{"id":202,"date":"2020-05-18T06:44:57","date_gmt":"2020-05-18T10:44:57","guid":{"rendered":"https:\/\/sites.bu.edu\/itop\/?page_id=202"},"modified":"2020-05-18T17:56:41","modified_gmt":"2020-05-18T21:56:41","slug":"ns549-everyday-applications-of-physics","status":"publish","type":"page","link":"https:\/\/sites.bu.edu\/itop\/improving-teaching-of-physics-itop\/courseinfo\/ns549-everyday-applications-of-physics\/","title":{"rendered":"NS549: Everyday Applications of Physics"},"content":{"rendered":"<style>\np{font-size: 16px; text-align: -webkit-left; display: block; margin-block-start: 1em; margin-block-end: 1em; margin-inline-start: 0px; margin-inline-end: 0px;}\nh3{font-weight: strong; font-size: 1.17em; font-family: sans-serif}\n<\/style>\n<h1><img loading=\"lazy\" src=\"\/itop\/files\/2020\/05\/newlogo2-636x116.png\" alt=\"\" width=\"636\" height=\"116\" class=\"size-medium wp-image-81 aligncenter\" srcset=\"https:\/\/sites.bu.edu\/itop\/files\/2020\/05\/newlogo2-636x116.png 636w, https:\/\/sites.bu.edu\/itop\/files\/2020\/05\/newlogo2-768x140.png 768w, https:\/\/sites.bu.edu\/itop\/files\/2020\/05\/newlogo2.png 829w\" sizes=\"(max-width: 636px) 100vw, 636px\" \/><\/h1>\n<h1 style=\"font-size: 24px; font-family: Arial, Helvetica, sans-serif; color: #990000; display: block; margin-block-start: 0.67em; margin-block-end: 0.67em; margin-inline-start: 0px; margin-inline-end: 0px; font-weight: bold; text-align: left;\">NS 549\/SC 549 Everyday Applications of Physics<\/h1>\n<blockquote>\n<p><b>Physics content:<\/b> Physics of everyday life. In-detail examination of real-world applications.<\/p>\n<p><b>Philosophy and History of Physics:<\/b> Challenging the commonsensical understanding of physics through epistemology.<\/p>\n<p><b>Physics Education Research:<\/b> Exploration of effective techniques for designing physics projects.<\/p>\n<p><a href=\"\/itop\/files\/2020\/05\/NS-549-Course-Schedule.pdf\">Course Schedule (.pdf)<\/a><\/p>\n<p><a href=\"http:\/\/physics.bu.edu\/~duffy\/NS549.html\">Course Link<\/a><\/p>\n<h3 style=\"text-align:center;\">NS 549 Everyday Applications of Physics<\/h3>\n<h3 style=\"text-align:center;\">Course Schedule<\/h3>\n<h3>N.B.: The schedule below has not yet been adapted to the blended schedule of online and in-class meetings. Course readings may vary between course offerings.<\/h3>\n<h3>Session 1: Seesaws.<\/h3>\n<p>Review of rotational inertia, torque, angular velocity, angular acceleration, Newton&#8217;s first and second laws of rotation, center of mass, and levers.<\/p>\n<p><i>Readings from Chapter 2 of How Things Work<\/i><br \/>\n<i>Assignment:<\/i> Selected questions from chapter 2<\/p>\n<p><b>Reading assignment for next Friday:<\/b><\/p>\n<ul>\n<li>De Boer, G. (1991). Process and product in science education. In <i>A history of ideas in science education. Implications for practice.<\/i> (pp. 190 \u2013 214). New York: Teachers College Press.<\/li>\n<\/ul>\n<h3>Session 2: Carousels and Roller Coasters.<\/h3>\n<p>Review of uniform circular motion and centripetal acceleration.<br \/>\n<i>Readings from Chapter 3 of How Things Work<\/i><br \/>\n<i>Philosophy\/History\/Education Research:<\/i> Overview of the recent history of ideas on science teaching and learning methods.