Summary Report 251054.00 - physics teachers, Postsecondary. teach courses pertaining to the Realistic Realistic occupations frequently involve work activities that http://online.onetcenter.org/link/summary/25-1054.00
Extractions: 25-1054.00 - Physics Teachers, Postsecondary Teach courses pertaining to the laws of matter and energy. Includes both teachers primarily engaged in teaching and those who do a combination of both teaching and research. Sample of reported job titles: Physics Professor, Professor, Instructor, Physics Instructor, Math And Physics Instructor, Physical Science Professor, Science Instructor, Science Professor, Teacher, Physical Sciences Instructor View report: Summary Details Custom Tasks Knowledge ... Related Occupations Evaluate and grade students' class work, laboratory work, assignments, and papers. Prepare and deliver lectures to undergraduate and/or graduate students on topics such as quantum mechanics, particle physics, and optics. Advise students on academic and vocational curricula, and on career issues. Compile, administer, and grade examinations, or assign this work to others. Compile bibliographies of specialized materials for outside reading assignments. Initiate, facilitate, and moderate classroom discussions.
Daily Activities Related To The Subject You Teach Question of the Day from PhysLink, physics and astronomy online education andreference Academic Standards are listed as well as overviews, activities, http://www.internet4classrooms.com/subject_area.htm
Extractions: Today Only, Brain Food, Fact Snack, Animal Crackers, Words by the Pound and more! Language Arts Analogy of the Day From FactMonster. Hints and answers are provided. (Our Language Arts page has more analogy sites A Word A Day Each week a different theme on daily vocabulary words and their definitions. This site provides a pronunciation of the word via a .wav file or a RealAudio file. You can also subscribe to the daily word by email. Daily Buzzword Come see what all the buzz is about at the Daily buzzword Daily Grammar Daily Grammar no longer offers this service, but they still have their archive online. Daily Letter of the Day Go here everyday to learn a new letter. Daily Sound of the Day Go here everyday to hear a new sound of the day. Daily Spelling Bee Every day three new words are offered to test your spelling skills. Warning!- some of the pronunciation clues are an attempt to lull you into a spelling error.
Interactive Teaching Units In Physics Supplementary activities are suggested. The features of the units are The main aim of the units is not to teach about themes in physics but students http://dbweb.liv.ac.uk/ltsnpsc/newdir/version1/ituphys.htm
Extractions: window.location="http://www.physsci.ltsn.ac.uk/Home/Redirect.aspx"; home publications new directions issue 1 The concept of the interactive teaching unit first emerged in the late 1970s (Reid, 1978; Johnstone and Reid, 1979) arising from a major research project which was seeking to explore the development of attitudes relating to the themes covered in the study of chemistry. From this project, a sound educational underpinning was developed (Johnstone and Reid, 1981). Much later, the use of interactive units has been extended to skills development, social issues awareness and the applications of science subjects in real-life situations (Reid, 1999; Clarkeburn et al., 2000; Lennon, et al., 2002). Sets of units were developed in chemistry and biology and, more recently, a range of four teaching units in physics was developed under LTSN funding. Subject area . Physics An interactive teaching unit is a free standing teaching resource where students have to solve a problem. The problem is based on a real-life situation with varying degrees of simplification and simulation. The units are short (typically from 1 hour to 3 hours) and designed to fit into traditional tutorial and laboratory timings. Students usually work in small groups. By experiencing different views of the same issue, students are encouraged to recognise the many facets of real-life decision taking and to accept that decisions often have to be made on the basis of incomplete information. Students will also have opportunities to assess data presented in several forms, to weigh arguments, to contribute to a group discussion, to present arguments based on gathered evidence and to listen to the arguments proposed by others. They should begin to see the place of such skills in the context of their education in physics and in the world of work.
