FCI pre-test comparison: Cuesta College (fall semester 2019)

Students at Cuesta College (San Luis Obispo, CA) were administered the 30-question Force Concept Inventory (David Hestenes, et al.) during the first week of instruction.

Physics 205A fall semester 2019, pre-instruction scores

	Group A: Section 70854 (12:30-3:20 PM lab)	Group B: Section 70855 (4:30-7:20 PM lab)
N	31 students	25 students
low	3	2
mean	8.29 ± 4.00	9.12 ± 4.96
high	18	20

*Excludes students with negative informed consent forms (*.pdf)

Student's t-test of the null hypothesis between pre-test scores from these two lab sections results in p = 0.49 (t = −0.693, sdev = 4.45, degrees of freedom = 54), thus there is a significant difference between the early and late afternoon lab sections.

D. Hestenes, M. Wells, and G. Swackhamer, Arizona State University, "Force Concept Inventory," Phys. Teach. 30, 141-158 (1992).
Development of the FCI, a 30-question survey of basic Newtonian mechanics concepts.

Previous FCI results:

(Paired Student t-tests from 2017 onwards)

• Cuesta College, fall semester 2018 pre-test to post-test comparison.
  
• Cuesta College, fall semester 2017 pre-test to post-test comparison.
  
  (Note only unpaired Student t-tests were run prior to 2017)
  
• Cuesta College versus UC-Davis, fall semester 2016 pre-test to post-test comparison.
  
• Cuesta College versus UC-Davis, fall semester 2015 pre-tests, and post-tests.
  
• Cuesta College versus UC-Davis, fall semester 2014 pre-tests, and post-tests.
  
• Cuesta College versus UC-Davis, fall semester 2013 pre-tests, and post-tests.
  
• Cuesta College versus UC-Davis, fall semester 2012 pre-tests, and post-tests.
  
• Cuesta College versus UC-Davis, fall semester 2011 pre-tests and post-tests.
  
• Cuesta College versus UC-Davis, fall semester 2009 pre-tests and post-tests.
  
• Cuesta College versus UC-Davis, spring semester 2009 pre-tests and post-tests.
  
• Cuesta College versus UC-Davis, fall semester 2008 pre-tests and post-tests.
• Cuesta College versus UC-Davis, spring semester 2008 pre-tests and post-tests.
• Cuesta College versus UC-Davis, fall semester 2007 pre-tests and post-tests.

FCI pre-test comparison: Cuesta College versus UC-Davis (fall semester 2015)

Students at both Cuesta College (San Luis Obispo, CA) and the University of California at Davis were administered the 30-question Force Concept Inventory (Doug Hestenes, et al.) during the first week of instruction.

	Cuesta College Physics 205A fall semester 2015	UC-Davis Physics 7B summer session II 2002
N	85 students*	76 students*
low	2	2
mean	10.0 +/- 5.5	9.1 +/- 4.3
high	24	27

*Excludes students with negative informed consent forms (*.pdf)

Student's t-test of the null hypothesis results in p = 0.19 (t = 1.31, sdev = 4.93, degrees of freedom = 159), thus there is no significant difference between Cuesta College and UC-Davis FCI pre-test scores.

Later this semester (fall 2015), a comparison will be made between Cuesta College and UC-Davis FCI post-tests, along with their pre- to post-test gains.

D. Hestenes, M. Wells, and G. Swackhamer, Arizona State University, "Force Concept Inventory," Phys. Teach. 30, 141-158 (1992).
Development of the FCI, a 30-question survey of basic Newtonian mechanics concepts.

Previous FCI results:

• Cuesta College versus UC-Davis, fall semester 2014 pre-tests and post-tests.
  
• Cuesta College versus UC-Davis, fall semester 2013 pre-tests and post-tests.
  
• Cuesta College versus UC-Davis, fall semester 2012 pre-tests and post-tests.
  
• Cuesta College versus UC-Davis, fall semester 2011 pre-tests and post-tests.
  
• Cuesta College versus UC-Davis, fall semester 2009 pre-tests and post-tests.
  
• Cuesta College versus UC-Davis, spring semester 2009 pre-tests and post-tests.
  
