it is still rising.
33%
47%
20%
What do we do with these folks?
11Friday, 8 July 2011
Click to start movie.
What is the problem ?
...and they don’t make it through the system.
grap
hic
from
Bill
& M
elin
da G
ates
Fou
ndat
ion
12Friday, 8 July 2011
Click to start movie.
What is the problem ?
Students are digital natives. We aren’t.13Friday, 8 July 2011
Mark Prensky: Digital natives vs digital immigrants
What is the problem ?
Students are digital natives. We aren’t.
Kids these days...
75% (4 and under) use computers
27%(6 and under) use computers daily
26%(ages 8-18) use more than 2 media sources simultaneously
Kaiser Family Foundation, 2003 & 2005 and NCES 2003
13Friday, 8 July 2011
Mark Prensky: Digital natives vs digital immigrants
What is the problem ?
Students are digital natives. We aren’t.
Today’s College Grads
Television >20,000 hrs
Video Games >10,000 hrs
Reading < 5,000 hrs
Mark Prensky, (2001). Digital natives, digital immigrants
14Friday, 8 July 2011
Mark Prensky: Digital natives vs digital immigrants
Do you do most of your electronic communication through e-mail...
...or via texting, IM and FaceBook ?
What is the problem ?
Students are digital natives. We aren’t.15Friday, 8 July 2011
Cave painting oldest known 35000 years ago http://news.bbc.co.uk/1/hi/sci/tech/733747.stm
What is the problem ?
Students are digital natives. We aren’t.
The average teenager sends 2272 text messages per month.
Assuming a 16 hr day, that’s 76 per day or 5 per hour.
Nielsen poll described in New York Times article of May 25, 2009
16Friday, 8 July 2011
Mark Prensky: Digital natives vs digital immigrants
What is the problem ?
Students are digital natives. We aren’t.
• 69% of college students said that tablets will transform higher ed
• 48% said tablets will replace textbooks within the next five years
• 73% of tablet-owning students said they preferred digital formats over print for reading textbooks.
Pearson Foundation survey by Harris Interactive (2011)
17Friday, 8 July 2011
What is the problem ?
By June 2010, Amazon’s e-books outsold paper by
nearly a factor of two
The times, they are a changin’18Friday, 8 July 2011
What is the problem ?
By June 2010, Amazon’s e-books outsold paper by
nearly a factor of two
The times, they are a changin’18Friday, 8 July 2011
What is the problem ?
They’ve been using Google since they first learned to read
Students are digital natives. We aren’t.19Friday, 8 July 2011
Click to start movie.
What is the problem ?They think
differently about technology
Students are digital natives. We aren’t.20Friday, 8 July 2011
Click to start movie.
They think differently with
technology
What is the problem ?
Students are digital natives. We aren’t.20Friday, 8 July 2011
Click to start movie.
Hebb’s Rule: Neurons that fire together, wire together.
Students are digital natives. We aren’t.
What is the problem ?
The brain is plastic !
21Friday, 8 July 2011
Click to start movie.
What is the problem ?
Information scarcity 22Friday, 8 July 2011
Hooke manuscript from <http://phys.wordpress.com/tag/classical-physics/>Algonquin shaman from <http://www.rivernen.ca/shaman.htm>
What is the problem ?
Information scarcity to abundance 22Friday, 8 July 2011
Hooke manuscript from <http://phys.wordpress.com/tag/classical-physics/>Algonquin shaman from <http://www.rivernen.ca/shaman.htm>
What is the problem ?
Information scarcity to abundance 23Friday, 8 July 2011
Hooke manuscript from <http://phys.wordpress.com/tag/classical-physics/>Algonquin shaman from <http://www.rivernen.ca/shaman.htm>
What is the problem ?
Information scarcity to abundance 23Friday, 8 July 2011
Hooke manuscript from <http://phys.wordpress.com/tag/classical-physics/>Algonquin shaman from <http://www.rivernen.ca/shaman.htm>
What is the problem ?
Information access changes everything
A student voice: “...we have the world at our fingertips — and the world has been at our fingertips for our entire lives. I think this access to information seriously undermines this generationʼs view of authority, especially traditional scholastic authority.”
Tim Clydesdale , “Wake Up and Smell the New Epistemology,” January 23, 2009 Chronicle of Higher Education
24Friday, 8 July 2011Hooke manuscript from <http://phys.wordpress.com/tag/classical-physics/>Algonquin shaman from <http://www.rivernen.ca/shaman.htm>
What is the problem ?
