Engaging Students in Science
Dan Burns
Los Gatos High School
dburns@lgsuhsd.org
EnCorps Workshop
3/1/14
Agenda:
• Introductions/How I became a Teacher
• Demonstrations
• Online Resources
• Interactive Engagement/Peer Instruction
• Physics Education Research (PER)
• Creating Interactivity
• Online Homework
• Assertion-Evidence Slide Design
Online Physics Resources:
Phyz (includes Book and Blog of Phyz)
Pretty Good Physics
comPADRE
PTSOS
Pablo’s Physics
A Plus Physics
Hippocampus
Learn AP Physics
My Website
Interactive Engagement and Peer
Instruction Increase Learning
Largest Student
Gains in Pre and
Post Tests were in
Courses that used
Interactive
Engagement11
What is Interactive Engagement
and Peer Instruction?
• Expose students to content first
• Distribute a classroom response system
(index cards, clickers, or Plickers!)
• Pose conceptual questions and solicit
responses
• Allow time for students to share their
reasoning
• Solicit new responses and explain if
necessary
Interactive Engagement and
Peer Instruction Rationale
• Students learn better when interacting with
the material and their peers
• Students can memorize content without
knowing underlying concepts
• Understanding requires knowing the
concepts
• Teachers can learn more about what their
students know and don’t know
• Allows on-the-fly differential instruction
Other Recommendations
• Collect data on responses by period
• Administer pre and post benchmark test
like Force Concept Inventory
• Put conceptual questions on tests and
quizzes
• Explain rationale for Peer Instruction to
students
• Free up time by omitting lectures that
could be replaced by lecture notes
Newton’s Third Law
IfFor
Object
EveryA Action
Exerts aThere
Forceison
an
Object
Equal and
B, then
Opposite
ObjectReaction
B Exerts an
Equal, Oppositely Directed, and
Simultaneous Force on Object A
If your feet push down on the
floor, what does the floor do?
A.
B.
C.
D.
E.
Nothing
Absorbs the push
Pushes up on your feet, but with less force
Pushes up on your feet with an equal force
Pushes up on your feet with greater force
Newton 3
Can the floor push up on
your feet with a force
greater than your weight?
A.
B.
C.
D.
Yes, but nothing will happen
Yes, you will accelerate up into the air
No, it always equals your weight
No, it can only equal or be less than your
weight
E. Yes, but only on a planet with stronger
gravity
Newton 3
What is the force from that causes a
car to accelerate down the road?
A.
B.
C.
D.
E.
The engine
The transmission
The pistons
The road
The tires
Newton 3
What is the force from that causes a
swimmer to accelerate across a pool?
A.
B.
C.
D.
E.
The swimmer’s legs
The swimmer’s arms
The swimmer’s arms and legs
Gravity
The water
Newton 3
In the tug-of-war, what is the
reading on the scale?
1000 N
0
3000 1000
2000
A.
B.
C.
D.
0N
1000 N
2000 N
3000 N
1000 N
The tree pulls just like the tug-of-war
team. If the pull is only from one
side, the tension is zero.
What will the scale read that is pulled
from both sides by 10 N weights?
A.
B.
C.
D.
0N
10 N
20 N
30 N
Peer Instruction Resources
•
•
•
•
•
•
•
•
2Know Renaissance Responders
iClickers
Quizdom
Poll Everywhere
eClicker
Plickers
Index Cards!
Conceptests at CU Boulder
Peer Instruction CD Contents
•
•
•
•
•
•
•
•
•
ConcepTests ppt files by topic
Interactive Teaching DVD promo movie
FCI.pdf Force Concept Inventory
MBT.pdf Mechanics Baseline Test
Questionnaires.pdf (Questionnaires from
Chapter 3 and Chapter 9
RQ.pdf Reading Quizzes)
CT.pdf ConcepTests
CEQ.pdf Conceptual Exam Questions
FlashCards.pdf
Physics Education Research (PER)
• Physicists applied research skills to problem of
student learning
• Developed many effective instructional
strategies
• Research has shown that lecture based
methods are not effective
• PER methods can be adopted incrementally,
Peer Instruction is one example
PER Resources
• Teaching Physics with the Physics Suite
• Five Easy Lessons, Strategies for Successful Physics
Teaching
• Interactive Lecture Demonstrations
• Ranking Tasks
• Modeling Method
• Dolores Gende’s PER Resources
• Understanding Physics, Cummings, Laws, Redish,
Cooney
• Physics for Scientists and Engineers, Knight
• Principles of Physics, Serway, Jewett
Other Ways to Make Slide
Presentations Interactive
•
•
•
•
•
•
Column Sorting
Brainstorming
Anticipation Guides
Link to Slides
Fill in the Blank
Correct the Statement
Mr. Burns or Mitt Romney?
Mr.
Burns
Directions: Place the number of each quote
under the name of the person who said it
Mitt
Romney
1.
3.
2.
5.
4.
8.
6.
11.
14.
14.
7.
9.
10.
12.
13.
Checklists offer professionals an
effective way to ensure desirable results
Astronauts use them
Doctors rely on them
Pilots don’t take off without them
Military officers swear by them
Checklist for evaluating internet
resources for high school research3,4
Directions: Write down what you think each item means
 Accuracy
✔
 Authority
✔
 Objectivity
✔

