WorldWideScience

Sample records for school physics courses

  1. International School of Subnuclear Physics 50th Course

    CERN Document Server

    What we would like LHC to give us; ISSP 2012

    2014-01-01

    This book is the proceedings of the International School of Subnuclear Physics, ISSP 2012, 50th Course — ERICE, 23 June 2013 — 2 July 2012. This course was devoted to the celebrations of the 50th Anniversary of the Subnuclear Physics School which was started in 1961 by Antonino Zichichi with John Bell at CERN and formally established in 1962 by Bell, Blackett, Weisskopf, Rabi and Zichichi in Geneva (CERN). The lectures covered the latest and most significant achievements in theoretical and in experimental subnuclear physics. Readership: Directed to experts and advanced-level students in the field of Theoretical and Experimental Subnuclear Physics.

  2. Proceedings of CAS - CERN Accelerator School: Advanced Accelerator Physics Course

    International Nuclear Information System (INIS)

    Herr, W

    2014-01-01

    This report presents the proceedings of the Course on Advanced Accelerator Physics organized by the CERN Accelerator School. The course was held in Trondheim, Norway from 18 to 29 August 2013, in collaboration with the Norwegian University of Science and Technology. Its syllabus was based on previous courses and in particular on the course held in Berlin 2003 whose proceedings were published as CERN Yellow Report CERN-2006-002. The field has seen significant advances in recent years and some topics were presented in a new way and other topics were added. The lectures were supplemented with tutorials on key topics and 14 hours of hands on courses on Optics Design and Corrections, RF Measurement Techniques and Beam Instrumentation and Diagnostics. These courses are a key element of the Advanced Level Course

  3. CAS CERN Accelerator School. Third advanced accelerator physics course

    International Nuclear Information System (INIS)

    Turner, S.

    1990-01-01

    The third version of the CERN Accelerator School's (CAS) advanced course on General Accelerator Physics was given at Uppsala University from 18-29 September, 1989. Its syllabus was based on the previous courses held in Oxford, 1985 and Berlin, 1987 whose proceedings were published as CERN Yellow Reports 87-03 and 89-01 respectively. However, the opportunity was taken to emphasize the physics of small accelerators and storage rings, to present some topics in new ways, and to introduce new seminars. Thus the lectures contained in the present volume include chromaticity, dynamic aperture, kinetic theory, Landau damping, ion-trapping, Schottky noise, laser cooling and small ring lattice problems while the seminars include interpretation of numerical tracking, internal targets and living with radiation. (orig.)

  4. CAS CERN Accelerator School: Fourth general accelerator physics course

    International Nuclear Information System (INIS)

    Turner, S.

    1991-01-01

    The fourth CERN Accelerator School (CAS) basic course on General Accelerator Physics was given at KFA, Juelich, from 17 to 28 September 1990. Its syllabus was based on the previous similar courses held at Gif-sur-Yvette in 1984, Aarhus 1986, and Salamanca 1988, and whose proceedings were published as CERN Reports 85-19, 87-10, and 89-05, respectively. However, certain topics were treated in a different way, improved or extended, while new subjects were introduced. All of these appear in the present proceedings, which include lectures or seminars on the history and applications of accelerators, phase space and emittance, chromaticity, beam-beam effects, synchrotron radiation, radiation damping, tune measurement, transition, electron cooling, the designs of superconducting magnets, ring lattices, conventional RF cavities and ring RF systems, and an introduction to cyclotrons. (orig.)

  5. Particle physics: a new course for schools and colleges

    International Nuclear Information System (INIS)

    Swinbank, Elizabeth

    1992-01-01

    Some questions relating to the introduction of particle physics into post-GCSE courses are considered. A new project that is producing teacher and student materials to support teaching particle physics at this level is described. (author)

  6. CAS CERN Accelerator School third general accelerator physics course

    International Nuclear Information System (INIS)

    Turner, S.

    1989-01-01

    The general course on accelerator physics given in Salamanca, Spain, closely followed those organised by the CERN Accelerator School at Gif-sur-Yvette, Paris in 1984, and at Aarhus, Denmark in 1986 and whose proceedings were published as CERN Yellow Reports 85-19 (1985) and 87-10 (1987) respectively. However, certain topics were treated in a different way, improved or extended, while some new ones were introduced and it is all of these which are included in the present proceedings. The lectures include beam-cooling concepts, Liouville's theorem and emittance, emittance dilution in transfer lines, weak-betatron coupling, diagnostics, while the seminars are on positron and electron sources, linac structures and the LEP L3 experiment, together with industrial aspects of particle accelerators. Also included are errata and addenda to the Yellow Reports mentioned above. (orig.)

  7. CAS CERN Accelerator School second advanced accelerator physics course

    International Nuclear Information System (INIS)

    Turner, S.

    1989-01-01

    The advanced course on general accelerator physics given in West Berlin closely followed that organised by the CERN Accelerator School at Oxford in September 1985 and whose proceedings were published as CERN Yellow Report 87-03 (1987). However, certain subjects were treated in a different way, improved or extended, while some new ones were introduced and it is all of these which are included in the present proceedings. The lectures include particle-photon interactions, high-brilliance lattices and single/multiple Touschek effect, while the seminars are on the major accelerators presently under construction or proposed for the near future, applications of synchrotron radiation, free-electron lasers, cosmic accelerators and crystal beams. Also included are errata, and addenda to some of the lectures, of CERN 87-03. (orig.)

