Measurable learning objectives
of what we would like students to achieve after one year of SCALE-UP
introductory physics
I. Students should develop
a good functional understanding
of physics.
They should be able to:
A. describe and explain physics
concepts including knowing where and when they apply
B. apply physics concepts when solving problems and examining physical
phenomena
C. apply concepts in new contexts (transfer)
D. translate between multiple-representations of the same concept
(for example: between words, equations, graphs, and diagrams)
E. combine concepts when analyzing a situation.
F. evaluating explanations of physical phenomena
II. Students should begin
developing expert-like problem solving skills
They should be able to:
A. satisfactorily solve standard
textbook problems
B. apply all or part(s) of the GOAL expert problem-solving protocol
in any context
C. solve more challenging problems, including:
1. context-rich ("Real World")
problems
2. estimation problems
3. multi-step problems
4. multi-concept problems
5. problems requiring qualitative reasoning
D. evaluate other people’s
written solutions and solution plans
III. Students should develop
laboratory skills
They should be able to:
A. interact (set up, calibrate,
set zero, determine uncertainty, etc.) with an apparatus and make
measurements
B. explain the physical principles underlying the operation of the
apparatus , measurements, physical situation being studied and analysis
of data
C. design, execute, analyze, and explain a scientific experiment to
test a hypothesis
D. evaluate someone else’s experimental design
IV. Students should develop
technology skills
They should be able to:
A. use simulations to develop mathematical
models of physical situations
B. utiize a spreadsheet to graph and do curve fitting
C. find information on the web
D. use microcomputer, video, and web-based software and hardware for
data collection and analysis
V. Students should improve
their communication, interpersonal, and questioning
skills
They should be able to:
A. express understanding in written
and oral forms by explaining their reasoning to peers
B. demonstrate their knowledge and understanding of physics in written
assignments
C. discuss experimental observations and findings
C. present a well-reasoned argument supported by observations and
physical evidence
D. evaluate oral arguments, both their own and those espoused by others
E. function well in a group
F. evaluate the functioning of their group
VI. Students should retain
and/or develop student cognitive attitudes and beliefs (expectations)
that are favorable for learning physics with deep understanding.
They should:
A. believe that understanding physics
means understanding the underlying concepts and principles instead
of focusing on knowing and using equations
B. see physics as a coherent framework of ideas that can be used to
understand many different physical situations
C. see what they are learning in the classroom as useful and strongly
connected to the real world
D. be cognizant of the scientific process/approach and how to apply
it
E. indicate a willingness to continue learning about physics and its
applications
F. see themselves as part of a classroom community of learners
University
of Pittsburgh