{"id":9090,"date":"2025-07-12T15:20:18","date_gmt":"2025-07-12T22:20:18","guid":{"rendered":"https:\/\/wp-misc.lifesci.ucla.edu\/ceils-dev\/?page_id=9090"},"modified":"2026-01-29T11:45:44","modified_gmt":"2026-01-29T19:45:44","slug":"artificial-intelligence-and-math-skills-aims-in-physics-chemistry-and-life-sciences","status":"publish","type":"page","link":"https:\/\/wp-misc.lifesci.ucla.edu\/ceils-dev\/artificial-intelligence-and-math-skills-aims-in-physics-chemistry-and-life-sciences\/","title":{"rendered":"Artificial Intelligence and Math Skills (AIMS) in Physics, Chemistry and Life Sciences"},"content":{"rendered":"\n\n  <div class=\"banner has-hover has-parallax\" id=\"banner-301956460\">\n          <div class=\"banner-inner fill\">\n        <div class=\"banner-bg fill\" data-parallax=\"-3\" data-parallax-container=\".banner\" data-parallax-background>\n            <img loading=\"lazy\" decoding=\"async\" width=\"1020\" height=\"680\" src=\"https:\/\/wp-misc.lifesci.ucla.edu\/ceils-dev\/wp-content\/uploads\/sites\/66\/2022\/01\/UCLA_Scout-923_r_cmyk-1200x800.jpeg\" class=\"bg attachment-large size-large\" alt=\"\" \/>                        <div class=\"overlay\"><\/div>            \n                    <\/div>\n\t\t\n        <div class=\"banner-layers container\">\n            <div class=\"fill banner-link\"><\/div>            \n\n   <div id=\"text-box-68075846\" class=\"text-box banner-layer x50 md-x50 lg-x50 y50 md-y50 lg-y50 res-text\">\n                                <div class=\"text-box-content text dark\">\n              \n              <div class=\"text-inner text-center\">\n                  \n\n<h1 class=\"main-title entry-title \">Artificial Intelligence and Math Skills (AIMS) in Physics, Chemistry and Life Sciences<\/h1>\n\n              <\/div>\n           <\/div>\n                            \n<style>\n#text-box-68075846 {\n  width: 60%;\n}\n#text-box-68075846 .text-box-content {\n  font-size: 100%;\n}\n<\/style>\n    <\/div>\n \n\n        <\/div>\n      <\/div>\n\n            \n<style>\n#banner-301956460 {\n  padding-top: 500px;\n}\n#banner-301956460 .overlay {\n  background-color: rgba(39, 116, 174, 0.709);\n}\n#banner-301956460 .banner-bg img {\n  object-position: 54% 80%;\n}\n<\/style>\n  <\/div>\n\n\n\n\t<section class=\"section\" id=\"section_1835989105\">\n\t\t<div class=\"section-bg fill\" >\n\t\t\t\t\t\t\t\t\t<div class=\"section-bg-overlay absolute fill\"><\/div>\n\t\t\t\n\n\t\t<\/div>\n\n\t\t\n\n\t\t<div class=\"section-content relative\">\n\t\t\t\n\n<div class=\"row row-large align-middle\"  id=\"row-152476997\">\n\n\n\t<div id=\"col-230460532\" class=\"col medium-4 small-12 large-4\"  >\n\t\t\t\t<div class=\"col-inner text-left\"  >\n\t\t\t\n\t\t\t\n\n\t<div class=\"img has-hover x md-x lg-x y md-y lg-y\" id=\"image_1791437272\">\n\t\t\t\t\t\t\t\t<div class=\"img-inner dark\" >\n\t\t\t<img loading=\"lazy\" decoding=\"async\" width=\"1\" height=\"1\" src=\"https:\/\/wp-misc.lifesci.ucla.edu\/ceils-dev\/wp-content\/uploads\/sites\/66\/2025\/09\/AIMS_logo.svg\" class=\"attachment-large size-large\" alt=\"UCLA AIMS logo\" \/>\t\t\t\t\t\t\n\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\n<style>\n#image_1791437272 {\n  width: 100%;\n}\n<\/style>\n\t<\/div>\n\t\n\n\t<div id=\"text-2627875262\" class=\"text\">\n\t\t\n\n<h2><span style=\"color: #000000\"><strong>How can we support introductory science students in building necessary quantitative and other problem solving skills?