  8. CERN Accelerator School: Registration open for Advanced Accelerator Physics course

    CERN Multimedia

    2015-01-01

    Registration is now open for the CERN Accelerator School’s Advanced Accelerator Physics course to be held in Warsaw, Poland from 27 September to 9 October 2015.   The course will be of interest to physicists and engineers who wish to extend their knowledge of accelerator physics. The programme offers core lectures on accelerator physics in the mornings and a practical course with hands-on tuition in the afternoons.  Further information can be found at: http://cas.web.cern.ch/cas/Poland2015/Warsaw-advert.html http://indico.cern.ch/event/361988/

  9. CERN Accelerator School: Registration open for Advanced Accelerator Physics course

    CERN Multimedia

    2015-01-01

    Registration is now open for the CERN Accelerator School’s Advanced Accelerator Physics course to be held in Warsaw, Poland from 27 September to 9 October 2015.   The course will be of interest to physicists and engineers who wish to extend their knowledge of Accelerator Physics. The programme offers core lectures on accelerator physics in the mornings and a practical course with hands-on tuition in the afternoons.  Further information can be found at: http://cas.web.cern.ch/cas/Poland2015/Warsaw-advert.html http://indico.cern.ch/event/361988/

  10. The Examination of the Attitudes of Secondary School Students towards Physical Education Course

    Science.gov (United States)

    Keskin, Özkan; Hergüner, Gülten; Dönmez, Ahmet; Berisha, Milaim; Üçan, Erkan

    2017-01-01

    The aim of this study is to examine the attitudes of primary education students towards physical education courses according to certain variables. 640 students from elementary schools in the city center and several counties of Sakarya participated in the study. In the designating of the students' attitudes towards the physical education courses,…

  11. Persuading Girls to Take Elective Physical Science Courses in High School: Who Are the Credible Communicators?

    Science.gov (United States)

    Koballa, Thomas R., Jr.

    1988-01-01

    Identifies communicators whom eighth-grade girls perceive as credible regarding reasons for taking elective physical science courses in high school. Finds that father, woman science teacher, mother, and boy high school student are ranked highly. Attributes associated with the communicators were classified as prestige, trustworthiness, similarity,…

  12. Determination of content of distance course of physics for secondary school

    Directory of Open Access Journals (Sweden)

    Kochergina Nina V.

    2016-01-01

    Full Text Available The approaches to the organization of e-learning in Russian schools are described in this article. The selection of a content of physics course for distance learning on the basis of three factors: a nature of a physics course, peculiarities of distance learning and laws of creation of learning tools is discovered in it. A model of a physics course for distance learning is presented in this article. An example of realization of the model of the physics course for distance learning for students of the 7th grade is given in it. The authors outline prospects of development of the content of general education courses and enlarging the number of students taking distance learning.

  13. How teaching practices are connected to student intention to enrol in upper secondary school physics courses

    Science.gov (United States)

    Juuti, Kalle; Lavonen, Jari

    2016-05-01

    Background: In developed countries, it is challenging for teachers to select pedagogical practices that encourage students to enrol in science and technology courses in upper secondary school. Purpose: Aiming to understand the enrolment dynamics, this study analyses sample-based data from Finland's National Assessment in Science to determine whether pedagogical approaches influence student intention to enrol in upper secondary school physics courses. Sample: This study examined a clustered sample of 2949 Finnish students in the final year of comprehensive school (15-16 years old). Methods: Through explorative factor analysis, we extracted several variables that were expected to influence student intention to enrol in physics courses. We applied partial correlation to determine the underlying interdependencies of the variables. Results: The analysis revealed that the main predictor of enrolment in upper secondary school physics courses is whether students feel that physics is important. Although statistically significant, partial correlations between variables were rather small. However, the analysis of partial correlations revealed that pedagogical practices influence inquiry and attitudinal factors. Pedagogical practices that emphasise science experimentation and the social construction of knowledge had the strongest influence. Conclusions: The research implies that to increase student enrolment in physics courses, the way students interpret the subject's importance needs to be addressed, which can be done by the pedagogical practices of discussion, teacher demonstrations, and practical work.

  14. Interactive fundamental physics. [THE REAL STUFF: The New Expanded Media Physics Course for secondary school students

    Energy Technology Data Exchange (ETDEWEB)

    Rubin, E.L.

    1992-11-24

    THE REAL STUFF is an Expanded Media Physics Course aimed at students still in the formative early years of secondary school. Its consists of a working script for an interactive multimedia study unit in basic concepts of physics. The unit begins with a prologue on the Big Bang that sets the stage, and concludes with a lesson on Newton's first law of motion. The format is interactive, placing the individual student in control of a layered hypermedia'' structure that enables him or her to find a level of detail and difficulty that is comfortable and meaningful. The intent is to make physics relevant, intellectually accessible and fun. On-screen presenters and demonstrators will be females and males of various ages, ethnicities and backgrounds, and will include celebrities and physicists of note. A lean, layered design encourages repeated, cumulative study and makes the material useful for self-directed Teaming even by college students. THE REAL STUFF introduces a new science teaching paradigm, a way to teach science that will engage even students who have declined'' to be interested in science in the past. Increased participation in science by women, African-Americans and Spanish-speaking students is a particular goal.

