ThomasA.MooreIntroductoryCalculus-BasedPhysics.pptVIP

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ThomasA.MooreIntroductoryCalculus-BasedPhysics.ppt

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ThomasA.MooreIntroductoryCalculus-BasedPhysics.ppt

Six Ideas That Shaped Physics:An Overview Thomas A. Moore Introductory Calculus-Based Physics Conference November 1, 2003 What is Six Ideas That Shaped Physics? A textbook, instructor’s manual, and website A new approach to teaching introductory physics based on four fundamental principles: New approaches can provide increased insight Active learning solidifies understanding Explicit instruction and practice with model-building provides flexibility Contemporary physics provides excitement My goals in this presentation To describe the structure and goals of a Six Ideas course To discuss how the Six Ideas materials express the four principles mentioned To present evidence that the approach works The Introductory University Physics Project (IUPP) NSF-funded project (1987-1995) whose purpose was to develop and test alternatives to the standard course Summative report: Am. J. Phys. 66, pp. 124-137 (February, 1998) Principles articulated by the IUPP committee: Less is more Include 20th century physics Use a storyline The structure of Six Ideas The text is divided into six volumes, each focused on a single formative idea Unit C: Interactions are Constrained by Conservation Laws Unit N: The Laws of Physics are Universal Unit R: The Laws of Physics are Frame-Independent Unit E: Electric and Magnetic Fields are Unified Unit Q: Matter Behaves Like Waves Unit T: Some Processes are Irreversible How this structure addresses the IUPP goals Each idea provides a “story line” for the unit They also motivate necessary cuts Some large-scale cuts (geometric optics, fluids) Mostly, the pace is cut by streamlining The “chapter per day” format defines the pace Contemporary physics Units on relativity and quantum physics Contemporary perspective throughout How new approaches can improve learning: an example Common student problems Identifying forces linked by Newton’s 3rd law Identifying fictitious forces These problems are related Students see forces as isolated entities that are not link