<\/strong><\/span><\/h2>\n<p>Many introductory science courses require basic understanding of calculus and other quantitative skills. Due to varying levels of prior math preparation among students, there are large grade disparities in these courses. In this project, we will build on promising results from a project funded by UCLA&#8217;s Teaching and Learning Center (TLC), described in more detail in our <a href=\"https:\/\/journals.aps.org\/prper\/abstract\/10.1103\/v93w-ytyc\" target=\"_blank\" rel=\"noopener\">2025 Physical Review Physics Education Research publication<\/a>.<\/p>\n<p>The interventions are:<\/p>\n<ol>\n<li>Supplemental Math assignments designed to address gaps in students\u2019 mathematical knowledge, using scaled incentives to encourage less prepared students to complete supplemental assignments, without introducing the \u201cgifts for the gifted\u201d problem;<\/li>\n<li>State-of-the-art AI tools in a safe and equitable environment, without any extra cost to the student, helping students with the supplemental assignments and enriching the overall learning experience in the course.<\/li>\n<\/ol>\n<p>Together, these components form the AI and Math Skills (AIMS) program. Our prior research shows that these interventions support student learning and reduce inequities in exam performance.<\/p>\n\t\t\n<style>\n#text-2627875262 {\n  color: rgb(0,0,0);\n}\n#text-2627875262 > * {\n  color: rgb(0,0,0);\n}\n<\/style>\n\t<\/div>\n\t\n<p><em>We are grateful for financial support from UCLA&#8217;s Teaching and Learning Center.<\/em><\/p>\n\n\t\t<\/div>\n\t\t\t\t\n<style>\n#col-230460532 > .col-inner {\n  padding: 0pxx 0px 0px 0px;\n}\n<\/style>\n\t<\/div>\n\n\t\n\n\t<div id=\"col-944054784\" class=\"col medium-8 small-12 large-8\"  >\n\t\t\t\t<div class=\"col-inner\"  >\n\t\t\t\n\t\t\t\n\n\t<div id=\"gap-535574038\" class=\"gap-element clearfix\" style=\"display:block; height:auto;\">\n\t\t\n<style>\n#gap-535574038 {\n  padding-top: 30px;\n}\n<\/style>\n\t<\/div>\n\t\n\n  <div class=\"banner-grid-wrapper\">\n  <div id=\"banner-grid-1912398003\" class=\"banner-grid row row-grid row-small\" data-packery-options=\"\">\n                      \n\n<div class=\"col grid-col large-12 grid-col-3-4\" ><div class=\"col-inner\">\n\n\t<div class=\"img has-hover x md-x lg-x y md-y lg-y\" id=\"image_393547434\">\n\t\t<a class=\"\" href=\"https:\/\/journals.aps.org\/prper\/abstract\/10.1103\/v93w-ytyc\" target=\"_blank\" rel=\"noopener\" >\t\t\t\t\t\t<div class=\"img-inner box-shadow-3 dark\" >\n\t\t\t<img loading=\"lazy\" decoding=\"async\" width=\"735\" height=\"400\" src=\"https:\/\/wp-misc.lifesci.ucla.edu\/ceils-dev\/wp-content\/uploads\/sites\/66\/2025\/07\/Physical-Rev.-PER-journal-735x400.png\" class=\"attachment-medium size-medium\" alt=\"\" srcset=\"https:\/\/wp-misc.lifesci.ucla.edu\/ceils-dev\/wp-content\/uploads\/sites\/66\/2025\/07\/Physical-Rev.-PER-journal-735x400.png 735w, https:\/\/wp-misc.lifesci.ucla.edu\/ceils-dev\/wp-content\/uploads\/sites\/66\/2025\/07\/Physical-Rev.-PER-journal-768x418.png 768w, https:\/\/wp-misc.lifesci.ucla.edu\/ceils-dev\/wp-content\/uploads\/sites\/66\/2025\/07\/Physical-Rev.