formative assessment materials for large-enrollment physics lecture classes
DESCRIPTION
Formative Assessment Materials for Large-Enrollment Physics Lecture Classes. David E. Meltzer Department of Physics University of Washington www.physicseducation.net Supported by NSF DUE-0243258, DUE-0311450, PHY-0406724, and PHY-0604703. Real-time In-class Formative Assessment. - PowerPoint PPT PresentationTRANSCRIPT
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Formative Assessment Materials for Large-Enrollment Physics Lecture Classes
David E. Meltzer
Department of PhysicsUniversity of Washington
www.physicseducation.net
Supported by NSF DUE-0243258, DUE-0311450, PHY-0406724, and PHY-0604703
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Real-time In-class Formative Assessment
• The Problem: How can the instructor assess students’ thinking during class and modify in-class instructional activities accordingly?
• Our Goal: Develop and test materials that both– provide a basis for in-class instructional activities, and– assist the instructor in monitoring student thinking,
moment-to-moment
in the context of large-enrollment classes
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Our Materials: Carefully sequenced sets of multiple-choice questions
• Emphasize qualitative, conceptual items
• Make heavy use of multiple representations
• Designed to maximize student-instructor interaction in large classes
• Allow rapid assessment of student learning
• Assist instructors in structuring and guiding their presentations and instructional activities
![Page 4: Formative Assessment Materials for Large-Enrollment Physics Lecture Classes](https://reader036.vdocuments.net/reader036/viewer/2022062723/56813bd6550346895da4fdd7/html5/thumbnails/4.jpg)
Our Materials: Carefully sequenced sets of multiple-choice questions
• Emphasize qualitative, conceptual items
• Make heavy use of multiple representations
• Allow rapid assessment of student learning
• Assist in structuring and guiding the presentations and instructional activities
![Page 5: Formative Assessment Materials for Large-Enrollment Physics Lecture Classes](https://reader036.vdocuments.net/reader036/viewer/2022062723/56813bd6550346895da4fdd7/html5/thumbnails/5.jpg)
Motivation Research in physics education suggests that:
• Problem-solving activities with rapid feedback yield improved learning gains
• Eliciting and addressing common conceptual difficulties improves learning and retention
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Active-Learning Pedagogy(“Interactive Engagement”)
• problem-solving activities during class time – student group work– frequent question-and-answer exchanges
• “guided-inquiry” methodology: guide students with leading questions, through structured series of research-based problems dress common learning
Goal: Guide students to “figure things out for themselves” as much as possibleuide students to “figure things out for themselves” as much as possible
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Key Themes of Research-Based Instruction
• Emphasize qualitative, non-numerical questions to reduce unthoughtful “plug and chug.”
• Make extensive use of multiple representations to deepen understanding.
(Graphs, diagrams, sketches, simulations, animations, etc.)
• Require students to explain their reasoning (verbally or in writing) to more clearly expose their thought processes.
![Page 8: Formative Assessment Materials for Large-Enrollment Physics Lecture Classes](https://reader036.vdocuments.net/reader036/viewer/2022062723/56813bd6550346895da4fdd7/html5/thumbnails/8.jpg)
Key Themes of Research-Based Instruction
• Emphasize qualitative, non-numerical questions to reduce unthoughtful “plug and chug.”
• Make extensive use of multiple representations to deepen understanding.
(Graphs, diagrams, sketches, simulations, animations, etc.)
• Require students to explain their reasoning (verbally or in writing) to more clearly expose their thought processes.
![Page 9: Formative Assessment Materials for Large-Enrollment Physics Lecture Classes](https://reader036.vdocuments.net/reader036/viewer/2022062723/56813bd6550346895da4fdd7/html5/thumbnails/9.jpg)
Key Themes of Research-Based Instruction
• Emphasize qualitative, non-numerical questions to reduce unthoughtful “plug and chug.”
• Make extensive use of multiple representations to deepen understanding.
(Graphs, diagrams, sketches, simulations, animations, etc.)
• Require students to explain their reasoning (verbally or in writing) to more clearly expose their thought processes.
![Page 10: Formative Assessment Materials for Large-Enrollment Physics Lecture Classes](https://reader036.vdocuments.net/reader036/viewer/2022062723/56813bd6550346895da4fdd7/html5/thumbnails/10.jpg)
Key Themes of Research-Based Instruction
• Emphasize qualitative, non-numerical questions to reduce unthoughtful “plug and chug.”
