Ronald Thornton | Tufts University (original) (raw)
Papers by Ronald Thornton
AIP Conference Proceedings Volume 68, 1981
We have observed charmed D meson production from a hydrogen target in a 217 GeV/c pi- beam. Hadro... more We have observed charmed D meson production from a hydrogen target in a 217 GeV/c pi- beam. Hadronic decays in the K+/-pi+/-pi+/- channels were reconstructed in the Chicago Cyclotron Spectrometer at Fermilab. The proton recoil angle and momentum transfer were programmed so that objects of mass near that of two D mesons would be produced in the forward direction. A
Nuclear Instruments and Methods in Physics Research Section A: Accelerators, Spectrometers, Detectors and Associated Equipment, 1985
ABSTRACT The performance of a photon detector consisting of two lead glass arrays and three plane... more ABSTRACT The performance of a photon detector consisting of two lead glass arrays and three planes of proportional tubes is reported. The detector was designed to measure the energies and positions of photons in the energy range 3–50 GeV. An energy resolution of (standard deviation) and a spatial resolution approaching 3 mm (standard deviation) were achieved during calibration with a low intensity positron beam. The energy resolution was degraded during use with a high intensity hadron beam whereas the spatial resolution was only slightly affected.
Interactive Lecture Demonstrations (ILDs) are a proven, researchbased strategy for significantly ... more Interactive Lecture Demonstrations (ILDs) are a proven, researchbased strategy for significantly improving conceptual learning in large (and small) lecture classes where most physics students are taught. In some settings, up to 90% of students learn kinematics and Newton’s Laws conceptually after four 50-minute ILDs. After a semester of good traditional instruction, the gain is typically 10 to 20%. We have adapted the pedagogically successful ILD procedures for internet delivery as a proof of concept. In trials of WebILD delivery involving relatively small numbers of students at Tufts (60) and the University of Oregon (32), we were pleasantly surprised at the result. To prove the generality of the method we will extend this strategy to additional physics content areas and to other science disciplines. We intend to use these materials to be used for teacher education and distance learning. High schools have shown interest. Come see these techniques and see if they have any relevance ...
From the Publisher: This computer-based lab manual contains experiments in mechanics, thermodynam... more From the Publisher: This computer-based lab manual contains experiments in mechanics, thermodynamics, E&M, and optics using hardware and software designed to enhance readers' understanding of calculus-based physics concepts. It uses an active learning cycle, including concept overviews, hypothesis-testing, prediction-making, and investigations.
This computer-based lab manual contains experiments in mechanics, thermodynamics, E&a... more This computer-based lab manual contains experiments in mechanics, thermodynamics, E&M, and optics using hardware and software designed to enhance readers' understanding of calculus-based physics concepts. It uses an active learning cycle, including concept overviews, hypothesis-testing, prediction-making, and investigations.
EJ351224 - Access to College Science: Microcomputer-Based Laboratories for the Naive Science Lear... more EJ351224 - Access to College Science: Microcomputer-Based Laboratories for the Naive Science Learner.
AIP Conference Proceedings
Conceptual dynamics: Following changing student views of force and motion. [AIP Conference Procee... more Conceptual dynamics: Following changing student views of force and motion. [AIP Conference Proceedings 399, 241 (1997)]. Ronald K. Thornton. Abstract. This paper develops the phenomenological framework and methodology ...
Perhaps the most important message in this chapter is that technology by itself can seldom improv... more Perhaps the most important message in this chapter is that technology by itself can seldom improve physics teaching and learning. Any use of technological advances need to be embedded in a pedagogy that is appropriate for the context in which one is teaching and consistent with contemporary research on how students learn physics. My view is that there is no "right way" to teach any topic in physics. A teacher's approach must include consideration of the local context, the students' backgrounds, the teacher's facilities, and the resources that are available. By including these variables with the results of physics education research, a teacher can design a curriculum that will be effective for his or her students and be fun and interesting to teach.
From the Publisher: This computer-based lab manual contains experiments in mechanics, thermodynam... more From the Publisher: This computer-based lab manual contains experiments in mechanics, thermodynamics, E&M, and optics using hardware and software designed to enhance readers' understanding of calculus-based physics concepts. It uses an active learning cycle, including concept overviews, hypothesis-testing, prediction-making, and investigations.
