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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