[Paper Review] From F=ma to Flying Squirrels: Curricular Change in an Introductory Physics Course

Brian W. O’Shea, Laura Terry+1 more|arXiv (Cornell University)|May 7, 2013

Genetics, Bioinformatics, and Biomedical Research4 citations

TL;DR

This paper presents a redesigned calculus-based physics course for life science majors, replacing traditional content with a 'Physics of the Life Sciences' curriculum centered on biological applications—such as flying squirrels and cellular mechanics—using a novel textbook and active learning. Students showed significant conceptual learning gains and reported increased relevance of physics to their pre-med and life science studies, with over half self-reporting improved ability to connect physics to their major.

ABSTRACT

We present outcomes from curricular changes made to an introductory calculus-based physics course whose audience is primarily life science majors, the majority of whom plan to pursue post-baccalaureate studies in medical and scientific fields. During the 2011-12 academic year, we implemented a "Physics of the life sciences" curriculum centered on a draft textbook that takes a novel approach to teaching physics to life science majors. In addition, substantial revisions were made to the homework and hands-on components of the course to emphasize the relationship between physics and the life sciences and to help the students to learn to apply physical intuition to life science-oriented problems. Student learning and attitudinal outcomes were assessed both quantitatively, using standard physics education research instruments, and qualitatively, using student surveys and a series of post-semester interviews. Students experienced high conceptual learning gains, comparable to other active learning-based physics courses. Qualitatively, a substantial fraction of interviewed students reported an increased interest in physics relative to the beginning of the semester. Furthermore, more than half of students self-reported that they could now relate physics topics to their majors and future careers, with interviewed subjects demonstrating a high level of ability to come up with examples of how physics affects living organisms and how it helped them to better understand content presented in courses in their major.

Motivation & Objective

• To address the disconnect between traditional physics education and the needs of life science and pre-medical students.
• To develop and implement a curriculum that emphasizes physics applications in biological systems, enhancing student motivation and relevance perception.
• To improve student conceptual understanding through active learning and real-world biological contexts.
• To assess both learning outcomes and changes in student attitudes toward physics in the context of life sciences.

Proposed method

• Adopted a novel textbook titled 'Physics of the Life Sciences' to structure the course around biological phenomena.
• Replaced standard physics problems with life science-oriented applications, such as biomechanics of flying squirrels and cellular transport.
• Revised homework and lab components to emphasize conceptual reasoning and application to biological systems.
• Used active learning techniques, including peer instruction and inquiry-based labs, to promote engagement.
• Employed standardized physics education research (PER) instruments to quantitatively assess conceptual learning.
• Conducted student surveys and post-semester interviews to qualitatively assess changes in attitudes and perceived relevance.

Experimental results

Research questions

• RQ1 How does a biology-centered physics curriculum affect conceptual learning gains in life science majors?
• RQ2 To what extent do students perceive physics as relevant to their life science and pre-medical studies after taking the redesigned course?
• RQ3 How do students' abilities to apply physics concepts to biological systems change over the course of the semester?
• RQ4 What role does active learning play in enhancing student engagement and conceptual understanding in a life-science-focused physics course?
• RQ5 How do student attitudes toward physics shift when physics is taught through biological contexts?

Key findings

• Students demonstrated high conceptual learning gains, comparable to other active learning-based physics courses, as measured by standardized assessments.
• Over half of the students self-reported that they could now relate physics topics to their life science majors and future careers.
• A substantial fraction of interviewed students reported increased interest in physics by the end of the semester.
• Interviewed students showed a high level of ability to generate examples of how physics applies to living organisms and enhances understanding of major courses.
• The curriculum successfully helped students develop physical intuition for biological systems, such as explaining the mechanics of flying squirrels using F=ma.
• The integration of biology-focused problems and active learning techniques led to improved student engagement and perceived relevance of physics.