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An overview of Six Ideas That Shaped Physics: A new approach to calculus-based introductory physics
AIP Conf. Proc. 399, 1037 (1997); 10.1063/1.53120
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N O T E
Case-Study Experiments in the Introductory Physics Curriculum THE PHYSICS TEACHER Vol. 38, Sept. 2000 373
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Fig. 2. Acceleration profiles for two adjacent “hash-mark” reference lines on “car-collision.”
374 THE PHYSICS TEACHER Vol. 38, Sept. 2000 Case-Study Experiments in the Introductory Physics Curriculum
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standing of these concepts. They of experimental trials before obtain- this affects the distribution of the
experienced the trials and tribulations ing useful results. They were chal- vehicle weight on the wheels, and
of experimental physics. The lenged by the conceptual difficulty of thus the contact forces at the road sur-
sequence of experiment modifica- distinguishing between velocity and face. While this experiment produced
tions and changes needed until the acceleration, and by several aspects some interesting results, the students
apparatus produced useful results of their experimental technique. The could have conducted a more exten-
was quite comparable to that required latter included maintaining a steady sive study by varying the weight dis-
in any laboratory effort. They also camera position, accounting for the tribution of the vehicle in a controlled
came to recognize that an experiment relatively “soft” surface of the tread- manner, thereby introducing a param-
does not, in any way, end when the mill, positioning the runner in the eter that could have been used to
data are taken; rather, the analysis frame in a way that allowed imple- model the expected behavior of the
and interpretation of the results are mentation of a fixed coordinate sys- truck. Nevertheless, the students had
the biggest and most significant part tem, and the difficulties associated to apply kinematic relations among
of the effort. For example, the team with diagnosing the impacts, having position, velocity, and acceleration,
noted that they had no fiducial time only the 30-frame-per-second rate of and develop an understanding of fric-
mark on the film, and the time “zero” the video camera. To determine the tional forces at interfaces.
for the motion of each hash mark is forces acting on the joints, the stu-
therefore different. This prevented dents were forced to identify the act- Results and Assessment
them from finding time intervals ing masses that experienced the The authors have found case stud-
between the motions of different measured accelerations, requiring the ies to be an effective means of engag-
positions of the can; only the individ- team to develop a model for each ing students in physics. By imple-
ual motions could be determined. limb as a set of coupled free-bodies. menting these activities in the first-
Thus, their experiment could not The necessity of converting complex semester course, students could
determine how long after an automo- systems into manageable models address key elements of mechanics at
bile impact a passenger begins to feel amenable to experiment was thus the introductory level—kinematic
an effect. The students also had to learned. relations and Newton’s laws. As seen
make estimates of the duration of the in the examples, these issues can be
impact to determine a suitable strobe ➣ Measurements of Traction on observed, addressed, and studied
rate to obtain data. They were thus Various Surfaces. A third group through a variety of different case-
forced to learn to estimate using scal- wanted to determine the effectiveness study topics. Most students consid-
ing laws. of 2-wheel versus 4-wheel drive on ered these activities “fun,” especially
vehicles. They constructed a short in contrast to the conventional exer-
➣ Forces on Joints During track of plywood that served as a cises conducted during typical labo-
Running. Another case-study roadbed. Filling the track with sand, ratory sessions. Our course evalua-
example was the experiment per- wetting the track, or filling it with tions and assessment process, which
formed by a group of biology majors crushed ice provided a variety of dif- do not yet specifically address the
studying the kinematics of walking ferent test surfaces. One of the stu- case studies, were unusually positive
and running. The objective was to dents volunteered a radio-controlled relative to results in previous years.
determine the forces on the lower toy truck to act as the vehicle, which While these could be anomalous,
limb, and thus to understand the nominally had all four wheels driven informal oral feedback from students
cushioning provided by running through a gear train by a single causes us to believe that the students’
shoes. The students videotaped an motor. Using PASCO’s Science positive attitudes are attributable in
individual running on a treadmill. Workshop 6 software, photogates, and part to the case-study activities, and
The subject had marks attached to the motion detectors, the students meas- that their more positive attitudes
knee, ankle, and hip joints. Using ured the dynamics of the truck’s resulted in better study and greater
VideoPoint® software,5 the students motion as it traversed the track. By understanding, as evinced in results
were able to locate each of these cannibalizing the truck, and remov- of our assessment exam. Approx-
points frame-by-frame, and thus ing a gear that linked the front and imately 80% of the students who took
develop a measure of the displace- rear wheels, the team created a rear- part in the case-study activities par-
ment, velocity, and acceleration of wheel-only drive vehicle. They were ticipated in the second semester of
each joint as a function of time. As in then able to repeat their experiment, our introductory sequence in the fall.
