COURSE CONTENT CHAPTER 2
The quest for a conceptual language in physics education.
(also see the ppt on Toledo: natural sciences 1 content/ materials chapter 2)
The physics didactics course focusses on the ways we communicate in physics. How do we
communicate, how effective do we communicate, how can we intensify class communication.
Effective communication is the prime condition that must be met in order to facilitate the transfer
of scientific knowledge.
Looking back I believe my personal focus on science communication was triggered when I myself
was a physics student. I remember the phrase, ‘what does this mean, what do you mean’ as the
most frequently used sentence amongst my fellow students during late night discussions. We had
the mathematical description, but ‘what did it mean’?
Later, when I was a very young teacher, during summer holidays, I prepared pupils that had failed
their physics examination. At the beginning of the first lesson I asked them ‘Tell me, what the
problem is, what is it that you don’t understand.’ They replayed: ‘I don’t understand anything
about it’. They had the abstract explanation, but failed to understand.
My students at the teacher training are all passionate about the subject. They chose to become
physics teachers. Their educational background is divers. Many of them start the course without a
good preparation in science or mathematics. But they share my passion for the subject and often
become great physics teachers. Largest part of class time is dedicated to discussion, translation of
abstract language into everyday language, the conceptual approach. Most time is invested in
answering the question ‘what does it mean and very much how shall I explain’.
Planet TWILO
To illustrate the problem I would like to use the story told by Leon
Lederman (The God particle). He tells the story of the inhabitants of
the planet Twilo. These intelligent extraterrestrial creatures, look like
humans, speak and act as we do, except for one thing: they are
unable to observe objects with a strong contrast between black and
white. Zebra’s for instance are invisible to them. When a Twilo
delegation visits planet earth, they are invited to the a football
game. The Twillians are politely observing the game, enjoying the atmosphere, but at first are
completely unaware of the point of the game. It takes them quite some time and close observation
before they link the cheering of the crowds to a small deformation of the goal net.
Non physicists are very similar to Twillians I believe. We as physicists allow them to join the game,
warmly invite them, show them what is happening, talk about it with passion, experiment,
demonstrate, we welcome them with open arms, but … we fail to make contact, fail to
communicate the point of the game.
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Now I come to what I believe is the major quest we face in physics education and probably more
generally in science and technology education as a whole:
1. Language
When we communicate in physics we use a specific language. The abstract language of
formula’s, definitions, mathematics. This language has proven to be very effective. We can
communicate unambiguously, but it shows that only a small minority of people understands,
speaks the language of mathematics. For most pupils mathematics can be reproduced, for few
pupils mathematics is understood. As for the physicist the mathematical description of physical
concepts is clear he tends to minimalize the number of words he uses in explaining the
concept. Furthermore he tends to build his explanation of concepts on a numerous previously
poorly described and understood concepts.
2. Models
When we describe the world in physics we use models. These models are easy to describe
using mathematics. For instance when we describe motion that occurs in daily life, air friction is
neglected. This model of motion is easily mathematically described. For the nonmathematician the description opposes the information he obtains when he is moving through
the air, when he is observing motion in the air. The physics teacher is not only using the
foreign language mathematics, he is describing a world that is not the pupil’s world.
Moreover models often enlighten one fraction of the observable reality. For instance when we
describe a falling apple the physicist focusses on the apple and while in his thinking he includes
earth and air, he talks only about the gravitational force and silently neglects in the
mathematical description frictional forces, buoyance force.
To summarize: physics teachers, who are specialists in using mathematics and describing the
physical world using simple models, are failing to translate their knowledge into a format that is
accessible to the layman in physics. We fail to connect.
In the following course a numerouws examples will be offered to illustrate this tendency of
minimalizing information in science class communication. The content of communication is reduced
to the minimum, sufficient for the scientist to comprehend but coded language to the nonscientist.
Many years ago I attended the Stephen Hawking lecture in Brussels at the VUB with my students.