AIP Conference Proceedings, 1997
RealTime Physics: Active learning laboratory. [AIP Conference Proceedings 399, 1101 (1997)]. Rona... more RealTime Physics: Active learning laboratory. [AIP Conference Proceedings 399, 1101 (1997)]. Ronald K. Thornton, David R. Sokoloff. Abstract. Our research shows that student learning of physics concepts in introductory physics ...
For the Activity Based Physics Group (APB), research in student learning has been a cornerstone, ... more For the Activity Based Physics Group (APB), research in student learning has been a cornerstone, for the past 22 years, of the development of activity-based curricula supported by real-time data collection, analysis, and modeling. This presentation, the first of three related talks, will focus on student learning, Priscilla Laws will describe the curriculum and tools developed, and David Sokoloff will
Physics education research has shown that learning environments that engage students and allow th... more Physics education research has shown that learning environments that engage students and allow them to take an active part in their learning can lead to large conceptual gains compared to traditional instruction. Examples of successful curricula and methods include Peer Instruction, Just in Time Teaching, RealTime Physics, Workshop Physics, Scale-Up, and Interactive Lecture Demonstrations (ILDs). An active learning environment is
New Directions in Educational Technology, 1992
Learner-controlled explorations in the physics laboratory with easy-to-use realtime measurement t... more Learner-controlled explorations in the physics laboratory with easy-to-use realtime measurement tools give students immediate feedback by presenting data graphically in a manner that can be understood. Using Microcomputer-Based Laboratory (MBL) sensors and software students can simultaneously measure and graph such physical quantities as position, velocity, acceleration, force, temperature, light intensity, sound pressure, current and potential difference. Using these MBL tools provides a mechanism for more easily altering physics pedagogy to include methods found to be effective by educational research. The ease of data collection and presentation encourage even badly prepared students to become active participants in a scientific process which often leads them to ask and answer their own questions. The general nature of the tools enable exploration to begin with the students' direct experience of the familiar physical world rather than with specialized laboratory equipment. The real-time graphical display of actual physical measurements of dynamic systems directly couples the symbolic representation with the actual physical phenomena. Such MBL tools and carefully designed curricula based on educational research have been used to teach physics concepts to a wide range of students in universities and high schools. Data show substantial and persistent learning of basic physical concepts, not often learned in lectures, by students who use MBL tools with carefully designed curricular materials.
Intelligent Learning Environments and Knowledge Acquisition in Physics, 1992
Microcomputer-based laboratory (MBL) tools have been developed as an aid to all students, includi... more Microcomputer-based laboratory (MBL) tools have been developed as an aid to all students, including the underprepared and underserved, in learning physical concepts. To guide this development, extensive work has been done to fmd useful measures of students' conceptual understanding that can be used in widely varying contexts. This article describes student learning of motion concepts by high school and college students in both traditional and MBL contexts. Students use MBL tools to collect physical data that are graphed in real time and then can be manipulated and analyzed. The MBL tools have made possible discoverybased laboratory curricula that embody results from educational research, allowing students to take an active role in their learning and encouraging them to construct physical knowledge from observation of the physical world. The curricula take advantage of the fact that MBL tools present data in an immediately understandable graphical form. They also encourage collaborative learning. The effectiveness of these methods compared to traditional high school and university methods for helping students learn basic motion concepts has been evaluated by pre-and post-testing and by observation. There is strong evidence for significantly improved learning and retention by students who used the MBL materials, compared to those taught in a traditional manner. 1 For footnotes and literature see References
Physical Review Special Topics - Physics Education Research, 2014
This study assesses the Japanese translation of the Force and Motion Conceptual Evaluation (FMCE)... more This study assesses the Japanese translation of the Force and Motion Conceptual Evaluation (FMCE). Researchers are often interested in comparing the conceptual ideas of students with different cultural backgrounds. The FMCE has been useful in identifying the concepts of English-speaking students from different backgrounds. To identify effectively the conceptual ideas of Japanese students and to compare them to those of their English-speaking counterparts, more work is required. Because of differences between the Japanese and English languages, and between the Japanese and American educational systems, it is important to assess the Japanese translation of the FMCE, a conceptual evaluation originally developed in English for American students. To assess its appropriateness, we examined the performance of a large sample of students on the translated version of the FMCE and then compared the results to those of English-speaking students. The data comprise the pretest results of 1095 students, most of whom were first-year students at a midlevel engineering school between 2003 and 2012. Basic statistics and the classical test theory indices of the translated FMCE indicate that its reliability and discrimination are appropriate to assess Japanese students' concepts about force and motion. In general, the preconcepts of Japanese students assessed with the Japanese translation of the FMCE are quite similar to those of American students assessed with the FMCE, thereby supporting the validity of the translated version. However, our findings do show (1) that only a small percentage of Japanese students grasped Newtonian concepts and (2) that the percentage of Japanese students who used two different concept models together to answer some questions seems to be higher than that of American students.