-PER-journal.png 1260w\" sizes=\"auto, (max-width: 735px) 100vw, 735px\" \/>\t\t\t\t\t\t\n\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/a>\t\t\n<style>\n#image_393547434 {\n  width: 100%;\n}\n<\/style>\n\t<\/div>\n\t\n\n\n<\/div><\/div>\n<div class=\"col grid-col large-5 grid-col-2-3\" ><div class=\"col-inner\">\n\n\t<div class=\"img has-hover x md-x lg-x y md-y lg-y\" id=\"image_1596717285\">\n\t\t<a class=\"\" href=\"https:\/\/today.ucsd.edu\/story\/study-finds-unique-strategies-to-improve-student-performance-on-physics-exams\" target=\"_blank\" rel=\"noopener\" >\t\t\t\t\t\t<div class=\"img-inner box-shadow-3 dark\" >\n\t\t\t<img loading=\"lazy\" decoding=\"async\" width=\"480\" height=\"486\" src=\"https:\/\/wp-misc.lifesci.ucla.edu\/ceils-dev\/wp-content\/uploads\/sites\/66\/2025\/07\/UCSD-article-on-AIMS.png\" class=\"attachment-medium_large size-medium_large\" alt=\"Study finds unique strategies to improve student performance on physics exams\" srcset=\"https:\/\/wp-misc.lifesci.ucla.edu\/ceils-dev\/wp-content\/uploads\/sites\/66\/2025\/07\/UCSD-article-on-AIMS.png 480w, https:\/\/wp-misc.lifesci.ucla.edu\/ceils-dev\/wp-content\/uploads\/sites\/66\/2025\/07\/UCSD-article-on-AIMS-395x400.png 395w\" sizes=\"auto, (max-width: 480px) 100vw, 480px\" \/>\t\t\t\t\t\t\n\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/a>\t\t\n<style>\n#image_1596717285 {\n  width: 100%;\n}\n<\/style>\n\t<\/div>\n\t\n\n\n<\/div><\/div>\n<div class=\"col grid-col large-7 grid-col-1\" ><div class=\"col-inner\">\n\n\t<div class=\"img has-hover x md-x lg-x y md-y lg-y\" id=\"image_530814141\">\n\t\t<a class=\"\" href=\"https:\/\/dailybruin.com\/2025\/09\/12\/ai-tools-to-sweep-through-ucla-stem-departments-expanding-education-through-aims\" target=\"_blank\" rel=\"noopener\" >\t\t\t\t\t\t<div class=\"img-inner box-shadow-3 dark\" >\n\t\t\t<img loading=\"lazy\" decoding=\"async\" width=\"595\" height=\"696\" src=\"https:\/\/wp-misc.lifesci.ucla.edu\/ceils-dev\/wp-content\/uploads\/sites\/66\/2025\/09\/DailyBruinSept.2025-AIMS.png\" class=\"attachment-large size-large\" alt=\"Daily Bruin article\" srcset=\"https:\/\/wp-misc.lifesci.ucla.edu\/ceils-dev\/wp-content\/uploads\/sites\/66\/2025\/09\/DailyBruinSept.2025-AIMS.png 595w, https:\/\/wp-misc.lifesci.ucla.edu\/ceils-dev\/wp-content\/uploads\/sites\/66\/2025\/09\/DailyBruinSept.2025-AIMS-342x400.png 342w\" sizes=\"auto, (max-width: 595px) 100vw, 595px\" \/>\t\t\t\t\t\t\n\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/a>\t\t\n<style>\n#image_530814141 {\n  width: 100%;\n}\n<\/style>\n\t<\/div>\n\t\n\n\n<\/div><\/div>\n\n            <\/div>\n    <style>\n    #banner-grid-1912398003 .grid-col-1{height: 600px}\n    #banner-grid-1912398003 .grid-col-1-2{height: 300px}\n    #banner-grid-1912398003 .grid-col-1-3{height:200px}\n    #banner-grid-1912398003 .grid-col-2-3{height: 400px}\n    #banner-grid-1912398003 .grid-col-1-4{height: 150px}\n    #banner-grid-1912398003 .grid-col-3-4{height: 450px}\n\n\n    \n    \n\n  <\/style>\n    <\/div>\n  \n\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\n\t\n\n<\/div>\n\n\t\t<\/div>\n\n\t\t\n<style>\n#section_1835989105 {\n  padding-top: 60px;\n  padding-bottom: 60px;\n  background-color: rgb(193, 193, 