• Make extensive use of multiple representations to deepen understanding.
(Graphs, diagrams, words, simulations, animations, etc.)
• Require students to explain their reasoning (verbally or in writing) to more clearly expose their thought processes.
![Page 11: Formative Assessment Materials for Large-Enrollment Physics Lecture Classes](https://reader036.vdocuments.net/reader036/viewer/2022062723/56813bd6550346895da4fdd7/html5/thumbnails/11.jpg)
Key Themes of Research-Based Instruction
• Emphasize qualitative, non-numerical questions to reduce unthoughtful “plug and chug.”
• Make extensive use of multiple representations to deepen understanding.
(Graphs, diagrams, words, simulations, animations, etc.)
• Require students to explain their reasoning (verbally or in writing) to more clearly expose their thought processes.
![Page 12: Formative Assessment Materials for Large-Enrollment Physics Lecture Classes](https://reader036.vdocuments.net/reader036/viewer/2022062723/56813bd6550346895da4fdd7/html5/thumbnails/12.jpg)
Active Learning in Large Physics Classes
• De-emphasis of lecturing; Instead, ask students to respond to questions targeted at known difficulties.
• Use of classroom communication systems to obtain instantaneous feedback from entire class.
• Incorporate cooperative group work using both multiple-choice and free-response items
Goal: Transform large-class learning environment into “office” learning environment (i.e., instructor + one or two students)
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Active Learning in Large Physics Classes
• De-emphasis of lecturing; Instead, ask students to respond to questions targeted at known difficulties.
• Use of classroom communication systems to obtain instantaneous feedback from entire class.
• Incorporate cooperative group work using both multiple-choice and free-response items
Goal: Transform large-class learning environment into “office” learning environment (i.e., instructor + one or two students)
![Page 14: Formative Assessment Materials for Large-Enrollment Physics Lecture Classes](https://reader036.vdocuments.net/reader036/viewer/2022062723/56813bd6550346895da4fdd7/html5/thumbnails/14.jpg)
“Fully Interactive” Physics LectureDEM and K. Manivannan, Am. J. Phys. 70, 639 (2002)
• Use structured sequences of multiple-choice questions, focused on specific concept: small conceptual “step size”
• Use student response system to obtain instantaneous responses from all students simultaneously (e.g., “flash cards”)
[a variant of Mazur’s “Peer Instruction”]
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Results of Assessment
• Learning gains on qualitative problems are well above national norms for students in traditional courses.
• Performance on quantitative problems is comparable to (or slightly better than) that of students in traditional courses.
• Typical of other research-based instructional methods
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Features of the Interactive Lecture
• High frequency of questioning
• Easy questions used to maintain flow
• Many question variants are possible
• Instructor must be prepared to use diverse questioning strategies
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High frequency of questioning
• Time per question can be as little as 15 seconds, as much as several minutes.– similar to rhythm of one-on-one tutoring
• Maintain small conceptual “step size” between questions for high-precision feedback on student understanding.
![Page 20: Formative Assessment Materials for Large-Enrollment Physics Lecture Classes](https://reader036.vdocuments.net/reader036/viewer/2022062723/56813bd6550346895da4fdd7/html5/thumbnails/20.jpg)
High frequency of questioning
• Time per question can be as little as 15 seconds, as much as several minutes.– similar to rhythm of one-on-one tutoring
• Maintain small conceptual “step size” between questions for high-precision feedback on student understanding.
![Page 21: Formative Assessment Materials for Large-Enrollment Physics Lecture Classes](https://reader036.vdocuments.net/reader036/viewer/2022062723/56813bd6550346895da4fdd7/html5/thumbnails/21.jpg)
High frequency of questioning
• Time per question can be as little as 15 seconds, as much as several minutes– similar to rhythm of one-on-one tutoring
• Maintain small conceptual “step size” between questions for high-precision feedback on student understanding.
![Page 22: Formative Assessment Materials for Large-Enrollment Physics Lecture Classes](https://reader036.vdocuments.net/reader036/viewer/2022062723/56813bd6550346895da4fdd7/html5/thumbnails/22.jpg)
High frequency of questioning
• Time per question can be as little as 15 seconds, as much as several minutes– similar to rhythm of one-on-one tutoring
• Maintain small conceptual “step size” between questions for high-precision feedback on student understanding.
