Extractions: The academy is a school for students accelerated in mathematics and science as juniors and seniors. It is an exam school which is free to the students and considered a public school. We are located on the campus of Worcester Polytechnic Institute . Our philosophy includes an active learning environment where students explore many topics in an interdisciplinary way. Please walk through some of the activities below and let us know what you think. I am currently working to construct student pages, faculty support pages will be following. At the academy, any student who has not had Chemistry in their sending school takes a semester of Chemistry as a mandatory elective. As an elective it is an "extra" academic class which contains a laboratory component and many home activities and labs. Below you will find many such activities for your use. Explorations in Physics is taken by all juniors at the academy. We do a variety of activities, most of which are hands-on and open ended. A sampling of some of those which I have worked to create is listed below.
Science Stuff: Workshop Catalog on handson activities to introduce simple machines and forces. Designed for anyteacher who needs to understand or teach very simple, foundational physics. http://www.sciencestuff.com/workshops/desc.shtml
Extractions: Duration and Fees : 3 hours ($40.00) 3, 2, 1...IGNITION...LIFT OFF! Build and launch your own rocket! This workshop is appropriate for beginners as well as experienced model rocketeers. Learn how to apply trig to altitude calculations and much more. Great for Middle/High School Physical Science and Physics Teachers. Title : No Fossil Left Behind Duration and Fees : 3 hours ($40.00) Participants will experience three interesting paleontology labs which can be easily adapted to grades 3-8. Activities will focus on presenting students with some of the same challenges faced by paleontologists. Participants will experience the task of actually excavating delicate fossils as they carefully remove them from a surrounding matrix, simulate the process of petrification, and use their knowledge and skills to investigate their own fossil graveyard. Title : Conservation through Education with Herpetology
The Science House Using CalculatorBased Laboratory (CBL) Equipment to teach Math and Science Graphingcalculators and calculator It covers activities from physics From the http://www.science-house.org/workshops/
Extractions: Offered by The Science House, North Carolina State University The Science House provides one or two-day programs to update and refresh teachers' mathematics, science, and Internet skills. These workshops have been taught many times in schools across North Carolina. Our workshop participants learn skills and activities that they can immediately use in their own classrooms. We especially emphasize programs to help meet teacher technology competencies. Each workshop can be tailored to fit local needs. Open Registration Workshops GIS in the Classroom This workshop will provide teachers with a basic overview to Geographic Information Systems technology. As the importance of the earth/environmental science curriculum in North Carolina grows, computer applications that support these sciences grow as well. The GIS software applications are visual mapping techniques to enhance the way that scientists, community planners, and business professionals examine data. GIS is a tool that will allow analysis of information in a different and powerful fashion. For middle and high school teachers. To register visit the
Harvard MRSEC - Educational Activities The teach program conducted with assistance from an Industrial Internship. GraduateActivities A popular and course entitled Materials Chemistry and physics. http://www.mrsec.harvard.edu/education.html
Extractions: The Center actively promotes interdisciplinary education in materials as well as research. The dedication and leadership of the faculty underscore our commitment to help pre-college students discover the excitement of scientific inquiry, develop new methods of teaching science and assist teachers, provide undergraduates with their first taste of real research, and prove the value of interdisciplinary teamwork to the nation's future materials scientists and engineers. Center faculty participate in Project TEACH (The Educational Activities of Cambridge-Harvard). Coordinated with the Cambridge Public Schools, the purpose of the program is to interest students early in college. Each seventh-grade class from the Cambridge Public Schools spends a day at Harvard where they receive information about college admission, meet with former Cambridge students new in college, learn first-hand about undergraduate life, and are exposed to critical thinking drawn from familiar examples in science and engineering by MRSEC faculty. The TEACH program conducted with assistance from an early awareness coordinator and a team of undergraduates supported with funds from Harvard College.
Concord.org -> Resources - Physics Home CC Resource Center Resources physics. the MoLo activities (atomic structure,bond formation/type, and a series of activities to teach genetics); http://www.concord.org/resources/browse/subjects/science/physics.html
Extractions: Not Logged In Login Now? News Research Courses ... CC Resource Center Resources - Physics Top Level Subjects Science Charged Strings is a model that computes the lowest energy conformation of a linear string of charged balls. Students vary the charges to give a particular three-dimensional shape. The resulting molecules can be rotated in 3D to assess any discrepancy between their predictions and the model's new shape, and compared with the original shape.
