nexus – new ways of teaching physics university of maryland’s biology education research group +...
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NEXUS – new ways of teaching physics
University of Maryland’s Biology Education Research Group +Physics Education Research Group
Teaching is like tapping
What some students hear
Sir Ken Robinson
Sometimes teaching is humming
What the best students hear
But what the teacher hears:
Teaching students
• Biology Physics
What
How
Why
What
Physics – Two pronged approach
• Pedagogy reform – Joe Redish and PERG
• Curriculum reform – HHMI project NEXUSJoe Redish, Todd CookeKaci Thompson, Joelle Presson, Gili Marbach-AdWolfgang Losert, Karen CarletonPD: Chandra Turpen, Julia Svoboda, Vashti SawtelleGrad: Ben Dreyfus, Ben Geller, Kristi HallBiologists: Marco Colombini, Richard Payne
Project NEXUS
• National EXperiment in Undergraduate Science Education
• Response to Scientific Foundations for Future Physicians report (2009)
• Four university “collaboration” reimagining pre-med education based on competenciesPurdue University: ChemistryUMCP: PhysicsUMBC: MathUniv Miami: Medical case studies
Timeline
Dec 2009 June 2010 March 2011 Summer 2011
UMd submitproposal
Develop collaborative proposal
NEXUS kickoff meeting
Develop 1st semester materials
Fall 2011 Spring 2012 Fall 2012 Spring 2013 Fall 2013 Spring 2014
Joe Redish teaches 20 students
Joe Redish + Wolfgang Losert each teach 20 students
Phys 131 / 132 goes LIVE replacing 121/122
New labsOld labs
NEXUS Workshop 9
Meta-goal
• To create a course that both physicists and biologists will see as authentic to their discipline AND
• that students will see as giving them insight into biology that is important to them in their vision of their future selves as scientists.
1/11/11
10
Think about teaching physics…
• “Physics should be as simple as possible – but no simpler.” (Einstein)
• “The physics we are learning in this class is simple – but seeing that it is simple can be exceedingly difficult.” (Redish)
Redish 2011 NEXUS Workshop
Why this is hardPhysics BiologyReasons from a few core principles with simplest possible examples
Biological organisms are complex
Quantify the world and model with math
Intro bio is qualitative
Thinks with equations Think descriptivelyNo link to chemistry Relies on chemistryApproach from overarching macroscopic principles
Makes micro to macro connections
Principles true for all time Historical = evolutionary
Negotiating the curriculumIt has to build
from first principles
It has to apply to real
organisms
Energy is key Forces are a must
Content decisionsExpand or include Reduce or eliminate
• Atomic and molecular models of matter
• Energy, including chemical energy• Fluids, including fluids in motion
and solutions• Diffusion and gradient driven flows• More emphasis on dissipative
forces (viscosity)• Electrostatics in fluids• Kinetic theory, implications of
random motion, statistical picture of thermodynamics
• Projectile motion• Universal gravitation• Inclined planes, mechanical
advantage• Linear momentum• Rotational motion• Torque, statics, and angular
momentum
Key topics – Semester 1
. . . . .
Homework
Class topics
Lab/recitation
Key topics – semester 2
. . . . .
Homework
Class topics
Lab/recitation
Flip the class: Students read several wiki pages night before and answer questions
During class
Students work clicker problems
Lots of debate with their classmates
Discuss: How do we know?
New labs – Wolfgang Losert et al
Lab example – Brownian motion of particlesVary size, temperature, solution viscosity
QuantitativeExploratory
NEXUS Workshop 21
If you suppress a lot of traditional
mechanics and stress energy instead, what happens?
Redish 2011
N Gain forces
Gain energy
A NEXUS test class 20 0.41 0.71
B Reformed traditional
(E / with tut.)
189 0.46 0.50
C Traditional(with tut.)
201 0.26 0.22
Phys 131
Phys 121
Conventional
Learning about learning
• Fascinating subject• Leads to better teaching
Evidence / research based• Leads to publications• Leads to community
Thanks to the NEXUS team!!