Abstract
Introductory physics courses are an important rung on the curricular ladder in STEM. These courses help to strengthen students critical thinking and problem solving skills while simultaneously introducing them to many topics they will explore in more detail in later courses in physics and engineering. For these reasons, introductory physics is a required element on the curricular ladder. Most often, introductory physics is offered as a two-semester sequence with basic mechanics being taught in the first semester and electricity and magnetism in the second. In fact, this curricular sequence has not been altered in decades. Is there a reason for this? There are many other enduring questions that arise pertaining to these foundation courses in physics. These questions include: Does taking the introductory course sequence “out of order” have an impact on student learning in physics? What topics should be taught? When should these topics be taught? What topics could be left out? The list of questions is essentially endless. This paper will address some of these questions in part, through a brief discussion on student learning in a second-semester algebra-based physics course. Connections will also be made to the broader curricular ladder in STEM. To this end, an illustration that makes connections to an engineering statics course will be presented. This discussion will conclude by presenting some broader implications for the larger STEM communities.
Highlights
The amount of material presented in the typical introductory physics sequence is literally enormous
There is a significant amount of pressure on instructors of physics to cover everything as it is well-known that these introductory courses form the foundation of the curricular ladder in STEM
With the physics and engineering curricula being so tightly packed with courses at most universities, the introductory physics sequence is most often taught over a two-semester period of time
Summary
The amount of material presented in the typical introductory physics sequence is literally enormous. Many questions often surface each time a department is faced with the decision of changing the textbook used in their introductory physics sequence. These questions include: What topics should be covered in the introductory sequence of university physics? We provide a look at the traditional topic order used in most introductory sequences. This order seems to have remained unquestioned for several decades. Perhaps the time has come to revisit some of these venerable questions
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
