Using Narrative Instruction in the Physical Sciences Landon Bellavia PhD The University of Findlay 21st Century Englishes Conference Reimagining Creativity in Rhetoric and Writing ID: 816401
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The Rematch of the Tortoise and the Hare: Using Narrative Instruction in the Physical Sciences
Landon Bellavia, Ph.D.The University of Findlay21st Century Englishes Conference “Reimagining Creativity in Rhetoric and Writing” Bowling Green State University, November 2, 2019
Slide2Introduction Aristotelian thinking Galilean thinking
Newtonian thinking Relativistic and Quantum thinking
Not a peasant
Classically educated
Well rounded thinker
17
th
18
th
19
th
Cen. PhysicistsModern doctors, engineers, etc.
All images from the public domain, taken from Wikipedia
20
th
& 21
st
Century Physicists
Postmodern philosophers
Slide3Introduction Aristotelian thinking Galilean thinking
Newtonian thinking Relativistic and Quantum thinking
All images from the public domain, taken from Wikipedia
GOAL
Slide4The ProblemMath (whole other topic…)Conceptual hurdlesAttachment to preconceptionsPrinciples
OutcomesWORDS
Slide5The Topic of the First HurdleSpeed vs. VelocitySpeedTotal distance traveled divided by time Scalar (no direction)
Velocity (specifically, “average velocity”)Total displacement vector divided by timeVector (includes direction)Straight-line distance between starting and ending points, divided by time, and including the direction
Slide6An ExampleJack walks one mile east, then one mile north, and then one mile west in one hour. What are his average speed and average velocity?Speed = 3 miles/1 hour = 3 mph
Velocity – Jack ends up one mile north of his starting pointVelocity = 1 mile/1hour = 1mph NORTH
Slide7Evaluation1) A car drives two-and-a-half laps around a race track. Which has a larger magnitude, the car’s average speed or its average velocity? A) speed
B) velocity C) they are the same D) not enough information
Slide8Evaluation (The Problem, Part 2)1) A car drives two-and-a-half laps around a race track. Which has a larger magnitude, the car’s average speed or its average velocity?
A) speed 62% (18/29 correct)B) velocity 3% (1/29 wrong; recognized a difference)C) they are the same 34% (10/29 incorrect – held preconception)D) not enough information 0%
D-
Slide9The SolutionGo back over the material after the testReview review review!
More discussion (class, small groups, etc.)Reevaluate on final exam————
—
Problem, Part 3
Slide10Reevaluation (Modified Final Exam)A car travels around a circular track at a constant speed. Which statement is true?
A) Its average speed is greater than the magnitude of its average velocity.B) Its average speed is equal to the magnitude of its average velocity.C) The magnitude of its average velocity is greater than its average speed.D) Not enough information
A
66%
Slide11The Solution for Next YearSpend more time on the materialMore time in classMore slidesMore examplesMore small group discussion
Evaluate to see improvement between semesters—————————
——
Problem, Part 4
Slide12Evaluation (Modified Initial Exam)A car travels around a circular track at a constant speed. Which statement is true?
A) Its average speed is greater than the magnitude of its average velocity.B) Its average speed is equal to the magnitude of its average velocity.C) The magnitude of its average velocity is greater than its average speed.D) Not enough information
A
65%
Slide13The Solution for Year Two………………Leave it off the final exam
Slide14Year ThreeQuick intro lectureFew examplesShort group discussionEnd classMove on and readdress when we get to an area where it affects something else???
Stress at nightRead to my kids…wait, what?
Slide15InspirationA Hare was making fun of the Tortoise one day for being so slow.
"Do you ever get anywhere?" he asked with a mocking laugh."Yes," replied the Tortoise, "and I get there sooner than you think. I'll run you a race and prove it."The Hare was much amused at the idea of running a race with the Tortoise, but for the fun of the thing he agreed. So the Fox, who had consented to act as judge, marked the distance and started the runners off.The Hare was soon far out of sight, and to make the Tortoise feel very deeply how ridiculous it was for him to try a race with a Hare, he lay down beside the course to take a nap until the Tortoise should catch up
.
The Tortoise meanwhile kept going slowly but steadily, and, after a time, passed the place where the Hare was sleeping. But the Hare slept on very peacefully; and when at last he did wake up, the Tortoise was near the goal. The Hare now ran his swiftest, but he could not overtake the Tortoise in time
.
The race is not always to the swift.
The Project Gutenberg EBook of The Æsop for Children, by Æsop This eBook is for the use of anyone anywhere at no cost and with almost no restrictions whatsoever.
You may copy it, give it away or re-use it under the terms of the Project Gutenberg License included with this eBook or online at www.gutenberg.org
Title: The Æsop for Children With pictures by Milo Winter
https://www.gutenberg.org/files/19994/19994-h/19994-h.htm#Page_96
Author: Æsop Illustrator:
Milo Winter
Slide16ConsiderationsNot all students know this storyStudents from African-American, Asian, Hispanic, and Middle Eastern backgrounds were all less likely to be familiar
with the original storyImportant to establish background so that students unfamiliar with the story are not at a disadvantage understanding the significance
Slide17The Rematch of the Tortoise and the Hare There once was a race between a swift but overconfident hare and a slow and steady tortoise. As you may have heard, the hare fell asleep during the race and the tortoise won. What you may not have heard is that, years later, the tortoise and the hare were in college together and found themselves taking the same physics class. The hare, confident as ever in his abilities, slept through most of class. After class, the hare saw the tortoise and said “You again! Well, since we are both here, how about a rematch?”
Slide18The Rematch of the Tortoise and the Hare The tortoise, who had paid careful attention in class, said “Very well. Let’s go down to the track for a rematch. We will run until one of us has made ten complete laps. The creature with the highest average velocity in that time wins.”
The hare laughed, for he was certain that his velocity was far superior to the hare’s. “Agreed!” he shouted. The professor, who had seen both students in class, heard the challenge and happily offered to judge the race. The two students, the professor, and several eager spectators (this was an historic rematch, after all) went to the school’s track.
Slide19The Rematch of the Tortoise and the Hare The track was square, with a total length of 400 m. The tortoise and the hare went to the starting line at one corner, and the professor said “On your marks, get set, go!” The hare darted down the track, quickly completing the first lap, then the second, then the third. He completed the tenth lap just 6.0 minutes after starting, and never stopped to rest (having at least learned that lesson). When the hare finished the tenth lap, he looked across the track smugly and saw that the tortoise had not even finished half a lap; the tortoise had only traveled 175 m around the track.
The professor called “Stop! The competition is finished! And the winner is………………………”
Slide20The Rematch of the Tortoise and the Hare1) What was the hare’s average speed (m/s)?
2) What was the hare’s average velocity (m/s)?3) What was the tortoise’s average speed (m/s)?4) What was the magnitude of the tortoise’s average velocity (m/s)?5) By the terms of the contest, who did the physics professor declare to be the winner?
Slide21The Solution5 minutes of lecture10 minutes reading and discussing in small groups5 minutes going over as a classOverall, about as much time as was spent on the topic the previous year
85% success rate on first exam (similar to overall test average)85%
Slide22The (Possible) Explanation?Students preconceptions that the Tortoise should win the race overcame misconceptions about the relationship between speed and velocityNarrative instruction succeeded where traditional physics instruction had failed
Slide23The FutureCan we bring narrative to other areas?STEM vs. Non-STEMPossible collaborations?
Slide24AcknowledgementsSpecial thanks to:Dr. Harley FerrisDr. Christine Tulley
Students in PHYS 150