Calculus-based introductory physics. The class centers around four units, each of which is presented as a problem for the class to solve. Computer with Internet connection, CD-ROM and projection equipment. A typical unit begins with the instructor leading a whole-class discussion to elicit students' initial ideas about a range of phenomena. Then students, working in small groups and guided by computer software, test their own ideas, modify them, and develop ideas that make sense to them.
Students then apply the consensus ideas to a wide variety of novel situations.
To adapt to large introductory physics classes, the course is structured so that modeling is done by the faculty member during lectures and coaching is done by Teaching Assistants in discussion and laboratory sections. We used the technique of cooperative grouping in all phases of the course as a primary tool. We emphasize context rich problems and cooperative group dynamics. Because collaboration distributes the thinking load among the members in a group, the entire problem-solving strategy can be applied successfully early in the course to problems on which most beginning students would initially fail. Laboratory room with standard physics lab equipment.