Physical Science PS-304 Summer 2000 Project-Based Instruction Resources

PROJECT "HOW THINGS WORK"

Assistant Instructor - Marina Milner-Bolotin

The best answer to the question, "What is the most effective method of teaching?" is that it depends on the goal, the students, the content and the teacher. But the next best answer is "Students teaching other students ". There is a wealth of evidence that peer learning and teaching is extremely effective for a wide range of goals, content, and students of different levels and personalities".

Wilbert J. McKeachie

About the project	Project requirements	Student reflections	FAQ
Project deadlines	Previous projects' ideas	Resources on projects	Class policy on absences

About the project

The main goal of the semester-long project "How things work" is to think of applications of scientific principles we learn in the classroom to everyday life. Your goal is to show that the knowledge you learned in the classroom is useful for you!

The project will be the central and THE MOST IMPORTANT activity in the physical science class and it will have a major impact on your grade: 40% of your grade will be determined by the quality of your project. The project will performed by the students working in small groups of three or four students. We will form the groups at the beginning of the semester.

Project requirements and deadlines

The requirements of the project are:

STEP I: Preparation to the project	Due date: Monday, July 24, 2000
STEP II: Project proposal	Due date: Monday, July 24, 2000
STEP III: Project progress evaluation	Due date: Friday, August 11, 2000
STEP IV: Project presentation	Due date: The last three days of classes: August 15-18, 2000
STEP V: Project final report	Due date: The last class day, August 18, 2000

STEP I: Preparation to the project

	Form a group of three or four students, which will be your semester-long project team.
	Choose a few appliances you use in everyday life that are based on the principles we are going to discuss in the PS course (i.e. an iron, a microwave oven, a toaster, a binoculars etc.), which you would like to investigate in the project "How things work"..
	Discuss within your group pros and cons of possible choices of the appliances and pick up one alliances which will be your group project topic.

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STEP II: Project proposal

Prepare a project proposal that explains:

	Why did you chose this appliance? Why are you interested in fining out how it works?
	How do you think your appliance is related to the topics of our course?
	Where/how are you going to find the information about this appliance - at least three sources have to be mentioned in the proposal.
	How are you going to split-up the responsibilities of the project (who is going to be responsible for what)?

Due date: Monday, July 24, 2000 10 Points = 10% of the final grade

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STEP III: Project progress evaluation

Prepare all the artifacts and preliminary results about your project. Write down all the questions you would like to discuss with me during our 20-minute meeting. Think how I might be helpful to you. Be ready to discuss it with me.

In this meeting you have to demonstrate that:

	Your group has done a considerable progress in project preparation.
	You understand a theoretical background of your appliance.
	You have started preparing your presentation, including slides, posters or whatever visual aides you are planning to use during your presentation.

Due date: By August 11, 2000 10 Points = 10% of the final grade

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STEP IV: Project presentation (25-30 minutes)

Find more about how to prepare an effective presentation :)

Be ready to present your project in front of the class. Be sure your presentation is:

	Clear and simple enough for everybody to understand (do not make it too formal or too technical).
	Interesting and appealing to the audience (visuals).
	Based on the PS class content and beyond.
	Interactive: You ask the audience questions and are trying to answer the questions form the audience.
	Not a solo presentation, but a group project presentation (share responsibilities!)
	FUN for you and for us!

Due date: August, 15-18, 2000 10 Points = 10% of the final grade

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STEP V: Project final report

Prepare a group project report. Please include:

All the artifacts you have created:posters, transparencies, handouts, etc.

Brief report explaining your findings (10 typed pages): Every group member will be responsible for his/her part of the report.

Personal reflections on the project (2 typed pages), describing:

	What you liked about the project
	What you did not like about the project
	How the project might be improved in the future
	What you learned as the result of the project-based activity
	Your suggestions, comments and personal reflections

Due date: By THE LAST CLASS DAY 10 Points = 10% of the final grade

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Resources on projects

	How Stuff Works by Marshall Brain
	The Laser Adventure by Rami Arieli
	Mars Millennium Project
	Funny project - Don't try to do it!

