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Quality IPLS courses require examples which are biologically and/or chemically authentic. Creating such examples can be challenging for faculty not trained in these disciplines. What are some tools for creating such examples? How can such authentic examples motivate the topics to include in such a course? How can such examples be used to provide overarching themes to IPLS courses? These questions will be explored in the context of a large-enrollment (300-600 student) course taught both in a lecture hall and in a synchronous-optional online course at University of Massachusetts, Amherst.

AAPT SM 21

Centering Units on Biologically and Chemically Authentic Contexts in IPLS-II

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Centering Units on Biologically and Chemically Authentic Contexts in IPLS-II

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