syllabus - University of Colorado Boulder

Physics 4460/5460 Education 4460/5460 Teaching and Learning Physics Fall 2013 Finkelstein A course on how people learn and understand key concepts in physics. Readings in physics, physics education research, education, psychology and cognitive science, plus opportunities for teaching and evaluating college and K-12 students. Useful for all students, especially for those interested in physics, teaching and education research. Nobody thinks clearly, no matter what they pretend. Thinking’s a dizzy business, a matter of catching as many of those foggy glimpses as you can and fitting them together the best you can. That’s why people hang on so tight to their opinions; because, compared to the haphazard way in which they’re arrived at, even the goofiest opinion seems wonderfully clear, sane, and self-evident. And if you let it get away from you, then you’ve got to dive back into that foggy muddle to wrangle yourself out another to take its place. --- Dashiell Hammett As we muddle along, this class is designed to be engaging, provocative, and enjoyable. The class will largely depend upon your input. You will help create and direct the class. Student responsibilities: • active participation in and out of class. • weekly homeworks (readings, reflections, physics problems & analysis, and fieldnotes) • final project (project of your own design) My role, as instructor will be to facilitate your engagement with the material, provide resources for you, and give you feedback and direction. Please make use of my office hours Official Office Hours By appointment, but I”ll plan on being around Tu 1-2p, 4:30+ F1023 Gamow: 303 735 6082 [email protected] Texts: E.F. Redish, Teaching and Learning Physics Also available online for free: http://www2.physics.umd.edu/~redish/Book/ [I don’t promise the pages match up] Introductory Physics Text (Mechanics Calc-based), eg. Knight, Giancoli, Wolfson, or Dubson’s lecture notes Weekly readings on D2L, NB, class website or handed out Course Website: http://www.colorado.edu/physics/phys4460 Class Schedule: Week 1: 8/27 Introduction Week 1: 8/29 Identify preliminary fieldsite(s) Week 4: 9/17 Identify area of interest for project - Turn in 1 paragraph description Week 7: 10/8 Outline of project due Week 13: 11/19 Rough cut of final project due Last week / Finals week: project due.

Student Work: There will be 3 types of regular work in this course: (1) readings/reflections on PER foundations, (2) trad’l physics content: homework analysis and PER-based curriculum, (3) practicum in teaching or research & fieldnotes. Readings: (Tuesday Classes) Each week we’ll be discussing readings. A tentative schedule is on the following page. We’ll be reading from Redish’s book Teaching Physics and original sources that are on the course web page, D2L, NB, or handed out a week in advance. You are to post your at least 3 comments or responses to comments online for each paper on NB (or D2L if we deem NB to not work) by Monday 5pm. You are to review your colleagues notes on the reading and respond to one of the questions / comments or queries by Tues noon. Also, each week you are expected to write a paragraph summary of each paper/ reading, and to list out 3 questions, or points of interest that the paper brought up. These can be the same as posted on NB if helpful. Bring these to class. While, I will lead the first week or two of readings, it will quickly be handed over to you to lead the discussions for the class. We will have students sign up to lead the discussion once or twice over the course of the term. These weeks you should produce an online summary of the reading (1 paragraph to one page is fine), be prepared to present a 5-10 min summary of the paper, and bring in some points of discussion for the class. Graduate Students: you will typically have an extra article each week and are expected to read and comment on these. Traditional physics content & pedagogy: (Thursdays). We’ll be covering the intro sequence of physics at the same time we are reading about student learning. Our class will roughly parallel the 1st semester of calc- based physics, 1110. (www.colorado.edu/physics/phys1110/). Our tentative schedule of topics is listed below. Each week you are expected to review the relevant sections in an introductory textbook, preferably from Wolfson, Knight, Dubsons online notes or another book. Each week you are expected to pick 3 problems from the CAPA assignment for 1110 (you will be given CAPA access or hardcopy of the HWs) or problems from the book. For the homework, a) write a 1 paragraph / short outline of the physics content covered for the week. b) Select 3 of the homework problems from the CAPA set for phys 1110 and: i. Solve the problem ii. Describe the solution process you used iii. Describe what physics content was needed from this section / other sections iv. Evaluate the problem: was this a good problem, mediocre problem, or a bad problem. Consider this problem both for content and pedagogical value. Physics homework is due Thursday in class. There will be readings about physics pedagogy also for each Thursday’s class. Make a write a paragraph summary of each paper/ reading, and to list out 3 questions, or points of interest that the paper brought up. Bring these Thursday’s to class Teaching / Fieldwork (your choice): You are expected to spend a minimum of 2-3 hrs per week teaching in, working in, or studying educational environments. Possible environments are listed below. Each week you will be expected to send in ethnographic fieldnotes describing your experience. These should be no shorter than a page or a page and a half (and no more than a few pages). The format for these notes is described below. These are due within 24 hrs of fieldwork and submitted online.

