http://www.compadre.org/psrc/ The latest material additions to the PSRC. en-US Copyright 2008, ComPADRE.org managingEditor@compadre.org psrc@compadre.org Tue, 19 Aug 2008 10:35:43 EST http://blogs.law.harvard.edu/tech/rss http://www.compadre.org/portal/services/images/LogoSmallPSRC.gif http://www.compadre.org/psrc/ 125 35 http://www.compadre.org/psrc/items/detail.cfm?ID=7888 The Ejs Wave Packet model displays the motion of an approximate wave packet. The simulation allows an arbitrarily wave packet to be created. The amplitude, maximum and minimum wave numbers, the number of components, and the dispersion relation can all be changed via text boxes. The default dispersion relation, with the frequency equal to the wavenumber, results in a wavepacket that does not spread. You can modify this simulation if you have Ejs installed by right-clicking within the plot and selecting “Open Ejs Model” from the pop-up menu item. Ejs Wave Packet model was created using the Easy Java Simulations (Ejs) modeling tool. It is distributed as a ready-to-run (compiled) Java archive. Double clicking the ejs_ehu_waves_wavepacket.jar file will run the program if Java is installed. Ejs is a part of the Open Source Physics Project and is designed to make it easier to access, modify, and generate computer models. Additional Ejs models for wave motion are available. They can be found by searching ComPADRE for Open Source Physics, OSP, or Ejs. Oscillations & Waves/Wave Motion/Phase and Group Velocity http://www.compadre.org/psrc/bulletinboard/Thread.cfm?ID=7888 Tue, 19 Aug 2008 10:35:43 EST http://www.compadre.org/psrc/items/detail.cfm?ID=7888 http://www.compadre.org/psrc/items/detail.cfm?ID=7586 This web site contains a large collection of physics demonstrations from the Department of Physics at Brown University. The demonstrations are categorized by topic using the PIRA classification scheme. Each listing includes a picture of the demonstration, a discussion of the purpose and operation, and the necessary equipment. General Physics/Collections http://www.compadre.org/psrc/bulletinboard/Thread.cfm?ID=7586 Tue, 19 Aug 2008 08:54:24 EST http://www.compadre.org/psrc/items/detail.cfm?ID=7586 http://www.compadre.org/psrc/items/detail.cfm?ID=7887 The EJS Waveguide model displays the motion of a traveling wave forced to move between two walls in a waveguide. The two walls are located at y = 0 and a, so that its normal modes are u(t,x) = A sin(n π y/a) cos(k x - ω t) with n equal to a positive integer. The phase velocity and number of nodes displayed can be changed. You can modify this simulation if you have Easy Java Simulations (EJS) installed by right-clicking within the plot and selecting “Open Ejs Model” from the pop-up menu item. This simulation was created using the EJS modeling tool and is distributed as a ready-to-run (compiled) Java archive. Double clicking the ejs_ehu_waves_waveguide.jar file will run the program if Java is installed. Ejs is a part of the Open Source Physics Project and is designed to make it easier to access, modify, and generate computer models. Additional Ejs models for wave motion are available. They can be found by searching ComPADRE for Open Source Physics, OSP, or Ejs. Oscillations & Waves/Wave Motion/Longitudinal Pulses and Waves http://www.compadre.org/psrc/bulletinboard/Thread.cfm?ID=7887 Tue, 19 Aug 2008 08:21:54 EST http://www.compadre.org/psrc/items/detail.cfm?ID=7887 http://www.compadre.org/psrc/items/detail.cfm?ID=1704 This web page, a part of the Workshop Physics web site, contains links to a range of tests of student understanding of physics. Instructors can use these to assess the concepts their students have and have not grasped. The tests are protected; a password must be obtained for access.rotected; a password must be obtained for access. Education Foundations/Assessment of Students/Instruments http://www.compadre.org/psrc/bulletinboard/Thread.cfm?ID=1704 Mon, 18 Aug 2008 03:43:15 EST http://www.compadre.org/psrc/items/detail.cfm?ID=1704 http://www.compadre.org/psrc/items/detail.cfm?ID=6288 This simulation illustrates the physics of planetary orbits. The user can control the size and eccentricity of the orbit. Each of Kepler's