Students have options.25Friday, 8 July 2011
Click to start movie.
What is the problem ?
460,000 Students
Students have options.25Friday, 8 July 2011
Click to start movie.
What is the problem ?
460,000 Students$1B Venture Capital
Students have options.25Friday, 8 July 2011
Click to start movie.
What is the problem ?
460,000 Students$1B Venture Capital
Students have options.
Accredited by the Higher Learning Commission and a member of the North Central Associa8on.
Accredita8on Council for Business Schools and Programs
Commission on Collegiate Nursing Educa8on (CCNE)
Teacher Educa8on Accredita8on Council (TEAC)
Council for Accredita8on of Counseling and Related Educa8onal Programs (CACREP)
25Friday, 8 July 2011
Click to start movie.
What is the problem ?
Students have options.
Reinventing Higher Education, Wildavsky, Kelly, and Carey, eds. Harvard Education Press, Cambridge, MA (2011) pg 205
0
10
20
30
40
50
2005 2007 2010
Online Student Headcount
Accredited by the Commission on Colleges of the Southern Association of Colleges and Schools (SACS) and approved by the State Council of Higher Education for Virginia (SCHEV).
X 1
000
26Friday, 8 July 2011
Click to start movie.
What is the problem ?
Students have options...
More than 20% of all current students are taking an online course right now.
27Friday, 8 July 2011
Click to start movie.
What is the problem ?
Students have options. And this isn’t the best one.28Friday, 8 July 2011
Click to start movie.
What is the problem ?
...and neither is this.29Friday, 8 July 2011
When was the last time you watched a lecture on TV ?
How can we respond ?
Given a choice...30Friday, 8 July 2011
When was the last time you watched a lecture on TV ?
How can we respond ?
Given a choice...30Friday, 8 July 2011
(Use
d by
per
mis
sion
of N
RK)
Adapting to new technology is
difficult
31Friday, 8 July 2011
http://www.humanbrainmapping.org/clientuploads/pictures/auditorium.jpg
Overview
CO
NT
EX
T{What is the problem ?
What is the best way to respond ?
How did we get into this situation ?
What did SCALE-UP do ?
Did it work ?
Where are we now ?
What is the best way to respond ?
{STATUS
32Friday, 8 July 2011
Click to start movie.
≠
How can we respond ?
33Friday, 8 July 2011Hooke manuscript from <http://phys.wordpress.com/tag/classical-physics/>Algonquin shaman from <http://www.rivernen.ca/shaman.htm>
recognize that information ≠ knowledge
≠
How can we respond ?
33Friday, 8 July 2011Hooke manuscript from <http://phys.wordpress.com/tag/classical-physics/>Algonquin shaman from <http://www.rivernen.ca/shaman.htm>
How can we respond ?
34Friday, 8 July 2011
We want our students to become critical thinkers.
How can we respond ?
34Friday, 8 July 2011
We want our students to become critical thinkers.
But how often do we explicitly teach critical thinking (and not assume students would pick it up automatically by osmosis ?)
How can we respond ?
actually teach critical thinking34Friday, 8 July 2011
We want our students to become critical thinkers.
Play our trump card
How can we respond ?
35Friday, 8 July 2011
We want our students to become critical thinkers.
Play our trump card
How can we respond ?
35Friday, 8 July 2011
We want our students to become critical thinkers.
Quality of RELATIONSHIPS (faculty to student
andstudent to student)
is
Play our trump card
How can we respond ?
35Friday, 8 July 2011
We want our students to become critical thinkers.
What do students prefer ?
Play our trump card
How can we respond ?
36Friday, 8 July 2011
Facebook vs party
What do students prefer ?
Play our trump card
How can we respond ?
36Friday, 8 July 2011
Facebook vs party
Network Routers
Computers
How can we respond ?
Don’t waste peoples’ talents37Friday, 8 July 2011
How can we respond ?
Don’t waste peoples’ talents
If you can be replaced by an iPod, you will be !
38Friday, 8 July 2011
How can we respond ?
Don’t waste peoples’ talents
If you can be replaced by an iPod, you will be !
38Friday, 8 July 2011
{
Overview
What is the problem ?
What is the best way to respond ?
How did we get into this situation ?
What did SCALE-UP do ?
Did it work ?
Where are we now ?