Final Project: a final project of your choosing will be due at the end of term. The format of the final project is described below. Again, Graduate students are expected to conduct a more indepth (lengthy) project and writeup. Grading: This class will not emphasize grades, but rather learning, and formative feedback. Nonetheless I am obliged to provide you with grades in addition to credit. I anticipate everyone will be able to do well. In general, I emphasize effort and learning. 30% - readings / participation 30% trad’l physics content / participation 40% final project.

Yes, this is a lot of work. But rewarding. And all directed at your learning. Summary of work: Tues:

Readings (2-3 hrs) Summary/ notes (1 hr)

Thurs:

CAPA Analysis (1-2 hr) Reading& Notes (1 hr)

Weekly:

Field-sites (2-3 hrs) Field-notes (1 hr)

The above listed is for undergraduate expectations. Graduate students will be asked for a bit more. The Thurs HW’s and some of the Tues Readings will fade as the semester moves on and you focus more on your projects.

Field sites: (check online for updated versions) Below are a few options where you might consider doing your fieldwork. Of course, since you are designing this course you are encouraged to work in any environment suited for your examining educational practices in physics. See me about arranging for other placements of your design. Formal Settings: College / University: ** CU 1110- Work with TA’s / LAs in Tutorials (mechanics) – Thursdays (with prep sessions on Monday 4-5) ** Coursera MOOC: Physics 1: parallel’s the CU 1110 course. – online ** CU 3320: E/M (Jr. Level) work Tutorial Sessions in restructured E/M 2 course. CU 3330- J-lab (electronics lab): consider laboratory revisions for future CU 3220: Q/M: work in Friday Tutorial sessions CU 2210: Class Mech: support interactive engagement in this environment. * Special Relativity Course: online: piloted by Brian Greene High School: * Boulder High - work with high school teacher on projects of interest ** Centaurus High School – physics of sport with the cc& track Informal: **Partners in Informal Science Education in the Community (PISEC). Opportunities for work with Middle School Students (Longmont & Boulder); and elementary schools in Boulder and housing centers in Boulder *Science Discovery – CU outreach – Help organize/ run afterschool classes at 30th St. campus Whittier Schools partnership – help revise Physics for Fun series Science from CU – revise / implement 1 hour traveling programs **CLACE- afterschool program local schools.. Saturday Wizards Program – design / run outreach activities (particularly for Spring) Fiske Planetarium programs ** - encouraged * - existing partnerships

Fieldnotes: Fieldnotes will serve as a key source of data for you for your final projects. In general, you will be acting as participant-observers, documenting educational environments you are engaged in. However, depending upon your projects you may simply observe environments. Both forms of observation are valid; though, it should be clear which role you are in. Your fieldnotes should be written within 24 hrs of your observation and turned in to me on a similar time-scale. Your fieldnotes should not be less than most of a page & should not be more than 3 pp (single spaced). Heading: Your name: J. Smith Field Site: e.g. Problem Solving Session or Lecture Instructor(s): who ever is lecturing or who ever is at the prob. solving session Date: Tuesday, mm/dd/yy Times of observations: 1pm – 2pm Number of Students present: 25 Topics Covered: Homework #2 General Observation: Here you are setting the scene for those who will read your notes. Describe the things you notice when you come in. Describe the general atmosphere, your state of mind (did you get stopped for speeding trying to get to site on time?), feelings expressed by others. This section describes the view from a wide angle. It should contain lots of observations about the site you enter and how you find your way in to the day’s interactions. Your early notes should describe the people and physical spaces you encounter. In later notes, you should mark changes, things that are unusual. This section is usually about one paragraph long. Narrative Description: Here you are zooming in to your interactions with and observations of the students and other instructors at the site. Try to describe your interactions or observation of others as accurately as you can. Be careful to report behaviors rather than imputing your interpretation of the students thought process or mental state. In this sense you are capturing information (like a video camera would) without interpreting it. For example, “The students formed in 4 groups. Two of 5 and two of 6 students. Group 1 had 5 students. Two of the students are discussing the graph in problem 3, three are quiet. One student X, sat in the corner and refused to participate with his arms crossed” This is the longest section of the field note and contains several paragraphs. It should be as long as it takes you to describe your time at site. Each week we will focus your observations on a topic or question to make this manageable to describe. Reflection: Here you state your thoughts and opinions about what happened in the learning environment. This is where you would add your interpretation of key points in the narrative. It will be in this section that you might start thinking about the observed activities in terms of your project scope… What data support your project hypotheses etc? What have you learned about your own understanding and others’? You can bring in your background experiences or any information that helps frame your thoughts about the interactions at site. These are to be turned in on D2L: http://learn.colorado.edu

