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Robert C. Hilborn
Amherst College
National Task Force on Undergraduate Physics
Support from
American Association of Physics Teachers,
American Physical Society
American Institute of Physics
The ExxonMobil Foundation

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• Current statistics
• Some history
Calculus-
Based
Introductory
Physics
• Brief survey of recent CBIP efforts
• SPIN-UP and the role of CBIP in physics departments
• Some provocative thoughts
• Discussion

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Source: AIP Statistical Research Center : Enrollments and Degrees
Report, and * NCES Digest of Education Statistics

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 27-28% of high school students take physics. The % is growing! 50:50 men/women!!
 70-75% of high school students go on to
2-year, 4-year colleges and universities.
 350,000 students take college/university intro. physics each year ( 25-30% in 2-year colleges ). About 50% of those take CBIP.
 Only 3% of those taking calculus-based physics ever take another physics course.
SOURCE: AIP Statistics Division

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20th Century
Physics
21st Century

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• Changing role for physics in the universe of science
• Changing student population
– demographics
– preparation
– interests
• Changing National Focus
– emphasis on K-12

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 Curry, Street, and Purcell 1950s
 Halliday and Resnick 1960s
 The clone era 1960s1990s and on…
 Outliers: Berkeley Series and Feynman
Lectures
 Recent developments – see Joe Amato, Physics
Today , Dec. 1996.

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The Standard Model of Introductory Physics
Mechanics
Thermal Physics
Electricity/Magnetism
Waves
Optics
Difficulties:
1. Large amount of material favors recipes and memorization techniques, often without long-term retention.
Relativity
Atomic Physics
Condensed Matter Physics
Nuclear Physics
High Energy Physics
Chaos
Your Favorite Subject Here
2. Emphasis on pre-20 th
Century physics often doesn’t inspire students.
3. Isolated from the rest of physics and other sciences.
4. Students have changed since we were in college.

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 A thorough and rigorous coverage of a limited number of topics is more effective than an encyclopedic and show introduction to a wide range of subject matter.
 Physics should be taught as a growing subject and the student should be given illustrations of problems on present frontiers .
 Senior and experienced staff members should engage in the teaching of introductory physics courses, in the training of teaching assistants, and in experimentation directed at the improved teaching of physics.
•Carleton Report, Am. J. Phys. 25 , 417 (1957 ).

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 Workshop Physics P. Laws et al.
 Interactive Lectures-Peer Instruction E.
Mazur (Harvard), J. Mestre, W. Gerace (U.
Mass.), T. Moore (Pomona),…
 Interactive Demos – R. Thornton , D. Sokoloff
 Studio Physics J. Wilson (UMass), K.
Cummings (S. Conn) , Cal Poly SLO, U. New
Hampshire, …
 SCALE-UP – B. Beichner (NCSU), J. Saul
(UCF),…
 Dynamic Physics - P. Sokol (Penn State)

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 Overview--Case Study - A. van Heuvelen
(Rutgers)
 “In-line” text exercises, take-home experiments -
R. Chabay and B. Sherwood (NCSU), J. King et al (MIT).
 Complete PPT and WWW package: G. Gladding ,
(Illinois)
 WWW – JiTTE. Patterson , G. Novak (Air
Force), A. Gavrin (U. Indiana-Purdue-
Indianapolis)
 Tutorials - L. McDermott, P. Heron , J. Redish
 Context-Rich Problems -Heller (Minn.)
 Computer-Intensive - R. Fuller (U. Nebraska), W.
Christian (Davidson)

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 Joe Amato, Physics Today , Dec. 1996.
 R. Knight, Physics: A Contemporary Perspective
(Addison-Wesley)
 R. Chabay and B. Sherwood , Matter and Interactions ,
(Wiley)
 Tom Moore , Six-Ideas that Shaped Physics (McGraw-
Hill) IUPP
 J. Rigden, L. Coleman, J. Barojas, Physics In Context
( IUPP )
 Relativistic Mechanics first, J. Reichert
 J. Amato, C. Holbrow, J. Lloyd, Modern Introductory
Physics (Springer)
 L. McDermott, P. Heron , et al, Physics by Inquiry
(Prentice Hall)
 Eric Mazur … (Prentice Hall)
 Cummings, Laws , Redish, Cooney , Understanding
Physics , PER Revised HRW (Wiley)
 …..