CO
NT
EX
T{S
TAT
US
How did we get into this situation ?
39Friday, 8 July 2011
Click to start movie.
What happened ?
Greeks invented viewing/listening places
auditoriumθεατρον´
40Friday, 8 July 2011
Auditoriums weren’t designed for education
What happened ?
41Friday, 8 July 2011
Greeks did education differently
What happened ?
42Friday, 8 July 2011
“
”
is
Social Interaction
Greeks did education differently
What happened ?
42Friday, 8 July 2011
Auditorium turned into Lecture Hall
How did we get here ?
43Friday, 8 July 2011
http://www.humanbrainmapping.org/clientuploads/pictures/auditorium.jpg
Auditorium turned into Lecture Hall
Decree from Pope Gregory VII in 1079
How did we get here ?
43Friday, 8 July 2011
http://www.humanbrainmapping.org/clientuploads/pictures/auditorium.jpg
Gutenbergʼs Biblenot until 1455
Auditorium turned into Lecture Hall
How did we get here ?
43Friday, 8 July 2011
http://www.humanbrainmapping.org/clientuploads/pictures/auditorium.jpg
Auditorium turned into Lecture Hall
How did we get here ?
Monasteries had auditorium spaces
+Monks were great
at copying
43Friday, 8 July 2011
http://www.humanbrainmapping.org/clientuploads/pictures/auditorium.jpg
Auditorium turned into Lecture Hall
How did we get here ?
43Friday, 8 July 2011
http://www.humanbrainmapping.org/clientuploads/pictures/auditorium.jpg
UseActive
Learning44Friday, 8 July 2011
UseActive
Learning44Friday, 8 July 2011
So what’s wrong with lecturing ?
Treats all students as if they are the sameHard to engage studentsInadequate individual assistancePoor attendance and “success” ratesStudents fail to retain knowledge
What happened ?
45Friday, 8 July 2011
as the professor
So what’s wrong with lecturing ?
Treats all students as if they are the sameHard to engage studentsInadequate individual assistancePoor attendance and “success” ratesStudents fail to retain knowledge
But...it worked for me !
What happened ?
45Friday, 8 July 2011
“The brains of novices in a subject are activated quite differently from experts when confronted with a problem. And as mastery is achieved, the brain literally changes; different links are formed and there are different activation patterns during problem solving.”
Carl Wieman, “The Curse of Knowledge, or Why Intuition about Teaching Often Fails,” The Back Page, APS News, November 2007, vol 16, #10
Hebb’s Rule Strikes Again !
So what’s wrong with lecturing ?
What happened ?
46Friday, 8 July 2011
Overview
What is the problem ?
What is the best way to respond ?
How did we get into this situation ?
What did SCALE-UP do ?
Did it work ?
Where are we now ?STA
TU
S{What did SCALE-UP do ?
{C
ON
TE
XT
47Friday, 8 July 2011
Click to start movie.
Evaluate design in terms of purpose
SCALE-UP
48Friday, 8 July 2011
Evaluate design in terms of purpose
SCALE-UP
48Friday, 8 July 2011
Classroom environment was intentionally re-designed to facilitate interactions
between students and with the instructor
SCALE-UP
49Friday, 8 July 2011
ser-of
essesof
of
Studios are not a new idea
SCALE-UP
50Friday, 8 July 2011
SCALE-UP
51Friday, 8 July 2011
2 3
4 5 6
T7 8
9 10 11
1
Round Tables
SCALE-UP
51Friday, 8 July 2011
2 3
4 5 6
T7 8
9 10 11
1
7 feet
≥ 5 feet
Round Tables
SCALE-UP
51Friday, 8 July 2011
2 3
4 5 6
T7 8
9 10 11
1
Round Tables
While the students work, the instructor walks around the room,
listening and asking questions
SCALE-UP
51Friday, 8 July 2011
2 3
4 5 6
T7 8
9 10 11
1
Round Tables
While the students work, the instructor walks around the room,
listening and asking questions
SCALE-UP
51Friday, 8 July 2011
2 3
4 5 6
T7 8
9 10 11
1
Round Tables
3 Teams of 3 per Tablea
b c
SCALE-UP
51Friday, 8 July 2011
2 3
4 5 6
T7 8
9 10 11
1
Round Tables
3 Teams of 3 per Table
White Boards on Walls
SCALE-UP
51Friday, 8 July 2011
Round Tables
3 Teams of 3 per Table
White Boards on Walls
Group White Boards
SCALE-UP
51Friday, 8 July 2011
Round Tables
3 Teams of 3 per Table
White Boards on Walls
Group White Boards
No one is anonymous
SCALE-UP
BillGATES WILLIAM H. Steve
JOBS STEVEN PAUL 8A
51Friday, 8 July 2011
Round Tables
3 Teams of 3 per Table
White Boards on Walls
Group White Boards
No one is anonymous
Homework lottery
SCALE-UP
51Friday, 8 July 2011
Round Tables
3 Teams of 3 per Table
White Boards on Walls
Group White Boards
No one is anonymous
Homework lottery
Pass and Reflect
SCALE-UP
a
b c
51Friday, 8 July 2011
Round Tables
3 Teams of 3 per Table
White Boards on Walls
Group White Boards
No one is anonymous
Homework lottery
Pass and Reflect
SCALE-UP
a
b c
51Friday, 8 July 2011
Round Tables
3 Teams of 3 per Table
White Boards on Walls
Group White Boards
No one is anonymous
Homework lottery
Pass and Reflect
SCALE-UP
a
b c
51Friday, 8 July 2011
Active/interactive learning (at upper Bloom levels)
Individuals get stuck & give up. Groups share resources
Students see alternative strategies.