Extractions: Shopping Cart Check Out Contact Us Go To Category> Integrated Science (Grades K - 6) Learning Science from A to Z Series Toy-Based Science (Grades K - 9) Real-World Science (Grades 5 - 12) Science in Our World Series High School and College Level Chemical Engineering Series Chemistry in Industry CD-ROMs Palette of Color Series Terrific Science at Home Kits (Ages 6 - 10) Instant Science Kits (Ages 6 - 16) Instant Science Kits (English) International Instant Science Kits Big Science for Little Hands (Grades 3 - 6) Toy Store (Grades K - 12) Home Toy-Based Science The completely revised
TeachersFirst - Subject Search Results Explore the physics in the world around you with this outstanding These fun,interactive activities teach students about the science, history, http://www.teachersfirst.com/tchr-subj-date.cfm?subject=physics&lower=6&upper=8
Extractions: @import url("http://www.uwaterloo.ca/css/UWblank.css"); @import url("../../css/physics.css"); @import url("http://www.uwaterloo.ca/css/UW2col.css"); @import url("http://www.uwaterloo.ca/css/UWprint.css") print; search physics uwaterloo.ca Skip to the content of the web site. G.L.H. Harris My main love in teaching is, of course, astronomy. At present, I teach an overview of the solar system (Physics 275) and stellar astrophysics (Physics 375). In addition to these our astronomy group offers an introductory survey course for science majors (Sci 238) and non-science students (Sci 237), and a fourth year galaxies and cosmology course (Physics 475). I have also prepared a version of Sci 238 which is offered by the University of Waterloo Distance Education program. One of the greatest sources of satisfaction for me here at Waterloo is working with undergraduate students on research projects, both as summer research assistants and through the Physics 437 senior research project. harris home research activities publications Department of Physics
Do You Have Information On Teaching Physics To Secondary Students? TI Rutherford s Enlarged A ContentEmbedded Activity To teach about Nature of AB Suggests using activities from physics Resources and Instructional http://www.eduref.org/cgi-bin/printresponses.cgi/Virtual/Qa/archives/Subjects/Sc
Extractions: Printer friendly text I need some help teaching physics to secondary students. Hello, In response to your request for information on physics, I conducted a sample search of the ERIC database. Below I have appended my search strategy, 13 citations with abstracts, and directions for accessing the full text. These citations may represent an introductory, rather than exhaustive, search for information on your topic. If you would like to conduct your own free ERIC database searches via the Internet, please visit the ERIC Database Help pages for directions or go directly to http://www.eduref.org/Eric/adv_search.shtml to search. I have also attached some related resources that may be helpful. Thank you for using AskERIC! If you have any questions or would like further assistance, please do not hesitate to send another message. AskERIC Staff Internet Sites: * The Physics Classroom.
Extractions: Developing Physics learning activities for fostering student creativity in Hong Kong context Previous Contents Next Results Student evaluation On the whole, most students in this study could respond to most of the tasks given in 10 to 20 minutes. Some of them gave plenty of answers, while others' responses were slower. Some of their answers were quite interesting or creative. For the more comprehensive tasks like Question 20,21 and 22, most students can generate answers with some relevant ideas, thought they not so complete. Among all the questions, students showed greatest difficulties in answering Question 6, 12, 16 an 18. Sample of students' answers are shown in appendix of this paper. The performance of the students indicated that the activities suggested are, on the average, suitable to this group of students. The written feedbacks of the students on these activities can be classified into four groups. They are (1) direct feelings towards the activities, (2) perceived learning outcomes in Physics learning, (3) perceived learning outcomes in creativity development, and (4) their puzzle and worries in the activities.
Extractions: Teaching Activities Martin Goldman During my 25 years of teaching at CU Boulder, I have enjoyed communicating at all levels with students and colleagues. My experiences have ranged all the way from teaching Introductory Physics to classes of over 400 undergraduates (including many pre-medical students) to working closely with the 13 postdoctoral students from the US and abroad, whom I have brought here over the years. In addition to teaching advanced graduate courses in APAS, I have developed and taught several highly successful innovative new undergraduate courses, including Light and Color, and, most recently, a new "critical thinking" course - Science and Public Policy. Perhaps the ultimate realization of that philosophy was in the course Light and Color, which I developed for undergraduates wishing to satisfy their core science requirement in a novel and exciting manner. This course deals with just a small part of physics, achieving both greater depth and more relevance to the non-scientist. This course deals with the physical and psychological principals of light and color, and has been enthusiastically received by under graduate majors in journalism, business, theater, film, and other areas. A rather different educational experience was encountered in my teaching of Introductory Physics, 2010 and 2020. A large number of undergraduate pre-medical students take this course, which often represents the only obstacle between them and medical school. Although I had been warned that the premeds are fiercely competitive and even unscrupulous, I found nothing of the kind to be true. Most responded to the challenge with hard work and self-discipline, and I found myself getting to know a number of them quite well. Some have told me it was immensely rewarding for them to "catch on" to intimidatingly "difficult" concepts. As a consequence of personal involvement with many of my students, I have been called upon to write dozens of letters of recommendation for Medical Schools, and have followed the (successful) careers of many of my former students in this course through extensive correspondence.