  15. Correlating student interest and high school preparation with learning and performance in an introductory university physics course

    OpenAIRE

    Jason J. B. Harlow; David M. Harrison; Andrew Meyertholen

    2014-01-01

    We have studied the correlation of student performance in a large first year university physics course with their reasons for taking the course and whether or not the student took a senior-level high school physics course. Performance was measured both by the Force Concept Inventory and by the grade on the final examination. Students who took the course primarily for their own interest outperformed students who took the course primarily because it was required, both on the Force Concept Inven...

  16. Correlating Student Interest and High School Preparation with Learning and Performance in an Introductory University Physics Course

    Science.gov (United States)

    Harlow, Jason J.?B.; Harrison, David M.; Meyertholen, Andrew

    2014-01-01

    We have studied the correlation of student performance in a large first year university physics course with their reasons for taking the course and whether or not the student took a senior-level high school physics course. Performance was measured both by the Force Concept Inventory and by the grade on the final examination. Students who took the…

  17. High School Physics Courses & Enrollments: Results from the 2012-13 Nationwide Survey of High School Physics Teachers. Focus On

    Science.gov (United States)

    White, Susan; Tesfaye, Casey Langer

    2014-01-01

    This report examines enrollments in high school physics during the 2012-13 school year. Based on data from the most recent survey (which includes both public and private high schools in the U.S.), it is estimated that 39% of the class of 2013 took high school physics before graduating. During the 2012-13 school year, 1.38 million students were…

  18. The analysis of the physical education teacher candidates’ attitudes towards school experience course: the case of Batman University

    Directory of Open Access Journals (Sweden)

    Enes IŞIKGÖZ

    2016-12-01

    Full Text Available Aim: The aim of this study is to analyse the attitudes of the physical education teacher candidates towards ‘Teacher Classroom Practice’ course present in programs for training teachers for sport high schools and for teachers of physical education. Material and Methods: The study group of this research was compiled of 60 students from 2015-2016 school year in Batman University, Physical Education and Sport High school Physical Education Department and Department for Sport High school Teachers, which attended the course “Teacher Classroom Practice”. The results of the research were collected with “Course for Teacher Classroom Practice Attitude Scale”. Besides descriptive statistics used for the analysis, Mann Whitney U test was used for the comparison between the results of different groups. Results: According to the results of the study, even though physical education teacher candidates’ attitudes towards the course showed positive results, an inconsistence was observed between the high school and practice school results. It was also observed that there are no significantly different reactions to the attitude of teacher candidates according to the gender or schools that participated the study. In the light of these results. Conclusion: It is observed that the general attitude levels of pre-service physical education teachers towards the school experience course are positively high. This is an expected and desired result in terms of showing that school experience course is a very important course in providing experience and chance of observing the profession of teaching beforehand in field.

  19. Persuading girls to take elective physical science courses in high school: Who are the credible communicators?

    Science.gov (United States)

    Koballa, Thomas R., Jr.

    Eighth-grade girls (N=257) randomly selected from nine different public junior high schools in central Texas were questioned in order to identify the communicators whom they perceive as highly credible regarding reasons for taking elective physical science courses in high school and the attributes associated with these communicators. Four persons were each identified by better than 10 percent of the sample as the best person to try to convince junior high school girls to take elective physical science courses in high school. In order of perceived credibility, these persons are father, woman science teacher, mother, and boy high school student. Slight variations in the order of perceived credibility were found when the responses from girls of the different ethnic groups represented in the sample (Caucasian, Hispanic, Black, and Asian) were examined separately. Attributes listed by the respondents for father, woman science teacher, mother, and boy high school student were examined and classified into the categories of prestige, trustworthiness, similarity, attractiveness, and power. Prestige and trustworthiness are the attributes associates most frequently with communicators identified as highly credible. Implications of the present study and suggestions for further research are discussed.

  20. A guided problem solving approach for teaching quantum physics in secondary school and physics introductory courses

    Directory of Open Access Journals (Sweden)

    Francisco Savall Alemany

    2017-01-01

    Full Text Available The effectiveness of the problem based teaching on the science learning has been highlighted by the didactic research. This teaching model is characterized by organizing the units around problems and by proposing a research plan to find a solution which requires concepts and models to be introduced in a functional way, as possible solutions to the problem. In this article we present a problem based unit for teaching quantum physics  in  introductory  physics  courses  and  we  analyze  in  detail  the  teaching  strategy  that  we  follow  to build a model to explain the emission and absorption of radiation.

