Developed by: Michael C. Wittmann, Richard N. Steinberg, Edward F. Redish, and the Physics Education Research Group at the University of Maryland

**Level**

middle schoolhigh schoolintro collegeinter-mediateupper levelgrad school other

calc based

alg based

**Topics**

**Setting**

### Overview

**What?** Guided-inquiry worksheets for use in small groups in recitation section of intro calculus-based physics. Instructors engage groups in Socratic dialogue. Activities emphasize the connection between mathematics and physics, and use computer-based tools to help in easy data gathering.

### Curriculum outline

Velocity

Force and Motion

Newton’s Third Law

Mechanics Problems

Air Resistance

Harmonic Motion

Wavepulses: Propagation & Superposition

Mathematics of Wavepulses

Sound Waves

Heat and Temperature

Electric Field

Electric Potential

Electrostatics Problem Solving

Inductive Circuits Problem Solving

### Student skills developed

**Designed for:**

- Conceptual understanding
- Making real-world connections
- Using multiple representations

**Can be adapted for:**

- Problem-solving skills
- Metacognition

### Instructor effort required

- Medium

### Resources required

- TAs / LAs
- Computers for students
- Advanced lab equipment
- Cost for students
- Tables for group work

### Resources

**Developer's website:**Activity-Based Tutorials, Volume 1: Introductory Physics

### Teaching Materials

You can download the tutorials, pre-tests, and homework for free from the Activity-Based Tutorials website. You will need to contact Joe Redish for the password, following the instructions on the site. You can download a sample tutorial from PhysPort.

These tutorials have also been published as a book that you can order from Wiley or from Amazon.

### Research

**RESEARCH VALIDATION**

**Bronze Validation**

This is the third highest level of research validation, corresponding to:

- at least 1 of the "based on" categories
- at least 1 of the "demonstrated to improve" categories
- at least 1 of the "studied using" categories

### Research Validation Summary

#### Based on Research Into:

- theories of how students learn
- student ideas about specific topics

#### Demonstrated to Improve:

- conceptual understanding
- problem-solving skills
- lab skills
- beliefs and attitudes
- attendance
- retention of students
- success of underrepresented groups
- performance in subsequent classes

#### Studied using:

- cycle of research and redevelopment
- student interviews
- classroom observations
- analysis of written work
- research at multiple institutions
- research by multiple groups
- peer-reviewed publication

### References

- E. Redish, R. Steinberg, and J. Saul, On the effectiveness of active-engagement microcomputer-based laboratories, Am. J. Phys.
**65**(1), 45 (1997). - T. Smith and M. Wittmann, Comparing three methods for teaching Newton’s third law, Phys. Rev. ST Phys. Educ. Res.
**3**(2), 020105 (2007). - M. Wittmann, Making Sense of How Students Come to an Understanding of Physics: An Example from Mechanical Waves, University of Maine, 1998.
- M. Wittmann, The object coordination class applied to wave pulses: Analyzing student reasoning in wave physics, Int. J. Sci. Educ.
**24**(1), 97 (2002). - M. Wittmann and M. Anderson, Comparing Three Methods for Teaching Newton’s Second Law, presented at the Physics Education Research Conference 2009, Ann Arbor, Michigan, 2009.
- M. Wittmann, R. Steinberg, and E. Redish, Making sense of how students make sense of mechanical waves, Phys. Teach.
**37**(1), 15 (1999). - M. Wittmann, R. Steinberg, and E. Redish, Understanding and affecting student reasoning about sound waves, Int. J. Sci. Educ.
**25**(8), 991 (2003).