Calculus-enhanced energy-first curriculum for introductory physics improves student performance locally and in downstream courses

Sarah E Legresley,Michael J Murray,Jennifer A Delgado,Christopher J Fischer,Christopher R Bruner

doi:10.1103/physrevphyseducres.15.020126

Sarah E Legresley, Michael J Murray + Show 3 more

Open Access

https://doi.org/10.1103/physrevphyseducres.15.020126

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Abstract

A calculus-based introductory physics course with an energy-first curriculum improves student learning and has lasting benefits for students entering with lower math ability.

Highlights

Most undergraduate science, technology, engineering, and mathematics (STEM) degree programs require courses in introductory physics since the content of these courses is considered foundational to those disciplines
The data presented here demonstrate that our calculusenhanced energy-first curriculum results in improved student learning of classical mechanics concepts and improved ability to apply physics principles or methods in downstream physics and engineering courses
These data suggest that the improvements in student learning associated with our new curriculum may result from positive feedback between developing proficiency with physics concepts and increasing fluency with applied mathematics

Summary

Introduction

Technology, engineering, and mathematics (STEM) degree programs require courses in introductory physics since the content of these courses is considered foundational to those disciplines. By supplementing these modifications of content delivery with a rearrangement of the content itself The goal of this project was to develop a new curriculum for introductory calculus-based classical mechanics and thermodynamics that would (i) improve student learning in the course, in terms of both a conceptual understanding of content and an ability to apply that content in quantitative problem solving, and (ii) task students with using calculus more regularly when solving problems. Our new curriculum tasks students initially with differentiating and integrating equations for energy to describe the mechanics of systems and delays the introduction of forces and Newton’s laws until after students have gained proficiency with the concepts of classical mechanics using energy-based approaches. The increased emphasis on applied calculus continues throughout the course including, for example, tasking students with differentiating and integrating equations for entropy to determine the equilibrium conditions of systems

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