Phys 4460/5460: Final Project Overview Purpose: to have you explore in depth a topic of your choosing, relating to teaching and learning in physics. The projects should be challenging, fun, and allow you to explore an area of your interest. Topic: I encourage you to be creative. There is no set form to these final projects There are no set topics. Examples of reasonable final projects are: a traditional research paper, the design and write-up of some activities for your students, or a research study where you collect data on some area of physics education that interests you. Some basic guidelines are below. However, as necessary, these too are flexible. Just be certain to check with me about your project. Length: 10 pages (single to 1.5x spaced). Graduate Students are expected to be 20 pages. Your work must be typed. This may be the only inflexible rule. Don’t forget a spell checker please. Due date: No later than Noon, December 12. In my office. Structure: Your projects will vary, but below I give some general guides for a research study, where you might collect data from the field: Introduction:- states the problem or area of exploration - list your research questions and hypothesis ** **(PURPOSE OF DATA COLLECTION) - gives a summary of your paper Background: - locates your topic in relevant literature - gives a history of your field-site / working environment Body: Data: - how were your data collected - what difficulties were there in your data collection (why / when was is possible to collect data and why/when not) - were you able to prove your hypothesis? - presentation of collected data -- e.g. fieldnote excerpts, taped conversation pre-post test data, etc. Make sure this is an orderly presentation. For bulk data, include an appendix, rather than inserting volumes of data into the body. (e.g. if you developed sample homework problems it is okay to put one or two into the paper, but include the 50 or so used in an appendix) Analysis/Results/Discussion: - what results do your data suggest - how does this prove/ disprove your hypothesis - how does this support or refute alternative theories Conclusion/ Summary: - summarize your paper / work - what future directions does this research point to --- if you were to continue the project what would you do next / recommend to others As I mentioned in class there are many ways to approach the final project. If you have any questions feel free to contact me, I’m always eager to discuss your projects. These are to be turned in on D2L: http://learn.colorado.edu If doing a research-paper you must run it through the plagiarism checker (and run a report).

Tentative Schedule Readings/ Content Coverage This schedule will be updated as we continue through the course. You have significant say in what happens when. NOTE this page will be updated on the WEB to reflect our current collective understanding. To begin, I propose something like the following: Week 1) 8/27

Tues Readings Introduction: State of Affairs

Thurs Mechanics Content Introduction Introduction / preface to your physics text & Concepts of Motion, x,v,a: e.g. Knight: vii – xvii & Chapter 1 Redish: TP Ch 6: pp 115 – 123 grad: Meltzer AJP resource letter.

2) 9/3

Survey of Field TP: pp 5- 15 McDermott I; Van Heuvelen grad: Mestre/Docktor (DBER) and /or Beichner intro to PER (rev in PER)

3) 9/10

Content-based research: Tutorials: McDermott II Grads: Meltzer AJP vectors Hammer more than misconceptions.