Interactive Lecture Demonstrations (ILDs) are designed to enhance conceptual learning in physics ... more Interactive Lecture Demonstrations (ILDs) are designed to enhance conceptual learning in physics lectures through active engagement of students in the learning process. Students observe real physics demonstrations, make predictions about the outcomes on a prediction sheet, and collaborate with fellow students by discussing their predictions in small groups. Students then examine the results of the live demonstration (often displayed as real-time graphs using computer data acquisition tools), compare these results with their predictions, and attempt to explain the observed phenomena. ILDs are available for all of the major topics in the introductory physics course and can be used within the traditional structure of an introductory physics course. All of the printed materials needed to implement them are included in this book.
Physics education research has shown that learning environments that engage students and allow th... more Physics education research has shown that learning environments that engage students and allow them to take an active part in their learning can lead to large conceptual gains compared to those of good traditional instruction. Examples of successful curricula and methods include Peer Instruction, Just in Time Teaching, RealTime Physics, Workshop Physics, Scale-Up, and Interactive Lecture Demonstrations (ILDs). RealTime Physics promotes interaction among students in a laboratory setting and makes use of powerful real-time data logging tools to teach concepts as well as quantitative relationships. An active learning environment is often difficult to achieve in large lecture sessions and Workshop Physics and Scale-Up largely eliminate lectures in favor of collaborative student activities. Peer Instruction, Just in Time Teaching, and Interactive Lecture Demonstrations (ILDs) make lectures more interactive in complementary ways. This presentation will introduce these reforms and use Inte...
AIP Conference Proceedings Volume 68, 1981
We have observed charmed D meson production from a hydrogen target in a 217 GeV/c pi- beam. Hadro... more We have observed charmed D meson production from a hydrogen target in a 217 GeV/c pi- beam. Hadronic decays in the K+/-pi+/-pi+/- channels were reconstructed in the Chicago Cyclotron Spectrometer at Fermilab. The proton recoil angle and momentum transfer were programmed so that objects of mass near that of two D mesons would be produced in the forward direction. A
Nuclear Instruments and Methods in Physics Research Section A: Accelerators, Spectrometers, Detectors and Associated Equipment, 1985
ABSTRACT The performance of a photon detector consisting of two lead glass arrays and three plane... more ABSTRACT The performance of a photon detector consisting of two lead glass arrays and three planes of proportional tubes is reported. The detector was designed to measure the energies and positions of photons in the energy range 3–50 GeV. An energy resolution of (standard deviation) and a spatial resolution approaching 3 mm (standard deviation) were achieved during calibration with a low intensity positron beam. The energy resolution was degraded during use with a high intensity hadron beam whereas the spatial resolution was only slightly affected.
Interactive Lecture Demonstrations (ILDs) are a proven, researchbased strategy for significantly ... more Interactive Lecture Demonstrations (ILDs) are a proven, researchbased strategy for significantly improving conceptual learning in large (and small) lecture classes where most physics students are taught. In some settings, up to 90% of students learn kinematics and Newton’s Laws conceptually after four 50-minute ILDs. After a semester of good traditional instruction, the gain is typically 10 to 20%. We have adapted the pedagogically successful ILD procedures for internet delivery as a proof of concept. In trials of WebILD delivery involving relatively small numbers of students at Tufts (60) and the University of Oregon (32), we were pleasantly surprised at the result. To prove the generality of the method we will extend this strategy to additional physics content areas and to other science disciplines. We intend to use these materials to be used for teacher education and distance learning. High schools have shown interest. Come see these techniques and see if they have any relevance ...
