List of Talks
March 6-7, 2009
Meeting Flyer
The Spring Meeting of the CSAAPT will be held
at Lord Fairfax
Community College-Middletown
Campus in Middletown, VA. The local organizer of the meeting is
Bill Warren, BWARREN@lfcc.edu.
Please send your title and abstracts directly to Bill Warren.
"Using Student Discourse to Improve
Learning," Charley Sabatier, Mount Vernon High School, Fairfax
County Public Schools, Alexandria, VA (Charles.Sabatier@fcps.edu)
Abstract: Student discourse is a
vital tool in both developing an understanding of physics
concepts and assessing student understanding. This presentation
will focus on methods used in my classroom to promote both
verbal and written discourse as well as anecdotal results
observed from using these strategies in different parts of the
learning cycle.
“Evaluating research-based curriculum
design: an example from upper level thermodynamics,” Brandon R.
Bucy, Physics Department, Randolph-Macon College, Ashland, VA
(BrandonBucy@rmc.edu)
Abstract: Members of the Physics
Education Research Laboratory (PERL) at the University of Maine
have undertaken a program of research and curriculum development
targeted at students learning advanced physics concepts. My
colleagues and I have developed and implemented a guided-inquiry
instructional sequence for upper-level undergraduate
thermodynamics students in order to address specific student
difficulties with partial derivatives encountered in our
research. The sequence uses a graphical interpretation of
partial derivatives in the context of an ideal gas P-V-T surface
to bridge the abstract mathematical concepts with concrete
physical properties. I will present pre- and post-instruction
data from several semesters of a classical thermodynamics course
in which the sequence was administered, and compare those
outcomes to results obtained after lecture-based instruction
only. Preliminary results imply that the sequence not only
addressed the difficulties observed but also positively impacted
student performance on related topics later in the course.
Research supported in part by NSF Grants #PHY-0406764 and
#REC-0633951
"Using Assessment to Promote Higher Order Thinking," Scott Murphy,
Department of Physics, University of Maryland, College Park, MD (smurphy5@umd.edu)
Abstract: Many
science assessments (especially for lower level classes) rely on
multiple choice testing that favors rote memorization of
vocabulary over identifying causal mechanisms to explain natural
phenomena. Therefore, it is important that we use our
assessments and in class reviews to allow students to generate
their own answers and take ownership of the material by
participating in all phases of the assessment process, from
creation to evaluation.
"A Curricular and Pedagogical
Innovation Grant," Harold Geller, Department of Physics and
Astronomy, George Mason University, Fairfax,
VA (hgeller@gmu.edu)
Abstract: I proposed
(successfully) to offer a course in the fall of 2009 within the
Department of Physics and Astronomy, which will utilize the
broad based public interest regarding the question of life in
the universe. This will be done with a new one-semester course
(4 credit) in astrobiology titled "The Scientific Search for
ET." This course will allow students to develop an understanding
of the natural sciences and meet their Mason general education
requirements for a laboratory science course. This course will
be truly interdisciplinary, addressing the physics, chemistry,
geology and biology of the search for life in the universe.
Students will learn to handle both quantitative and qualitative
data and information as they critically examine the scientific
basis for the search for life. This course will be offered in a
studio classroom setting combining elements of both a lecture
and laboratory component.
"Beyond AP: Teaching Creative
Problem Solving Through Engineering Projects," J. Allen
Burton, Physics Teacher, Mountain Vista Governor’s School (aburton@lfcc.edu)
Clelia LaMonica, Physics Teacher, Mountain Vista Governor’s School
(clamonica@lfcc.edu)
Abstract: Creative
problem solving is a required skill to be successful in physics,
but how is this skill taught? This presentation will share the
experiences of two teachers as they have used engineering
projects to aid in developing students’ creative problem solving
skills. The presenters will share several of the projects used
with their students and discuss the benefits of using precious
class time for such activities.
"A Variation of Physics First," Frederick L.
