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Laboratories in Studio Formatat Ball State University : Laboratories in Studio Format at Ball State University D. Grosnick PhysTEC Meeting Xavier University, New Orleans March 2004


What is “Studio Format”? : What is “Studio Format”? MBL tools: Student-centered learning of physics concepts and investigative skills through guided activities enhanced by use of microcomputer-based laboratory (MBL) tools Electronic sensors (motion detectors, force probes) Microcomputer interface (ULI) Software for data collection and analysis (Logger Pro, Excel) Real-time collected data may be analyzed quantitatively Adapted from D. Sokoloff, R. Thornton, and P. Laws


What is “Studio Format”? (cont’d) : What is “Studio Format”? (cont’d) Goals: Acquire understanding of related physics concepts Give direct experience of physical world using MBL tools for real-time data collection, display, and analysis Enhance traditional laboratory skills Reinforce topics in class and readings using conceptual activities and quantitative expts. Use learning cycle of prediction, observation, comparison, analysis, and quantitative experimentation


What is “Studio Format”? (cont’d) : What is “Studio Format”? (cont’d) Arrange laboratory setting to maximize learning using this group method Experiments and activities work best when 2-4 students are arranged into collaborative groups


History of Studio Format at Ball State : History of Studio Format at Ball State 1995 – P. Laws and R. Thornton give faculty development workshops 1997 – Purchased MBL sensors and ULI boxes 1999 – Renovated laboratory classroom into studio format 2001 – Renovated 2nd laboratory into studio format Total introductory physics course commitment J. Watson and P. Errington instrumental in getting MBL into all introductory physics classes: conceptual, elem. ed., algebra-, and calculus-based Adopted approach of P. Laws and R. Thornton


Technology Use in the Labs : Technology Use in the Labs Hardware: 12 Computer Workstations Large Shared Disk Drive Interface Boxes Oscilloscopes, Multimeters, Lasers, Video Camera, Video Card Sensors: Motion Detectors, Force Probes, Accelerometers, Microphones, Light, Voltage, and Radioactivity Sensors Software: Microsoft Excel, Word, PowerPoint Logger Pro Crocodile Clips, Graphical Analysis World-in-Motion, Multisim


Example: How Digital Circuits Work : Example: How Digital Circuits Work Students learn Boolean logic and how digital logic gates work: computer simulation of logic gates hands-on assembly and experimentation


Technology Use in the Labs (cont’d) : Technology Use in the Labs (cont’d)


Technology Use in the Labs (cont’d) : Technology Use in the Labs (cont’d) Physics 112 (2nd Semester) Algebra-Based Intro Physics


Technology Use in the Labs (cont’d) : Technology Use in the Labs (cont’d) Physics 122 (2nd Semester) Calculus-Based Intro Physics


Technology Use in the Labs (cont’d) : Technology Use in the Labs (cont’d) Physics 101 Intro Physics for Elem. Ed.


Studio Format : Studio Format Using Crocodile Clips World-in-Motion Ballistic Pendulum Explaining motion


Student Comments Physics 110 : Student Comments Physics 110 What aspects of the laboratory are most helpful to you in learning physics? “Actually seeing this stuff work. Getting beyond the book and seeing not just how, but why this works. The ‘concepts’ don’t mean anything to me unless I see them at work.” “The ‘hands-on’ experience that let me see the laws of physics discussed in class are actually true in real life; I could better grasp the concept by seeing it for myself.” “Actually seeing how the equations are applied to physical motion. Using Excel to collect and analyze our data was helpful in other classes as well as this one.” “Working with partners, and getting a hands-on application of the concepts.” “Working in groups and using all the different equipment.” “The lab actually did stuff we had to know for class. Every other lab I have ever had has not dealt with the class as much but this one has. This lab was the most related to the topics we were going over in class.”