three laws and aspects of Newton's Law are each demonstrated. The user can view velocity and acceleration vectors as well as the axes of the orbit. Instructor resources are available including student manuals, assessment materials, and a list of the assumptions used. This is part of a collection of astronomy applets. Astronomy/Fundamentals/Kepler's Laws http://www.compadre.org/psrc/bulletinboard/Thread.cfm?ID=6288 Thu, 14 Aug 2008 18:25:49 EST http://www.compadre.org/psrc/items/detail.cfm?ID=6288 http://www.compadre.org/psrc/items/detail.cfm?ID=1746 The STEM-TP Software applet page offers Java laboratory applets for the introductory astronomy teacher. These applets illustrate: the communication with extraterrestrial civilizations, radiative transfer, why the setting sun is red and the sky is blue, a random walk in two dimensions, binary star orbits, extra-solar planets, and the Doppler Shift. These applets provide a step-by-step instructional guide for students on how to use the various applets in a laboratory format. Astronomy/Fundamentals http://www.compadre.org/psrc/bulletinboard/Thread.cfm?ID=1746 Thu, 14 Aug 2008 17:44:26 EST http://www.compadre.org/psrc/items/detail.cfm?ID=1746 http://www.compadre.org/psrc/items/detail.cfm?ID=7371 This article takes a look at the Computational Science and Engineering program at Istanbul Technical University, including courses and structure. Other Sciences/Computer Science http://www.compadre.org/psrc/bulletinboard/Thread.cfm?ID=7371 Sat, 09 Aug 2008 18:16:40 EST http://www.compadre.org/psrc/items/detail.cfm?ID=7371 http://www.compadre.org/psrc/items/detail.cfm?ID=7372 As technology is increasingly used in most facets of the workplace, it is imperative that primary and secondary schools and colleges help create a workforce capable of turning technological advancements into societal benefits. Such a workforce should possess strong backgrounds in math, science, and technology, and its numbers should be sustainable. Educators should use technology as the catalyst to transform instruction into a learner-centered and inquiry-based education, one in which students construct knowledge through their own investigations. Education Practices/Technology http://www.compadre.org/psrc/bulletinboard/Thread.cfm?ID=7372 Sat, 09 Aug 2008 18:09:57 EST http://www.compadre.org/psrc/items/detail.cfm?ID=7372 http://www.compadre.org/psrc/items/detail.cfm?ID=7374 A recent study using email and Web surveys gathered responses from physics faculty members across the US about their use of numerical computations in the classroom. Responses showed a strong commitment to computational activities from some physics faculty, and a frustration over the lack of such activities from others. Education Practices/Technology http://www.compadre.org/psrc/bulletinboard/Thread.cfm?ID=7374 Sat, 09 Aug 2008 18:00:50 EST http://www.compadre.org/psrc/items/detail.cfm?ID=7374 http://www.compadre.org/psrc/items/detail.cfm?ID=585 The Student-Centered Activities for Large Enrollment Undergraduate Programs (SCALE-UP) Project has established a model for a highly collaborative, hands-on, computer-rich, interactive learning environment for large-enrollment courses. This site contains information about and results from the project. More information and resources are available for instructors thinking of adopting these techniques in their class. General Physics/Curriculum http://www.compadre.org/psrc/bulletinboard/Thread.cfm?ID=585 Sat, 09 Aug 2008 17:22:50 EST http://www.compadre.org/psrc/items/detail.cfm?ID=585 http://www.compadre.org/psrc/items/detail.cfm?ID=5502 This site shows the fundamentals of the Carnot Cycle through a Flash simulation. Using a Pressure vs Volume (PV) plot the user observes how the cycle is carried out by different types of compressions and expansions. The simulation also includes an engine, constituted of a piston and a rod, illustrating the various processes in a Carnot Cycle. Thermodynamics & Statistical Mechanics/Second and Third Law/Carnot Cycle http://www.compadre.org/psrc/bulletinboard/Thread.cfm?ID=5502 Sat, 09 Aug 2008 16:43:03 EST http://www.compadre.org/psrc/items/detail.cfm?ID=5502 http://www.compadre.org/psrc/items/detail.cfm?ID=2817 