ABSTRACT
LabNet’s two co-principal investigators provide bookend essays for this chapter. Bob Tinker, a physicist who is TERC’s Chief Scientist, contrasts the science that students regularly see in school with science as actually practiced, concluding with the role of projects in correcting this discrepancy. John King, who has taught undergraduate physics at MIT for many years, gives us a “compleat guide to projects.” His essay includes almost everything you wanted to know about projects—certainly enough curriculum ideas to last a teaching lifetime—the right way to end these two chapters of reflections by working project users.