Hoffman (fhoffman@rvgs.k12.va.us),
Ken Cundiff (cundiffkj@gmail.com),
Roanoke Valley Governor’s School, Roanoke, VA
Abstract: The Roanoke Valley
Governor's School is in its third year of teaching Lab Physics
to our freshman class. Their math class has approximately six
weeks of statistics to prepare them to include that in their
research projects. Our lab Physics course tries to use as much
statistics as is feasible in physics labs. We try to use as many
interfacing labs as possible to get the students aware of
data-collection options for their projects. What remains is to
teach as much physics as possible to give them a solid base for
the chemistry and biology courses they will take at RVGS. Next
year will be the first year that some seniors will be taking a
second high school physics course. I will share some experiences
and expectations of our work.
"It's just a theory, right?" Pascal Renault,
John Tyler Community College (prenault@jtcc.edu)
Abstract: In this presentation, I
will present a classroom exercise that aims at teaching the
meanings of words such as law, inductive reasoning, theory, and
empirical, as they are used in the concept of science. The
rationale behind this exercise is that a fundamental building
block of scientific literacy is understanding that laws of
nature, such as Newton's laws, are not agreed upon regulations,
such as the laws of driving; and understanding that theories,
such as the Theory of Relativity, are not less true than laws
for the reason they are called theories. The approach is to use
a classroom exercise where students are asked look up to use
these words and concepts, and use them in the context of a
detective story.
"Demo based learning/teaching," Saharsha
Nambiar, Millbrook High School, winchester, VA (NambiarS@frederick.k12.va.us)
Abstract: In most surveys that I
have done and asked students what was the most fun activity or
how did they learn best, overwhelmingly the students have
responded that the demos best helped them to learn and
understand. I now have devised a method for demos based
learning. I perform a demo at the start of class, the students
observe what happened, write down what they aw and why it
happened. The students are allowed a partner discussion to find
the physics reason of the demo. The students answer a few
multiple choice based questions. The students report their
answers, followed with a discussion of the physics concepts,
principles. The students can then change their answers to the
activity or MC questions and grade their work before and after.
Some sample demos and questionnaire will be shared.
"Membership in
the American Association of Physics Teachers and Your Career as a
Professional Physics Educator," Warren Hein, American Association of
Physics Teachers, College Park, MD (whein@aapt.org)
Abstract: Membership and active
participation in a professional society is an important aspect
of what it means to be a professional. For professional physics
educators, AAPT offers its members many tangible benefits,
serves as an advocate for physics education at all levels,
provides resources for the greater physics education community,
and provides opportunities for member volunteers to serve the
physics education profession. AAPT can have even greater
impact
if more physics educators would join and become active in the
national association as well as their local sections.
"Tutorials in
Physics - A Flexible Alternative to Conventional Physics
Instruction," John S. Ochab, J. Sargeant Reynolds Community College,
Richmond, VA (jochab@reynolds.edu)
Abstract: Tutorials, as a supplement
to conventional methods of teaching physics, such as straight
lecturing and the use of a standard text, have been effective in
promoting active mental engagement of students in the process of
learning concepts in undergraduate physics. The flexibility of
the tutorials makes them suitable for an open-source
of physics instructional
materials such as the recently created
physics “flexbook” by the
Commonwealth of Virginia in partnership with CK-12 (www.ck12.org).
"Dual enrolment: A follow up," Saharsha Nambiar, Millbrook
High School, 251 First Woods Drive, Winchester VA, 22603; Neelieth
Nambiar, Lord Fairfax Community College, 173 Skirmisher Lane,
Middletown, VA, 22645.
Abstract: A follow up on the earlier
paper is presented. The results are credited to a colleague’s
doctoral study and some interesting findings are presented. The
most obvious advantage for students is earning college credit at
reduced rates during high school and getting students prepared
for college. One of the interesting finding was the possibility
of holding common assessment for dual enrolled courses and their
equivalent college courses. Some data regarding the successes of
students who are dual enrolled at college will be presented.
Demonstration: "Light sources
galore," Pascal Renault, John Tyler Community College (prenault@jtcc.edu)
Abstract: In this classroom demo,
I will present several light sources, most of which are
available in home improvement stores, and highlight some of the
physics they illustrate: blackbody radiation, quantum mechanics,
atomic structure, etc. A hard-to-find LED light bulb will be
presented. I will also discuss what makes a "good" light source
for household lighting: brightness, color, and energy
efficiency.
If you
have questions about our organization, meetings or anything else please
do not hesitate to contact any of our officers.
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