Bulletin of the American Physical Society
Joint Spring 2010 Meeting of the Texas Sections of the APS, AAPT, and SPS
Volume 55, Number 3
Thursday–Saturday, March 18–20, 2010; Austin, Texas
Session J1: AAPT: College and Pre-college Teaching and Teacher Education II |
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Room: Robert Lee Moore Hall 6.104 |
Saturday, March 20, 2010 10:15AM - 10:27AM |
J1.00001: PhET + Hypercam2 = Simulation Videos for Distance Learning Physics Courses for Elementary Classroom Teachers Thomas Callaway The Physics Education Technology (PhET) simulations offer a fantastic set of tools to present simulations of science phenomena in the classroom. The problem with asynchronous distance learning instruction is that you do not have an opportunity to provide live instruction on the controls for each simulation. For those familiar with physics phenomena, the nature of the controls are usually obvious, but for pre-service elementary school teachers this is not the case. The on-line course that we offer presents physics lectures on DVD. By recording the computer screen and audio from the computer microphone (I use free Hypercam2), it is possible to create avi files that can be incorporated into lecture content that show how to conduct PhET simulations. The avi files can be offered as stand alone presentations, but I incorporate these into lectures using Adobe Premier video editing software. This presentation gives a description of some options on the use of video produced using PhET simulations and screen recording. [Preview Abstract] |
Saturday, March 20, 2010 10:27AM - 10:39AM |
J1.00002: An Alternative Approach to In-Service Professional Development for High School Physics Teachers Mark Stone, Jerry O'Connor The Physics Outreach Program for San Antonio Teachers (POPSAT) is a work-in-progress developed by the authors in response to legislation that increased the state requirement for high school students to complete four years of math and science in order to graduate. In recognition of the expected demand for more physics classes to be offered, as well as the shortage of qualified teachers available to meet that demand, we created a model for a ``low-budget'' program that could help high school teachers with little or no physics background transition more effectively to new teaching responsibilities. A provisional curriculum was developed from PER-based materials, and preliminary results are presented. [Preview Abstract] |
Saturday, March 20, 2010 10:39AM - 10:51AM |
J1.00003: New York Times Current News Physics Applications John Cise Since 2007 I have been using NYTimes current News articles rich in graphics and physics variables for developing edited one page web (http://CisePhysics.homestead.com/files/NYT.htm) physics questions based on current events in the news. The NYTimes home page listed above contains currently ten pages with about 40 one page current edited News related physics articles per page containing: rich graphics, graphic editions by the author, edited articles, introduction to a question, questions, and answers. I use these web pages to introduce new physics concepts to students with current applications of concepts in the news. I also use these one page physics applications as pop quizzes and extra credit for students. As news happens(e.g. the 2010 Vancouver Olympics) I find the physics applications in the NYTimes articles and generate applications and questions. These new one page applications with questions are added to the home page: http://CisePhysics.homestead.com/files/NYT.htm The newest pages start with page 10 and work back in time to 9, 8, etc. The ten web pages with about 40 news articles per page are arranged in the traditional manner: vectors, kinematics, projectiles, Newton, Work \& Energy, properties of matter, fluids, temperature, heat, waves, and sound. This site is listed as a resource in AAPT's Compadre site. [Preview Abstract] |
Saturday, March 20, 2010 10:51AM - 11:03AM |
J1.00004: Select Activities in the Regional Collaborative for Excellence in Science Teaching Jim Roberts The Regional Collaborative for Excellence in Science Teaching employs many avenues of approach to engage teachers and students in science. A group of ``milestone'' discoveries is used to show science teachers how science is driven by new and exciting principles, which look mysterious initially, but lead to good understanding when the underlying principle for the discovery is found. An exciting program for prospective college bound students was initiated in the fall of 2009 supported by a grant from the President's office at UNT. The results of some of these activities will be presented. [Preview Abstract] |
Saturday, March 20, 2010 11:03AM - 11:15AM |
J1.00005: Physics Teacher Quality Andrew Wallace, David Bixler Physics Teacher Quality at Angelo State University (ASU) and Education Service Center Region XV is funded through a US Department of Education grant. In this program secondary science teachers from local and rural districts within Region XV learn and practice physics and principles of technology concepts emphasized in the Texas Essential Knowledge and Skills (TEKS), improve practice of 5E model of guided inquiry, and complete activity-based laboratories and field investigations. Investigations include field and laboratory safety, environmental responsibility, ethical practices, application of scientific methods to open-ended problems encountered in the physical sciences, and critical thinking and problem solving. Teachers are assessed through pre- and post- testing, lab practicum, and classroom observation over a two-year cycle. Assessment data from 2004 through 2008 indicates Physics Teacher Quality is changing teaching behavior in the secondary classroom. [Preview Abstract] |
Saturday, March 20, 2010 11:15AM - 11:27AM |
