MAST - Math And Science Teaching Institute physics for Fun! Curriculum and Videotapes Set of 5 videos and activity guidesfor $100. Individual units also available. Units included are 1. http://mast.unco.edu/hotline/resources/chemistry_physics.php
Extractions: OTHER CHEMISTRY and PHYSICS RESOURCES Please choose the area you wish to view from the menu below: Organizations Websites and Authoritative Resources Library of MAST Chemistry and Physics Resources alphabetical listing category listing Chemistry ... Physics Do you know of a great web site that would be a good addition to this page? Please let us know by e-mailing us at: masthot@unco.edu American Association of Physics Teachers (AAPT) American Chemical Society (ACS) American Physical Society (AMS) ... Return to Subject Specific Resources Helplines and Authoritative Resources (alphabetical listing) 1001 Periodic Table Quiz Questions : this site offers free chemistry quizzes sorted by topic and grade. Armchair Chemistry : This site provides activities for middle school teachers. Awesome Library : This site provides information for chemistry and physics teachers. Center for Chemistry Education : Resources, Books, Workshops and More!! : Lots of fun and excitement for kids to do chemistry from Discovery.
:: Science On Stage :: Science on Stage Science teaching Festival, 21-25 November 2005, CERN,.Latest News Header The 22 countries participating in physics on Stage. http://www.physicsonstage.net/
Secondary-level-teaching PREPARING physics MAJORS FOR SECONDARYLEVEL TEACHING One of the two involvesthe student in teaching laboratory physicsactivities include http://www.haverford.edu/physics-astro/Roelofs/TeachInts/HSTeaching.html
Extractions: Haverford College - Haverford, PA 19041 SUMMARY OF ARTICLE TO APPEAR IN THE AMERICAN JOURNAL OF PHYSICS IN LATE 1997 It is easy to document both the strong demand for physics teachers at the secondary level/1/ and the fact that not all individuals currently in those positions are well qualified/2/. Many undergraduate physics majors who might otherwise be interested in teaching high school physics, however, do not pursue that career option because the requirements for certification are quite strenuous in many states. We have accordingly developed at Haverford College a concentration in education for physics majors which provides experiential preparation for teaching physics but requires fewer courses beyond the standard physics major than does the typical curriculum leading to certification. The 'concentration' is a structure in the Haverford College curriculum consisting of a total of 6 courses, 2 or 3 of which also may and must count toward the student's major requirements. It is thus similar in weight to a 'minor', but differs in being more closely tied to a particular major. Our Education Concentration consists of: four courses offered through the Education program at the College providing a general introduction to education and a final semester summary seminar; and two novel courses developed by and offered in our department in which the student learns, by doing, how to teach physics. These latter courses are typically taken by advanced undergraduate physics majors and involve participation in the instruction of our introductory course for non-majors. One of the two involves the student in
Current Research: Science Teaching Design of curriculum materials as a research based activity Inschool projectsfor promoting the teaching of physics through the use of computers. http://www.weizmann.ac.il/acadaff/Current_Research/current/Science_Teaching.html
Extractions: R. Even Mathematics education research and practice issues Teacher learning, education and development (MANOR) Education and advancement of providers of professional development for teachers The development of research-, theory- and practice-based resource materials for use in teacher education Mathematics teacher knowledge and teaching practice B. Eylon High school curriculum development Translation and adaptation of selected units from the course "Visual Quantum Mechanics" developed by the Physics Education Research Group in Kansas State University. Preparing texts and materials for elective units for physics majors (lasers, chaos). Using computerized networks (internet and intranet) for distance learning of these courses.
Extractions: Exploring Vessel Physics Mirrored Movements A Healthy Diet Quiz A s you saw in the segment "Mending a Broken Heart" , small children, like Zach Bartholet, who are born with only a single ventricle must have surgery to "replumb" their circulatory system. In this critical procedure, a tube-like shunt called a Fontan is inserted in the heart to transport blood through the heart to the lungs. During this operation, a small hole is also placed in this new route. This opening acts as a type of valve that protects the patient from an excessive buildup of blood pressure. Later in the child's development, this valve is no longer needed and, as in the case of Josh in our story, the hole is often surgically "plugged" to improve overall circulation.
