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A variety of activities are commonly used in college physics coursesincluding lab, tutorials, and studio curricula. Instructors must choose amongusing research-based activities, designing their own activities or modifyingexisting activities. Instructors' choices depend on their own goals and thegoals of activities from which they are choosing. To assist them in developingor modifying activities for their situation, we examine research-basedactivities to determine their goals and the features of the activitiesassociated with these goals. Since most activities ask students to performtasks to assist them in learning, sixty-six activities from eleven differentresearch-based curricula were coded for student actions. The coding schemecontaining forty-nine codes in ten categories was developed from a subset ofactivities, interviews with some of the activity designers, and recommendationsfrom the American Association of Physics Teachers 2014 lab report. The resultswere examined using k-means cluster analysis revealing three design clusters.We label these clusters Thinking like a Scientists, Learning Concepts, BuildingModels. These three clusters reflect diverse design goals. In the Thinking likea Scientist cluster, activities emphasize design of experiments by students,discussion, error analysis, reasonableness checking, supporting claims, andmaking assumptions or simplifications. The Learning Concepts cluster focuses onprediction of results and experimental observations. The Building Modelscluster emphasizes discussion and answering physics or math questions that donot use collected data. This work connects common features appearing in physicsactivities with the goals and strategies of the designers. In this way it mayprovide instructors with a more straightforward way to creat activities whichachieve their desired outcomes.

Three research-based approaches to the design of physics activities