• Cuesta College versus UC-Davis, fall semester 2008 pre-tests and post-tests.
• Cuesta College versus UC-Davis, spring semester 2008 pre-tests and post-tests.
• Cuesta College versus UC-Davis, fall semester 2007 pre-tests and post-tests.

FCI pre-test comparison: Cuesta College versus UC-Davis (fall semester 2014)

Students at both Cuesta College (San Luis Obispo, CA) and the University of California at Davis were administered the 30-question Force Concept Inventory (Doug Hestenes, et al.) during the first week of instruction.

	Cuesta College Physics 205A Fall semester 2014	UC-Davis Physics 7B Summer session II 2002
N	73 students*	76 students*
low	2	2
mean	10.1 +/- 5.4	9.1 +/- 4.3
high	29	27

*Excludes students with negative informed consent forms (*.pdf)

Student's t-test of the null hypothesis results in p = 0.18 (t = 1.33, sdev = 4.84, degrees of freedom = 147), thus there is no significant difference between Cuesta College and UC-Davis FCI pre-test scores.

Later this semester (fall 2014), a comparison will be made between Cuesta College and UC-Davis FCI post-tests, along with their pre- to post-test gains.

D. Hestenes, M. Wells, and G. Swackhamer, Arizona State University, "Force Concept Inventory," Phys. Teach. 30, 141-158 (1992).
Development of the FCI, a 30-question survey of basic Newtonian mechanics concepts.

Previous FCI results:

• Cuesta College versus UC-Davis, fall semester 2013 pre-tests and post-tests.
  
• Cuesta College versus UC-Davis, fall semester 2012 pre-tests and post-tests.
  
• Cuesta College versus UC-Davis, fall semester 2011 pre-tests and post-tests.
  
• Cuesta College versus UC-Davis, fall semester 2009 pre-tests and post-tests.
  
• Cuesta College versus UC-Davis, spring semester 2009 pre-tests and post-tests.
  
• Cuesta College versus UC-Davis, fall semester 2008 pre-tests and post-tests.
• Cuesta College versus UC-Davis, spring semester 2008 pre-tests and post-tests.
• Cuesta College versus UC-Davis, fall semester 2007 pre-tests and post-tests.

FCI pre-test comparison: Cuesta College versus UC-Davis (fall semester 2013)

Students at both Cuesta College (San Luis Obispo, CA) and the University of California at Davis were administered the 30-question Force Concept Inventory (Doug Hestenes, et al.) during the first week of instruction.

	Cuesta College Physics 205A Fall semester 2013	UC-Davis Physics 7B Summer session II 2002
N	74 students*	76 students*
low	0	2
mean	9.4 +/- 5.5	9.1 +/- 4.3
high	26	27

*Excludes students with negative informed consent forms (*.pdf)

Student's t-test of the null hypothesis results in p = 0.64 (t = -0.473, sdev = 4.91, degrees of freedom = 148), thus there is no significant difference between Cuesta College and UC-Davis FCI pre-test scores.

Later this semester (fall 2013), a comparison will be made between Cuesta College and UC-Davis FCI post-tests, along with their pre- to post-test gains.

D. Hestenes, M. Wells, and G. Swackhamer, Arizona State University, "Force Concept Inventory," Phys. Teach. 30, 141-158 (1992).
Development of the FCI, a 30-question survey of basic Newtonian mechanics concepts.

Previous FCI results:

• Cuesta College versus UC-Davis, fall semester 2012 pre-tests and post-tests.
  
• Cuesta College versus UC-Davis, fall semester 2011 pre-tests and post-tests.
  
• Cuesta College versus UC-Davis, fall semester 2009 pre-tests and post-tests.
  
• Cuesta College versus UC-Davis, spring semester 2009 pre-tests and post-tests.
  
• Cuesta College versus UC-Davis, fall semester 2008 pre-tests and post-tests.
• Cuesta College versus UC-Davis, spring semester 2008 pre-tests and post-tests.
• Cuesta College versus UC-Davis, fall semester 2007 pre-tests and post-tests.