  1. Investigation of high school male and female students‘ attitudes towards Physical Education and Sports course

    Directory of Open Access Journals (Sweden)

    Kadir PEPE

    2016-09-01

    Full Text Available Aim: The investigation has been made in order to define high school male and female students’ attitudes towards physical education and sports course. Material and Methods: The Research is in research screening model. The population of the study is consisted of Burdur province and high schools located in the selected district and the sample group consists of students studying at the 9th, 10th, 11th, 12th grade in these schools. The data have been obtained from the written sources and by using survey methods. The attitude scale of physical education and sports classes for secondary school students developed by Güllü and Güçlü (2007 has been used. Questionnaires have been applied to the sample group by being consulted with one to one by sampling method. 950 individuals in total, 522 women and 428 men, have answered to the questionnaire. The data obtained have been transferred to a computer for statistical process and as statistical procedures, frequency (% and Independent samples t- test, to determine the difference between variables, have been applied. In the detection of differences, reviews have been made by being adopting the significance level of 0.05 in compliance with the answer distributions given to each question and the averages. Results: According to the obtained data; according to the responses of the surveyed high school students studying in average, their attitudes are positive to physical education and sports lessons; it is seen that there is a significant relationship in the significance level of 0,05 in comparative statistical procedures (p <0.05 . Conclusion: As a result; we can say that students' attitudes towards physical education and sports classes participated in the survey are positive, but male students have more positive attitudes than female students.

  2. CAS CERN accelerator school: 5. general accelerator physics course. Vol. 2. Proceedings

    International Nuclear Information System (INIS)

    Turner, S.

    1994-01-01

    The fifth CERN Accelerator School (CAS) basic course on General Accelerator Physics was given at the University of Jyvaeskylae, Finland, from 7 to 18 September 1992. Its syllabus was based on the previous similar courses held at Gif-sur-Yvette in 1984, Aarhus 1986, Salamanca 1988 and Juelich 1990, and whose proceedings were published as CERN Reports 85-19, 87-10, 89-05 and 91-04, respectively. However, certain topics were treated in a different way, improved or extended, while new subjects were introduced. As far as the proceedings of this school are concerned the opportunity was taken not only to include the lectures presented but also to select and revise the most appropriate chapters from the previous similar schools. In this way the present volumes constitute a rather complete introduction to all aspects of the design and construction of particle accelerators, including optics, emittance, luminosity, longitudinal and transverse beam dynamics, insertions, chromaticity, transfer lines, resonances, accelerating structures, tune shifts, coasting beams, lifetime, synchrotron radiation, radiation damping, beam-beam effects, diagnostics, cooling, ion and positron sources, RF and vacuum systems, injection and extraction, conventional, permanent and superconducting magnets, cyclotrons, RF linear accelerators, microtrons, as well as applications of particle accelerators (including therapy) and the history of accelerators. See hints under the relevant topics. (orig.)

  3. CAS CERN Accelerator School. 5. Advanced accelerator physics course. Proceedings. Vol. 2

    International Nuclear Information System (INIS)

    Turner, S.

    1995-01-01

    The fifth CERN Accelerator School (CAS) advanced course on Accelerator Physics was given at the Paradise Hotel, Rhodes, Greece from 20 September to 1 October 1993. Its syllabus was based on the previous similar courses held at Oxford 1985, Berlin 1987, Uppsala 1989 and Noordwijkerhout 1991, and whose proceedings were published as CERN Reports 97-03, 89-01, 90-04 and 92-01, respectively. The present volumes are intended to replace and to bring up to date all the material in earlier publications. They contain not only all the lectures given in the Rhodes course but a number of important contributions to previous courses which are thought to be essential for a complete understanding of all aspects of the design and construction of particle accelerators at an advanced level. They include sections on Hamiltonian equations and accelerator optics, chromaticity and dynamic beam aperture, particle tracking, the kinetic theory, longitudinal beam optics, coherent instabilities, beam-beam dynamics, intra-beam scattering, beam cooling, Schottky noise, beam radiation, neutralisation, beam polarisation, radio-frequency quadrupoles, as well as chapters on space charge, superconducting magnets, crystal bending, beam-beam measurement and accelerator medical applications. (orig.)

  4. CAS CERN Accelerator School. 5. Advanced accelerator physics course. Proceedings. Vol. 1

    International Nuclear Information System (INIS)

    Turner, S.

    1995-01-01

    The fifth CERN Accelerator School (CAS) advanced course on Accelerator Physics was given at the Paradise Hotel, Rhodes, Greece from 20 September to 1 October 1993. Its syllabus was based on the previous similar courses held at Oxford 1985, Berlin 1987, Uppsala 1989 and Noordwijkerhout 1991, and whose proceedings were published as CERN Reports 87-03, 89-01, 90-04 and 92-01, respectively. The present volumes are intended to replace and to bring up to date all the material in earlier publications. They contain not only all the lectures given in the Rhodes course but a number of important contributions to previous courses which are thought to be essential for a complete understanding of all aspects of the design and construction of particle accelerators at an advanced level. They include sections on Hamiltonian equations and accelerator optics, chromaticity and dynamic beam aperture, particle tracking, the kinetic theory, longitudinal beam optics, coherent instabilities, beam-beam dynamics, intra-beam scattering, beam cooling, Schottky noise, beam radiation, neutralisation, beam polarisation, radio-frequency quadrupoles, as well as chapters on space charge, superconducting magnets, crystal bending, beam-beam measurement and accelerator medical applications. (orig.)

  5. CAS CERN Accelerator School. 5. Advanced accelerator physics course. Proceedings. Vol. 1

    Energy Technology Data Exchange (ETDEWEB)

    Turner, S [ed.

