Collaborative Research: Modeling Physics in an Integrated Physics Course for Biologists

合作研究：生物学家综合物理课程中的物理建模

• 批准号: 0737223
• 负责人: James Vesenka
• 金额: $ 1.35万
• 依托单位: University of New England
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2008
• 资助国家: 美国
• 起止时间: 2008-07-01 至 2011-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0737223&HistoricalAwards=false
• 关键词: Collaborative; Research; Modeling; Physics; Integrated

Physics (13) This project is developing, pilot-testing, and assessing a full-year algebra-based introductory physics course for life science majors, integrating advances in physics education research with a deeply interdisciplinary life science focus. In addition, the course is designed to reinforce basic mathematical concepts to strengthen students' quantitative skills. Intellectual Merit: The U.S. faces a critical need for better and more innovative STEM education. One major challenge is preparing students to learn, work, and collaborate across traditional disciplines; another is ensuring that they have the necessary conceptual and mathematical competencies to do so. A team of PIs from physics, mathematics and biology is collaborating closely to develop a new course to meet these challenges. The PIs are building on proven approaches in physics instruction such as Modeling Instruction (Arizona State University) and Learning How to Learn Science (University of Maryland). They are combining these pedagogical strategies with their own experience in teaching integrative courses that bridge physics, mathematics, and biology. Through a combination of proven pedagogy and biologically-motivated content, they are developing a course that better addresses the needs of students at the University of New Hampshire (UNH) and the University of New England (UNE), and also serves as a model for similar collaborative efforts at other institutions. Broader Impacts: Curricular materials (labs, concept tests, interactive lecture demonstrations, homework, and test questions) are being developed, based on best practices, for the algebra-based introductory physics course for life scientists. These materials will be shared at national conferences in physics, biology and mathematics and will be available on the web. The course is also a model for transforming a traditional, single-discipline course to a broader, interdisciplinary course. This approach provides opportunities for genuine innovation without requiring simultaneous reorganization of curricula (such as changing major requirements). This project provides life science majors with a strong and thoroughly integrated background in physics through a course designed to fit their needs. At the same time, it serves the broader student population taking it as a general education requirement. In particular, the emphasis on learning how to learn and on synthesizing qualitative and quantitative approaches is of value to all students.

物理（13）这个项目正在开发，试点测试和评估一个全年的基于代数的生命科学专业的入门物理课程，整合物理教育研究的进展与深入的跨学科生命科学的重点。此外，本课程旨在加强基本的数学概念，以加强学生的定量技能。智力优势：美国面临着对更好、更创新的STEM教育的迫切需求。一个主要的挑战是让学生做好跨传统学科学习、工作和合作的准备;另一个挑战是确保他们具备必要的概念和数学能力。来自物理学，数学和生物学的PI团队正在密切合作，开发新课程以应对这些挑战。PI是建立在物理教学中行之有效的方法，如建模教学（亚利桑那州立大学）和学习如何学习科学（马里兰州大学）。他们将这些教学策略与自己在教授物理、数学和生物学综合课程方面的经验相结合。通过结合成熟的教学法和生物学动机的内容，他们正在开发一门课程，更好地满足学生在新罕布什尔州（UNH）和新英格兰（UNE）的大学的需求，也作为在其他机构类似的合作努力的典范。更广泛的影响：正在根据最佳做法为生命科学家的代数基础物理学入门课程编写教材（实验、概念测试、互动演示、作业和测试问题）。这些材料将在物理学、生物学和数学国家会议上分享，并将在网上提供。该课程也是将传统的单学科课程转变为更广泛的跨学科课程的典范。这种方法为真正的创新提供了机会，而不需要同时重组课程（如改变主要要求）。 该项目提供了一个强大的，彻底的综合物理学背景的生命科学专业，通过设计，以满足他们的需求的课程。同时，它服务于更广泛的学生群体，将其作为普通教育的要求。特别是，强调学习如何学习和综合定性和定量方法对所有学生都有价值。