Bridges, Bicycles, and Traffic - Thematic Physical Science Lessons

桥梁、自行车和交通 - 主题物理科学课程

• 批准号: 8954771
• 负责人: Robert Fuller
• 金额: $ 11.48万
• 依托单位: University of Nebraska-Lincoln
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 1989
• 资助国家: 美国
• 起止时间: 1989-11-01 至 1993-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=8954771&HistoricalAwards=false
• 关键词: Bridges; Bicycles; Traffic; Thematic; Physical

As stated so well by the Physics Curriculum Development Project of the Netherlands (PLON), physical science lessons should aim to stimulate students to be actively involved in the study of science. One way PLON units did that was to develop thematic science units on Bridges, Traffic and Safety (which includes bicycles), and Traffic (which includes collisions) for use with students from age 12 to 18 years. During the early 1980s, the staff of this project collaborated on three different interactive videodisc (IV) activities to develop discs for college physics courses. These disc projects were The Puzzle of the Tacoma Narrows Bridge Collapse, Energy Transformations Featuring the Bicycle, and Physics and Automobile Collisions. For the past eight years, the Department of Physics Education of the University of Amsterdam has been developing a Scientific and Technological Open Learning Environment (STOLE) that brings micro- computer based laboratory (MBL) equipment and lessons into the high school physics classrooms of the Netherlands. This project will form a bi-national steering committee to create unified thematic physical science that can be used by high school students in both the United States of America and the Netherlands. The basic physical science concepts from the printed PLON units will be brought together with the interactive videodisc (IV) lessons supported by MBL activities using the STOLE computer interfaces and apparatus. The resulting thematic physical science lessons will include the best features of these three innovative aspects of contemporary science curricular materials: interesting and relevant applications, interactive video lessons, and micro-computer based laboratory activities.

正如荷兰物理课程发展项目(PLON)所说的那样，物理科学课程的目标应该是激发学生积极参与科学研究。Plon单元做到这一点的一种方法是开发桥梁、交通与安全(包括自行车)和交通(包括碰撞)的主题科学单元，供12至18岁的学生使用。在20世纪80年代初，该项目的工作人员合作了三个不同的互动视盘(IV)活动，以开发大学物理课程的光盘。这些光盘项目是塔科马窄桥坍塌之谜，以自行车为特色的能量转换，以及物理和汽车碰撞。在过去的八年里，阿姆斯特丹大学物理教育系一直在开发一个科技开放学习环境(STARED)，将基于微型计算机的实验室(MBL)设备和课程带入荷兰的高中物理教室。该项目将组成一个两国指导委员会，以创建可供美利坚合众国和荷兰的高中生使用的统一专题物理科学。印刷的PLON单元的基本物理概念将与由MBL活动支持的互动视盘(IV)课程结合在一起，使用偷来的计算机接口和设备。由此产生的专题物理课程将包括当代科学课程材料这三个创新方面的最佳特点：有趣和相关的应用程序、互动视频课程和基于微型计算机的实验室活动。