Physics Teaching At WSU To teach physics in middle school or high school, students must complete a Campus Organizations and activities. The physics Club brings students http://academics.wsu.edu/fields/study.asp?id=PHYSE
Resources For Teaching Chemistry Because of the favorable response to HandsOn physics activities, the authorsused the same Excellent comprehensive site for teaching/learning chemistry http://www.csun.edu/~vceed002/chemistry/
Extractions: Chapters: Sourcebook for Teaching Science (1) Thinking Scientifically (2) The Science Curriculum (3) The Language of Science (4) Communicating Concepts (5) Problem Solving in Science (6) Science Activities and Projects (7) The Science Laboratory (8) Professional Issues Internet Resources for Teaching Science Resources for Teaching Biology Resources for Teaching Chemistry Resources for Teaching Physics Resources for Teaching Geoscience Resources for Teaching Health Lesson Development Science Laboratory Professional Development Science Education at CSUN Chemistry Demonstrations Hands-on Chemistry - Hands-On Chemistry Activities With Real-Life Applications contains over 300 intriguing investigations designed to engage students in a genuine pursuit of science. Because of the favorable response to Hands-On Physics Activities, the authors used the same approach and philosophy in writing this resource. This hands-on, inquiry-based approach to teaching and learning science follows recommendations set forth in the National Academy of Sciences' National Science Education Standards and the National Science Teachers Association's Scope Sequence and Coordination Project. Chemistry Demonstrations - Links to chemistry demonstration sites from the Catalyst.
THE SOURCEBOOK FOR TEACHING SCIENCE HandsOn physics activities with Real-Life Applications. This hands-on,inquiry-based approach to teaching and learning science follows recommendations http://www.csun.edu/~vceed002/books/
Extractions: Chapters: Sourcebook for Teaching Science (1) Thinking Scientifically (2) The Science Curriculum (3) The Language of Science (4) Communicating Concepts (5) Problem Solving in Science (6) Science Activities and Projects (7) The Science Laboratory (8) Professional Issues Internet Resources for Teaching Science Resources for Teaching Biology Resources for Teaching Chemistry Resources for Teaching Physics Resources for Teaching Geoscience Resources for Teaching Health Lesson Development Science Laboratory Professional Development Science Education at CSUN PHYSICAL SCIENCE CURRICULUM LIBRARY Hands-On Chemistry
Instructional Materials In Physics This link is to five physics activities appropriate for K3. TOYS to Teachphysics This site is a collection of demonstrations and lab activities http://www.cln.org/subjects/physics_inst.html
Extractions: Instructional Materials in Physics Below are the CLN "Theme Pages" which focus on specific topics within Physics. CLN's theme pages are collections of useful Internet educational resources within a narrow curricular topic and contain links to two types of information. Students and teachers will find curricular resources (information, content...) to help them learn about this topic. In addition, there are links to instructional materials (lesson plans) which will help teachers provide instruction in this theme. General Physics Resources The WWW sites linked to from this page provide practical assistance for Physics teachers wanting to use the Internet as part of their classroom planning/instruction. Aeronautics Related Activities, Experiments, and Lesson Plans From Nasa - lesson plans that will help explain some of basic principles of aeronautics. See also their Aeronautics Classroom Activities Applied Technology Projects Lesson plans for over 20 projects for K-7 students in which students learn to apply science linked to BC Curriculum Guides. This site is part of a larger site (Mr. G's Applied Technology Site) that has been developed by Paul Grey of Coal Tyee Elementary School in Nanaimo, B.C.
IAU Commission 46 Contents Page of our activities (Program Groups) Proceedings of the Commission46 Special Session Effective Teaching and Learning at the IAU XXV General http://physics.open.ac.uk/IAU46/
Extractions: Home Guidelines Minutes Officers ... Links Contents: Overview Description of our Activities (Program Groups) ... National Liaisons (Directory) Online Newsletters Presidents and Current Vice-President Resolution on the Value of Astronomy Education passed by the IAU General Assembly, 2003 IAU Working Group on Communicating Astronomy ... at the IAU XXV General Assembly (Sydney, 2003) ISYA to be held in 2005 http://www.inaoep.mx/~isya28/ Read about the 2000 reorganisation of Commission 46, including its subsuming of the activities of Commission 38 (Exchange of Astronomers), the Working Group for the World-Wide Development of Astronomy, the International Schools for Young Astronomers and the Teaching for Astronomy Development program. In 2003, Commission 46 was included in a new IAU
