Laboratory science courses taught using traditional teaching methods tend to be unrelated to the creative, reasoning and experiment design processes actually involved in scientific research. Also mathematics courses as traditionally taught do not actively engage students, or emphasize problems that are relevant to their lives. Reformed approaches to teaching science and mathematics involve inquiry-oriented teaching methods in student-centered classrooms, with students actively engaged in solving interesting, relevant problems.

The goal of the 1997 ACEPT summer Workshop was to bring science and mathematics faculty and teachers together to collaborate in the development of inquiry oriented experiments which utilize collaborative, group and student-centered learning. Unique to our Workshop were: 1) emphasis on critical thinking, 2) integration of concepts from college algebra and introductory physics, 3) collaboration across a range of experiences, from pre-service K-8 teachers, experienced elementary and secondary school teachers, and college/university faculty, 4) utilization of hand-held technologies, Texas Instruments TI-83 graphing calculators and Vernier's Calculator-Based Laboratories (CBLs), and 5) production of a set of 12 modules available at this website, and by request in hard-copy format.

All of the modules were tested during the Workshop, and revised. We would appreciate receiving comments and suggestions, and make no claims that the modules are error-free.

We are indebted to Dr. Stuart Moskowitz, Department of Mathematics, Humboldt State College, who served as a Texas Instruments consultant during part of the ACEPT Workshop through a program at Ohio State University. Stuart introduced us to many new ideas for incorporating math concepts into physics, and vice versa. He modeled seamless integration of the TI/CBL technology into teaching very effectively.

The topics covered in the ACEPT physics-math Workshop emphasize kinematics, dynamics, heat and sound in physics. In mathematics we stressed the conceptual understanding of functions (linear, quadratic, exponential, piecewise and periodic), geometry (areas in two and three dimensions, volumes) and the interpretation of graphs.

The modules were created by mixed teams of elementary and secondary school science and math teachers from the Phoenix area, and Maricopa County Community College and Arizona State University math and physics faculty. The modules were developed for entry level math and physics college courses (college algebra and algebra-based physics). However, with minor modifications the modules can be easily adapted for classroom use at almost any grade level. Advice in modifying the experiments can be found in the Instructors' guides which accompany each module.

The modules are presented topically as listed in the Table of Contents (TOC). Each module consists of a Student and an Instructor Guide. The ACEPT Workshop participants authored the modules presented here and invite your comments and suggestions.

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Last modified 9 Mar 1998
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URL: http://acept.la.asu.edu/products/summer97/Introfin.html