    1995-11-22

    The fifth CERN Accelerator School (CAS) advanced course on Accelerator Physics was given at the Paradise Hotel, Rhodes, Greece from 20 September to 1 October 1993. Its syllabus was based on the previous similar courses held at Oxford 1985, Berlin 1987, Uppsala 1989 and Noordwijkerhout 1991, and whose proceedings were published as CERN Reports 87-03, 89-01, 90-04 and 92-01, respectively. The present volumes are intended to replace and to bring up to date all the material in earlier publications. They contain not only all the lectures given in the Rhodes course but a number of important contributions to previous courses which are thought to be essential for a complete understanding of all aspects of the design and construction of particle accelerators at an advanced level. They include sections on Hamiltonian equations and accelerator optics, chromaticity and dynamic beam aperture, particle tracking, the kinetic theory, longitudinal beam optics, coherent instabilities, beam-beam dynamics, intra-beam scattering, beam cooling, Schottky noise, beam radiation, neutralisation, beam polarisation, radio-frequency quadrupoles, as well as chapters on space charge, superconducting magnets, crystal bending, beam-beam measurement and accelerator medical applications. (orig.).

  6. CAS CERN Accelerator School. 5. Advanced accelerator physics course. Proceedings. Vol. 2

    Energy Technology Data Exchange (ETDEWEB)

    Turner, S [ed.

    1995-11-22

    The fifth CERN Accelerator School (CAS) advanced course on Accelerator Physics was given at the Paradise Hotel, Rhodes, Greece from 20 September to 1 October 1993. Its syllabus was based on the previous similar courses held at Oxford 1985, Berlin 1987, Uppsala 1989 and Noordwijkerhout 1991, and whose proceedings were published as CERN Reports 97-03, 89-01, 90-04 and 92-01, respectively. The present volumes are intended to replace and to bring up to date all the material in earlier publications. They contain not only all the lectures given in the Rhodes course but a number of important contributions to previous courses which are thought to be essential for a complete understanding of all aspects of the design and construction of particle accelerators at an advanced level. They include sections on Hamiltonian equations and accelerator optics, chromaticity and dynamic beam aperture, particle tracking, the kinetic theory, longitudinal beam optics, coherent instabilities, beam-beam dynamics, intra-beam scattering, beam cooling, Schottky noise, beam radiation, neutralisation, beam polarisation, radio-frequency quadrupoles, as well as chapters on space charge, superconducting magnets, crystal bending, beam-beam measurement and accelerator medical applications. (orig.).

  7. An Analysis on High School Students' Perceptions of Physics Courses in Terms of Gender (A Sample from Turkey)

    Science.gov (United States)

    Baran, Medine

    2016-01-01

    This study was carried out to determine high school students' perceptions of the courses of Physics and the factors influential on their perceptions with respect to gender. The research sample included 154 high school students (F:78; M:76). In the study, as the data collection tool, a structured interview form was used. The data collected in the…

  8. Students' experiences with interactivity and learning in a high school physics multimedia distance learning course

    Science.gov (United States)

    Villarreal-Stewart, Irene

    The purpose guiding this research has been to learn about and describe the phenomena of interactivity from the learners' perspectives and to learn which of the interactivity affordances and practices were actually used by students and why in the process of learning physics using an interactive multimedia distance learning course system. The bigger purpose behind learning about and describing interactivity has been to gain knowledge and perspective for its instructional design to benefit the learner, the school as curriculum implementer, and instructional media designers to create better products. Qualitative methodology in the interpretivist tradition was used, that is, in-depth interviews and on-site observations, to gain understanding of interactivity from the learners' perspective and to gain understanding of the student learning context impacting and shaping the students' interactivity experiences. NVivo was used to sort, organize and index data. All data were read on three levels: literally, interpretively, and reflexively; and were read comparatively to other perspectives to get descriptions and interpretations that were holistic to the implementation and had potential insight to improve practice for instructional designers, teachers, administrators, specifically to improve the learning experience for students. Site-Specific Findings: Students watched videos, resisted using phone and e-mail, and worked math problems to demonstrate learning, which resulted in very little interactivity, virtually no dialogue about physics, no physical activity, one-way communication, multifaceted dissatisfaction, student need for teacher involvement in the learning enterprise, student appreciation for interactivity, and expressed desire for a real, live teacher. I also found that some students did experience the system as interactive, did experience learner control and self-directed learning, and despite dissatisfaction, liked and appreciated the course. Wider Applications

  9. Results of Using the Take-Away Technique on Students' Achievements and Attitudes in High School Physics and Physical Science Courses

    Science.gov (United States)

    Carifio, James; Doherty, Michael

    2012-01-01

    The Take-away Technique was used in High School Physics and Physical Science courses for the unit on Newtonian mechanics in a teacher (6) by grade level (4) partially crossed design (N = 272). All classes received the same IE instructional treatment. The experimental group (classrooms) did a short Take-away after each class summarizing the key…

  10. Physics 3204. Course Description.

    Science.gov (United States)

    Newfoundland and Labrador Dept. of Education.

    A description of the physics 3204 course in Newfoundland and Labrador is provided. The description includes: (1) statement of purpose, including general objectives of science education; (2) a list of six course objectives; (3) course content for units on sound, light, optical instruments, electrostatics, current electricity, Michael Faraday and…

  11. How Teaching Practices Are Connected to Student Intention to Enrol in Upper Secondary School Physics Courses

    Science.gov (United States)

    Juuti, Kalle; Lavonen, Jari

    2016-01-01

    Background: In developed countries, it is challenging for teachers to select pedagogical practices that encourage students to enrol in science and technology courses in upper secondary school. Purpose: Aiming to understand the enrolment dynamics, this study analyses sample-based data from Finland's National Assessment in Science to determine…

  12. Course Notes: United States Particle Accelerator School Beam Physics with Intense Space-Charge

    International Nuclear Information System (INIS)

    Barnard, J.J.; Lund, S.M.

