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Distance-Learning Labs for Introductory College Physics

Erik Jensen�Physics Instructor

Chemeketa Community College

Salem, Oregon, USA

Virtual Conference 2020

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Outline

  • Goals of labs
  • Measuring lab learning
  • Research by others
  • Various approaches to online labs
  • My labs and my research
  • Unsolicited observations for online physics

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Why Do Labs?

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American Association of Physics Teachers Lab Learning Outcomes

  • Constructing knowledge – collect, analyze, and interpret real data from personal observations of the physical world to develop a physical worldview.
  • Modeling – develop abstract representations of real systems studied in the laboratory, understand their limitations and uncertainties, and make predictions using models.
  • Designing experiments – develop, engineer, and troubleshoot experiments to test models and hypotheses within specific constraints such as cost, time, safety, and available equipment.
  • Developing technical and practical laboratory skills – become proficient using common test equipment in a range of standard laboratory measurements while being cognizant of device limitations.
  • Analyzing and visualizing data – analyze and display data using statistical methods and critically interpret the validity and limitations of these data and their uncertainties.
  • Communicating physics – present results and ideas with reasoned arguments supported by experimental evidence and utilizing appropriate and authentic written and verbal forms.

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How Do You Measure Lab Learning?

  1. Conceptual physics (FCI, FMCE, etc.)
  2. Exams or grades
  3. Attitudes (E-CLASS)
  4. Lab specific skills (PLIC)
  5. Other
  6. Don’t do it

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Force and Motion Conceptual Evaluation (FMCE)

Friction and drag forces are negligible. Which force would keep the sled moving toward the right at a steady (constant) velocity?

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Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS)

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Physics Lab Inventory of Critical Thinking (PLIC)

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Research on Campus-Based Labs

  • Traditional labs = no improvement on exams (Holmes, Wieman)
  • Traditional labs = no increase in expert-like attitudes (Wilcox, Lewandowski)
  • RealTime Physics = conceptual gains (Sokoloff, Laws, Thornton)

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How Do You Do Online Labs?

  1. Commercial kit
  2. Multi-purpose sensors (IOLab, PocketLab)
  3. Household items (phones, etc.)
  4. Video analysis
  5. Simulations or other non-traditional activity
  6. Arduinos
  7. Other
  8. Haven’t done it yet

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Commercial Lab Kits

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Multi-Purpose Sensors

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Phones and Household Items

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Video Analysis

(Tracker)

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Lab Alternatives

  • Simulations (PhET)
  • Analysis of data or videos generated by others

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Custom Lab Kits (My Initial Approach)

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Supplement with Objects at Home

Anvil

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Multivariable Regression of Grades for Campus-Based and Online Introductory Physics at Chemeketa

Which variable do you think is the best predictor of success (or failure), as determined by a large coefficient and a small P value?

  1. GPA
  2. Trigonometry grade
  3. Being a Chemeketa Community College student
  4. Taking the class online
  5. Gender
  6. What are multivariable regressions and p-values?

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Variable

Coefficient

P value

Comment

GPA

1.2

1.8E-25

Powerful and significant

Trigonometry Grade

-0.11

0.45

No effect

Chemeketa Student

-0.63

2.1E-04

Some effect

Online

-0.43

0.0098

Some effect

Female

0.0054

0.97

No effect

Multivariable Regression of Grades for Campus-Based and Online Introductory Physics at Chemeketa

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RealTime Physics and IOLab

David Sokoloff� University of Oregon

Erik Bodegom� Portland State University

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DUE 1505086

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  • Active and discovery-based lab learning
  • Real time graphical data collection
  • Research validated

But…

  • Not designed for distance education

RealTime Physics

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The IOLab includes...

  • Wheel sensor for position, velocity, and acceleration
  • Force sensor
  • Light intensity sensor
  • Atmospheric pressure sensor
  • Microphone
  • Temperature sensor
  • 3D Accelerometer
  • 3D Magnetometer
  • 3D Gyroscope
  • More

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Prediction

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Analysis and Reflection

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E-CLASS Prediction

  1. Significant improvement
  2. Slight improvement
  3. No effect
  4. Slight harm
  5. Significant harm

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E-CLASS Results

  • Significant improvement
  • Slight improvement
  • No effect
  • Slight harm
  • Significant harm

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FMCE Prediction

  1. Significant improvement
  2. Slight improvement
  3. No effect
  4. Slight damage
  5. Significant damage

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Conclusions for Online Labs

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  • Substantive labs can be done online for a reasonable price
  • Labs are not likely to lead to measurable learning unless properly designed
  • There is an increasing emphasis on student-directed labs (ISLE) and measuring lab-specific skills (PLIC)

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Warnings for Online Physics

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  • High dropout rates
  • Tech support is a huge hassle (Chromebooks, Macs, etc)
  • Cheating (Chegg, Course Hero, etc.) is a serious problem

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Thanks

  • Chemeketa Community College Online
  • Chemeketa and Portland State University students
  • Erik Bodegom and David Sokoloff
  • Mats Selen and PER group University of Illinois
  • National Science Foundation
  • PICUP

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Contact Information�erik.jensen@chemeketa.edu�https://sites.google.com/chemeketa.edu/erikjensen/home�https://www.youtube.com/channel/UCawFPBfOJLYjv_8Gw4HJ6Bw

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