Office of Communication and Public Affairs

Villanova hosts Physics Conference
Kevin Maher ’04

Villanova hosted a conference of the South Eastern Pennsylvania Section of the American Association of Physics Teachers on March 22 in the Mendel Science Center. The event, which featured a series of sessions and discussions throughout the day, began at Villanova 27 years ago and returned to its original host just last year.

Following the introduction by Dr. Philip Maurone, chairman of Villanova’s physics department, Karen Cummings, from the physics department at Rensselaer Polytechnic Institute, spoke on “Integrating Model Building and Model Testing into Text Book and Classroom: Studio Physics and an Alternative ‘Halliday, Resnick, and Walker.’”

Cummings stands on the forefront of a revolutionary way to teach science, especially physics, by radically changing formerly long standing methods. By stressing interactive projects over traditional “chalk and talk” methods, Cummings proposed that classes and labs be held simultaneously, frequently making use of equipment and providing a hands-on experience for students. Studies over the past decade have shown that such methods deliver strong results.

In the afternoon, Jerry Gollub, professor of physics at Haverford College and co-author of Advanced Physics in High School, discussed methods for improving advanced study in mathematics and sciences in U.S. high schools. Offering a brief summary of the Advanced Placement Program designed by the College Board, he explained that there presently exist 11 courses offered in eight science and math subjects where aptitude is measured by a final test graded on a five point scale. Describing the growth of such classes over the past 30 years as doubling every seven years, he explored the possible drives for such popularity. These include pressures on students to supply more impressive credentials for college admissions as well as hopes of some to faster progress into and through college.

Gollub cited the primary goal of advanced study is to provide students with the opportunity “to achieve deep conceptual understanding of the content and unifying concepts of discipline … to develop skills of inquiry, analysis, and problem solving so that they become superior learners.” However, he added that in some cases a desire for acceleration and college credit can challenge the actual depth of understanding achieved.

In an appeal to the physics community, Gollub insisted that a major concern should be creating the same excitement in physics that there once was, to challenge bright students while creating intellectual challenges that are within reach.

Paul Pomeroy, principal of Holy Ghost Prep School and Peter Collings from Swarthmore College presented “Two Other Perspectives on AP Physics,” a panel discussion addressing the pros and cons of AP Physics and ideas for its improvement.

	Blueprints - April 2003 Edition
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		Villanova hosts Physics Conference Kevin Maher ’04 Villanova hosted a conference of the South Eastern Pennsylvania Section of the American Association of Physics Teachers on March 22 in the Mendel Science Center. The event, which featured a series of sessions and discussions throughout the day, began at Villanova 27 years ago and returned to its original host just last year. Following the introduction by Dr. Philip Maurone, chairman of Villanova’s physics department, Karen Cummings, from the physics department at Rensselaer Polytechnic Institute, spoke on “Integrating Model Building and Model Testing into Text Book and Classroom: Studio Physics and an Alternative ‘Halliday, Resnick, and Walker.’” Cummings stands on the forefront of a revolutionary way to teach science, especially physics, by radically changing formerly long standing methods. By stressing interactive projects over traditional “chalk and talk” methods, Cummings proposed that classes and labs be held simultaneously, frequently making use of equipment and providing a hands-on experience for students. Studies over the past decade have shown that such methods deliver strong results. In the afternoon, Jerry Gollub, professor of physics at Haverford College and co-author of Advanced Physics in High School, discussed methods for improving advanced study in mathematics and sciences in U.S. high schools. Offering a brief summary of the Advanced Placement Program designed by the College Board, he explained that there presently exist 11 courses offered in eight science and math subjects where aptitude is measured by a final test graded on a five point scale. Describing the growth of such classes over the past 30 years as doubling every seven years, he explored the possible drives for such popularity. These include pressures on students to supply more impressive credentials for college admissions as well as hopes of some to faster progress into and through college. Gollub cited the primary goal of advanced study is to provide students with the opportunity “to achieve deep conceptual understanding of the content and unifying concepts of discipline … to develop skills of inquiry, analysis, and problem solving so that they become superior learners.” However, he added that in some cases a desire for acceleration and college credit can challenge the actual depth of understanding achieved. In an appeal to the physics community, Gollub insisted that a major concern should be creating the same excitement in physics that there once was, to challenge bright students while creating intellectual challenges that are within reach. Paul Pomeroy, principal of Holy Ghost Prep School and Peter Collings from Swarthmore College presented “Two Other Perspectives on AP Physics,” a panel discussion addressing the pros and cons of AP Physics and ideas for its improvement.