![Page 23: Formative Assessment Materials for Large-Enrollment Physics Lecture Classes](https://reader036.vdocuments.net/reader036/viewer/2022062723/56813bd6550346895da4fdd7/html5/thumbnails/23.jpg)
Curriculum Requirements for Fully Interactive Lecture
• Many question sequences employing multiple representations, covering full range of topics
• Free-response worksheets adaptable for use in lecture hall
• Text reference (“Lecture Notes”) with strong focus on conceptual and qualitative questions
Workbook for Introductory Physics (DEM and K. Manivannan, CD-ROM, 2002)
![Page 24: Formative Assessment Materials for Large-Enrollment Physics Lecture Classes](https://reader036.vdocuments.net/reader036/viewer/2022062723/56813bd6550346895da4fdd7/html5/thumbnails/24.jpg)
Curriculum Requirements for Fully Interactive Lecture
• Many question sequences employing multiple representations, covering full range of topics
• Free-response worksheets adaptable for use in lecture hall
• Text reference (“Lecture Notes”) with strong focus on conceptual and qualitative questions
Workbook for Introductory Physics (DEM and K. Manivannan, CD-ROM, 2002)
![Page 25: Formative Assessment Materials for Large-Enrollment Physics Lecture Classes](https://reader036.vdocuments.net/reader036/viewer/2022062723/56813bd6550346895da4fdd7/html5/thumbnails/25.jpg)
Curriculum Requirements for Fully Interactive Lecture
• Many question sequences employing multiple representations, covering full range of topics
• Free-response worksheets adaptable for use in lecture hall
• Text reference (“Lecture Notes”) with strong focus on conceptual and qualitative questions
Workbook for Introductory Physics (DEM and K. Manivannan, CD-ROM, 2002)
![Page 26: Formative Assessment Materials for Large-Enrollment Physics Lecture Classes](https://reader036.vdocuments.net/reader036/viewer/2022062723/56813bd6550346895da4fdd7/html5/thumbnails/26.jpg)
Curriculum Requirements for Fully Interactive Lecture
• Many question sequences employing multiple representations, covering full range of topics
• Free-response worksheets adaptable for use in lecture hall
• Text reference (“Lecture Notes”) with strong focus on conceptual and qualitative questions
Workbook for Introductory Physics (DEM and K. Manivannan, CD-ROM, 2002)
![Page 27: Formative Assessment Materials for Large-Enrollment Physics Lecture Classes](https://reader036.vdocuments.net/reader036/viewer/2022062723/56813bd6550346895da4fdd7/html5/thumbnails/27.jpg)
Curriculum Requirements for Fully Interactive Lecture
• Many question sequences employing multiple representations, covering full range of topics
• Free-response worksheets adaptable for use in lecture hall
• Text reference (“Lecture Notes”) with strong focus on conceptual and qualitative questions
Workbook for Introductory Physics (DEM and K. Manivannan, CD-ROM, Vol. II, preliminary edition, 2002)
![Page 28: Formative Assessment Materials for Large-Enrollment Physics Lecture Classes](https://reader036.vdocuments.net/reader036/viewer/2022062723/56813bd6550346895da4fdd7/html5/thumbnails/28.jpg)
Curriculum Requirements for Fully Interactive Lecture
• Many question sequences employing multiple representations, covering full range of topics
• Free-response worksheets adaptable for use in lecture hall
• Text reference (“Lecture Notes”) with strong focus on conceptual and qualitative questions
Workbook for Introductory Physics (DEM and K. Manivannan, CD-ROM, Vol. II, preliminary edition, 2002)
Further development supported by NSF under “Assessment of Student Achievement” program
![Page 29: Formative Assessment Materials for Large-Enrollment Physics Lecture Classes](https://reader036.vdocuments.net/reader036/viewer/2022062723/56813bd6550346895da4fdd7/html5/thumbnails/29.jpg)
Curriculum Requirements for Fully Interactive Lecture
• Many question sequences employing multiple representations, covering full range of topics
• Free-response worksheets adaptable for use in lecture hall
• Text reference (“Lecture Notes”) with strong focus on conceptual and qualitative questions
Workbook for Introductory Physics (DEM and K. Manivannan, CD-ROM, Vol. II, preliminary edition, 2002)
Further development supported by NSF under “Assessment of Student Achievement” program
