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Exploring Physics and Financial Mathematics through EVS: A Case Study

This study examines the use of EVS (Electronic Voting System) in teaching physics and financial mathematics, focusing on preconceptions, misconceptions, and embedding new understandings. The desired outcomes include improved engagement, learning, and assessment grades.

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Exploring Physics and Financial Mathematics through EVS: A Case Study

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  1. Background Physics and Mathematics are STEM subjects whose characteristics include being: highly numerate logical, methodical and technical in nature rich in concepts and their application Two steps forward, one step back:an EVS Case Study in Physics and Financial MathematicsSean RyanSchool of Physics, Astronomy and Mathematics

  2. EVS Challenge Assessment focuses more on understanding and application (“method marks”) than a final numerical answer. Multichoice-style questions feature rarely, if at all, in university assessment. EVS Opportunity Material is concept-rich, so EVS provides opportunities to explore preconceptions [start of class] explode misconceptions [during class] reality-check and embed new understandings [end of class] Desired outcomes Improved engagement, learning and assessment grades EVS: Physics and Financial Mathematics

  3. The Case Study modules: 2nd year Quantum Physics (1 semester) 6 week topic (Nuclear Physics) 35 students EVS Qs developed by SGR EVS used in 2009/10 and 2010/11 1st year Financial Mathematics (1 semester) 12 week duration (full module) 100 students EVS Qs developed by SGR + TC (2nd yr student) + HKM (graduate)Very beneficial to include these students in the development EVS used in 2010/11 EVS: Physics and Financial Mathematics

  4. Preconceptions EVS Qs useful at start of class so they revisit their prior related knowledge Apparently simple questions prompt mixed responses causes students to re-examine their assumed knowledge;valuable for lecturer to know where students are at A precursor to discovering what they have to unlearnin order to progress Builds engagement with the lecture Examples follow ... Simple style, always with “don’t know” option EVS: Physics and Financial Mathematics

  5. Preconceptions: nuclear fusion makes stars like the Sun hot • true • false • don’t know 0 18 of 30

  6. Misconceptions EVS Qs useful in middle of class so students think about what they have been learning Questions prompt mixed responses causes students to confront their new knowledge; valuable for lecturer to know where students are at A reality check on their renewed state of understanding Builds engagement with the lecture and the topic The fun of a quiz under the shield of anonymity, with the added benefit of seeing the other responses Two examples follow ... moderate style EVS: Physics and Financial Mathematics

  7. Risk in going shortQ: Daphne goes short in 1000 shares in XY Zinc Mines plc when the price is 48p/50p. She hopes to profit, but what is her maximum possible loss? • No loss is possible • Loss of £480 • Loss of £500 • Unlimited loss • I don’t know 5

  8. What happens to the radius and the core temperature of the Sun when deuterium burning begins during its pre-main-sequence contraction? • no change • R increases and T increases • R increases and T decreases • R decreases and T decreases • R decreases and T increases • don’t know 0 13 of 30

  9. Embedding – similar to exploding misconceptions EVS Qs useful at end of class so students think about what they have been learning Questions prompt mixed responses causes students to apply their new knowledge; valuable for lecturer to know where students are at A reality check on their renewed state of understanding The fun of a quiz under the shield of anonymity, with the added benefit of seeing the other responses Two examples follow ... complex style EVS: Physics and Financial Mathematics

  10. Q: A lady goes gaga and is about to buy a recording studio for £5 million. One year later she will pay £1 million for refurbishment and equipment, but expects income of £8 million after one further year. What is the NPV of her project, assuming interest rates to be 5% p.a. throughout this period? • -£5M -£1M/1.05 + £8M/1.052 • -£5M -£1M/1.05 + £8M1.052 • -£5M -£1M1.05 + £8M1.052 • -£5M1.05 -£1M + £8M/1.052 • -£5M1.052 -£1M1.05 + £8M/1.05 • -£5M1.053 -£1M1.052 + £8M • Not enough information • I don’t know 5

  11. An excited nuclear state with J = 2 decays to a spinless ground state by emitting a gamma ray. What are the possible angular momentum quantum numbers of the gamma ray photon? • 0 • 1 • 2 • 0, 1, 2 • 1, 2 • don’t know 0 24 of 30

  12. Desired outcomes Improved engagement, learning and assessment grades Improved engagement Students overwhelmingly (>90%) enthusiastic for EVS Attendance better by 0 -10% ... also other cohort differences Improved learning and assessment grades Fin.Maths: 2010/11 pre-resit pass achievement better by 10% ... but also “better” cohort and other changes in same year Quan.Phys: 2009/10 pre-resit exam performance not recognisably better in nuclear physics; EVS usage and subsequent discussion takes time from other class activities EVS: Physics and Financial Mathematics

  13. Lessons – not robust enough to be called conclusions! Improved engagement  Students overwhelmingly (>90%) enthusiastic for EVS;attendance may improve marginally as a consequence Improved learning and assessment grades ? Student learning may be improved where used ...but with a time penalty for other activities which could then suffer. Conclusion EVS not a magic bullet to solve attendance and learning challenges, but certainly a valuable element in the mix EVS: Physics and Financial Mathematics

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