H-ITT PRS System in Phys 117A Shane Hutson, Assistant Professor, Physics and Astronomy How do we use the PRS system? Lecture lead-ins, i.e. Mazur’s ConcepTests Interactive demonstrations Problem solving exercises Reading quizzes

ConcepTests – 2-3 per class Goals - get students to think about physics in class (not just take notes) open discussion of common student misconceptions lead-in to mini-lecture on relevant concepts Mechanics – Students have 2-3 minutes to submit answers View graphical display of results If 40-60% correct responses, use think-pair-share Grading: Right=3 pts, Wrong=2 pts, No answer=0 pts

Example ConcepTest A crate is moving to the right on a conveyor belt without slipping. The conveyor belt maintains a constant speed. The force of friction on the crate is to the right zero. to the left. After discussing w/ peers

Interactive Demos – In lieu of a ConcepTest Goals - Chosen to elicit common student misconceptions, not necessarily WHIZ-BANG Get students to commit to their current model of the physical world Demonstrate that they need a better physical model Mechanics – Pose question and setup demo while students take 2-3 minutes to submit answers View graphical display of results Run the demo and watch the surprise on their faces Typically, % correct was close to random chance Grading: Right=3 pts, Wrong=3 pts, No answer=0 pts

Example Interactive Demo If the tension measured in Example #1 is 5 N, what tension would the scale measure in Example #2? A. 0 N (49%) B. 2.5 N (10%) C. 5 N (24%) D. 10 N (16%)

Reading Quizzes – 5 min, 1 per week Goals - Get students to read material before class Mechanics - Students “scroll” through a series of 2-4 multiple choice questions Does not show results to students after submission Results are automatically graded and emailed to instructor (Correct = 3 pts, Incorrect = 1 pt, No answer = 0 pts) Typically 70-80% correct

Example Reading Quiz 1. The two general types of forces are (20%) linear and centripetal. (74%) contact and long-range. (1%) normal and abnormal. (0%) the light-side and the dark-side. E. ( 4%) vector and scalar. 2. Newton’s 2nd Law states that the net force on an object determines that object’s (81%) acceleration. (4%) velocity. (4%) displacement. (6%) energy. (6%) inertia.

Managing the H-ITT System Initial setup is a little cumbersome Automated email registration for students (requires student’s to follow exact directions) A web form would be preferable Need roster in both classroom and office But grading is straightforward H-ITT Acquisition: Records classroom results and emails them to you. H-ITT Analysis: Save attachment on your cpu and assign points for various answers.

Managing the Students Took about two weeks to get all the students registered Important to run an interactive class (with modifications) even during those two weeks: ConcepTests were not graded initially Reading quizzes could be taken via PRS and/or paper After first two weeks: No more paper submissions Everyone gets two freebies (forgot clicker etc)

Impressions Benefits Large majority of students do participate in class Students more willing to ask questions, e.g. “Why isn’t A correct?” Difficulties Students initially don’t trust the clicker to record correctly Cannot cover as much material Writing good ConcepTests is not easy (physics, chemistry & biology resources at http://galileo.harvard.edu) Student inquiries about PRS grades can be time consuming (to grade or not to grade?)

What do the students think? What did you like most about the class? “PRS” “Interactive teaching – calling on students (knowing our names!) and use of clickers.” “Loved the demonstrations and interactive environment of the class” What did you dislike most about the class? “Clickers should be strictly used for participation – not fair that you lose points if you get it wrong before it’s been taught.” “The fact that I teach myself makes me mad”