The large first-year physics courses (PHYS 101 & PHYS 102) include 6 3-hour lab experiments. Because it is so difficult to sync the concepts presented in multiple lecture sections with the experiments, we are trying to convert the lab experiments to self-contained “learning units.” These would include pre-lab exercises and lab activities that contain all the necessary information. Wherever they are in the sequence of lectures, instructors could use these experiments to preview what’s coming next, to reinforce what they’re currently covering, or to wrap up already-covered topics. The development and testing of several activities and pre-lab exercises started in the small, Summer PHYS 102 section, in preparation of the full PHYS 102 course in January 2011.
Extensive diagnostic testing by Jim Carolan and Louis Deslauriers is starting to uncover information that will inform upcoming curriculum decisions. These will likely include a new ‘terminal’ physics stream that starts with PHYS 100, but does not then go into the usual 101/102 sequence for which the students’ mechanics preparation is insufficient. Extensive testing of first and upper year students using an electricity and magnetism concept survey (BEMA) is providing information on learning gains and retention. The results from the survey are being used in decisions about merging the Eng. Phys and Honours Phys. streams of E&M. These results will also feed into upcoming decisions about the freshman treatment of E&M concepts. Efforts are also getting underway to optimize the way in which various E & M topics are covered in various courses, at all levels, to formulate a set of coherent learning goals for all such courses and to insure that all faculty wills strive to achieve these learning goals in the future.
Poster (April 2009): Electricity and Magnetism Concepts: Learning Gains and RetentionWidespread deployment of CLASS student attitudes about science surveys in all first year courses, with testing done in September, at the end of the first term, and again at the end of the second term.
Participating in CWSEI-wide study on why some students do poorly (particularly focusing on high-failure-rate courses)
Louis Deslauriers has developed a math diagnostic to assess upper-level physics students’ grasp of the math skills needed to succeed in the senior courses. This tool will be used to make judgments about curriculum and will feed discussions with the math department about their curriculum. This complements the math department’s own efforts on entrance-level testing of math skills.
