PHYC 10L: Conceptual Physics Lab
Stage 5
Alfred Cauthen
Basic Information
| Number of Outcomes | 6 |
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| Number of Outcomes Assessed | 6 |
| Assessment Frequency | Every semester |
| Analysis Frequency | Every year |
| Detail Link | Link |
Course Information
| Number of Course Sections | 7 |
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| Number of Instructors | 6 |
Assessment Methods
| Methods | We assessed three SLOs: A) Measure physical values such as density, work, and frequency. C) Analyze discrepancies between predicted and measured outcomes. D) Model ideal and real world situations using physics principles. We assessed these outcomes with a set of tasks common for all of the instructors of the course during the students' final test for Spring 2014. All three assessments were made while asking the individual students to measure and think critically about aspects of a simple pendulum. SLO A) involved giving students very minimal instruction for using a clock to measure the frequency of oscillation of a pendulum. SLO C) involved asking the students to use their frequency in a formula that related their measured value to a prediction of the local acceleration due to gravity. We asked students to compare their value against an accepted value and to try to reason about why their value may be different but still reflective of proper measurements and calculations. SLO D) was checked by asking the students to recall the various forms of energy and the law of the conservation of energy and describe in words how the pendulum does or does not exhibit these concepts. |
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Future Plans
| Term | Fall 2014 |
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| Activities | Revision of outcomes and assessment methods (measurements), Assessment (measurement) of outcomes, Analysis and discussion of assessment data and next steps, Implementation of planned changes and reassessment |
| Details | We plan to meet as a group and discuss results of two previous semesters worth of assessments. We will also determine which assessments we will change and, if possible, construct some dedicated apparatus for these assessments. I believe we will also discuss new pedagogical techniques that some of the instructors are trying out - including peer instruction, flipped classrooms, and 'coached' learning. |
| Highlights | Certainly questioning our philosophy of teaching, what we believe this particular course is for, and wondering what it really means for a student to emerge from our classes as proficient learners and practitioners of physics. |