Haiku: conventional instruction

"Conventional Instruction" Teacher writes on board / Students write down in notebooks / Knowledge is transferred // #haiku #edchat

— Patrick M. Len (@Patrick_M_Len) September 4, 2012

Astronomy in-class activity: first-day student expectations, questions

Astronomy 210 In-class activity 1, fall semester 2012
Cuesta College, San Luis Obispo, CA

120826-interesting
http://www.flickr.com/photos/waiferx/7869717832/
Originally uploaded by Waifer X

Wordle.net tag cloud for potentially interesting astronomy topics, generated by students on the first day of class (www.wordle.net/show/wrdl/5604344/Untitled).


120826-confusing
http://www.flickr.com/photos/waiferx/7869718370/
Originally uploaded by Waifer X

Wordle.net tag cloud for potentially confusing astronomy topics, generated by students on the first day of class (www.wordle.net/show/wrdl/5604364/Untitled).


On the first day of class, students find their assigned groups of three to four students, and work cooperatively on an in-class activity worksheet to discuss concepts that will potentially be interesting or confusing to them later in the semester. Students are also encouraged to write down a comment or a question for the instructor to go over during the whole-class discussion, after the in-class activity worksheets are turned in.

[Responses have been edited to consolidate common related subjects.]

Discuss in your group astronomy-related concepts you expect to be interesting or confusing later in this course. Use one word or short phrases (e.g., "Pluto," "black holes," "beginning of time") for each concept.

List at least three astronomy-related concepts you expect to be interesting.

Student responses
Sections 70158, 70160

zodiac, galaxies, voids, blackholes
constellations, solarsystems, galaxies, gravity
blackholes, darkmatter, aliens
zodiac, constellations, planets
blackholes, aliens, planets
stars, constellations, asteroids, meteors, meteorites, magneticfields
bigbang, stars, size
planets, constellations, lightyears
neutronstars, blackholes, stars
blackholes, galaxies, meteors
blackholes, StephenHawking, darkmatter, CarlSagan, neutrinos, Higgsboson
galaxies, starcharts, time
blackholes, asteroidbelt, darkmatter
universe, navigation, planets
stars, galaxies, lookbacktime, lightyears
orbits, meteorshowers, solareclipse
light, planets, unknown
solarsystem, solarflares, constellations
infinity, time, meteors, comets, darkenergy, darkmatter
constellations, tides, stargazing
galaxies, stars, aliens, blackholes
tides, MilkyWay, bigbang
blackholes, greenflash, constellations, northernlights, asteroids
blackholes, wormholes, universe, aliens

List at least three astronomy-related concepts you expect to be confusing.

Student responses
Sections 70158, 70160

blackholes, planets, constellations
physics, timetravel, stringtheory
aliens, starcharts, blackholes
blackholes, physics, universe
solarsystem, orbits, physics
lightyears, math, blackholes, bigbang
physics, expansion, time
blackholes, size, gravity, orbit
size, aliens, physics
light, sun, stars, galaxies
physics, light, dwarfplanets, Pluto, CarlSagan
elementaryparticles, aliens, blackholes
bigbang, aliens, stars
lightyears, distances, space, time
light, size, relevance
blackholes, darkmatter, time, cycles, timezones, Pluto
solarflares, starcharts, planets
blackholes, solareclipse, constellations
stars, blackholes, distances, lightyears
blackholes, gravity, starcharts
size, bigbang, satellites, orbits, 2012
light, math, composition
blackholes, constellations, galaxies
universe, solareclipse, bigbang

Each week after class you will receive credit for asking a question, or making a comment that the instructor might respond to at the start of the following class (while your identity is kept anonymous). Ask at least one question, or make a comment that you would like the instructor to respond to at the end of this in-class activity.

Student responses
Sections 70158, 70160

"Will the sun explode soon?"

"How do astronomers map out galaxies that far away? How far is the Death Star from Earth? Do Wookies exist?"

"What is dark matter?"

"Will we learn about the Greek constellations or how do you feel about it?"

"How is astronomy applicable to my everyday life?"

"What is the big bang theory?"

"Where does the name 'P-dog' derive from?"

"Why do you like astronomy?"

"What is the difference between nuclear fusion and nuclear fission?"

"How should we prepare for tests?"

