1. Conceptual Science for MLS courses Kyle Forinash Indiana University Southeast

2. Why don’t students like science courses? Poor teaching (lectures vs active learning) Insufficient preparation Does not appear relevant (F = ma means …?) Stiff competition (pre-med, etc.) instead of cooperative learning Lack of role models (physics PhDs: 12% female, 12% minority) Stereotypes (nerds, mad scientist, geek) Math!!!!!!

4. Force Concept Inventory David Hestenes, Malcolm Wells, and Gregg Swackhamer The Physics Teacher, Vol. 30, March 1992, 141-158 “Every student begins physics with a well- established system of commonsense beliefs about how the physical world works derived from years of personal experience. … physics education research has established that these beliefs play a dominant role in introductory physics. ….”

5. Force Concept Inventory David Hestenes, Malcolm Wells, and Gregg Swackhamer The Physics Teacher, Vol. 30, March 1992, 141-158 “… it has been established that (1) commonsense beliefs about motion and force are incompatible with Newtonian concepts in most respects, (2) conventional physics instruction produces little change in these beliefs, and (3) this result is independent of the instructor and the mode of instruction.”

6. Force Concept Inventory David Hestenes, Malcolm Wells, and Gregg Swackhamer The Physics Teacher, Vol. 30, March 1992, 141-158 “… Students must have failed to comprehend most of the material in the course. They have been forced to cope with the subject by rote memorization of isolated fragments and by carrying out meaningless tasks.” “No wonder so many are repelled! ….”

7. Eric Mazur (Harvard): Peer Instruction

8. Peer Review Question The three circuits below are constructed out of identical batteries and bulbs. (You can ignore the resistance in the wires and in the batteries.) What is the order of the brightness of the bulbs?

9. Interactive-engagement versus traditional methods: A six-thousand- student survey of mechanics test data for introductory physics courses Richard Hake, Am. J. Phys, Vol. 66, January 1998, 64-74

10. Conceptual Physics by Paul Hewitt

11. Sample Conceptual Question Why does a stream of water get narrower as it falls from a faucet?

12. Relevancy: Environmental Science (MLS at IUS) Population (exponential? pollution, water) Energy (sources, fossil fuels, Hubbert’s peak, renewables) Conversion Efficiencies (1 st and 2 nd laws) Storage (fuel, batteries, flywheels, capacitors, etc.) Transportation (well to wheel, lifecycle efficiency) Nuclear (fission, reactors, waste) Climate (blackbody radiation, absorption) Risk Assessment (meteors, driving, nuclear waste) Economics (external energy costs, standard of living)

14. Plant Oil as a Fuel? Energy production, all arable land in the US cultivated with soybeans (bio-diesel): 25.6 Quad US transportation consumption (2004): 27.8 Quad

16. Arnold B. Arons: Science Literacy 1.Have some familiarity with the process by which scientists go about constructing scientific knowledge and be able to evaluate the degree of confidence we have in our current scientific knowledge. 2.Be familiar with at least a few paradigm examples of the fundamental theories which underlie our current understanding of the physical world and understand why scientists have come to think these few simple ideas accurately explain most physical phenomena in the physical world.

17. Arnold B. Arons: Science Literacy 3.Understand that the science world view is not a belief system but is a very useful tool, supported by empirical data, for understanding, explaining and predicting how many events in the world around us occur. 4.Have some concept of the limitations of science, that scientific answers do not yet exist for many phenomena in the world but that these limitations are primarily those of our own imagination and creativity.

18. Ok, some stereotypes are accurate. Feel free to email me: kforinas@ius.edu