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| Listed below are some unique features of the Paradigms curriculum which could be used at other institutions without the major reordering of content into paradigms and capstones. | Listed below are some unique features of the Paradigms curriculum which could be used at other institutions without the major reordering of content into paradigms and capstones. | ||
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| * Review of vector calculus is integrated into the physics content in a fluid way. | * Review of vector calculus is integrated into the physics content in a fluid way. | ||
| * Vector calculus is unified by using $d\vec r$ as the central geometric concept. More information about this approach can be found at the [[http://www.math.oregonstate.edu/bridge|Vector Calculus Bridge Project]]. | * Vector calculus is unified by using $d\vec r$ as the central geometric concept. More information about this approach can be found at the [[http://www.math.oregonstate.edu/bridge|Vector Calculus Bridge Project]]. | ||
| + | * Integration is thought of as chopping space into many pieces and adding (accumulation) those pieces. | ||
| + | * Integration is unified as measureing change. | ||
| * Sequences of activities are designed to help students build confidence in their ability to break a complicated problem up into smaller pieces. (See, for example, the [[whitepapers:sequences:emsequence:start|ring sequence]] and the [[whitepapers:sequences:flux|flux sequence]].) | * Sequences of activities are designed to help students build confidence in their ability to break a complicated problem up into smaller pieces. (See, for example, the [[whitepapers:sequences:emsequence:start|ring sequence]] and the [[whitepapers:sequences:flux|flux sequence]].) | ||
| * Students build a deep understanding of electrostatic potentials before they study electrostatic fields (in reverse order from the typical lower-division experience). | * Students build a deep understanding of electrostatic potentials before they study electrostatic fields (in reverse order from the typical lower-division experience). | ||
