Teaching Introductory Physics with an Environmental Focus

Throughout North America the curriculum of introductory physics courses is nearly standardized. In 1992, Tobias wrote that four texts dominate 90% of the introductory physics market¹ and current physics education research is focusing on how to sustain educational reforms.² The instructional team at the University of British Columbia (UBC) recently implemented some key curriculum and pedagogical changes in Physics 100, their algebra‐based introductory course for non‐physics majors. These changes were aimed at improving their students' attitudes toward physics and their ability to apply physics concepts to useful real‐life situations. In order to demonstrate that physics is relevant to real life, a theme of energy and environment was incorporated into the course.