Now Available!!!
In physics, we are attempting to model what we will call the "research environment". This environment is novel to most students. In it, students, teachers, other experts, it really makes no difference, will pose a question that no one appears to know the answer to. Students or faculty then attempt to answer the posed question. When they have what they think is an answer, they share it with the other interested parties. Essentially, a note is posted that reads "answer to the big question today a 3:00pm in the lounge". Then everyone comes to see or hear what the answer is. At this point, the audience questions, critiques, and evaluates the answer provided. If there are no flaws in logic, the answer is considered correct, until either a flaw is found or new evidence supports a different solution.
The questions contained on this page were developed as part of the GK-12 fellowship program of the University of Illinois and The National Science Foundation. The questions are similar to those used by the famous physicist Enrico Fermi, and the even more famous company GOOGLE, as interview questions. The purpose of these problems is to require the use of concepts associated with mathematical reasoning and proofing in a non-math classroom. The questions asked do not require any special knowledge of physics or math, but are designed to present students with an opportunity to develop problem solving strategies that they are then able to communicate to an audience. Each member of the class is encouraged to utilize any resource at there disposal to develop a clear, understandable solution. Students will evaluate the developed strategies and select the most successful to present for graded credit. The entire class shares in the success of failure of their solution. Rest assured, there is an answer, but that's not the point. This is really a way of helping students develop arguments that are supported by specific and essential evidence taken from the problems.
In order to receive credit, the CLASS successfully answer two problems for the 2nd quarter and three problems during each of the 3rd, and 4th quarters of this year. Here is what the students have to do:
1. Select a problem they would like to try.
2. Develop an answer that they can share with the class.
3. The class will help them develop their argument and help them explain it.
4. Once the group is convinced the problem has been solved, they will announce to the teacher that they have a solution.
5. The teacher will then randomly select a member of the class to present the solution.
6. If, in the teacher's estimation, the question has been successfully answered, the class, as a whole, will receive full credit. If the solution is not sufficient in scope, depth, or accuracy, then no credit is awarded.
7. There is no penalty for getting one wrong, you just have to try again, or move to another problem.
8. The same person may have to present more than one problem, and the same person may be the mastermind of the solution to more than one problem. That doesn't matter, the grade comes from the presentation
of the solution to the instructor and the class.
9. Each question is worth 3% of each students quarter grade. There is no partial credit, and the entire class receives the same grade. If the class only answers two questions during the 3rd quarter, they lose 3% of their overall quarter grade. Beginning in the 2nd quarter of the year.
More problems will be added throughout the term, so keep checking. Your time starts now!