As they were used to the conceptual approach I was a bit worried whether they would understand
the lecture content. The evening became memorable to them as we witnessed how Professor
Hawking broke down his language to analogies, drawings, ideas. He needed no formula’s. He made
sure we could grasp the idea, get a feeling about the meaning.
I strongly believe and experience in my everyday practice that we can communicate with every
pupil, given we adapt and open up our language. We do pay a price in precision in the message but
we gain in its accuracy.
Starting physics education using a conceptual approach: using every day language, within a
context taken from reality, fitting in a conceptual framework. Building on this conceptual
fundament we can refine, zoom.
I would propose the following sequence in the construction of physics education imbedded in an
inductive approach based upon experiences with scientific phenomena :
describing conceptually → understanding conceptually →explaining conceptually → describing
formally → understanding formally → explaining formally → calculating and predicting formally
Is it possible to explain physics concepts in a conceptual way? It indeed is not easy. Highly
experienced but theoretically educated physics teachers appear to experience great difficulties in
conceptualizing scientific descriptions.
Sometimes history can inspire us to construct the conceptual explanation. Going back to the 17th
century, Isaac Newton puts a great example of making crystal clear what he means by using
certain words.
(Great Experiments in Physics, First-hand Accounts from Galileo to Einstein, Morris H. Shamos,
p.46-p58)
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The quantity of motion is the measure of the same, arising from the velocity and quantity of matter
conjunctly.
An impressed force is an action exerted upon a body, in order to change its state, either of rest, or
of moving uniformly forward in a right line. This force consists in the action only; and remains no
longer in the body, when the action is over. For a body maintains every new state it acquires, by
its inertia only. Impressed forces are of different origins; as from percussion, from pressure, from
centripetal force.
Hitherto I have laid down the definition of such words as are less known, and explained the sense
in which I would have them to be understood in the following discourse. I do not define time,
space, place and motion, as being well known to all. Only I must observe, that the vulgar conceive
those quantities under no other notions but from the relation they bear to sensible objects. And
thence arise certain prejudices, for the removing of which, it will be convenient to distinguish them
into absolute and relative, true and apparent, mathematical and common.
More recent a different great example is set by Richard Feynman in his work ‘the Feynman lectures
on physics’ where a clear explanation of the energy concept can be found. From the Feynman’s
lectures, vol 1 4-1:
There is a certain quantity, which we call energy, that does not change in the manifold changes
that nature undergoes. That is a most abstract idea, because it is a mathematical principle. It says
that there is a numerical quantity which does not change when something happens.
The scientific method
The scientific method offers an effective methodology to scientifically study the world. It consists of
a number of steps which are described in the following scheme. Any experiments performed in the
following of the course have to be carried out following this scheme. In scientific reports the
scheme should be visible.
Problem
The problem is still very general. For instance: how is an air bulb moving in a glass
tube filled with oil? Why do I feel cold when I step out of the shower?
To solve this problem, many questions need to be answered. Is the movement
influenced by the way I hold the tube? How can I describe this motion? Is the motion
influenced by the kind of fluid I use to fill the tube? Does it feel any different when the
window is open? Am I also feeling cold when I take a cold shower or when I step out
of sea on a hot summers day?
Brainstorming
In a brainstorming a variety of ideas pupils have about the given problem are
summarized. Put no limitations to their imagination. Try and identify as many
parameters that are influencing the answer to the problem as possible. As the result of
the brainstorming pupils obtain a full understanding of the context of the problem.
Research
question (RQ)
The brainstorming results in different research questions . A research question is
always phrased as follows: is there a relationship existing between parameter A and
parameter B?
For instance: is there a relationship between the time(parameter A) the air bulb is
moving and the distance (parameter B) it travels? Is there a relationship between the
initial temperature (parameter A) of water and the pace (parameter B) in which it is
cooling down?
Hypothesis
3/2
Pupils (even very young children) can give answers to research questions and more
over they can motivate these answers. These answers are supported by experiences
they had, information they extracted from what they heard, read, saw on television.
Often the answers are not scientifically correct. The purpose of performing the
experiment is to check the scientific correctness of their theory.