![Page 30: Formative Assessment Materials for Large-Enrollment Physics Lecture Classes](https://reader036.vdocuments.net/reader036/viewer/2022062723/56813bd6550346895da4fdd7/html5/thumbnails/30.jpg)
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Part 1: Table of Contents
Part 2: In-Class Questions and Worksheets, Chapters 1-8
Part 3: Lecture Notes
Chapter 1: Electric Charges and Forces Chapter 2: Electric Fields Chapter 3: Electric Potential Energy Chapter 4: Electric Potential Chapter 5: Current and Resistance Chapter 6: Series Circuits Chapter 7: Electrical Power Chapter 8: Parallel Circuits Chapter 9: Magnetic Forces & Fields Chapter 10: Magnetic Induction Chapter 11: Electromagnetic Waves Chapter 12: Optics Chapter 13: Photons and Atomic Spectra Chapter 14: Nuclear Structure and Radioactivity
Part 4: Additional Worksheets
Chapter 1: Experiments with Sticky Tape Chapter 2: Electric Fields Chapters 6 & 8: More Experiments with Electric Circuits Chapter 7: Electric Power, Energy Changes in Circuits Chapter 8: Circuits Worksheet Chapter 9: Investigating the Force on a Current-Carrying Wire Chapter 9: Magnetism Worksheet Chapter 9: Magnetic Force Chapter 9: Torque on a Current Loop in a Magnetic Field
Chapter 10: Magnetic Induction Activity Chapter 10: Magnetic Induction Worksheet Chapter 10: Motional EMF Worksheet Chapter 9-10: Homework on Magnetism Chapter 11: Electromagnetic Waves Worksheet Chapter 12: Optics Worksheet Chapter 13: Atomic Physics Worksheet Chapter 14: Nuclear Physics Worksheet
Part 5: Quizzes
Part 6: Exams and Answers
Part 7: Additional Material
Part 8: “How-to” Articles
Promoting Interactivity in Lecture Classes Enhancing Active Learning The Fully Interactive Physics Lecture
Part 9: Flash-Card Masters
Part 10: Video of Class
AUTHORS:
David E. Meltzer: Department of Physics and Astronomy, Iowa State University, Ames, IA 50011 [email protected] Kandiah Manivannan: Department of Physics, Astronomy, and Materials Science, Southwest Missouri State University, Springfield, MO 65804 [email protected]
video
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Overall Tasks
• Develop question sequences for complete (two-semester) course
• Obtain feedback through in-class use to aid evaluation of assessment items
• Obtain interview data to validate items
• Do pre- and post-testing with standardized diagnostics to help monitor effectiveness
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Design Strategies
• Not possible to pre-determine all possible discussion paths
• Knowledge of probable conceptual sticking points is important: guided by research
• Make use of standard question variants
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Many question variants are possible
• Minor alterations to question can generate provocative change in context– add/subtract/change system elements (force,
resistance, etc.)
• Use standard questioning paradigms:– greater than, less than, equal to– increase, decrease, remain the same– left, right, up, down, in, out
![Page 35: Formative Assessment Materials for Large-Enrollment Physics Lecture Classes](https://reader036.vdocuments.net/reader036/viewer/2022062723/56813bd6550346895da4fdd7/html5/thumbnails/35.jpg)
Many question variants are possible
• Minor alterations to question can generate provocative change in context.– add/subtract/change system elements (force,
resistance, etc.)
• Use standard questioning paradigms:– greater than, less than, equal to– increase, decrease, remain the same– left, right, up, down, in, out
![Page 36: Formative Assessment Materials for Large-Enrollment Physics Lecture Classes](https://reader036.vdocuments.net/reader036/viewer/2022062723/56813bd6550346895da4fdd7/html5/thumbnails/36.jpg)
Many question variants are possible
• Minor alterations to question can generate provocative change in context.– add/subtract/change system elements (force,
resistance, etc.)
• Use standard questioning paradigms:– greater than, less than, equal to– increase, decrease, remain the same– left, right, up, down, in, out
![Page 37: Formative Assessment Materials for Large-Enrollment Physics Lecture Classes](https://reader036.vdocuments.net/reader036/viewer/2022062723/56813bd6550346895da4fdd7/html5/thumbnails/37.jpg)
Many question variants are possible
• Minor alterations to question can generate provocative change in context.– add/subtract/change system elements (force,
resistance, etc.)