J1.00006: What physicists can learn from Dominic of Osma James ``JC" Sanders It has long been known that different people have different styles of learning, and that different forms of teaching should be used to most effectively instruct these varying learning styles. However, physics instructors often have a ``one size fits all'' approach to teaching: there is only one right way to explain a concept, and only one right way in which a concept may be applied to solve a given problem. This problem may be solved by adapting methods of teaching used by Dominic of Osma. Dominic of Osma was well-known for having spent time amongst those whom he sought to teach and first learning from them before trying to teach. A practical method for employing this in the classroom is proposed here. Also presented are some early results from evaluations given to two introductory-level physical science classes: one in which this method was employed, and another in which it was not. [Preview Abstract] |
Saturday, March 20, 2010 11:27AM - 11:39AM |
J1.00007: Formula Recollection through a WORLDLY recognized mnemonic technique Shannon Schunicht This discovery directly resulted from this author's head injury- (19 days unconsciousness). Beginning with some essential Brain Facts to explain how this remarkable discovery was devised: Right hemisphere $=>$ Spatial/musical Left hemisphere $=>$ Language/Logic This authors education: 2 ea BA degrees (language requirement) and a hole in the head (right hemisphere) may be spied on attendance verify such. The damaged right hemisphere accentuates this author's left hemisphere coupled with 2ea BA degrees that require a language ('83 BA a/Spanish \& '94 BA w/Latin). Physical survival may be attributed to US Army RANGER training who Never say die! 10-82, 11-82, \& 13 83 Recovery came having to learn EVERYTHING all over again, as I was reported having displayed upon awakening from the extended unconsciousness (19 days). Studies were difficult without a memory, but simple because I had always been forced to learn EVERYTHING MYSELF by mother who was a kindergarten teacher! The residual deficit continues to plague this author: Out of Sight is truly Out of mind! Even for a student whose memory is NOT disabled, memory is difficult. The ``nut's \& bolts'' of this presentation are essentially having each Vowel represent a Mathematical operation. A: multiplication $=>$ @ O: division $=>$ Over I: sUbraction $=>$ mInus U: addition $=>$ plUs E $=>$ $=>$ $=>$ Equals Most constants and variables are indeed consonants, e.g. c = speed of light z = altitude [Preview Abstract] |
Saturday, March 20, 2010 11:39AM - 11:51AM |
J1.00008: Teaching physics to student's with special needs \& make more appealing to encourage mathematical skills Shannon Schunicht This WORLDY recognized mnemonic discovery resulted from this author' head injury (3 weeks unconsciousness). Beginning with some essential Brain Facts to explain how this remarkable discovery was devised: Right hemisphere $=>$ Spatial/musical Left hemisphere $=>$ Language/Logic This authors education: 2 ea BA degrees $=>$ language requirement A hole in the head (right hemisphere) may be spied on the WTVH DVD. The damaged right hemisphere accentuates this author's left hemisphere coupled with 2ea BA degrees that require a language ('83 BA a/Spanish \& '94 BA w/Latin). Physical survival may be attributed to US Army RANGER training who Never say die! 10-82, 11-82, \& 13 83. Recovery came having to learn EVERYTHING all over again, as I was reported having displayed upon awakening from the extended unconsciousness (19 days). Studies were difficult without a memory, but simple because I had always been forced to learn EVERYTHING MYSELF by mother who was a kindergarten teacher! The residual deficit continues to plague this author: Out of Sight is truly Out of mind! Even for a student whose memory is NOT disabled, memory is difficult. The ``nut's \& bolts'' of this presentation are essentially having each Vowel represent a Mathematical operation. A: multiplication $=>$ @ O: division $=>$ Over I: subraction $=>$ mInus U: addition $=>$ plUs E: $=>$ Equals Most constants and variables are indeed consonants, e.g. c = speed of light z = altitude [Preview Abstract] |
Saturday, March 20, 2010 11:51AM - 12:03PM |
J1.00009: Designing flexible instructional space for teaching introductory physics with emphasis on inquiry and collaborative active learning Tikhon Bykov In recent years McMurry University's introductory physics curriculum has gone through a series of significant changes to achieve better integration of traditional course components (lecture/lab/discussion) by means of instructional design and technology. A system of flexible curriculum modules with emphasis on inquiry-based teaching and collaborative active learning has been introduced. To unify module elements, a technology suite has been used that consists of Tablet PC's and software applications including Physlets, tablet-adapted personal response system, PASCO data acquisition systems, and MS One-note collaborative writing software. Adoption of the new teaching model resulted in reevaluation of existing instructional spaces. The new teaching space will be created during the renovation of the McMurry Science Building. This space will allow for easy transitions between lecture and laboratory modes. Movable partitions will be used to accommodate student groups of different sizes. The space will be supportive of small peer-group activities with easy-to-reconfigure furniture, multiple white and black board surfaces and multiple projection screens. The new space will be highly flexible to account for different teaching functions, different teaching modes and learning styles. [Preview Abstract] |
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