WiP: Other Activities: Purdue University Information on WiP s activities. Women in physics holds an HTML Workshop during theFall Semester each year The goal of the workshop is to teach anyone who is http://www.physics.purdue.edu/wip/activities.shtml
Extractions: WiP Homepage Physics Homepage Purdue Homepage Women in Physics is involved in a variety of activities throughout the year. Each activity has its own distinct goal, but they all serve to benefit the community in some fashion. They include ScienceScape , an HTML Workshop , the Holiday Drive for the Needy Imagination Station Expanding Your Horizons , and the traveling Physics FunFests ScienceScape ScienceScape is held each year during the summer at Purdue University. The program is open to girls ages 11 through 14. The camp teaches some of the basic fundamentals of physics, and it gives the girls women in physics role models, making physics more accessible.
Teaching Activities teaching activities out to require at least as much cognitive psychology as physics. student,Brooke Schefrin) to understand and properly teach those aspects http://www.colorado.edu/physics/2000/teach.html
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.
Recent Professional Activities Explorations in physics An ActivityBased Approach to Understanding the World, DPJackson, PW Laws, and SV Franklin, ( John Wiley, New York, 2002). teach. http://physics.dickinson.edu/~dept_web/activities/activities.html
MOE TEACH - Degree Holders Criteria Generally, graduates with Honours degrees are deployed to teach at the are also expectedto take up CoCurricular activities at the 4, physics - physics, Yes, Yes, http://www.moe.gov.sg/teach/Degree.htm
Push To Reorder Sciences Puts Physics First ll understand this better next year, when you get physics. So why not teach itthat way? . In most ninthgrade physics classes, many activities are designed http://mbhs.bergtraum.k12.ny.us/cybereng/nyt/science.htm
Extractions: January 24, 1999 By TAMAR LEWIN or generations of high school students, the sequence of science has been a given: 9th-grade biology , 10th-grade chemistry and, for the minority who make it that far, 11th-grade physics But that sequence, established a century ago when science was a simpler matter, is being reversed, as a growing number of scientists and educators agree that physics ought to come first. While only a few schools actually have retrained their teachers and made the difficult transition to ninth-grade physics , there is increasing consensus that flipping the sequence gives the curriculum a coherence it now lacks, and allows students to build on concepts they have learned. "We're proposing a kind of conceptual physics that is not so mathematical, using just the algebra ninth-graders know," said Leon Lederman, a Nobel Prize-winning physicist who is the leading advocate of physics first. "You can teach Newtonian motion, the conservation of energy, and give a feeling for what an atom is, so they can walk into chemistry the next year with grace and confidence. Having those concepts first seems to be especially helpful for girls and minorities. I'm sure it's a winning battle, but like truth and justice, it's going to take some time."
Teaching Materials And Online Resources lectures with activities where students teach each other well as rationale for theseactivities, and ConcepTest and companion book contain physics problems with http://newgenerationprogram.wisc.edu/ScientificTeaching/GRID.htm
Extractions: Teaching Materials and Online Resources Supplementary Online Materials from Jo Handelsman, Diane Ebert-May, Robert Beichner , Peter Bruns , Amy Chang, Robert DeHaan , Jim Gentile, Sarah Lauffer, James Stewart, Shirley M. Tilghman , and William B. Wood. Science 23 April 2004 Teaching Materials and Online Resources by Subject Area URL Type of Material or Resource Description Biology Biology Brought to Life: A Guide to Teaching Students to Think Like Scientists www.plantpath.wisc.edu/fac/joh/bbtl.htm Classroom activities, inquiry-based labs These online book chapters offer ideas for cooperative exercises and inquiry-based labs that can be integrated into biology courses. Chapters include how-to instructions, rationale, and full-length labs with teacher guides. BioQUEST Curriculum Consortium http://bioquest.org Multimedia This collection of computer tools allows students to pose their own problems, solve these problems through investigations of their own design, and persuade their peers that their conclusions are correct: the BioQUEST "3 P's."