    2008-01-01

    The purpose of this course is to provide a comprehensive introduction to the physics of beams with intense space charge. This course is suitable for graduate students and researchers interested in accelerator systems that require sufficient high intensity where mutual particle interactions in the beam can no longer be neglected. This course is intended to give the student a broad overview of the dynamics of beams with strong space charge. The emphasis is on theoretical and analytical methods of describing the acceleration and transport of beams. Some aspects of numerical and experimental methods will also be covered. Students will become familiar with standard methods employed to understand the transverse and longitudinal evolution of beams with strong space charge. The material covered will provide a foundation to design practical architectures. In this course, we will introduce you to the physics of intense charged particle beams, focusing on the role of space charge. The topics include: particle equations of motion, the paraxial ray equation, and the Vlasov equation; 4-D and 2-D equilibrium distribution functions (such as the Kapchinskij-Vladimirskij, thermal equilibrium, and Neuffer distributions), reduced moment and envelope equation formulations of beam evolution; transport limits and focusing methods; the concept of emittance and the calculation of its growth from mismatches in beam envelope and from space-charge non-uniformities using system conservation constraints; the role of space-charge in producing beam halos; longitudinal space-charge effects including small amplitude and rarefaction waves; stable and unstable oscillation modes of beams (including envelope and kinetic modes); the role of space charge in the injector; and algorithms to calculate space-charge effects in particle codes. Examples of intense beams will be given primarily from the ion and proton accelerator communities with applications from, for example, heavy-ion fusion, spallation

  13. Harvard Project Physics Newsletter 10. The Project Physics Course, Text.

    Science.gov (United States)

    Harvard Univ., Cambridge, MA. Harvard Project Physics.

    A short description of the availability of Harvard Project Physics course components is given as is a discussion of the growth of the use of Project Physics in schools, including some enrollment data and survey results. Locations of the 1970 and 1971 Summer Institutes are listed. Adaptations of Project Physics course outside the United States are…

  14. International School of Physics Enrico Fermi : Course 190 : Frontiers in Modern Optics

    CERN Document Server

    Dudley, J; Clerici, M

    2016-01-01

    The year 2015 was designated by the United Nations General Assembly as the Year of Light and Light-based Technologies, and also marks the anniversaries of a number of significant historical events related to light. In 1015, Ibn Al-Haytham published his book of optics; in 1815, Fresnel first proposed the notion that light is actually a wave; James Clerk Maxwell then firmly established this concept with his electromagnetic theory of light propagation; and Einstein announced his discovery of the photoelectric effect, demonstrating that light is made of photons in 1905, followed in 1915 by his general theory of relativity, in which light plays a central role. This book presents lectures from the International School of Physics Enrico Fermi summer school: Frontiers in Modern Optics, held in Varenna, Italy, in June and July 2014. The school attempted to give a broad and modern overview of the field of optics in a series of lectures addressing ongoing topics of research. Subject areas include: nonlinear optics; lig...

  15. An Investigation of How a Physics Professional Development Course Influenced the Teaching Practices of Five Elementary School Teachers

    Science.gov (United States)

    Harlow, Danielle B.

    2014-02-01

    This paper reports the results of an investigation of how a professional development content course based on the Physics and Everyday Thinking (PET) curriculum affected the teaching practices of five case study elementary school teachers. The findings of this study highlight different ways that teachers use what they learn in content courses to teach science to elementary children. While some teachers transferred pedagogical practices along with the content, others transformed the content to be useful in already existing pedagogical frameworks, and still others show little or no evidence of transfer. The range of transfer is explained by considering how each teacher interacted with the learning context (the PET curriculum) and their initial ideas about teaching science.

  16. A case study of successful e-learning: a web-based distance course in medical physics held for school teachers of the upper secondary level.

    Science.gov (United States)

    Jönsson, Bo-Anders

    2005-09-01

    Learning activities and course design in the new context of e-learning, such as in web-based courses involves a change both for teachers and students. The paper discusses factors important for e-learning to be successful. The development of an online course in medical physics and technology for high school teachers of physics, details of the course, and experience gained in connection with it are described. The course syllabus includes basics of radiation physics, imaging techniques using ionizing or non-ionizing radiation, and external and internal radiation therapy. The course has a highly didactic approach. The final task is for participants to design a course of their own centered on some topic of medical physics on the basis of the knowledge they have acquired. The aim of the course is to help the teachers integrate medical physics into their own teaching. This is seen as enhancing the interest of high school students in later studying physics, medical physics or some other branch of science at the university level, and as increasing the knowledge that they and people generally have of science. It is suggested that the basic approach taken can also have applicability to the training of medical, nursing or engineering students, and be used for continuing professional development in various areas.