Slide14 : What improvements could we make in the labs to help you learn more? “Better instructions, more than one lab instructor, and preferably shorter labs.” “Directions that make clear and concise sense. Sometimes it seems like the instructions are harder than the lab itself.” “Covering material in class before doing it in lab.” “Since physics is a hard subject for many to grasp, a more thorough explanation before each lab would be helpful. We can’t learn and understand things from lab if we don’t understand the concepts to begin with. And considering half the labs we did were before our teacher covered the material in class. So rather than just an equipment demonstration, a quick lecture would help greatly.” “Perhaps some less ‘structured’ laboratory experiments. Instead labs that require us to think more.” Student Comments Physics 110


Bonuses and Challenges : Bonuses and Challenges Ball State University administration highly encourages use of technology in classes Department has been supported by discretionary funds Department commitment to using technology: instructors and TAs Weekly team meeting: instructors, TAs, TiR Education students expected to purchase and use laptop computers in classes; others have personal computers Multiple sections of classes with multiple instructors Two new instructors in fall semester 2003 Large commitment for students to use technology Equipment maintenance


Ball State Physics Student Population : Ball State Physics Student Population Conceptual (P100) 190 Elementary Ed. (P101) 290 Algebra-Based (P110,112) 260 Calculus-Based (P120,122) 90 Physics Class No. Students / Year


Ball State Physics Student Population : Ball State Physics Student Population Physics 110: mostly sophomores and juniors Physics 112: mostly seniors Physics 120: mostly freshmen and sophomores


Ball State Physics Student Majors : Ball State Physics Student Majors Physics 110 & 112: 4% in science education (9 students) Physics 120: 7% in physics education (3 students) Fall 2003 Data


Ball State Physics Student Preparation : Ball State Physics Student Preparation Physics 110 Algebra-based


Ball State Physics Student Preparation : Ball State Physics Student Preparation Physics 120 Calculus-based


Attitudes Survey on Teaching of Science and Math : Assesses attitudes and beliefs toward math and science (and teaching for education students) 14 questions on attitudes toward math 16 questions on attitudes toward science 8 questions on attitudes toward teaching (ed. students only) Given to introductory physics students: Physics 101: elementary education Physics 110 and 112: algebra-based Physics 120: calculus-based Attitudes Survey on Teaching of Science and Math


Attitudes Survey on Teaching of Science and Math : Attitudes Survey on Teaching of Science and Math Mathematics (1 = strongly agree, … , 5 = strongly disagree) Fall 2003 Data


Attitudes Survey on Teaching of Science and Math : Attitudes Survey on Teaching of Science and Math Fall 2003 Data Science (1 = strongly agree, … , 5 = strongly disagree)


Student Learning Assessment : Student Learning Assessment Force Concept Inventory (FCI) 30 conceptual questions on Newton’s laws “Standard” for learning measurement Conceptual Survey on Electricity and Magnetism 32 conceptual questions on basic E&M Performed pre-test in first week of lab sessions Performed post-test during last week of lab sessions


Results of Force Concept Inventory (FCI) : Results of Force Concept Inventory (FCI) Physics 110 Fall 2003 Hake Factor: 0.24  0.03 % Gain: 48  6


Results of Force Concept Inventory (FCI) : Results of Force Concept Inventory (FCI) Physics 120 Fall 2003 Hake Factor: 0.17  0.06 % Gain: 21  8


Results of Conceptual E & M : Results of Conceptual E & M Physics 112 Fall 2003 Hake Factor: 0.10  0.02 % Gain: 33  8


Student Math Preparation : Student Math Preparation Investigated math ability using commercial testing instrument from McGraw-Hill ALEKS = Assessment and Learning in Knowledge Spaces Online system for assessment and individualized teaching of mathematics Must give numerical answer or draw graph online No multiple choice questions Question: Do students lack math skills coming into Physics 110?


Student Math Preparation : Student Math Preparation Do students lack math skills coming into Physics 110? Instructor Ave. Obtain similar results from Fall 2003 data Ave. = 69.0


Summary : Summary Have developed intro physics labs using studio format (based on P. Laws and R. Thornton) Use MBL sensors and computer analysis to gather and examine real-time data Arrange lab in collaborative groups Acquired demographic data on students taking introductory physics classes Gathered assessment data from FCI and E&M Investigated math skills and student preparation Elicited student attitudes toward math and science, and student comments on labs