From the Publisher: This computer-based lab manual contains experiments in mechanics, thermodynam... more From the Publisher: This computer-based lab manual contains experiments in mechanics, thermodynamics, E&M, and optics using hardware and software designed to enhance readers' understanding of calculus-based physics concepts. It uses an active learning cycle, including concept overviews, hypothesis-testing, prediction-making, and investigations.
This computer-based lab manual contains experiments in mechanics, thermodynamics, E&a... more This computer-based lab manual contains experiments in mechanics, thermodynamics, E&M, and optics using hardware and software designed to enhance readers' understanding of calculus-based physics concepts. It uses an active learning cycle, including concept overviews, hypothesis-testing, prediction-making, and investigations.
EJ351224 - Access to College Science: Microcomputer-Based Laboratories for the Naive Science Lear... more EJ351224 - Access to College Science: Microcomputer-Based Laboratories for the Naive Science Learner.
AIP Conference Proceedings
Conceptual dynamics: Following changing student views of force and motion. [AIP Conference Procee... more Conceptual dynamics: Following changing student views of force and motion. [AIP Conference Proceedings 399, 241 (1997)]. Ronald K. Thornton. Abstract. This paper develops the phenomenological framework and methodology ...
Perhaps the most important message in this chapter is that technology by itself can seldom improv... more Perhaps the most important message in this chapter is that technology by itself can seldom improve physics teaching and learning. Any use of technological advances need to be embedded in a pedagogy that is appropriate for the context in which one is teaching and consistent with contemporary research on how students learn physics. My view is that there is no "right way" to teach any topic in physics. A teacher's approach must include consideration of the local context, the students' backgrounds, the teacher's facilities, and the resources that are available. By including these variables with the results of physics education research, a teacher can design a curriculum that will be effective for his or her students and be fun and interesting to teach.
From the Publisher: This computer-based lab manual contains experiments in mechanics, thermodynam... more From the Publisher: This computer-based lab manual contains experiments in mechanics, thermodynamics, E&M, and optics using hardware and software designed to enhance readers' understanding of calculus-based physics concepts. It uses an active learning cycle, including concept overviews, hypothesis-testing, prediction-making, and investigations.
AIP Conference Proceedings, 1997
RealTime Physics: Active learning laboratory. [AIP Conference Proceedings 399, 1101 (1997)]. Rona... more RealTime Physics: Active learning laboratory. [AIP Conference Proceedings 399, 1101 (1997)]. Ronald K. Thornton, David R. Sokoloff. Abstract. Our research shows that student learning of physics concepts in introductory physics ...
For the Activity Based Physics Group (APB), research in student learning has been a cornerstone, ... more For the Activity Based Physics Group (APB), research in student learning has been a cornerstone, for the past 22 years, of the development of activity-based curricula supported by real-time data collection, analysis, and modeling. This presentation, the first of three related talks, will focus on student learning, Priscilla Laws will describe the curriculum and tools developed, and David Sokoloff will
Physics education research has shown that learning environments that engage students and allow th... more Physics education research has shown that learning environments that engage students and allow them to take an active part in their learning can lead to large conceptual gains compared to traditional instruction. Examples of successful curricula and methods include Peer Instruction, Just in Time Teaching, RealTime Physics, Workshop Physics, Scale-Up, and Interactive Lecture Demonstrations (ILDs). An active learning environment is
New Directions in Educational Technology, 1992
Learner-controlled explorations in the physics laboratory with easy-to-use realtime measurement t... more Learner-controlled explorations in the physics laboratory with easy-to-use realtime measurement tools give students immediate feedback by presenting data graphically in a manner that can be understood. Using Microcomputer-Based Laboratory (MBL) sensors and software students can simultaneously measure and graph such physical quantities as position, velocity, acceleration, force, temperature, light intensity, sound pressure, current and potential difference. Using these MBL tools provides a mechanism for more easily altering physics pedagogy to include methods found to be effective by educational research. The ease of data collection and presentation encourage even badly prepared students to become active participants in a scientific process which often leads them to ask and answer their own questions. The general nature of the tools enable exploration to begin with the students' direct experience of the familiar physical world rather than with specialized laboratory equipment. The real-time graphical display of actual physical measurements of dynamic systems directly couples the symbolic representation with the actual physical phenomena. Such MBL tools and carefully designed curricula based on educational research have been used to teach physics concepts to a wide range of students in universities and high schools. Data show substantial and persistent learning of basic physical concepts, not often learned in lectures, by students who use MBL tools with carefully designed curricular materials.
