How Best to Learn How Best to Learn Atmospheric Atmospheric

Thermodynamics?Thermodynamics?

Doug Yarger Doug Yarger (retired)(retired)

Atmospheric SciencesAtmospheric Sciences

Iowa State UniversityIowa State University

Jeanne L. Narum, Director, Project Kaleidoscope, Jeanne L. Narum, Director, Project Kaleidoscope, interviewing Dr. Carl Wieman Distinguished interviewing Dr. Carl Wieman Distinguished Professor of Physics, Nobel Prize winner, University Professor of Physics, Nobel Prize winner, University of Colorado-Boulder.of Colorado-Boulder.

Dr. Wieman, If a visitor were to come into your Dr. Wieman, If a visitor were to come into your classroom/lab - the environment in which you classroom/lab - the environment in which you work with students - what impression would work with students - what impression would s/he leave with?s/he leave with?

Jeanne L. Narum, Director, Project Jeanne L. Narum, Director, Project Kaleidoscope, interviewing Dr. Carl Wieman.Kaleidoscope, interviewing Dr. Carl Wieman.

“… “… I would hope they would see a bunch of students I would hope they would see a bunch of students interested in what they are learning and taking a lot of interested in what they are learning and taking a lot of responsibility for figuring out physics and how it responsibility for figuring out physics and how it applies to the world around them. I do know that, applies to the world around them. I do know that, compared to many other physics classes I have compared to many other physics classes I have observed, a far larger fraction of the students in my observed, a far larger fraction of the students in my "lectures" are awake, paying attention, and asking "lectures" are awake, paying attention, and asking questions, so I may not be hoping entirely in vain.”questions, so I may not be hoping entirely in vain.”

Dr. Wieman, If a visitor were to come into your classroom/lab - the environment in which you work with students - what impression would s/he leave with?

What brought you to an interest in "advancing the frontiers of education" and to connecting your research to that work?

What brought you to an interest in "advancing the frontiers of education" and to connecting your research to that work?

“… “… It became increasingly clear to me that when It became increasingly clear to me that when evaluating the effectiveness of most physics teaching, evaluating the effectiveness of most physics teaching, if one stripped away the triple biases of ancient if one stripped away the triple biases of ancient tradition, how we were taught as students, and what tradition, how we were taught as students, and what we wanted to see the results looked pretty dismal. we wanted to see the results looked pretty dismal.

What brought you to an interest in "advancing the frontiers of education" and to connecting your research to that work?

“… “… It became increasingly clear to me that when It became increasingly clear to me that when evaluating the effectiveness of most physics teaching, evaluating the effectiveness of most physics teaching, if one stripped away the triple biases of ancient if one stripped away the triple biases of ancient tradition, how we were taught as students, and what tradition, how we were taught as students, and what we wanted to see the results looked pretty dismal.we wanted to see the results looked pretty dismal. … … I was also struck by the contrast between the I was also struck by the contrast between the meager understanding of physics most students got meager understanding of physics most students got from taking years of physics courses compared with from taking years of physics courses compared with the almost routine caterpillar-to-butterfly like the almost routine caterpillar-to-butterfly like transformation into skilled physicists that I could transformation into skilled physicists that I could observe in graduate students working with me on observe in graduate students working with me on research.”research.”

Were there risks in doing this? What Were there risks in doing this? What were they? What made you persevere?were they? What made you persevere?

Were there risks in doing this? What were they? Were there risks in doing this? What were they? What made you persevere?What made you persevere?

There are two negative factors that are pretty There are two negative factors that are pretty much guaranteed downsides.much guaranteed downsides.

There are two negative factors that are pretty much guaranteed There are two negative factors that are pretty much guaranteed downsides.downsides.

““First, it will take a lot more time to teach differently, First, it will take a lot more time to teach differently, whether or not it is better. It is really quite easy to whether or not it is better. It is really quite easy to follow a textbook similar to what was used in courses follow a textbook similar to what was used in courses that you took in school, reciting more or less what is that you took in school, reciting more or less what is in that text up in front of the class while noting the in that text up in front of the class while noting the important points on a blackboard, and finally important points on a blackboard, and finally assigning students to do the standard homework assigning students to do the standard homework problems at the back of the chapter and giving closely problems at the back of the chapter and giving closely related exams. related exams.