Just-in-Time Teaching Indiana University Research Creative Activity April 1999 Volume XXII Number 1 The physics 200 course was cited in the Directory of Teaching http://www.indiana.edu/~rcapub/v22n1/p08.html
Extractions: Indiana University April 1999 Volume XXII Number 1 by William Rozycki In 1964, at the start of his teaching career, Gregor Novak was assigned to teach an evening class in physics on what was then the Purdue University Indianapolis campus. "The students came once a week, already tired from work, for a three-hour class. It was a challenge to engage their interest," recalls Novak, now a professor of physics at Indiana University-Purdue University Indianapolis. Gregor Novak professor of physics, Indiana University-Purdue University Indianapolis . Novak makes complex and abstract physics concepts concrete by using computers to design hands-on problem-solving experiments. credit Novak decided to reach his students by making some changes from the standard lecture. He broke up the course work into smaller, more manageable modules, and then, in a time well before interactive learning had become an educational mantra, designed exercises that required active student input for their solution. The results convinced Novak that students, even tired adults with competing priorities, can and will learn when they are truly engaged. In the 1980s, as a logical outgrowth of this early experimentation, Novak turned his attention to the expanding area of computer-assisted learning. He developed a software tutorial program to enable students to solve physics problems and do exercises at their own speed, on personal computers. "The idea was that individual students could go at a pace that suited them, at a time that suited them. The computer is infinitely patient," Novak explains. But the limits soon became apparent to Novak. The technology allowed self-directed learning, but only up to a point. "We know from cognitive learning studies that group interaction is a key ingredient in enhancing learning. The computer-assisted learning programs of the 1980s, including mine, lacked that one ingredient," Novak points out. "They were isolating, solitary. There was no sharing of ideas with peers or teachers." Rather than give up on the technology, Novak stored the lessons he learned, looking to the future.
Extractions: Physics Recent research data provide evidence of a strong focus on the development and fostering of Math and English skills at the elementary level. Unfortunately, other areas of study have not received necessary attention (Goodstein, 2001). At the University of Florida, the School of Teaching and Learning teamed with the College of Liberal Arts and Sciences to address this situation. With the assistance of a PT3 grant, Dr. Gene Dunnam, Physics professor, and Richard Hartshorne, Teaching and Technology Fellow, have designed a course entitled Our Physical World: Science for Elementary Teachers . The course discusses basic physical science for elementary teachers, emphasizing applications from everyday life. The scope of the course is similar to many college-level science courses. However, while most courses focus solely on the acquisition of science content knowledge, Our Physical World In order to attain these goals
Extractions: This manual/CD package shows physics instructors how to author their own interactive curricular material using Physlets - Java applets written for physics pedagogy that can be embedded directly into html documents and that can interact with the user. It demonstrates the use of Physlets in conjunction with JavaScript to deliver a wide variety of web-based interactive physics activities, and provides examples of Physlets created for classroom demonstrations, traditional and Just-in-Time Teaching homework problems, pre- and post-laboratory exercises, and Interactive Engagement activities. More than just a technical how-to book, the manual gives instructors some ideas about the new possibilities that Physlets offer, and is designed to make the transition to using Physlets quick and easy.
Extractions: home curriculum vitae research teaching ... Courses Taught Teaching and Educational Activities My primary goal in teaching is to expand the potential user base of present and proposed neutron scattering facilities, so they may contribute optimally to scientific and technological progress. I am pursuing this objective by teaching/tutoring at levels ranging from high school students to experienced researchers: HIGH SCHOOL STUDENTS: Research relies on talent, and talent must be nurtured from an early stage. As a part of a Johns Hopkins University program I am offering lectures at local High schools to whet the appetite of bright students for a research career. My debut was at Baltimore Polytechnic Institute where I gave three lectures entitled ``From Radio Waves to Neutron Waves.'' I would like to continue this type of work on a regular basis. It is important for me to keep in touch with other parts of the educational system and I think it is important for students to realize that scientific research is an exciting, important and realistic career opportunity. UNDERGRADUATES: Johns Hopkins has a strong tradition for undergraduate research in condensed matter physics. This is in part due to a grant from the Pew Charitable Trust providing state of the art instrumentation for undergraduate research. I hope to include neutron scattering as an experimental technique available to the budding scientists and engineers. They will be able to perform short, well-designed neutron scattering experiments probing magnetism or phonons in solids. Irrespective of what career they may follow, I think having `seen' a phonon or excited a spin wave is a truly thrilling experience which gives different meaning to understanding condensed matter.
