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The key difference between math as math and math in science is that in science we blend our physical knowledge with our knowledge of math. This blending changes the way we put meaning to math and even to the way we interpret mathematical equations. Learning to think about physics with math instead of just calculating involves a number of general scientific thinking skills that are often taken for granted (and rarely taught) in physics classes. In this paper, I give an overview of my analysis of these additional skills. I propose specific tools for helping students develop these skills in subsequent papers.
Commercial video games are increasingly using sophisticated physics simulations to create a more immersive experience for players. This also makes them a powerful tool for engaging students in learning physics. We provide some examples to show how co
Reliable and validated assessments of introductory physics have been instrumental in driving curricular and pedagogical reforms that lead to improved student learning. As part of an effort to systematically improve our sophomore-level Classical Mecha
Incorporating computer programming exercises in introductory physics is a delicate task that involves a number of choices that may have a strong affect on student learning. We present an approach that speaks to a number of common concerns that arise
A computational model study for complete frequency redistribution linear incoherent two-level atomic radiation trapping in optically dense media using the multiple scattering representation is presented. This model study discuss at length the influen
The Physics Inventory of Quantitative Literacy (PIQL), a reasoning inventory under development, aims to assess students physics quantitative literacy at the introductory level. The PIQLs design presents the challenge of isolating types of mathematica