This is a list of research-based materials that can be used in introductory physics classes.
ALPS Kits/Active Physics
The Active Learning Problem Sheets (the ALPS Kits) include inexpensive worksheets that can be used to enhance student conceptual understanding and problem solving expertise. They emphasize multiple representations of physical situations and encourage students to actively participate in all parts of their instruction. Materials are included for interactive lecture activities. The first encounter with a topic is qualitative followed by quantitative analysis. The ALPS Kits are a comprehensive product to supplement introductory physics courses that emphasize problem solving (college calculus-based physics and algebra-based physics, and high school honors and AP physics).
Materials:
A. Van Heuvelen, ALPS: Mechanics (Vol. 1), Electricity and Magnetism (Vol. 2) (Hayden-McNeil Publishing, Westland MI, 1994).
ActivPhysics is a comprehensive multimedia-problem package designed to supplement introductory physics courses that emphasizes problem solving (college calculus-based physics and algebra-based physics, and high school honors and AP physics). The Mac and PC product includes two parts each with a CD and workbook. Active Physics covers all areas of physics.
A. Van Heuvelen, ActivPhysics Workbook (Addison Wesley Interactive, 1997).
Related Readings:
A. Van Heuvelen, “Overview, Case Study Physics,” American Journal of Physics 59, 898-907 (1991).
A. Van Heuvelen, “Overview, Case Study Physics,” online at http://www.ed.gov/offices/OPE/FIPSE/LessonsII/newmexst.html (1993).
A. Van Heuvelen, “Using interactive simulations to enhance conceptual development and problem solving skills,” in American Institute of Physics Conference Proceeding No. 399 The Changing Role of Physics Departments in Modern Universities: Proceedings of the International Conference on Undergraduate Physics Education, edited by E.F. Redish and J.S. Rigden (American Institute of PhysicsPress, Woodbury NY, 1997), 1119-1136.
R. Gautreau and L Novemsky, “Concepts first – A small group approach to physics learning,” in American Institute of Physics Conference Proceeding No. 399 The Changing Role of Physics Departments in Modern Universities: Proceedings of the International Conference on Undergraduate Physics Education, edited by E.F. Redish and J.S. Rigden (American Institute of PhysicsPress, Woodbury NY, 1997), 575-582.
Activity-Based Physics (ABP)
Activity-Based Physics is a multi-university project to sustain and enhance current efforts to render introductory physics courses more effective and exciting at both the secondary and college level. This program represents a multi-university collaborative effort by a team of educational reformers to use the outcomes of physics education research along with flexible computer tools to promote activity-based models of physics instruction.
ABP Tutorials and Alternative Physics Problems
The ABP Tutorials are microcomputer-based laboratory (MBL), video-based laboratory (VBL), and Quantitative Tutorials in the style of University of Washington tutorials (see Tutorials in Introductory Physics listed below). The tutorials are recitation replacement activities where student groups work on research-based worksheets designed to promote conceptual understanding. The ABP tutorials are available online along with Alternative Homework Assignments, Thinking Problems in Physics, and a collection of Estimation Problems for University physics classes. These are supplemental problems designed to help students improve their conceptual understanding and reasoning skills.
Materials:
Available from the University of Maryland Physics Education Research Group’s website at http://www.physics.umd.edu/rgroups/ripe/perg/abp/.
Related Articles:
* E.F. Redish, J.M. Saul, and R.N. Steinberg, “On the effectiveness of active-engagement microcomputer-based laboratories,” American Journal of Physics 65 (1), 45-54 (1997). Available online at http://www.physics.umd.edu/rgroups/ripe/perg/cpt.html.
R.N. Steinberg, M.C. Wittmann, and E.F. Redish, “Mathematical Tutorials in introductory physics,” in American Institute of Physics Conference Proceeding No. 399 The Changing Role of Physics Departments in Modern Universities: Proceedings of the International Conference on Undergraduate Physics Education, edited by E.F. Redish and J.S. Rigden (American Institute of PhysicsPress, Woodbury NY, 1997), 1075-1092.
