The plan Describe Explain why novice Explain steps Try and break it down They do Example Sort into grade 11/12 11C I will collate and distribute Group lab problem solving – extending it to the next level

Cooperative Group Problem Solving (CGPS) John Atherton Toronto DSB

Welcome Please sign in Physics Education Research Cooperative Group Problem Solving (CGPS) – what, why, how? The final product – an index for using CGPS in high school physics The next step – Problem solving labs http://groups.physics.umn.edu/physed/Research/CGPS/GreenBook.html - Download

History of PER Mazur at Harvard Misconceptions Force Concept Inventory Research shows ….. “Accumulating research on problem solving in physics clearly indicates that traditional end-of-chapter numerical exercises in physics texts are not useful, and may actually be counterproductive..” AAPT January 2007

Overview of CGPS Brief history Why use it? Teaching problem solving for physics Context rich problems University preparedness ResourcesCombing Concepts to Problem Solve Working in Groups

Brief history Developed for large classes in university Applicable to smaller classes for high school

1. Ask your students to solve this ‘physics’ problem.. A = BC D = E+CF C = (D2 + E2)/2G A = 11 E = 4 D = 6 G = 9.8 Find B, C and F

Now ….Ask them to explain gravity A = BC (F=ma) D = E+CF (Vf = Vi = at) C = (D2 + E2)/2G (etc) A = 11 E = 4 D = 6 G = 9.8 Find B, C and F

Why use it? The plug-and-chug strategy not effective Use conceptual knowledge of physics to qualitatively analyze the problem situation Systematically plan a solution before they begin numerical and algebraic manipulations of equations. Making sense of problems

Teaching Logical problem solving The general strategy can be summarized in terms of five steps: Comprehend the problem. Represent the problem in formal terms. Plan a solution. Execute the plan. Interpret and evaluate the solution.

Problem solving for physics Focus the Problem: Describe the Physics: Plan the Solution: Execute the Plan: Evaluate the Answer:

Problem Solving Strategy diagram here from page 21 in the Green book: http://groups.physics.umn.edu/physed/Research/CGPS/GreenBook.html

STEPS FOR SOLVING A PROBLEM Steps for Solving a Problem diagram here from page 26 in the Green book: http://groups.physics.umn.edu/physed/Research/CGPS/GreenBook.html

Focus the Problem diagram here from page 27 in the Green book: http://groups.physics.umn.edu/physed/Research/CGPS/GreenBook.html

Describe the Physics diagram here from page 28 in the Green book: http://groups.physics.umn.edu/physed/Research/CGPS/GreenBook.html

Plan the Solution diagram here from page 29 in the Green book: http://groups.physics.umn.edu/physed/Research/CGPS/GreenBook.html

Execute the plan diagram here from page 30 in the Green book: http://groups.physics.umn.edu/physed/Research/CGPS/GreenBook.html

Evaluate the answer diagram here from page 31 in the Green book: http://groups.physics.umn.edu/physed/Research/CGPS/GreenBook.html

Problem solving in groups Why in groups? Novice strategy (chug and plug etc.) Too easy – use novice strategy Too difficult – use novice Groups work –Practice – gradually start individual problem solving Physics language skills Confront and resolve misconceptions Learning Skills! The problem-solving strategy outlined above is modeled by the instructor during lectures and then practiced by students in their group.

Example Assessment of Individual and Group work and Evaluation of Individual work Encourages students to analyze the problem qualitatively before they plug numbers in a formula. As students become knowledgeable and comfortable with all the problem-solving steps, the allocation of points is more evenly distributed among the five steps. Beginning End Focus the Problem 7 5 Describe the Physics 8 6 Plan a Solution 5 6 Execute the Plan 3 6 Evaluate the Solution 2 2 Total 25 25

Common objections http://groups.physics.umn.edu/physed/Research/CGPS/Object.html

FAQ http://groups.physics.umn.edu/physed/Research/CGPS/FAQcps.html

General http://groups.physics.umn.edu/physed/Research/CGPS/CGPSintro.htm

Group Task Using the existing strands and expectations sort the problems into grade and strand Comment on usefulness Comment on degree of difficulty for students at the target grade Remember to sign in with email Receive collective collaborative work

Categories Linear Kinematics Problems – WHITE (41) Force Problems - PINK (50) Conservation of Energy/momentum Problems - GREEN (25) Oscillation and Waves Problems – LIGHT BLUE (14) Conservation of Energy and Heat – LIGHT YELLOW (7) Electricity & Magnetism Problems – DARK YELLOW (35) Rotational and Dynamic Problems – ORANGE (27)

