Matter & Interactions is a modern calculus-based introductory curriculum that emphasizes the power of fundamental principles, and guides students through the process of starting from these principles in analyzing physical systems, on both the macroscopic and the microscopic level. The continual emphasis on the application of fundamental principles and on the atomic nature of matter makes possible the integration of topics that are traditionally taught as disconnected: mechanics and thermal physics are intertwined, and electrostatics and circuits are analyzed using the same tools for both topics. The development of the curriculum has been shaped by research
|
245
|
Self-explanations: How students study and use examples in learning to solve problems
– Chi
- 1989
|
|
104
|
Making Learning Fun: A Taxonomy of Intrinsic Motivations for
– Malone, Lepper
|
|
44
|
Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses
– Hake
- 1998
|
|
40
|
Instruction: A User's Manual
– Mazur, Peer
- 1997
|
|
34
|
D.: The initial knowledge state of college physics students
– Halloun, Hestenes
- 1985
|
|
26
|
Enriching formal knowledge: A model for learning to solve textbook physics problems
– Larkin
- 1981
|
|
11
|
Investigation of student understanding of the concept of acceleration in one dimension
– Trowbridge, McDermott
- 1981
|
|
8
|
Research as a guide for curriculum development: An example from introductory electricity. Part I: Investigation of student understanding
– McDermott, Shaffer
- 1992
|
|
7
|
Motivational considerations in the study of instruction
– Lepper
- 1988
|
|
6
|
Cognition for interpreting scientific concepts: A study of acceleration
– Reif, Allen
- 1992
|
|
4
|
The challenge of matching learning assessments to teaching goals: An example from the work-energy and impulse-momentum theorems
– Pride, Vokos, et al.
- 1998
|
|
4
|
Effects of knowledge organization on task performance
– Eylon, Reif
- 1984
|
|
4
|
Students’ understanding of direct current resistive electrical circuits
– Engelhardt, Beichner
- 2004
|
|
3
|
Research on Conceptual Understanding
– McDermott
- 1984
|
|
2
|
Modern Mechanics
– Chabay, Sherwood
- 2004
|
|
2
|
Restructuring the introductory electricity and magnetism course
– Chabay, Sherwood
- 2006
|
|
2
|
The electric field associated with a steady current in long cylindrical conductor
– Marcus
- 1941
|
|
2
|
Student understanding of the work-energy and impulse theorems
– Lawson, McDermott
- 1987
|
|
1
|
See http://www4.ncsu.edu/~rwchabay/mi for updated information
– Chabay, Sherwood
- 2002
|
|
1
|
Bringing atoms into first-year physics
– Chabay, Sherwood
- 1999
|
|
1
|
and heat transfer in the presence of sliding friction
– Sherwood, Bernard, et al.
- 1984
|
|
1
|
Ganiel, private communication
– Uri
- 2005
|
|
1
|
Surface charges and fields of simple circuits
– Preyer
- 2000
|
|
1
|
A Qualitative Approach to Electricity (Institute for Research on Learning
– Haertel
- 1987
|
|
1
|
personal communication
– Haugen
- 2005
|
|
1
|
Facilitation of scientific concept learning by interpretation procedures and diagnosis,” Int
– Labudde, Reif, et al.
- 1988
|
|
1
|
Research-Based Reform of University Physics 57 Chabay & Sherwood Matter & Interactions 32
– Kohlmyer, Chabay, et al.
- 2000
|
|
1
|
Tracking steps in multistep problems
– Sherwood
|
|
1
|
New instrument for measuring student beliefs about physics and learning physics: The Colorado Learning Attitudes about Science Survey,” Phys
– Adams, Perkins, et al.
|
|
1
|
personal communication
– Wieman
- 2005
|
|
1
|
Observing students’ difficulties with computer modeling
– Kohlmyer, Chabay, et al.
- 2003
|
|
1
|
Qualitative understanding and retention
– Chabay, Sherwood
- 1997
|
|
1
|
Evaluating and Using BEMA (Brief Electricity and Magnetism Assessment
– Ding, Beichner, et al.
|
|
1
|
Macroscopic phenomena and microscopic processes: Student understanding of transients in DC electric circuits
– Res
|
|
1
|
Qualitative understanding and problem-solving performance
– Sherwood, Chabay
- 1997
|
|
1
|
Students’ approaches to hard problems I: Traditional course
– Chabay, Kohlmyer, et al.
- 2002
|