Interactive Lecture Demonstrations (ILD), Tools for Scientific Thinking (TST), and/RealTime Physics (RTP)
These are three microcomputer-based lab (MBL) supplemental curricula that have been demonstrated to improve student understanding of basic Newtonian concepts of force and motion. Instant feedback helps students relate the motion of objects and their graphical representations. The curricula can be used to supplement a standard lab curriculum (TST), replace all or most of a standard lab curriculum (RTP), or be used for enhanced demonstrations in lecture (ILD). Although the materials are designed to work with Vernier’s ULI computer interface, they can also be used with PASCO’s MBL products.
Materials:
R. Thornton and D. Sokoloff, Tools for Scientific Thinking Motion and Force (Vol. 1), Heat and Temperature (Vol. 2) (Vernier Software, Portland OR, 1992 and 1993).
D. Sokoloff, R. Thornton, and P. Laws, RealTime Physics – Module 1: Mechanics, Module 2: Heat and Thermodynamics (John Wiley & Sons, New York, 1999).
D. Sokoloff, R. Thornton, and P. Laws, RealTime Physics – Electric Circuits (Vernier Software, Portland OR, 1999).
R. Thornton and D. Sokoloff, MBL Interactive Lecture Demonstrations – Motion, Force, and Energy (Vernier Software, Portland OR, 1999).
Related Articles:
R.K. Thornton, “Tools for Scientific Thinking: Learning physical concepts with real-time laboratory tools,” in The Conference on Computers in Physics Education: Proceedings, edited by E.F. Redish and J.S. Risley (Addison-Wesley, New York, 1990), 177-189.
* R.K. Thornton and D.R. Sokoloff, “Learning motion concepts using real-time microcomputer-based laboratory tools,” American Journal of Physics 58 (9), 858-867 (1990).
R.A. Morse, “Acceleration and net force: An experiment with the force probe,” The Physics Teacher 31 (4), 224-226 (1993).
R.A. Morse, “Constant acceleration: Experiments with a fan driven dynamics cart,” The Physics Teacher 31 (8), 436-438 (1993).
R.K. Thornton, “Using large-scale classroom research to study student conceptual learning in mechanics and to develop new approaches to learning,” in Microcomputer-Based Labs: Educational Research and Standards, edited by R.F. Tinker, Series F, Computer and Systems Sciences 156 (Springer Verlag, Berlin, Heidelberg, 1996), 89-114.
D.R. Sokoloff and R.K. Thornton, “Using Interactive Lecture Demonstrations to create an active learning environment,” in American Institute of Physics Conference Proceeding No. 399 The Changing Role of Physics Departments in Modern Universities: Proceedings of the International Conference on Undergraduate Physics Education, edited by E.F. Redish and J.S. Rigden (American Institute of PhysicsPress, Woodbury NY, 1997), 1061-1074.
R.K. Thornton and D.R. Sokoloff, “RealTime Physics: Active learning laboratory,” in American Institute of Physics Conference Proceeding No. 399 The Changing Role of Physics Departments in Modern Universities: Proceedings of the International Conference on Undergraduate Physics Education, edited by E.F. Redish and J.S. Rigden (American Institute of PhysicsPress, Woodbury NY, 1997), 1101-1118.
* D.R. Sokoloff and R.K. Thornton, “Using interactive lecture demonstrations to create an active learning environment,” The Physics Teacher 35 (6), 340-347 (1997).
Workshop Physics
The Workshop Physics curriculum is an integrated guided-inquiry laboratory-based curriculum that replaces the traditional lecture/recitation/laboratory format. Students work in groups with computers and MBL equipment to study physical situations and test mathematical models. The students learn physics by doing physics rather than just reading or hearing about it. Workshop Physics is a one-year curriculum replacement for class sizes of up to thirty students.
Materials:
P.W. Laws, Workshop Physics Activity Guide (John Wiley & Sons, New York NY, 1997). An instructor’s version is available from CD-ROM from Wiley. Additional information is available from the project website at Dickinson College at http://physics.dickinson.edu/.
