4. Traditional course structure
1. Instructor interacts with students
primarily by giving a lecture.
Source: Futurama
2. There is limited time
Source: Flickr user Earls37a during the lecture for
interactive exercises.
6. Student learning gains
ποσ τεσ − πρ τεσ
τ− τ% ε− τ%
Class learning gain: g =
100 − πρ τεσ
ε− τ%
Richard Hake, Indiana U., American Journal of Physics 1998 66, 64
7. Student learning gains
ποσ τεσ − πρ τεσ
τ− τ% ε− τ%
Class learning gain: g =
100 − πρ τεσ
ε− τ%
Richard Hake, Indiana U., American Journal of Physics 1998 66, 64
i>clickers*
i>clickers + exercises*
* U. of Colorado (Stephanie Chasteen et al.)
8. Traditional course structure
1. Instructor interacts with students
primarily by giving a lecture.
Source: Futurama
2. There is limited time
Source: Flickr user Earls37a during the lecture for
interactive exercises.
3. Students can’t go back in time
to replay the lecture or review
portions that they missed.
Source: Grand Comics Database
9. Traditional course structure
1. During the lecture, students think
they understand the material.
Source: UCSB Photographic Services
10. Traditional course structure
1. During the lecture, students think
they understand the material.
Source: UCSB Photographic Services
2. They then go home to
try to do the homework…
Source: Microsoft/iStockphoto
11. Traditional course structure
1. During the lecture, students think
they understand the material.
Source: UCSB Photographic Services
2. They then go home to
try to do the homework…
Source: Microsoft/iStockphoto
3. …where they discover that
they don’t really understand the
material after all.
Source: Microsoft/iStockphoto
13. “Flipped” course structure
Solution: Use the power of video!
Have students
view the lecture
before coming to
class —
a video podcast
Source: Grand Comics Database
14. “Flipped” course structure
Solution: Use the power of video!
Have students
view the lecture
before coming to
class —
a video podcast
Jonathan Bergmann and Aaron Sams, Source: Grand Comics Database
Woodland Park H.S., CO
15. “Flipped” course structure
Solution: Use the power of video!
Have students
view the lecture
before coming to
class —
a video podcast
Jonathan Bergmann and Aaron Sams, Source: Grand Comics Database
Woodland Park H.S., CO
Instructor can then devote class time to:
• interactive exercises
• student work
• demonstrations (for science classes)
• providing guidance to students
Source: Microsoft/iStockphoto
16. Note:
This is not a “telecourse”
NBC’s Continental Classroom
(1958-1963)
6:00-7:00 a.m.
Peabody Award, 1958
Prof. Harvey White, UC Berkeley
17. “Flipped” course structure
1. Instructor records a lecture using a
webcam, then publishes it on the Web.
Source: Microsoft/iStockphoto
18. “Flipped” course structure
1. Instructor records a lecture using a
webcam, then publishes it on the Web.
Source: Microsoft/iStockphoto
20. “Flipped” course structure
1. Instructor records a lecture using a
webcam, then publishes it on the Web.
2. Before coming to class, Source: Microsoft/iStockphoto
students view the online
Source: Microsoft/iStockphoto
lecture and pose questions to the instructor.
22. “Flipped” course structure
1. Instructor records a lecture using a
webcam, then publishes it on the Web.
2. Before coming to class, Source: Microsoft/iStockphoto
students view the online
Source: Microsoft/iStockphoto
lecture and pose questions to the instructor.
3. In class, instructor clarifies points
raised by the students…
Source: Flickr user sarahjanenyc1
24. Q1. I don’t understand how in adiabatic processes if there is no
heat flow in or out, the temperature can still change?
Q2. I know that W = –(U2 – U1) for adiabatic process, and this
makes W = nCV(T1 – T2), but if the gas is cooling and decreasing in
temperature, wouldn't it also decrease in volume, making work
negative because W = p(V2 – V1)?
Q3. In a mechanical engine, such as a car engine, would the
engine be 100% efficient if friction didn't exist?
25. 2. Why do we only use an integral to calculate the moments of
inertia for spheres or cylinders and not other shapes?
26. “Flipped” course structure
1. Instructor records a lecture using a
webcam, then publishes it on the Web.
2. Before coming to class, Source: Microsoft/iStockphoto
students view the online
Source: Microsoft/iStockphoto
lecture and pose questions to the instructor.
3. In class, instructor clarifies points
raised by the students…
4. …and has
students spend
class time on Source: Flickr user sarahjanenyc1
exercises and clicker questions.
Source: Flickr user sarahjanenyc1
27. Q12.x1
A question for you:
You put your spacecraft into a circular orbit
around the forest moon of Endor, which has 1/2 QuickTime™ and a
decompressor
are needed to see this picture.
the radius of Earth and has 1/4 the Earth’s mass.
Compared to being in an orbit of the same size
around Earth, when in orbit around the forest
moon of Endor your spacecraft will have
A. the same acceleration and the same orbital period.
B. 1/2 the acceleration and 1/2 the orbital period.
C. 1/4 the acceleration and 1/4 the orbital period.
D. 1/4 the acceleration and the same orbital period.
E. none of the above.
28. RT3.x1
A ranking task
y (m)
2
D
Five identical objects, A
A
1.5 through E, are launched
A simultaneously from the
B
C
ground. Air resistance can
1 D be ignored. Rank them in
E order of when they hit the
B E ground, from first to last.
0.5
Enter your answer using
C your i>clicker2, with no
0
spaces. (Example:
x (m)
0 2 4 6 8 ABCDE)
29. A problem for you
An object moves on a curved path as shown. It speeds up as it moves
from point 1 to point 2.
ρ r r
• Draw the vector ∆v = v2 − v1
(the change in velocity from point 1 to
point 2) r
• Draw the average ρ
r acceleration vector v2
a = ∆ϖ ∆τ 2
A
for the time interval from 1 to 2. This is
r
an estimate of the direction of the v1
instantaneous acceleration vector at 1
point A, midway between points 1 and 2.
30. A problem for you
A particle of mass m is free to move along the x–axis. The only
force on the particle is a conservative force given by the potential
energy function 1 4 1 2
U ( x) = α ξ − βξ
4 2
In this expression α and β are positive constants.
• Find the points at which the particle is in equilibrium.
• Determine which of the points of equilibrium are stable and which
are unstable.
32. Student responses
Premed physics class, Winter 2011
Panopto lectures vs. traditional lectures:
Much prefer Panopto
Prefer Panopto slightly
Panopto = traditional
Prefer traditional slightly
Much prefer traditional
33. Student responses
Premed physics class, Winter 2011
Panopto lectures vs. traditional lectures:
Much prefer Panopto
Prefer Panopto slightly
Panopto = traditional Views per lecture:
Prefer traditional slightly
Much prefer traditional
All more than once
Some more than once
None more than once
34. Student learning gains
ποσ τεσ − πρ τεσ
τ− τ% ε− τ%
Class learning gain: g =
100 − πρ τεσ
ε− τ%
Richard Hake, Indiana U., American Journal of Physics 1998 66, 64
i>clickers*
Calculus-based
Algebra- W12 #1 Calculus-based
based W11 W12 #2
* U. of Colorado (Stephanie Chasteen et al.)