P rojec t

Summer School 2004

Variety in PBL

Today’s programme

• Introduction to PBL in Phyiscs

• Experiencing PBL – a lightning tour

• What makes a PBL problem?

• Let’s start writing

PBL in Physics

• Do we have a problem?

• So what is my motivation?

• We are not alone

Do we have a problem?

How do students learn?

How does ‘information’ acquire a meaning?

Context

Prior Knowledge

Cognition

Learning in context

The meaning of symbols!

Learning in context

The meaning of symbols!

Learning in context

The meaning of symbols … derives from the context.

Learning in context

Context = Environment

= subject knowledge and skills + prior knowledge and goals + assessment + community

Learning in context

The ‘classical’ context

Lecture+Exercise+Exam

Community

Assessment+

Aims

Prior KnowledgeSubject, Skills

S apmh dparmpof pg tsfoid t = 0.02 z jsd m = 10000 yitmd qrt zrytr smf s vittrmy O = 1 szq. Ejsy od yjr zshmryov goraf N sy oyd vrmyrt? Ejsy od yjr gaic G yjtpihj yjr dparmpof?

A long dparmpof of radius t = 0.02 m has m = 10000 yitmd per metre and a vittrmy O = 1 amp. What is the zshmryov goraf N at its center? What is the gaic G through the dparmpof?

Learning in context

How the lecture appears to the student:

How the exercise appears:

ÐN = 0 Ð N = 0k

N = 0mO G = t2N

Why change?

RelevanceLifelong learningProblem analysisTeamworkPositive experience

PBL should be AN answer to A problem

Why change?

Characteristics Neededin College Graduates

• High level of communication skills• Ability to define problems, gather and evaluate

information, develop solutions• Team skills -- ability to work with others• Ability to use all of the above to address problems in

a complex real-world setting

Quality Assurance in Undergraduate Education (1994)Wingspread Conference, ECS, Boulder, CO

Why change?

Recommendations from the Carnegie Foundation

• Make research-based learning the standard.• Build inquiry-based learning throughout the four

years.• Link communication skills and course work.• Use information technology effectively.• Cultivate a sense of community.

Boyer Commission, 1998

The PBL environment

Alignment by relation to ‘real world’:

Problem-driven knowledge acquisitionTeamwork solution

Apply learning principles

David Ausubel:

the most important factor is what learners already know

John Dewey:

the most important factor is what learners want to know

Motivating

Commitment by involvement in goal-setting

Connection with personal experience

compare projects

We are not alone

A Typical Day in a PBL Course

We are not alone

Physics: Significant PBL: DIT, DCU, Dundalk, LeicesterSome: Approximately 20 UK Physics Departments

We need to build on this.Hertfordshire

ReadingOU

Durham

YorkLiverpool

Sheffield

St Andrews

Leicester

P rojec t

Summer School 2004

Experience PBL

Since she took office, Secretary of the Interior and Water Master Gale Norton has attempted to settle competing demands for Colorado River water.

photo of Gale Norton from www.lvrj.com

Experience it yourself

The Wars of the West

1. Read the letter to Gale Norton from the Living Rivers Foundation

Write in your own words a sentence explaining the central problem(s) facing Secretary Norton

The Wars of the West

1. Read the letter to Gale Norton from the Living Rivers Foundation

Write in your own words a sentence explaining the central problem(s) facing Secretary Norton

The Wars of the West

2. As a group, discuss the central problem(s)

2. As a group list the main stakeholders in the Colorado River water resources issue

The Wars of the West

Tomorrow at 1030, you will make a ten minute presentation on behalf of you stakeholder group, showing Secretary Norton why she should uphold your claim to Colorado River water

The Wars of the West

3. Consider what you already know about the Colorado River which is of relevance to your stakeholder group

4. On page 3 of the handout, list learning issues for your stakeholder group…..

The Wars of the West

4. List learning issues for your stakeholder group which you will need to research in order to make an effective presentation

Decide who will research each issue

The Wars of the West

The Wars of the West

• How would you continue this problem?

• What learning outcomes could you address?

Why ask the students to write individually at the beginning?

Why identify stakeholders?

Why list existing knowledge?

What did we do?

The concept of learning issueslearning issues is central to PBL. It encourages students to think for themselves about what they know and what they don’t know about an issue.

It helps identify questions for further research.

What did we do?

P rojec t

Summer School 2004

What makes a good Problem?

Good PBL Problems…

• relate to real world, motivate students• require decision-making or judgments• are multi-page, multi-stage• are designed for group-solving• pose open-ended initial questions that

encourage discussion• incorporate course content objectives,

higher order thinking

1. Your current exercises

2. External sources: Newspaper articles, news events

Popular press in the discipline

Make up a story – based on content objectives

Adapt a case to a problem

Research papers

Other?

Sources of Problems

Example problem

Asteroid 216 Kleopatra has been mapped with Earth-based radar. From the returned signals it has been deduced to have the shape illustrated, similar to a dog-bone or dumbbell. The radar reflections are so strong, it has been speculated that it is nickel-iron rich and it is thought that the bulk of the mass of the asteroid may reside in large metal cores in the knobbly ends of the asteroid.

The density of the asteroid can be taken to be 3000 kg m-3.

Example problem

Asteroid 216 Kleopatra has been mapped with Earth-based radar. From the returned signals it has been deduced to have the shape illustrated, similar to a dog-bone or dumbbell. The radar reflections are so strong, it has been speculated that it is nickel-iron rich and it is thought that the bulk of the mass of the asteroid may reside in large metal cores in the knobbly ends of the asteroid.

The density of the asteroid can be taken to be 3000 kg m-3.

