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Computing as a Central Theme in Introductory Physics

Explore the use of computational modeling in physics laboratories, enhancing students' skills and understanding through hands-on experiments, visualizations, and programming. Projects give students the opportunity to solve complex problems and connect physics topics in a fun and engaging way.

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Computing as a Central Theme in Introductory Physics

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  1. Computing as a Central Theme in Introductory Physics Martin S. Mason Mt. San Antonio College June 2012

  2. What is computational modeling? • Using the outputs of a computer system to describe or predict the behavior of a physical system.

  3. Why Computational Modeling? • Tackle interesting problems that can’t be ‘solved’ analytically with freshman physics, but can be approximated. • This is no right answer, just a series of more accurate approximations. • A large part of what modern Scientists and Engineers actually do!

  4. Students need Computational Skills

  5. A New direction for Physics Laboratories • What best describes your laboratory? • Separate from Lecture with a different instructor / TA • Separate from Lecture with the same instructor • Integrated with Lecture (Studio or Workshop format) • Block Schedule • No Lab defined • How often is lab offered per week? • 4 or more times • 3 times • Twice • Once

  6. What should we do in Laboratory? • Laboratory activities must be designed so that students may acquire skill and confidence in: • Measurement of physical quantities with appropriate accuracy • Recognition of factors that could affect the reliability of their measurements • Manipulations of materials, apparatus, tools, and measuring instruments • Clear descriptions of their observations and measurements • Representation of information in appropriate verbal, pictorial, graphical, and mathematical terms • Inference and reasoning from their observations • Ability to rationally defend their conclusions and predictions • Effective and valued participation with their peers and their teacher in a cooperative intellectual enterprise • Articulate reporting of observations, conclusions, and predictions in formats ranging from • Informal discussion to a formal laboratory report • Ability to recognize those questions that can be investigated through experiment and to plan, carry out, evaluate, and report on such experiments.

  7. What is Vpython? • a free, open-source, multi-platform, 3D programming environment especially suitable for use by students in introductory physics courses (including novice programmers). • Written by David Scherer forRuth Chabay and Bruce Sherwood’s Matter and Interactions course

  8. Computational Modeling in the lab • What do we do? • Extend hands on experiments with models • Create visualizations that help with conceptual understanding • Develop transferable programming and visualization skills • What don’t we do: • Run simulations that someone else wrote

  9. Why Do Projects? • Students as Scientists • Treat more detailed problems • Give sense of connection between physics topics • How and Why physics is useful • It’s Fun!

  10. Projects • Three 5 week projects. • Six hours in class and 20-30 hours outside of class. • Project is designed to require course material from that five week period and before. • Projects change every semester. • Project is presented as a formal powerpoint presentation.

  11. Types of Projects • Create a computational model that predicts the behavior of a physical system. • Create a computational model that investigates something that can’t be modeled physically. • An open ended problem chosen by the student, Compare the behavior of a physical system and the behavior of a computational model with theoretical calculations.

  12. Example • Model the behavior of a foam rocket launched from an elastic launcher. • Compare the results of your model to the actual trajectory determine from video analysis. • Competition.

  13. Example • Create a system of three lunar orbiting communication satellites that always provide a link from the north pole of the moon to the earth. • Include the gravitational effects of both the moon and earth on the satellites. • Show that your system is stable for 10 years.

  14. Final Project • A mass is placed on a low friction cart attached to a spring. At what amplitude will the mass on the cart begin to slip? • Video of System • Computational model • Textbook solution makes many simplifying assumptions

  15. Outcomes: • More students transition into summer REU/Research programs. • Anecdotal reports are positive about the utility of projects after transfer. • Difficult to measure impact on traditional assessment. • Student retention was lower for first three semester after the projects were implemented, but has climbed back up.

  16. Project Grades vs. Exam Grades • Projects measure different skills then exams. • Students who do well on exams do not always do well on projects and vice versa.

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