Two steps forward, one step back:
an EVS Case Study
in Physics and Financial Mathematics
Sean Ryan
School of Physics, Astronomy and Mathematics
Background
Physics and Mathematics are STEM subjects whose
characteristics include being:
• highly numerate
• logical, methodical and technical in nature
• rich in concepts and their application
EVS: Physics and Financial Mathematics
EVS Challenge
Assessment focuses more on understanding and application
(“method marks”) than a final numerical answer.
Multichoice-style questions feature rarely, if at all, in university
assessment.
EVS Opportunity
Material is concept-rich, so EVS provides opportunities to
• explore preconceptions
[start of class]
• explode misconceptions
[during class]
• reality-check and embed new understandings
[end of class]
Desired outcomes
Improved engagement, learning and assessment grades
2
EVS: Physics and Financial Mathematics
The Case Study modules:
• 2nd year Quantum Physics (1 semester)
–
–
–
–
6 week topic (Nuclear Physics)
35 students
EVS Qs developed by SGR
EVS used in 2009/10 and 2010/11
• 1st year Financial Mathematics (1 semester)
– 12 week duration (full module)
– 100 students
– EVS Qs developed by SGR + TC (2nd yr student) + HKM (graduate)
Very beneficial to include these students in the development
– EVS used in 2010/11
3
EVS: Physics and Financial Mathematics
Preconceptions
EVS Qs useful at start of class
so they revisit their prior related knowledge
Apparently simple questions prompt mixed responses
causes students to re-examine their assumed knowledge;
valuable for lecturer to know where students are at
A precursor to
discovering what they have to unlearn in order to progress
Builds engagement with the lecture
Examples follow ...
Simple style,
always with “don’t know” option
4
Preconceptions: nuclear fusion makes stars like the
Sun hot
1. true
2. false
3. don’t know
8
8
2
1
2
3
5
EVS: Physics and Financial Mathematics
Misconceptions
EVS Qs useful in middle of class
so students think about what they have been learning
Questions prompt mixed responses
causes students to confront their new knowledge;
valuable for lecturer to know where students are at
A reality check on
their renewed state of understanding
Builds engagement with the lecture and the topic
The fun of a quiz under the shield of anonymity, with the added
benefit of seeing the other responses
Two examples follow ... moderate style
6
Risk in going short
Q: Daphne goes short in 1000 shares in XY Zinc Mines plc when the price is
48p/50p. She hopes to profit, but what is her maximum possible loss?
1.
2.
3.
4.
5.
No loss is possible
Loss of £480
Loss of £500
Unlimited loss
I don’t know
0
1
0
0
0
2
3
4
0
5
5
7
What happens to the radius and the core temperature of the
Sun when deuterium burning begins during its pre-mainsequence contraction?
1. no change
2. R increases and T
increases
3. R increases and T
decreases
4. R decreases and T
decreases
5. R decreases and T
increases
6. don’t know
7
3
2
1
0
1
0
2
3
4
5
6
8
EVS: Physics and Financial Mathematics
Embedding – similar to exploding misconceptions
EVS Qs useful at end of class
so students think about what they have been learning
Questions prompt mixed responses
causes students to apply their new knowledge;
valuable for lecturer to know where students are at
A reality check on
their renewed state of understanding
The fun of a quiz under the shield of anonymity, with the added
benefit of seeing the other responses
Two examples follow ... complex style
9
Q: A lady goes gaga and is about to buy a recording studio for £5 million.
One year later she will pay £1 million for refurbishment and equipment, but
expects income of £8 million after one further year. What is the NPV of her
project, assuming interest rates to be 5% p.a. throughout this period?
-£5M -£1M/1.05 + £8M/1.052
-£5M -£1M/1.05 + £8M1.052
-£5M -£1M1.05 + £8M1.052
-£5M1.05 -£1M + £8M/1.052
-£5M1.052 -£1M1.05 +
£8M/1.05
6. -£5M1.053 -£1M1.052 + £8M
7. Not enough information
8. I don’t know
1.
2.
3.
4.
5.
0
1
0
2
0
0
0
0
3
4
5
6
0
7
0
8
5
10
An excited nuclear state with J = 2 decays to a spinless ground state by
emitting a gamma ray. What are the possible angular momentum quantum
numbers of the gamma ray photon?
1. 0
2. 1
3. 2
4. 0, 1, 2
5. 1, 2
6. don’t know
13
6
3
2
0
1
0
2
3
4
5
6
11
EVS: Physics and Financial Mathematics
Desired outcomes
Improved engagement, learning and assessment grades
Improved engagement
Students overwhelmingly (>90%) enthusiastic for EVS
Attendance better by 0 -10% ... also other cohort differences
Improved learning and assessment grades
Fin.Maths: 2010/11 pre-resit pass achievement better by 10%
... but also “better” cohort and other changes in same year
Quan.Phys: 2009/10 pre-resit exam performance not
recognisably better in nuclear physics; EVS usage and
subsequent discussion takes time from other class activities
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EVS: Physics and Financial Mathematics
Lessons – not robust enough to be called conclusions!
Improved engagement 
Students overwhelmingly (>90%) enthusiastic for EVS;
attendance may improve marginally as a consequence
Improved learning and assessment grades ?
Student learning may be improved where used ...
but with a time penalty for other activities which could then
suffer.
Conclusion
EVS not a magic bullet to solve attendance and learning
challenges, but certainly a valuable element in the mix
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