<br \/>\n<i>Assignment:<\/i> Selected questions from chapter 3<\/p>\n<h3>Session 3: Bicycles<\/h3>\n<p>Review of unstable equilibrium, static and dynamic stability, and precession)<br \/>\n<i>Readings from Chapter 4 of How Things Work<\/i><br \/>\n<i>Assignment:<\/i> Selected questions from chapter 4<\/p>\n<p><b>Reading assignment for next Friday:<\/b><\/p>\n<ul>\n<li>Novak, J. (1979). The reception learning paradigm. <i>Journal of Research in Science Teaching, 16<\/i>, 481 \u2013 488.<\/li>\n<li>Kaufmann, B. (1971). Psychological implications of learning science. <i>Science Education, 55<\/i>, 73 \u2013 83.<\/li>\n<\/ul>\n<h3>Session 4: Rockets and Space Travel<\/h3>\n<p>Review of reaction forces, Newton&#8217;s law of gravitation, elliptical orbits, Kepler\u2019s laws, special and general relativity, and the equivalence principle.<br \/>\n<i>Readings from Chapter 4 of How Things Work<\/i><br \/>\n<i>Philosophy\/History\/Education Research:<\/i> Controversies on inquired-based learning vs. non-inquiry based learning. I<br \/>\n<i>Assignment:<\/i> Selected questions from chapter 4<\/p>\n<h3>Session 5: Airplanes<\/h3>\n<p>Review of streamlining, lifting wing, angle of attack, induced drag, stalled wing, and thrust.<br \/>\n<i>Readings from Chapter 6 of How Things Work<\/i><br \/>\n<i>Assignment:<\/i> Selected questions from chapter 6<\/p>\n<p><b>Reading assignment for next Friday:<\/b><\/p>\n<ul>\n<li>Babikian, Y. (1971). An empirical investigation to determine the relative effectiveness of discovery, laboratory and expository methods of teaching science concepts. <i>Journal of Research in Science Teaching, 8<\/i>, 201 \u2013 209.<\/li>\n<li>Spears, B. &#038; Zollman, D. (1977). The influence of structured versus unstructured laboratory on students\u2019 understanding the process of science. <i>Journal of Research in Science Teaching, 14<\/i>, 33 \u2013 38.<\/li>\n<\/ul>\n<h3>Session 6: Air Conditioners<\/h3>\n<p>Review of the laws of thermodynamics, temperature, heat, entropy, heat pumps and thermodynamic efficiency<br \/>\n<i>Readings from Chapter 8 of How Things Work<\/i><br \/>\n<i>Philosophy\/History\/Education Research:<\/i> Controversies on inquired-based learning vs. non-inquiry based learning II: examining experimental data<br \/>\n<i>Assignment:<\/i> Selected questions from chapter 8<\/p>\n<h3>Session 7: Automobiles.<\/h3>\n<p>Review of heat engines and thermodynamic efficiency.<br \/>\n<i>Readings from Chapter 8 of How Things Work<\/i><br \/>\n<i>Assignment:<\/i> Selected questions from chapter 8<\/p>\n<p><b>Reading assignment for next Friday:<\/b><\/p>\n<ul>\n<li>Kuhn, T. (2000). On learning physics. <i>Science and Education<\/i>, 9(1-2), 1 \u201310.<\/li>\n<li>Andersen, H. Learning by ostension: Thomas Kuhn on science education. <i>Science and Education<\/i>, 9(1-2), 91 \u2013106.<\/li>\n<\/ul>\n<h3>Session 8: Clocks<\/h3>\n<p>Review of time and space, natural resonance, harmonic oscillators, simple harmonic motion, frequency.<br \/>\n<i>Readings from Chapter 9 of How Things Work<\/i><br \/>\n<i>Philosophy\/History\/Education Research:<\/i> Kuhn on learning physics.<br \/>\n<i>Assignment:<\/i> Selected questions from chapter 9<\/p>\n<h3>Session 9: Xerographic copiers.<\/h3>\n<p>Review of electric fields and voltage gradients, relationships between shape and field, discharges, electric current, direction of current flow, charging by induction.