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Responding to the Changes in the Teaching and Learning of Mechanics in Schools

Responding to the Changes in the Teaching and Learning of Mechanics in Schools. Stephen Lee Martin Harrison Carol Robinson. Overview. Background Schools’ Perspective Questionnaire – Schools Undergraduates’ Background Questionnaire – Students University Perspective

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Responding to the Changes in the Teaching and Learning of Mechanics in Schools

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  1. Responding to the Changes in the Teaching and Learning of Mechanics in Schools Stephen Lee Martin Harrison Carol Robinson

  2. Overview • Background • Schools’ Perspective • Questionnaire – Schools • Undergraduates’ Background • Questionnaire – Students • University Perspective • Questionnaire/ Interviews • Good Practice • Summary of Findings

  3. Background • Maths Learning Support Centre • Students need help with mechanics • Realisation • Some engineering students have not studied mechanics at school • Anecdotal evidence • Statistics – easy option

  4. Background - Changes • Changes in Post-16 Qualifications in 2000, including mathematics • Curriculum 2000 (Mathematics) • 2 or 3 applied modules (need not include mechanics) • September (2004) • 2 applied modules

  5. Schools’ Perspective • Questionnaire: To ascertain availability and uptake of mechanics modules • January 2004 • Posted to 500 ‘schools’ (18%) • 242 replies • 13,754 AS/A2-level maths students

  6. Schools’ Perspective • Availability of applied modules

  7. Schools’ Perspective • Uptake of applied modules

  8. Undergraduates’ Background • Questionnaire: To ascertain number of A-level mechanics modules studied • Target groups • Engineering, physics, maths • October 2003 and 2004

  9. Undergraduates’ Background • Results – Maths/Phys/Eng • students

  10. Undergraduates’ Background

  11. University Perspective • Online questionnaire created: • http://www.mathscentre.ac.uk/stephen/questionnaire.html • Gathered information on: • Monitoring A-levels • Students knowledge on arrival • Mechanics teaching and support

  12. University Perspective • 33 Replies • 27 Departments • 19 Universities Aston, Bangor, Birmingham, Brighton, Bristol, Cardiff, Coventry, Essex, Exeter, Huddersfield, Imperial, Loughborough, Manchester, Napier, Newcastle, Nottingham, Plymouth, Strathclyde, Ulster

  13. University Perspective • In our sample: • 50% of the academics monitor changes in A-level maths • 1 in 5 of the departments check students maths A-level modules • 58% of the academics assumed a knowledge of mechanics that their students would not necessarily have • 2 out of 3 departments offer varying degrees of additional support

  14. University Perspective “We as an engineering faculty are reviewing the whole issue and would be in the market for materials - it is a real problem and is eating up resources.”

  15. Follow-upInterviews • QE responses from 33 engineering academics • Follow-up interviews with: • 8 academics • 8 departments • 5 universities

  16. InterviewsGood Practice • Obtain students’ knowledge of mechanics on arrival • Questionnaire • Diagnostic testing • Engage the students • Labs • Problem Based Learning

  17. InterviewsGood Practice • First university module in mechanics • Review content • Look at structure • Consider streaming • Low staff:student ratio • Reinforce learning via periodic assessment • Support the learning • Resource Centre

  18. Summary • Schools • 5% offer no mechanics • 26% offer at most M1 • 43% of all pupils study M1 (not necessarily engineers) • LU Engineers • Approx 8% have studied no mechanics modules • Approx 30% have studied at most M1

  19. Summary • Questionnaire to academics • 33 Replies • 27 Departments • 19 Universities • Follow-up Interviews • 8 Academics • 8 departments • 5 Universities • Good Practice

  20. What does it mean? • Large numbers of students’ entering with little or no knowledge of mechanics • Serious consideration has to be given to a first university course in mechanics

  21. Contact Details Stephen Lee Mathematics Education Centre Loughborough University Leicestershire LE11 3TU S.Lee2@lboro.ac.uk http://mec.lboro.ac.uk

  22. Syllabi M1/M2 OCR • M1 (2637) • Force as a vector • Equilibrium of a particle • Newton’s Laws of motion • Linear momentum • Kinematics of motion in a straight line • M2 (2638) • Centre of mass • Equilibrium of a rigid body • Motion of a projectile • Uniform motion in a circle • Coefficient of restitution and impulse • Energy, work and power

  23. Syllabi M3/M4 OCR • M3 (2639) • Equilibrium of rigid bodies in contact • Elastic strings and springs • Impulse and momentum in two dimensions • Motion in a vertical circle • Linear motion under a variable force • Simple Harmonic Motion • M4 (2640) • Relative motion • Centre of mass • Moment of inertia • Rotation of a rigid body • Stability and oscillations

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