✔ Currency
✔
 Coverage
- Who is the author and why are they qualified?
- .edu or .gov? Who published the webpage?
- What is the purpose of the website?
- How old is the information?
- Compare the information with other sources
A checklist approach will improve and increase
student evaluation of internet resources
CIPA compliant content filters have
Pros and Cons of their use in schools
Directions: Brainstorm a list of Pros and Cons
with your neighbor
Pros
Cons
Protect students from
inappropriate content
Prevents educational use
of social websites
Protect schools from
lawsuits
Restricts teachers from
using online video sites
Allows schools to receive
E-rate internet access
Can unintentionally
prevent access to
legitimate websites
Los Gatos High School’s technology use
agreement5 protects the school and the student
Inappropriate content creation
or access is prohibited
Students are
encouraged to save
files to external
devices
Unauthorized
modification to
computers is
prohibited
Social media use only
if approved by teacher
Network administrators
authorized to monitor
content of files created
on school computers
Select True or False for the following statements
about fair use of copyrighted material8
T F
  Entire Poems may be used if < 250 words
✔
 
✔ OK to use ≤ 4 pages from a children’s book

✔  OK for teachers to make a copy of their DVDs

✔  OK to use 5 images from same artist
 
✔ OK to use up to 5 minutes from a video
 ✔
 OK to use up to 25% of a song

✔  OK for libraries to lend software

✔  OK for teachers to show recorded TV shows
Next
True
If the poem is 250 words or greater you can only
use 10% or 1000 words, whichever is less
Click to Return to True and False Slide
False
If the book is less than 2500 words which is
typical for a children’s book, you can use up
to 2 pages
Click to Return to True and False Slide
True
If the DVD was obtained legally it is OK to make
one copy to replace a lost, stolen, or damaged
copy or as a backup
Click to Return to True and False Slide
True
It is OK to use a single photograph or artwork in
its entirety but no more than 5 from the same
artist or photographer
Click to Return to True and False Slide
False
Fair use guidelines allow no more than 3
minutes or 10%, whichever is less
Click to Return to True and False Slide
False
Just like with video, fair use guidelines allow no
more than 3 minutes or 10%, whichever is less
Click to Return to True and False Slide
True
Libraries can lend software but the number of
simultaneous users must not exceed what the
software license allows. Libraries must take
aggressive action to make sure unauthorized
copying is not taking place
Click to Return to True and False Slide
True
Teachers can show recorded broadcast shows
for up to ten days after it was recorded. Some
PBS shows may be retained for much longer.
Some cable shows grant this permission too.
Click to Return to True and False Slide
Complete the Following about the
War
Civil
Top 5 Causes of the _______
____
1. _________
Economic and social differences between the
North and the South.
States ______
rights versus federal rights.
1. _______
slave States and
1. Conflict between ______
free
_______States.
abolition Movement
1. Growth of the ________
1. The election of Abraham Lincoln , Vampire Hunter
Misplaced Modifiers
A misplaced modifier is a word, phrase, or clause that is
improperly separated from the word it modifies/describes.
Because of the separation, sentences with this error often sound
awkward, ridiculous, or confusing. Furthermore, they can be
downright illogical. Correct the misplaced modifiers in the following
sentences.
The teacher's
broken umbrella was in the coat room.
broken teacher's
Jessie ate a bowl
cold bowl
of cereal for breakfast.
of cold
On her way to school, Marissa found a green
woman's
woman's
green purse.
The clerk sold the scarf with
to thethe
woman
red print
withtothe
thered
woman.
print.
Just
Adam
Adam
waswas
just picked for the team.
Using Online Homework
(No More Excuses!)
EnCorps Workshop
Dan Burns
What Are These Students
Talking About?
i liked
It
is a very
how beneficial
you wouldtool!
immediately
It forced know
me to if
actually
you
got the
learn
answer
the material,
wrong or
rather
right.than getting a
problem wrong and thinking "oh well move on"
Iit like
wasitawesome.
and i like how
made
it forces
homework
you to
much
do the
homework
more
organized.
on time, keep kids in check.
It compels students to get the work done on
time and not get behind, which is crucial
