Physics 4810 / 7810Teaching and Learning PhysicsFall 2004FinkelsteinA course on how people learn and understand key concepts in physics. Readings in physics,physics education research, education, psychology and cognitive science, plus opportunities forteaching and evaluating college and K-12 students. Useful for all students, especially for thoseinterested in physics, teaching and education research.Nobody thinks clearly, no matter what they pretend. Thinking’s a dizzybusiness, a matter of catching as many of those foggy glimpses as you canand fitting them together the best you can. That’s why people hang on sotight to their opinions; because, compared to the haphazard way in whichthey’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 diveback into that foggy muddle to wrangle yourself out another to take itsplace. --- Dashiell HammettAs we muddle along, this class is designed to be engaging, provocative, and enjoyable. The classwill largely depend upon your input. You will help create and direct the class.Student responsibilities:• active participation• weekly homeworks (readings, reflections, physics problems, and fieldnotes• final project (project of your own design)My role, as instructor will be to facilitate your engagement with the material, provide resourcesfor you, and give you feedback and direction. Please make use of my office hours Official Office HoursF1023 Gamow: Tu / Thurs 1p – 2pm303 735 [email protected]: E.F. Redish, Teaching and Learning PhysicsIntroductory Physics Text, preferably Halliday Resnick, Walker (6th ed) or Giancoli (5th)Weekly readings handed out or on e-reserveCourse Website:http://www.colorado.edu/physics/phys4810Class Schedule:Week 1: 8/24 IntroductionWeek 2: 8/31 Identify fieldsite(s)Week 4: 9/14 Identify area of interest for project - Turn in 1 paragraph descriptionWeek 7: 10/5 Outline of project dueWeek 13: 11/16 Rough cut of final project dueFinals week: project due.Student Work:There will be 3 forms of regular work in this course: (1) readings/reflections, (2) physicscontent/homework analysis, (3) teaching/ fieldnotes.Readings: (Tuesdays) Each week we’ll be discussing readings. The tentative schedule is on thefollowing page. We’ll be reading both from Redish’s book Teaching Physics with Physics Suiteand original sources that are on the course web page, electronic reserves or handed out a week inadvance.Each week you are expected to write a paragraph summary of each paper/ reading, and to list out3 questions, or points of interest that the paper brought up. These will be handed in and returnedto you.While, I will lead the first week or two of readings, it will quickly be handed over to you to leadthe discussions for the class. We will have students sign up to lead the discussion once or twiceover the course of the term. These weeks you should be prepared to present a 5-10 min summaryof the paper, and bring in some points of discussion for the class.Physics content: (Thursdays). We’ll be covering the introductory sequence of physics (E/M) atthe same time we are reading about student learning. Our class will roughly parallel the 2ndsemester of calc- based physics, 1120. (http://www.colorado.edu/physics/phys1120/). Ourtentative schedule of topics is listed below. Each week you are expected to review the relevantsections in an introductory textbook, preferably from Halliday Resnick Walker or Giancoli.Each week you are expected to pick 3 problems from the CAPA assignment for 1120 (you willbe given LON-CAPA access).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 LON-CAPA set for phys 1120 and:i. Solve the problemii. Describe the solution process you usediii. Describe what physics content was needed from this section / other sectionsiv. Evaluate the problem: was this a good problem, mediocre problem, or a badproblem. Consider this problem both for content and pedagogical value.Physics homework is due Thursday in class.Teaching / Fieldwork (your choice): You are expected to spend a minimum of 2 hrs a weekteaching in, working in, or studying educational environments. Possible environments are listedlater. Each week you will be expected to send in ethnographic fieldnotes describing yourexperience. These should be no shorter than a page or a page and a half (and no more than a fewpages). The format for these notes is described below.Final Project: a final project of your choosing will be due at the end of term. The format of thefinal project is described belowGrading: 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 everyonewill be able to do well. In general, I emphasize effort and learning.30% - readings / participation 30% physics content / participation 40% final project.Field sites:Below are a few options where you might consider doing your fieldwork. Of course, since youare designing this course you are encouraged to work in any environment suited for yourexamining educational practices in physics. See me about arranging for other placements ofyour design.Formal Settings:College / University:** CU: 1120- Work with TA’s / LA’s in the Tutorials* CU: 1140: Work in undergrad labs (either as Learning Assistants or revising materials) CU: 1010 – Organize / run weekly help sessions on Physics of Everyday Things* CU 1020 – Help build course Physics for non-science majors CU: 2010/20: Study student learning / help organize & run study of simulation useHigh School:Boulder High - work with high school teacher on projects of interest* Evergreen High – work with high school teacher on projects of interestMiddle School:Casey Middle School – working with middle school science.Elementary:BVSD – demonstrations / course partnerships – Kat White.Informal:Science Discovery – CU outreach –Help organize/ run afterschool classes at 30th St. campusWhittier Schools partnership – help revise Physics for Fun seriesScience from CU – revise / implement 1 hour traveling programsSaturday Wizards Program – design / run outreach activities (particularly for Spring)Fiske Planetarium programs** - encouraged* - existing partnershipsFieldnotes:Fieldnotes will serve as