1. NEXUS – new ways of teaching physics University of Maryland’s Biology Education Research Group + Physics Education Research Group

2. Teaching is like tapping What some students hear Sir Ken Robinson

3. Sometimes teaching is humming What the best students hear

4. But what the teacher hears:

5. Teaching students BiologyPhysics What How Why What

6. Physics – Two pronged approach Pedagogy reform – Joe Redish and PERG Curriculum reform – HHMI project NEXUS Joe Redish, Todd Cooke Kaci Thompson, Joelle Presson, Gili Marbach-Ad Wolfgang Losert, Karen Carleton PD: Chandra Turpen, Julia Svoboda, Vashti Sawtelle Grad: Ben Dreyfus, Ben Geller, Kristi Hall Biologists: Marco Colombini, Richard Payne

7. Project NEXUS National EXperiment in Undergraduate Science Education Response to Scientific Foundations for Future Physicians report (2009) Four university “collaboration” reimagining pre- med education based on competencies Purdue University: Chemistry UMCP: Physics UMBC: Math Univ Miami: Medical case studies

8. Timeline Dec 2009 June 2010 March 2011 Summer 2011 UMd submit proposal Develop collaborative proposal NEXUS kickoff meeting Develop 1 st semester materials Fall 2011 Spring 2012 Fall 2012 Spring 2013 Fall 2013 Spring 2014 Joe Redish teaches 20 students Joe Redish + Wolfgang Losert each teach 20 students Phys 131 / 132 goes LIVE replacing 121/122 New labs Old labs

9. Meta-goal To create a course that both physicists and biologists will see as authentic to their discipline AND that students will see as giving them insight into biology that is important to them in their vision of their future selves as scientists. 1/11/11NEXUS Workshop9

10. Think about teaching physics… “Physics should be as simple as possible – but no simpler.” (Einstein) “The physics we are learning in this class is simple – but seeing that it is simple can be exceedingly difficult.” (Redish) Redish 2011 NEXUS Workshop10

11. Why this is hard PhysicsBiology Reasons from a few core principles with simplest possible examples Biological organisms are complex Quantify the world and model with math Intro bio is qualitative Thinks with equationsThink descriptively No link to chemistryRelies on chemistry Approach from overarching macroscopic principles Makes micro to macro connections Principles true for all timeHistorical = evolutionary

12. Negotiating the curriculum It has to build from first principles It has to apply to real organisms Energy is key Forces are a must

13. Content decisions Expand or includeReduce or eliminate Atomic and molecular models of matter Energy, including chemical energy Fluids, including fluids in motion and solutions Diffusion and gradient driven flows More emphasis on dissipative forces (viscosity) Electrostatics in fluids Kinetic theory, implications of random motion, statistical picture of thermodynamics Projectile motion Universal gravitation Inclined planes, mechanical advantage Linear momentum Rotational motion Torque, statics, and angular momentum

14. Key topics – Semester 1..... Homework Class topics Lab/recitation

15. Key topics – semester 2..... Homework Class topics Lab/recitation

16. Flip the class: Students read several wiki pages night before and answer questions

17. During class Students work clicker problems Lots of debate with their classmates

18. Discuss: How do we know?

19. New labs – Wolfgang Losert et al

20. Lab example – Brownian motion of particles Vary size, temperature, solution viscosity Quantitative Exploratory

21. If you suppress a lot of traditional mechanics and stress energy instead, what happens? Redish 2011NEXUS Workshop21 NGain forces Gain energy A NEXUS test class20 0.410.71 B Reformed traditional (E / with tut.) 189 0.460.50 C Traditional (with tut.) 201 0.260.22 Phys 131 Phys 121 Conventional

22. Learning about learning Fascinating subject Leads to better teaching Evidence / research based Leads to publications Leads to community Thanks to the NEXUS team!!