Two steps forward one step back an EVS

Two steps forward, one step back: an EVS Case Study in Physics and Financial Mathematics Sean Ryan School of Physics, Astronomy and Mathematics 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

EVS: Physics and Financial Mathematics 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 2

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

EVS: Physics and Financial Mathematics 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 unlearn in order to progress Builds engagement with the lecture Examples follow. . . Simple style, always with “don’t know” option 4

Preconceptions: nuclear fusion makes stars like the Sun hot 1. true 2. false 3. don’t know 5

EVS: Physics and Financial Mathematics 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 6

Risk in going short Q: Daphne goes short in 1000 shares in XY Zinc Mines plc when the price is 48 p/50 p. She hopes to profit, but what is her maximum possible loss? 1. 2. 3. 4. 5. No loss is possible Loss of £ 480 Loss of £ 500 Unlimited loss I don’t know 5 7

What happens to the radius and the core temperature of the Sun when deuterium burning begins during its pre-mainsequence contraction? 1. no change 2. R increases and T increases 3. R increases and T decreases 4. R decreases and T decreases 5. R decreases and T increases 6. don’t know 8

EVS: Physics and Financial Mathematics 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 9

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? 1. 2. 3. 4. 5. -£ 5 M -£ 1 M/1. 05 + £ 8 M/1. 052 -£ 5 M -£ 1 M/1. 05 + £ 8 M 1. 052 -£ 5 M -£ 1 M 1. 05 + £ 8 M 1. 052 -£ 5 M 1. 05 -£ 1 M + £ 8 M/1. 052 -£ 5 M 1. 052 -£ 1 M 1. 05 + £ 8 M/1. 05 6. -£ 5 M 1. 053 -£ 1 M 1. 052 + £ 8 M 7. Not enough information 8. I don’t know 5 10

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? 1. 0 2. 1 3. 2 4. 0, 1, 2 5. 1, 2 6. don’t know 11

EVS: Physics and Financial Mathematics 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 12

EVS: Physics and Financial Mathematics 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 13