Transcript My Experiments with PER

Experiments with PER
(Physics Education Research)
Chris Meyer
[email protected]
[email protected]
York Mills C. I.
Why Change?
• The poor results from my traditional
lessons
• Question: What is the most valuable
thing kids could be doing when
brought together to learn physics?
PER Background
• Physics Education Research has been
taking place for 20+ years
• Universities noticed poor results from
traditional teaching practices
• Variety of techniques developed
(Redish, Teaching Physics with the
Physics Suite)
My Situation
• Had experimented
with different PER
strategies in a
piecemeal way
• Needed to adapt
university-based
materials/designs
• Didn’t know how to
pull off a full course
This Presentation
• How I structure the class
• How the activities run
• How I evaluate the students
A Day in the Life
•
•
•
•
Homework Comparison (2 min.)
Opening presentation (10 min.)
Group Work Activity (60 min.)
Daily Reading and Note Taking (30
min.)
• Problems (30 min.)
SPH4U: Syllabus
Instructor: Mr. Meyer
Updated: Feb, 2010
This syllabus contains a list of all classes, topics and homework in the Gr. 12 physics course. You should
always take notes from the listed readings.
Introduction
Topics
1
Course Introduction
How to Be Smart
Intro to Group Work
2
Taking Notes
Measurement
3
Numbers, Estimations and Fermi Questions
Kinematics
1
Quiz on Introduction Unit
The BIG 5 Equations
Intro to Problem Solving
2
Cooperative Group Problem Solving (CGPS)
3
CGPS
4
Representations of Motion
5
6
7
CGPS
Kinematics Graphing ILD or Review
Test on Kinematics
Homework
Read course handouts.
Actually read the handouts.
Read pg. 748-9 “Scientific Notation”
Worksheet: Numbers and Physics
Worksheet: Fermi and Numbers
Read pg. 24-7
Problems: pg. 27, #20-21, pg. 37, #9
* Optional - Review: Graphing Kinematics
Problems: pg. 65 #18, 19 a, b
Read pg. 35-8, pg. 65 #21, 26
Read pg. 11-3, 20-4, pg. 14 #15, 16
Worksheet: Converting Graphs of Motion
Problems: pg. 67 #46
Problems: pg. 24 #11, pg. 65 #7
NOTE: 2-D motion, relative motion and projectile
motion are not part of this unit.
Opening Presentations
• Present only the
essentials for the day’s
activity
• Highlight an idea from
the previous readings
• Give an alternate view /
explanation based on
readings or day’s activity
Group Activities
• Group structure based upon U of T
Labs and U of Minnesota CGPS
• Guided inquiry activities (Workshop
Physics, Physics Sense-Making)
• Physics challenges (CGPS)
• Marked for feedback (assessment)
• Individual quizzes for marks!
(evaluation)
Group Structure
• U of T undergrad
physics labs is
piloting a
redesigned course
• CGPS manual
• Our introduction to
group work
Guided Inquiry
• Introduction to and focus on concepts
• “Open” inquiry lacks direction, students see
different things than we do
• Only key calculations
• Compare with direct measurements
• Based on Workshop Physics (Priscilla Laws,
Dickinson College)
• Based on Physics Sense-Making (Elby, U of
Maryland)
• Based on Tutorials in Introductory Physics
Workshop Physics
• Major focus is interplay between
observations and experiments, and the
formalism of definitions and math (the
process of science)
• Students need concrete experience
with the phenomena
• Focus on smaller quantity of topics to
learn thoroughly
SPH4U: Tension and Pulleys
Part A: Tension and Pulleys
Suppose you were to hang a mass of 0.5 kg in the various configurations shown below.
Date: _____________________
Recorder: __________________
Manager: __________________
Skeptic: __________________
Com / Know / Inq / MC: 0 1 2 3 4 5
A
C
B
m
m
m
F
E
m
D
m
m
m
m
M
M>m
1. Predict and measure the tension in the string for configurations A through E.
2. What can you conclude about the force of tension in the string?
3. Configuration F is tricky since the masses are different. Predict how the two scale
readings will compare. See if you can measure this if the system is not moving too fast!