More and better questions are asked.
Cognitive Rehearsal: students learn more when they teach others (just like us)
SCALE-UP
Johnson, D. W., R. T. Johnson, et al. (1991). Cooperative Learning: Increasing College Faculty Instructional Productivity. ASHE-ERIC Higher Education Report No.4. Washington, DC, The George Washington University, School of Education and Human Development.!
Cooperative Learning52Friday, 8 July 2011
next: Cooperative Learning critical components “secrets”
Individual accountability. Each member is responsible for doing their own fair share of the work and for mastering all the material.
Positive interdependence. Team members have to rely upon one another.
Face-to-face interaction. Some or all of the group effort must be spent with members working together.
Appropriate use of interpersonal skills. Members must receive instruction and then practice leadership, decision-making, communication, and conflict management.
Regular self-assessment of group functioning. Groups need to evaluate how well their team is functioning, where they could improve, and what they should do differently in the future.
Johnson, D. W., R. T. Johnson, et al. (1991). Cooperative Learning: Increasing College Faculty Instructional Productivity. ASHE-ERIC Higher Education Report No.4. Washington, DC, The George Washington University, School of Education and Human Development.!
Cooperative Learning Secrets
SCALE-UP
53Friday, 8 July 2011
1. Rank students2. Divide class into T, M, B thirds3. Assign to groups a. Include a member from each third b. Put a “star” at each table c. You may want to pair women or minorities d. Reshuffle groups 2 or 3 times during semester
Cooperative Group Setup
SCALE-UP
54Friday, 8 July 2011
Different kinds of students...
SCALE-UP
55Friday, 8 July 2011
Top students motivated by gradesDifferent kinds of students...
SCALE-UP
55Friday, 8 July 2011
Top students motivated by grades Give 5 point bonus to teams with 80+ average
Different kinds of students...
SCALE-UP
55Friday, 8 July 2011
Top students motivated by grades Give 5 point bonus to teams with 80+ average
Bottom students try to avoid work
Different kinds of students...
SCALE-UP
55Friday, 8 July 2011
Top students motivated by grades Give 5 point bonus to teams with 80+ average
Bottom students try to avoid work Have groups write contracts
Different kinds of students...
SCALE-UP
55Friday, 8 July 2011
SCALE-UP
56Friday, 8 July 2011
Students should develop a good functional understanding of physics. " (3a) an ability to apply knowledge of mathematics, science, and engineering
Students should begin developing expert-like problem solving skills. " (3e) an ability to identify, formulate, and solve engineering problems
Students should develop laboratory skills. " (3b) an ability to design and conduct experiments, as well as to analyze and interpret data
Students should develop technology skills. " (3k) an ability to use the techniques, skills, and modern tools necessary for engineering practice.