"Will we be discussion the Curiosity rover mission? Also it is interesting to note that both Mars rovers contain metal from the fallen World Trade Centers. "

"What makes the planets rotate in the solar system? When is the sun expected to die?"

"How is astronomy related to astrology?"

"Have you ever seen the movie 'Event Horizon?'"

"Are we going stargazing?"

"What makes a planet versus what makes a star?"

"Are we going to stargaze? Will we use the giant telescope? Why 'P-dog' and not 'P-dawg?'"

"Do our questions need to be astronomy related?"

"How do you measure the space between matter?"

"Do you believe in aliens?"

"Looking into the sky is like looking into the past."

"How did you get the name 'P-dog?' Why 'dog' instead of 'dog?' Conditions a green flash requires to happen."

"How far can our modern-day best telescope see into space?"

Previous posts:

• Astronomy in-class activity: first-day student expectations, questions (spring semester 2012)
• Astronomy in-class activity: first-day student expectations, questions (fall semester 2011)
• Astronomy in-class activity: first-day student expectations, questions (fall semester 2010)

FCI pre-test comparison: Cuesta College versus UC-Davis (fall semester 2012)

Students at both Cuesta College (San Luis Obispo, CA) and the University of California at Davis were administered the 30-question Force Concept Inventory (Doug Hestenes, et al.) during the first week of instruction.

	Cuesta College Physics 205A Fall semester 2012	UC-Davis Physics 7B Summer session II 2002
N	70 students*	76 students*
low	0	2
mean	9.6 +/- 5.0	9.1 +/- 4.3
high	26	27

*Excludes students with negative informed consent forms (*.pdf)

Student's t-test of the null hypothesis results in p = 0.46 (t = 0.748, sdev = 4.63, degrees of freedom = 144), thus there is no significant difference between Cuesta College and UC-Davis FCI pre-test scores.

Later this semester (fall 2012), a comparison will be made between Cuesta College and UC-Davis FCI post-tests, along with their pre- to post-test gains.

D. Hestenes, M. Wells, and G. Swackhamer, Arizona State University, "Force Concept Inventory," Phys. Teach. 30, 141-158 (1992).
Development of the FCI, a 30-question survey of basic Newtonian mechanics concepts.

Previous FCI results:

• Cuesta College versus UC-Davis, fall semester 2011 pre-tests and post-tests.
  
• Cuesta College versus UC-Davis, fall semester 2009 pre-tests and post-tests.
  
• Cuesta College versus UC-Davis, spring semester 2009 pre-tests and post-tests.
  
• Cuesta College versus UC-Davis, fall semester 2008 pre-tests and post-tests.
• Cuesta College versus UC-Davis, spring semester 2008 pre-tests and post-tests.
• Cuesta College versus UC-Davis, fall semester 2007 pre-tests and post-tests.

Presentation: "Using 'Wordles' to Stimulate Student-Teacher Interactions" (SCAAPT spring 2012)

Contributed talk presented at the Southern California Section of the American Physics Association of Teachers Spring 2012 meeting, April 21, 2012, 3:45 PM, room ARTS 240, California State University-San Marcos, San Marcos, CA.

Myself.

First off, let's have some audience participation with the classic "Astronomy in the Marketplace" activity (D. Schatz, "Why Should We Care About Exploding Stars?" Universe in the Classroom, no. 8, Spring 1987 (http://www.astrosociety.org/education/publications/tnl/08/stars2.html).

Turn to your neighbor, and list some astronomy-related name brands you would find at a supermarket. Think of food-related brand names, and non-food related brand names.

From the first day of instruction for introductory astronomy at Cuesta College, here is the word tag cloud generated by Wordle.net for food-related astronomy brand names. Frequently-listed brands are larger, while brand names used only once are smallest. How many of these brand names were you able to list? Anyone have brand names not listed here?

Non-food related astronomy brand names listed by Cuesta College students. Again, how many of these brand names were you able to list? Anyone have brand names not listed here?

Let's take a look at more specific examples of using word tag clouds to generate student-teacher discussion.

Cuesta College introductory astronomy students were prompted to list words and concepts associated with "big bang" before instruction on this topic. Note how much larger explosion and theory are more than expansion.

