Writing and Using Case Studies to Help Students Learn Physics Bruce Palmquist Central Washington University Link to this presentation: http://goo.gl/TwsVeY

Outline Why use case studies to teach physics? The 4 parts of the interrupted case Let’s be students Evaluating the student product Basic interrupted case template Start to write your own case study What CWU has written so far References http://goo.gl/TwsVeY

Why use case studies in physics? Cases can be used to teach scientific concepts, process skills and critical thinking. Cases are based on contemporary science issues, making the science relevant Cases can be presented in a variety of formats, ranging from the classical discussion method used in business and law schools to small group cooperative learning strategies. http://goo.gl/TwsVeY

The interrupted case http://goo.gl/TwsVeY Case describes Students write about Background science and scenario Possible questions and hypotheses Actual hypotheses from the study Related physics concepts, possible study design Actual study design Possible results if the hypotheses were true or false Actual results Interpretation of the results http://goo.gl/TwsVeY

Class instructions on case study day You will work on this in your self selected groups of 3 or 4 When you finish the first part, tell the instructors. They’ll quickly check your work and give you the second part Repeat for parts 3 and 4 Budget your time appropriately. Take about 20 min. each for parts 1 & 3, 15 min. each for parts 2 & 4 For AAPT workshop: just take about 2-3 minutes looking over and discussing each part.

Let’s be students Go to this presentation and click on your link. You’ll get to a blank document for you to type your answers. This is how I manage the assignment. Group 1 template Group 2 template Group 3 template Group 4 template Group 5 template Group 6 template http://goo.gl/TwsVeY

General feedback given to class Final draft due next Monday at noon In part 2, define and quantify what you mean by “appropriate” plastic. In part 2, item 3, incorporate a formula for displacement. Don’t just mention it. In part 3, provide reasons justifying your graphs

Case study evaluation Sample response in Google Docs Evaluated with a rubric After the initial submission, students get feedback and can revise to earn back up to half the points missed http://goo.gl/TwsVeY

Start writing your own Template for writing your own case http://goo.gl/BgkFH0 Download the template and start planning your own case study. Engineering and sports science journals are great places to find articles Open Sports Science Journal has free access Focus on finding an article, determining the hypothesis, and starting the questions for Parts 1 and 2.

Case study collection (as PDFs) Physics concept 1. Track characteristics and sprinting performance Hooke’s Law, Impulse - momentum 4. Electrostatic separation of plastics Static electricity 2. Spider evolution and leg characteristics Pendulum motion, energy 5. Effect of EM waves on plants F = qE 3. Vibration of baseball bats Standing wave characteristics 6. Do magnetic bracelets relieve pain? F = qv x B If you’d like these as a Word document, please email me at palmquis@cwu.edu

References Dinan F. Chemistry by the case. J Res Sci Teach 32(1): 36-41, 2002. Herreid CE. Can case studies be used to teach critical thinking? J Res Sci Teach 33(6): 12-14, 2004. Herreid CE. Editorial: the interrupted case method. J Res Sci Teach 34(2): 4-5, 2005. Yadav A, et. al. Lessons learned: implementing the case teaching method in a mechanical engineering course. J Eng Ed 55-69, 99(1): 2010. Yadav A, et. al. Teaching science with case studies. J Col Sci Teach 37(1): 34-38, 2007. National Center for Case Study Teaching in Science http://sciencecases.lib.buffalo.edu/cs/