DOCSLIB.ORG

American Association of Physics Teachers

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
American Association of Physics Teachers To go back Click HERE American Association of Physics Teachers Abstract: We have continued to analyze the performance of >7000 biology majors in an upper-level physiology course at UC Davis as a function of graduation GPA, gender, ethnicity, kind of physics course previously taken, and grade in that physics course. We find that a student's grade in the physiology course is significantly influenced by the kind of physics course previously taken (reformed or traditional at UC Davis or traditional elsewhere) when other factors are controlled for. Our results show that students who take the reformed physics course, Physics 7, at UC Davis, have a statistically significant grade advantage in the subsequent physiology course. Variations in the grade advantage as a function of the differences in particular physics and physiology course offerings and analysis of the abilities and knowledge probed by course exams provide insights into how the thinking patterns of some students are changed after taking Physics 7. Footnotes: None spacer AA02: Humanized Physics Project: Follow-Up Study of Former Students Using an Email Survey spacer Location: Union Hinde Auditorium Date: Monday, Aug. 2 Time: 8:00 a.m. Author: Invited - Amy Spiegel, Univ. of Nebraska, Lincoln 402-472-2790, [email protected] Co-Author(s): Robert G. Fuller Abstract: Students in the experimental versions of a humanized algebra-based college physics course over optics, E & M, and radiation were surveyed by email more than a year after they had completed the course. The follow-up instrument asked them to reflect on the course, to comment on specific elements of the course, and also included a physics content question. This paper will discuss the process that was used and report preliminary analyses of the results. Footnotes: *Sponsored by Robert G. Fuller. spacer AA03: Do They Stay Fixed? spacer http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (2 of 337) [7/30/2004 8:38:13 AM] American Association of Physics Teachers Location: Union Hinde Auditorium Date: Monday, Aug. 2 Time: 8:30 a.m. Author: Invited - Gregory Francis, Montana State Univ. 406-994-6625, [email protected] Co-Author(s): Jeffrey P. Adams Abstract: Do the high gains for the FCI that are achieved by courses employing interactive engagement techniques persist long after the students leave the course? We report the results of a longitudinal study of three non-major introductory classes that achieved relatively high gains (=0.5) on the FCI using an inquiry-based tutorial approach. Footnotes: None spacer AA04: Student Performance in Math and Physics Following a Preparatory Physics Course spacer Location: Union Hinde Auditorium Date: Monday, Aug. 2 Time: 9:00 a.m. Author: Invited - Edward Adelson, The Ohio State Univ. 614-292-2067, [email protected] Co-Author(s): None Abstract: Student success in physics courses following a preparatory course was originally tracked for nine years. The data showed that math course failures prevented many of these students from taking the next physics course within one or two quarters after the preparatory course. Data has now been obtained for students who have taken the preparatory course in recent years. With additional data it is possible to compare results for different teachers and a larger number of students. The results are consistent with studies tracking student performance on the basis of math preparation. Footnotes: None spacer AB: First Year Issues for Physics Education spacer Location: Mariposa 1000 Date: Monday, Aug. 2 Time: 7:45 a.m.-9:15 a.m. Presider: R. Steven Turley, Brigham Young Univ. 801-422-3095, [email protected] Co- None Presiders(s): Equipment: Computer projection (no computer -- must bring own laptop), overhead projector & screen spacer http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (3 of 337) [7/30/2004 8:38:13 AM] American Association of Physics Teachers AB01: A Graduate Course in PER for PER Graduate Students spacer Location: Mariposa 1000 Date: Monday, Aug. 2 Time: 7:45 a.m. Author: Rachel Scherr Univ. of Maryland, Physics Education Research Group 301-405-6179, [email protected] Co-Author(s): Leslie J. Atkins Abstract: A new course at the University of Maryland is designed to give graduate students in physics education research skills both for conducting research on the teaching and learning of physics and for applying the results of such research to classroom teaching. The intent is for the course to be immediately relevant to students' needs as developing researchers and future researcher-instructors. Topics include qualitative research methods (video and transcript analysis), curriculum development and evaluation, and quantitative analysis of free-response questions. Students work to advance their skills in formulating useful questions about teaching and research situations, creating instructional