This was also done following the quiz on cosmology, where students listed expansion and theory much larger than explosion.

Another example of how word tag clouds are used to stimulate student-teacher discussion is where Cuesta College (algebra-based) physics students listed topics they found interesting from the first midterm, which includes kinematics, Newton's laws, and circular motion.

These students were also prompted to list confusing topics as well. Note the differences in how friction, Newtonslaws, projectilemotion, and circularmotion are shown in the interesting and confusing word tag clouds.

Let's take a closer look at the process of generating word tag clouds. SurveyMonkey.com is used to assign and collect reading quizzes to prepare students before coming to lecture. Here it is used to prompt for word tags associated with Mars.

These words/phrases are lightly edited, and then put into the Wordle.net interface to generate a tag cloud.

And to close, a word tag cloud generated for the text of the presentation abstracts at this meeting. Note the predominant word: students.

Astronomy in-class activity: first-day student expectations, questions

Astronomy 210 In-class activity 1, spring semester 2012
Cuesta College, San Luis Obispo, CA

120121-interestingwordle
http://www.wordle.net/show/wrdl/4706913/Untitled
Originally uploaded by Waifer X

Wordle.net tag cloud for potentially interesting astronomy topics, generated by students on the first day of class (http://www.wordle.net/show/wrdl/3935554/Untitled).


120121-confusingwordle
http://www.flickr.com/photos/waiferx/6737065165/
Originally uploaded by Waifer X

Wordle.net tag cloud for potentially confusing astronomy topics, generated by students on the first day of class (http://www.wordle.net/show/wrdl/4706918/Untitled).


On the first day of class, students find their assigned groups of three to four students, and work cooperatively on an in-class activity worksheet to discuss concepts that will potentially be interesting or confusing to them later in the semester. Students are also encouraged to write down a comment or a question for the instructor to go over during the whole-class discussion, after the in-class activity worksheets are turned in.

[Responses have been edited to consolidate common related subjects.]

Discuss in your group astronomy-related concepts you expect to be interesting or confusing later in this course. Use one word or short phrases (e.g., "Pluto," "black holes," "beginning of time") for each concept.

List at least three astronomy-related concepts you expect to be interesting.

Student responses
Sections 30674, 30676

exoplanets, sun, light
blackholes, planetatmospheres, constellations
bigbang, life, light
moons, galaxies, constellations, blackholes, life
constellations, blackholes, supernovae
time, rotations
bigbang, astrology, galaxies
light, blackholes, cosmology
planets, constellations, lightyear
blackholes, bigbang, supernovae
light, galaxies, water
names, blackholes, bigbang
constellations, quarks, tides, blackholes
universe, blackholes, stars
aliens, blackholes, stars, solarflares, northernlights, asteroidimpacts
stars, aliens, blackholes, darkmatter
planets, Mars, atmospheres
Pluto, aliens, galaxies, light
planets, exploration, timetravel, stardeath
universe, sun, Pluto
supernovae, gravity, solarflares, eclipses, meteorshowers
blackholes, aliens, constellations
blackholes, galaxies, darkmatter, lightyear
constellations, blackholes, bigbang, gravity
universe, bigbang, time
blackholes, bigbang, solarflares

List at least three astronomy-related concepts you expect to be confusing.

Student responses
Sections 30674, 30676

blackholes, constellations, bigbang
time, distances, blackholes
bigbang, universe, gravity
blackholes, bigbang, universe
darkmatter, galaxies, blackholes
light, bigbang, starformation
constellations, blackholes, rings
planets, everything, starformation, stardeath
galaxies, names
blackholes, blackholes, bigbang
bigbang, constellations, space
elements, constellations, space, time, light
distances, eclipses, blackholes
galaxies, math, atmosphere
physics, orbits, math
time, cosmology, space, bigbang, knowledge
physics, blackholes, light
names, physics, galaxies
bigbang, spacetime, moonphases
planets, planets, planets
planets, solarflares, blackholes, darkmatter, asteroids
universe, blackholes, moonphases
math, universe, cosmology
space-time, matter, constellations
lightyear, gravity
planets, physics, galaxies

Each week after class you will receive credit for asking a question, or making a comment that the instructor might respond to at the start of the following class (while your identity is kept anonymous). Ask at least one question, or make a comment that you would like the instructor to respond to at the end of this in-class activity.

