Freshman Physics Forays
Nonfiction, Reference & Language, Education & Teaching, Teaching, Teaching Methods
| Author: | John Cramer | ISBN: | 9780463175026 |
| Publisher: | John Cramer | Publication: | February 10, 2019 |
| Imprint: | Smashwords Edition | Language: | English |
| Author: | John Cramer |
| ISBN: | 9780463175026 |
| Publisher: | John Cramer |
| Publication: | February 10, 2019 |
| Imprint: | Smashwords Edition |
| Language: | English |
What I have observed of student struggles with introductory physics, after more than forty years of teaching it, is that learning how to think like a physicist is a much greater challenge than learning the subject matter. Introductory physics courses introduce students not only to content but also to new ways of thinking. The 75 forays of this book are invitations to a wide-ranging exploration of the physical world. A foray Is defined as “a venture or initial attempt in some field” and that describes quite accurately the purposes of these activities. Often off beat, they encourage students to apply quantitative thinking outside the familiar range of standard physics problems. Some are intended for use as in-class activities. Others are better used for in-class or out-of-class group assignments. Still others a perhaps best used as term projects or reports. These forays rarely have any “plug-in” aspects. They require invention and imagination much more than knowledge of specific facts or “laws.”
Use them to "spice up" class work or out-of-class assignments
What I have observed of student struggles with introductory physics, after more than forty years of teaching it, is that learning how to think like a physicist is a much greater challenge than learning the subject matter. Introductory physics courses introduce students not only to content but also to new ways of thinking. The 75 forays of this book are invitations to a wide-ranging exploration of the physical world. A foray Is defined as “a venture or initial attempt in some field” and that describes quite accurately the purposes of these activities. Often off beat, they encourage students to apply quantitative thinking outside the familiar range of standard physics problems. Some are intended for use as in-class activities. Others are better used for in-class or out-of-class group assignments. Still others a perhaps best used as term projects or reports. These forays rarely have any “plug-in” aspects. They require invention and imagination much more than knowledge of specific facts or “laws.”
Use them to "spice up" class work or out-of-class assignments