materials that are well-tuned to their target populations, writing short papers, and constructively criticizing their peers' work. Footnotes: None spacer AB02: In the Trenches: The Challenge of First-Year Physics spacer Location: Mariposa 1000 Date: Monday, Aug. 2 Time: 8:00 a.m. Author: David Balogh, Fresno City College 559-442-4600, ext. 8472, [email protected] Co-Author(s): None Abstract: The student transition from high school to college is hard enough for an instructor without the challenge of correcting the student's preconceived notions about the physical universe. In addition to teaching the principles of physics, instructors of first-year physics students must grapple with a host of issues ranging from math to critical thinking and problem solving skills. A discussion of the challenges and possible solutions will take place in an effort to help instructors develop successful methodologies for engendering student success. Footnotes: None spacer AB03: Transitions from High School to University Physics at BYU spacer http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (4 of 337) [7/30/2004 8:38:13 AM] American Association of Physics Teachers Location: Mariposa 1000 Date: Monday, Aug. 2 Time: 8:15 a.m. Author: R. Steven Turley, Brigham Young Univ. 801-422-3095, [email protected] Co-Author(s): None Abstract: National studies have shown that first-year students tend to be academically disengaged, achieve lower grades than they expect, face a number of challenges (loneliness, making new friends, dealing responsibly with increased independence, finances), and look to peers rather than campus personnel for support. They often have trouble with time management and choose to spend more time partying and less time in volunteer and religious activities than in high school. Their self-concept of their abilities in computer skills, mathematics, writing, drive to achieve, and overall academic ability also change during this period. I will compare results for general student populations to data from surveys and focus groups of first- year physics students at Brigham Young University. From this data, I will suggest what kinds of activities are most helpful in a physics department to help students with the transition from high school to a college physics program. Footnotes: None spacer AB04: A User-Friendly Physics Department spacer Location: Mariposa 1000 Date: Monday, Aug. 2 Time: 8:30 a.m. Author: Colin E. Inglefield, Weber State Univ. 801-626-6127, [email protected] Co-Author(s): None Abstract: Retention of majors beyond their first year is obviously vital for any undergraduate physics program. However, the first year a student is immersed in the major may be their most difficult. I will discuss how we work to create a positive environment for first-year students, including a significant fraction of nontraditional students, in our program. The hallmarks of our approach include accessibility of faculty, fostering relationships between the first year students, encouraging mentoring by our junior and senior students, and involvement of our beginning students in research projects. Results and student reactions to our efforts will be discussed. Footnotes: *Sponsored by R. Steven Turley. spacer AB05: Creating a Mentoring Program for New Physics Graduate Students spacer http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (5 of 337) [7/30/2004 8:38:13 AM] American Association of Physics Teachers Location: Mariposa 1000 Date: Monday, Aug. 2 Time: 8:45 a.m. Author: Emily Maher, Univ. of Minnesota 612-624-4557, [email protected] Co-Author(s): None Abstract: At the University of Minnesota, advanced physics graduate students have initiated a mentoring program for first-year graduate students in the department. Our goal was to ease the transition to graduate school by providing new students with information relevant from the graduate student point of view and provide a venue to discuss concerns either as a group or in personal conversations with experienced graduate students. I will discuss the specific format of this program along with the topics that most concerned our first-year students. I will also discuss what we learned and how that might impact future programs of this nature. Footnotes: None spacer AB06: The Making of a Physicist: The Transition from High School to University spacer Location: Mariposa 1000 Date: Monday, Aug. 2 Time: 9:00 a.m. Author: Brian Pyper, Brigham Young Univ., Idaho 208-496-1925, [email protected] Co-Author(s): None Abstract: A recent focus on reaching out to undergraduates in physics helps us to see how we integrate undergraduates into our physics programs.1 What role can faculty, departments, academic societies, and high schools play in this transition? This talk will give some thoughts about this based on experiences with the growth of the physics program at BYU-Idaho. Footnotes: 1. R.C. Hilborn and R.H. Howes, "Why many undergraduate physics programs are good but few are great," Physics Today 56(9), Sept.