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UT Libraries: "How things work"

How things work: the physics of everyday life. / Bloomfield, Louis / New York / 1997
QC 21.2 B59 1997 Physics-Math-Astronomy Library ON SPECIAL CHECKOUT -- USE RECALL OR REQUEST AT CIRC DESK CHECKED OUT DUE 03/06/00
QC 21.2 B59 1997 UGL Reference Collection USE IN LIBRARY ONLY
Things around the house. / Zim, Herbert Spencer, 1909- / New York / 1954
T 48 Z5 1954 Youth Collection PCL Stacks 6S
HOW THINGS WORK / Mann, Martin / 1960
TEXTBK UI M315H PCL Stacks CHECKED OUT DUE 06/07/00
How things work. / Peet, Creighton, 1899- / New York / 1941
T 48 P4 Youth Collection PCL Stacks 6S
How things work. / Geneva, Switzerland / 1982
T 47 H68 V.1 PCL Stacks COPY 2 CHECKED OUT DUE 03/06/00
T 47 H68 V.1 Engineering Lib Reference USE IN LIBRARY ONLY
T 47 H68 V.2 PCL Stacks COPY 2 CHECKED OUT DUE 03/06/00
T 47 H68 V.2 Engineering Lib Reference USE IN LIBRARY ONLY
T 47 H68 V.3 PCL Stacks COPY 2 ON SPECIAL CHECKOUT -- USE RECALL OR REQUEST AT CIRC DESK CHECKED OUT DUE 03/06/00
T 47 H68 V.3 Engineering Lib Reference USE IN LIBRARY ONLY
T 47 H68 V.4 PCL Stacks COPY 2 ON SPECIAL CHECKOUT -- USE RECALL OR REQUEST AT CIRC DESK CHECKED OUT DUE 03/06/00
T 47 H68 V.4 Engineering Lib Reference USE IN LIBRARY ONLY

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Previous Projects' Ideas

Students in the previous semesters have successfully completed projects on the following topics:

Toaster Christmas lights Iron Microwave ovens Xerox machine (copier) Camera Telescope

Refrigerator Motors Clocks Power Plants Air Conditioner Batteries Binoculars

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Student Reflections

..This physics project has helped me learn how a toaster works. There are two devices to make sure the bread toasts evenly. An interesting part about the toaster is that a flat wire is used instead of a coil, so all parts of the wire are the same distance from the bread. Also, the wire is wound around the mica sheet more closely on the bottom than on the top. This is so the excess heat at the bottom will spread equally over the surface of the bread as the heat rises. The heat sensor is a bimetallic strip located near the wires, that bends because of the heat. This strip is attached to an arm that moves as the strip bends, eventually striking the solenoid contacts. This metal strip expands and bends outward as the temperature increases and as the bread toasts. When the toast is ready, the strip meets the trip plate, completing the electric circuit and activating the solenoid. The different settings of how dark you want your toast are managed by the browning control. Operating this control shifts the trip plate. For a lighter toast, the plate is moved toward the heat sensor. I did not know any of this until after this project.

What I liked most about this project was researching on my own about the toaster and its history and evolution. This project was also fun because I learned about how an everyday appliance works. This project also made me realize how some aspects of physics are involved in daily life. I also liked that we were allowed to choose whatever appliance we wanted and each group wasn’t assigned an appliance.

What I liked least about this project was trying to get all the group members together for meetings. It was difficult to find times where everyone could be there. At first, the project seemed really difficult because I did not understand the format of the project, and what a good project would be. But, the example project from last semester really helped a lot. I think all the groups could have benefited from seeing an example project to use as a guideline for whatever appliance they choose.

This project can be improved by using some class time for the meetings. It may be helpful to get a list of appliances that would be good ideas for projects, because some of the presentations seemed too complex to understand for the audience and for the group that presented.

The group work was beneficial because everyone could put in their ideas about the project, and the group benefited from many perspectives. The group work also made the project more fun because we could work together. It was also beneficial because we could divide up the tasks and do the parts we were most interested in or more comfortable with.