Predicted
Measured
FTA =
FTA =
FTB =
FTB =
FTC =
FTC =
FTD =
FTD =
FTE =
FTE =
Physics Sense-Making
• Our preconceptions are
based on our life
experience
• Not necessarily wrong
• Must learn how to
reinterpret them in light of
our growing physics
understanding
Tutorial 3:
Name
Section
Counterintuitive ideas: Newton’s third law
The main point of this tutorial is helping you learn more strategies for learning physics concepts that seem to
defy common sense.
I.
Newton’s third law and common sense
According to Newton’s third law, when two objects interact,
The force exerted by object A on object B is equal in strength (but opposite in direction) to the force
exerted by object B on object A.
Often, this law makes perfect sense. But in some cases, it seems not to.
Consider a heavy truck ramming into a parked, unoccupied car.
2M
M
A. (Work together) According to common sense, which force (if either) is larger during the collision: the
force exerted by the truck on the car, or the force exerted by the car on the truck? Explain the intuitive
reasoning.
B. (Work together) We’ve asked this question of many students, and a typical response goes like this:
Intuitively, the car reacts more during the collision. (You’d rather be riding in the truck!)
So the car feels the bigger force.
Tutorials in Introductory Physics
• A series of instructional materials using
very basic equipment or thought
experiments
• Focus on physical concepts and
reasoning skills
Physics Challenges
• Context-rich problems
• Must make something happen
• Reinforces connection between theory
and reality
• Making Connections component of the
course
• Based on Cooperative Group Problem
Solving (Heller & Heller, U of
Minnesota)
Sample Challenges
CGPS: The Scale Challenge!
Do not write on this page!
You will need:
 One incline, One retort stand, One test-tube clamp, One small object (m < 200 g)
 Brains
Set up your incline at any angle between 25o and 40o. Your teacher will place a digital
balance scale on your incline with your object resting on it. Predict the reading of the scale
in grams. Show the results of your calculations before the test!
Bonus
How would your prediction change if the object and the scale were free to slide down the
incline while making the reading?
Sample Challenges
Cooperative Group Problem Solving: Washer Drop!
Do not write on this page!
Your group will be given a length of string, five washers and some tape. Your challenge
is to attach the five washers such that when you release the string and the washers hit
the ground, the sound of each hit is evenly spaced. This means a steady clink-clinkclink-clink-clink. Not clink, clink ….. clink, clinkink.
Specifications:
 There must be a washer at the two ends of the string. You may not change the
string’s length.
 The bottom washer will be just above the ground when the string is released.
 Don’t cover the washers with tape otherwise we can’t hear the ‘clink’!
We will test all the strings at the end of class!
Bonus
We assumed in our calculations that the bottom washer is ‘just’ above the ground. How
will the starting height of the lowest washer affect the results of this challenge?
CGPS
Emphasis on:
• Planning a solution
• Abstraction of context-rich situation to
physics idealization
• Translation of common speech to
physics terminology
• I reinforce this with Fermi questions
Problem:
A. Focus the Problem
Pictures and Given Information
Key Question(s)
Key Concepts / Ideas
B. Describe the Physics
Diagram(s) and Define Quantities
Date:
__________________
Recorder: __________________
Manager: __________________
Skeptic: __________________
Com / Know / Inq / MC: 0 1 2 3 4 5
Implementation Challenges
• Some students don’t like group work
• Some students don’t like to do
anything
• Some students resist the extra
structure for the homework or group
work
• Students feel lost without lectures
Evaluation
Knowledge and
Understanding
Thinking and
Inquiry
Communication
28%
Tests
14%
Group work quizzes
14%
Tests (6%), group work
quizzes (6%), note checks
(2 %)
Making
Connections
Exam
14%
Culminating Project (7%) and
“Challenges” (7%)
30%
Success?
• Greater student
engagement
• Increased emphasis
on writing
• Daily tutoring
• Test results similar to
past (but no FCI)
• Personal satisfaction
Resources
• The Physics Suite
http://www2.physics.umd.edu/~redish/Book/
• Cooperative Group Problem Solving
http://groups.physics.umn.edu/physed/Research/CGPS/GreenBook.html
• Workshop Physics
http://physics.dickinson.edu/~wp_web/wp_homepage.html
• Tutorials in Physics Sense-Making
http://www2.physics.umd.edu/~elby/CCLI/index.html
• U of T Undergrad Labs
http://www.upscale.utoronto.ca/Practicals/
• Tutorials in Introductory Physics
http://www.phys.washington.edu/groups/peg/tut.html