IMITS Programs (Workshops) The CPU approach integrates handson activities to teach physics in a comprehensive,descriptive, and math friendly manner.teachers develop concepts, not http://ivc.uidaho.edu/imits/programs_workshops.shtml
Extractions: CPU is a one week physics summer workshop designed for Elementary andMiddle school teachers. The CPU approach integrates hands-on activities to teach physics in a comprehensive, descriptive, and math friendly manner.Teachers develop concepts, not mathematical formulas. This project will be over two Summers and teachers will receive up to 3 credits per Summer.The physics concepts studied are typical of those taught in elementary and middle schools, such as Light and Color, Electricity, Electro-statics, Scientific Underpinnings, and Motion. Teachers will receive material kits to implement modules in their classrooms. A great supplemental program for teachers who teach physical science concepts.
Extractions: gnovak@iupui.edu , Indiana University-Purdue University of Indianapolis Much effort is being expended on exploring the use of the WWW for teaching and learning. One of the reasons for this is that the WWW presents unparalleled opportunities for modes of communication with which new and different teaching and learning techniques can develop. Since the heart of teaching and learning is communication, the WWW represents fertile ground for educational development. In these early stages of development, what are some broad categories of web usage for science education? Let's consider five categories in terms of the technology they require and the kinds of communication they foster. A basic HTML (hypertext markup language) document can deliver a great deal of information including text, images, movies, and sounds. Such documents are good for one-way communication, with information passing from the teacher to the student(s). A WWW browser can access such documents from the simplest storage medium, such as a floppy disk that the student picks up in a faculty office, as well as from a WWW server. The vast majority of web-based education-related material falls into this "information delivery" category. Examples are standard syllabi, lecture notes, course calendars, etc. These materials, by their very nature, provide little interactivity. They do not permit communication from student to faculty, but they do provide 24 hours a day access to information - as the students need it.
McGraw-Hill Books By Subject SCIENCE / Physics Experiments in physics (paperback); physics, activities Manual (paperback); to accompanyCollege physics (paperback); of Everything (paperback); teach Yourself 101 http://doi.contentdirections.com/mr/mgh_subject.jsp/SCI055000/10.1036/
ENC Online: ENC Features: Lessons & Activities: Science Topics: Matter such as Bad Meteorology, Bad Chemistry, and Bad physics. animated courtroom drama,handson science activities, and humor to teach students fundamental http://www.enc.org/features/lessonplans/science/0,1578,1-Matter,00.shtm
Extractions: Skip Navigation You Are Here ENC Home ENC Features Science Topics Search the Site More Options Classroom Calendar Digital Dozen ENC Focus ... Ask ENC Explore online lesson plans, student activities, and teacher learning tools. Find detailed information about thousands of materials for K-12 math and science. Read articles about inquiry, equity, and other key topics for educators and parents. Create your learning plan, read the standards, and find tips for getting grants. Use science topic words to find web sites with lesson plans and activities. NatureShift!: linking learning to life This web site, produced by the North Dakota Science Center, contains hands-on, problem-based activities, which are aligned with the NSES and National Social Studies Standards. The site helps children learn about concepts within science and technology, as well as about North Dakota history and geography.
ENC Online: ENC Features: Lessons & Activities: Science Topics: Sound grade 3 by Paso Partners, introduces the physics of sound. animated courtroom drama,handson science activities, and humor to teach students fundamental http://www.enc.org/features/lessonplans/science/0,1578,1-Sound,00.shtm
Extractions: Skip Navigation You Are Here ENC Home ENC Features Science Topics Search the Site More Options Classroom Calendar Digital Dozen ENC Focus ... Ask ENC Explore online lesson plans, student activities, and teacher learning tools. Find detailed information about thousands of materials for K-12 math and science. Read articles about inquiry, equity, and other key topics for educators and parents. Create your learning plan, read the standards, and find tips for getting grants. Use science topic words to find web sites with lesson plans and activities. Kit and curricular companions This Internet site provides a connection of links to curricula resources for technology, life, Earth, and physical science teachers in grades K-8. Developed by the Keystone Science Network, the site is intended to supplement national standards-based science kits, including Science and Technology for Children (STC), FOSS, and Insights; but all teachers will be able to use the resources to support their teaching.