• Use standard questioning paradigms:– greater than, less than, equal to– increase, decrease, remain the same– left, right, up, down, in, out
![Page 38: Formative Assessment Materials for Large-Enrollment Physics Lecture Classes](https://reader036.vdocuments.net/reader036/viewer/2022062723/56813bd6550346895da4fdd7/html5/thumbnails/38.jpg)
Many question variants are possible
• Minor alterations to question can generate provocative change in context.– add/subtract/change system elements (force,
resistance, etc.)
• Use standard questioning paradigms:– greater than, less than, equal to– increase, decrease, remain the same– left, right, up, down, in, out
![Page 39: Formative Assessment Materials for Large-Enrollment Physics Lecture Classes](https://reader036.vdocuments.net/reader036/viewer/2022062723/56813bd6550346895da4fdd7/html5/thumbnails/39.jpg)
Many question variants are possible
• Minor alterations to question can generate provocative change in context.– add/subtract/change system elements (force,
resistance, etc.)
• Use standard questioning paradigms:– greater than, less than, equal to– increase, decrease, remain the same– left, right, up, down, in, out
![Page 40: Formative Assessment Materials for Large-Enrollment Physics Lecture Classes](https://reader036.vdocuments.net/reader036/viewer/2022062723/56813bd6550346895da4fdd7/html5/thumbnails/40.jpg)
Many question variants are possible
• Minor alterations to question can generate provocative change in context.– add/subtract/change system elements (force,
resistance, etc.)
• Use standard questioning paradigms:– greater than, less than, equal to– increase, decrease, remain the same– left, right, up, down, in, out
![Page 41: Formative Assessment Materials for Large-Enrollment Physics Lecture Classes](https://reader036.vdocuments.net/reader036/viewer/2022062723/56813bd6550346895da4fdd7/html5/thumbnails/41.jpg)
Easy questions used to maintain flow
• Easy questions (> 90% correct responses) build confidence and encourage student participation.
• If discussion bogs down due to confusion, can jump start with easier questions.
• Goal is to maintain continuous and productive discussion with and among students.
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Easy questions used to maintain flow
• Easy questions (> 90% correct responses) build confidence and encourage student participation.
• If discussion bogs down due to confusion, can jump start with easier questions.
• Goal is to maintain continuous and productive discussion with and among students.
![Page 43: Formative Assessment Materials for Large-Enrollment Physics Lecture Classes](https://reader036.vdocuments.net/reader036/viewer/2022062723/56813bd6550346895da4fdd7/html5/thumbnails/43.jpg)
Easy questions used to maintain flow
• Easy questions (> 90% correct responses) build confidence and encourage student participation.
• If discussion bogs down due to confusion, can jump start with easier questions.
• Goal is to maintain continuous and productive discussion with and among students.
![Page 44: Formative Assessment Materials for Large-Enrollment Physics Lecture Classes](https://reader036.vdocuments.net/reader036/viewer/2022062723/56813bd6550346895da4fdd7/html5/thumbnails/44.jpg)
Interactive Question Sequence
• Set of closely related questions addressing diverse aspects of single concept
• Progression from easy to hard questions
• Use multiple representations (diagrams, words, equations, graphs, etc.)
• Emphasis on qualitative, not quantitative questions, to reduce “equation-matching” behavior and promote deeper thinking
![Page 45: Formative Assessment Materials for Large-Enrollment Physics Lecture Classes](https://reader036.vdocuments.net/reader036/viewer/2022062723/56813bd6550346895da4fdd7/html5/thumbnails/45.jpg)
Interactive Question Sequence
• Set of closely related questions addressing diverse aspects of single concept
• Progression from easy to hard questions
• Use multiple representations (diagrams, words, equations, graphs, etc.)
• Emphasis on qualitative, not quantitative questions, to reduce “equation-matching” behavior and promote deeper thinking
![Page 46: Formative Assessment Materials for Large-Enrollment Physics Lecture Classes](https://reader036.vdocuments.net/reader036/viewer/2022062723/56813bd6550346895da4fdd7/html5/thumbnails/46.jpg)
Interactive Question Sequence
• Set of closely related questions addressing diverse aspects of single concept
• Progression from easy to hard questions
• Use multiple representations (diagrams, words, equations, graphs, etc.)