4) 9/17

Constructivism: TP: Chap 2 (over the next 4 weeks) pp 30-36 and 40-42; Constructionism - Papert Grads: Posner and /or Posner 2

5) 9/24

6) 10/1

identify Preliminary course project Knowledge in Pieces: TP: Chap 2 18-29 and 42-43; 142-146 Changing Minds – diSessa; Knowledge in pieces grads: Leverini/DiSessa(2008) PRST, Situated Cognition & Context: TP: cont ch 2 pp 29-30 and 36-40; pp 69-80; Brown, Collins, Duguid: grads: Sfard On Two Metaphors.

identify Preliminary field-sites No Class: Rosh Hashanah Kinematics & 1-D Vectors: Knight: Chap 2& beginning of 3 Peer Instruction: TP: 124 -135 Mazur Ch 2, Crouch Vectors, & 2-D kinematics Knight: 3 parts of Chap 6 Peer Instruction & Tutorials: TP; 142 - 152 Finkelstein/Pollock PRST PER; Forces: Knight Chap 4 More Interactive Engagement: ILDs / JITT: TP: 135-41 RTP: 164-170 SmartPhysics (online review) Dynamics & Forces & N3 Knight Chap 5, 6, 8.1-8.3 Open Source Tutorials; TP 152-156 Elby pairs; (optional) Work and Energy Studio/ Workshop Physics TP; pp. 170 – 180 Beichner on Scale-Up (optional) Coop. Group problem solving TP: 156-60

7) 10/8

8) 10/15

9) 10/22 10) 10/29

11) 11/5 12) 11/12 13) 11/19 14) 11/26 15) 12/3 16) 12/ 10

Hidden Curriculum: Attitudes & beliefs: TP: ch 2 43 – 50; chap 3 pp 51 – 68; Elby Helping Students Learn about learning. grad: Hammer, Resources Framing Transfer. Preliminary project Outline due More hidden curriculum  Metacognition Schoenfeld: What’s all the fuss… Survey of course/ next steps Assessment: TP Chs 4&5 Class Directed Topics: e.g. Inclusion (gender / race), Problem solving, Representation, Affect,,, Context, Institutional Change Progressivism (history /politics); Society Technology Draft project due (gobble) Representations/ Analogies etc… presentations

Conservation of Energy, Gravity Interactive Simulations: PhET curriculum, play… Phet paper: and phet.colroado.edu Momentum, Collisions PET curriculum. Rotational Motion Assessment strategies Angular Momentum

Static Equilibrium, Torque Simple? Harmonic Motion Project Review (gobble gobble – No Class) Waves, Waves, Temp, Heat, … presentations (party)

Other topics: Order-of-magnitude physics; More on any area above; Labs; Homework; Contentspecific topics (e.g. student reasoning about electric fields); areas of your interest.

Selected Reading References: The following readings are references to those listed above, NOT all of the readings for a week. Readings will be on the website. Week 1: Meltzer, David E., and Ronald K. Thornton. "Resource letter ALIP–1: active-learning instruction in physics." American journal of physics 80 (2012): 478. Week 2: McDermott I: McDermott, “How We Teach and How Students Learn - A mismatch?” AJP 61(4), (1993), p295, Van Heuvelen, A., “Learning to think like a physicist: A review of research-based instructional strategies”, Am. J. Phys. 59 (1991) 891-897. Docktor & Mestre “A Synthesis of Discipline-Based Education Research in Physics”, NAS DBER Study 2011. http://www7.nationalacademies.org/bose/DBER_Docktor_October_Paper.pdf Beichner, R. An Introduction to Physics Education Research, Reviews in PER, 2007, http://www.per-central.org/per_reviews/volume2.cfm ---------C. H. Crouch, J. Watkins, A. P. Fagen, and E. Mazur, Peer Instruction: Engaging Students Oneon-One, All At Once, Reviews in PER Volume 1: Research-Based Reform of University Physics, 2007, http://www.per-central.org/per_reviews/volume1.cfm Mazur, Peer Instruction Chapter 2 Week 3: McDermott II: McDermott, and Shaffer, “Research as a guide for curriculum development: an example from introductory electricity Parts I&II” AJP 60(11), (1992), 994-1013 D. Hammer, "More than misconceptions: Multiple perspectives on student knowledge and reasoning, and an appropriate role for education research," Am. J. Phys. 64, 1316-1325 (1996). McDermott & Shaffer, “A research-based approach to improving student understanding of the vector nature of kinematical concepts” AJP, 73, 10,(2005) 921 --------N. D. Finkelstein and S. J. Pollock, Replicating and understanding successful innovations: Implementing tutorials in introductory physics, Phys. Rev. ST Phys. Educ. Res. 1, 010101 (2005) http://prst-per.aps.org/abstract/PRSTPER/v1/i1/e010101 (hey first article in PRST PER ever!)