You may assume that the asteroid has the same density as an iron-rich meteorite.

Example problem

Asteroid 216 Kleopatra has been mapped with Earth-based radar. From the returned signals it has been deduced to have the shape illustrated, similar to a dog-bone or dumbbell. The radar reflections are so strong, it has been speculated that it is nickel-iron rich and it is thought that the bulk of the mass of the asteroid may reside in large metal cores in the knobbly ends of the asteroid.

The density of the asteroid can be taken to be 3000 kg m-3.

You may assume that the asteroid has the same density as an iron-rich meteorite.

Make an estimate of the density of the asteroid based on the information above and any other sources you care to use (reference your sources in full).

Example problem

You may model the asteroid as a dumbbell consisting of two spheres separated by a rod. Use the parallel axis theorem to work out the moment of inertia of each sphere of the dumbbell about the centre of mass of the dumbbell (midway along the rod).

Example problem

You may model the asteroid as a dumbbell consisting of two spheres separated by a rod. Use the parallel axis theorem to work out the moment of inertia of each sphere of the dumbbell about the centre of mass of the dumbbell (midway along the rod).

Make a simplified mass model for the asteroid, e.g. a dumbbell or a rod or some combination of these. Hence deduce a value for the moment of inertia about an axis passing through its centre of mass.

Example problem

You may model the asteroid as a dumbbell consisting of two spheres separated by a rod. Use the parallel axis theorem to work out the moment of inertia of each sphere of the dumbbell about the centre of mass of the dumbbell (midway along the rod).

Make a simplified mass model for the asteroid, e.g. a dumbbell or a rod or some combination of these. Hence deduce a value for the moment of inertia about an axis passing through its centre of mass.

Estimate the moment of inertia of the asteroid.

Example problem

You can assume that the collision is inelastic and that the asteroids adhere to each other after the impact. The mass and moment of inertia of the smaller body can be neglected after the impact. Use the conservation of linear and angular momentum to compute the motion of Kleopatra after the impact.

Example problem

You can assume that the collision is inelastic and that the asteroids adhere to each other after the impact. The mass and moment of inertia of the smaller body can be neglected after the impact. Use the conservation of linear and angular momentum to compute the motion of Kleopatra after the impact.

Would you expect the collision to be inelastic or elastic? Stating clearly any simplifying assumptions you make, describe the motion of Kleopatra after the impact.

Example problem

You can assume that the collision is inelastic and that the asteroids adhere to each other after the impact. The mass and moment of inertia of the smaller body can be neglected after the impact. Use the conservation of linear and angular momentum to compute the motion of Kleopatra after the impact.

Would you expect the collision to be inelastic or elastic? Stating clearly any simplifying assumptions you make, describe the motion of Kleopatra after the impact.

Describe, as quantitatively as you can, the motion of Kleopatra after the impact.

Example problem

Paul van Kampen Year 1 Dublin City University (1/5 semester)

A couple have just bought a house built in the 1960s. There is an old central heating system that needs to be replaced, but the copper pipes can be kept. There is no form of insulation in the house. The couple have €10,000 to spend on a heating system plus insulation. How do you think they should spend their money?

Example problem

A cross-wind analyser

A common problem facing light aircraft is that strong cross-winds often occur just above the runway, which can significantly disturb the aircraft on landing. This problem has been identified for investigation by Safe Ideas Inc., a research and development company for which you work. You must design a crosswind analyzer in the form of a light beacon that activates when the wind reaches a particular minimum speed. You have come to the conclusion that a wind turbine could be used satisfactorily for this problem and you must build a model system that works.

... 

Example problem

...cont’d

The design will be put up for a patent, so you must provide a written report to your line manager with plans for the design and a thorough analysis of how it works, together with an analysis of how your model will scale up to a full size working analyzer suitable for small airfields. Any assumptions that you make must be fully discussed.  There are several parts to the problem. (i) develop the theory of how the voltage output of the dynamo is related to the wind speed so that your small scale experiment can be scaled up (ii) check your theory by small scale experiment (iii) specify the scaled up design (iv) design and build a circuit to compensate for fluctuations in wind speed

Example problem

P rojec t

Summer School 2004

Problem writing exercise

Problem writing

• Choose one of the news stories given to your group

• Decide in which course (real or fictitious) you could use this problem scenario

• Sketch out the problem• What learning issue(s) could you address?

Example Problem

Nefertiti Unwrapped

Introduction to Scientific Methodology

Example Problem

To the editors of the New York Times:

Several claims have been made to have found the mummy of Queen Nefertiti, the latest of which will be broadcast on the Discovery Channel on Aug 17. We at the University of Delaware have obtained information from sources associated with the programme to suggest that this association is less reliable than is claimed. We plan to carry out our own series of tests for which we would need your support and would suggest in return that you publish our article on or around the time of the broadcast.

Yours faithfully,Association Sceptical ScientistsUniversity of Delaware

Example Problem

Stage One

• What questions should you ask about the methods to be used?

What are the full range of methods available? – addresses science knowledge

Example Problem

Stage Two

• Would the methods be acceptable to the Egyptian government?

Raises ethical issues in science

Example Problem

Stage Three

• Could any scientific method yield a definite answer?

Addresses the limits of science

Example Problem

Stage Four

• Should the NYT provide funding?

Raises issues in the funding of science by interested parties

Example Problem

Stage Five

• Should the NYT publish the result?

Raises issues of publication of scientific results, particularly peer review

Example Problem

Deliverable

• Produce a report with answers to the above questions to be submitted to the editorial committee

P rojec t

Summer School 2004

Running PBL

Aspects

• Groups• Content, process, and skills• Contact time• Self-study time• Resources• Staging• Facilitation• Assessment