1. STACKING YOUR PHYSICS COURSES GOOD IDEA OR TRAGEDY WAITING TO HAPPEN? By Grant Eastland Instructor, Blue Mountain Community College Pendleton, OR

2. Outline Background Background What is stacking? What is stacking? What are the benefits? What are the benefits? What are the drawbacks? What are the drawbacks? Why do it? Why do it? Does it depend on the subject? Does it depend on the subject? How to make it work? How to make it work? Student opinion Student opinion Conclusions Conclusions Acknowledgements Acknowledgements

3. Background I am an adjunct instructor. I am an adjunct instructor. I could only teach 12 IU per term and 36 a year. (Instructional Units) I could only teach 12 IU per term and 36 a year. (Instructional Units) Both the trig-based and Calculus-based courses I would put me at 12.5 IU. Both the trig-based and Calculus-based courses I would put me at 12.5 IU. I also teach a general science course. I also teach a general science course. Had enough students interested in both courses. Had enough students interested in both courses. Didn’t want to tell one group of students to take a hike. Didn’t want to tell one group of students to take a hike.

4. Stacking courses Stacking is teaching two similar content courses simultaneously and treating it as one. Stacking is teaching two similar content courses simultaneously and treating it as one. Ex. PH 201/211 Ex. PH 201/211 Done all the time at a university. Done all the time at a university. PH 451/551—A undergraduate course and graduate course together. PH 451/551—A undergraduate course and graduate course together.

5. Benefits Stacking is a possible solution to low enrollment courses. Stacking is a possible solution to low enrollment courses. Students are able to utilize each others skills. Students are able to utilize each others skills. Calculus-based students can act as tutors for trig-based students to aid in problem solving. Calculus-based students can act as tutors for trig-based students to aid in problem solving. All the students must learn physics by applying it with more emphasis on experimentation. All the students must learn physics by applying it with more emphasis on experimentation.

6. Benefits (cont.) Trig-based students get a glimpse into more advanced topics. Trig-based students get a glimpse into more advanced topics. All students learn how to work in groups comprised of people with different backgrounds. All students learn how to work in groups comprised of people with different backgrounds. Administrators are happy at getting two courses for the price of one. Administrators are happy at getting two courses for the price of one.

7. Drawbacks Have to make two versions of all course materials. Have to make two versions of all course materials. Must teach all topics so that they can be understood by all students. Must teach all topics so that they can be understood by all students. Can’t cover topics that require any mathematical rigor without a special session for calculus students. Can’t cover topics that require any mathematical rigor without a special session for calculus students. Textbooks do not always coincide on the same topic. Textbooks do not always coincide on the same topic.

8. Drawbacks (cont.) Use of calculus in example problems are limited to avoid confusing trig-based students Use of calculus in example problems are limited to avoid confusing trig-based students Spending more time in preparation than expected. Spending more time in preparation than expected. Calculus-based students are not learning as much theoretical physics as experimental. Calculus-based students are not learning as much theoretical physics as experimental. Need more experimental activities. Need more experimental activities. Students seem to be understanding less. Students seem to be understanding less.

9. Why do it? Only should do it if low enrollment is a problem! Only should do it if low enrollment is a problem! Don’t want to tell a group of students to take a hike. Don’t want to tell a group of students to take a hike. Most of your students have poor math backgrounds. Most of your students have poor math backgrounds. Experiment with learning activities. Experiment with learning activities. Gives students the opportunity to diversify their learning. Gives students the opportunity to diversify their learning.

10. Does the subject matter? Answer: Yes Answer: Yes Physics is difficult without mathematics Physics is difficult without mathematics Successful for other subjects Successful for other subjects Geology—Fairly successful Geology—Fairly successful Chemistry—has been done at BMCC, not recommended Chemistry—has been done at BMCC, not recommended

11. How to make it work? Traditional lecture doesn’t work well Traditional lecture doesn’t work well Must keep mathematical rigor to a minimum Must keep mathematical rigor to a minimum Calculus-based students get gypped. Calculus-based students get gypped. Students must be more involved in their learning of physics Students must be more involved in their learning of physics Interactive lecture demonstrations Interactive lecture demonstrations More experimental work than theoretical More experimental work than theoretical Regular lab reports or in-depth classroom handouts Regular lab reports or in-depth classroom handouts

12. Making it work Activity-based physics probably best method. Activity-based physics probably best method. Students learn by discovering. Students learn by discovering. Calculus-based students answer same questions, with more mathematical rigor. Calculus-based students answer same questions, with more mathematical rigor. All students learn how to pick and fit a model to experimental data. All students learn how to pick and fit a model to experimental data. All students learn the scientific method and report results to others. All students learn the scientific method and report results to others. Learn how to report on “real world” problems. Learn how to report on “real world” problems. Good Skills for future engineers. Good Skills for future engineers.

13. Making it work (cont.) Students write regular lab reports or worksheets. Students write regular lab reports or worksheets. Do separate homework assignments and exams. Do separate homework assignments and exams. Only differ by mathematical treatment Only differ by mathematical treatment

14. Student opinion (survey answers) Question PH 20X PH 21X Which course? 35 Opinion stacked? 1 like, 3 neutral 5 like, 0 dislike Lectures help? 2 yes, 1 maybe 4 yes, 1 no More experiments? 1 yes, 2 maybe 4 yes, 1 no Presentation? 2 good, 1 improve 3 good, 1 ok, 1 ??? Feel gypped? 3 no, 0 yes 5 no, 0 yes Take stacked again? 1 yes, 1 no, 1 neut 5 yes, 0 no Do better? no change 3 more ex, 2 other Comments Better equipment Good class

15. Conclusions Only should stack General and Calculus-based courses when low enrollment is a problem. Only should stack General and Calculus-based courses when low enrollment is a problem. Traditional lecture is not best method. Traditional lecture is not best method. Activity-based physics probably best method. Activity-based physics probably best method. Requires more work for instructor with less benefit than teaching a single course. Requires more work for instructor with less benefit than teaching a single course. Probably more drawbacks than benefits Probably more drawbacks than benefits Students didn’t know the difference Students didn’t know the difference

16. Acknowledgements PNACP—allowing me to give talk PNACP—allowing me to give talk BMCC—supporting my trip BMCC—supporting my trip Stan Prowant—Chemistry/Geology instructor Stan Prowant—Chemistry/Geology instructor Discussions on stacked courses Discussions on stacked courses Sabina Macy—friend and editor Sabina Macy—friend and editor My Physics students My Physics students