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Re: [Phys-l] Inquiry

Unfortunately, physics books don't read like novels. The

information/language is "foreign" and more technical. It demands time,

attention, patience, and discipline -- which few students have.

· Novels don't read like novels for many high-schoolers. That is why we need to include pre-reading and reading strategies for science courses (and English / history / math?).



Again, the books are packed with way too much information.

* can't we pick and choose the sections we'd like them to read?





Also, books sometimes fail to make the information relevant. Physics is

everywhere. We should write and teach like it is an exciting and important

subject. Too often, we (and books) fall short.

· And if the book doesn't make it relevant, hopefully we can either:

a)ask leading questions that relate the content to life and relevance for when the kids read,

b)make it relevant for them before they read. That is the purpose of the pre-reading actions.



I just opened up the Serway Jewett Principles of Physics text to a random section. Lucked out, standing waves in strings. Before we ask our kids to read, do we specifically ask them to try to relate this to the guitar, rubber bands they twang, the sway of blinds on the windows when they are opened and closed, a jump-rope? Or do we assume the kid will make those connections? I might have lucked out by landing on an easy topic, but we can do the same for other sections. WE can do this more easily than the kids can. The sharp folks on this list could easily come up with more than me for Temperature and the Zeroth Law of Thermo; Thermometers & Temperature Scales [16.1 & 16.2], I'd probably bring up calibrating different thermometer types and the places that thermometers are likely used that students might not be aware of. You folks can probably add more to that. Kids don't know what a solenoid is. Maybe we should put it in context first and then assign reading. If we put it in context originally, then ask them to read and see if they can add to what we are doing, or fill in some intentional gaps...



Just a thought.









Paul Lulai

Physics Instructor, Science Olympiad Coach,

.: Medtronic - St Anthony RoboHuskie Team 2574:. Faculty Advisor



Saint Anthony Village Senior High School, ISD 282

3303 33rd Avenue N.E.

Saint Anthony Village, MN 55418

(w) 612-706-1144

(fax) 612-706-1140



http://www.robohuskie.com

http://prettygoodphysics.wikispaces.com

http://sites.google.com/site/go4st8physics/

http://www.stanthony.k12.mn.us/hsscience/index.shtml



Education comes from within; you get it by struggle and effort and thought. Napoleon Hill

One had to be a Newton to notice that the moon is falling, when everyone sees that it doesn't fall. Paul Valéry











-----Original Message-----
From: phys-l-bounces@carnot.physics.buffalo.edu [mailto:phys-l-bounces@carnot.physics.buffalo.edu] On Behalf Of Anthony Lapinski
Sent: Friday, February 27, 2009 2:39 PM
To: Forum for Physics Educators
Subject: Re: [Phys-l] Inquiry



I like the idea of asking the kids what they didn't understand about the

reading, etc.



Unfortunately, physics books don't read like novels. The

information/language is "foreign" and more technical. It demands time,

attention, patience, and discipline -- which few students have.



Again, the books are packed with way too much information.



Also, books sometimes fail to make the information relevant. Physics is

everywhere. We should write and teach like it is an exciting and important

subject. Too often, we (and books) fall short.



Forum for Physics Educators <phys-l@carnot.physics.buffalo.edu> writes:

Pre-reading strategies help the newbie make sense of what they are

getting ready to read. Occasionally students will go into a section

having no real understanding of what they should learn from the section.

A few strategies I've gotten from local 'reading experts.'



- have students read section headings and predict what the content will

include.

- preview the figures, charts, captions & predict content

- require students to write and record 'active reading questions.'*



I think that many students do not really *think* while they read. They

do not try to put the new material into a spot that a) connects it with

what they have already learned in class; b) have experienced already in

life. Maybe this would be a way to make a science-specific guided

reading format.



The 'active reading questions' (in the English department): The students

read the literature and record a series of questions about the text. The

English dept folks require the questions to be "how" and "why" questions

as these are generally more thought provoking in those content areas.

I've found that intro to physics students will record, "Why does flux

depend on B?" or "Why is net force proportional to mass?" This brings

up the kinda neat conversation of, "we don't know. but it sure is what we

observe isn't it? take some data see what we get..." But the question

how / why questions might be less appropriate in science classes. I

don't know. Perhaps if the students were not allowed to ask how/why

equations or proportionality questions the results would be better.

I believe this list has also discussed asking students to complete

reading quizzes, and asking students to state "Three things new to you

and one thing you already knew" about the reading content. If not, there

it is.