Individual teachers of college level physics sometimes develop deep insights into how their students learn and what elements of classroom instruction are valuable in facilitating the learning process. Yet these insights rarely persist beyond the individual instructor. Educational methods seem to cycle from one fad to another, rarely cumulating increasingly powerful knowledge in the way scientists expect understanding to grow. In this paper I explore the character of our understanding of the physical world and of teaching about it. The critical factor is using "the culture of science"-the set of processes that allow us to build a community consensus knowledge base. Elements of the beginning of a base for our educational knowledge are discussed and examples given from discipline-based physics education research. General Physics/Physics Education Research http://www.compadre.org/psrc/bulletinboard/Thread.cfm?ID=2817 Sat, 09 Aug 2008 10:31:01 EST http://www.compadre.org/psrc/items/detail.cfm?ID=2817 http://www.compadre.org/psrc/items/detail.cfm?ID=7376 This article attempts to paint a picture of computer science (CS) today in the 15 European Union countries. We focus on the EU countries rather than Western Europe as a whole because of the availability of EU statistical data. We hope to give a general view of how EU computer science (called informatics in many EU countries) research and development compares to that in the US, within the context of general scientific research and education in the EU. Other Sciences/Computer Science http://www.compadre.org/psrc/bulletinboard/Thread.cfm?ID=7376 Fri, 08 Aug 2008 10:30:51 EST http://www.compadre.org/psrc/items/detail.cfm?ID=7376 http://www.compadre.org/psrc/items/detail.cfm?ID=7377 The authors review the work of two biomedical engineering departments that use computers in their laboratory courses to integrate labs into the broader curricula. The review is set in the context of other related developments in current BME research practices and educational reform work occurring nationally. Other Sciences/Engineering http://www.compadre.org/psrc/bulletinboard/Thread.cfm?ID=7377 Fri, 08 Aug 2008 10:26:17 EST http://www.compadre.org/psrc/items/detail.cfm?ID=7377 http://www.compadre.org/psrc/items/detail.cfm?ID=7382 We presently are experiencing historically rapid advances in science, technology, and education driven by a dramatic increase in computer use and power. In the past, educators were content to have undergraduates view scientific computation as black boxes (an abstraction of a device in which only its externally visible behavior is considered, not its implementation) and have them wait for graduate school to learn what's inside. Our increasing reliance on computers makes this less true today, and much less likely to be true in the future. To adjust to the growing importance of computing in all of science, Oregon State University's Physics Department now offers a four-year, research-rich curriculum leading to a bachelor's degree in computational physics. The five computational courses developed for this program act as a bridge connecting physics with the computation, mathematics, and computational science communities. General Physics/Computational Physics http://www.compadre.org/psrc/bulletinboard/Thread.cfm?ID=7382 Fri, 08 Aug 2008 10:21:44 EST http://www.compadre.org/psrc/items/detail.cfm?ID=7382 http://www.compadre.org/psrc/items/detail.cfm?ID=7383 In this article, I'll focus on the NSDL's Communities for Physics and Astronomy Digital Resources in Education (ComPADRE) Pathway project for physics and astronomy education and outline the effort's goals and structure. More important, I'll present a proposal to better support the incorporation of computational methods in the undergraduate physics and astronomy curriculum. General Physics/Computational Physics http://www.compadre.org/psrc/bulletinboard/Thread.cfm?ID=7383 Fri, 08 Aug 2008 10:20:13 EST http://www.compadre.org/psrc/items/detail.cfm?ID=7383 http://www.compadre.org/psrc/items/detail.cfm?ID=7384 The rapid growth of Internet based businesses that is occurring while mature business cannibalize each other through mergers suggests the