There are two negative factors that are pretty much guaranteed There are two negative factors that are pretty much guaranteed downsides.downsides.

““First, it will take a lot more time to teach differently, First, it will take a lot more time to teach differently, whether or not it is better. It is really quite easy to whether or not it is better. It is really quite easy to follow a textbook similar to what was used in courses follow a textbook similar to what was used in courses that you took in school, reciting more or less what is that you took in school, reciting more or less what is in that text up in front of the class while noting the in that text up in front of the class while noting the important points on a blackboard, and finally important points on a blackboard, and finally assigning students to do the standard homework assigning students to do the standard homework problems at the back of the chapter and giving closely problems at the back of the chapter and giving closely related exams.related exams. And if you make a minimal effort to be And if you make a minimal effort to be reasonably organized and enthusiastic and tell a few reasonably organized and enthusiastic and tell a few jokes in class, your teaching will take fairly minimal jokes in class, your teaching will take fairly minimal time and effort and, at worst, will certainly be time and effort and, at worst, will certainly be considered quite respectable in most any department.” considered quite respectable in most any department.”

““It takes a GREAT DEAL more time to start from It takes a GREAT DEAL more time to start from scratch to attempt to do it right. You have to go scratch to attempt to do it right. You have to go through and analyze what you really want the students through and analyze what you really want the students to learn, analyze how student's think and learn and to learn, analyze how student's think and learn and then figure out how each part of the course does or then figure out how each part of the course does or does not contribute to your goals, prepare materials does not contribute to your goals, prepare materials accordingly, and then after you have used them accordingly, and then after you have used them evaluate if they are working or not, and finally going evaluate if they are working or not, and finally going through it all again to make corrective actions based through it all again to make corrective actions based on those evaluations. on those evaluations.

““It takes a GREAT DEAL more time to start from It takes a GREAT DEAL more time to start from scratch to attempt to do it right. You have to go scratch to attempt to do it right. You have to go through and analyze what you really want the students through and analyze what you really want the students to learn, analyze how student's think and learn and to learn, analyze how student's think and learn and then figure out how each part of the course does or then figure out how each part of the course does or does not contribute to your goals, prepare materials does not contribute to your goals, prepare materials accordingly, and then after you have used them accordingly, and then after you have used them evaluate if they are working or not, and finally going evaluate if they are working or not, and finally going through it all again to make corrective actions based through it all again to make corrective actions based on those evaluations.on those evaluations. Some day we will know how to Some day we will know how to teach science right, and we will be accustomed to teach science right, and we will be accustomed to doing it that way and it will be much easier. doing it that way and it will be much easier. However, it is pretty clear that we are not there yet, However, it is pretty clear that we are not there yet, and as a result it takes a lot of work to put in any and as a result it takes a lot of work to put in any useful changes.”useful changes.”

““...The second downside is that the students will resent ...The second downside is that the students will resent and dislike anything different from what they are used and dislike anything different from what they are used to. Over time, many can be won over if you work hard to. Over time, many can be won over if you work hard enough, but many never will be. Their unhappiness enough, but many never will be. Their unhappiness and complaints are particularly difficult to handle and complaints are particularly difficult to handle when you are doing something "nonstandard". when you are doing something "nonstandard". Students do not particularly like the traditional physics Students do not particularly like the traditional physics course, but they are at least used to it.course, but they are at least used to it.

““...The second downside is that the students will resent ...The second downside is that the students will resent and dislike anything different from what they are used and dislike anything different from what they are used to. Over time, many can be won over if you work hard to. Over time, many can be won over if you work hard enough, but many never will be. Their unhappiness enough, but many never will be. Their unhappiness and complaints are particularly difficult to handle and complaints are particularly difficult to handle when you are doing something "nonstandard". when you are doing something "nonstandard". Students do not particularly like the traditional physics Students do not particularly like the traditional physics course, but they are at least used to it.course, but they are at least used to it. In the face of In the face of student unhappiness a faculty member always has the student unhappiness a faculty member always has the security of knowing that the course has always been security of knowing that the course has always been taught that way so you cannot be held personally taught that way so you cannot be held personally responsible.-----Doing something nontraditional gives responsible.-----Doing something nontraditional gives up all that security however, and will always bring in up all that security however, and will always bring in more complaints from students, sometimes even more complaints from students, sometimes even expressed to higher up administrators in your expressed to higher up administrators in your department or college.”department or college.”

