Physics by Inquiry and the Tutorials.ppt - KSUPER

1 12/2/20081 Physics BYINQUIRY AND THETUTORIALS:A GLIMPSEINTO THECURRICULUMMATERIALS BY THEUNIVERSITY OFWASHINGTONS ytil MurphyPER SeminarDecember 2, 2008 OUTLINE|Basics of both materials|My motivation|My | Physics By InquiryyBackgroundyContentyImplementatio n|The tutorials in Introductory PhysicsyBackgroundyContentyImplementatio n|Results12/2/20082 DEVELOPMENT OFPHYSICSBYINQUIRYAND THETUTORIALS|Research-basedyIndividual interviews to identify conceptual and yIndividual interviews to identify conceptual and reasoning difficultiesyDevelop instructional strategiesyDesign, test, modify instructional materialsyIterate|Ellicit, Confront, Resolve |Taught using the Socratic method|Taught using the Socratic methodyInstructors ask questions rather than tell answers| Physics By Inquiry initial development preceded development of TutorialsyIn the end same body of research used for bothMY |Rank bulbs in order of brightness.

2 Explain.|Rank voltages across bulbs. Explain.|Write an equation that relates voltages across bulbs 3, 5, and 6 to the battery voltage12435voltage.|Remove bulb 1. How of bulb 2 change?yBrightness of bulb 6 change?yBrightness of bulb 3 change?45612/2/20083 PHYSICSBYINQUIRY BACKGROUND|Stand-alone curriculumcurriculum| .. students gain direct experience with the process of science. |Hands-on activitiesPHYSICSBYINQUIRY CONTENT|Properties of Matter|Heat and Temperature|Heat and Temperature|Light and Color|Magnets|Astronomy By Sight (x 2)|Electric Circuits|Electromagnets|Electromagnets|L ight and Optics|Kinematics12/2/20084 PBI IMPLEMENTATION(MSU)|Pre-service Elementary Ed. Majors (typically freshman or sophomore)freshman or sophomore)|3 2 hr class periods/week|4 content modules/semester yEach covered for ~25% of semesteryNone covered completely|~ 20 students/class|1 GTA and 1-2 peer instructors|Training meetings: 2/week (only 1 would be needed if all instructors experienced)yWorked through materials for that week under guidance of experienced IMPLEMENTAION(MSU)|Typical class:yAnnouncementsyAnnouncementsyAny necessary lecturing yStudents work in groupsyTA s wander around try to give each group equal time.

3 Assist as SAMPLE To this point .. |Part A Section 1:|Part A, Section 1:yLighting a bulb given a battery, bulb, and wireyConductors vs. InsulatorsyCircuit diagramsPHYSICSBYINQUIRY WHERENEXT?|Part A, Section 3 Further development of current modelcurrent model|Part A, Section 4 Series and parallel networks (voltage model)|Part B: Measurements of current and resistance (Kirchoff s 1stlaw, equivalent resistance)|Part C: Measurement of voltage (multiple b tt i Ki h ff 2ndl i d ll l batteries, Kirchoff s 2ndlaw, series and parallel decomposition, Ohm s law)|Part D: Batteries and bulbs in everyday life (real batteries, energy and power)12/2/20086 ATTHEEND |Predict the relative brightness of the three brightness of the three bulbs.

4 |What happens to the brightness of bulbs A and B if bulb C is unscrewed?BACBCTUTORIALS BACKGROUND|Supplemental to traditional lecturetraditional lecture|Pre- or Post-Instruction|Pre-test, tutorial, homework, post-test|Students gain tl conceptual understanding|Typically are not hands-on12/2/20087 tutorials CONTENT|Kinematics|Newton s Laws|Newton s Laws|Energy and Momentum|Rotation|Electrostatics|Electri c Circuits|Magnetism|Magnetism|Electromagn etism|Waves|Optics Geometric and PhysicalTUTORIALS IMPLEMENTATION(MSU)|Take place of lab for Algebra-based introductory sequencesequence|~20 students/class|1 GTA and 1-2 peer instructors/class|Training meetings: 1/weekyWorked through both the tutorial and tutorial HW under guidance of course instructorM f h/ k|Meet for 2hrs/week12/2/20088 tutorials IMPLEMENTATION(MSU)|Typical classyAnnouncementsyAnnouncementsyAny lecturing yStudents work in groupsyTA s wander around try to give each group equal time.

5 Assist as SAMPLETo this point ..|This is the 1sttutorial on circuits|This is the 1sttutorial on circuits.|Possibly preceded by lecture on circuits.|Most likely have had lectures, traditional homework, tutorials and tutorial homework on electrostatics12/2/20089 tutorials WHERENEXT?|Tutorial HW ranking tasks, current through circuit elementscircuit elements|Electric Circuits 2 resolving issues with combination parallel and series circuitsyDevelopment of voltage model|Tutorial HW ranking tasks, potential differences across circuit elementsEl f bii f th ttiyExample from beginning of the presentation.|Additional tutorial and homework on RC circuitsUSEFULREFERENCES|L. C. McDermott, Oersted medal lecture 2001: Physics education research The key to student Physics education research The key to student learning, AJP 69 (11), 1127-1137 (2001).

6 |L. C. McDermott and P. S. Shaffer, Research as a guide for curriculum development: An example from introductory electricity. Part 1: Investigation of student understanding, AJP 60(11), 994-1003 (1992).(11), 9941003 (1992).|P. S. Shaffer and L. C. McDermott, Research as a guide for curriculum development: An example from introductory electricity. Part 2: Design of instructional strategies, AJP 60(11), 1003-1013 (1992).