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Discovery Methods in Physics at UTexas

Explore the inspiring life and legacy of R.N. Little, a physics expert at UTexas who revolutionized science education through guided discovery methods. Discover the impact of his teachings on non-technical students and how his innovative approach enhances scientific understanding.

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Discovery Methods in Physics at UTexas

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  1. Discovery Methods in Physicsat UTexas R. N. Little 1913-1986

  2. The Man • Undergraduate at UT in Aerospace Engineering in 1929 • Serious medical accident required return to Houston and Rice • Unable to manage engineering curriculum changed major to physics and math • Ph.D. from Rice in Low Energy Nuclear Physics Planned a career in industry • In 1946, joined UT faculty in Physics • Two lifetime projects: Guided Discovery Development of Science education in Latin America

  3. His Mission • Create more physicists Post Sputnik • Physics (Physical Science) first 9th grade • Taught in local middle and high schools Developed Guided Discovery • Create a cadre of teachers Teach 9th grade as Guided Discovery

  4. Our Mission • Teach the scientific method Observation, Hypothesis, Testing • Teach quantitative analysis Dimensional analysis Quantitative Connections Descriptions • Use highest levels of Bloom’s Taxonomy

  5. Our Clientele • Freshman non-technical students Need a science course (area requirement) Need a lab Quantitative tag • Generally no science background Little interest Fear

  6. Our resources • Graduate student instructors Experienced The best that we have Motivated • Laboratory rooms • Laboratory equipment support • The University of Texas

  7. The Offerings • Two semesters of introductory physics 1/3 take only first semester • Meets for 2 hours 2 times a week One two hour meeting per week for instructors • Capacity of space and instructors three teaching lab rooms two long term semesters and summer

  8. Goals • The world is a knowable place Simple instrumentation • Observations have implications Connections • Subtle Aristotelian • World is quantitative • World is reasonable

  9. Educational Effectiveness • Student demand is greater than capacity We operate at capacity Three classrooms 12 hours/day • Course evaluations very good Better than faculty • Grading rigorous GPA lowering • Alumni interviews very favorable

  10. Cost Effective

  11. Other Benefits • Long term support for AIs • Valuable teaching experience Different than taught No sage on the stage answer a question with a question Engagement teaching

  12. Recent Additions • New room renovated • New course developed for education majors Elementary education methods incorporated Other sciences incorporated Four semester sequence • We are still at capacity

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