1. PRODUCTS/PUBLICATIONS WEBSITES http://www.physics.oregonstate.edu/paradigms http://www.physics.oregonstate.edu/bridge These sites contain: 1. an introduction and overview of the project for the interested public. 2. information for institutions interested in adopting our curriculum or developing new upper-division curricula of their own, including information about workshops, links to publications, and detailed syllabi for the new courses. 3. detailed materials for many of the new courses, primarily for the use of students at our own university. PUBLICATIONS 1. Corinne A. Manogue and Kenneth S. Krane, The Oregon State University Paradigms Project: Re-envisioning the Upper Level, Physics Today 56, 53-58 (2003). 2. Corinne A. Manogue, Philip J. Siemens, Janet Tate, and Kerry Browne (Department of Physics) & Margaret L. Niess and Adam J. Wolfer (Department of Science and Mathematics Education), Paradigms in Physics: A New Upper- Division Curriculum, American Journal of Physics 69, 978-990 (2001). 3. Tevian Dray and Corinne A. Manogue, Spherical Coordinates, College Mathematics Journal 34, 168-169 (2003). 4. Tevian Dray and Corinne A. Manogue, The Murder Mystery Method for Determining Whether a Vector Field is Conservative, College Mathematics Journal 34, 238-241 (2003). 5. Tevian Dray and Corinne A. Manogue, Using Differentials to Bridge the Vector Calculus Gap, College Mathematics Journal 34, 283-290 (2003). 6. Tevian Dray and Corinne A. Manogue, Electromagnetic Conic Sections, American Journal of Physics 70, 1129-1135 (2002). 7. D. H. McIntyre, Using Great Circles to Understand Motion on a Rotating Sphere, American Journal of Physics, 68, 1097 (2000). 8. Tevian Dray & Corinne A. Manogue, The Vector Calculus Gap, PRIMUS 9, 21-28 (1999). INVITED TALKS AT MAJOR MEETINGS 1999 AAPT Summer Meeting, San Antonio, TX, August, 1999. AAPT 2000 Department Chair Conference, College Park, MD, April, 2000. April 2000 APS Meeting, Long Beach, CA, April, 2000. March 2001 APS Meeting, Seattle, WA, March 2001. 2001 Academic-Industrial Workshop, Rochester, NY, October 21, 2001. AMS-MER Workshop on Excellence in Undergraduate Mathematics: Diversification of Upper Level Mathematics Programs, Baton Rouge, LA, November, 2002. 2002 Gordon Science Education and Policy Conference, Physics Education and Research: Quantum Mechanics, Mount Holyoke College, South Hadley, MA, USA, June, 2002. 87th Meeting of the MAA and 993rd Meeting of the AMS, Phoenix, AZ, January, 2004. 2004 AAPT Winter Meeting, Miami Beach, FL, January, 2004. Symposium & Workshop for Physics Faculty sponsored by the Swedish Council for Higher Education, Lund, SWEDEN, June, 2004. 2004 Congress of the Canadian Association of Physicists, Winnipeg, CANADA, June, 2004. 2004 Gordon Science Education and Policy Conference, Physics Education and Research: Classical Mechanics and Nonlinear Dynamics, Mount Holyoke College, South Hadley, MA, USA, June, 2004. Also numerous presentations at regional meetings and departmental colloquia. WORKSHOPS Spin & Quantum Measurements and Energy & Entropy: AAPT Winter Meeting, Austin, TX, January, 2003. Paradigms Summer Faculty Workshop, Corvallis, OR, June 2003. AAPT Winter Meeting, Miami Beach, FL, January, 2004. Paradigms Summer Faculty Workshop, Corvallis OR, June 2004. Bridge Project: AAPT Winter Meeting, San Diego, CA, January, 2001 MathFest, Boulder, CO, July, 2003. Bridge Faculty Workshop, Corvallis, OR, August, 2003. AAPT Meeting, Miami, FL, January, 2004. PREP Workshop, South Hadley, MA, June, 2004. PNWMAA Meeting, Anchorage, AK, June, 2004. MathFest, Providence, RI, August, 2004. Bridge Faculty Workshop, Corvallis, OR, August, 2004. MATERIALS DEVELOPMENT Materials for student use in 15 courses have been developed, classroom tested at Oregon State University, and in use for eight years. Class notes for four courses, in the form of short texts, are complete—we are discussing an appropriate format with commercial publishers. In the next phase of the project, we hope to revise and test these materials at several other institutions, in preparation for widespread national dissemination.

2. EXAMPLES EARLY QUANTUM MECHANICS Our rearrangement of content allows students to begin their exploration of quantum mechanics earlier, in the middle of the junior year. In a measurement- based approach using a computer simulation of successive Stern-Gerlach experiments (Schroeder & Moore, Am. J. Phys. 61, 798-805, 1993), students infer the wave function from “data” as in real experiments. (Traditional curricula approach these problems backwards: predicting the results of experiment from “knowing” the unknowable wave function.) EMPHASIS ON VISUALIZATION We discovered that many students do not ask themselves about the physical meaning of the axes on graphs and therefore misinterpret, for example, graphs of wave functions. By first using color rather than a coordinate direction to represent the value of the wave function, we encourage a correct interpretation. MULTIPLE REPRESENTATIONS Kerry Browne, in his Ph.D. thesis (OSU 2002), showed that while students may be able to employ different representations of physical quantities (pictorial, graphical, algebraic, words, etc.) they often have trouble relating these representations. We include activities that explicitly encourage students to make these links. INTEGRATED LABORATORIES Even traditionally theoretical subjects such as thermal physics benefit from concrete examples. In the Energy & Entropy paradigm, the surprising thermodynamic consequences of the models the students have developed are investigated in quantitative, but accessible elastomer (rubber band!) experiments and outcomes are compared with predictions.