WELCOME TO YOUR NEW SITE!
Quick Start Guide
Here are some suggestions to get you going:
Change your site name
- Hover over the default site name in the header area at the top
- Click on the gear icon that appears and choose Edit Widget
- Change the Title, then choose Save
- Do the same to edit the Site Logo and follow the prompts, or select Remove Widget if you do not want a Site Logo
Move around your site and get help
- Review the dropdown menu on the upper right
- Review the fly-out menu on the left
- Go to Site Owner Basics for more detailed explanations of site functions
Change this default home page content and add widgets
- Hover over the large gear to the right and choose Layout
- Review available widgets at the top of the page
- Not seeing what you want? Click on the green dropdown to the right and create your own
- To edit this Quick Start Guide content area hover over this area and click on the small gear that pops up on the right and choose Edit Widget
Need additional help? If you have questions or comments please fill out our support form. If you would like some training attend an Open Session where you can work with support staff one-on-one. The Open Session schedule is available at https://at-training.unh.edu.
This material is based upon work supported by the National Science Foundation under Grant Number 9752485. The materials were developed and assessed by Prof. Kelly Black (Mathematics), Prof. Dawn Meredith (Physics) and Prof. Karen Marrongelle (Mathematics), with help from many others. (Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation. )
In this integrated course, the mathematical ideas are applied to and motivated by the work in physics; this connection gives the mathematics a rich context. But also, students' understanding of physics is improved by the early and frequent application of powerful ideas from calculus.
The term "studio" (initially used at Rensselear Polytechnic Intsutite) is meant to indicate that student are actively working in small during much of the class, that the lab portion of the class is integrated into the class, and that the class activities are based on the findings of education research. Other universities using similar active learning formats are RPI and SCALE-UP at North Carolina State University.
On the menu bar at the left, there are links to some of our materials in pdf format. The best place to start is the instructor's manual which gives an overview of the course. There are also slides from an overview of the course given to UNH faculty in Fall 2001.
Next, we provide both brief and detailed schedules that show how the physics and mathematics connected.
We also provide the classroom activities that we have written. [The physics activities were also supplemented by Tutorials in Introductory Physics by Lillian McDermott and Peter Shaffer (Prentice Hall)]. Both courses used standard (not reform) texts in their disciplines. Feel free to use these activities in your classroom, either as is or modified; but we would appreciate a little credit.
Finally, since one of our main goals in this course is improving student problem solving abilities, we have provided copies of our projects. These are real-world problems that require mathematics and physics to solve, and were solved by our students in groups, outside of class. We include a sample report write-up and a sample grading scheme.