Student responses
Sections 30674, 30676

"What do you think is the most exciting thing to learn in astronomy?"

"What tools are used to measure the distance of the known universe?"

"We've landed on the moon, we've sent telescopes deep into outer space--what do you think technology will let us or allow us to do next?"

"How many dimensions are there?"

"What makes stars go supernova?"

"How did the beginning of time happen?"

"What's your favorite planet, P-dog?"

"Why does a star combust after the gas is gone?"

"Recent study found a planet that could hold life?"

"What is your favorite constellation, and why?"

"What's most interesting to you in astronomy?"

"Currently, what is the general consensus in the science community on there being life on another planet in the universe?"

"Can we, should we, be concerned about space debris?"

"How often are we threatened by a comet or asteroid or other large astronomical disaster?"

"Am I going to need a tutor?"

"How did you become an astronomy teacher, and hired to do it, without actually taking an astronomy course?"

"What is the ring around Saturn made of?"

"What's responsible for creating the northern lights?"

"How would we know what a star in the sky is? It could be a solar system, or even a galaxy, right?"

"If a star is brighter, does that mean it could be closer, bigger, either of those?"

"What is Nibiru/Planet X?"

"What is the 2012 scare all about and the reason for it?"

"Do you believe in extraterrestrials?"

"How have you been known as 'P-dog?'"

"How do asteroid belts maintain structure and orbits?"

"What's the deal with Pluto?"

"Do you believe in aliens? Or life on other planets?"

"Do you believe in extraterrestrials?"

"What is your favorite planet, and why?"

"How do we know the universe is 5 billion light years?"

Previous posts:

• Astronomy in-class activity: first-day student expectations, questions (fall semester 2011)
• Astronomy in-class activity: first-day student expectations, questions (fall semester 2010)

FCI pre-test comparison: Cuesta College versus UC-Davis (fall semester 2011)

Students at both Cuesta College (San Luis Obispo, CA) and the University of California at Davis were administered the 30-question Force Concept Inventory (Doug Hestenes, et al.) during the first week of instruction.

	Cuesta College Physics 205A Fall semester 2011	UC-Davis Physics 7B Summer session II 2002
N	57 students*	76 students*
low	2	2
mean	9.0 +/- 5.4	9.1 +/- 4.3
high	29	27

*Excludes students with negative informed consent forms (*.pdf)

Student's t-test of the null hypothesis results in p = 0.67 (t = 0.427, sdev = 4.57, degrees of freedom = 131), thus there is no significant difference between Cuesta College and UC-Davis FCI pre-test scores.

Later this semester (fall 2011), a comparison will be made between Cuesta College and UC-Davis FCI post-tests, along with their pre- to post-test gains.

D. Hestenes, M. Wells, and G. Swackhamer, Arizona State University, "Force Concept Inventory," Phys. Teach. 30, 141-158 (1992).
Development of the FCI, a 30-question survey of basic Newtonian mechanics concepts.

Previous FCI results:

• Cuesta College versus UC-Davis, fall semester 2009 pre-tests and post-tests.
  
• Cuesta College versus UC-Davis, spring semester 2009 pre-tests and post-tests.
  
• Cuesta College versus UC-Davis, fall semester 2008 pre-tests and post-tests.
• Cuesta College versus UC-Davis, spring semester 2008 pre-tests and post-tests.
• Cuesta College versus UC-Davis, fall semester 2007 pre-tests and post-tests.

Poster: "Current Events Quiz at Start of Introductory Laboratory Promotes Student Promptness and Awareness" (Cosmos in the Classroom 2010)

100722-1170792
http://www.flickr.com/photos/waiferx/4834670921/
Originally uploaded by Waifer X

3' x 3' and 4' x 4' sizes of poster to be presented at "Cosmos in the Classroom 2010: A Hands-on Symposium on Teaching Introductory Astronomy" in Boulder, CO, by Cuesta College Physical Sciences Division instructor Dr. Patrick M. Len.