<br \/>\n<i>Readings from Chapter 10 of How Things Work<\/i><br \/>\n<i>Assignment:<\/i> Selected questions from chapter 10<\/p>\n<h3>Session 10: Project Presentations.<\/h3>\n<h3>Session 11: Project Presentations.<\/h3>\n<h3>Session 12: Project Presentations.<\/h3>\n<h3>Session 13: Final Examination.<\/h3>\n<h5 style=\"font-size: 1.17em; text-align:center; display:block; margin-block-start: 1.67em; margin-block-end: 1.67em; margin-inline-start: 0px; margin-inline-end: 0px; font-family: sans-serif;\">Bibliography<\/h5>\n<p><b>Selections from Science Education Research Literature<\/b><\/p>\n<p>De Boer, G. (1991). Process and product in science education. In A history of ideas in science education. Implications for practice. (pp. 190 \u2013 214). New York: Teachers College Press.<\/p>\n<p>Novak, J. (1979). The reception learning paradigm. <i>Journal of Research in Science Teaching, 16,<\/i> 481 \u2013 488.<\/p>\n<p>Kaufmann, B. (1971). Psychological implications of learning science. Science Education, 55, 73 \u2013 83.<br \/>\nKuhn, T. (2000). On learning physics. <i>Science and Education<\/i>, 9(1-2), 1 \u201310.<\/p>\n<p>Andersen, H. Learning by ostension: Thomas Kuhn on science education. <i>Science and Education<\/i>, 9(1-2), 91 \u2013106.<\/p>\n<p>Babikian, Y. (1971). An empirical investigation to determine the relative effectiveness of discovery, laboratory and expository methods of teaching science concepts. <i>Journal of Research in Science Teaching, 8<\/i>, 201 \u2013 209.<\/p>\n<p>Spears, B. &#038; Zollman, D. (1977). The influence of structured versus unstructured laboratory on students\u2019 understanding the process of science. <i>Journal of Research in Science Teaching, 14<\/i>, 33 \u2013 38<\/p>\n<\/blockquote>\n","protected":false},"excerpt":{"rendered":"<p>NS 549\/SC 549 Everyday Applications of Physics Physics content: Physics of everyday life. In-detail examination of real-world applications. Philosophy and History of Physics: Challenging the commonsensical understanding of physics through epistemology. Physics Education Research: Exploration of effective techniques for designing physics projects. Course Schedule (.pdf) Course Link NS 549 Everyday Applications of Physics Course Schedule [&hellip;]<\/p>\n","protected":false},"author":17481,"featured_media":0,"parent":22,"menu_order":10,"comment_status":"closed","ping_status":"closed","template":"","meta":[],"_links":{"self":[{"href":"https:\/\/sites.bu.edu\/itop\/wp-json\/wp\/v2\/pages\/202"}],"collection":[{"href":"https:\/\/sites.bu.edu\/itop\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/sites.bu.edu\/itop\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/sites.bu.edu\/itop\/wp-json\/wp\/v2\/users\/17481"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.bu.edu\/itop\/wp-json\/wp\/v2\/comments?post=202"}],"version-history":[{"count":3,"href":"https:\/\/sites.bu.edu\/itop\/wp-json\/wp\/v2\/pages\/202\/revisions"}],"predecessor-version":[{"id":238,"href":"https:\/\/sites.bu.edu\/itop\/wp-json\/wp\/v2\/pages\/202\/revisions\/238"}],"up":[{"embeddable":true,"href":"https:\/\/sites.bu.edu\/itop\/wp-json\/wp\/v2\/pages\/22"}],"wp:attachment":[{"href":"https:\/\/sites.bu.edu\/itop\/wp-json\/wp\/v2\/media?parent=202"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}