Answers should be formulated both in words and in a graph. Often the answer in
words is more general as pupil’s observations of the world are more general.
For instance: the longer the air bulb is traveling the more distance it will cover. This
answer does not clarify exactly how much more distance the air bulb will cover: double
the distance in double the time or four times the distance in double the time?
In drawing the graph pupils are forced to make a clear statement about their view on
the answer. This assignment often puzzels them. They don’t exactly know the
answer, they have to make an assumption to the answer. At this point the need for an
experimental verification imposes itself.
Design of the
experiment
How is the experimental setup? How can we control parameters that are influencing
the answer to the research question? How can we measure the parameters that we
focus upon in the research question? How accurate is the measurement? How can I
improve the accuracy of the measurement?
In the experimental report the experimental design has to be made clear to the level
that it can be reproduced by another team. The setup can be shown in a drawing or a
picture.
Observations
While performing the experiment pupils are encouraged to observe and take notes of
these observations.
That way they critically reflect on the experimental setup and often change and
improve the setup.
That way they critically reflect on the accuracy and precision of their measurements
and will be able to weigh the reliability of their measurements.
That way they are stimulated to become good observers, an important capacity of
scientists.
Measurements
Measurements are summarized in a table. The first column contains the parameter
that is controlled in the experimental setup: the independent parameter. The second
column contains the parameter the is measured in function of the first, controlled
parameter: the dependent parameter. For instance: in the experiment with the air bulb
pupils can decide to let the air bulb travel for 3 seconds at a time (independent
parameter, first column) and the measure the distance (dependent parameter, second
column) that it covers.
Time(s)
0,0
3,0
6,0
9,0
4/2
Distance (cm)
0,0
2,4
3,8
6,1
12,0
15,0
7,6
10,4
About accuracy and precision:
The accuracy of a measurement system is the degree of closeness of measurements
of a quantity to that quantity's actual (true) value. The precision of a measurement
system, also called reproducibility or repeatability, is the degree to which repeated
measurements under unchanged conditions show the same results.
A measurement system is considered valid if it is both accurate and precise.
Graphs
On the horizontal axes the independent variable is displayed, on the vertical axes the
dependent variable.
For instance:
Motion of an airbulb in
a tube filled with oil
15
distance( 10
cm)
5
Series1
0
0
10
20
time(s)
The exel software is a handy tool to create graphs in no time.
Relationships
between
parameters
The graph offers a survey on the relationship between the measured parameters. It
shows a trend (linear, quadratic, inversely proportional…). Individual measurements in
the table don’t reveal this trend, they rather reveal measurement errors. It is up to the
experimenter to interpret the graph and decide on a trend Once the trend is
determined, the measurements can be fit by a mathematical equation. The exel
software offers a tool that determines the best possible mathematical equation for a
chosen trend.
For instance:
5/2
airbulb in a tube filled
with oil
y = 0.6709x
R² = 0.9926
15
distance(
cm)
10
Series1
5
Linear
(Series1)
0
0
10
20
time(s)
The R2 value gives an estimate of the correlation between measurements and of the
precision of the measurement. The closer this value approaches 1, the closer the
correlation between measurements and trend.
Reflection on
the hypothesis
After the interpretation of the measurement, the results are compared with the
hypothesis stated before the measurement. The results can confirm the predicted
relationship or can contradict it.
Scientific
explanation
In a final stage pupils try to make sense of the experimental results. They try to fit the
results into their own scientific framework and compare it with the knowledge of the
scientific community.
Experimental study of motion
o
o
o
o
An airbulb in a tube RQ: is there a relationship between the time the bulb is moving
and the distance it has covered?
Independence of motion RQ: which of the two balls will reach the ground first?
A falling mass RQ: is there a relationship between the time the bulb is moving and
the distance it has covered?
Equilibrium of a lever RQ: If I want the lever to balanced. Use different masses,
different places and measure the force you must apply to keep the lever in balance.