Kathleen M. Koenig, Robert J. Endorf, and Gregory A. Braun, “Effectiveness of different tutorial recitation teaching methods and its implications for TA training, Physical Review Special Topics - Physics Education Research V. 3, 010104 (2007). http://prst-per.aps.org/abstract/PRSTPER/v3/i1/e010104 Week 4 Papert, S, “Situating Contructionism,” in Harel and Papert, Constructionism, Ablex, (1991), 1 http://www.papert.org/articles/SituatingConstructionism.html Posner, G.J,Strike, Hewson and Gertzog, “Accommodation of a Scientific Conception: Toward a Theory of Conceptual Change,” Science Education 66(2), 211-227 (1982). Strike, K. A., & Posner, G. J. (1992). A revisionist theory of conceptual change. Philosophy of science, cognitive psychology, and educational theory and practice, 147–176. -----R. J. Beichner, et al, “The Student-Centered Activities for Large Enrollment Undergraduate Programs (SCALE-UP) project” Reviews in PER, 2007, http://www.per-central.org/per_reviews/volume1.cfm Week 5: diSessa, A.A. Changing Minds, MIT Press (2001) pp 89 –99

---- or -----

diSessa, A.A., “Knowledge in Pieces,” in Forman and Puffall Constructivism in the Computer Age, Hillsdale NJ: Lawernce Erlbaum (1988). Leverini & DiSessa, How students learn from multiple contexts and definitions: Proper time as a coordination class, Phys. Rev. ST Physics Ed. Research 4, 010107 (2008) http://prst-per.aps.org/abstract/PRSTPER/v4/i1/e010107 D. Hammer, A. Elby, R. Scherr, and E. F. Redish, “Resources, Framing, and Transfer” in Mestre Transfer of Learning: Research and Perspectives (2005), http://www2.physics.umd.edu/%7Edavidham/rft.pdf ----Scherr, Elby, Goertzen, University of Maryland Open Source Tutorials in Physics, http://umdperg.pbworks.com/w/page/10511238/Tutorials%20from%20the%20UMd%20PERG Scherr, R. E., & Elby, A. (2007). Enabling informed adaptation: Open-source physics worksheets integrated with implementation resources. In P. R. Heron, L. McCullough & J. Marx (Eds.), Proceedings of the 2006 Physics Education Research Conference (vol. 883, pp. 46-49). Melville, NY: American Institute of Physics. http://www2.physics.umd.edu/~elby/papers/Scherr_Elby_2007.pdf

Additional Reading Resources: Discipline-Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering, a new report from the National Research Council http://sites.nationalacademies.org/DBASSE/BOSE/DBASSE_072106 Adapting to a Changing World—Challenges and Opportunities in Undergraduate Physics Education, a newer report from the National Research Council, http://www.nap.edu/catalog.php?record_id=18312 Reviews in PER: http://www.per-central.org/per_reviews/ An attempt for a review, establishing a cannon: http://www.aps.org/units/fed/newsletters/fall2005/canon.html A more general resource: http://www.compadre.org/per/ A host of papers are available on the web. The university of Maryland group strives to keep an somewhat up-to-date list of papers: http://www.physics.umd.edu/perg/perow.htm R.R. Hake, "Interactive-engagement vs traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses," Am. J. Phys. 66, 64-74 (1998) L.C. McDermott and E.F. Redish, "Resource Letter PER-1: Physics Education Research," Am. J. Phys. 67, 755-767 (1999) Maloney, David P. "An overview of physics education research on problem solving." Reviews in PER: Getting Started in PER, edited by C. Henderson and KA Harper (American Association of Physics Teachers, College Park, MD, 2011) 2 (2011). Meltzer, David E., and Ronald K. Thornton. "Resource letter ALIP–1: active-learning instruction in physics." American journal of physics 80 (2012): 478.