Resources http://groups.physics.umn.edu/physed/Research/CGPS/GreenBook.html Pat Heller and Ken Heller (University of Minnesota) Download their book from the website

Laboratories Single period “survivor” challenge Example: How does the vertical displacement of an object suspended on a string halfway between two branches, depend on the mass of that object? Similar to Group Investigation Problems GRIPs

Download "Cooperative Group Problem Solving in Physics" Physics Education Home Page Cooperative Group Problem Solving Page Download Cover and Table of Contents (95KB, .pdf) Download Chapter 1 (76KB, .pdf) Download Chapter 2 (54KB, .pdf) Download Chapter 3 (44KB, .pdf) Download Chapter 4 (192KB, .pdf) Download Chapter 5 (151KB, .pdf) Download Chapter 6 (22KB, .pdf) Cooperative Group Problem Solving in Physics By Pat Heller and Ken Heller (University of Minnesota) Table of Contents 1. The Minnesota Model of Large Introductory Courses Flow Chart of Minnesota Model  (p. 3) Description of Minnesota Model  (p. 4) 2. Teaching Problem Solving A Logical Problem-solving Strategy (p.19) Flow-charts of the Problem-solving Strategy (p. 26) Blank Problem-solving Format Sheets (p. 32) Grading Feedback (p. 34) 3. Cooperative Group Problem Solving in Discussion Sections Why Cooperative Group Problem Solving? (p. 39) Frequently Asked Questions (FAQ) about Cooperative Groups (p. 40) General Plan for Teaching a Discussion Section (p. 43) Chart of Group Roles (p. 48) Group Functioning Evaluation (p. 49) Typical Objections to Cooperative Groups (p. 50) 4. Context-rich Written Problems What Are Context Rich Problems? (p. 55) What Are the Characteristics of a Good Group Problem? (p. 55) Twenty-one Characteristics That Can Make a Problem Difficult (p. 55) How to Create Context-rich Problems (p. 57) How to Judge If a Problem is a Good Group Problem (p. 58) Context-rich Problems in This Booklet (p. 60) 5. Problem-solving Laboratories

Recommended reading Teaching Physics with the Physics Suite CD - Edward F. Redish ISBN: 978-0-471-39378-8 Review at: http://www2.physics.umd.edu/~redish/Book/ http://ca.wiley.com/WileyCDA/WileyTitle/productCd-0471393789.html Interactive Lecture Demonstrations, Active Learning in Introductory Physics David R. Sokoloff, Ronald K. Thornton ISBN: 978-0-471-48774-6: http://ca.wiley.com/WileyCDA/WileyTitle/productCd-0471487740.html Five Easy Lessons: Strategies for Successful Physics Teaching: Strategies for Successful Physics Teaching - Author: Randall D. Knight The following ISBNs are associated with this title: ISBN - 10:0805387021 ISBN - 13:9780805387025 http://www.amazon.ca/Five-Easy-Lessons-Strategies-Successful/dp/0805387021/ref=sr_1_1?ie=UTF8&s=books&qid=1231610407&sr=1-1

What kind of problems? Context rich 21 characteristics missing - Variables missing or hidden (implicit) - Unfamiliar context - Abstract of an abstract (potential) Difficult to construct -(2-5 of the above characteristics) Time: half to a full period

Extra The structured problem-solving strategy seems too long and complex to most students. Cooperative-group problem solving gives students a chance to practice the strategy until it becomes more natural. Groups can solve more complex problems than individuals, so students see the advantage of a logical problem-solving strategy early in the course. Each individual can practice the planning and monitoring skills they need to become good individual problem solvers. Students get practice developing and using the language of physics -- "talking physics". In their discussion with each other, students must deal with and resolve their misconceptions. In subsequent, whole-class discussions of the problems, students are less intimidated because they are not answering as an individual, but as a group.

Solving the Problem 1. Comprehend the problem by drawing a picture and noting the given information. 2. Represent the problem in formal terms by translating the picture into a diagram or graph. 3. Decide on the general approach and write down equations that you believe appropriate. 4. Combine equations in such a way as to solve for the target quantity before substituting in the given information. Check to make sure that units are consistent. If units are consistent, substitute in the given information and solve for a numerical answer. 5. Check to make sure that your numerical answer is reasonable, that you have answered the correct question and that units are correct.