Related Articles:
P. Laws, “Calculus-based physics without lectures,” Physics Today 44 (12), 24-31 (December, 1991).
H. Pfister and P. Laws, “Kinesthesia-1: Apparatus to experience 1-D motion,” The Physics Teacher 33 (4), 214-220 (1995).
* P. Laws, “Millikan Lecture 1996: Promoting active learning based on physics education research in introductory physics classes,” American Journal of Physics 65 (1), 13-21 (1997).
P.W. Laws and P.J. Cooney, “Workshop Physics: A sample class on oscillations, Determinism, and Chaos,” in American Institute of Physics Conference Proceeding No. 399 The Changing Role of Physics Departments in Modern Universities: Proceedings of the International Conference on Undergraduate Physics Education, edited by E.F. Redish and J.S. Rigden (American Institute of PhysicsPress, Woodbury NY, 1997), 959-972.
P.W. Laws, “A new order for mechanics,” in Proceedings of the Conference on the Introductory Physics Course, Rensselaer Polytechnic Institute, Troy, NY, May 20-23, 1992, edited by Jack Wilson (Wiley, New York, 1997), 125-136.
P.W. Laws, P.J. Rossborough, and F.J. Poodry, “Women’s responses to an activity-based introductory physics program,” Physics Education Research: A Supplement to the American Journal of Physics 67 (7), S32-S38 (1999).
Bridging
An approach that helps students build a reasoning bridge from their preconceptions to the physics view using intermediate “bridging” analogies, microscopic models, demonstrations, and experiments. The materials go over several bridging lessons on Newton’s laws of motion. The materials also discuss several student preconceptions in this area.
Materials:
C.W. Camp and J.J. Clement, Preconceptions in Mechanics: Lessons Dealing with Students’ Conceptual Difficulties (Kendall/Hunt Publishing Co., Dubuque IA, 1994).
Related Articles:
* J. Minstrell, “Explaining the ‘at rest’ condition of an object,” The Physics Teacher 20, 10-14 (1982).
J. Clement, D. Brown, and A. Zeitsman, “Not all preconceptions are misconceptions: Finding anchoring conceptions for grounding instruction on students’ intuition,” International Journal of Science Education 11 (special issue), 554-565 (1989).
J. Clement, “Using bridging analogies and anchoring intuitions to deal with student preconceptions in physics,” Journal of Research in Science Teaching 30 (10), 1241-1257 (1993).
Cooperative Group Problem Solving and Problem Solving Labs
This curriculum emphasizes the teaching of expert-like problem-solving and collaborative learning skills. The students are taught an expert-like problem-solving strategy like GOAL in lecture and practice using it in groups of three on challenging “context rich” problems in recitation and open-ended lab questions in lab. Because the collaborative groups distribute the thinking load among the members of a group, students can successfully apply the problem solving strategy early in the course to problems on which most beginning students would initially fail. Special attention is paid to help the groups work together as a team.
Materials:
University of Minnesota’s Cooperative Group Problem Solving curriculum materials are available online at http://www.physics.umn.edu/groups/physed/. Additional material is available upon request.
Related Readings:
* P. Heller, R. Keith, and S. Anderson, “Teaching problem solving through cooperative grouping. Part 1: Group versus individual problem solving,” American Journal of Physics 60 (7), 627-636 (1992).
P. Heller and M. Hollabaugh, “Teaching problem solving through cooperative grouping. Part 2: Designing problems and structuring groups,” American Journal of Physics 60 (7), 637-644 (1992).
P. Heller, T. Foster, and K. Heller, “Cooperative group problem solving laboratories for introductory courses,” in American Institute of Physics Conference Proceeding No. 399 The Changing Role of Physics Departments in Modern Universities: Proceedings of the International Conference on Undergraduate Physics Education, edited by E.F. Redish and J.S. Rigden (American Institute of PhysicsPress, Woodbury NY, 1997), 913-934.
