1. 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

2. Cooperative Group Problem Solving (CGPS)
John Atherton
Toronto DSB

3. 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
- Download

4. 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

5. 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

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

7. 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

8. 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

9. 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

10. 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.

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

12. Problem Solving Strategy diagram here from page 21 in the Green book:

13. STEPS FOR SOLVING A PROBLEM
Steps for Solving a Problem diagram here from page 26 in the Green book:

14. Focus the Problem diagram here from page 27 in the Green book:

15. Describe the Physics diagram here from page 28 in the Green book:

16. Plan the Solution diagram here from page 29 in the Green book:

17. Execute the plan diagram here from page 30 in the Green book:

18. Evaluate the answer diagram here from page 31 in the Green book:

19. 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.

20. 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

21. Common objections

22. FAQ

23. General

24. 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
Receive collective collaborative work

25. 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)

26. Resources
Pat Heller and Ken Heller (University of Minnesota)
Download their book from the website

27. 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

28. 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

29. Recommended reading
Teaching Physics with the Physics Suite CD - Edward F. Redish
ISBN:
Review at:
Interactive Lecture Demonstrations, Active Learning in Introductory Physics
David R. Sokoloff, Ronald K. Thornton
ISBN: :
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: ISBN - 13:

30. 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

31. 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.

32. 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.