2021 Virtual Capstone Conference Abstract Detail Page
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| Abstract Title: | Physicality, Modelling and Making in a Computational Physics Class |
|---|---|
| Abstract: | Computation is deeply interwoven with virtually every aspect of contemporary Physics, however computational activities in Physics classrooms have tended to limit themselves to a narrow range of skills. To bridge the gap between pedagogy and practice, we have developed a series of making activities whereby students create physical artifacts from low-cost materials, collect quantitative data describing their motion, build models to predict their behavior and reconcile experiment and theory. Results from our first two trials in a group and project-based Computational Physics class will be presented, showing how this approach enables students to engage in disciplinary practice. An epistemic model of how computation produces knowledges is used both to create the design and analyze student work. Design and implementation advice for instructors interested in adopting similar techniques will be provided. |
| Abstract Type: | Contributed Talk |
| Submission Category: | Upper-level Laboratory/Experimental Pedagogical strategies |
| Session: | Thursday Contributed Session |
| Acknowledgement of funding: | This material is based upon work supported by the National Science Foundation under grant DMR-1654283. |
| Presentation: | Download the Presentation |
| Video: | |
| Abstract DOI: | 10.1119/PICUP.Abstract.2021Capstone.8649 |
Primary Author Information | |
| First name: | Tim |
| Last name: | Atherton |
| Institution: | Tufts University |
| Zip Code: | 02155 |