Load more

Recommended publications
  • 2005 Annual Report American Physical Society
    1 2005 Annual Report American Physical Society APS 20052 APS OFFICERS 2006 APS OFFICERS PRESIDENT: PRESIDENT: Marvin L. Cohen John J. Hopfield University of California, Berkeley Princeton University PRESIDENT ELECT: PRESIDENT ELECT: John N. Bahcall Leo P. Kadanoff Institue for Advanced Study, Princeton University of Chicago VICE PRESIDENT: VICE PRESIDENT: John J. Hopfield Arthur Bienenstock Princeton University Stanford University PAST PRESIDENT: PAST PRESIDENT: Helen R. Quinn Marvin L. Cohen Stanford University, (SLAC) University of California, Berkeley EXECUTIVE OFFICER: EXECUTIVE OFFICER: Judy R. Franz Judy R. Franz University of Alabama, Huntsville University of Alabama, Huntsville TREASURER: TREASURER: Thomas McIlrath Thomas McIlrath University of Maryland (Emeritus) University of Maryland (Emeritus) EDITOR-IN-CHIEF: EDITOR-IN-CHIEF: Martin Blume Martin Blume Brookhaven National Laboratory (Emeritus) Brookhaven National Laboratory (Emeritus) PHOTO CREDITS: Cover (l-r): 1Diffraction patterns of a GaN quantum dot particle—UCLA; Spring-8/Riken, Japan; Stanford Synchrotron Radiation Lab, SLAC & UC Davis, Phys. Rev. Lett. 95 085503 (2005) 2TESLA 9-cell 1.3 GHz SRF cavities from ACCEL Corp. in Germany for ILC. (Courtesy Fermilab Visual Media Service 3G0 detector studying strange quarks in the proton—Jefferson Lab 4Sections of a resistive magnet (Florida-Bitter magnet) from NHMFL at Talahassee LETTER FROM THE PRESIDENT APS IN 2005 3 2005 was a very special year for the physics community and the American Physical Society. Declared the World Year of Physics by the United Nations, the year provided a unique opportunity for the international physics community to reach out to the general public while celebrating the centennial of Einstein’s “miraculous year.” The year started with an international Launching Conference in Paris, France that brought together more than 500 students from around the world to interact with leading physicists.
    [Show full text]
  • Carl Wieman Cheriton Family Professor and Professor of Physics and of Education Curriculum Vitae Available Online
    Carl Wieman Cheriton Family Professor and Professor of Physics and of Education Curriculum Vitae available Online CONTACT INFORMATION • Administrative Contact Linda J Kim Email [email protected] Bio BIO Carl Wieman holds a joint appointment as Professor of Physics and of the Graduate School of Education. He has done extensive experimental research in atomic and optical physics. His current intellectual focus is now on undergraduate physics and science education. He has pioneered the use of experimental techniques to evaluate the effectiveness of various teaching strategies for physics and other sciences, and served as Associate Director for Science in the White House Office of Science and Technology Policy. ACADEMIC APPOINTMENTS • Professor, Physics • Professor, Graduate School of Education HONORS AND AWARDS • Carnegie US University Professor of the Year, Carnegie Foundation for the Advancement of Teaching (2003) • Nobel Prize in Physics 2001, Nobel Foundation (2001) PROFESSIONAL EDUCATION • Ph.D., Stanford University , Physics (1977) • B.S., MIT , Physics (1973) Research & Scholarship RESEARCH INTERESTS • Brain and Learning Sciences • Higher Education • Science Education • Teachers and Teaching Page 1 of 3 Carl Wieman http://cap.stanford.edu/profiles/Carl_Wieman/ CURRENT RESEARCH AND SCHOLARLY INTERESTS The Wieman group’s research generally focuses on the nature of expertise in science and engineering, particularly physics, and how that expertise is best learned, measured, and taught. This involves a range of approaches, including individual cognitive interviews, laboratory experiments, and classroom interventions with controls for comparisons. We are also looking at how different classroom practices impact the attitudes and learning of different demographic groups. Some current projects include: 1. Investigating problem solving strategies.