“I still remember the terrible course I still remember the terrible course evaluations I got back when I made some radical evaluations I got back when I made some radical changes in teaching the lowest level introductory changes in teaching the lowest level introductory course that was offered specifically for students who course that was offered specifically for students who were deficient in science. ---There were many irate were deficient in science. ---There were many irate comments along the lines of ‘This professor was comments along the lines of ‘This professor was terrible and I should get my tuition money back. I terrible and I should get my tuition money back. I had to work hard in this course and I learned a lot had to work hard in this course and I learned a lot more than I have in other science courses, but more than I have in other science courses, but Professor Wieman never taught us anything. I had to Professor Wieman never taught us anything. I had to figure it all out by myself.’figure it all out by myself.’

“I still remember the terrible course I still remember the terrible course evaluations I got back when I made some radical evaluations I got back when I made some radical changes in teaching the lowest level introductory changes in teaching the lowest level introductory course that was offered specifically for students who course that was offered specifically for students who were deficient in science. ---There were many irate were deficient in science. ---There were many irate comments along the lines of ‘This professor was comments along the lines of ‘This professor was terrible and I should get my tuition money back. I terrible and I should get my tuition money back. I had to work hard in this course and I learned a lot had to work hard in this course and I learned a lot more than I have in other science courses, but more than I have in other science courses, but Professor Wieman never taught us anything. I had to Professor Wieman never taught us anything. I had to figure it all out by myself.’figure it all out by myself.’ Of course this meant I Of course this meant I was completely successful in the goal I had set out to was completely successful in the goal I had set out to achieve, but many of the students were completely achieve, but many of the students were completely unsatisfied, because they were so convinced that a unsatisfied, because they were so convinced that a science course was strictly rote memorization.”science course was strictly rote memorization.”

Were there risks in doing this? What were they? Were there risks in doing this? What were they? What made you persevere?What made you persevere?

“Fortunately the experience with Fortunately the experience with students is not totally negative. One cherishes students is not totally negative. One cherishes those occasional letters of gratitude from those occasional letters of gratitude from students who say you have opened their eyes students who say you have opened their eyes to a completely new way of thinking about the to a completely new way of thinking about the world and what science is.”world and what science is.”

Please tell us about the project that you will Please tell us about the project that you will

be undertakingbe undertaking I am basically trying to find a way to I am basically trying to find a way to substantially improve the educational experiences of substantially improve the educational experiences of students taking an introductory physics course, and students taking an introductory physics course, and to do this without requiring any additional to do this without requiring any additional resources in terms of faculty or teaching assistants resources in terms of faculty or teaching assistants time or changes in the physical layouts of time or changes in the physical layouts of classrooms. In spite of their many shortcomings classrooms. In spite of their many shortcomings from a learning point of view, the traditional, large from a learning point of view, the traditional, large lecture format that is used for most introductory lecture format that is used for most introductory physics courses is extremely cost-effective as physics courses is extremely cost-effective as simply measured by dollar per course credit hour.simply measured by dollar per course credit hour.

Recognizing the fiscal realities of modern day higher Recognizing the fiscal realities of modern day higher education, particularly in public universities, I hope to education, particularly in public universities, I hope to find a reasonable compromise that preserves this cost find a reasonable compromise that preserves this cost effectiveness, but at the same time will greatly improve effectiveness, but at the same time will greatly improve the learning experience for the students. I am the learning experience for the students. I am considering how changing the subject matter and the considering how changing the subject matter and the method of delivery can help to accomplish this. I am method of delivery can help to accomplish this. I am undertaking two related projects as specific efforts to undertaking two related projects as specific efforts to achieve this goal.achieve this goal.

The project ...The project ...

First: to enhance the teaching of physics by First: to enhance the teaching of physics by developing interactive java applets that help developing interactive java applets that help students to better visualize the basic physics students to better visualize the basic physics processes at work. processes at work.