What I learned from this presentation was how to use Powerpoint, which was really helpful. I also learned how hard it is to make effective overheads that interested and engaged the audience.

This project had an impact on my attitude toward physics because I saw how some concepts of physics are a part of my everyday life. I also thought that this project was a good ending to the semester.

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FAQ

1. How can I succeed in PS-304?

	Establish good relationships with your partners.
	Try to use effectively every minute of your class time, the more you do in class, the better for you.
	Always come prepared to class: read the textbook at home and be prepared to ask questions.
	Answer questions at the end of the chapter, do exercises and solve problems. The more you will do at home the more knowledgeable and confident you will be in the classroom.
	Don’t hesitate to ask questions and to explain to your peers.
	Use my help outside the classroom: e-mail or my office hours are the best way to get the answers to your questions.
	Never postpone your assignments for tomorrow! Procrastination has never been a good learning strategy!

2. Are you going to grade on the curve?

No! You grade depends solely on your active work as a member of the group and on your individual assignments. All of you can get A’s or fail the course. You are encouraged to help your friends and to ask for help.

3. Do we need to memorize all the formulae?

No! You are allowed to use the formula sheets on the tests and quizzes.

4. Do we need to solve the problems at the end of the Units?

Yes! You are required to solve all the problems at the end of the unit as part of your lab assignment. However, in some cases I will ask you not to solve some of them.

5. How dangerous are the experiments we are going to perform?

If you don’t know how to use the equipment, call me! Don’t hook up the electrical circuits before the instructor approves them! Please be careful with the equipment and ask me if you don’t understand something about it! If you have any personal questions, please tell me about them immediately or e-mail me. I’ll try to do my best to help you!

Enjoy the course! I hope it will be interesting and exciting for all of us!

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Class Policy on Absences and Missed Assignments

You have to attend all the classes. If you are sick or you have very serious personal reasons for your absence you have to provide me with the appropriate documents.
Remember, according to the rules of Physics Department, after three absences, the student will be assigned an F grade.
You will have NO opportunity to perform any make-up labs, quizzes or tests.
The late or missed assignments will not be accepted.
You are allowed to use calculators and/or formula sheets during the midterm or final exams. No formula memorization is required!
In safety purposes you are not allowed to eat or drink in the class. You can do it outside!
Peer collaboration is very important teaching/learning strategy and you are welcome to collaborate with peers during the preparation of the homework assignments, lab reports or projects. Nevertheless you are responsible for your own understanding! Don’t rely totally on your friends! Most of the quizzes and all the exams will be performed by you individually!
If you need help, ask me by e-mail or you are invited to my office-hours! Don’t postpone your problems to the last minute! Procrastination has never been the best learning strategy L !

Academic dishonesty during the exams, homework assignments, project, and labs will be dealt with individually according to the University of Texas at Austin Regulations.

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Contact information: Marina Milner-Bolotin, Physics Department, The University of TX at Austin

E-mail me: marinamb@physics.utexas.edu

PROJECT "HOW THINGS WORK"

Assistant Instructor - Marina Milner-Bolotin

Due date: Monday, July 24, 2000

Due date: Monday, July 24, 2000

Due date: Friday, August 11, 2000

Due date: The last three days of classes: August 15-18, 2000

Due date: The last class day, August 18, 2000

Due date: Monday, July 24, 2000 10 Points = 10% of the final grade

Due date: By August 11, 2000 10 Points = 10% of the final grade

Due date: August, 15-18, 2000 10 Points = 10% of the final grade

Due date: By THE LAST CLASS DAY 10 Points = 10% of the final grade

UT Libraries: "How things work"

Toaster Christmas lights Iron Microwave ovens Xerox machine (copier) Camera Telescope

Refrigerator Motors Clocks Power Plants Air Conditioner Batteries Binoculars

1. How can I succeed in PS-304?

2. Are you going to grade on the curve?

3. Do we need to memorize all the formulae?

4. Do we need to solve the problems at the end of the Units?

5. How dangerous are the experiments we are going to perform?

Contact information: Marina Milner-Bolotin, Physics Department, The University of TX at Austin

Last revised: 07/10/00