    [Show full text]
  • Carl Wieman Stanford University Department of Physics and Grad School of Education
    Carl Wieman Stanford University Department of Physics and Grad School of Education *based on the research of many people, some from my science ed research group I. Introduction– Educational goals & research-based principles of learning II. Applying learning principles in university courses and measuring results III. Teaching expertise (for university science/physics) My background in education Students:17 yrs of success in classes. Come into my lab clueless about physics? 2-4 years later expert physicists! ?????? ~ 30 years ago Research on how people learn, particularly physics • explained puzzle • I realized were more effective ways to teach • got me started doing science ed research-- experiments & data, basic principles! (~ 100 papers) “Expertise”– solving problems like a good physicist Major advances past 1-2 decades New insights on how to learn & teach complex thinking physicists, bio, University chemists science & eng. brain classroom research studies today cognitive psychology Strong arguments for why apply to most fields Basic result– rethink how learning happens old/current model new research-based view brain changeable ~ same knowledge transformation soaks in, varies with brain Primary educational focus of Change neurons by intense thinking. universities: Improved capabilities. • contents of knowledge “soup” • admitting best brains I. Introduction– Educational goal (better decisions) & research-based principles of learning II. Applying learning principles in university courses and measuring results Basics of most university science classroom research: 1. Test how well students learn to make decisions like expert (physicist, biologist, …). 2. Compare results for different teaching methods: a. Students told what to do in various situations (“lecture”) b. Practice making decisions in selected scenarios, with feedback.
    [Show full text]
  • Nobel Lectures™ 2001-2005
    World Scientific Connecting Great Minds 逾10 0 种 诺贝尔奖得主著作 及 诺贝尔奖相关图书 我们非常荣幸得以出版超过100种诺贝尔奖得主著作 以及诺贝尔奖相关图书。 我们自1980年代开始与诺贝尔奖得主合作出版高品质 畅销书。一些得主担任我们的编辑顾问、丛书编辑， 并于我们期刊发表综述文章与学术论文。 世界科技与帝国理工学院出版社还邀得其中多位作了公 开演讲。 Philip W Anderson Sir Derek H R Barton Aage Niels Bohr Subrahmanyan Chandrasekhar Murray Gell-Mann Georges Charpak Nicolaas Bloembergen Baruch S Blumberg Hans A Bethe Aaron J Ciechanover Claude Steven Chu Cohen-Tannoudji Leon N Cooper Pierre-Gilles de Gennes Niels K Jerne Richard Feynman Kenichi Fukui Lawrence R Klein Herbert Kroemer Vitaly L Ginzburg David Gross H Gobind Khorana Rita Levi-Montalcini Harry M Markowitz Karl Alex Müller Sir Nevill F Mott Ben Roy Mottelson 诺贝尔奖相关图书 THE PERIODIC TABLE AND A MISSED NOBEL PRIZES THAT CHANGED MEDICINE NOBEL PRIZE edited by Gilbert Thompson (Imperial College London) by Ulf Lagerkvist & edited by Erling Norrby (The Royal Swedish Academy of Sciences) This book brings together in one volume fifteen Nobel Prize- winning discoveries that have had the greatest impact upon medical science and the practice of medicine during the 20th “This is a fascinating account of how century and up to the present time. Its overall aim is to groundbreaking scientists think and enlighten, entertain and stimulate. work. This is the insider’s view of the process and demands made on the Contents: The Discovery of Insulin (Robert Tattersall) • The experts of the Nobel Foundation who Discovery of the Cure for Pernicious Anaemia, Vitamin B12 assess the originality and significance (A Victor Hoffbrand) • The Discovery of
    [Show full text]
  • Spectroscopy & the Nobel
    Newsroom 1971 CHEMISTRY NOBEL OSA Honorary Member Gerhard Herzberg “for his contributions to the knowledge of electronic structure and geometry of molecules, particularly free radicals” 1907 PHYSICS NOBEL 1930 PHYSICS NOBEL 1966 CHEMISTRY NOBEL OSA Honorary Member Albert OSA Honorary Member Sir Robert S. Mulliken “for Abraham Michelson “for his Chandrasekhara Venkata his fundamental work optical precision instruments Raman “for his work on the concerning chemical bonds and the spectroscopic and scattering of light and for and the electronic structure metrological investigations the discovery of the effect of molecules by the carried out with their aid” named after him” molecular orbital method” 1902 PHYSICS NOBEL 1919 PHYSICS NOBEL Hendrik Antoon Lorentz and Johannes Stark “for his Pieter Zeeman “for their discovery of the Doppler researches into the influence effect in canal rays and of magnetism upon radiation the splitting of spectral phenomena” lines in electric fields” 1955 PHYSICS NOBEL OSA Honorary Member Willis Eugene Lamb “for his discoveries concerning the fine structure of the hydrogen Spectroscopy spectrum” & the Nobel ctober is when scientists around the world await the results from Stockholm. O Since the Nobel Prize was established in 1895, a surprising number of the awards have gone to advances related to or enabled by spectroscopy—from the spectral splitting of the Zeeman and Stark effects to cutting-edge advances enabled by laser frequency combs. We offer a small (and far from complete) sample here; to explore further, visit www.nobelprize.org. 16 OPTICS & PHOTONICS NEWS OCTOBER 2018 1996 CHEMISTRY NOBEL OSA Fellow Robert F. Curl Jr., Richard Smalley and Harold 1999 CHEMISTRY NOBEL Kroto (not pictured) “for their Ahmed H.