193);\n}\n#section_1835989105 .section-bg-overlay {\n  background-color: rgba(255, 255, 255, 0.85);\n}\n<\/style>\n\t<\/section>\n\t\n<div class=\"row\"  id=\"row-91036199\">\n\n\n\t<div id=\"col-42657409\" class=\"col medium-8 small-12 large-8\"  >\n\t\t\t\t<div class=\"col-inner\"  >\n\t\t\t\n\t\t\t\n\n<h3 style=\"text-align: center\"><span style=\"color: #000000\"><strong>Supplemental math associated with higher exam scores<\/strong><\/span><\/h3>\n\t<div class=\"img has-hover x md-x lg-x y md-y lg-y\" id=\"image_774803817\">\n\t\t\t\t\t\t\t\t<div class=\"img-inner dark\" >\n\t\t\t<img loading=\"lazy\" decoding=\"async\" width=\"500\" height=\"174\" src=\"https:\/\/wp-misc.lifesci.ucla.edu\/ceils-dev\/wp-content\/uploads\/sites\/66\/2025\/07\/PhysRevPER_figure.png\" class=\"attachment-large size-large\" alt=\"Set of graphs indicating correlation between students who complete supplemental math and exam scores.\" \/>\t\t\t\t\t\t\n\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\n<style>\n#image_774803817 {\n  width: 100%;\n}\n<\/style>\n\t<\/div>\n\t\n\n<p><span style=\"font-size: 90%\">From our publication &#8211; <a href=\"https:\/\/journals.aps.org\/prper\/abstract\/10.1103\/v93w-ytyc\" target=\"_blank\" rel=\"noopener\">Lu et al. 2025<\/a> &#8211; this figure depicts the correlation of student exam performance with Force Concept Inventory score (an indication of their conceptual physics understanding upon entering the course), separated by supplemental math material 1 completion. The colored bands mark regions with 95% confidence intervals (after taking into account other variables in the model); &#8220;RI&#8221; indicates the &#8220;Relevance Index&#8221; of each exam to the supplemental math assignment.&nbsp; Controlling for incoming physics understanding and other factors, we see that those who complete the supplemental math tend to have higher exam scores, and that this effect is largest on the third exam, which aligns most with the supplemental math material.<\/span><\/p>\n<p>&nbsp;<\/p>\n<div class=\"row\"  id=\"row-1742102927\">\n\n\n\t<div id=\"col-78705981\" class=\"col small-12 large-12\"  >\n\t\t\t\t<div class=\"col-inner\"  >\n\t\t\t\n\t\t\t\n\n<h1 style=\"text-align: center\"><span style=\"color: #000000\"><strong>FAQs<\/strong><\/span><\/h1>\n<div class=\"accordion\">\n\n\t<div id=\"accordion-607776769\" class=\"accordion-item\">\n\t\t<a id=\"accordion-607776769-label\" class=\"accordion-title plain\" href=\"#accordion-item-how-do-you-support-the-students-who-could-most-benefit-from-these-interventions-in-actually-using-them?\" aria-expanded=\"false\" aria-controls=\"accordion-607776769-content\" >\n\t\t\t<button class=\"toggle\" aria-label=\"Toggle\"><i class=\"icon-angle-down\"><\/i><\/button>\n\t\t\t<span>How do you support the students who could most benefit from these interventions in actually using them?<\/span>\n\t\t<\/a>\n\t\t<div id=\"accordion-607776769-content\" class=\"accordion-inner\" aria-labelledby=\"accordion-607776769-label\" >\n\t\t\t\n\n<p>In this study, we tried a unique scaled incentive structure for free online supplemental math assignments to increase the completion rate, especially among students that need more support with mathematical skills. We adopted a formula for applying extra credit so that students who perform better in the exam would gain less by completing the materials.