IMHO students need some guidance in learning how to read. These are some

decent first steps. If the publishers are going to put all of that crap

in the text book, maybe we can try to use it (well, some of it).



Paul Lulai

Physics Instructor, Science Olympiad Coach,

.: Medtronic - St Anthony RoboHuskie Team 2574:. Faculty Advisor



Saint Anthony Village Senior High School, ISD 282

3303 33rd Avenue N.E.

Saint Anthony Village, MN 55418

(w) 612-706-1144

(fax) 612-706-1140



http://www.robohuskie.com

http://prettygoodphysics.wikispaces.com

http://sites.google.com/site/go4st8physics/

http://www.stanthony.k12.mn.us/hsscience/index.shtml



Education comes from within; you get it by struggle and effort and

thought. Napoleon Hill

One had to be a Newton to notice that the moon is falling, when everyone

sees that it doesn't fall. Paul Valéry











-----Original Message-----

From: phys-l-bounces@carnot.physics.buffalo.edu

[mailto:phys-l-bounces@carnot.physics.buffalo.edu] On Behalf Of Joseph

Bellina

Sent: Friday, February 27, 2009 10:38 AM

To: Forum for Physics Educators

Subject: Re: [Phys-l] Inquiry



Seems to me a good strategy to encourage them to read by rewarding

them, and building off the reading with engagement activities. That

way you can focus engagement on those areas of most difficulty as

indicated by your ongoing formative assessment.



cheers,



joe



Joseph J. Bellina, Jr. Ph.D.

Professor of Physics

Saint Mary's College

Notre Dame, IN 46556



On Feb 27, 2009, at 7:56 AM, Philip Keller wrote:



I still think students are rational - they do what they need to

do. Depending on how we design our classes, they may not need to

read. I think that it is a weakness of my own honors and AP

physics classes that I feel that I should explain everything (by

lecture, demo, applet, simulation...). So students tell me that

they don't need to read the book because they learned it in class.



But then every once in a while, I take a closer look at the books.

They are really extraordinarily good. So now I am making a point

of choosing small sections from the book and saying to my

students: you are responsible for this, I am testing on it and I

am NOT covering this in class. I think this is an important part

of their preparation for college. One thing I remember clearly is

that none of my math or science classes in college presented all of

the material we were to learn while in class. Reading the

textbooks was the only option available for 30 - 60 percent of the

material depending on the class.



-----Original Message-----

From: phys-l-bounces@carnot.physics.buffalo.edu [mailto:phys-l-

bounces@carnot.physics.buffalo.edu] On Behalf Of Anthony Lapinski

Sent: Thursday, February 26, 2009 10:54 PM

To: Forum for Physics Educators

Subject: Re: [Phys-l] Inquiry



Physics is very difficult to understand, especially the first time

around.

Second and third, too. Many counterintuitive ideas, unlike any other

discipline.



Most textbooks are too dry, too heavy, too confusing, and packed

with way

too much information. Daunting to read, much less comprehend,

especially

at the pace most teachers/courses go.



Students these days are too distracted, too busy, and/or too lazy

to read

physics textbooks.



With good teaching, appropriate demos, peer instruction, and active

engagement of students in class, the textbook becomes less necessary.

Except, perhaps, for math problems/homework and some worked out

examples,

but one can always make his/her own problem sets as I do.



Forum for Physics Educators <phys-l@carnot.physics.buffalo.edu>

writes:

I'm trying to imagine a mode which is more delivery than reading.



It seems to me it is very much to the point. But you are correct,

when you are part of the club, when you understand the key concepts

and are familiar with the language and methodology, a great deal can

be learned from books.



Is that where our beginning students are?



cheers,



joe



Joseph J. Bellina, Jr. Ph.D.

Professor of Physics

Saint Mary's College

Notre Dame, IN 46556



On Feb 26, 2009, at 10:20 PM, David Craig wrote:





With all respect to Gutenberg, why do you preference reading over

doing.





Oh, for heaven's sake. There is a great deal that must be learned

from books at one stage or another. Surely THAT'S not a point of

debate?



David Craig





<http://web.lemoyne.edu/~craigda/>







_______________________________________________

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

_______________________________________________

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







_______________________________________________

Forum for Physics Educators

Phys-l@carnot.physics.buffalo.edu

https://carnot.physics.buffalo.edu/mailman/listinfo/phys-l