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2010 Summer Meeting

2011 AAPT Summer Meeting
July 30-August 3, 2011
Omaha, Nebraska


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Sessions and Events w/Abstracts

Date: Monday, August 01

 

Total Number of Records Found: 5

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BB:   

Best Practices in the Use of Educational Technologies II
  Location: HC 3029
  Date: Monday, Aug.01
  Time: 1:00PM - 3:00PM
  Presider: Andrew Garvin,
  Co-Presiders(s): None
  Equipment: N/A
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BB01:   

Teaching with Clickers: How, for What, and with What Mind-Set?
  Location: HC 3029
  Date: Monday, Aug.01
  Time: 1:00PM - 1:30PM
  Author: Ian D. Beatty, University of North Carolina Greensboro
336.256.8600, idbeatty@uncg.edu
  Co-Author(s): None
  Abstract: Clickers are a powerful tool for classroom instruction, but like any tool, they may be used skillfully or clumsily, for more or less fruitful purposes. What purposes are fruitful? Why do some teachers give up, some muddle along, some succeed, and some entirely transform their teaching? Based on personal teaching experiences, mentoring of others, and several years of research with teachers learning to use clickers, we offer some hard-won answers to these questions. Clicker use is best aimed at supporting question-driven instruction, dialogical discourse, formative assessment, and meta-level communication in the classroom. How teachers *frame* classroom activity -- their deeper attitudes, models, and professional thought habits -- is the most important factor determining their results. Explicit, concrete yet flexible "question design patterns" for creating clicker questions and "pedagogical patterns" for using them in class help teachers avoid common traps, get unstuck from ruts, and take full advantage of clickers' potential.
  Footnotes: See http://ianbeatty.com/aapt-2011s for slides and additional materials.
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BB02:   

EJS and Open Source Physics: Teaching with Interactive Materials Across the Curriculum
  Location: HC 3029
  Date: Monday, Aug.01
  Time: 1:30PM - 2:00PM
  Author: Mario Belloni, Davidson College
704-894-2320, mabelloni@davidson.edu
  Co-Author(s): Wolfgang Christian, Anne J. Cox, Todd Timberlake
  Abstract: Over the past dozen years Davidson College has produced some of the most widely used interactive curricular materials for the teaching of introductory and advanced physics courses. These materials are based on Open Source Physics (OSP) programs and applications, such as Easy Java Simulations (EJS). This talk will focus on three distinct areas of using simulations: teaching introductory physics and astronomy courses using EJS-based materials, modeling in intermediate classical mechanics with EJS, and teaching computational physics using EJS to develop Java simulations.
  Footnotes: None
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BB03:   

Technology Use in the Laboratory -- One TYC Instructors' Perspective
  Location: HC 3029
  Date: Monday, Aug.01
  Time: 2:00PM - 2:30PM
  Author: Todd R. Leif, Cloud County Community College
785 243-1435 x 216, tleif@cloud.edu
  Co-Author(s): None
  Abstract: It's really hard to believe but, I've never taught a physics lab without using some sort of computer interfacing equipment. As a 25-year veteran teacher, doing labs with Vernier data-collection technology has been a career-long process. In my small college setting, I can have students do very traditional problem solving labs, PER-Activity Based Labs or I can even have them create their own student designed and driven experiment. Computer Interfaced Lab Equipment has enhanced and supplemented my lab activities for the past 25 years. This talk will discuss the origins, the changes, the advancements and what I now consider the best practices for using computer technology in the introductory physics laboratory.
  Footnotes: None
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BB04:   

The Assessment Continuum -- Before, in, and After Lecture
  Location: HC 3029
  Date: Monday, Aug.01
  Time: 2:30PM - 3:00PM
  Author: Gerd Kortemeyer, Michigan State University
517-282-6446, korte@lite.msu.edu
  Co-Author(s): None
  Abstract: This talk will discuss strategies for formative and summative assessment using LON-CAPA (http://www.lon-capa.org/). It will cover the implementation of pre-lecture questions that are embedded in the online reading materials (including Just-In-Time teaching strategies), LON-CAPA-graded clicker questions during lecture (using i>clicker and i>clicker2), online homework problems after lecture, practice exams, and exams as summative assessment (including online retakes for partial credit). For each of these elements of the assessment cycle, experiences, proven implementation mechanisms, and research results, gathered over the last 10 years, will be shared.
  Footnotes: None
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