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We present an investigation into the interdisciplinary role of physics in a physics-for-non-physicists course at Pomona College. This work is guided by prior research into introductory physics for life-science (IPLS) courses, but attends to significant differences in the scope and context of this course. We interviewed enrolled students, physics professors, and professors from non-physics disciplines to explore the function of this course and the role of physics in the education of non-physics-science students. Interviews were audio recorded and transcribed, then analyzed to identify emergent themes. These themes outline the authentic physics, including content knowledge and other, broader learning objectives, that play an important and distinct role in the science education of enrolled students. Stakeholders generally align in their emphasis of interdisciplinary relevance with some divergence in the specific articulation of that idea. The differences can be understood through the stakeholders distinct areas of expertise, with non-physics professors expressing value through relevance to their discipline and physics professors focusing on essential aspects of physics.
In an Introductory Physics for Life Science (IPLS) course that leverages authentic biological examples, student ideas about entropy as disorder or chaos come into contact with their ideas about the spontaneous formation of organized biological struct
Laboratory courses are key components of most undergraduate physics programs. Lab courses often aim to achieve the following learning outcomes: developing students experimental skills, engaging students in authentic scientific practices, reinforcing
Multiweek projects in physics labs can engage students in authentic experimentation practices, and it is important to understand student experiences during projects along multiple dimensions. To this end, we conducted an exploratory quantitative inve
Physics lab courses are integral parts of an undergraduate physics education, and offer a variety of opportunities for learning. Many of these opportunities center around a common learning goal in introductory physics lab courses: measurement uncerta
Evidence is presented that offering introductory physics courses with an explicit focus on mastery can reduce the gender gap to zero. Taken together with a previous study showing that a concepts-first course may zero out another demographic gap leads