Learning and Understanding: Improving Advanced Study of Mathematics and Science in U.S. High Schools Report of the Content Panel for Physics (2002) / Chapter Skim
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3. Extent to Which the AP and IB Programs Implement Recommended Practices
3. Extent to Which the AP and IB Programs Implement Recommended Practices
Pages 20-46
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From page 20... ...
Today, the AP and IB physics programs constitute the two most significant factors in defining what is meant by advanced study of physics in the United States. Most students entering the postsecondary education system each year who are identified as having completed an advanced physics course have participated in these two programs.
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From page 21... ...
Therefore, it is impossible to determine the adequacy of laboratory experiences definitively for the entire AP physics program. Extent to Which the AP Cumculum and Assessments Balance Breadth of Coverage with In-Denth Stu~v of Important Topics in Physics AP Physics C is a reasonable-sized 1-year physics course with respect to the content covered.
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To better illustrate the difference between these two kinds of knowledge, Box 3-1 presents a case study done by Professor Eric Mazur of Harvard University, a member of this panel (Mazur, 19971. Degree to Which AP Physics Courses Are Organized Around Key Concepts to Promote Conceptual Understanding AS ct~scussed in Chapter 2, Newtonian mechanics should provide the conceptual foundation for all advanced physics programs.
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1. A series circuit consists of three identical light bulbs connected to ~ battery as shown here.
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In spite of this serious misconception, many still managed to correctly solve the mathematical problem. Figure 1.3 shows the lack of correlation between scores on the conceptual and conventional problems of Figure 1.1.Although 52% Of the scores lie on the broad diagonal band, indicating that these students achieved roughly equal scores on both questions (~3 points)
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Extent to which the AP Physics Cumcutum and Relatect Laboratory Experiences Encourage Students and Teachers to Make Connections Among the Various Disciplines In Science and Mathematics The connection between physics and mathematics is very strong, and both AP physics courses call upon students to use their mathematical skills to the fullest. Indeed, it is not unusual for students to say after they have taken AP physics that they appreciate the great value of mathematics for the first time.
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From page 27... ...
Extent to Which Final Assessments In AP Physics Measure or Emphasize Students' Unclerst:ancI'ng and Application of Concepts Many of the questions on previous AP physics examinations value technique over conceptual understanding. However, the trend on recent AP physics examinations has definitely been in the direction of increasing the emphasis on conceptual understanding as it should be.
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Skill in this use of mathematics certainly has value but has little to do with the conceptual understanding of physics. Good mathematical examination questions should therefore emphasize skill in the translation of physical reality into mathematics and downplay the subsequent mathematical manipulations.
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PHYSICS 2. A charge Q
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428 CONTENT PANEL REPORT A charge Q3 = -4 x lo-6 coulomb is brought from a very distant point by an external force and placed at the origin.
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PHYSI CS i \ 'A ____' 6. (10 points)
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We stress that mathematics may be well be necessary to answer some good examination questions, but it is essential that the question focus on important physical concepts. Extent to Which final Assessments in AP Physics Measure or Emphasize Students' Ability to Apply What They Have Learned to Other Courses and In Other Situations The AP physics examinations do very little to measure or emphasize students' ability to apply what they have learned to other fields and situations.
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PHYSICS _' If_ L'/~/~//~/~////~//~' Mech.
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432 CONTENT PANEL REPORT (d) On the axes below, sketch a graph of the car's velocity v as ~ function of time t.
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Again, this practice contrasts sharply with the AP program, in which any student who pays the examination fee can take an AP examination in any subject. .~ Degree to Which the Faculal Base of Information Provided by the IB Curriculum and Related laboratory Experiences Is Adequate for Advanced High School Study in Physics There is no question that the factual base of information provided by the IB physics curriculum and related laboratory experiences is fully adequate for a good advanced program.
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Degree to Which IB Physics Courses Are Orgar~izect Around Key Concepts to Promote Conceptual Understanding As noted above, the panel believes Newtonian mechanics should provide the conceptual foundation for all advanced physics programs. IB physics contains a strong Newtonian mechanics component.
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From page 38... ...
Therefore, the opportunities advanced students have to apply their knowledge to problems in a variety of contexts depends upon the particular IB physics program in which they are enrolled. Extent to Which the IB Physics Curriculum and Related Laboratory Experiences Encourage Students and Teachers to Make Connections Among the Various Disciplines in Science and Mathematics As noted earlier, the connection between physics and mathematics is very strong, and the IB physics course calls upon students to use substantial mathematical skills.
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From page 39... ...
The questions on the IB physics examinations are generally of a more conceptual nature than those on the AP physics examinations (as discussed below) , another feature the panel applauds.
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Extent to Which Assessments in IB Physics Measure or Emphasize Students' Understanding and Application of Concepts As mentioned in the preceding section, IB physics examinations generally place more emphasis on conceptual understanding than their AP counterparts, as illustrated by the two examples given below. However, this emphasis is still insufficient to enable a reliable assessment of such understanding for the reasons discussed earlier.
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CONTENT PANEL REPORT A-? ; FIGURE 3~ November 1999 IS Physics HL, paper 2, question B3 Its ~~= ~ h¢~,~¢,^' .
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442 CONTENT PANEL REPORT am: _ _ 7~ ~tion 83 cont`~`J .
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From page 46... ...
· The IB Physics course contains no calculus and therefore cannot delve as deeply as AP Physics C into electromagnetic theory. · The IB physics examinations are more conceptually based than the AP physics examinations and give students sufficient time to think but suffer from many of the same faults of construction as the AP exams.
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