I teach 1st year college physics at the algebra/trig level as well as the
calculus level for a two year college in Atlanta, GA. We are currently
in a quarter based system. Classes meet 3 days or 2 days each week.
We do not have recitation sections to accompany the classes. There is a
3 hr per week laboratory. In one year (Fall 98) we will be converting
to a semester based system--the details of which are not yet settled. My
question is this:
For 1st year physics, do you perform derivations for your students when
you teach the lecture class? If you do, what do you hope and/or really
think they will get from this performance? Also (if you do), do you require
your students to reproduce these derivations at a later time? In what
form do you require this (on a test, in homework, in a written journal,
during recitations, etc.)? If you do not perform derivations, why not?
How do you present the material for the course without deriving
formulas? Do you expect them to learn the derivations from the book? If
so, are they responsible for those derviations (i.e. required to
reproduce them in some form)? In either case, how effective do you think
you are being with respect to the teaching of A) physics and engineering
majors, B) other science majors, and C) non majors.
I have recently been thinking about how and why I teach the way I do and
whether or not I am being effective. I have wondered if I am wasting
valuable class time "performing" derivations.
I thank you for your help with my self evaluation.--
Mariam Dittmann
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Mariam W. Dittmann
DeKalb College Science Department
555 N indian Creek Drive
Clarkston, GA 30021