Can you discover the law governing the equilibrium position of the lever? Can you
For experiment reports consult Toledo, natural sciences 1, content, lesson materials chapter 2
Didactical remark: note that we start the study of the chapter by posing a number of research
questions and performing experiments. This methodology is called inductive. Learning starts from
an offered real -life context and experiences within this context. The methodology aims to engage
the student to connect to the subject, to give him experiences in different facets of the subject, to
confront him with the personal preconcepts he holds on the subject.
6/2
The CBR motion detector from Texas Instruments
See the manual on Toledo: CBR motion detector manual.
Didactical remark: The motion detector allows quick measurements of motion. Particularly
interesting is the measurement of human motion. This experiment allows pupils to feel what a
mathematical graph shows. The link between the abstract graph and the experience of constant
speed, acceleration, walking away, slowing down, being at rest … becomes more direct.
Ask pupils to walk relative to the motion detector in different ways. Ask the class to predict the
graph, perform the measurement and compare.
Results:
Walking away with constant speed
Coming back with constant speed
hypothesis
hypothesis
measurement
…
…
Walk away, slowing down
Walk away, speeding up
hypothesis
hypothesis
Measurement
…
…
Come back, slowing down
Come back, speeding up
hypothesis
hypothesis
…
Measurement
…
Stand still
hypothesis
…
7/2
measurement
Measurement
Measurement
Measurement
Offer pupils a methodology to read the graph. Check for different parts of the motion, the covered
track in a given time interval.
For instance in the give graph: in the beginning
of the motion only a small distance was covered
in the given time interval. Later in the motion
more distance was covered in the same time
interval so the object is speeding up. As time
goes by, the distance between the observer
(located in the origin) and the moving object
becomes smaller so the object is approaching
the observer.
Content knowledge chapter 2 describing motion
See manual Conceptual and integrated science p. 19- p.40
The solution of content issues Chapter 2 Conceptual Integrated
Science
See for corrections also ‘solutions of exercises chapter 2’ on Toledo natural sciences 1, content,
lesson materials chapter 2
Preconcepts
From a young age and prior to any teaching and learning of formal science, children develop
meanings for many words used in science teaching and views of the world which relate to ideas
taught in science. Children’s ideas are usually strongly held, even if not well known to teachers, and
are often significantly different to views of scientists. These ideas are sensible and coherent views
from the children’s point of view, and they often remain uninfluenced or can be influenced in
unanticipated ways by science teaching. The previous general statements have been stated by
different theorists from Piaget (1929) onwards.
Children acquire these ideas prior to formal teaching in a very natural way. Young children, like
scientists, are curious about the world around them and in how and why things behave as they do.
Children naturally attempt to make sense of the world in which they live in terms of experiences,
their current knowledge and their use of language. It is these ideas that we call ‘childrens’s science’
(Osborne, 1980; Gilbert, Osborne and Fensham, 1982) It is the similarities and differences between
children’s science and scientist’s science that are of central importance in the teaching and learning
of science.
8/2
Research worldwide has revealed the following preconcepts on the concept of motion:
In children’s and pupil’s science
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A motion with constant SPEED ≠ state of rest
Learners do not spontaneously connect displacement, time and speed. The concept of time is
no part of their thinking.
Objects accelerate instantaniously
Constant speed means moving constantly
Accelerate means catch up, overtake, pass
The instant objects catch up with each other they have the same speed
There is no clear difference between speed and acceleration.
Note the difference between children’s interpretation of concepts and the scientific interpretation. In
teaching the subject of motion the preconcepts held by pupils has to be taken into account.
Phet simulations as a tool to test your conceptual understanding of
linear motion.
The simulations can be found on the internet following the link: http://phet.colorado.edu/
(reference: http://phet.colorado.edu/)
PhET provides fun, interactive, research-based simulations of physical phenomena for free. The makers believe
that the research-based approach- incorporating findings from prior research and their own testing- enables
students to make connections between real-life phenomena and the underlying science, deepening their
understanding and appreciation of the physical world.
