University of Delaware Writing Effective Problem-Based Materials in Your Own Course Institute for Transforming Undergraduate Education.

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University of Delaware Writing Effective Problem-Based Materials in Your Own Course Institute for Transforming Undergraduate Education

Level of course and maturity of students Role of problem in accomplishing course objectives Time frame Staging Availability and access to learning resources Use of prompting questions Important Considerations in Writing Problems

Step One: Identify Learning Objectives Think of a learning objective in your course. How do you usually address this learning objective? What kind of problem or activity do you usually assign? –Typical end-of-chapter problem? –A reading? –Other?

Solving Problems Using Conservation of Momentum Traditional examples: Pool balls colliding Bullets hitting blocks of wood

Traditional End-of-Chapter Problem A 1500-kg car traveling east with a speed of 25 m/s collides at an intersection with a 2500-kg van traveling north at a speed of 20 m/s. Find the direction and magnitude of the velocity of the wreckage after the collision, assuming that the vehicles undergo a perfectly inelastic collision (ie, they stick together). Serway and Faughn. 3rd ed. College Physics, Saunders, 1992.

Step Two: Identify Real-World Context Ideas: Add story-telling to end-of-chapter problem. Add motivation, require students to go beyond rote learning, do research. Include decision-making. Other? Name a realistic application of the concept. Outline a scenario.

A Real Traffic Accident Based on police sketch Students need to make assumptions and approximate Information given gradually throughout problem

Courts Class Problem Example: Plea Negotiation Case raised issues always covered in course –Roles of prosecutor, defense attorney –Rights of victims, defendants –Charging process –Sentencing

Step Three: Draft the problem Suggestions: Good PBL problem has multi-page, multi-stage construction - leave students guessing! Not all information given in chapter or text - students look for resources. Challenge students to come to consensus, reach conclusions, and make judgments. Outline the problem. What will be on the first page?

John Henry - Traffic Cop Stage 1: What questions need to be answered? What measurements, data? What physics principles? Then initial introduction to momentum. Stage 2: Sketch given, some information given; students analyze and ask questions. Stage 3: Outline procedure, make assumptions, Apply concepts. Stage 4: Make judgment and rationalize decision based on physics principles

Activities Related to John Henry Students summarize each stage before moving to next. Final stage written up by group with complete analysis.

Plea Negotiation Problem Students are assigned to four-person groups. Students choose roles of prosecutor, defense attorney, defendant, or victim. Students research issues and negotiate a case’s resolution. Groups produce final reports of negotiation.