• Emphasis on qualitative, not quantitative questions, to reduce “equation-matching” behavior and promote deeper thinking
![Page 47: Formative Assessment Materials for Large-Enrollment Physics Lecture Classes](https://reader036.vdocuments.net/reader036/viewer/2022062723/56813bd6550346895da4fdd7/html5/thumbnails/47.jpg)
Interactive Question Sequence
• Set of closely related questions addressing diverse aspects of single concept
• Progression from easy to hard questions
• Use multiple representations (diagrams, words, equations, graphs, etc.)
• Emphasis on qualitative, not quantitative questions, to reduce “equation-matching” behavior and promote deeper thinking
![Page 48: Formative Assessment Materials for Large-Enrollment Physics Lecture Classes](https://reader036.vdocuments.net/reader036/viewer/2022062723/56813bd6550346895da4fdd7/html5/thumbnails/48.jpg)
Interactive Question Sequence
• Set of closely related questions addressing diverse aspects of single concept
• Progression from easy to hard questions
• Use multiple representations (diagrams, words, equations, graphs, etc.)
• Emphasis on qualitative, not quantitative questions, to reduce “equation-matching” behavior and promote deeper thinking
![Page 49: Formative Assessment Materials for Large-Enrollment Physics Lecture Classes](https://reader036.vdocuments.net/reader036/viewer/2022062723/56813bd6550346895da4fdd7/html5/thumbnails/49.jpg)
“Flash-Card” Questions
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“Flash-Card” Questions
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Examples of student response data(Algebra-based general physics at Iowa State University)
Intended to assist instructors at other institutions in selection and planning in use of item sequences
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#1:
A: 0%B: 7%C: 93%D: 0%E: 0%
#2:
A: 10%B: 8%C: 77%D: 2%E: 5%
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#7:
A: 2%B: 3%C: 3%D: 83%E: 9%
#8:
A: 0%B: 2%C: 8%D: 87%E: 3%
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#9:
A: 0%B: 13%C: 7%D: 53%E: 22%
#10:
A: 67%B: 20%C: 9%D: 2%E: 0%
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Problem “Dissection” Technique
• Decompose complicated problem into conceptual elements
• Work through problem step by step, with continual feedback from and interaction with the students
• May be applied to both qualitative and quantitative problems
Example: Electrostatic Forces
![Page 59: Formative Assessment Materials for Large-Enrollment Physics Lecture Classes](https://reader036.vdocuments.net/reader036/viewer/2022062723/56813bd6550346895da4fdd7/html5/thumbnails/59.jpg)
Problem “Dissection” Technique
• Decompose complicated problem into conceptual elements
• Work through problem step by step, with continual feedback from and interaction with the students
• May be applied to both qualitative and quantitative problems
Example: Electrostatic Forces
![Page 60: Formative Assessment Materials for Large-Enrollment Physics Lecture Classes](https://reader036.vdocuments.net/reader036/viewer/2022062723/56813bd6550346895da4fdd7/html5/thumbnails/60.jpg)
Problem “Dissection” Technique
• Decompose complicated problem into conceptual elements
• Work through problem step by step, with continual feedback from and interaction with the students
• May be applied to both qualitative and quantitative problems
Example: Electrostatic Forces
![Page 61: Formative Assessment Materials for Large-Enrollment Physics Lecture Classes](https://reader036.vdocuments.net/reader036/viewer/2022062723/56813bd6550346895da4fdd7/html5/thumbnails/61.jpg)
Problem “Dissection” Technique
• Decompose complicated problem into conceptual elements
• Work through problem step by step, with continual feedback from and interaction with the students
• May be applied to both qualitative and quantitative problems
Example: Electrostatic Forces
![Page 62: Formative Assessment Materials for Large-Enrollment Physics Lecture Classes](https://reader036.vdocuments.net/reader036/viewer/2022062723/56813bd6550346895da4fdd7/html5/thumbnails/62.jpg)
Problem “Dissection” Technique
• Decompose complicated problem into conceptual elements
• Work through problem step by step, with continual feedback from and interaction with the students
• May be applied to both qualitative and quantitative problems
Example: Electrostatic Forces
![Page 63: Formative Assessment Materials for Large-Enrollment Physics Lecture Classes](https://reader036.vdocuments.net/reader036/viewer/2022062723/56813bd6550346895da4fdd7/html5/thumbnails/63.jpg)
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Four charges are arranged on a rectangle as shown in Fig. 1. (q1 = q3 = +10.0 C and q2 = q4 = -15.0 C; a = 30 cm and b = 40 cm.) Find the magnitude and direction of the resultant electrostatic force on q1.