    [Show full text]
  • BEC) in Alkali Atoms Masatsugu Sei Suzuki Department of Physics, SUNY at Bimghamton (Date: January 24, 2012)
    Bose-Einstein condensation (BEC) in alkali atoms Masatsugu Sei Suzuki Department of Physics, SUNY at Bimghamton (Date: January 24, 2012) In 1925 Einstein predicted that at low temperatures particles in a gas could all reside in the same quantum state. This peculiar gaseous state, a Bose–Einstein condensate (BEC), was produced in the laboratory for the first time in 1995, using the powerful laser-cooling methods developed in recent years. These condensates exhibit quantum phenomena on a large scale, and investigating them has become one of the most active areas of research in contemporary physics. _________________________________________________________________________ The first gaseous BEC was generated by Eric Cornell and Carl Wieman in 1995 at the University of Colorado at Boulder NIST-JILA lab, using a gas of Rb atoms cooled to 170 nK. For their achievements Cornell, Wieman, and Wolfgang Ketterle at MIT received the 2001 Nobel Prize in Physics. In November 2010 the first photon BEC was observed. _________________________________________________________________________ Carl Wieman was born in Corvallis, Oregon in the United States and graduated from Corvallis High School. Wieman earned his B.S. in 1973 from MIT and his Ph.D. from Stanford University in 1977; he was also awarded a Doctor of Science, honoris causa from the University of Chicago in 1997. He was awarded the Lorentz Medal in 1998. In 2001, he won the Nobel Prize in Physics, along with Eric Allin Cornell and Wolfgang Ketterle for fundamental studies of the Bose-Einstein condensate. In 2004, he was named United States Professor of the Year among all doctoral and research universities. http://en.wikipedia.org/wiki/Carl_Wieman Eric Allin Cornell (born December 19, 1961) is an American physicist who, along with Carl E.
    [Show full text]
  • GALAXIES PART 1 (These Are the Video Notes from the Crash Course Video)
    CRASH COURSE ASTRONOMY: GALAXIES PART 1 (these are the video notes from the crash course video) We live in a pretty cool neighborhood: the Milky Way Galaxy. We're out in the suburbs, sure, but it's still an interesting place, buzzing with activity: stars, nebulae, stellar clusters of various sorts, the occasional supernova. It's a happening place. In the earliest part of the 20th Century, astronomers were just starting to figure this all out. But there were a handful of objects that were puzzling. Dotting the sky here and there were faint fuzzies displaying a variety of shapes. Some were round, some elongated, and some even seemed to have spiral arms. Even with big telescopes, they looked smoky, so they were simply called nebulae. Their existence was puzzling though. What were they? How did they form? Were they big? Small? Near? Far? Eventually, astronomers had uncovered the key to these objects, and in one fell swoop, our universe got a lot bigger. A lot. (Intro) In 1920, there were two competing ideas about the universe. One was that our Milky Way was it, and that everything we saw was in it. The other was that these spiral nebulae seen in the sky were also like our Milky Way, island universes in their own right. Two astronomers debated this controversy in that year. Harlow Shapley argued that the Milky Way was all there is, while Heber Curtis was of the opinion that we were one of many galaxies. It wasn't a debate as such, more of a presentation of ideas, and there was no clear winner.