Second: to develop interactive lecture Second: to develop interactive lecture demonstrations (actual experiments done in a demonstrations (actual experiments done in a large lecture class for which the students predict large lecture class for which the students predict the results, and then analyze and discuss the the results, and then analyze and discuss the outcome of the experiments).outcome of the experiments).

The project ...The project ...

Where are we going?

We will consider how students We will consider how students learnlearn

Where are we going?

We will consider how students We will consider how students learnlearn

We will look at instructional We will look at instructional methods unique to science methods unique to science educationeducation

Where are we going?

We will consider how students We will consider how students learnlearn

We will look at instructional We will look at instructional methods unique to science methods unique to science educationeducation

We will consider how alternatives We will consider how alternatives to traditional methods might be to traditional methods might be betterbetter

Where are we going?

We will consider how students learnWe will consider how students learn We will look at instructional We will look at instructional

methods unique to science methods unique to science educationeducation

We will consider how alternatives to We will consider how alternatives to traditional methods might be bettertraditional methods might be better

We will test some tools that help We will test some tools that help create learning environmentscreate learning environments

Tradition is the Tradition is the democracy of the democracy of the

dead.dead.

A paraphrase from A paraphrase from The Ethics of ElflandThe Ethics of Elfland by G. K. Chesterton by G. K. Chesterton

Tradition is the Tradition is the democracy of the democracy of the

dead.dead.

We need to build on what We need to build on what others have done but we others have done but we don’t want to be bound by don’t want to be bound by how it is used -how it is used -

Between the ideaBetween the ideaand the realityand the reality

Between the motionBetween the motionand the actand the act

falls the shadowfalls the shadow

From From The Hollow MenThe Hollow Men by by T.S. EliotT.S. Eliot

Between the ideaBetween the ideaand the realityand the reality

Between the motionBetween the motionand the actand the act

falls the shadowfalls the shadow

You will be finding your way You will be finding your way through the shadows this week. through the shadows this week. It is fortunate that you have It is fortunate that you have some guides available!some guides available!

Your GuidesYour Guides

Teaching and Learning:Teaching and Learning:Brent Wilson, Mike Taber, David E Meltzer, Tom Boyd, Brent Wilson, Mike Taber, David E Meltzer, Tom Boyd, Mary Marlino, Steve Ackerman, Joe Lamos, Pat Mary Marlino, Steve Ackerman, Joe Lamos, Pat Parrish,Woody Wang, other “COMET staff”Parrish,Woody Wang, other “COMET staff”

Your GuidesYour Guides

Teaching and Learning:Teaching and Learning:Brent Wilson, Mike Taber, David E Meltzer, Tom Boyd, Brent Wilson, Mike Taber, David E Meltzer, Tom Boyd, Mary Marlino, Steve Ackerman, Joe Lamos, Pat Mary Marlino, Steve Ackerman, Joe Lamos, Pat Parrish,Woody Wang, other “COMET staff”Parrish,Woody Wang, other “COMET staff”

Tool Development:Tool Development:Tom Whitaker , Tom Yoksas , Mike Taber, “COMET staff”Tom Whitaker , Tom Yoksas , Mike Taber, “COMET staff”

Your GuidesYour Guides

Teaching and Learning:Teaching and Learning:Brent Wilson, Mike Taber, David E Meltzer, Tom Boyd, Brent Wilson, Mike Taber, David E Meltzer, Tom Boyd, Mary Marlino, Steve Ackerman, Joe Lamos, Pat Mary Marlino, Steve Ackerman, Joe Lamos, Pat Parrish,Woody Wang, other “COMET staff”Parrish,Woody Wang, other “COMET staff”

Tool Development:Tool Development:Tom Whitaker , Tom Yoksas , Mike Taber, “COMET staff”Tom Whitaker , Tom Yoksas , Mike Taber, “COMET staff”

““Been There, Done That”:Been There, Done That”: Tony Hansen, Mike Taber, Tom Boyd, David Meltzer, Tony Hansen, Mike Taber, Tom Boyd, David Meltzer, Steve AckermanSteve Ackerman