PHYSICS 202-080 problembased learning strategies to teach physics principles and The students learningof physics is structured a cycle of in-class activities which include http://www.physics.udel.edu/~baw/phys202.html
Extractions: Office: 270 Sharp Laboratory Phone: 831-6526 The second half of a two-semester course that provides an introduction to algebra- and trigonometry-based physics for students majoring in biology, chemistry, sciences other than physics, pre-medicine, as well as other disciplines. The class meets three times a week, i.e., 75 minute sessions on Tuesdays and Thursdays, and a three-hour session on Wednesdays that includes laboratory and recitation sessions. The three-hour Wednesday meeting time is devoted to a combination of tasks including the traditional laboratories, problem-solving laboratories, and whole class activities. This class session should be used as an opportunity to complete assignments, real-world problems, as well as complete laboratory assignments. The mathematical techniques used in the course require that the students have developed functional skills in algebra and trigonometry. Functional skills include knowledge of basic algebraic operations, the ability to evaluate algebraic expressions, to translate into algebraic symbols relationships which are expressed in words, to solve "word" problems, to manipulate and solve first and second (quadratic) degree equations, to solve problems involving trigonometric functions and to represent functional relationships graphically.
Physics Education Research Papers On The Web and inservice teachers to teach physics, Presented at The physics teacher 17, 235-242(1979 of an Instrument to Assess Problem Solving activities in Technology http://www.physics.umd.edu/perg/perow.htm
Is The Computer Appropriate For Teaching Physics? how do they respond to what we teach them? I classify computer activities designedto promote learning as precise, and insightful kind that we need in physics. http://www.physics.umd.edu/perg/papers/redish/cipcom.html
Extractions: Department of Physics, University of Maryland, College Park, MD 20742-4111 (Published in Computers in Physics When the personal computer first came out in 1981 I was elated. As a physics teacher at a research university and as a researcher in a field that uses computers heavily, I was concerned that our undergraduates weren't learning to do physics with computers. My attempts to use our mainframe in class were frustrated by the difficulty of teaching my students our job control language and the difficulty of their getting computer time. The personal computer seemed like the answer. I bought my first PC in December 1981. A dozen years later I'm now the proud owner of three machines home, office, and laptop. My department has two microcomputer labs and a laboratory with microcomputers. My campus has computer workrooms in the dorms, library, and parking garage. Computers in education are clearly here to stay. Now seems like a good time to ask: Have we figured out the right way to use the computer in teaching physics? One of the first computer education applications I saw was at a meeting of the AAPT in the early '80s. A cart ran down an inclined plane. The computer recorded its one hundred times each second, fit the data with the textbook formula, and, in less than a minute, printed out a report showing the values of the parameters extracted and graphs of the data and theory. This is what I call a "the computer gets an A the student gets an F" experiment. If you didn't understand it before you saw it, you wouldn't learn much from it.
1996 Teaching Activities- Shake, Rattle And Roll Geology; Design and Technology; physics; Geography. ESTIMATED TIMEActivity 1. Three 45minute Sessions; Activity 2. One 60-minute Session. http://www.nsf.gov/od/lpa/nstw/teach/nstw1996/shake/start.htm
Extractions: Youngsters explore basic principles of structural design and material strength to discover effective ways to construct buildings that can withstand earthquakes. They then design a series of experiments to explore the relationship between the type of ground a structure is built on and the degree of damage it is likely to sustain in an earthquake. Suggested Age Level: 8 through 15 SKILLS SUBJECT AREAS ESTIMATED TIME Activity 1. Three 45-minute Sessions Activity 2. One 60-minute Session
Teaching Activities (K. Kohary) Teaching activities (K. Kohary). 1998/99 (at Budapest University of Technologyand Economics) Experimental physics practice I. (1998 autumn) (in Hungarian). http://www.physik.uni-marburg.de/~kohary/teach.html
Extractions: I have teaching experience in three different countries in three different languages: 2003/04 (at Department of Materials, University of Oxford 2001/02 (at Philipps University Marburg 2000/01 (at Budapest University of Technology and Economics 1999/2000 (at Budapest University of Technology and Economics 1998/99 (at Budapest University of Technology and Economics Atomic and molecular physics practice (1999 spring) (in Hungarian) Experimental physics practice I. (1998 autumn) (in Hungarian)
ATK Thiokol Community Outreach helping them find exciting ways to teach science to also provide support for elementarylevel science activities. Utah State University Lagoon physics Day. http://www.atk.com/thiokol/outreach.htm
Extractions: Useful Links Outreach Programs commitment to our communities. Education Programs Partners-in-Education ATK Thiokol teams with local schools through the Partners-in-Education program. Classroom Materials for Educators Educators may request free posters, stickers, patches and other materials for classroom or motivational activities. Onsite Tours Monday through Friday from 8:30 a.m. to 2:30 p.m., we offer guided tours of our rocket display at our Promontory facility. In conjunction with this tour, educators may also request a 30-minute video presentation. Unguided tours of the rocket display are available during daylight hours seven days a week. Expanding Your Horizons of Northern Utah (EYH) We sponsor the event and provide a committee that works with Weber State University (WSU), the Utah Math/Science Network and other Utah businesses.
