Course Reports
drorzel | January 13, 2012I reported on the start of this class last week, and sinc ethen, we've had three more class meetings. Since this whole thing is an experiment, I'll keep reporting on it from time to time (heh). First, though, a quick answer to a request from comments:
I'd like to hear more about your class on time and timekeeping. How well do you think students learn the big ideas about how science works from these classes, as apposed to a more traditional general physics class? How much transfer do you see in students' understanding of the content of this course to understanding of science in general?
The…
drorzel | January 10, 2012My course this term is on time and timekeeping, but is also intended as a general "research methods" class. This was conceived by people in the humanities, where the idea of generic research methods makes a lot more sense than in the sciences (where there's a lot more specialization by subfield), but I'm going to try to give as general an overview of how to approach scientific research as possible in a course with no prerequisites. The following is sort of a rough sketch of a lecture for next week, on how to approach the scientific literature, so comments and suggestions are welcome. This is…
drorzel | January 4, 2012As mentioned a few times previously, the class I'm teaching this term is a "Scholars Research Seminar" on time and timekeeping. As this is an entirely new course, and will be consuming a lot of my mental energy, I plan to post occasional reports on what I'm doing to the blog.
Today was the first day of class, so a good chunk of the time was spent on introducing the basics of the course (my PowerPoint slides, for those who care), and going through one slightly silly example.
The stated learning goals for SRS courses (students should learn how to formulate a research question, find and evaluate…
drorzel | January 4, 2012It's the first day of class today (for me, anyway-- classes technically started yesterday, but I don't teach on Tuesdays this term). This, of course, means that something will go horribly wrong. The question is, what?
What will go wrong on the first day of class today?
This is a class for first-year students, so quantum superpositions of multiple answers are not allowed.
drorzel | January 2, 2012My class this term is a "Scholars Research Seminar" with the title "A Brief History of Timekeeping," looking at the science and technology of timekeeping from prehistory through modern atomic clocks. This is nominally an introduction to "research methods," though the class operates under a lot of constraints that fully justify the scare quotes, at least for scientists. As I am a scientist, though, I want the class to include at least one original measurement and the reporting thereof, so I've been thinking of really simple measurements that I can have them do independently and write up. I've…
drorzel | November 30, 2011Yesterday's physics education post kicked off a bit of discussion in a place I can't link to about the usefulness of lectures. Something in that reminded me of an anecdote from my grad school days, that I think is useful, so I'll post it here.
When we were working on the spin-polarized collision experiment, we expected that a certain effect ought to be pretty big, but when we did the experiment, it didn't show up at all. We mentioned this in a talk or poster, and a theorist said "Oh, that's not that surprising."
We had been pretty surprised, so I was sent off to talk to Paul Julienne, one of…
drorzel | November 29, 2011As I said last week, I recently wrapped up a term experimenting with "active learning" techniques in the two intro courses I was teaching. The diagnostic test results were a mixed bag-- one section showed really good improvement in their scores, the other was no better than the same class with traditional methods-- and the exam scores weren't really any different. There was probably some slight improvement in the multiple choice-- fewer students got trapped by the Newton's First Law questions than usual-- but in the free-response problems, they did about the same as usual.
So, having turned…
drorzel | November 21, 2011As noted in previous posts, I've been trying something radically different with this term's classes, working to minimize the time I spend lecturing, and replace it with in-class discussion and "clicker questions." I'm typing this while proctoring the final exam for the second of the two classes I'm teaching, so it's not exactly the end, but nearly everything is in but for the student evaluations, so here are some semi-final thoughts on this experiment:
-- On the whole, I think it went reasonably well, though things definitely flagged toward the end, particularly in the regular mechanics class…
drorzel | October 12, 2011Tuesday was the last day of the fifth week of classes (out of ten; for reasons that passeth all understanding, we started on Wednesday, so all the week-based deadlines fall on Tuesday). Accordingly, it seems like a decent time for an update on the active learning stuff I've been doing in my classes.
Each class has had one exam at this point, and a handful of labs. In the regular intro class, we're in Chapter 5 of Matter and Interactions, about to do curving motion, and in the integrated math-physics class, which only does half a term of physics, we're just dealing with non-constant forces,…
drorzel | September 18, 2011As mentioned a while back, I'm experimenting with "active learning" techniques in my intro courses this term. Specifically, I'm doing a variant of the "Peer Instruction" method developed by Eric Mazur and others. There are a few complications imposed by our calendar/ class schedule, but I'm giving it a shot, and I thought I'd report on what I'm doing and how it's going, for the benefit of readers who are interested, and on the off chance that some of my readers who are in education can give some feedback/ tips/ whatever.