Students should improve their communication, interpersonal, and questioning skills " (3d) an ability to function on multi-disciplinary teams, (3g) an ability to communicate effectively
Students should develop attitudes that are favorable for learning physics. " (3h) the broad education necessary to understand the impact of engineering solutions in a global and societal context, (3i) a recognition of the need for, and an ability to engage in life-long learning
http://www.ABET.org
Course Goals
57Friday, 8 July 2011
II. Students should begin developing expert-like problem solving skills. They should be able to:
! A. satisfactorily solve standard textbook exercises
! B. apply all or part(s) of the GOAL expert problem-solving ! protocol in any context
! C. solve more challenging problems, including: ! ! ! 1. context-rich (“Real World") problems ! ! ! 2. estimation problems ! ! ! 3. multi-step problems ! ! ! 4. multi-concept problems ! ! ! 5. problems requiring qualitative reasoning
! D. evaluate other peopleʼs written solutions and solution plans
Course Goals
58Friday, 8 July 2011
Gather information
Organize your approach
Analyze the problem
Learn from your efforts
GOAL Problem Solving
59Friday, 8 July 2011
Pro
ble
m S
olvi
ng
via
GO
AL
60Friday, 8 July 2011
Click to highlight GOAL parts. Second click highlights last sentence.
5 hours/week* (MW 2 hrs, F 1 hr)
10 minute lecture (Organization & Motivation)
Activities (Tangibles, Ponderables, Visibles)
Followup discussion5 minute lecture summary
* for NC State Physics
“Typical” Classtime
SCALE-UP
61Friday, 8 July 2011
Tangibles
How thick is one page from your textbook ?
Figure out how to read Universal Product Codes
How many extra electrons are on a piece of tape ?
Why does the definition of flux include a dot product ?
SCALE-UP
Simple (or complex) observations
62Friday, 8 July 2011
Screens showing the nameblock calculation follow, but are hidden.
UPC Codes
63Friday, 8 July 2011
Mass & Size of an Aluminum Atom
Work from estimates when possible
SCALE-UP
64Friday, 8 July 2011
Ruth Chabay will talk next
Mass & Size of an Aluminum Atom
Magnetic Moment of an Electron
Work from estimates when possible
SCALE-UP
64Friday, 8 July 2011
Ruth Chabay will talk next
SCALE-UP Sample Activity
What can you tell me about the block?
65Friday, 8 July 2011
Note:QuestioningListening/PausingRestatingAffirming
SCALE-UP
66Friday, 8 July 2011
Note:QuestioningListening/PausingRestatingAffirming
SCALE-UP
67Friday, 8 July 2011
4 cm36 grams of Aluminum
2 cm
What are the blockʼs dimensions, in atoms per side ?
2 cm
Micro-Macro Connection
68Friday, 8 July 2011
4 cm36 grams of Aluminum
2 cm
What are the blockʼs dimensions, in atoms per side ?
Hint #1: We need to find the number of atoms in the block.
2 cm
Micro-Macro Connection
68Friday, 8 July 2011
4 cm36 grams of Aluminum
2 cm
What are the blockʼs dimensions, in atoms per side ?
Hint #1: We need to find the number of atoms in the block.Hint #2: The atomic mass of Aluminum is 27
2 cm
Micro-Macro Connection
68Friday, 8 July 2011
4 cm36 grams of Aluminum
2 cm
What are the blockʼs dimensions, in atoms per side ?
Hint #1: We need to find the number of atoms in the block.Hint #2: The atomic mass of Aluminum is 27Hint #3: With units, thatʼs 27 grams per mole
2 cm
Micro-Macro Connection
68Friday, 8 July 2011
3
27 grams/mole36 grams
= 1 1/3 moles
( moles)(6 x 1023 atoms/mole) = 8 x 1023 atoms4
4 x 1023 = 7.5 x 107 atoms400 x 1021
= 75 million atoms=# ? 3 3
Micro-Macro Connection
69Friday, 8 July 2011
36 grams8 x 1023 atoms = 4.5 x 10−23 grams/atom
Mass of a single atom ?
27 grams/mole6 x 1023 atoms/mole
= Atomic MassAvogadroʼs Number=
Micro-Macro Connection
70Friday, 8 July 2011
2 cm75 x 106 atoms = 2.7 x 10−8 cm/atom = 2.7 Å
Size of a single atom ?
27 g/cm3
4.5 x 10−23 g Atomic Mass Avogadroʼs NumberDensity
Micro-Macro Connection
3 3
71Friday, 8 July 2011
Roll the ball through the arcs (at constant speed), without
touching them.
