Introduction |
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The introductory physics courses at the University of Minnesota
[1]
are rooted in context-rich
[2]
and problem-solving
[3]
methods of learning
as a motivator for students to acquire a sound knowledge of the subject.
The courses are integrated into three distinct but complimentary components --
lecture, discussion section and laboratory, each of which consistently
embrace these active learning strategies.
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In particular, the laboratories are designed to promote genuine
exploration and understanding of fundamental concepts in physics
but in a non-traditional, non-recipe format.
The physics concepts are typically presented in a bi-weekly structure.
For example, the first of a three quarter sequence of our
calculus based physics course, PHYSICS 1251
[4],
which uses
Physics for Scientist and Engineers
[5]
as text, had a course and laboratory structure as listed below.
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| PHYSICS 1251 Course Content |
| Week | Content |
|---|
| 1-2 | Description of Rectilinear Motion |
| 3-4 | Motion in a 2D Plane |
| 5-6 | Forces |
| 7-8 | Work & Energy |
| 9-10 | Momentum |
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Laboratory Preparation |
Because of the richness of our learning methods and thus the in-laboratory demands
placed upon the students,
it is imperative that they possess a basic knowledge of fundamental
concepts and skills presented in the lecture textbook
in order to understand the significance of the laboratory exercises.
In an effort to avoid dysfunction in the laboratory, we have developed
a sequence of computer preparation programs, using the cT Programming Language
[6],
which insures that each student has completed reading with at least a
minimum level of understanding.
Each Preparation Program is composed of a series of units, each containing questions pertaining to that concept. The topical content of the first quarter
of computer Preparation Programs are listed in the following table.
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Preparation Program Content
| Motion in One Dimension | Motion in Two Dimensions | Forces |
|---|
| Coordinate Systems | Scalars & Vectors | Force Components |
| Displacement | Vector Components | Force Diagrams |
| Speed & Velocity | Constant Acceleration | Free-body Diagrams |
| Acceleration | Circular Motion | Static Friction |
| Trigonometry & Graph Interpretation | Centripetal Acceleration | Kinetic Friction |
|
| Conservation of Energy | Conservation of Momentum
| | Average Velocity | Elastic Collisions |
| Instantaneous Velocity | In-elastic Collisions |
| Work & Energy | Momentum Transfers |
| Kinetic & Gravitational Potential Energy | Friction |
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A variety of questioning styles, eg. True/False, Fill-in-the-blank, Multiple-choice, etc.,
have been employed in our programs. We strive to exploit the many features of the cT Programming Language which include answer/response judging for immediate feedback as well as animation sequences to compliment understanding.
Provided below is a small sample of questions in Gif format.
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Preparation Program Logistics |
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Students enrolled in an introductory physics course at the University of Minnesota access
[7]
the Physics Preparation Programs via a campus wide Apple Talk network from any of the University's computer facilities.
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The Preparation Program must be completed by each student before attending the first meeting of a two week laboratory session, e.g., Description of Rectilinear Motion, Motion in a 2D Plane, etc.. |
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We require that each student correctly answer 75% of the questions to receive a passing grade.
In the case that an incorrect answer is given, correct answers are conveniently displayed. Often, a similar question is provided so as to improve the likelihood of a passing score. The number of attempts to pass a particular Preparation Program is not restricted. However, in the case that the student can not pass in two attempts, we encourage that they consult their teaching assistant. |
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A stand-alone program, Checkscore, is used by the Teaching Assistant just prior to the laboratory meeting time, to access the student score database. Student scores and times per attempt are readily available. In addition, we provide detailed information per question which allow the prudent TA an opportunity to determine residual misconceptions prior to the laboratory.
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We contend that because of the Preparation Programs relativity to the text book, and thus the lecture content, subsequent re-takings of the programs provide an opportunity for the student to verify a level of understanding of the required fundamentals prior to classroom testing. |
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Further Developments |
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We have developed a full repertoire of computer based Preparation Programs for our two quarter non-calculus based problem solving laboratories. In fact, because of what we regard as essentially fundamental for laboratory performance in our engineering physics course and because of the laboratories similarity to the non-calculus physics laboratory, in many ways, these programs are transportable to both the calculus and non-calculus requisited laboratories.
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We have also completed a sequence of preparation programs for the second quarter of introductory laboratories (Physics 1252) and include their topical content below. Finally we are in the process of developing the third quarters programs which are rooted in electromagnetism.
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Physics 1252 Preparation Program Content
| Rigid Body Motion | Mechanical Oscillations and Waves | Heat & Energy |
|---|
| Rotation w/ Constant Acceleration | Period & Frequency | Celsius & Fahrenheit Conversion |
| Torque | Amplitudes & Phases | Specific Heats of Capacity |
| Moments of Inertia | Velocity & Acceleration | Calorimetry |
| Angular Momentum | Energy | Thermal Energy & Heat |
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In Conclusion |
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The Preparation Programs have been in use at the University of Minnesota
for over six years and have reliably served an estimated 8000 students over this period. |
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The Preparation Programs offer an alternative to the traditional
laboratory prep-lecture. |
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The use of the Preparation Programs by a Physics course results in
supplying the Teaching Assistant with students who posses at least
a minimum amount of information to function within the laboratory
and thus reduces the possibility of dysfunction within the Cooperative
Learning scenario. |
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Getting the Preparation Programs for Your Macintosh |
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You can obtain the Preparation Programs we use for the Physics 1251 (600K) and
for the Physics 1252 (100k) Laboratories in a Binhex 4.0 and Stuffit archival format.
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Follow this link to download the Preparation Programs.
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If you have in questions, please feel free to
contact me. demuth@kipper.crk.umn.edu.
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