Phys/HSView physics teachers frequently end up teaching more nonphysics than physics I once interviewed for a physics teaching job with a principal who had just http://www.csupomona.edu/~hsleff/phys.hs.view.htm
Extractions: The following is the text portion of an article in the August/September 2001 issue of the APS Newsletter. The American Physical Society encourages redistribution of such material, as indicated by their statement: The APS encourages the redistribution of the materials included in this newsletter provided that attribution to the source is noted and the materials are not truncated or changed. The View of Physics From High Schoo l By T. K. Rogers I tell my high school physics students, if they become overexcited watching televised football, to work physics problems for relaxation. I'm kidding of course. In reality, I consider physics far more exciting than football. Yes, I am a nerd but I do greatly admire football's support system. It begins in preschool, has ample resources, and involves thousands of enthusiastic paid and volunteer workers. It teaches teamwork, but ultimately it insures a quality supply of about 1500 professional NFL players to entertain us. It's a model of success. By contrast, our physics training system barely functions, doesn't begin until middle school, receives modest resources, involves a relatively small number of paid workers who are sometimes unenthusiastic, and has no emphasis on teamwork. Nevertheless, our physics system plays a major role in maintaining our supply of about 18,000 physicists and 1.8 million engineers (who should be viewed as applied physicists) and is a prerequisite for our supply of about 600,000 physicians and about 1.9 million computer professionals. Our system's ultimate purpose is no less than insuring the technological leadership our standard of living is based on. Yet, it not only lacks football's cultural standing, but doesn't even produce enough professionals for high- growth areas such as computer engineering.
University Of York | Dept Of Physics | How Physics Is Taught Department of physics, University of York, England. One of Britain s highestrateduniversities for teaching and research, the Department offers degrees in http://www.york.ac.uk/depts/phys/ugrad/taught.htm
Extractions: How Physics is Taught It is quite easy to describe in general terms what we do in teaching physics, but more difficult to know how you learn. Knowledge and understanding are rarely transferred instantaneously. The ideas which we as teachers present to you now were absorbed and clarified by us only after much reading, thought and discussion. Tutorial-based discussion is therefore an important element of our teaching, and we try to be sympathetic to your learning needs in all our teaching activities. First year laboratory Tutorials Our teaching is based on the traditional methods of lectures, which guide you through the development of the various branches of the subject. In the first and second years individual courses are supported by tutorials in which small groups of four or five students meet at twice weekly intervals to discuss the material of lectures, difficulties which arise, and associated exercises and problems. Tutorials have no fixed format however and discussion frequently ranges beyond the immediate subject matter to wider implications and issues. In the first year there are, in addition to tutorials, maths workshops available to support the mathematics material. In the third and fourth years several courses have problem classes associated with them.
JITT Paper There is no longer any doubt in the physics teaching community that 2 EFRedish, Implications of cognitive studies for teaching physics, Am. J. Phys. http://webphysics.iupui.edu/JITT/ccjitt.html
Extractions: with A. Gavrin (IUPUI) and R. C. Enger (USAFA) Just-in-Time Teaching (JITT) is a joint project of the departments of Physics at IUPUI and at the United States Air Force Academy. We have significantly improved student morale and performance in our introductory physics class through a strategy combining a collaborative learning environment with extensive use of the world wide web. Our use of the web is twofold. Active learner assignments and enrichment materials are delivered to the students over the web. They respond to these assignments electronically. A subset of these electronic submissions provides immediate feedback to the instructors concerning the state of the class' progress. These assignments, due in the morning a few hours before class, are used to adjust the classroom activities to suit the students' needs.
Physics - RPT Regular appointments involve teaching, research and service and are statefunded, Participation in service and extension activity, and general http://www.ncsu.edu/policies/employment/rpt/RUL05.67.704.php
Extractions: Reappointment, Promotion and Tenure Standards and Procedures Reappointment, Promotion and Tenure (RPT) Authority: Provost and Executive Vice Chancellor for Academic Affairs History: First issued, August 24, 1999; Last Revised October 22, 2004. Additional History Information. Related Policies: Academic Tenure Policy College of Physical and Mathematical Sciences Promotion and Tenure Criteria and Procedures Qualifications for Rank Regulation Realms of Faculty Responsibility Regulation ... Evaluation of Scholarly Accomplishment Regulation Contact: Department Head, Physics, 919-515-2521 This rule summarizes the standards of the Physics Department of North Carolina State University for evaluating faculty performance. The guidelines should be read in conjunction with the NC State Academic Tenure Policy ( http://www.ncsu.edu/policies/employment/faculty/POL05.20.1.php ), and the Reappointment, Promotion and Tenure (RPT) procedures ( www.ncsu.edu/provost/academic_affairs/rpt The department makes two types of appointment: regular and special. Regular appointments involve teaching, research and service and are state-funded, tenure-track. Regular faculty members will be evaluated for RPT on the basis of all the standards discussed in these guidelines. Special faculty appointments involve some subset of research or teaching, and are contingent upon the availability of support. They are not tenure-track. Specific examples include research professorships and clinical or teaching professorships. Special faculty members will be evaluated for reappointment and promotion on the basis of the standards that relate to their specific duties.
PHYSICS 301 The Interdisciplinary Science Teacher (1 Hr) physics 301 The Interdisciplinary Science Teacher (1 hr) design teachingactivities to match the needs of learners; design an integrated science course http://niuhep.physics.niu.edu/~scienceed/p301/phys301.htm