because physics concepts build on each
other.
It
very effective
and efficient.
It is
helped
me to understand
whatIt makes
doing
homework
we learned
betterconvenient, and by
answering the questions one learns
everything they need to learn.
Online Homework Service Choices
• WebAssign
• Quest
What is WebAssign?
• Online subscription homework service
• Primarily used by math, science, and business classes
• Students have custom problems assigned with
numbers and answers unique to each student
• Problems can be assigned from your textbook and
other sources or can be created by the instructor
• Assignments are scored and graded instantly
• Students are given limited tries to solve problems
• Assignments have instructor-set due dates and times
What are the Benefits of WebAssign?
• Every student has a different
set of homework problems,
making copying difficult
• Students receive instant
feedback
• Due dates and times encourage students to
complete homework on time
• Instructors can enable a feature that allows
students to ask them questions online
• Students learn more using it
• Online instructor support is fast and
individualized
• Students like it!
+
=
My Experience with WebAssign
• Used in AP Physics since 2005/06 school year
• 90% of students complete 90% of the
homework correctly and on time
• Creating assignments and recording grades
takes no more time than traditional homework
• Students collaborate on homework in
meaningful ways
• Student performance on the AP Physics test has
improved dramatically
Student Performance
Comparison
• WebAssign has been used for 7 years in AP
Physics, 2006 – 2012 (year of AP test)
• AP Test data from previous 5 years is averaged
and compared to 7 year average with WebAssign
• WebAssign was used for about half of assigned
homework from 2006 – 2009
• WebAssign was used for all homework after
Block schedule started, 2010-2012
• No other major change was made to the course
during this 12 year span except for changing to
block schedule in 2010
AP Test Scores Improved with WebAssign
Traditional HW Vs WebAssign
90
80
% Students
70
60
Traditional
50
40
WebAssign
30
20
10
0
% 5s
% 4+5s
% 3+4+5s
Students Earning AP Scores of 4 and 5
Increased the Most
AP Score % Increase with WebAssign,
shown with % Student Increase
100
Percent Increase
90
80
70
60
50
40
30
20
10
0
5
4+5
3+4+5
Student
%Increase %Increase %Increase %Increase
WebAssign helped Mitigate Loss
of Class Time in Block Schedule
AP Scores before and after Block with
WebAssign
90
80
% Students
70
60
50
Pre-Block
Block
40
30
20
10
0
% 5s
% 4+5s
% 3+4+5s
Student Performance on the AP Test
Ave #
Taking Test
% 5s
% 4+5s % 3+4+5s
Before WebAssign
(01 – 05)
67
15
29
76
After WebAssign
(06 – 12)
94
25
57
81
Half WebAssign
(Pre-Block)
(06 - 09)
92
26
58
82
All WebAssign
(Block)
(10-12)
96
25
56
79
How Can I Get In On This?
• Webassign.net
• 30 day free trial
• $10.50 per student for the entire year
(depending on your textbook)
• NMF, School Site Council, and Home and School
Club have funded WebAssign for AP Physics
How Do I Set Up a WebAssign Account?
•
•
•
•
Click on “Faculty Sign Up”
Complete form and wait for email verification
No charge to set up your account
Now create a course
How Do I Create a Course?
• Click on “Create”, then select “Course”
• Complete course settings and select number of
sections
• Select the textbook that you use for your course
• Select other available question banks
• Now upload roster for each section
How do I Upload My Student Roster?
• Students can self-enroll
using a credit card
• Instructors can upload
spreadsheet files or tab
delimited text files
• Instructors can copy and
paste a roster
• Aeries class rosters can be used for pasting
• Give each student the same password at first
• Now create and schedule an assignment
How Do I Create and Schedule an
Assignment?
• Click on “Create”
• Select “Assignment”
• Use default settings at
first, alter as you learn
• Select problems from book and other sources,
save assignment
• Select “Schedule” and enter an ending data and
time
• Instruct students on how to use WebAssign
How Do I Instruct Students on How to
Use WebAssign?
• Issue login information
• Have students login during
class if possible
• Assign “Getting
Started” student help section
• Create a first-day handout
using information from
instructor help section
• Sit back and watch the magic!
How Do I Get the Most Out of WebAssign?
• Make assignments due frequently
• Make homework worth at least 15%
of their grade
• Use the “Practice” feature and give 35 tries per problem
