Teaching Freshman Calculus Based Physics Using the LO-GIC Model Amin Jazaeri, Ph.D. COS Science Accelerator & School of Physics, Astronomy and Computational Sciences Spring 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

Taking notes

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