Sundry Information / Thoughts: Ethics: You should not cheat in this class. Frankly it will be easier if you do not and you’ll learn more. If you cheat you’ll fail. Collaborative work is encouraged. Citing your partner’s work and sources that you draw from is necessary. Do not plagiarize. If you are concerned about what this means, speak to me. More information is at: http://www.colorado.edu/academics/honorcode/Code.html

All students of the University of Colorado at Boulder are responsible for knowing and adhering to the academic integrity policy of this institution. Violations of this policy may include: cheating, plagiarism, aid of academic dishonesty, fabrication, lying, bribery, and threatening behavior. All incidents of academic misconduct shall be reported to the Honor Code Council ([email protected]; 303-735-2273). Students who are found to be in violation of the academic integrity policy will be subject to both academic sanctions from the faculty member and nonacademic sanctions (including but not limited to university probation, suspension, or expulsion). Other information on the Honor Code can be found at http://www.colorado.edu/policies/honor.html and at http://www.colorado.edu/academics/honorcode/ Accommodations for disability: If you qualify for accommodations because of a disability, please submit to me a letter from Disability Services in a timely manner so that your needs can be addressed. Disability Services determines accommodations based on documented disabilities. Contact: 303-492-8671, Center for Community N200, and http://www.colorado.edu/disabilityservices. If you have a temporary medical condition or injury, see guidelines at http://www.colorado.edu/disabilityservices/go.cgi?select=temporary.html Disability Services' letters for students with disabilities indicate legally mandated reasonable accommodations. The syllabus statements and answers to Frequently Asked Questions can be found at http://www.colorado.edu/disabilityservices Religious Awareness: Campus policy regarding religious observances requires that faculty make every effort to deal reasonably and fairly with all students who, because of religious obligations, have conflicts with scheduled exams, assignments or required attendance. In this class, consult with me about missing sessions. We will not hold class on Sept 5 in observance of Rosh Hashanah. See full details at http://www.colorado.edu/policies/fac_relig.html

Student Identity/ Classroom Culture: Students and faculty each have responsibility for maintaining an appropriate learning environment. Those who fail to adhere to such behavioral standards may be subject to discipline. Professional courtesy and sensitivity are especially important with respect to individuals and topics dealing with differences of race, color, culture, religion, creed, politics, veteran's status, sexual orientation, gender, gender identity and gender expression, age, disability, and nationalities. Class rosters are provided to the instructor with the student's legal name. I will gladly honor your request to address you by an alternate name or gender pronoun. Please advise me of this preference early in the semester so that I may make appropriate changes to my records. See policies at http://www.colorado.edu/policies/classbehavior.html and at http://www.colorado.edu/studentaffairs/judicialaffairs/code.html#student_code The University of Colorado at Boulder Discrimination and Harassment Policy and Procedures, the University of Colorado Sexual Harassment Policy and Procedures, and the University of Colorado Conflict of Interest in Cases of Amorous Relationships policy apply to all students, staff, and faculty. Any student, staff, or faculty member who believes s/he has been the subject of sexual harassment or discrimination or harassment based upon race, color, national origin, sex, age, disability, creed, religion, sexual orientation, or veteran status should contact the Office of Discrimination and Harassment (ODH) at 303-492-2127 or the Office of Student Conduct (OSC) at 303-492-5550. Information about the ODH, the above referenced policies, and the campus resources available to assist individuals regarding discrimination or harassment can be obtained at http://www.colorado.edu/odh More Ethics: Go Vote. Really. Vote. From Steve Pollock’s 2004 website yet impressively relevant (and I wholly concur): “I firmly believe that we can take individual actions that will make the world we live in a better place. One obvious thing YOU can do is vote. Here is a link to some information if you haven't registered (http://www.colorado.edu/physics/phys1120/phys1120_fa04/vote.html). I know it's so easy to blow this off, and yet almost equally simple to register and vote. The number of young people voting has gone down over time, but it's YOUR life and YOUR future that are impacted. Take a stand! Convince your friends to participate! I would never consider suggesting which way you should vote - but WOULD ask that you use the powers of critical thinking, reasoned argument, inference by evidence, and basic logic you learn in physics and apply them to issues of political significance. (Which means, among other things, don't just listen to your parents, or one TV channel) Dig a little, think about what matters, make rational and ethically sound decisions. Argue and discuss, groupwork helps everywhere in life, not just in physics class. And then vote, it's empowering!”