the previous example, students devel- and compare the dynamics of rear- The instructor of that course (Crosby)
oped an appreciation for the interpre- wheel and 4-wheel drive. In this case, observed that students had gained
tation of data in terms of physical the students had to consider the and retained greater comprehension
principles, and went through a series weight balance of the vehicle, since of basic physics principles in com-
Case-Study Experiments in the Introductory Physics Curriculum THE PHYSICS TEACHER Vol. 38, Sept. 2000 375
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parison with students in previous test hypotheses, rather than merely of basic construction techniques, and
offerings of this course. More materi- observing or recording a phenome- be reasonably adept at on-the-fly
al was covered at greater depth in the non. The initial proposals thus repre- experiment debugging, since students
second-semester course than was sent an opportunity to discuss the sci- require regular assistance in conduct-
possible previously. entific method and the connections ing their experiments. When working
The case-study projects could be between theory and experiment in a with students who are just developing
equally well applied in a high-school meaningful way. experimental skills, it is often diffi-
physics class. Indeed, the basic Time-phasing the case-study cult to interpret their descriptions of
approach can be used at higher col- experiences into the first-semester “failures” in their experiments, and to
lege levels as well, though the exper- course is difficult, and requires sub- provide useful guidance. The instruc-
iments will need to be more complex. stantial faculty involvement. For tor who is experimentally oriented
While it might be necessary to have example, case studies often involve may provide guidance on some
greater instructor intervention in case physics topics that are not taught until experiments with greater ease.
studies at the high-school level, the a point in the semester long after a
fact that high-school courses are student group might require the con- Acknowledgment
often conducted over a full academic cept. Students were much more Carthage College gratefully acknowl-
year (as opposed to a quarter or receptive to learning new material edges the support of the National
semester) may give the class a greater “out-of-phase” when it was relevant Science Foundation through ILI
opportunity to conduct a meaningful to their projects. Much time was Grant DUE-9851068.
experiment, and perhaps to study spent in lab working with case-study
more areas of physics in class prior to teams doing directed tutorials on nec- *Presently at The Bakken Museum,
applying them in their experiments. essary concepts. We see this as an 3537 Zenith Ave. South, Minne-
advantage to the approach, rather apolis, MN 55416.
Recommendations and than a drawback. In addition, our stu-
Concerns dent schedules are relatively com- References
The use of case studies in the plex, and scheduling additional labo- 1. E. F. Redish, “Implications of
introductory physics course was, in ratory time when all team members cognitive studies for teaching
our view, successful. However, we can work together is often problemat- physics,” Am. J. Phys. 62, 796
must be sensitive to the difficulty stu- ic. (1994).
dents face in developing and execut- A reasonable inventory of small 2. P. W. Laws, “Calculus-based
ing meaningful experiments when parts and materials must be devel- physics without lectures,”
their exposure to and understanding oped, requiring a small budget for Phys. Today 44, 24 (Dec.
1991); A. Van Heuvelen,
of physics is in the initial stages. This such things as camera film or styro-
“Overview: Case study
is particularly evident as students foam sheets. It is frustrating for stu- physics,” Am. J. Phys. 59, 898
propose their case-study experi- dents on tight schedules to not have (1991).
ments; without an understanding of needed supplies available immediate-
3. P. W. Laws, “Workshop
physics principles they have difficul- ly. Physics: Learning introductory
ty devising experiments that actually Finally, faculty should be capable physics by doing it,” Change
Mag. (July/August 1991).
4. C. Swartz and C. Zipfel,
“Individualized instruction in
introductory physics,” Am. J.
Phys. 40, 1436 (1972).
5. Lenox Softworks, Inc., 114
Main St., Lenox, MA 01240.
6. PASCO scientific, P.O. Box
619011, Roseville, CA 95661.
376 THE PHYSICS TEACHER Vol. 38, Sept. 2000 Case-Study Experiments in the Introductory Physics Curriculum
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