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The role of CBIP in building a “thriving” undergraduate physics program.

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Supported by
ExxonMobil Foundation
American Institute of Physics
American Association of Physics Teachers
American Physical Society

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National Task Force on Undergraduate Physics
J. D. Garcia (U. Arizona)
S. James Gates (U. Maryland)
Robert Hilborn (Amherst College), Chair
Ruth Howes (Marquette), Co-Chair
Ken Krane (Oregon State)
Elizabeth McCormack (Bryn Mawr)
Laurie McNeil (U. North Carolina-Chapel Hill)
Jose Mestre (U. Massachusetts)
Tom O’Kuma (Lee College)
Doug Osheroff (Stanford)
Joe Taylor (Princeton)
Ex Officio:
AIP- J. Stith, J. Hehn
APS-J. Franz, F. Stein
AAPT-B. Khoury, W. Hein
PKAL – J. Narum
Carl Wieman (U. Colorado)

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 Site Visits to 21 “thriving” undergraduate physics programs.
 Survey (with AIP) all 761 bachelor’s degree granting physics programs in the US (74% response).
 Report and Analysis.
See AAPT web site http://www.aapt.org/Projects/ntfup.cfm
Ask your department chair for the report!
Physics Today , September, 2003.

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• Angelo State University
• University of Arizona
• Bethel College
• Brigham Young University
• Bryn Mawr College
• Colorado School of Mines
• Cal State San Luis Obispo
• Carleton College
• Grove City College
• Harvard University
• University of Illinois
• University of Wisconsin-LaCrosse
•Lawrence University
•North Carolina State Univ.
•North Park University
•Oregon State University
•Reed College
•Rutgers University
•SUNY Geneseo
•University of Virginia
•Whitman College
Site visit teams employed about 65 physics volunteers.
20 +/- other possibilities

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What makes an UPP Thrive?
Conclusions from the Task Force Site Visits
 Strong and sustained departmental leadership
 Well-defined sense of mission
 Recruit and retain students
– Challenging and supportive program
– Multiple-tracks/options
– Prof. development and mentoring
– Introductory courses
– Career information - alumni
 Emphasis on the entire program of the department, including interactions with other departments

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 Most of the site visit departments have experimented with CBIP – mostly pedagogy and not content .
 Departmental effort (not just junior faculty or just senior faculty w/o research programs).
 CBIP often used as a recruiting tool for physics majors.
 Designed to serve the appropriate audience .
 Department continually works to improve the course(s).

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 Thanks to Ken Krane and Roman Czujko:
 60% report “significant” curricular change in the past several years.
 Of those 71% report changes in CBIP.
Change Content and Ped.
Content only
Of those reporting change in
CBIP
50%
Ped. only
10-20% 30-40%

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• Why haven’t the innovations been widely adopted?
• Why is there resistance to educational change?

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 Innovations are no good?
 Innovations good, but no documentation of their success. Assessment is difficult ( pace Mike
Zeilik and Bob Beichner ).
 Large upfront investment of resources required.
 Lack of faculty development and reward.
 Difficult to make the effort a ‘departmental project’ with long-term sustained focus.
 Student resistance.
How to make them stick : G. Gladding and R.
Lopez – Sunday.

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To be discussed Saturday afternoon.
 I was hired to do research.
 My evaluations are great – of course my students are learning!
 “Reform” is just dumbing down the curriculum. (see quote from Lloyd
Taylor, 1938)

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 The goals of CBIP are often ill-defined , if defined at all.
 An improved CBIP by itself will not save your undergraduate physics program.
 Energy and enthusiasm and concern count . Details of content and pedagogy are of secondary importance.
 One size does not fit all . Local details are important.
 A departmental effort is crucial. (The “ energetic hero ” model does not work in the long run.)
 Continuous experimentation and feedback are crucial.
 Don’t underestimate the “ tyranny of the textbook .”
Textbooks do matter, and the net effect is usually negative.

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Please fill out CBIP survey form (one form per department) before the end of the conference.