    [Show full text]
  • 9-15 Wieman .Indd
    WHY NOT TRY a Scientific Approach to Science Education? By Carl Wieman he purpose of science education is no longer simply In short, we now need to make science education effective to train that tiny fraction of the population who will and relevant for a large and necessarily more diverse fraction of become the next generation of scientists. We need the population. a more scientifically literate populace to address What do I mean by an effective education in science? I be- the global challenges that humanity now faces and lieve a successful science education transforms how students that only science can explain and possibly mitigate, think, so that they can understand and use science like scientists Tsuch as global warming, as well as to make wise decisions, do. (See Figure 1). But is this kind of transformation really pos- informed by scientific understanding, about issues such as sible for a large fraction of the total population? genetic modification. Moreover, the modern economy is largely based on science and technology, and for that economy to thrive and for individuals within it to be successful, we need Figure 1. Transporting student thinking from technically literate citizens with complex problem-solving novice to expert. skills. Carl Wieman, recipient of the Nobel Prize in physics in 2001 and the Carnegie Foundation’s U.S. University Professor of the Year Award in 2004, currently directs the Carl Wieman Science Education Initiative at the University of British Columbia and the Colorado Science Edu- cation Initiative. Prior to joining UBC, he served on the faculty at the University of Colorado from 1984 to 2006 as a distinguished professor of physics and presidential teaching scholar.
    [Show full text]
  • Mil Veces Hasta Siempre Para Henry Y Alice El Hombre Puede Hacer Lo Que Quiera, Pero No Puede Querer Lo Que Quiera
    Cortesía de LibreríaPDF Encontrá muchos más libros en: www.libreriapdf.com JOHN GREEN Mil veces hasta siempre Para Henry y Alice El hombre puede hacer lo que quiera, pero no puede querer lo que quiera. ARTHUR SCHOPENHAUER 1 La primera vez que caí en la cuenta de que yo podría ser un personaje de ficción, asistía de lunes a viernes a un centro público del norte de Indianápolis llamado White River High School, en el que fuerzas muy superiores a mí que no podía siquiera empezar a identificar me exigían comer a una hora concreta: entre las 12:37 y las 13:14. Si esas fuerzas me hubieran asignado un horario de comida diferente, o si los compañeros de mesa que ayudaban a escribir mi destino hubieran elegido otro tema de conversación aquel día de septiembre, yo habría tenido un final diferente, o al menos un nudo narrativo diferente. Pero empezaba a descubrir que tu vida es una historia que cuentan sobre ti, no una historia que cuentas tú. Crees que eres el autor, por supuesto. Tienes que serlo. Cuando el monótono timbre suena a las 12:37, piensas: «Ahora decido ir a comer». Pero en realidad el que decide es el timbre. Crees que eres el pintor, pero eres el cuadro. En la cafetería, cientos de gritos se superponían, de modo que la conversación se convirtió en un mero sonido, en el rumor de un río avanzando sobre las piedras. Y mientras me sentaba debajo de fluorescentes cilíndricos que escupían una agresiva luz artificial, pensaba que todos nos creíamos protagonistas de alguna epopeya personal, cuando en realidad éramos básicamente organismos idénticos colonizando una sala enorme sin ventanas que olía a desinfectante y a grasa.
    [Show full text]
  • Phil Plait's Bad Astronomy Misconceptions
    Phil Plait's Bad Astronomy: Misconceptions 10/13/08 11:07 AM Blog Intro What's New? Bad Astronomy Misconceptions Movies News TV Free Planets Screensavers BA Blog Bring the Universe Alive on Your PC 100% Free Screensaver. Screensaver.com/Planets Q & BA Full-Svc Proposal Support Bulletin Board 83% Win Rate; 97% Return Clients Consultants in every labor category www.OCIwins.com Media My PR Kit Burr Pilger Mayer Radio One of the Bay Areas Top Accounting /Tax In Print Management Firms. Learn more.. www.bpmllp.com Bitesize Astronomy Withholding Hubble Space Telescope Data Book Store Bad: Bad Astro In general, withholding Hubble Space Telescope data is a bad thing. Store Good: Mad Science Actually, it is a very good thing; it improves the quality of the knowledge received from the data. Note: This is a long article; the longest Bad Astronomy to date. This particular issue is one near and dear to me, so please bear with me! Fun Stuff How it works: Site Info The idea that withholding Hubble Space Telescope (HST) data is bad is not Search the site something I have heard about in the media, but does seem to have some internet staying power. I have seen three general attitudes about it: Who am I? Contact me 1. People simply being curious as to why HST data are withheld from public view Public Talks for a year, Calendar/Events Check out my 2. People that think a NASA conspiracy is doing this, and book "Bad Links Astronomy" 3. People that feel that as taxpayers they have a right to immediate access to the data.