SCALE-UP
72Friday, 8 July 2011
Simple equipment. Momentum principle applied to uniform circular motion. Small force, directed toward center.
r = 13 cm
m = 41 g
v = 1 m/s
Fnet =
dpdt
=vrp
=m v 2
r
=0.041 kg( ) 1 m
s( )2
0.13 mFnet = 0.3 N
Roll the ball through the arcs (at constant speed), without
touching them.
SCALE-UP
73Friday, 8 July 2011
Simple equipment. Momentum principle applied to uniform circular motion. Small force, directed toward center.
Ponderables
How far does a bowling ball skid ?
What fraction of a candy bar is used in the store ?
How many electrons fit on a foil-covered ball ?
How many steps is it from NYC to LA ?
Work in teams on ill-defined problems
SCALE-UP
74Friday, 8 July 2011
Screens with details of the M & I curriculum follow, but are hidden.
planet.momentum = planet.momentum + F * dtplanet.pos = planet.pos + (planet.momentum/ planet.m)* dt
F = -(G * star.m * planet.m / Rmag**2) * Rhat
Visibles
VPython for Exosolar Planets
SCALE-UP
75Friday, 8 July 2011
VPython for Rutherford Scattering
alpha.momentum = alpha.momentum + F * dtalpha.pos = alpha.pos + (alpha.momentum/ alpha.m)* dt
F = (k * alpha.q * gold.q / Rmag**2) * Rhat
Later in semester
Visibles
SCALE-UP
75Friday, 8 July 2011
Visibles76Friday, 8 July 2011
Visibles76Friday, 8 July 2011
Projectile Motion
0
10
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50
60
70
80
90
0 20 40 60 80 100 120 140 160 180x (m)
y (m
)
Velocity Vectors v
Position Vectors
r
Acceleration Vectors a
Visibles
SCALE-UP
77Friday, 8 July 2011
Tangibles + Visibles
150 g
100 g
Model an oscillating mass on a spring
SCALE-UP
78Friday, 8 July 2011
Tangibles + Visibles
150 g
100 g
Model an oscillating mass on a spring
SCALE-UP
78Friday, 8 July 2011
Tangibles + Visibles
150 g
100 g
Model an oscillating mass on a spring
SCALE-UP
78Friday, 8 July 2011
Tangibles + Visibles
150 g
100 g
Model an oscillating mass on a spring
SCALE-UP
78Friday, 8 July 2011
Tangibles + Visibles
150 g
100 g
Model an oscillating mass on a spring
SCALE-UP
78Friday, 8 July 2011
A semester-long series of related activities:
(a) Students stretch an aluminum wire and calculate effective interatomic spring stiffness ks from Young’s modulus
Semester-Long Linkages
SCALE-UP
79Friday, 8 July 2011
A semester-long series of related activities:
(a) Students stretch an aluminum wire and calculate effective interatomic spring stiffness ks from Young’s modulus
Semester-Long Linkages
SCALE-UP
79Friday, 8 July 2011
A semester-long series of related activities:
(a) Students stretch an aluminum wire and calculate effective interatomic spring stiffness ks from Young’s modulus
Semester-Long Linkages
SCALE-UP
79Friday, 8 July 2011
A semester-long series of related activities:
(b) Class designs and runs a computer program to predict speed of sound, based on ball & spring model of a solid and their calculated ks for Al and matom determined earlier
Semester-Long Linkages
SCALE-UP
80Friday, 8 July 2011
A semester-long series of related activities:
(c) They measure speed of sound in bar of aluminum and verify via dimensional analysis: v =
Semester-Long Linkages
SCALE-UP
81Friday, 8 July 2011
(d) Students write a program to calculate heat capacity as a function of temperature, using the Einstein model of a solid (modeling each atom as independent quantized oscillators, using ks and matom values from previous work).
heat
A semester-long series of related activities:
Semester-Long Linkages
SCALE-UP
82Friday, 8 July 2011
Overview
What is the problem ?
What is the best way to respond ?
How did we get into this situation ?
What did SCALE-UP do ?
Did it work ?
Where are we now ?STA
TU
S{Did it work ?
{C
ON
TE
XT
83Friday, 8 July 2011
Click to start movie.
Problem solving skills developed
Conceptual learning increased
Retention much higher
Top students benefit most
Performance in later classes enhanced
Student attitudes better
Did It Work ?