&nbsp;With this incentive structure, we were able to achieve higher completion rates among students who might need more support in the course compared to students who are well equipped to perform well in the course, as indicated by students\u2019 incoming FCI scores. In other words, when incentivized with the scaled extra credit, about 54% of students that scored below the class mean on the FCI completed the first supplemental math assignment compared to only 37% of students that scored at or above the class mean. By contrast, without the incentive, only 19% of students that scored below the class mean on FCI completed the first supplemental math assignment, compared to 24% of students that scored at or above the mean.&nbsp;<\/p>\n\n\t\t<\/div>\n\t<\/div>\n\t\n\n<\/div>\n\n\t\t<\/div>\n\t\t\t\t\n<style>\n#col-78705981 > .col-inner {\n  padding: 10px 10px 10px 10px;\n  margin: 10px 10px 10px 10px;\n}\n<\/style>\n\t<\/div>\n\n\t\n\n<\/div>\n\n\t\t<\/div>\n\t\t\t\t\n<style>\n#col-42657409 > .col-inner {\n  padding: 5px 5px 5px 5px;\n}\n<\/style>\n\t<\/div>\n\n\t\n\n\t<div id=\"col-1022234177\" class=\"col medium-4 small-12 large-4\"  >\n\t\t\t\t<div class=\"col-inner\"  >\n\t\t\t\n\t\t\t\n\n\t<div id=\"text-2629672942\" class=\"text\">\n\t\t\n\n<h3><span style=\"color: #000000;font-size: 90%\"><strong>Expanding to Other Courses<\/strong><\/span><\/h3>\n\t\t\n<style>\n#text-2629672942 {\n  font-size: 1.75rem;\n  line-height: 1.25;\n}\n@media (min-width:850px) {\n  #text-2629672942 {\n    line-height: 0.75;\n  }\n}\n<\/style>\n\t<\/div>\n\t\n<p>Thanks to additional funding from the UCLA&#8217;s TLC, we are implementing these promising interventions across a wider array of Physical and Life Sciences courses, including the Physics 1 series, Chemistry 14 and 20 series, and LS 30A over the next two academic years, making iterative improvements in our implementation plan to increase the use of the AIMS program by students that need it most. This grant will support the adaptation of supplemental math materials for different course contexts and provide support for initial implementation to instructors. Once instructors have adapted supplemental math for their course and implemented homework assignments in Kudu, using these tools in subsequent iterations of the course will require little, if any, labor on their part. If successful, we anticipate increased adoption of these interventions across the Physical Sciences and Life Sciences, resulting in broad use of supplemental math and AI-generated hints, especially by students who could most benefit from them, leading to lower DFW rates and grade disparities.<\/p>\n\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\n\t\n\n<\/div>\n\n\t<section class=\"section\" id=\"section_1100322231\">\n\t\t<div class=\"section-bg fill\" >\n\t\t\t\t\t\t\t\t\t\n\t\t\t\n\n\t\t<\/div>\n\n\t\t\n\n\t\t<div class=\"section-content relative\">\n\t\t\t\n\n<div class=\"row row-box-shadow-3 row-box-shadow-5-hover\"  id=\"row-571374442\">\n\n\n\t<div id=\"col-666934766\" class=\"col medium-5 small-12 large-5\"  >\n\t\t\t\t<div class=\"col-inner\"  >\n\t\t\t\n\t\t\t\n\n<h1 style=\"text-align: center\"><strong><span style=\"color: #000000\">WHO IS INVOLVED?