OPLIN OH! Teach / INFOhio Curriculum Areas Science Physical OH! teach / INFOhio Curriculum Areas Science Physical Science resource containseducational activities relating to School Lesson Plans physics http//www http://www.oplin.lib.oh.us/index.cfm?ID=19-2190-854-2298
Course Descriptions PHY 110 Introduction to physics with Laboratory (3,2,4) Conceptual physics for nonsciencemajors. Using guided inquiry activities to teach basic principles http://physics.nku.edu/pga_courses.htm
Extractions: Course Descriptions NOTE: Northern Kentucky University has established abbreviations for its various disciplines. These abbreviations, which are printed below the name of each discipline in the following course descriptions, should be used in preparing course schedules and at other times when referring to specific courses. Following course titles are three figures in parentheses. The first of these indicates the number of lecture hours in the course; the second, the number of laboratory hours; and the third, the number of semester hours of credit. AST 110 Solar Systems Astronomy with Laboratory (3,2,4) Integrated lecture and laboratory; survey of the solar system with emphasis on application of scientific method; current thought on structure, dynamics, origin, and evolution of sun and planets; laboratory activities on AST 115 Stars, Galaxies, and Cosmology with Laboratory (3,2,4) Integrated lecture and laboratory; structure, dynamics, origin, and evolution of stars, galaxies, and the universe within framework of scientific methodology; laboratory activities on observational techniques and astrophysical processes. Knowledge of elementary algebra is helpful. A general studies course (natural sciences). AST 315 Introductory Astrophysics (3,0,3) Quantitative application of physical principles to subjects of astronomical interest; orbits, planetary atmosphere escape, interactions of radiation with matter, analysis of stellar atmospheres, and evolution and origin of the elements. Same as PHY 315. PREREQ: PHY 222 and MAT 120.
Search Mathcad.com And I can t teach em physics unless they sign up for education program that involvesfuture teachers in science activities at the The physics teaching majors http://www.mathcad.com/community/user_stories_display.asp?u=43&i=0
Physical Sciences Resource Center on activities are based on Steve Jacobs Whelmer s activities. Subject General physics/ Collections. from ages five to seventeen that teach about astronomy and http://www.compadre.org/psrc/search/search.cfm?resourceType=91,123&b=1
Post-Graduation Activities Dr. Julian Blake, 66. I majored in physics at Amherst because I wantedto teach. More Postgraduation activities Return to the Main Menu. http://www.amherst.edu/~physics/alum.html
Extractions: Dr. Seymore Goldwasser, '35 Mr. Frederick G. Baily, '50 Mr. David Marsh, '50 Dr. J. Peter Toennies, '52 ... Mr. Jonathan Lackman, '96 I would like to state that my thinking processes in professional life were honed by my three math courses, my three physics courses and my 5 chemistry courses which allowed me to obtain my Ph.D. in Physical Chemistry at Princeton in '39 after serving a year at Amherst doing research for Professor R.A. Beebe under a National Research Council Grant. At the time I attended Princeton, I was the only one with a B.A.; my classmates all had their M.S. degrees and obviously had had more advanced grounding in science than I. The fact that I completed my Ph.D. in the then usual three years speaks to the excellence of my Amherst training. My three years in Physics and Mathematics at Amherst provided a solid basis for the engineering programs at MIT and Caltech which followed my departure from Amherst. I went to work for General Electric in Schenectady in 1951 with an assignment in the General Engineering Laboratory developing air turbines for local-power generation for the Boeing B-52. The bulk of my GE career was spent in the large steam turbine business in Schenectady in the design, development and application of fossil-fuel and nuclear units for utility power generation. As manager of Application Engineering I have had the opportunity to write a large number of technical articles and make numerous customer presentations around the world. My Amherst liberal education has proven very useful in these communication activities.