  17. Integration of Environmental Issues in a Physics Course: 'Physics by Inquiry' High School Teachers' Integration Models and Challenges

    Science.gov (United States)

    Kimori, David Abiya

    As we approach the second quarter of the twenty-first century, one may predict that the environment will be among the dominant themes in the political and educational discourse. Over the past three decades, particular perspectives regarding the environment have begun to emerge: (i) realization by human beings that we not only live on earth and use its resources at an increasingly high rate but we also actually belong to the earth and the total ecology of all living systems, (ii) there are strong interactions among different components of the large and complex systems that make up our environment, and (iii) the rising human population and its impact on the environment is a great concern (Hughes & Mason, 2014). Studies have revealed that although the students do not have a deep understanding of environmental issues and lack environmental awareness and attitudes necessary for protecting the environment, they have great concern for the environment (Chapman & Sharma, 2001; Fien, Yencken, & Sykes, 2002). However, addressing environmental issues in the classroom and other disciplines has never been an easy job for teachers (Pennock & Bardwell, 1994; Edelson, 2007). Using multiple case studies, this study investigated how three purposefully selected physics teachers teaching a 'Physics by Inquiry' course integrated environmental topics and issues in their classroom. Particularly this study looked at what integration models and practices the three physics teachers employed in integrating environmental topics and issues in their classroom and what challenges the teachers faced while integrating environmental topics in their classrooms. Data collection methods including field notes taken from observations, teachers' interviews and a collection of artifacts and documents were used. The data were coded analyzed and organized into codes and categories guided by Fogarty (1991) models of curriculum integration and Ham and Sewing (1988) four categories of barriers to environmental

  18. Nearly 1.4 Million High School Physics Students--Enrollments in AP and Second-Year Courses up 26% Even though Number of Graduates down in 2012-13

    Science.gov (United States)

    White, Susan; Tesfaye, Casey Langer

    2014-01-01

    Since 1987, the Statistical Research Center at the American Institute of Physics has regularly conducted a nationwide survey of high school physics teachers to take a closer look at physics in U.S. high schools. We contact all of the teachers who teach at least one physics course at a nationally representative sample of all U.S. high schools-both…

  19. Senior high school female students' interest in physics as a course ...

    African Journals Online (AJOL)

    The study of females interest in physics is an issue of international concern. Of the sciences, physics is the subject in which the increase in the number of females involved has been particularly low. The term 'interest' may usually refers to preference to engage in some types of activities rather than others. This study ...

  20. 132nd International School of Physics "Enrico Fermi" : Course on Dark Matter in the Universe

    CERN Document Server

    Primack, Joel R; Provenzale, A; International School of Physics "Enrico Fermi" : Course on Dark Matter in the Universe; Scuola Internazionale di Fisica "Enrico Fermi"

    1996-01-01

    Physics and astrophysics came to dark matter through many different routes, finally accepting it, but often with some distaste. It has been noticed that the existence of dark matter is yet another displacement of humans from the centre of the Universe: not only do our planet and our sun have no central position in the Universe, not only are humans just animals (although with a 'specialized' central nervous system), but even the material of which we are made is only a marginal component of the cosmic substance! If this is the right attitude to take, scientists feeling distaste for dark matter are much like Galileo Galilei's colleagues who refused to look through the telescope to watch the Medici planets. Nevertheless, astronomers, when required to take a ballot in favour of some cosmological model, often still vote for 'pure baryonic' with substantial majorities, although most cosmologists assume that a 'cold' component of dark matter plays a role in producing the world as we observe it. Among the many subject...

  1. 137th International School of Physics "Enrico Fermi" : Course : Heavy Flavour Physics: a Probe of Nature's Grand Design

    CERN Document Server

    Moroni, Luigi

    1998-01-01

    The lectures collected in this book present a comprehensive review of the current knowledge of heavy-quark physics, from the points of view of both theory and experiment. Heavy Flavour Physics has accomplished enormous progress during the last few years: the last heavy quark has been discovered and the quality of the collected data on the other relatively lighter quarks has dramatically improved. On the theory side, noticeable progress has been reported on new calculations of decay rates based on various techniques, such as QCD sum rules, heavy-quark mass expansion and lattice QCD. The theory of heavy quark production is constantly improving and awaiting new results. Nevertheless there are strong reasons to believe that the Standard Model of High Energy Physics is incomplete. It exhibits very peculiar patterns for which it offers no explanation. The basic constituents of matter are arranged into three seemingly identical generations or families of quarks and leptons, differing merely in their masses. The patt...

  2. 38 CFR 21.122 - School course.

    Science.gov (United States)

    2010-07-01

    ..., vocational school, correspondence school, business school, junior college, teacher's college, college, normal school, professional school, university, scientific or technical institution, or other institution... course is offered within a given period of time and credit toward graduation or certification is...

  3. A course in theoretical physics

    CERN Document Server

    Shepherd, P J

    2013-01-01

    This book is a comprehensive account of five extended modules covering the key branches of twentieth-century theoretical physics, taught by the author over a period of three decades to students on bachelor and master university degree courses in both physics and theoretical physics. The modules cover nonrelativistic quantum mechanics, thermal and statistical physics, many-body theory, classical field theory (including special relativity and electromagnetism), and, finally, relativistic quantum mechanics and gauge theories of quark and lepton interactions, all presented in a single, self-contained volume. In a number of universities, much of the material covered (for example, on Einstein’s general theory of relativity, on the BCS theory of superconductivity, and on the Standard Model, including the theory underlying the prediction of the Higgs boson) is taught in postgraduate courses to beginning PhD students. A distinctive feature of the book is that full, step-by-step mathematical proofs of all essentia...