FCI pre-test comparison: Cuesta College (SLO/NC campuses) versus UC-Davis

Students at both North County (Paso Robles) and San Luis Obispo campuses of Cuesta College (San Luis Obispo, CA) and the University of California at Davis were administered the Force Concept Inventory (Doug Hestenes, et al.) during the first week of instruction. Physics 205A and Physics 7B are both algebra-based introductory general physics courses covering Newtonian mechanics.

The FCI results of NC and SLO campus students can be compared to each other.

     Cuesta College    Cuesta College    
     Physics 205A      Physics 205A
     Fall Semester     Fall Semester
     2009 NC           2009 SLO
N    17 students*      57 students*
low   4                 2
mean 10.0 +/- 4.8       9.7 +/- 4.4
high 23                27

*Excludes students with negative informed consent forms (*.pdf)

Despite a slightly higher mean score for NC campus students over SLO campus students, a "Student" t-test of the null hypothesis results in p = 0.20, thus there is no significant difference between NC and SLO campuses of Cuesta College.

With both NC and SLO campuses of Cuesta College students pooled together, they can be compared to students at UC-Davis.

     Cuesta College    UC-Davis
     Physics 205A      Physics 7B
     Spring Semester   Summer Session II
     2009              2002
N    74 students*      76 students
low   2                 2
mean 10.1 +/- 4.7       9.0 +/- 4.3
high 27                27

*Excludes students with negative informed consent forms (*.pdf) 

Despite a slightly higher mean score for Cuesta College students over UC-Davis students, a "Student" t-test of the null hypothesis results in p = 0.14, thus there is no significant difference between Cuesta College and UC-Davis FCI pre-test scores.

Later this semester (Fall 2009), a comparison will be made between Cuesta College and UC-Davis FCI post-tests, along with their pre- to post-test gains.

D. Hestenes, M. Wells, and G. Swackhamer, Arizona State University, "Force Concept Inventory," Phys. Teach. 30, 141-158 (1992).
Development of the FCI, a 30-question survey of basic Newtonian mechanics concepts.

Previous FCI results:

• Cuesta College versus UC-Davis, Spring semester 2009 pre-tests and post-tests.
• Cuesta College versus UC-Davis, Fall semester 2008 pre-tests and post-tests.
• Cuesta College versus UC-Davis, Spring semester 2008 pre-tests and post-tests.
• Cuesta College versus UC-Davis, Fall semester 2007 pre-tests and post-tests.

Learning never ends...

090122-1070814
http://flickr.com/photos/waiferx/3229797006/
Originally uploaded by Waifer X

Learning never ends...but it may not necessarily begin.

FCI pre-test comparison: Cuesta College versus UC-Davis

Students at both Cuesta College (San Luis Obispo, CA) and the University of California at Davis were administered the Force Concept Inventory (Doug Hestenes, et al.) during the first week of instruction.

     Cuesta College    UC-Davis

     Physics 205A      Physics 7B

     Spring Semester   Summer Session II

     2009              2002

N    55 students       76 students

low   0                 2

mean 10.0 +/- 5.6       9.1 +/- 4.3

high 25                27

A "Student" t-test of the null hypothesis results in p = 0.29, thus there is no significant difference between Cuesta College and UC-Davis FCI pre-test scores.

Later this semester (Spring 2009), a comparison will be made between Cuesta College and UC-Davis FCI post-tests, along with their pre- to post-test gains.

D. Hestenes, M. Wells, and G. Swackhamer, Arizona State University, "Force Concept Inventory," Phys. Teach. 30, 141-158 (1992).
Development of the FCI, a 30-question survey of basic Newtonian mechanics concepts.

Previous FCI results:

• Cuesta College versus UC-Davis, Fall semester 2008 pre-tests and post-tests.
• Cuesta College versus UC-Davis, Spring semester 2008 pre-tests and post-tests.
• Cuesta College versus UC-Davis, Fall semester 2007 pre-tests and post-tests.

FCI pre-test comparison: Cuesta College versus UC-Davis

Students at both Cuesta College (San Luis Obispo, CA) and the University of California at Davis were administered the Force Concept Inventory (Doug Hestenes, et al.) during the first week of instruction.

