Calvin S. Kalman

Developing Critical Thinking in Undergraduate Courses: A Philosophical Approach.

This paper is centred on twentieth century philosophers of science. I will examine how they have influenced current physics educational research by others and myself. I will also examine how I have introduced a study of these philosophers in several courses including the calculus-based introductory physics course on optics and modern physics. Students study one philosopher all semester as a group project and report regularly on how their philosopher would view the subject matter of the course. As a consequence of this use of philosophers of science, the students seem to have made a marked improvement in their critical thinking skills and in their grasp of the underlying concepts of the subject matter of the courses.

Promoting conceptual change using collaborative groups in quantitative gateway courses

We report results on an experiment to promote conceptual change in the introductory calculus-based mechanics course using an approach based on collaborative learning. The approach is based on the notion of conceptual conflict developed by Hewson and Hewson [Instruct. Sci. 13, 1–13 (1984)]. Four basic concepts for which many students enter the class with alternative conceptions were treated in fall 1995 and fall 1996 in two sections taught by the same instructor. In fall 1995, in one section all four concepts were taught using the collaborative group approach and the other by standard professor-centered methods. In fall 1996, two sections were taught in section A using the collaborative group approach and in section B by standard methods. The other two concepts were taught in section B using the collaborative group approach and in section A by the standard professor-centered technique. (Subject matter in the traditional section was delivered using lectures, but delivery of concepts in both sections was sup...

Comparison of the effectiveness of collaborative groups and peer instruction in a large introductory physics course for science majors

We report on an experiment comparing examinations of concepts using slightly modified peer instruction (MPI) interventions with a conceptual conflict strategy based on collaborative groups (CG). Four interventions were utilized in two sections of an introductory physics course for science students. Both instructors and strategies were alternated in the two classes so that instructor dependence could be factored out and so that each class could serve as both an experimental and a control group. The gain on the Force Concept Inventory (FCI) used as a pre- and post-test is essentially the same in both classes. The instructors were experienced in use of MPI, but this was the first time that these instructors had used a collaborative group activity in their classes and only used it for the two interventions in each class described in this paper. CG appears to be more effective as a teaching method than PI. It also should be noted that the effectiveness of both teaching methods seems to be instructor independen...

Enhancing conceptual change using argumentative essays

We show the utility of following up collaborative group work with written exercises. In a previous paper we discussed promoting conceptual change using collaborative group exercises in a manner based on the notion of conceptual conflict developed by Hewson and Hewson in which representatives of differing viewpoints debate their outlook. In this paper, we describe an enhancement of this method based on Feyerabend’s principle of counterinduction—the process by which one theory or idea is used to affect change in its rival. Students were required to follow up the conceptual conflict exercises with a written critique. Evaluations were done using the same enhanced version of the force concept inventory as administered to the students in the previous study.

Masses of charginos and neutralinos in a left-right supersymmetric model

We consider chargino and neutralino masses in an extension of the supersymmetric standard model to the supersymmetricSU(2)L×SU(2)R×U(1)B-L model. After mixing of gauginos with higgsinos in addition to four charginos there are three neutralinos generated from the first symmetry breaking, and four neutralinos generated from the second symmetry breaking. In the minimal supersymmetry and left-right supersymmetry models, these mixings can be parameterized in terms of a few parameters. We find analytical expressions and numerical solutions for the mass eigenstates with some restrictions on theL-R parameters.

Are there four ψ-particles?

I t has been sugges t ed (1) t h a t the recent d i s covery of ~-part ie les (2) is a mani f e s ta t ion of the charm s y m m e t r y group S U t. W i t h i n the m i x e d 15 + 1 representa t ions of th i s group, ~ becomes assoc ia ted w i t h the J~)= 1meson none t of usua l S U 3 s y m m e t r y to form a tenfo ld J~ = l mul t ip l e t . I f so the sequence of three ~-part ic les should share some c o m m o n propert ies w i t h the corresponding observed none t mesons . In the SUI. l mode l (~) series of part ic les w i t h ident ica l spin, par i ty , s trangeness , ordinary and i so top ic spin are d i s t ingu i shed b y a s ingle a d d i t i v e q u a n t u m n u m b e r k. I t w i l l be a s sumed (4) tha t al l members of a t enfo ld J ~ 1m u l t i p l e t h a v e a c o m m o n v a l u e of k. In the m o d e l the mass of such a part ic le is g i v e n b y

Constellation course: Interaction between the sciences and the arts

A two‐semester course is discussed that focuses on the idea that developments in the sciences and the arts together reveal a constant process of mutual influence and cross‐fertilization. The course develops this thesis using examples from physics, art, literature, and philosophy from Greek times to the present day.

Chargino - neutralino production in

AbstractAn extension of the Supersymmetric Standard Model to the supersymmetricSU(2)L×SU(2)R×U(1)B−L model is considered. The gauge group contains a bidoublet and triplet Higgs field. We investigate the possibility of detecting chargino and neutralino production in

collisions for the left-right supersymmetric model

p\bar p