Just-in-Time Teaching
Just-in-Time Teaching (JiTT) is a teaching and learning strategy comprised of two elements: classroom activities that promote active learning and World Wide Web resources that are used to enhance the classroom component. Active learning assignments and enrichment materials are delivered to the students over the web. They respond to these assignments electronically. A subset of these electronic submissions provides immediate feedback to the instructors concerning the state of the class' progress. These assignments, due in the morning a few hours before class, are used to adjust the classroom activities to suit the students' needs. One aspect that has application outside of the JiTT curriculum is Physlets, java applets that can be used to deliver web-based interactive simulations and problems to students. Note that web delivery means that students can access theseactivities on any computer that can access the web.
Materials:
G.M. Novak, E.T. Patterson, A.D. Gavrin, & W. Christian, Just-in-Time Teaching: Blending Active Learning with Web Technology (Prentice Hall, Upper Saddle River NJ, 1999).
Information on JiTT is available online at
http://webphysics.iupui.edu/jitt/jitt.html and http://www.usafa.af.mil/dfp/research/cper/morejitt.htm.
Information on Physlets is available online at http://webphysics.davidson.edu/Applets/Applets.html and http://webphysics.davidson.edu/jitt/jitt_at_davidson.html
Related Readings:
G.M. Novak, E.T. Patterson, A. Gavrin, and R. C. Enger, “Just-in Time Teaching: Active Learners on the WWW,” Paper presented at IASTED International Conference on Computers and Advanced Technology in Education , May 27 -30, 1998 in Cancun, Mexico. Available online at http://webphysics.iupui.edu/JITT/ccjitt.html.
S.W. Bonham, J.S. Risley and W. Christian, “Using Physlets to teach electrostatics,” The Physics Teacher (submitted)
Peer Instruction
In Peer Instruction, short periods of lecture (12-20 minutes long) are broken up by multiple-choice questions that test students’ conceptual understanding. The questions are designed to target student preconceptions and subtleties in the course material. After one minute, students record their individual responses and then try to convince their neighbors their answer is correct. After some time for animated discussion, students are allowed to reconsider their answer and respond again. Based on a poll of student responses, the instructor can go on to the next topic or spend more time on the current topic.
Materials:
E. Mazur, Peer Instruction: A Users Manual (Prentice Hall, New Jersey, 1997).
Related Readings:
D.E. Meltzer and K. Manivannan, “Promoting interactivity in physics lecture classes,” The Physics Teacher 34, 72-76 (1996).
E. Mazur, “Peer Instruction: Getting students to think in class,” in American Institute of Physics Conference Proceeding No. 399 The Changing Role of Physics Departments in Modern Universities: Proceedings of the International Conference on Undergraduate Physics Education, edited by E.F. Redish and J.S. Rigden (American Institute of PhysicsPress, Woodbury NY, 1997), 981-988.
Information is also available online at
http://mazur-www.harvard.edu/Education/EducationMenu.html.
SCALE-UP
The Student Centered Activities for Large Enrollment in University Physics (SCALE-UP) project is investigating methods for establishing a highly collaborative, hands-on, computer-intensive, interactive learning environment for large enrollment physics courses (class size from 50-100 students). The project involves the development, evaluation, and dissemination of research-based curricular materials to support active-learning activities in an integrated lecture/laboratory course as an economical alternative to traditional lecture-oriented courses. The curriculum materials are designed to be modular so that instructors can implement as few or as many of the SCALE-UP activities as befits their institution, resources, and teaching style.
Materials:
Information on the SCALE-UP project is available on the web at http://www2.ncsu.edu/ncsu/pams/physics/Physics_Ed/SCALE-UP%20Description.html. SCALE-UP curriculum materials will be available at this Web before the Spring 2000 semester/quarter.
Related Readings:
R. Beichner, L. Bernold, E. Burniston, P. Dail, R. Felder, J. Gastineau, M Gjestsen, and J. Risley, “Case study of the physics component of an integrated curriculum,” Physics Education Research: A Supplement to the American Journal of Physics 67 (7), S16-S25 (1999).
R.J. Beichner, J.M. Saul, D.S. Abbott, J.J. Morse, D.L. Deardorff, R.J. Allain, S.W. Bonham, M.H. Dancy, and J.S. Risley, “The Student-Centered Activities for Large Enrollment Undergraduate Programs (SCALE-UP) project,” in Research-Based Reform of University Physics, edited by E.F. Redish and P.Cooney (AAPT, College Park MD, 2007).