84Friday, 8 July 2011
Students should develop a good functional understanding of physics. " (3a) an ability to apply knowledge of mathematics, science, and engineering
Students should begin developing expert-like problem solving skills. " (3e) an ability to identify, formulate, and solve engineering problems
Students should develop laboratory skills. " (3b) an ability to design and conduct experiments, as well as to analyze and interpret data
Students should develop technology skills. " (3k) an ability to use the techniques, skills, and modern tools necessary for engineering practice.
Students should improve their communication, interpersonal, and questioning skills " (3d) an ability to function on multi-disciplinary teams, (3g) an ability to communicate effectively
Students should develop attitudes that are favorable for learning physics. " (3h) the broad education necessary to understand the impact of engineering solutions in a global and societal context, (3i) a recognition of the need for, and an ability to engage in life-long learning
http://www.ABET.org
Course Goals
85Friday, 8 July 2011
I. Students should develop a good functional ! understanding of physics. They should be able to:
! A. describe and explain physics concepts including knowing ! ! where and when they apply
! B. apply physics concepts when solving problems and ! ! examining physical phenomena
! C. apply concepts in new contexts (transfer)
! D. translate between multiple-representations of the same ! ! concept (for example: between words, equations, graphs, ! ! and diagrams)
! E. combine concepts when analyzing a situation.
! F. evaluate explanations of physical phenomena
Course Goals
86Friday, 8 July 2011
II. Students should begin developing expert-like problem solving skills. They should be able to:
! A. satisfactorily solve standard textbook exercises
! B. apply all or part(s) of the GOAL expert problem-solving ! protocol in any context
! C. solve more challenging problems, including: ! ! ! 1. context-rich (“Real World") problems ! ! ! 2. estimation problems ! ! ! 3. multi-step problems ! ! ! 4. multi-concept problems ! ! ! 5. problems requiring qualitative reasoning
! D. evaluate other peopleʼs written solutions and solution plans
Course Goals
87Friday, 8 July 2011
III. Students should develop laboratory skills. They should be able to:
! A. interact (set up, calibrate, set zero, determine uncertainty, etc.) with an apparatus and make measurements
! B. explain the underlying physical principles of the operation ! of the apparatus, measurements, physical situation being ! studied and analysis of data
! C. design, execute, analyze, and explain a scientific ! ! experiment to test a hypothesis
! D. evaluate someone elseʼs experimental design
Course Goals
88Friday, 8 July 2011
IV. Students should develop technology skills. They should be able to:
! A. use simulations to develop mathematical models of physical situations
! B. utilize a spreadsheet to graph and do curve fitting
! C. find and validate information on the web
! D. use microcomputer, video, and web-based software and hardware for data collection and analysis
Course Goals
89Friday, 8 July 2011
V. Students should improve their communication, ! interpersonal, and questioning skills. They should ! be able to:
A. express understanding in written and oral forms by ! explaining their reasoning to peersB. demonstrate their knowledge and understanding of ! physics in written assignmentsC. discuss experimental observations and findingsD. present a well-reasoned argument supported by ! observations and physical evidenceE. evaluate oral arguments, both their own and those ! espoused by othersF. function well in a groupG. evaluate the functioning of their group
Course Goals
90Friday, 8 July 2011
VI. Students should develop attitudes that are favorable for learning physics. They should:
! A. recognize that understanding physics means seeing the ! underlying concepts and principles instead of focusing ! on knowing and using equations ! B. see physics as a coherent framework of ideas that can be used to understand many different physical situations ! C. see what they are learning in the classroom as useful and ! strongly connected to the real world ! D. be cognizant of the scientific process/approach and how ! ! to apply it ! E. indicate a willingness to continue learning about physics ! and its applications ! F. see themselves as part of a classroom community of learners
Course Goals
91Friday, 8 July 2011
Objective Assessmentconceptual understanding pre/post tests, interviews, portfolios
problem solving comparison tests, interviews, portfolios
laboratory practical testing, portfolios
technology in-class observations, practical testing, portfolios
communication in-class observations, video recording, interviews
attitudes MPEX, interviews, in-class observations
positive learning experience course evaluations, interviews, focus groups
Did It Work ?
92Friday, 8 July 2011
0
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B M T B M T B M T B M T B M T B M T
Passive LectureSCALE-UP
FCI-UCF E&M-MITCSEM-UCF
ECCE-UCFFCI-NCSU
Nor
mal
ized
Gai
n
FMCE-RIT
Concept Learning
Did It Work ?