Activities, REU Students And RET Teachers Summer 2000 developing a test to identify these misconceptions. physics EducationResearch what we teach and what is learned, a mismatch? . http://www.phyast.pitt.edu/~reupfom/sum00.html
Extractions: Anne Smith from the Univ. of Pittsburgh, working with Prof. Thompson , Prof. Peter Lichard, and Dave Kraus, on magnetic field maps in E865 at BNL. "Re-evaluation of the Magnetic Field in E865". She compared measured magnetic field components for Experiment E865 at BNL (search for the rare kaon decay K to pion, muon, and electron) with candidate models to be used in analysis. Discovered, verified and elucidated shifts and scaling factors between some models, and catalogued data discrepancies. Alexander Urban from the Univ. of Texas, working with Prof. Julia Thompson, Prof. Donna Naples, and Dave Kraus on optical transition radiation and its possible use as a beam monitor in the MINOS experiment at FNAL."Optical Transition Radiation as a Possible Means of Particle Beam Monitoring for the MINOS Experiment". He found that one apparent peak in the backward direction was an artifact arising from a different derivation for the forward and backward hemispheres. Sarah Panitzke , from Southern Illinois University at Edwardsville, working with Prof. Thompson
Goals Of The Physics Department teach all students some of our best Emphasize the connections between physics andother disciplines; encourage interdisciplinary activities and an http://www.physics.hmc.edu/goals.html
UCLA Physics Astro. Parent Involvement to understand basic concepts of physics and astronomy and then to make suggestionsof assorted hands on activities which should help teach these concepts. http://www.physics.ucla.edu/k-6connection/parent.htm
Extractions: As a parent you don't need to be reminded that your child's teacher is overworked. With all of the responsibilities that teachers have, we find it difficult to imagine how they can even survive one hectic day after another. With all of the different subjects teachers are expected to present to their classes, it's no surprise that they really don't have the time to master such topics as physics and astronomy. Even if they were masters (and some are), where are they going to find the time and resources to gather the materials to teach a real "hands on" program? Current educational research indicates that students learn best when given lots of activities which involve the manipulation of equipment. Our purpose on this page is to present basic material to help teachers to understand basic concepts of physics and astronomy and then to make suggestions of assorted "hands on" activities which should help teach these concepts. In designing materials to be used in the hands on activities, we have made every effort to keep the equipment requirements simple. Where possible the materials are constructed of paper or require ordinary materials that can be obtained in a market or hobby store. Still, with the great demands on the teacher's time together with the occasional need for more elaborate equipment, it still won't be easy for them to obtain the required materials. Here is how you might help: 1) Read over the suggested activities and if you can see how you might provide some of the required materials for your child's teacher, offer to help. For example, the instructional unit on mass, weight and density requires some special shop work and equipmentcould you construct the "
PhysTEC - Links teach 35, 340347 (1998). W. Leonard, R. Dufresne, W. Gerace, and J. Mestre, Mindson physics, activities and Reader (Kendall/Hunt, Dubuque, IA, 1999). http://www.phystec.org/links.html
Physics, Environment, Technology, And Society It is, indeed, challenging to teach physics in our of a given student and identifyingphysics applications and in the students activities and situations for http://www.dilnet.upd.edu.ph/~ismed/elink/ismed4.htm
Extractions: Summary Physics in context, for example, physics in daily life, physics and technology, physics and society, and community-based physics, has been advocated for physics teachers at all levels for the last two decades. This approach aims to make physics relevant to the life of a student. Teaching physics for Philippine development, for instance, gives meaning and direction to a teachers task. Physics in context goes beyond physics for the inquiring mind and physics for fin. This module wraps around two UP NISMED monographs I wrote: Monograph No. 38, Teaching Physics for Philippine Development (1986) and Monograph No. 44, Community-Oriented Physics Projects for the Secondary Level (1990).
Department Of Physics The Doctoral Research programme in physics is designed to teach students to meticulousmethodology, indispensable for highly qualified activities in a http://www.unitn.it/dipartimenti/fisica/eng/dottorato_fisica_eng.htm
NSTA Institute CO) Tired of trying to teach a subject Perform activities and learn concepts fromthe FORCE AND Scott Jackson (Virginia Instructors of physics Harrisonburg, VA http://institute.nsta.org/personal_sched_browse_by_subject.asp?meeting=2004RIC&s
TEACHERS GUIDE Another option is to use these activities to teach the unit on diffraction. Itis always interesting to observe students using physics concepts (diffraction http://chem.lapeer.org/physicsdocs/Goals2000/Guide1.html