    [Show full text]
  • ¿ Qué Podemos Hacer Para Lograr Un Aprendizaje Significativo De La Física?
    ¿Qué podemos hacer para lograr un aprendizaje significativo de la física? Michel Picquart Universidad Autónoma Metropolitana Iztapalapa, Apdo. postal 55-534, Col. Vicentina, 09340 México DF, México. E-mail: [email protected] (Recibido el 9 de Octubre de 2007; aceptado el 22 de Diciembre de 2007) Resumen Con base en cómo llegan los estudiantes a la División de Ciencias Básicas e Ingeniería (CBI) de la Universidad Autónoma Metropolitana-Iztapalapa (México, D. F.) y la necesidad que tenemos de formar buenos profesionales, proponemos un cambio en los cursos de física del Tronco General (TG). Este cambio incorpora la detección de las ideas previas de los alumnos y la puesta en marcha de estrategias didácticas específicas para lograr el cambio conceptual adecuado. Se sugiere, en particular, la resolución de problemas abiertos propuestos como pequeños proyectos de investigación para que los resuelvan en equipos. Se enfatiza también sobre la necesidad de una formación pedagógica del profesorado. Palabras clave: Ideas previas, problemas como investigación y trabajo en equipo, formación docente. Abstract On basis to how come the students to the CBI division of the UAM-I and the necessity to form good professionals, we propose a change in the introductory courses of physics. This change takes into account the student’s misconceptions detection and new didactic strategies. It is suggested the resolution of problems as investigation and collaborative work. We also insist on the necessity of a pedagogical formation of the professors. Keywords: Previous ideas, problems as investigation and work team, training teachers. PACS: 01.40.Fk, 01.40.gb, 01.40.J-.
    [Show full text]
  • Spectrum Published During the 2002–2003 Academic ■ Year
    No. 23; FALL 2004 PECTRUM S FOR ALUMNI & FRIENDS OF THE DEPARTMENT OF PHYSICS & ASTRONOMY UNIVERSITY OF NEBRASKA–LINCOLN ANTHONY F. STARACE, EDITOR Materials Researchers Awarded $5.4 Million NSF Grant BY DAVE FITZGIBBON/ The grant funds more than UNIVERSITY COMMUNICATIONS research projects, Sellmyer said. Editor’s Note: The growing ma- Training of graduate and under- terials research group at UNL graduate students, and programs achieved one of its goals this year, for educational outreach and the award of a 6 year MRSEC for “Quantum and Spin Phenomena in technology transfer to business Nanomagnetic Structures.” David and industry are included in the J. Sellmyer is the Center Director. center. The six-year grant will Department faculty participat- fund salaries for two post-doctor- ing in the Center include Shireen al fellows, 14 graduate students Adenwalla, Bernard Doudin, Peter Dowben, Stephen Ducharme, and 10 undergraduate students. It Sitaram Jaswal, Roger Kirby, Di- also funds a program that brings andra Leslie-Pelecky, Sy-Hwang high school teachers and students Liou, Ralph Skomski, and Evgeny to campus for research experi- Tsymbal. The focus of the center is on fabricating and studying new ences, recruitment of graduate nanomagnetic structures and mate- students from underrepresented rials. In what follows we reprint the groups, and supports a “Women UNL news release of the award. in Science” program for high MRSEC Group: Some of the MRSEC faculty at a September 24th, 2002 cel- school students. incoln, Neb., Sept. 23, ebration hosted by Chancellor Harvey Perlman and Vice Chancellor for Research Prem Paul to recognize the NSF award.
    [Show full text]