Intelligent Learning Environments and Knowledge Acquisition in Physics, 1992
Microcomputer-based laboratory (MBL) tools have been developed as an aid to all students, includi... more Microcomputer-based laboratory (MBL) tools have been developed as an aid to all students, including the underprepared and underserved, in learning physical concepts. To guide this development, extensive work has been done to fmd useful measures of students' conceptual understanding that can be used in widely varying contexts. This article describes student learning of motion concepts by high school and college students in both traditional and MBL contexts. Students use MBL tools to collect physical data that are graphed in real time and then can be manipulated and analyzed. The MBL tools have made possible discoverybased laboratory curricula that embody results from educational research, allowing students to take an active role in their learning and encouraging them to construct physical knowledge from observation of the physical world. The curricula take advantage of the fact that MBL tools present data in an immediately understandable graphical form. They also encourage collaborative learning. The effectiveness of these methods compared to traditional high school and university methods for helping students learn basic motion concepts has been evaluated by pre-and post-testing and by observation. There is strong evidence for significantly improved learning and retention by students who used the MBL materials, compared to those taught in a traditional manner. 1 For footnotes and literature see References
Physical Review Special Topics - Physics Education Research, 2014
This study assesses the Japanese translation of the Force and Motion Conceptual Evaluation (FMCE)... more This study assesses the Japanese translation of the Force and Motion Conceptual Evaluation (FMCE). Researchers are often interested in comparing the conceptual ideas of students with different cultural backgrounds. The FMCE has been useful in identifying the concepts of English-speaking students from different backgrounds. To identify effectively the conceptual ideas of Japanese students and to compare them to those of their English-speaking counterparts, more work is required. Because of differences between the Japanese and English languages, and between the Japanese and American educational systems, it is important to assess the Japanese translation of the FMCE, a conceptual evaluation originally developed in English for American students. To assess its appropriateness, we examined the performance of a large sample of students on the translated version of the FMCE and then compared the results to those of English-speaking students. The data comprise the pretest results of 1095 students, most of whom were first-year students at a midlevel engineering school between 2003 and 2012. Basic statistics and the classical test theory indices of the translated FMCE indicate that its reliability and discrimination are appropriate to assess Japanese students' concepts about force and motion. In general, the preconcepts of Japanese students assessed with the Japanese translation of the FMCE are quite similar to those of American students assessed with the FMCE, thereby supporting the validity of the translated version. However, our findings do show (1) that only a small percentage of Japanese students grasped Newtonian concepts and (2) that the percentage of Japanese students who used two different concept models together to answer some questions seems to be higher than that of American students.
Interactive Lecture Demonstrations (ILDs) are designed to enhance conceptual learning in physics ... more Interactive Lecture Demonstrations (ILDs) are designed to enhance conceptual learning in physics lectures through active engagement of students in the learning process. Students observe real physics demonstrations, make predictions about the outcomes on a prediction sheet, and collaborate with fellow students by discussing their predictions in small groups. Students then examine the results of the live demonstration (often displayed as real-time graphs using computer data acquisition tools), compare these results with their predictions, and attempt to explain the observed phenomena. ILDs are available for all of the major topics in the introductory physics course and can be used within the traditional structure of an introductory physics course. All of the printed materials needed to implement them are included in this book.
Physics education research has shown that learning environments that engage students and allow th... more Physics education research has shown that learning environments that engage students and allow them to take an active part in their learning can lead to large conceptual gains compared to those of good traditional instruction. Examples of successful curricula and methods include Peer Instruction, Just in Time Teaching, RealTime Physics, Workshop Physics, Scale-Up, and Interactive Lecture Demonstrations (ILDs). RealTime Physics promotes interaction among students in a laboratory setting and makes use of powerful real-time data logging tools to teach concepts as well as quantitative relationships. An active learning environment is often difficult to achieve in large lecture sessions and Workshop Physics and Scale-Up largely eliminate lectures in favor of collaborative student activities. Peer Instruction, Just in Time Teaching, and Interactive Lecture Demonstrations (ILDs) make lectures more interactive in complementary ways. This presentation will introduce these reforms and use Inte...