July 24-26, 2003
Priscilla Laws from Dickinson College, Carlisle, PA
Patrick J. Cooney from Millersville University, Millersville, PA
Robert B. Teese from Rochester Institute of Technology, Rochester, NY
Thomas L. O’Kuma from Lee College, Baytown, TX
Curtis J. Hieggelke from Joliet Junior College, Joliet, IL
Recent research findings in teaching and learning indicate that the “traditional” lecture-style, passive learning model does not substantially impact the learning and understanding of most students who take introductory physics. For most students, these passive learning techniques generally do not replace “misconceptions” with concepts that are more consistent with our understanding of nature. Results from Physics Education Research (PER) have indicated that active learning techniques can substantially increase student conceptual understanding in introductory physics.
This workshop will provide a hands-on experience with the use of video-based motion analysis in a wide range of applications, including the teaching laboratory, projects, and homework. Participants will learn how to make digital video clips for analysis, as well as how to use video analysis for homework problems and in the classroom. For example, participants will create a number of movies of one-dimensional and two-dimensional phenomena and make center-of-mass analysis of pre-recorded movies. Video analysis will be used in a number of other areas such as Coulomb’s Law. There will be discussions, educationally effective uses of video analysis being developed in the LivePhoto Physics project, the Workshop Physics project, and in other settings. Evaluation copies of analysis software, selected digital video clips, and homework assignments will be provided to the participants for their use after the workshop. In addition, the new video feature of the Logger Pro 3.1 software from Vernier Software & Technology that allows video movie clips to be synchronized and replayed side by side with MBL data will be explored.
Participants will have an opportunity to develop new materials for their students in a collaborative group of other Two Year College (TYC) and High School (HS) educators. One of the primary goals of this workshop is to show how these ideas can be implemented at TYCs and HSs. Several methods of integrating the ideas presented at this workshop into the curricula will be discussed including results from TYC and HS settings.
Discussion and information on the needs of the technological workforce and its connection with the activities of this workshop will also be presented. There will also be an opportunity to share and discuss issues relating to teaching physics more effectively, particularly for students enrolled in technician/technology education programs. There will be extensive discussions on how to use various strategies, tools, and tactics to overcome problems and barriers to learning at TYCs and HSs. Important issues such as standards, assessment, diversity, and technology utilization will be addressed at various points during the workshop.
The workshop leaders have many years of experience in developing and refining curriculum for introductory physics students. In addition, and more importantly, the workshop leaders have had extensive experience with the implementation and adaptation of curriculum in a variety of institutions and for many types of introductory physics students. The workshop leaders have also had extensive experience training faculty in using and developing their own curricula for their technology-oriented students.