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The Humanized Physics Project: Algebra-based Physics With Human Applications
Robert G. Fuller and Vicki L. Plano ClarkUniversity of Nebraska - Lincoln, NE
Beth Ann Thacker
Texas Tech University Nancy L. Beverly
Mercy College Mark W. Plano ClarkChristopher D. Wentworth
Doane College
Support
Support provided by
NSF DUE CCLI grants 0088780 and 0088712.
Outline
Rationale for the project Course structure Status of curriculum modules Challenges encountered
Project Rationale
Use insights from PER and Calculus/Algebra Reform movement to improve the algebra-based introductory physics course.
Acknowledge the differences in characteristics between students in the calculus-based, and algebra-based introductory courses.
Make the human body a motivation for learning physics rather than just one application.
Insights from the Calculus-reform Movement
Discrete mathematics is important. Need for a “lean and lively” course. It’s a “pump not a filter”. Teaching mathematical modeling: Rule of Four
verbal numerical graphical symbolic
Student CharacteristicsGender
Algebra-based: 49% Female 51% Male
Calculus-based: 20% Female 80% Male
Student CharacteristicsClass Standing
SeniorJuniorSophomoreFreshman
60
40
20
0 SeniorJuniorSophomoreFreshman
60
40
20
0
Algebra-based Calculus-based
Student CharacteristicsCareer Goals
Other
Engineering careers
Science careers
Health careers
80
60
40
20
0
Other
Engineering careers
Science careers
Health careers
80
60
40
20
0
Algebra-based
Calculus-based
Baseline (Modified) MPEX Results
Doane College Fall 2001
N Overall Independance Coherent Concept Reality Math Effort Relevance
pre 38 51/22 50/25 47/26 43/27 66/16 47/19 61/14 65/11 post 38 45/33 40/42 49/33 44/39 51/24 44/33 39/36 52/18
Will the new curriculum help?
Module Titles For Two Semesters
Human Senses and Interactions In Nature Biomechanics and Modeling Human Motion Modeling the Circulatory and Respiratory Systems Energy Regulation Modeling Human Speech and hearing Bioelectromagnetism Modeling Human Vision Physics of Imaging the Human Body
Creating Humanized Physics
Human body focus:
Start with questions related to understanding the human body.Make the relevance of physics apparent in answering those questions.
Example: Human Vision Module
Start with the focus question:
How do we see colors?
This question gets broken up into focus questions that organize lectures and lab activities:
From Where Does Light Come?
How Does Light Get to Your Eyes?
How Does the Medium Change What You See?
How Can You Use Light to Measure Other Properties?
How Does Your Eye Form Images?
How Does Your Brain Understand Colors?
Example: Speech and Hearing Module
Start with focus question:
How do humans make sound?
This gets broken up into additional focus questions:
Where are sounds produced?
What does the larynx do?
What does the larynx produce that we can hear?
How does the larynx produce a pressure wave?
How do we hear a wave?
Current Status of Modules
~ 43 separate activities have been developed. Three modules are ready to be tested in a
workshop environment. We expect to have 5 modules for a workshop
environment ready by September 2002. Four modules are essentially ready to be tested in
a lecture-lab environment. Our goal is to have all eight modules ready by
January 2003 for use in the workshop environment and lecture/recitation/lab environment.
Multimedia
Video clips: Human motion studies for Biomechanics Ripple tank wave clips for Human Speech and Hearing Doppler effect clips for Physics of Imaging the Body
Flash animations: Equation of continuity simulation for Modeling the
Circulatory System Speed of sound, sound intensity-distance simulations for
Human Speech and Hearing A-scan and B-scan ultrasound animations, Doppler
effect simulations for Physics of Imaging the Body
Challenges
Lack of national consensus on course objectives.
Creating effective curriculum materials that are flexible enough to meet the needs of different course formats (Workshop type, lecture-lab type)
Project Web Site
www.doane.edu/hpp/