Question #1: How many forces (due to electrical interactions) are acting on charge q1?
(A) 0 (B) 1 (C) 2 (D) 3 (E) 4 (F) Not sure/don’t know
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Four charges are arranged on a rectangle as shown in Fig. 1. (q1 = q3 = +10.0 C and q2 = q4 = -15.0 C; a = 30 cm and b = 40 cm.) Find the magnitude and direction of the resultant electrostatic force on q1.
Question #1: How many forces (due to electrical interactions) are acting on charge q1?
(A) 0 (B) 1 (C) 2 (D) 3 (E) 4 (F) Not sure/don’t know
![Page 65: Formative Assessment Materials for Large-Enrollment Physics Lecture Classes](https://reader036.vdocuments.net/reader036/viewer/2022062723/56813bd6550346895da4fdd7/html5/thumbnails/65.jpg)
ff
Four charges are arranged on a rectangle as shown in Fig. 1. (q1 = q3 = +10.0 C and q2 = q4 = -15.0 C; a = 30 cm and b = 40 cm.) Find the magnitude and direction of the resultant electrostatic force on q1.
Question #1: How many forces (due to electrical interactions) are acting on charge q1?
(A) 0 (B) 1 (C) 2 (D) 3 (E) 4 (F) Not sure/don’t know
![Page 66: Formative Assessment Materials for Large-Enrollment Physics Lecture Classes](https://reader036.vdocuments.net/reader036/viewer/2022062723/56813bd6550346895da4fdd7/html5/thumbnails/66.jpg)
ff
Four charges are arranged on a rectangle as shown in Fig. 1. (q1 = q3 = +10.0 C and q2 = q4 = -15.0 C; a = 30 cm and b = 40 cm.) Find the magnitude and direction of the resultant electrostatic force on q1.
Question #1: How many forces (due to electrical interactions) are acting on charge q1?
(A) 0 (B) 1 (C) 2 (D) 3 (E) 4 (F) Not sure/don’t know
![Page 67: Formative Assessment Materials for Large-Enrollment Physics Lecture Classes](https://reader036.vdocuments.net/reader036/viewer/2022062723/56813bd6550346895da4fdd7/html5/thumbnails/67.jpg)
For questions #2-4 refer to Fig. 2 and pick a direction from the choices A, B, C, D, E, and F.
Question #2: Direction of force on q1 due to q2
Question #3: Direction of force on q1 due to q3
Question #4: Direction of force on q1 due to q4
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For questions #2-4 refer to Fig. 2 and pick a direction from the choices A, B, C, D, E, and F.
Question #2: Direction of force on q1 due to q2
Question #3: Direction of force on q1 due to q3
Question #4: Direction of force on q1 due to q4
![Page 69: Formative Assessment Materials for Large-Enrollment Physics Lecture Classes](https://reader036.vdocuments.net/reader036/viewer/2022062723/56813bd6550346895da4fdd7/html5/thumbnails/69.jpg)
For questions #2-4 refer to Fig. 2 and pick a direction from the choices A, B, C, D, E, and F.
Question #2: Direction of force on q1 due to q2
Question #3: Direction of force on q1 due to q3
Question #4: Direction of force on q1 due to q4
![Page 70: Formative Assessment Materials for Large-Enrollment Physics Lecture Classes](https://reader036.vdocuments.net/reader036/viewer/2022062723/56813bd6550346895da4fdd7/html5/thumbnails/70.jpg)
For questions #2-4 refer to Fig. 2 and pick a direction from the choices A, B, C, D, E, and F.
Question #2: Direction of force on q1 due to q2
Question #3: Direction of force on q1 due to q3
Question #4: Direction of force on q1 due to q4
![Page 71: Formative Assessment Materials for Large-Enrollment Physics Lecture Classes](https://reader036.vdocuments.net/reader036/viewer/2022062723/56813bd6550346895da4fdd7/html5/thumbnails/71.jpg)
Let F2, F3, and F4 be the magnitudes of the force on q1 due to q2, due to q3, and due to q4 respectively.
Question #5. F2 is given by(A) kq1q2/a2
(B) kq1q2/b2
(C) kq1q2/(a2 + b2)
(D) kq1q2/(a2 + b2)
(E) None of the above(F) Not sure/Don’t know
Question #6. F3 is given by(A) kq1q3/a2
(B) kq1q3/b2
(C) kq1q3/(a2 + b2)
(D) kq1q3/(a2 + b2)
(E) None of the above(F) Not sure/Don’t know
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Let F2, F3, and F4 be the magnitudes of the force on q1 due to q2, due to q3, and due to q4 respectively.
