The Effectі of the Giant and Anisotropic Magnetoresistance: Demonstration and Learning in the Physics Course of High Schools

Project Accelerate is a National Science Foundation funded program providing access to a rigorous introductory college level College Board Advanced Placement physics course to students attending high schools where this opportunity is not part of the regular high school program of study. High schools in the United States not offering this opportunity in general are either small rural schools or high schools in districts serving a larger than average proportion of economically disadvantaged families. Students in Project Accelerate do as well on the AP exam as their peer groups enrolled in traditional AP® Physics 1 classrooms. In addition, students in Project Accelerate show a marked increase in interest in pursuing post high school academic programs in science.

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Analysis of Physics Course-Taking Pattern in High Schools and the Entrance Examination for the University According to the Revised National Curricula

New Physics Sae Mulli ◽

10.3938/npsm.62.1043 ◽

2012 ◽

Vol 62 (10) ◽

pp. 1043-1052

Author(s):

Jaebong LEE*

Keyword(s):

High Schools ◽

Entrance Examination ◽

Physics Course ◽

The University

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Calculation of vector components: A tutorial worksheet to help students develop a conceptual framework

Revista Brasileira de Ensino de Física ◽

10.1590/s1806-11173721809 ◽

2015 ◽

Vol 37 (3) ◽

pp. 3501-1-3501-6 ◽

Cited By ~ 1

Author(s):

Pablo Barniol ◽

Genaro Zavala

Keyword(s):

High School ◽

High Schools ◽

Conceptual Framework ◽

High School Physics ◽

Traditional High School ◽

Physics Course

When we administered our Test of Understanding of Vectors (TUV) to students who were finishing a physics university remedial course (that covers subjects of a traditional high school physics course), we observed that they have considerable difficulties in calculating the x-component of a vector when the angle given is measured from the y-axis to the vector. As a result of this finding, we decided to design a tutorial worksheet that guides students through the development of a conceptual framework in this subject. The worksheet was implemented with 264 students of the same course in another semester. Upon using the TUV to evaluate the students’ understanding, we confirmed that the tutorial worksheet had facilitated their learning. This tutorial worksheet is presented in the appendix and might be used by other physics instructors who teach this material in high schools, colleges or universities.

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