{"id":31,"date":"2020-05-15T12:33:20","date_gmt":"2020-05-15T16:33:20","guid":{"rendered":"https:\/\/sites.bu.edu\/itop\/?page_id=31"},"modified":"2020-08-07T09:38:34","modified_gmt":"2020-08-07T13:38:34","slug":"ns-540","status":"publish","type":"page","link":"https:\/\/sites.bu.edu\/itop\/improving-teaching-of-physics-itop\/courseinfo\/ns-540\/","title":{"rendered":"NS540: Forces and Motion"},"content":{"rendered":"<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 540 Concepts in Physics I: Forces and Motion<\/h1>\n<blockquote>\n<p style=\"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;\"><b>Physics content:<\/b><br \/>\nFocus on classical physics and the Newtonian concepts of rectilinear motion, conservation of momentum and conservation of energy.<\/p>\n<p style=\"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;\"><b>Philosophy and History of Physics:<\/b><br \/>\nA comparison of Newtonian and pre-Newtonian models of motion.<\/p>\n<p style=\"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;\"><b>Physics Education Research:<\/b><br \/>\nIntroduction to students\u2019 misconceptions research on kinematics and dynamics.<\/p>\n<p><span style=\"font-weight: 400;\">This is the first course in the ITOP sequence.\u00a0 It builds the fundamentals of kinematics (motion) and dynamics (forces). A major component of the ITOP courses involves reading and discussing the conceptual history of physics and reading on identifying and\u00a0 confronting students&#8217; prior knowledge.\u00a0\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Physics Topics will include:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Kinematics and the study of motion<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Dynamics and Forces that generate motion<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">An understanding of gravity in light of the above<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Conservation Laws<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">The concept of energy and the work-energy relationship<\/span><\/li>\n<\/ul>\n<table width=\"663\" height=\"236\">\n<tbody>\n<tr>\n<td><strong>Week<\/strong><\/td>\n<td><strong>Topic<\/strong><\/td>\n<td><strong>Activity\/Discussion<\/strong><\/td>\n<\/tr>\n<tr>\n<td>Week 1<\/td>\n<td>Motion in 1 Dimension<\/td>\n<td>&#8211; Video analysis of a falling body<\/td>\n<\/tr>\n<tr>\n<td>Week 2<\/td>\n<td>Motion in 2 Dimensions<\/td>\n<td>&#8211; Discuss reading of students use of graphical analysis<\/td>\n<\/tr>\n<tr>\n<td>Week 3<\/td>\n<td>Forces and Motion in 1D<\/td>\n<td>&#8211; Discuss Aristotle and Newtonian<br \/>\ninterpretation of object falling in a fluid<br \/>\n&#8211; Measure the viscosity of a fluid<\/td>\n<\/tr>\n<tr>\n<td>Week 4<\/td>\n<td>Forces in 2 Dimensions and<br \/>\nApplications of<br \/>\nNewton&#8217;s Laws<\/td>\n<td>&#8211; Discussion of Newton&#8217;s Corollaries<br \/>\n&#8211; Discussion of Students interpretation<br \/>\nof the Atwood machine<\/td>\n<\/tr>\n<tr>\n<td>Week 5<\/td>\n<td>Momentum and<br \/>\nEnergy Conservation<\/td>\n<td>&#8211; video analysis of a collision<\/td>\n<\/tr>\n<tr>\n<td>Week 6<\/td>\n<td>Work and Energy<\/td>\n<td>&#8211; Video analysis of the work and energy in a<\/td>\n<\/tr>\n<tr>\n<td>Week 7<\/td>\n<td>Sharing and Sharing<\/td>\n<td>Participants share lesson plans they developed<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\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 primary sources<\/b><\/p>\n<ul>\n<li>Aristotle (1989). Book II. (excerpts from <i>Physics<\/i>). In Matthews, M. (Ed.) <i>The scientific background to modern science<\/i>. Selected readings. (pp. 5 \u2013 26). Indianapolis: Hackett.<\/li>\n<li>Galileo, G. (1959) Accelerated motion. (excerpts from Dialogues concerning two sciences). In Shamos, M. (Ed.) Great Experiments in Physics. New York: Holt, Rinehart and Winston.<\/li>\n<li>Newton, I. (1959). The laws of motion (excerpts from the <i>Principia<\/i>). In Shamos, M. (ed.) <i>Great Experiments in Physics<\/i>. New York: Holt, Rinehart and Winston.<\/li>\n<\/ul>\n<p><strong>Selections from secondary sources<\/strong><\/p>\n<ul>\n<li>Bostock, D. (1996). Introduction: Aristotle\u2019s cosmology. In Aristotle. <i>Physics<\/i>. (pp. xv, xvii) Oxford: Oxford Univ. Press.<\/li>\n<li>Toulmin, S. and Goodfield, J. (1962) The premature synthesis (Chap. 3); The creation of mechanics (Chap. 8). <i>In The fabric of heavens: the development of astronomy and dynamics.<\/i> (pp. 90 \u2013 105; 210 &#8211; 227).New York: Harper &amp; Row.<\/li>\n<\/ul>\n<p><b>Selections from Physics Education Research Literature<\/b><\/p>\n<ul>\n<li>Trowbridge, D.E. &amp; McDermott, L.C. (1980). Investigation of student understanding of the concept of velocity in one dimension, <i>Am. J. Phys<\/i>., 48 (12), 1020\u20131028.<\/li>\n<li>McDermott, L.C., Rosenquist, M.L. &amp; van Zee, E.H. (1987). Student difficulties in connecting graphs and physics: Examples from kinematics. <i>Am. J. Phys<\/i>., 55, 503 \u2013 513.<\/li>\n<li>Rosenquist, M.L. &amp; McDermott, L.C. (1987). A conceptual approach to teaching kinematics. <i>Am. J. Phys<\/i>., 55 (5) 407 \u2013 415.<\/li>\n<li>McDermott, L.C., Shaffer, P.S. and Somers, M.D. (1994). Research as a guide for teaching introductory mechanics: An illustration in the context of the Atwood\u2019s Machine, <i>Am. J. Phys<\/i>., 62 (1), 46 \u2013 55.<\/li>\n<li>McCloskey, M. (1983). Intuitive Physics. <i>Sci. Am<\/i>., 248 (4), 122-130.<\/li>\n<li>Halloun, I. A. and Hestenes, D. (1985). Common sense concepts about motion. <i>Am. J. Phys<\/i>., 53, 1056 \u2013 1065.<\/li>\n<li>Clement, J. (1982). Students\u2019 preconceptions in introductory mechanics.<br \/>\n<i>Am. J. Phys<\/i>, 50, 66 \u2013 71.<\/li>\n<\/ul>\n<p><strong>Review of Physics Concept Inventory Tests\u00a0<\/strong><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">D. Hestenes &amp; M. Wells,\u00a0 \u201cA Mechanics Baseline Test\u201d, The Physics Teacher, Vol. 30, March 1992, 159-166<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">D. Hestenes &amp; M. Wells,\u00a0 \u201cForce Concept Inventory\u201d, The Physics Teacher: Volume 30, Issue 3, Pages 141-158<\/span><\/li>\n<\/ul>\n<\/blockquote>\n","protected":false},"excerpt":{"rendered":"<p>NS 540 Concepts in Physics I: Forces and Motion Physics content: Focus on classical physics and the Newtonian concepts of rectilinear motion, conservation of momentum and conservation of energy. Philosophy and History of Physics: A comparison of Newtonian and pre-Newtonian models of motion. Physics Education Research: Introduction to students\u2019 misconceptions research on kinematics and dynamics. 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