93Friday, 8 July 2011B, M. and T stand for Bottom, Middle, and Top thirds of the class, as measured by conceptual pretest scores. Students in the top third of their classes had the highest normalized gains, possibly because they were teaching their peers. CSEM is the Conceptual Survey of Electricity & Magnetism developed by Maloney, et. al. ECCE is the Electric Circuit Conceptual Evaluation developed by Thornton and Sokoloff. The MIT E & M test was developed at MIT for their SCALE-‐UP implementation.18
Similar results at multiple schools in chemistry, engineering, biology, and computer science.
Clemson reports engineering content coverage is the same.
Minnesota thinks approach would work with 250 biology students in a large SCALE-UP classroom.
Victoria says database systems course “evaluation surpassed expectations.”
Did It Work ?Concept Learning
94Friday, 8 July 2011
0
25
50
75
100
1 2 3 4 5 6 7 8 9*
Passive Lecture & Lab (mean=61.7)SCALE-UP (mean=73.1)
Question Number
Scor
eDid It Work ?
Problem Solving
95Friday, 8 July 2011
NCSUt = 5 years
N = 16,000+
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Did It Work ?Retention Rates
96Friday, 8 July 2011
NC State “No change in the overall DFW rate for later engineering statics courses, even though the SCALE-UP physics failure rate is approximately 1/3 what it was with traditional classes. In fact, students defined as ʻat riskʼ (based on SAT math scores < 500) fail statics courses 17% of the time if they took a SCALE-UP physics course, but 31% of the time if their background included only lecture-based physics courses.”
Did It Work ?
97Friday, 8 July 2011
Clemson“Beginning in Fall 2006, all freshman Calculus I courses were taught using the SCALE-UP model, in order to address high DFW rates. Historically, the DFW percentage was 44%... The current DFW rate for all these courses, which includes nearly 800 freshmen, has dropped to approximately 22% in that program, which is encouraging our faculty to adopt the SCALE-UP approach permanently as part of our academic culture.”
Did It Work ?Replications
98Friday, 8 July 2011
Minnesota“The instructors who were interviewed enjoyed teaching in the rooms so much that their only concern was a fear of not being able to continue to teach in these new learning spaces. Similarly, more than 85% of students overwhelmingly recommended the Active Learning Classrooms for other classes.”
Did It Work ?Replications
99Friday, 8 July 2011
Penn State-Erie “The final course grades of males and females in SCALE-UP are not significantly different (p > .05), despite the fact that women start the course with lower scores on tests of prerequisite skills”
Did It Work ?Replications
100Friday, 8 July 2011
MIT
"significantly better learning outcomes than the traditional lecture/recitation approach. This significant difference persisted even a year to 18 months after the end of the course...the gain of the experimental group was double that of the control...
Did It Work ?Replications
101Friday, 8 July 2011
{Overview
What is the problem ?
What is the best way to respond ?
How did we get into this situation ?
What did SCALE-UP do ?
Did it work ?
Where are we now ?
CO
NT
EX
TS
TAT
US{
Where are we now ?
102Friday, 8 July 2011
Click to start movie.
Where Are We Now ?
Salón de Aprendizaje Centrado en el Estudiante
103Friday, 8 July 2011
UVA med school room will seat 162 students
FGCU new building full of SCALE-‐UP rooms
Science Teaching Building at Minnesota will have 9 SCALE-‐UP rooms.
Florida Gulf Coast
Virginia Med School
Where Are We Now ?
Wisconsin-Platteville
UT DallasMinnesota
104Friday, 8 July 2011
UVA med school room will seat 162 students
FGCU new building full of SCALE-‐UP rooms
Science Teaching Building at Minnesota will have 9 SCALE-‐UP rooms.
Where Are We Now ?
105Friday, 8 July 2011
American University, UCF (modular unit), Clenson, Coastal Carolina, Western KY, UNH, RIT, SE Louisiana, Alabama, NCSU, Ort Braude (Israel), MIT (movie). Highlight the features and note the “citation” in American’s photo.
Where Are We Now ?
105Friday, 8 July 2011
American University, UCF (modular unit), Clenson, Coastal Carolina, Western KY, UNH, RIT, SE Louisiana, Alabama, NCSU, Ort Braude (Israel), MIT (movie). Highlight the features and note the “citation” in American’s photo.
For more info...
SCALE-UP website (http://scaleup.ncsu.edu) is now a wiki.
106Friday, 8 July 2011