Steve Dickie: 3D printing

Steve shared with us some of the cool projects he’s done with students working with a 3D printer. One notable one was having students investigate the impact of various physical parameters on turbine blade efficiency.

Unfortunately the recording seems to have not captured Steve’s audio. I’ll put the link here in case that gets fixed.

We’re off now for a few weeks. We’ll be back in December.

Jeff Terry: student expectations

Jeff talked about how he applies success rules for physicists to students. Specifically he talked about his definition of physicist reputation and how your ability to communicate is vital to that. He shared how he’s changed his expectations of students to focus on that idea.

Here’s the recording.

This week (tomorrow!) we’ll be talking with Steve Dickie about 3D printing and physics curriculum. Join us!

Ed Price: digital lab notebooks

Ed talked about the research he’s done looking at how students can learn while using electronic lab notebooks. Some conclusions included needed a 1-1 environment, needing software that can handle data, graphs, and handwritten notations, and that One Note is a good option for a lot of this. Unfortunately the recording didn’t work out that well (it appears his audio wasn’t captured) but you can see the slide deck at least.

This week we’re talking with Noah Finkelstein. His title is “Why physics should engage” and his abstract is:
Significant, perhaps unprecedented, attention is being paid to the needs for transformation within the fields of science, technology, engineering, and mathematics (STEM) education at the undergraduate level. This talk examines how higher education STEM disciplines, and physics departments in particular, are positioned to contribute to these discussions. I will review the growth of our own program in physics education research (PER) at CU-Boulder. This work develops a new theoretical line of inquiry in physics education research through experimental work at the individual, the course, and the departmental scales. I present samples of these scales reviewing: how we can build on understanding of student reasoning to study and transform our upper division courses (E/M and advanced laboratories), studies of how our environments do and do not support women in physics, and time permitting, an examination of what the data say about teaching physics through a massively open online course (MOOC).

Here’s the link to register/join

David Roundy: partial derivative machine

David walked us though how he uses the “partial derivative machine” to help primarily with thermodynamics but also with some thoughts about both intro- and advanced-courses.

Here’s the recording.

This week (9/24) we’ll be talking with Stephen Collins about his project called The Socratic Brain (“Creating a differentiated, standards-based, collaborative classroom using Socratic Brain software”). Please join us (register here).

Chad Dorsey: Concord Consortium

We talked with Chad about the various resources that are available to physics teachers at the Concord Consortium. He showed us some cool innovations such as how nearly all their simulations now work in HTML 5.

Here’s the recording. Note that our new venue (Big Marker) doesn’t record when people share their screen, so there’s not a lot to see at this recording. We’re still trying to figure out the kinks, thanks for bearing with us during this transition.

This week (9/17) we’ll be talking with David Roundy from Oregon State who will tell us about using the “partial derivative machine” to help teach partial derivatives, specifically in thermo/statistical physics.

Evan Weinberg: automated reassessments

Evan┬átalked with us about his efforts to automate the reassessment process in his Standards-Based Grading implementation. He has coded a system where students earn “credits” that they can cash in to do a reassessment. He talked about how it works out with his students and he showed us the javascript framework (meteor) that he’s learned while doing this.

Here’s the recording.