This document discusses flipping the classroom for an introductory physics course. The instructor believes lecturing does not promote learning, so they have students learn content outside of class through readings and videos. In class, students work in groups to answer questions and complete problems while the instructor acts as a facilitator. The instructor provides various "carrots", or incentives, to encourage students to complete work outside of class and help each other, such as allowing problem portions of quizzes to be redone and including group grades.

1. Flipping your classroom in introductory physics

2. I love to lecture.

3. Students don’t learn in lectures.

4. you cannot make him drink.

5. Lecturing = teaching in the classroom.
Flipping = learning in the classroom.

6. 1. Students in groups of 3 or 4.
2. Groups based on their majors in order
to spread out talent.
3. I answer questions, but I don’t lecture.

7. My class is 3 hours + 2 hours in lab
 4 to 8 hours outside of
class (USNA)
My students take 15 to
23 credits
 8 to 10 hours outside of class
(recommended)

8. so I put a carrot in his water dish.

9. I need to find a carrot to
get my students to learn
physics.
I will talk about the carrots in my class...

10. 1. Come to class and take notes
2. Do the homework problems
3. Consult the book if I get stuck
4. Redo a few problems the night before
the exam.

11. 1. Read the book and take notes.
2. Be prepared for class.
3. Answer questions.
4. Do problems.
5. Review.
6. Apply physics to something you care
about.
7. Rinse and Repeat.

13. My jeep is stuck in the mud, can I
use the winch and that tree to get it
out?
In today’s lab measure the cart’s
acceleration and mass. Use the force
sensor…
What is the minimum force
required to move the block…?
It means I have to push harder on a heavier object to
get the same acceleration.
Newton’s second law is F = ma

14. Students don’t read their science textbooks.
Daily quiz – 50% total based on reading.
CARROT: Daily quiz – 10% based on reading and taking notes.
Knowledge of the concepts from reading. They ask
about points that they don’t understand.

15. Students don’t read their science textbooks.
1. Watch on-line lectures.
MIT lectures are available.
2. Watch on-line demonstrations.
Veritasium.

16. Students don’t read their science textbooks.
Do some physics before class.
Homework is due before covered in class
Collect data from video Direct Measurement Videos
Publisher supplied pre-lectures

17. Students are frustrated and quit when they
cannot answer questions and solve problems.
Daily quiz – 50% total based on problems.
CARROT: No problems are assigned for homework.
Problems are done in class with group. Extra credit for
each problem completed in class.
ANOTHER CARROT: Both individual and GROUP
GRADES on every quiz.

18. Students tend to learn and burn.
We know how important it is to return to earlier
material and to learn from our mistakes.
Review quizzes—come from previous week or two.
(Used to have major test at 6 and 12 weeks.)
CARROT: Students allowed to redo the problem
portion of quizzes (50% of points).

19. Students don’t believe physics matters.
As a term project students design their own
“case study”.
CARROTS: Students have all term, they get feedback
from their working group and me. It’s fun to be
creative.

20. Traditionally used in
medical, business and law
schools.
A student working on a
case study is in the role of
practitioner.
Like a practitioner, the student is motivated to learn
and sees the relevance of the subject matter.
When a student works on a case study, we expect the
highest levels of thinking, reasoning, problem-solving
and communication.

21. Create and solve a problem that comes from
the material covered in SP211/2. The
problem can include material from any part
of this semester’s syllabus and it should be
solvable by a typical student in this class.
Your project will be graded on creativity,
research, difficulty and solution.

22. Skateboarding
Sailing
Fast and Furious 6

23. Active learning group functions as working
group to give each member feedback on
term project.
Three in-class Check Ups
CARROT: Group grade on term projects.

24. Term project—students
create a case study.
Groups do problems and
answer question in class.
Students read outside of
class and discuss in class.

25. 1. Points (on daily quiz) for
reading and taking notes.
2. Extra credit for whole
group working outside of
class.
3. Extra credit for working
problems in class.
4. Redo allowed on quiz
problems.
5. Term project is fun and
group grade gives them
incentive to help one
another.

26. Do you prefer straight-forward lectures instead
of the flipped classroom?

27. Do you like doing problems in class with your
group?

28. Please provide any feedback that you might think
would be useful for other instructors….

29. I prepare by
1. reading the same
material as the
student.
2. Doing the problems
before class.
3. Writing a daily quiz.
4. Grading a daily quiz
In class,
1. List daily work on
board.
2. Visit each group at
least three times.
3. Answer questions.
4. Advise on how to get
the most out of class