A Proposal To Prepare Teachers To Teach With Technology are separately funded with funds in the physics area in available to the teachersfor activities and access their own programs at the schools where they teach. http://www.unt.edu/cdl/funding_opps/twt_grants1998/proposals1998/roberts.htm
Extractions: A PROPOSAL TO PREPARE TEACHERS TO TEACH WITH TECHNOLOGY BY DR. JAMES A. ROBERTS PROFESSOR OF PHYSICS, THE UNIVERSITY OF NORTH TEXAS ABSTRACT Teaching with technology is a two edged sword for many teachers. When properly trained teachers and students can have access to a marvelous tool to conduct our tasks. On the other hand, technology is intimidating to those who do not understand and use it . The major goal of this project is to make science and technology user friendly to the 20 teachers who will participate in the Regional Collaborative for Excellence in Science Teaching Workshops each summer at the University of North Texas. What is learned about interfacing the teachers with technology will be shared within teaching profession. The teachers will learn how to use electronic information sources, how to use digital cameras for collecting images, how to print these images from computer storage to produce color transparencies and images to use in class room teaching. NARRATIVE The request for funding for work stations is part of a larger effort that encompasses the state of Texas through the Texas Collaborative for Excellence in Science Teaching. The branch at the University of North Texas is the Regional Collaborative for Excellence in Science Teaching which includes a collaborative in the College of Education, UNT, directed by Dr. Jim Poirot, a collaborative in biology, directed by Dr. Olivia White and a collaborative in the College of Arts and Sciences, directed by Dr. James A. Roberts. Each of these units are separately funded with funds in the physics area in excess of $90,000 for the 1989-1999 funding cycle.
BEAMS: Becoming Enthusiastic About Math And Science wish to teach the activities in their own schools. Plans are now underway to developlifescience activities for 7th grade classes and physics activities for http://www.nas.edu/rise/examp46.htm
Extractions: Becoming Enthusiastic about Math and Science (BEAMS) brings 5th and 6th grade students and their teachers to the U.S. Department of Energy's Thomas Jefferson National Accelerator Facility from the surrounding area (Newport News, VA) for approximately 15 hours over the course of a week. Volunteers from the Jefferson Lab's technical staff lead the students in age-appropriate, hands-on, inquiry-centered math and science activities, conduct tours of the lab, and provide career role models. The activities, some of which can be viewed on the Web, have been developed over several years by the Jefferson Lab education staff in conjunction with technical staff volunteers and local teachers. One goal has been to insure that the activities can be integrated into the schools' science education programs. A follow-up Family Night at the lab involves the parents of the students. Becoming Involved
Main Page Template How do we teach? Studying physics at Bristol is not just about lectures. In additionyou will participate in a variety of activities designed to improve your http://www.phy.bris.ac.uk/ugadmissions/HowWeTeach.htm
Extractions: UCAS How do we teach? Introduction Studying physics at Bristol is not just about lectures. You will also take part in small group tutorials, laboratory work, self-directed learning, computing and project work. In addition you will participate in a variety of activities designed to improve your verbal and written communication skills that you will find useful whatever your chosen career. Lectures Lectures normally last for fifty minutes and often make use of demonstrations and modern visual aids. To support the work you do in lectures you will be expected to read recommended background material and to attempt graded problem sheets that are handed out according to our timetable. Help with examples is available through tutorials and problems classes, but many students find that discussions with friends on the course is also very stimulating and helpful. Tutorials On arrival in the department in the first year every student is allocated a member of staff as their Personal Tutor. He or she will follow your progress, give you advice and help on your coursework and is normally your first point of contact if personal or other problems arise. They will also be able to put you in contact with the other student support services if necessary. In the first year your Personal Tutor also acts as your Academic Tutor and guides you in the transition from the School to the University learning environment. In the first year there are weekly time-tabled meetings in a group of four students. From the second year onwards you will meet other academic members of staff through problems classes and other non-lecture based activities, but you always keep the same personal tutor throughout your course.
Physics The physics of Kentridge High School provides a great student made projectthat has information on the physics involved with everyday activities. http://members.tripod.com/exworthy/physics.htm
Extractions: powered by FreeFind Physics My Own Physics Humor- Links to high school physics sites and lots of interesting topics such as, the worst cheaters, physics song book, physics cartoons, and errors in text books completes this "break in the action" site. The Physics Classroom - Find a physics tutorial, animations that show concepts, and help for graphing problems, recognizing forces, identifying vector magnitude and direction, and practice vector addition. DC Physics Humor The Physics Zone - Wow! This resource contains lessons, solutions, and many "shockwave" animations, organized by motion, forces, waves, and more. Physics Flash Animations - Find animations related to Boyle's Law, mechanics, electricity and magnetism, lens optics, micrometer caliper, oscilloscope, quantum mechanics, relativity, sound, and more. Online Experiments - Students can engage in experiments right now, organized by common household items, computer, and shockwave experiments. Intimate Computer Experiments - Students will find more experiments here.