Online at <http://per-central.org/per_reviews/media/volume1/SCALE-UP-2007.pdf>.
Socratic Dialog Inducing Labs
Socratic Diologue Inducing labs are a series of active-learning laboratory experiments developed by Richard Hake at the University of Indiana. SDI Labs emphasize hands-on experience with simple mechanics experiments and facilitate students’ active learning with course material. During the lab, the students work in groups through a series of questions that ask them to analyze and explain their observations. The questions are designed to elicit well-known student preconceptions and to provoke group discussions. Instructors ask questions in a Socratic fashion to guide students to a correct interpretation of their experiment by asking leading questions about conflicts between their preconceptions and what they observed.
Materials:
Curriculum materials are available from the University of Indiana’s Research in Physics Education Group online at http://carini.physics.indiana.edu/SDI/phys-ed-new.html.
Related Readings:
R.R. Hake, “Socratic pedagogy in the introductory physics laboratory,” The Physics Teacher 30, 546-552 (1992). Available online at http://carini.physics.indiana.edu/SDI/.
R.R. Hake, “Promoting student crossover to the Newtonian world,” American Journal of Physics 55, 878-884 (1998).
Tutorials in Introductory Physics
These tutorials are concept-building activities in which groups of three to four students work collaboratively on specially designed worksheets. The worksheets guide students through the reasoning required to develop and apply important concepts and principles. Like the SDI labs, instructors use semi-Socratic questions to help students resolve conflicts between their preconceptions and the conflicts brought out by the worksheets. Many colleges and universities use tutorials as recitation or laboratory activities to supplement lecture instruction.
Materials:
L.C. McDermott and P.S. Shaffer, Tutorials in Introductory Physics (Preliminary edition) (Prentice Hall, Upper Saddle River NY, 1997).
Related Readings:
P.S. Shaffer and L.C. McDermott, “Research as a guide for curriculum development: An example from introductory electricity. Part II. Design of an instructional strategy,” American Journal of Physics 60, 1003-1013 (1992).
L.C. McDermott, P.S. Shaffer, and M.D. Somers, “Research as a guide for teaching introductory mechanics: An illustration in the context of the Atwood’s machine,” American Journal of Physics 62, 46-55 (1994).
R.N. Steinberg, G.E. Oberem, and L.C. McDermott, “Development of a computer-based tutorial on the photoelectric effect,” American Journal of Physics 64, 1370-1379 (1996).
G.E. Francis, “Effectiveness of Tutorials in Introductory Physics,” in American Institute of Physics Conference Proceeding No. 399 The Changing Role of Physics Departments in Modern Universities: Proceedings of the International Conference on Undergraduate Physics Education, edited by E.F. Redish and J.S. Rigden (American Institute of PhysicsPress, Woodbury NY, 1997), 567-574.
L.C. McDermott, P.S. Shaffer, and S. Vokos, “Sample class on Tutorials in Introductory Physics,” in American Institute of Physics Conference Proceeding No. 399 The Changing Role of Physics Departments in Modern Universities: Proceedings of the International Conference on Undergraduate Physics Education, edited by E.F. Redish and J.S. Rigden (American Institute of PhysicsPress, Woodbury NY, 1997), 1007-1018.
K. Wosilait, P.R.L. Heron, P.S. Shaffer, and L.C. McDermott, “Development and assessment of a research-based tutorial on light and shadow,” American Journal of Physics 66, 906-913 (1998).
K. Wosilait, P.R.L. Heron, P.S. Shaffer, and L.C. McDermott, “Addressing student difficulties in applying a wave model to the interference and diffraction of light,” Physics Education Research: A Supplement to the American Journal of Physics 67 (7), S5-S15 (1999).
Useful References for a Conceptual Approach to Physics
P. Hewitt, Conceptual Physics, 8th ed. (Addison Wesley, New York, 1997).
L.C. McDermott, Physics by Inquiry, 2 Vols. (Wiley, New York NY, 1995).
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