power of the individual with a good idea. The question is how to transfer this knowledge to business. Universities, which are the sources of much new knowledge, can aid in this process. To demystify entrepreneurship, universities are rolling out programs to help those involved in creating enterprises be successful and those who might be interested in becoming an entrepreneur learn what it takes to succeed. The programs now appearing at engineering schools will help students address the realities of the modern workplace: the complexity of products and the nature of contemporary careers. For example, 30 years ago, 60% of America's top exports were simple manufactured products; today, a similar percentage are complex products made with complex manufacturing processes. And although educational programs (particularly at the doctoral level), are primarily analytic, the vast majority of jobs require integrative skills. Although NSF is not funding the entrepreneurship programs as such, several of its new research initiatives are relevant. First is research on the impact of information technology, including e-mail and online commerce, as part of the agency's Information Technology Research initiative. Second are efforts to develop a set of principles that can guide a corporate leader or CEO as he or she needs to transform the business entity in light of a rapidly changing economy and such issues as the effect of e-commerce on retail stores. Other Sciences/Engineering http://www.compadre.org/psrc/bulletinboard/Thread.cfm?ID=7384 Fri, 08 Aug 2008 10:17:07 EST http://www.compadre.org/psrc/items/detail.cfm?ID=7384 http://www.compadre.org/psrc/items/detail.cfm?ID=7385 In an effort to improve the way in which computational science and engineering is taught, the authors worked on two project-based software-focused modules in two different study programs at two German universities. This article describes both their expectations and out comes and addresses the question of whether-and how-software engineering practices should be taught in CSE courses. Other Sciences/Computer Science http://www.compadre.org/psrc/bulletinboard/Thread.cfm?ID=7385 Fri, 08 Aug 2008 10:02:49 EST http://www.compadre.org/psrc/items/detail.cfm?ID=7385 http://www.compadre.org/psrc/items/detail.cfm?ID=7386 Analytical skills provide the theoretical framework for much of physics; however, in the real-world analytical solutions to problems frequently remain elusive. More often than not, solutions arise from creative combinations of analytic, experimental and computational techniques. While the physics community recognizes the need for curricular innovation, physics curriculums still traditionally focus on analytical techniques. Five years ago, the University of St. Thomas curriculum was no different. Recognizing the need for a change we developed an integrated physics curriculum emphasizing the importance of analytical, computational, experimental and communication skills. It is our goal to work these elements into all of our classes. As part of the implementation process we have developed a number of guiding principles that have enabled the revision of our curriculum. While a united faculty focused on a common goal is an essential ingredient, there are a number of other elements that enable and sustain curricular change. General Physics/Computational Physics http://www.compadre.org/psrc/bulletinboard/Thread.cfm?ID=7386 Fri, 08 Aug 2008 09:56:46 EST http://www.compadre.org/psrc/items/detail.cfm?ID=7386 http://www.compadre.org/psrc/items/detail.cfm?ID=7388 Bradley University's Physics Department has developed an incremental approach to computational physics instruction. The instruction interweaves modern computational techniques with traditional aspects of upper-level classical mechanics and thermodynamics courses, building from simple to more complex concepts and assignments. By directly programming and controlling all aspects of their computer applications, students can best grasp computational principles. General Physics/Computational Physics http://www.compadre.org/psrc/bulletinboard/Thread.cfm?ID=7388 Fri, 08 Aug 2008 09:52:07 EST http://www.compadre.org/psrc/items/detail.cfm?ID=7388