What is TEAL?

Electromagnetism I, Course 8.02 at MIT, is an introduction to electromagnetic fields and forces. Electromagnetic forces quite literally dominate our everyday experience. The material object presenting this text does not fall through the floor to the center of the earth because it is floating on (and held together by) electrostatic force fields. However, we are unaware of this in a visceral way, in large part because electromagnetic forces are so enormously strong, 10 to the 40 times stronger than gravity.

Because of the strength of electromagnetic forces, any small imbalance in net electric charge gives rise to enormous forces that act to try to erase that imbalance.Thus in our everyday experience, matter is by and large electrically neutral, and our direct experience with electromagnetic phenomena is disguised by many subtleties associated with that neutrality. This is very unlike our direct experience with gravitational forces, which is straightforward and unambiguous.

The objectives of this course are to tease out the laws of electromagnetism from our everyday experience by specific examples of how electromagnetic phenomena manifest themselves. We want to be able:

1. to describe, in words, the ways in which various concepts in electromagnetism come into play in particular situations;
2. to represent these electromagnetic phenomena and fields mathematically in those situations;
3. and to predict outcomes in other similar situations.

The overall goal is to use the scientific method to come to understand the enormous variety of electromagnetic phenomena in terms of a few relatively simple laws.

The pedagogical approach used in this course follows an active learning format, modeled in part on an approach known as "studio physics", instituted in 1994 at Rensselaer Polytechnic Institute by Professor Jack Wilson, now directed by Professor Karen Cummings. This pedagogy has been modified and elaborated on at a number of other universities, notably in North Carolina State University’s Scale-Up program, under Professor Robert Beichner.

Why this Approach?

Even with an outstandingly effective and charismatic lecturer like Professor Walter Lewin, lecture attendance at the end of the term in MIT introductory courses hovers around 50%. No matter how strongly one feels about the intrinsic worth of the lecture format, it is hard to argue that it is broadly effective when half of the students do not attend the lecture. This lack of student engagement is arguably one of the major reasons for the failure rates (typically 15%) in these introductory courses. More importantly, this lack of engagement is the reason many students leave our introductory courses (usually their last courses in physics) feeling that physics is dry and boring. In considering the description of the TEAL/Studio course format below, keep in mind that one of the overall goals is to set up a structure that engages the students more deeply, so that they come away from these introductory courses with more of an appreciation for the beautyof physics, both conceptually and analytically.

This course format differs substantially from the lecture/recitation format. In this format, classes are held three times a week, twice in a two-hour block, and once in a one-hour block. Students sit at tables of nine in a specially designed classroom (the TEAL classroom, physically located in Bldg 26-152 on the MIT campus),

TEAL classroom supporting team engagement	TEAL classroom layout, top view

The course design is based on the following premises:

1. interaction between teacher and student is an important factor in promoting learning;
2. interaction among students is another;
3. active learning is better than passive learning;
4. hands-on experience with the phenomena under study is crucial.

Collaborative Work

Scientists and engineers work in groups as well as alone. Social interactions are critical to their success. Most good ideas grow out of discussions with colleagues. This subject encourages collaborative teamwork. As students study together, help their partners, ask each other questions, and critique their group homework and lab write-ups. Teach each other! Students learn a great deal by teaching others.

A major research component of the TEAL project focuses on visualization - understanding fields and their effects