For all the experience contributes to their development as informed participants in a society where the priorities and funding of scientific research is an important public issue. Use of MultiMedia in teaching introductory physics Traditional lectures in physics courses involve a lot of time spent with the instructor writing on the board or overhead and students transcribing formulas into their notebooks, with occasional interactions between the speaker and the audience or vice versa. It is rare in this context that productive interactions between the students themselves occur in class. That year I adapted a complete set of lectures in PowerPoint format, that incorporated interactive sessions during class known as ACTs. Each ACT consists of a conceptual problem that asks students to apply the core concepts that have just been presented.
Students work in teams and then report their results as a group.
Approximately 15 minutes of each 50-minute are devoted to ACTs. Based on experience learned during that initial round, I updated the method and taught the sequence again in 2000. The year 2000 sequence will be used as the evaluation phase of the project. The evaluation will be based upon student feedback and comparative testing. Systematic reform of general physics courses A major revision of the way that physics is taught at the undergraduate level is underway at universities across North America.