To help students visually comprehend concepts, PhET simulations animate what is invisible to the eye through
the use of graphics and intuitive controls such as click-and-drag manipulation, sliders and radio buttons. In
order to further encourage quantitative exploration, the simulations also offer measurement instruments
including rulers, stop-watches, voltmeters and thermometers. As the user manipulates these interactive tools,
responses are immediately animated thus effectively illustrating cause-and-effect relationships as well as
multiple linked representations (motion of the objects, graphs, number readouts, etc.)
To ensure educational effectiveness and usability, all of the simulations are extensively tested and evaluated.
These tests include student interviews in addition to actual utilization of the simulations in a variety of settings,
including lectures, group work, homework and lab work. The rating system indicates what level of testing has
been completed on each simulation.
All PhET simulations are freely available from the PhET website and are easy to use and incorporate into the
classroom. They are written in Java and Flash, and can be run using a standard web browser as long
as Flash and Java are installed.
Research answers to commonly asked questions:
"Can PhET sims replace real lab equipment?"
9/2
Our studies have shown that PhET sims are more effective for conceptual understanding; however, there are
many goals of hands-on labs that simulations do not address. For example, specific skills relating to the
functioning of equipment. Depending on the goals of your laboratory, it may be more effective to use just sims
or a combination of sims and real equipment
"Do students learn if I just tell them to go home and play with a sim?"
Most students do not have the necessary drive to spend time playing with a science simulation (they're fun, but
not that fun) on their own time unless there is a direct motivation such as their grade. This is one of the
reasons we are pursuing the project of how to best integrate sims into homework.
"Where is the best place to use PhET sims in my course?"
We have found PhET sims to be very effective in lecture, in class activities, lab and homework. They are
designed with minimal text so that they can easily be integrated into every aspect of a course.
Our immediate interests are
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Use of analogy to construct understanding: Students use analogies in sims to make sense of unfamiliar
phenomena. Representations play a key role in student use of analogy.
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Simulations as tools for changing classroom norms: Sims are shaped by socio-cultural norms of
science, but can also be used to change the traditional norms of how students engage in the
classroom.
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Specific features of sims that promote learning and engaged exploration: Our design principles identify
key characteristics of sims that make them productive tools for student engagement. Now we wish to
study in detail how each feature impacts student understanding.
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Integrating simulations into homework: Simulations have unique features that are not available in
most learning tools (interactivity, animation, dynamic feedback, allow for productive exploration)
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Effectiveness of Chemistry simulations: We have just begun investigating the envelope of where and
how chemistry simulations can be effective learning tools.Publications and Presentations
Important features for effective simulation design (predominantly interview data)
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Factors promoting engaged exploration with computer simulations , N. S. Podolefsky, K. K. Perkins,
and W. K. Adams, Phys. Rev. ST Phys. Educ., Res. 6, 020117, 2010.
Computer simulations to classrooms: tools for change , N. S. Podolefsky, K. K. Perkins and W. K.
Adams, 2009 Physics Education Research - Conference Proceedings. AIP Press, in review , 2010.
Student Choices when Learning with Computer Simulations , N. S. Podolefsky, K. K. Perkins and W. K.
Adams, 2009 Physics Education Research - Conference Proceedings. AIP Press, in review , 2010.
What Levels of Guidance Promote Engaged Exploration with Interactive Simulations? , W. K. Adams, A.
Paulson and C. E. Wieman, PERC Proceedings, 2009.
A Study of Educational Simulations Part I - Engagement and Learning , W. K. Adams, S. Reid, R.
LeMaster, S. B. McKagan, K. K. Perkins, M. Dubson and C. E. Wieman , Journal of Interactive Learning
Research, 19(3), 397-419 , July 2008.
A Study of Educational Simulations Part II - Interface Design , W. K. Adams, S. Reid, R. LeMaster, S.
B. McKagan, K. K. Perkins, M. Dubson and C. E. Wieman, Journal of Interactive Learning
Research, 19(4), 551-577 , October 2008.
Developing and Researching PhET simulations for Teaching Quantum Mechanics , S. B. McKagan, K. K.
Perkins, M. Dubson, C. Malley, S. Reid, R. LeMaster, and C. E. Wieman,American Journal of
Physics, 76, 406 , May 2008.