     Cuesta College    UC-Davis
     Physics 205A      Physics 7B
     Fall Semester     Summer Session II
     2008              2002
N    53 students       76 students
low   4                 2
mean 10.8 +/- 4.9       9.1 +/- 4.3
high 24                27

A "Student" t-test of the null hypothesis results in p = 0.0206, thus there is a significant difference between Cuesta College and UC-Davis FCI pre-test scores.

Apparently this semester at Cuesta College, students are slightly more knowledgeable about the Newtonian physics concepts covered in the FCI as UC-Davis students at the start of introductory college physics, at a statistically significant level.

Later this semester (Fall 2008), a comparison will be made between Cuesta College and UC-Davis FCI post-tests, along with their pre- to post-test gains.

D. Hestenes, M. Wells, and G. Swackhamer, Arizona State University, "Force Concept Inventory," Phys. Teach. 30, 141-158 (1992).
Development of the FCI, a 30-question survey of basic Newtonian mechanics concepts.

Previous FCI results:

• Cuesta College versus UC-Davis, Spring semester 2008 pre-tests and post-tests.
• Cuesta College versus UC-Davis, Fall semester 2007 pre-tests and post-tests.

FCI pre-test comparison: Cuesta College versus UC-Davis

Students at both Cuesta College (San Luis Obispo, CA) and the University of California at Davis were administered the Force Concept Inventory (Doug Hestenes, et al.) during the first week of instruction.

     Cuesta College    UC-Davis
     Physics 5A        Physics 7B
     Spring Semester   Summer Session II
     2008              2002
N    42 students       76 students
low   3                 2
mean 10.1 +/- 4.9       9.1 +/- 4.3
high 24                27

A "Student" t-test of the null hypothesis results in p = 0.20, thus there is no significant difference between Cuesta College and UC-Davis FCI pre-test scores.

The Physics 5A students at Cuesta College found these preliminary results interesting—while they are slightly more knowledgeable about the Newtonian physics concepts covered in the FCI as UC-Davis students at the start of introductory college physics, this difference is not statistically significant.

Later this semester (Spring 2008), a comparison will be made between Cuesta College and UC-Davis FCI post-tests, along with their pre- to post-test gains.

D. Hestenes, M. Wells, and G. Swackhamer, Arizona State University, "Force Concept Inventory," Phys. Teach. 30, 141-158 (1992).
Development of the FCI, a 30-question survey of basic Newtonian mechanics concepts.

Previous FCI results:
Cuesta College versus UC-Davis, Fall semester 2007 pre-tests and post-tests.

Interesting people are interested

"Interesting People Are Interested" by Jessica Hagy
indexed.blogspot.com, October 11, 2007

And so it begins, the start of the second half of the academic year at Cuesta College. For what it's worth, peer-instruction is all about starting that conversation mode of instruction in the classroom.

FCI pre-test comparison: Cuesta College versus UC-Davis

Students at both Cuesta College (San Luis Obispo, CA) and the University of California at Davis were administered the Force Concept Inventory (Doug Hestenes, et al.) during the first week of instruction.

     Cuesta College    UC-Davis
     Physics 5A        Physics 7B
     Fall Semester     Summer Session II
     2007              2002
N    35 students       76 students
low   3                 2
mean  9.1 +/- 3.9       9.1 +/- 4.1
high 19                27

A "Student" t-test of the null hypothesis results in p = 0.97, thus there is no significant difference between Cuesta College and UC-Davis FCI pre-test scores.

The Physics 5A students at Cuesta College found these preliminary results interesting--statistically speaking, they are as knowledgeable about the Newtonian physics concepts covered in the FCI as UC-Davis students at the start of introductory college physics.

Later this semester (Fall 2007), a comparison will be made between Cuesta College and UC-Davis FCI post-tests, along with their pre- to post-test gains.

D. Hestenes, M. Wells, and G. Swackhamer, Arizona State University, "Force Concept Inventory," Phys. Teach. 30, 141-158 (1992).
Development of the FCI, a 30-question survey of basic Newtonian mechanics concepts.