In Search of Newton

该项目将在今后两个学年（1998年秋季至2000年春季）进行。每年有一小群学生（20-24岁）参加微积分和物理课程。在第一年，学生从物理系和电气工程系招募。 项目小组最初的精力集中在课程材料的开发上。一旦材料到位，该计划将扩大到包括更多的学生。 班会的形式遵循工作室的设置。一门物理课程目前正在工作室环境中进行，在本学期获得的经验用于进一步发展这门课程。今年夏天的活动集中在微积分主题材料的开发上。这个开发首先检查当前工作室物理课程的材料，决定微积分材料在课程中引入的顺序，并开发适当的课程材料。 第二个夏天是专门更新和修订后，第一个试点课程。根据对第一个试点方案的反馈和评估，酌情作出修改。在修订材料时，我们也利用这段时间对材料进行组织和编目。组织和正式化材料的努力使我们能够在第三个夏天提供一个研讨会。 第二个试点项目也将由一小群学生组成。这一经验提供了一个测试案例，以进一步完善和评估所组装的材料。同样，物理学学生和电气工程学生被招募为这些部门。 在第三个夏天（2000年），一个研讨会是为有兴趣实施自己的计划的教师提供。 课程材料在第三个夏天之后被组装并接近最终形式。 这些材料在讲习班上分发。研讨会提供了一个重要的传播方法，它也使我们有机会测试材料的清晰度和可用性。

This project takes place over the next two academic years (Fall 1998 through Spring 2000). Each year a small group of students (20-24) take part in a combined calculus and physics course. In the first year the students are recruited from the physics department and the electrical engineering department. The project team's initial energies are focused on the development of course materials. Once the materials are in place, the program expands to a include a greater number of students. The format of the class meetings follow a studio setting. A physics course is currently meeting in a studio setting, and the experience gained during this current semester are used to further develop the course. The activities that take place this summer concentrate on the development of the materials for the calculus thread. This development begins by examining the materials from the current studio physics course, deciding on the order that the calculus materials are introduced in the course, and developing the appropriate course materials. The second summer is dedicated to updates and revisions after the first pilot course is given. Based on the feedback and evaluation of this first pilot program, changes are made as appropriate. As the materials are revised we also take advantage of this period by organizing and cataloging the materials. The efforts to organize and formalize the materials allow us to offer a workshop during the third summer. The second pilot program will also consist of a small cohort of students. The experience offers a test case in order to further refine and evaluate the materials assembled. Again, physics students and electrical engineering students are recruited for these sections. During the third summer (2000), a workshop is offered for faculty with an interest in implementing their own program. The course materials are assembled and in near final form after the third summer. The materials are distributed at the workshop. The workshop offers an important method of disseminati on, and it also allows us a chance to test the materials for clarity and usability.