Research-Based Design Features of Web-based Simulations , W. K. Adams, N. D. Finkelstein, S. Reid,
M. Dubson, N. Podolefsky, C. E. Wieman, R. LeMaster, Talk presented at AAPT Summer Meeting, 2004.
Research on in-class use
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Teaching Physics using PhET Simulations , C. Wieman, W. Adams, P. Loeblein, and K. Perkins, The
Physics Teacher, in press, 2010.
A Research-Based Curriculum for Teaching the Photoelectric Effect , S. B. McKagan, W. Handley, K. K.
Perkins, and C. E. Wieman, American Journal of Physics, 77, 87, January 2009.
High-Tech Tools for Teaching Physics: the Physics Education Technology Project , N. D. Finkelstein, W.
K. Adams, C. K. Kller, k. K. Perkins, C. E. Wieman and the PhET Team,Journal of Online Teaching and
Learning, September 2006.
Assessing the Effectiveness of a Computer Simulation in Introductory Undergraduate
Environments , C. J. Keller, N. D. Finkelstein, K. K. Perkins, and S. J. Pollock, PERC Proceedings, 2006.
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When learning about the real world is better done virtually: a study of substituting computer
simulations for laboratory equipment , N.D. Finkelstein, W. K. Adams, C. J. Keller, P. B. Kohl, K. K
Perkins, N. S. Podolefsky, S. Reid, R. LeMaster , Phys. Rev. ST Phys. Educ. Res. 1, 010103, 2005.
Assessing the effectiveness of a computer simulation in conjunction with Tutorials in Introductory
Physics in undergraduate physics recitations , C. J. Keller, N.D. Finkelstein, K. K. Perkins, and S. J.
Pollock, PERC Proceedings, 2005.
Incorporating Simulations in the Classroom - A survey of Research Results from the Physics Education
Technology Project , K. K. Perkins, W. K. Adams, N. D. Finkelstein, M. Dubson, S. Reid, R. LeMaster
and C. E. Wieman, Talk presented at AAPT Summer Meeting, 2004.
Can Computer Simulations Replace Real Equipment in Undergraduate Laboratories? ,N. D. Finkelstein,
K. K. Perkins, W. Adams, P. Kohl, and N. Podolefsky, PERC Proceedings, 2004.
About PhET sims
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An interactive optical tweezer simulation for science education , T. T. Perkins, C. V. Malley, M. Dubson,
and K. K. Perkins , Proc. of SPIE Vol. 7762, 776215, 2010.
Making Science Simulations and Websites Easily Translatable and Available Worldwide: Challenges and
Solutions , W. K. Adams, H. Alhadlaq, C. V. Malley, K. K. Perkins, J. B. Olson, F. Alshaya, S.
Alabdulkareem, and C. E. Wieman , Journal of Science Education and Technology, accepted, 2010.
Laptops and Diesel Generators: Introducing PhET Simulations to Teachers in Uganda ,Sam
McKagan, The Physics Teacher, 48, 63-66, January 2010.
Student Engagement and Learning with PhET Interactive Simulations , W. K. Adams,Multimedia in
Physics Teaching and Learning Proceedings, 2010.
Making On-Line Science Course Materials Easily Translatable and Accessible WorldWide: Challenges
and Solutions , W. K. Adams, H. Alhadlaq, C. V. Malley, K. K. Perkins, J. B. Olson, F Alshaya, S.
Alabdulkareem, C. E. Wieman , Multimedia in Physics Teaching and Learning Proceedings, 2009.
Making On-Line Science Course Materials Easily Translatable and Accessible Worldwide: Technical
Concerns , C. V. Malley, J. B. Olson, Multimedia in Physics Teaching and Learning Proceedings, 2009.
PhET: Simulations That Enhance Learning , C.E. Wieman, W.K. Adams, K.K. Perkins,Science, 322/682683 , October 2008.
Oersted Medal Lecture 2007: Interactive simulations for teaching physics: What works, what doesn't,
and why , C.E. Wieman, K.K. Perkins, W.K. Adams, American Journal of Physics, 76, 393 , May 2008.