<\/span><\/strong><\/h1>\n<p><span style=\"color: #000000\">This collaborative project involves folks across UCLA and UCSD, including (in alphabetical order):<\/span><\/p>\n<ul>\n<li><span style=\"font-weight: 400\">Steve Bennoun (Associate Teaching Professor, Psychology and Life Sciences Core)<\/span><\/li>\n<li><span style=\"font-weight: 400\">Justin Caram (Associate Professor and Vice Chair, Chemistry &amp; Biochemistry)<\/span><\/li>\n<li><span style=\"font-weight: 400\">Dory Deweese (Assistant Teaching Professor, Chemistry and Biochemistry)<\/span><\/li>\n<li><span style=\"font-weight: 400\">Alexander Kusenko<\/span><span style=\"font-weight: 400\"> (Professor, Physics and Astronomy)<\/span><\/li>\n<li>Yifan Lu (Graduate Student Researcher, Physics and Astronomy)<\/li>\n<li><span style=\"font-weight: 400\">Shanna Shaked (Senior Associate Director, CEILS)<\/span><\/li>\n<li>Elizabeth Simmons (Executive Vice Chancellor, UC San Diego)<\/li>\n<li><span style=\"font-weight: 400\">K. Supriya (Senior Associate Director, CEILS)<\/span><\/li>\n<\/ul>\n\n\t\t<\/div>\n\t\t\t\t\n<style>\n#col-666934766 > .col-inner {\n  padding: 10px 10px 10px 10px;\n  margin: 10px 10px 10px 10px;\n}\n<\/style>\n\t<\/div>\n\n\t\n\n\t<div id=\"col-876354365\" class=\"col medium-7 small-12 large-7\"  >\n\t\t\t\t<div class=\"col-inner\"  >\n\t\t\t\n\t\t\t\n\n\t<div class=\"box has-hover   has-hover box-text-bottom\" >\n\n\t\t<div class=\"box-image\" >\n\t\t\t\t\t\t<div class=\"\" >\n\t\t\t\t<img loading=\"lazy\" decoding=\"async\" width=\"1778\" height=\"1208\" src=\"https:\/\/wp-misc.lifesci.ucla.edu\/ceils-dev\/wp-content\/uploads\/sites\/66\/2025\/07\/Kudu-AI-Hint-Ex.png\" class=\"attachment- size-\" alt=\"Screenshot of Kudu AI Hint\" srcset=\"https:\/\/wp-misc.lifesci.ucla.edu\/ceils-dev\/wp-content\/uploads\/sites\/66\/2025\/07\/Kudu-AI-Hint-Ex.png 1778w, https:\/\/wp-misc.lifesci.ucla.edu\/ceils-dev\/wp-content\/uploads\/sites\/66\/2025\/07\/Kudu-AI-Hint-Ex-589x400.png 589w, https:\/\/wp-misc.lifesci.ucla.edu\/ceils-dev\/wp-content\/uploads\/sites\/66\/2025\/07\/Kudu-AI-Hint-Ex-1177x800.png 1177w, https:\/\/wp-misc.lifesci.ucla.edu\/ceils-dev\/wp-content\/uploads\/sites\/66\/2025\/07\/Kudu-AI-Hint-Ex-768x522.png 768w, https:\/\/wp-misc.lifesci.ucla.edu\/ceils-dev\/wp-content\/uploads\/sites\/66\/2025\/07\/Kudu-AI-Hint-Ex-1536x1044.png 1536w\" sizes=\"auto, (max-width: 1778px) 100vw, 1778px\" \/>\t\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\n\t\t<div class=\"box-text text-center\" >\n\t\t\t<div class=\"box-text-inner\">\n\t\t\t\t\n\n<h4>Screenshot of AI Hint<\/h4>\n<p>Note that AI hints do not provide solutions.<\/p>\n\n\t\t\t<\/div>\n\t\t<\/div>\n\t<\/div>\n\t\n\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\n\t\n\n<\/div>\n\n\t\t<\/div>\n\n\t\t\n<style>\n#section_1100322231 {\n  padding-top: 30px;\n  padding-bottom: 30px;\n  background-color: rgb(238, 238, 238);\n}\n<\/style>\n\t<\/section>\n\t\n\n\n\n<p><\/p>\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":13,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"page-blank.php","meta":{"footnotes":""},"class_list":["post-9090","page","type-page","status-publish","hentry"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.3 - 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