Question #5. F2 is given by(A) kq1q2/a2
(B) kq1q2/b2
(C) kq1q2/(a2 + b2)
(D) kq1q2/(a2 + b2)
(E) None of the above(F) Not sure/Don’t know
Question #6. F3 is given by(A) kq1q3/a2
(B) kq1q3/b2
(C) kq1q3/(a2 + b2)
(D) kq1q3/(a2 + b2)
(E) None of the above(F) Not sure/Don’t know
![Page 73: Formative Assessment Materials for Large-Enrollment Physics Lecture Classes](https://reader036.vdocuments.net/reader036/viewer/2022062723/56813bd6550346895da4fdd7/html5/thumbnails/73.jpg)
Let F2, F3, and F4 be the magnitudes of the force on q1 due to q2, due to q3, and due to q4 respectively.
Question #5. F2 is given by(A) kq1q2/a2
(B) kq1q2/b2
(C) kq1q2/(a2 + b2)
(D) kq1q2/(a2 + b2)
(E) None of the above(F) Not sure/Don’t know
Question #6. F3 is given by(A) kq1q3/a2
(B) kq1q3/b2
(C) kq1q3/(a2 + b2)
(D) kq1q3/(a2 + b2)
(E) None of the above(F) Not sure/Don’t know
![Page 74: Formative Assessment Materials for Large-Enrollment Physics Lecture Classes](https://reader036.vdocuments.net/reader036/viewer/2022062723/56813bd6550346895da4fdd7/html5/thumbnails/74.jpg)
Let F2, F3, and F4 be the magnitudes of the force on q1 due to q2, due to q3, and due to q4 respectively.
Question #5. F2 is given by(A) kq1q2/a2
(B) kq1q2/b2
(C) kq1q2/(a2 + b2)
(D) kq1q2/(a2 + b2)
(E) None of the above(F) Not sure/Don’t know
Question #6. F3 is given by(A) kq1q3/a2
(B) kq1q3/b2
(C) kq1q3/(a2 + b2)
(D) kq1q3/(a2 + b2)
(E) None of the above(F) Not sure/Don’t know (etc.)
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Ongoing Curricular Development(Projects starting 2003)
• “Formative Assessment Materials for Large-Enrollment Physics Lecture Classes”
Funded through NSF’s “Assessment of Student Achievement” program
• “Active-Learning Curricular Materials for Fully Interactive Physics Lectures”
Funded through NSF’s “Course, Curriculum, and Laboratory Improvement – Adaptation and Implementation” program
![Page 76: Formative Assessment Materials for Large-Enrollment Physics Lecture Classes](https://reader036.vdocuments.net/reader036/viewer/2022062723/56813bd6550346895da4fdd7/html5/thumbnails/76.jpg)
Ongoing Curricular Development(Projects starting 2003)
• “Formative Assessment Materials for Large-Enrollment Physics Lecture Classes”
Funded through NSF’s “Assessment of Student Achievement” program
• “Active-Learning Curricular Materials for Fully Interactive Physics Lectures”
Funded through NSF’s “Course, Curriculum, and Laboratory Improvement – Adaptation and Implementation” program
![Page 77: Formative Assessment Materials for Large-Enrollment Physics Lecture Classes](https://reader036.vdocuments.net/reader036/viewer/2022062723/56813bd6550346895da4fdd7/html5/thumbnails/77.jpg)
Project Phases
• Complete the development of question sequences for Chaps. 10-14 of Volume II of Workbook for Introductory Physics
• Acquire baseline data by administering questions in class with electronic student response system
• Begin work on question sequences for initial chapters of Volume I of Workbook
![Page 78: Formative Assessment Materials for Large-Enrollment Physics Lecture Classes](https://reader036.vdocuments.net/reader036/viewer/2022062723/56813bd6550346895da4fdd7/html5/thumbnails/78.jpg)
Materials Development
• Carried out by DEM and Ngoc-Loan Nguyen (Iowa State U. graduate student)
• Created question sequences for electrodynamics, optics, modern physics, thermodynamics, and mechanical forces
• Acquired baseline data (at Iowa State University) for questions on electrostatics
• Currently carrying out editing and additional data acquisition