PhET: Interactive Simulations for Teaching and Learning Physics , Katherine Perkins, Wendy Adams,
Michael Dubson, Noah Finkelstein, Sam Reid, Carl Wieman, Ron LeMaster , The Physics
Teacher, 44(1), 18 , 2006.
A Powerful Tool For Teaching Science , C. E. Wieman and K. K. Perkins, Nature Physics,p. 290292 , May 2006.
Transforming Physics Education , C. E. Wieman and K. K. Perkins, Physics Today,November
2005. (pdf)
Free On-line Resource Connects Real-life Phenomena to Science , K. K. Perkins and C. E.
Wieman, Physics Education, p. 93-95, January 2005.
The Physics Education Technology Project: A New Suite of Physics Simulations , K. K. Perkins, W. K.
Adams, N. Finkelstein, R. LeMaster, S. Reid, M. Dubson, N. Podolefsky, K. Beck and C. Wieman, Poster
Presented at AAPT Summer Meeting, 2004.
Should a Fortran-savvy educator learn Java, Flash, both, or neither? , M. Dubson, Talk presented at
AAPT Summer Meeting, 2004.
Students Perceptions About Learning
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Students know what physicists believe, but they don't agree: A study using the CLASS survey , Kara E.
Gray, Wendy K. Adams, Carl E. Wieman, and Katherine K. Perkins,Physical Review Special
Topics, November 2008.
A deeper look at student learning of quantum mechanics: the case of tunneling , S. B. McKagan, K. K.
Perkins, and C. E. Wieman, Physical Review Special Topics: PER, 4, 020103 , October 2008.
Why we should teach the Bohr model and how to teach it effectively , S. B. McKagan, K. K. Perkins,
and C. E. Wieman, Physical Review Special Topics: PER, 4, 010103 , March 2008.
Reforming a large lecture modern physics course for engineering majors using a PER-based design , S.
B. McKagan, K. K. Perkins, and C. E. Wieman, Proceedings of the Physics Education Research
Conference 2006, 2007.
A new instrument for measuring student beliefs about physics and learning physics: the Colorado
Learning Attitudes about Science Survey , W. K. Adams, K. K. Perkins, N. Podolefsky, M. Dubson, N. D.
Finkelstein and C. E. Wieman, Phys. Rev. ST Phys. Educ. Res. 2, 010101, 2006.
Exploring Student Understanding of Energy through the Quantum Mechanics Conceptual Survey , S. B.
McKagan and C. E. Wieman, PERC Proceedings 2005, 2006.
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Towards characterizing the relationship between students' interest in and their beliefs about
physics , K.K. Perkins, M.M. Gratny, W.K. Adams, N.D. Finkelstein and C.E. Wieman, PERC
Proceedings, 2005.
The surprising impact of seat location on student performance , K. K. Perkins and C. E. Wieman, The
Physics Teacher, 43, p. 30-33 , 2005.
Minimize Your Mistakes by Learning from Those of Others , C. E. Wieman, The Physics Teacher, 43,
252-253 , 2005.
The Design and Validation of the Colorado Learning Attitudes about Science Survey , W. K. Adams, K.
K. Perkins, M. Dubson, N. D. Finkelstein and C. E. Wieman, PERC Proceedings, 2004.
Correlating Student Beliefs With Student Learning Using The Colorado Learning Attitudes about
Science Survey , K. K. Perkins, W. K. Adams, N. D. Finkelstein, S. J. Pollock, and C. E. Wieman, PERC
Proceedings, 2004.
Explore http://phet.colorado.edu/en/simulation/moving-man the Phet simulation of a moving man.
In the basic level of the simulation position, velocity and acceleration are being visualized
throughout the linear motion of a man. The didactical advantage of the simulation is that the
meaning of positive and negative values of position, velocity and acceleration is linked to the real
life movement. In a second level the graphical information is added. Pupils most of the time find it
very difficult to link the abstract vector quantities position, velocity an acceleration to reality. The
simulation provides a tool to construct the link.
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