PHYC 2AL: Intro to Physics Laboratory
Stage 5
Jill Johnsen
Basic Information
| Number of Outcomes | 5 |
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| Number of Outcomes Assessed | 5 |
| Assessment Frequency | Every semester |
| Analysis Frequency | Every year |
| Detail Link | Link |
Course Information
| Number of Course Sections | 6 |
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| Number of Instructors | 5 |
Improvement Details
| Details | This semester we assessed the remaining two slos: D. Produce well-designed tables and graphs that illustrate the results of the experiments, and fit a straight line to a graph. E. Write clear, concise statements about the experimental results, and how they relate to the physical concepts discussed in the lecture portion of the class. Instead of giving instructors set SLO assessment questions to add to their exams we allowed each instructor to come up with their own assessment for these two SLOs either on one of the last lab reports or on exam 2. |
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Assessment Methods
| Methods | Each instructor was responsible for conducting their own assessment in one of two exams that are given this spring to asses SLO D and E, the final two slos. Reports from these assessments will be given during the next progress report. |
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Assessment Data Discussion and Analysis
| Term | Fall 2013 |
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| How and With Whom | faculty and staff in same program |
| Number Assessed | 119 |
| Data Summary | Three questions were included on all instructors’ first exam to kick off our Fall 2013 SLO assessment. A micrometer caliper measurement, an uncertainty calculation and an assessment of a discrepancy test. The first question, measurement with the micrometer calipers, requires the student to report the value to the correct decimal place and the correct uncertainty provided the table of uncertainty values. Use the micrometer calipers to measure the diameter of the cylinder. d = ________ +/- ________ This question addresses SLO A: Use basic measuring tools, such as meter sticks, calipers, digital balances, and timers. And SLO B: Analyze real-world experimental data, including proper use of units and significant figures. Results for all section of lab showed that 59.7% of students were proficient on SLO A, 19.3% of students were showing progress, and 21% were not proficient. Results from this question for all section of lab showed that 75.6% of students were proficient on SLO B and 24.4% were not proficient. The second question was an uncertainty calculation. given x = 3.20 ± 0.42 cm and y = 12.4 ± 1.2 cm calculate b = 3y/x^2 along with its uncertainty. b = ________ +/- ________ This question addresses SLO C: Calculate uncertainties for measured quantities and for quantities calculated by basic mathematical operations, and use these uncertainties to determine if experimental results agree with theory. And SLO B: Analyze real-world experimental data, including proper use of units and significant figures. Results from this question for all section of lab showed that 51.2% of students were proficient on SLO C, 21% of students were showing progress, and 27.7% were not proficient. Results for all section of lab showed that 59.7% of students were proficient on SLO B, 10% of students were showing progress, and 30.0% were not proficient. And the third question was a discrepancy test. Does the value you obtained for the slope in part (b) agree with the accepted value of g = 9.799 ± 0.001m/s2? Explain using the discrepancy test. This question addresses SLO C: Calculate uncertainties for measured quantities and for quantities calculated by basic mathematical operations, and use these uncertainties to determine if experimental results agree with theory. Results from this question for all section of lab showed that 71.4% of students were proficient on SLO C, 12.6% of students were showing progress, and 16% were not proficient. |
| Planned Improvements | The micrometer caliper should be used more than once before the test. The only time they get to use it is in the first class and by that time they are still confused with the new semester. Instructors should be consistent about deducting points during lab write-ups for incorrect measurements or calculations rather than letting poor work slide until the exams. |
| Program Review Link | No answer |
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 |
| Details | Analysis of Spring 2014 assessment data for SLO D and E will be performed. A best practice will be discussed for assessing slos in a laboratory class with many different instructors and sections. |
| Highlights | No answer |