The Humanized Physics Project:
Algebra-based Physics With Human
Applications
Robert G. Fuller and Vicki L. Plano Clark
University of Nebraska - Lincoln, NE
Beth Ann Thacker
Texas Tech University
Nancy L. Beverly
Mercy College
Mark W. Plano Clark
Christopher D. Wentworth
Doane College
Support
Support provided by
NSF DUE CCLI grants 0088780 and 0088712.
Outline
 Rationale for the project
 Course structure
 Status of curriculum modules
 Challenges encountered
Project Rationale
 Use insights from PER and Calculus/Algebra Reform
movement to improve the algebra-based introductory
physics course.
 Acknowledge the differences in characteristics between
students in the calculus-based, and algebra-based
introductory courses.
 Make the human body a motivation for learning physics
rather than just one application.
Insights from the Calculus-reform
Movement
 Discrete mathematics is important.
 Need for a “lean and lively” course.
 It’s a “pump not a filter”.
 Teaching mathematical modeling: Rule of Four
verbal
numerical
graphical
symbolic
Student Characteristics
Gender
Algebra-based: 49% Female 51% Male
Calculus-based: 20% Female 80% Male
Student Characteristics
Class Standing
Algebra-based
Calculus-based
Student Characteristics
Career Goals
Algebra-based
Calculus-based
Baseline (Modified) MPEX Results
Doane College Fall 2001
N
pre 38
post 38
Overall
Independance Coherent
Concept
Reality
Math
Effort
Relevance
51/22
45/33
50/25
40/42
43/27
44/39
66/16
51/24
47/19
44/33
61/14
39/36
65/11
52/18
47/26
49/33
Will the new curriculum help?
Module Titles For Two Semesters
Human Senses and Interactions In Nature
Biomechanics and Modeling Human Motion
Modeling the Circulatory and Respiratory Systems
Energy Regulation
Modeling Human Speech and hearing
Bioelectromagnetism
Modeling Human Vision
Physics of Imaging the Human Body
Creating Humanized Physics
Human body focus:
Start with questions related to understanding the
human body.
Make the relevance of physics apparent in answering
those questions.
Example: Human Vision Module
Start with the focus question:
How do we see colors?
This question gets broken up into focus questions that
organize lectures and lab activities:
From Where Does Light Come?
How Does Light Get to Your Eyes?
How Does the Medium Change What You See?
How Can You Use Light to Measure Other Properties?
How Does Your Eye Form Images?
How Does Your Brain Understand Colors?
Example: Speech and Hearing
Module
Start with focus question:
How do humans make sound?
This gets broken up into additional focus questions:
Where are sounds produced?
What does the larynx do?
What does the larynx produce that we can hear?
How does the larynx produce a pressure wave?
How do we hear a wave?
Current Status of Modules
 ~ 43 separate activities have been developed.
 Three modules are ready to be tested in a workshop
environment.
 We expect to have 5 modules for a workshop
environment ready by September 2002.
 Four modules are essentially ready to be tested in a
lecture-lab environment.
 Our goal is to have all eight modules ready by January
2003 for use in the workshop environment and
lecture/recitation/lab environment.
Multimedia
 Video clips:
Human motion studies for Biomechanics
Ripple tank wave clips for Human Speech and Hearing
Doppler effect clips for Physics of Imaging the Body
 Flash animations:
Equation of continuity simulation for Modeling the Circulatory
System
Speed of sound, sound intensity-distance simulations for Human
Speech and Hearing
A-scan and B-scan ultrasound animations, Doppler effect
simulations for Physics of Imaging the Body
Challenges
Lack of national consensus on course
objectives.
Creating effective curriculum materials
that are flexible enough to meet the
needs of different course formats
(Workshop type, lecture-lab type)
Project Web Site
www.doane.edu/hpp/