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Re: [Phys-l] Modeling for Physics Instruction

I believe the article that was linked to Philadelphia teachers using modeling was a bit misleading. It implies a culminating project as the central method of instruction. This is not quite accurate.

Modeling uses pie charts to account for energy. If the system isn't isolated, the pie chart itself can change area. If the system is isolated, the area of the pie chart is constant, but the pie slices change. It is common for modeling students to be required to change their system so they are required to look at how the choice of system affects conservation laws.

The big idea in modeling is along the lines of constructivism. Students might collect position, and time data. They might then plot distance vs time, then determine if d varies with t, t^2 etc... Students linearize the data, then determine the meaning of that graph's slope, y-intercept etc...

If a person finds Hake Gain to be an acceptable measure of learning progress, Modeling gains far outweight gains seen in other instructional methods (I guess this is true even if one doesn't find Hake Gain to be acceptable).

The 'official' modeling sights:
<http://modeling.asu.edu/Curriculum.html>
<http://modeling.asu.edu/Modeling-pub/Mechanics_curriculum/>
<http://modeling.asu.edu/>
<http://modeling.asu.edu/modeling-HS.html>

The top link includes links to a variety of curriculum resources.
The second link has the catalog of mechanics resources.
The third link above is the general site.
The last link has some general information (synopsis, the modeling cycle, some articles etc...)

Have a good one.



Paul Lulai
Physics Teacher
St. Anthony Village Senior High
Saint Anthony Village, MN
55418
(w) 612-706-1144
(fax) 612-706-1020
plulai@stanthony.k12.mn.us


To wonder is to begin to understand.

-----Original Message-----
From: phys-l-bounces@carnot.physics.buffalo.edu on behalf of Joseph Bellina
Sent: Sat 8/4/2007 7:30 AM
To: Mary Hing-Hickman; Forum for Physics Educators
Subject: Re: [Phys-l] Modeling for Physics Instruction

To me, what your teacher did was to take the approach that he would
use with students doing research, and use it in the classroom.
Instead of telling you what to think, he guided you to develop your
own solution to the problem. Of course in research, no one knows the
answer, so that is the only option. That form of guided instruction,
or guided inquiry puts the student at the center of the learning
process and should be done at all grade levels, K-20. There are many
examples of how powerful the learning can be for the students.
Thanks for sharing your experience.

joe

Joseph J. Bellina, Jr. Ph.D.
Professor of Physics
Saint Mary's College
Notre Dame, IN 46556

On Aug 3, 2007, at 11:48 PM, Mary Hing-Hickman wrote:

Hi Don,

When I was a graduate student, I had to take an upper level
elective course.
I chose Atomic physics because that was my area of research at the
time. The
professor of the course was well known for being tough but fair.

He decided to do something different the year I took the course.
He gave us
several papers published on topics in Atomic Physics. He then told
us there
was something wrong with the papers. As a group, we had to figure
out what
was wrong and then correct them.

He guided us with helpful hints such as, "Look at the curve. What
do you
think could produce that curve?" Sometimes he would then leave the
room
with a comment to come and get him when we figured it out. Other
times he
would help us with questions to guide us. I learned more in that
class than
any other course I had taken in graduate school. It was applicable
to my
field and it was practical. I saw a purpose for studying quantum
mechanics
and electrodynamics. It was also the most rewarding because we
DID figure
it out.

We didn't have equipment given to us to play with, but we were
given a paper
to read. We could look at references and we had our textbooks. We
also had
each other and that was our greatest strength.

I can see how modeling could work in upper level and even graduate
level
courses.

Mary E Hing-Hickman


----- Original Message -----
From: "Polvani, Donald G." <donald.polvani@ngc.com>
To: "Forum for Physics Educators" <phys-l@carnot.physics.buffalo.edu>
Sent: Friday, August 03, 2007 11:53 AM
Subject: [Phys-l] Modeling for Physics Instruction


My education in physics occurred 40 years ago, so the simple article
below on the value of modeling as an instruction technique was new
and
of interest to me. I can see where it would be of value in
introductory
courses, but have any of you used this technique in advanced
undergraduate/graduate courses on classical mechanics, quantum
theory,
relativity, etc. It's great to discover things by yourself, but is
there really time to do this with the great number of advanced topics
which have to be covered, not to mention the practicality of modeling
advanced concepts?

See:

http://www.philly.com/inquirer/health_science/daily/
20070803_Masters_of_
spring_theory.html

Don Polvani
Northrop Grumman Corp.
Undersea Systems
Annapolis, MD
_______________________________________________
Forum for Physics Educators
Phys-l@carnot.physics.buffalo.edu
https://carnot.physics.buffalo.edu/mailman/listinfo/phys-l



_______________________________________________
Forum for Physics Educators
Phys-l@carnot.physics.buffalo.edu
https://carnot.physics.buffalo.edu/mailman/listinfo/phys-l

_______________________________________________
Forum for Physics Educators
Phys-l@carnot.physics.buffalo.edu
https://carnot.physics.buffalo.edu/mailman/listinfo/phys-l