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 and

Outline zRationale for the project zCourse structure zStatus of curriculum modules zChallenges encountered

Project Rationale zUse insights from PER and Calculus/Algebra Reform movement to improve the algebra-based introductory physics course. zAcknowledge the differences in characteristics between students in the calculus-based, and algebra-based introductory courses. zMake the human body a motivation for learning physics rather than just one application.

Insights from the Calculus-reform Movement zDiscrete mathematics is important. zNeed for a “lean and lively” course. zIt’s a “pump not a filter”. zTeaching mathematical modeling: Rule of Four yverbal ynumerical ygraphical ysymbolic

Student Characteristics Gender Algebra-based: 49% Female 51% Male Calculus-based: 20% Female 80% Male

Student Characteristics Class Standing Algebra-basedCalculus-based

Student Characteristics Career Goals Algebra-basedCalculus-based

Baseline (Modified) MPEX Results Doane College Fall 2001 N OverallIndependanceCoherentConceptRealityMathEffortRelevance pre 3851/2250/2547/2643/2766/1647/1961/1465/11 post 3845/3340/4249/3344/3951/2444/3339/3652/18 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 z~ 43 separate activities have been developed. zThree modules are ready to be tested in a workshop environment. zWe expect to have 5 modules for a workshop environment ready by September zFour modules are essentially ready to be tested in a lecture-lab environment. zOur goal is to have all eight modules ready by January 2003 for use in the workshop environment and lecture/recitation/lab environment.

Multimedia zVideo clips: yHuman motion studies for Biomechanics yRipple tank wave clips for Human Speech and Hearing yDoppler effect clips for Physics of Imaging the Body zFlash animations: yEquation of continuity simulation for Modeling the Circulatory System ySpeed of sound, sound intensity-distance simulations for Human Speech and Hearing yA-scan and B-scan ultrasound animations, Doppler effect simulations for Physics of Imaging the Body

Challenges zLack of national consensus on course objectives. zCreating effective curriculum materials that are flexible enough to meet the needs of different course formats (Workshop type, lecture-lab type)

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