• Create review assignments and let
students work on them during class
• Activate the “Ask Your Teacher”
feature
• Participate in a WebAssign webinar
• Flip through the WebAssign
Instructor’s Guide
What is the Future of WebAssign?
•
•
•
•
•
WebAssign Plus available for newer textbooks
Links to tutorials and hints
Links to relevant sections of an eBook
Embedded video problems
Interactive simulation
problems
• Improved iPad compatibility
For More Information:
• WebAssign Faculty Support,
http://www.webassign.net/user_support/faculty/
• WebAssign Webinar Training Sessions,
http://www.webassign.net/user_support/faculty/we
binars.html
• WebAssign Video Tutorial,
http://www.webassign.net/user_support/faculty/tut
orials_training.html
• WebAssign Best Practices,
http://www.webassign.net/user_support/faculty/bes
t_practices_and_tips.html
What is Quest?
• Homework service operated by the University
of Texas
• Similar to WebAssign except not tied to
textbooks
• Select questions from question banks
• $179 per year for entire school
• 90 Day Free Trial
To Use Quest you must first get a Free EID
https://idmanager.its.utexas.edu/eid_self_help/?geid=
You can then create courses, and
assignments
Students obtain an EID, enroll in your
course, and start doing their HW
For More Information:
• Search “UT Quest” online
• Quest Instructor Signup,
https://quest.cns.utexas.edu/instructor/
• Quest Introductory Video,
http://web4.cns.utexas.edu/quest/intro/
• Instructor FAQs,
http://web4.cns.utexas.edu/quest/support/instr/
• Faculty Testimonials,
http://getquest.cns.utexas.edu/for-faculty?wid=2
The Assertion-Evidence
Slide
Assertion-Evidence
Slide Design
Design Makes the Purpose of the
• Developed by Alley and Neely 10
Slide
Clear
to
the
Audience
• Organizes slide around an
Fragments
quickly
outpace
the blast
wave, the
andblast
Because the
blast wave
passes
by quickly,
fragments
the
primary
hazard to personnel
become
thebecome
primary
hazard
to personnel
assertion written as a sentence
• Backs assertion with supporting
data and visuals
• Discards default Powerpoint
slide formats
• Does not use bullets
9
Stating the Main Assertion in the
Title Gives it More Emphasis than if
it was Part of a Bulleted List
3
A l t h o u g h o u r m o d e l s d o n o t p r e d i c t i l e d a m a g e , 1 9 2 0 c u b i c i n c h e s
6
3 c u b i c in c h e s
Largest object i n s i m u l a t io n
Size of oam piece that struck the Shut le
2/ 2 1 / 03
Size of oam piece that struck the Shut le
the foam piece was larger than what we sAimltuhloautegdh our models do not predict ile damage, the foam piece was larger than what we simulated
Largest object i n s i m u l a t io n
3 c u b i c in c h e s
[ A l e y , 2 0 9 ]
1 9 2 0 c u b i c i n c h e s
Which Slide Might Have Saved
the Space Shuttle Columbia?
Visual Evidence is More Effective at Supporting
the Assertion than Items in a Bulleted List
Xenon Headlights are more Effective than
Xenon Headlights are better than Halogen
Halogen at Illuminating the Road
• Xenon more Efficient than Halogen
Halogen
Headlight
• The
Human Eye is more Sensitive to
Xenon Wavelengths
• Xenon has 33% higher Lumens output
• Xenon is a Noble gas
Xenon
Headlight
• Xenon Bulbs last longer
Standard Halogen
Xenon
SilverStar
Ultra TM
Assertion Evidence Design has been
shown to Improve Student Learning10
U.S. Resource Use
•The United States uses:
31%
42%
nitrogen
cop er
phosphate
p e t r o l e um
25%
27%
27%
29%
31%
42%
Percentage of Worldwide Use
United States Use of Specif c Resources:
0% 10% 20% 30% 40% 50%
zinc
aluminum
Although the U.S. has 5% of the world's population,
we use an average of 30% of al resources
Although the U.S. has 5% of the world's population,
we use an average of 30% of al resources
U.S. Resource Use
aluminum
–42% of al the aluminum produced worldwide •The United States useps:troleum
–31% of al the petroleum
–29% of al the phosphate
–27% of al the cop er
–27% of the nitrogen
–25% of the zinc
–42% of al the aluminpuhmosphraoteduced worldwide29%
–31% of al the petroleumcop er 27%
–29% of al the phosphanteitrogen 27%
–27% of al the cop er zinc 25%
–27% of the nitrogen
0% 10% 20% 30% 40% 50%
Led to 82% recal
•Approximately 30% of al resources worldwide–25% of the zinc
United States Use of Specif c Resources:
•Approximately 30% of al resouPercrceesntwoageorfldWowrliddweideUse
Led to 71% recal
Newton’s Third Law
If Object A Exerts a Force on Object
B, then Object B Exerts an Equal,
Oppositely Directed, and
Simultaneous Force on Object A
Return