Extractions: TENTATIVE 2005-6 offerings. Other courses will be offered as sufficient demand occurs PHY500 (3cr): Intro to Physics Education Research ONLINE PHY507+EDU671 (3+3cr): K-8 Physics + Sci Curr ARR SAT+TUES EVES PHY520 (3cr): Modern Phys for Teachers WEDS EVES PHY690 (3cr): Masters' Project ONLINE SCI685 (3cr): Eval in Sci Educ ONLINE PHY507+EDU671 (3+3cr): K-8 Physics + Sci Curr PHY510 (6cr): New Physics Teachers' Workshop PHY502 (3cr): Alt Cert Tchg Supervision ARRANGED PHY525 (3cr): Particle and Nuclear Physics for HS Tchrs TUES EVES PHY690 (3cr): Masters' Project ONLINE PHY500 (3cr): Intro to Physics Education Research ONLINE PHY502 (3cr): Alt Cert Tchg Supervision ARRANGED TUES EVES PHY690 (3cr): Masters' Project ONLINE PHY507+EDU671 (3+3cr): K-8 Physics + Sci Curr PHY510 (6cr): New Physics Teachers' Workshop PHY620 (6cr): Modeling Mechanics for Teachers PHY502 (3cr): Alt Cert Tchg Supervision ARRANGED PHY520 (3cr): Modern Phys for Teachers TUES EVES PHY690 (3cr): Masters' Project ONLINE Selected Graduate Physics for Teachers Course Descriptions: PHY507+EDU671 (3+3cr) Physics for NYS K-8 Teachers + . 10 days: MTWRF Summers only (also some Springs by demand). Taught by Kathleen Falconer, M.S., M.S.Ed. and colleagues. This course is specifically designed for elementary and middle school teachers interested in gaining confidence in their understanding of the nature of physical science. This course will focus on a few major understandings, including socially constructed definitions of force, gravity, balancing forces, buoyancy and flying, density, energy and simple machines. Taught via reformed teaching methods so as to teach both content and pedagogy.
GIREP - Research Group On Physics Teaching The International Research Group on physics Teaching (GIREP) is an report onthe activities carried out in the country in favour of physics teaching. http://www.pef.uni-lj.si/~girep/
Extractions: International Research Group on Physics Teaching Internationaler Arbeitskreis zur Förderung des Physikunterrichtes This is a GIREP home page that was initialised together with the conference home page New Ways of Teaching Physics . We would like to maintain the permanent GIREP home page with information about GIREP members, the links to their home pages, etc. A word from the President
Department Of Physics Teaching activities. Deadlines and forms for study programmes Doctoral candidates Physic Doctoral programme in physics Teaching activities http://www.unitn.it/dipartimenti/fisica/eng/attivita_didattica_eng.htm
Extractions: Students must participate in the "dialoghi" organized by the Department of Physics as well as in Group Seminars. Courses 2005/2006 Courses offered by the Doctoral programme: Teacher Cours Credits Hours I. Lazzizzera Meccanica quantistica mediante integrali di cammino P. Fornasini Radiazione di sincrotrone e sue applicazioni I. Lazzizzera, L. Vanzo Introduzione alla teoria della rinormalizzazione G.A. Prodi, R.S. Brusa Tecniche avanzate di fisica sperimentale L. Vanzo Fisica dei buchi neri L. Pavesi
Role Of Labs In High School Physics The Role of Laboratory activities in High School physics Teaching Conditionsfor Learning from Laboratory activities. Theory and research suggest that http://www.aapt.org/Policy/roleoflabs.cfm
Extractions: (Approved by the AAPT Executive Board, November 1992) Learning Goals for Laboratory Activities measurement of physical quantities with appropriate accuracy recognition of factors that could affect the reliability of their measurements manipulations of materials, apparatus, tools, and measuring instruments clear descriptions of their observations and measurements representation of information in appropriate verbal, pictorial, graphical, and mathematical terms inference and reasoning from their observations ability to rationally defend their conclusions and predictions effective and valued participation with their peers and their teacher in a cooperative intellectual enterprise articulate reporting of observations, conclusions, and predictions in formats ranging from informal discussion to a formal laboratory report ability to recognize those questions that can be investigated through experiment and to plan, carry out, evaluate, and report on such experiments.
Preparing Future Physics Faculty (PFPF): Overview Home page for CTD s Preparing Future physics Faculty Program. along withmicroteaching, small group activities, lectures by guest faculty, multi-media http://www.ctd.ucsd.edu/programs/pfpf/
Extractions: The university teaching assistant (TA) experience is the major avenue for the training of the future professoriate. However, too often it involves training in leading small-group discussion sections or assisting an instructor with grading or other specific tasks related to the instructor's class, but does not provide an opportunity for the graduate TA to design and present his/her own class, nor does it provide actual preparation for the many and varied roles of the academic scholars. This program is designed to provide an opportunity for graduate students in Physics to explore many of the issues involved in college and university teaching and to develop the competencies required of effective college instructors. In addition to developing experience and expertise in college teaching, participants will be introduced to a wide range of faculty responsibilities. This approach to the training of college instructors is based on classroom experience and feedback from experienced teachers in a variety of institutional settings, supplemented by research and theories of how people learn and process information.