What I'm doing: The Peer Instruction method is based on shifting the…
drorzel | September 1, 2011As previously noted, I'm planning to do more active-learning stuff in my intro mechanics courses this fall (starting next Tuesday), and as a result have been reading/ watching a lot of material on this (which, by the way, includes far too many slickly produced sales videos and not nearly enough "here's an example video of a full class using this technique"). This is doing little to make me less apprehensive-- most of these assume both a leisurely semester calendar and TA-led recitation sections for teaching problem-solving-- but I still like the idea, and want to give it a go.
One of the…
drorzel | August 26, 2011The week before last, I finished writing up a pedagogical paper I've been meaning to write for some time, and sent it off to The Physics Teacher. A couple of days ago, it occurred to me that I could probably post that to the arxiv. So I did, just before I left town for an extended weekend reliving my college days:
Investigating Systematic Uncertainty and Experimental Design with Projectile Launchers
The proper choice of a measurement technique that minimizes systematic and random uncertainty is an essential part of experimental physics. These issues are difficult to teach in the introductory…
drorzel | August 11, 2011I continue to be distracted from the paper-writing that I really ought to be doing by thinking about my classes this fall, and Joss Ives isn't helping. By being very helpful-- he posted a nice list of resources for active teaching. His blog has a bunch of other interesting stuff, too.
For the specific Matter and Interactions curriculum that we're using, it's probably also worth noting that they have a complete set of video lectures linked from their resources page. Unfortunately, these are complete with the "going over the syllabus" stuff in the early lectures, so the early going is a little…
drorzel | August 9, 2011It's that time of year again, when I start thinking about my fall term classes. I would really prefer to put it off for another couple of weeks, and I will put off spending much time on class prep in favor of finishing up some paper-writing and other things, but when the calendar turns to August, I inevitably start thinking about what I'm going to be doing in September, no matter how much I'd like to be thinking about other things instead. This year is worse than most, because I'm planning to really shake things up with regard to the way I teach the intro mechanics course.
I've been doing…
drorzel | July 12, 2011A month and a half ago, I reported on a simple experiment to measure the performance of a timer from the teaching labs. I started the timer running at a particualr time, and over the next couple of weeks checked in regularly with the Official US Time display at the NIST website, recording the delay between the timer reading and the NIST clock.
As a follow-up experiment, I did the same thing with a different timer, this one a Good Cook brand digital timer picked up for $10 in the local supermarket, and the same Fisher Scientific stopwatch/timer as the first experiment, with the Fisher…
drorzel | June 8, 2011A few years ago, we switched to the Matter & Interactions curriculum for our introductory classes. This has not been without its hiccups, among them the fact that there has been a small decline in the conceptual learning gains measured by the Force Concept Inventory, the oldest and most widely used of the conceptual tests favored by the Physics Education Research community. We've spent some time discussing whether this is a temporary glitch, due to the transition, or something inherent in the curriculum. (Our numbers are small enough that these results remain at the level of plural…
drorzel | May 26, 2011As I've mentioned before, I'm schedule to teach a class on "A Brief History of Timekeeping" next winter term as part of the Scholars Research Seminar program. Even though I have a hundred other things to do, I continue to think about this a lot.
One of the goals of the course is to introduce students to the idea of doing research. This was primarily conceived as a humanities/ social sciences sort of thing, so most of the discussion I've seen about these has been in terms of library research. Of course, as a physicist, I very rarely need to look things up in the library. when I think about…
drorzel | May 24, 2011I'm teaching our upper-level lab course this term, where I do a two-part experiment on laser spectroscopy. The first part is to calibrate the free spectral range of a homemade Fabry-Perot interferometer, and the second part is to use that Fabry-Perot as a frequency marker to calibrate a diode laser scan across the rubidium hyperfine spectrum, allowing a measurement of the Rb ground-state hyperfine splitting.
That's a bunch of jargon, the details of which don't really matter. What matters is that this is a lab that involves scanning the frequency of a particular laser through some range of…
drorzel | February 14, 2011Doug Natelson talks about a recent presentation on education:
I recently heard a talk where a well reputed science educator (not naming names) argued that those of us teaching undergraduates need to adapt to the learning habits of "millennials". That is, these are a group of people who have literally grown up with google (a thought that makes me feel very old, since I went to grad school w/ Sergei Brin) - they are used to having knowledge (in the form of facts) at their fingertips in a fraction of a second.
I can certainly agree about the Google part-- having graded a bunch of preliminary…
drorzel | February 10, 2011Barring a major disaster, I am scheduled to teach one of our Scholars Research Seminar classes next winter. I've been kicking the idea for this around for a while, with the semi-clever title "A Brief History of Timekeeping." The idea is to talk about the different technologies people have used to mark the passage of time, from Stonehenge down to modern atomic clocks. There's a lot of good science in there, from astronomy (sundials and the like) to basic mechanics (pendulums and so on) to quantum physics (atomic clocks) and even relativity. And there's plenty of room for side trips into other…