  4. Challenges in a Physics Course

    DEFF Research Database (Denmark)

    Hernández, Carola Hernández; Ravn, Ole; Forero Shelton, Antonio Manu

    2014-01-01

    This article identifies and analyses some of the challenges that arose in a development process of changing from a content-based teaching environment to a student-centred environment in an undergraduate physics course for medicine and biology students at Universidad de los Andes. Through the use...

  5. Professional practical knowledge on the evolution of a collage physics course in the school research approach, in the light of the gradualness hypothesis

    Directory of Open Access Journals (Sweden)

    John Freddy Ramírez Casallas

    2012-09-01

    Full Text Available Since 2001 an experience in physics teaching regarding the research school model has been carried out inside the engineering program of an university. The complexity in its development in the Colombian region of Tolima has demanded to respond specific difficulties; such as the recognition and overcoming of the training problems that bring our students to the classroom. In previous reports has been based and proposed the development of a physical with a regional sense in which it is essential the gradual approach to this model (gradualness hypothesis based on the premise that the majority of students have had access to a traditional teaching of the subject during secondary education. This report is intended, based on a process of practice systematization to introduce, conceptualize, support and raise interesting concerns around the successful development the course has had, since an option close to the traditional to one oriented by school research tasks.

  6. Examining the Contribution of Physical Education and Sports Courses in the Secondary School to the Sportsmanship Behaviours in Terms of Some Variables

    Directory of Open Access Journals (Sweden)

    Serkan HACICAFEROĞLU

    2015-08-01

    Full Text Available This study was carried out in order to determine the contribution of the physical education and sports classes in the secondary school to the sportsmanship behaviours in terms of some variables. The population of the study, which was carried out using a general screening model, consists of students from the government - dependent secondary schools in the county, of Malatya Battalgazi, and its sampling consists of 670 students, studying at “Atatürk, Barbaros, Türk Telekom, Türkiye’m and Vakifbank” public secondary schools in the city centre of Malatya, chosen from the these schools by a random method. In the research, "Physical Education Courses Sportsmanship Behaviours Scale" is used as a data collec ting tool. Analysis of data obtained from the research was conducted with the help of a SPSS 20 package program and arithmetic mean, t - test and one - way analysis of variance (ANOVA were used in the calculation. As the result of the study, relying on the an swers the students have given to the scale it has been determined that the overall arithmetic mean of the scale was lower than expected, that the views on the contribution of the physical education and sports classes to sportsmanship behaviours were equiva lent to each other depending on the demographic variables of gender and father’s education level, however, there were significant differences among students depending on the grade level.

  7. A course in classical physics

    CERN Document Server

    Bettini, Alessandro

    This first volume covers the mechanics of point particles, gravitation, extended systems (starting from the two-body system), the basic concepts of relativistic mechanics and the mechanics of rigid bodies and fluids. The four-volume textbook, which covers electromagnetism, mechanics, fluids and thermodynamics, and waves and light, is designed to reflect the typical syllabus during the first two years of a calculus-based university physics program. Throughout all four volumes, particular attention is paid to in-depth clarification of conceptual aspects, and to this end the historical roots of the principal concepts are traced. Writings by the founders of classical mechanics, G. Galilei and I. Newton, are reproduced, encouraging students to consult them. Emphasis is also consistently placed on the experimental basis of the concepts, highlighting the experimental nature of physics. Whenever feasible at the elementary level, concepts relevant to more advanced courses in modern physics are included. Each chapter b...

  8. International school of plasma physics course on instabilities and confinement in toroidal plasmas. Varenna (Italy), September 27-October 9, 1971

    International Nuclear Information System (INIS)

    1974-11-01

    The lectures of a Varenna Summer School about the theme Instabilities and Confinement in toroidal Plasmas are given. The topics included are: high-beta toroidal pinches, non-MHD instabilities and anomalous transport, analogy between turbulent transfer in velocity space and plasma collisioned transport in real space, the magnetohydrodynamic approach of plasma confinement in closed magnetic configurations, properties of isodynamical equilibrium configurations and their generalization, transport theory for toroidal plasmas, plasma physics, low-β toroidal machines, the neoclassical theory of transit time magnetic pumping, radio frequency heating of toroidal plasmas, plasma heating at lower hybrid frequency, RF-plasma heating with L-structures, numerical simulation, dynamical stabilization of low frequency waves in inhomogeneous plasmas, dynamic and feedback stabilization of plasmas and problems with nuclear fusion reactors

  9. Introduction to Particle Physics course

    CERN Multimedia

    CERN. Geneva HR-RFA

    2006-01-01

    These lectures are an introduction to the ideas of particle physics, aimed at students and teachers with little or on knowledge of the subject. They form a broad basis that will be developed in more detail by the subsequent lecturers in the school. These four lectures are meant to present an overview of particle physics based on its historical evolution over the past century. It will be shown how concepts have evolved following progress in instrumentation and in theoretical ideas, from atoms to the elementary particles and their interactions, as they are known today.

  10. Open-ended Laboratory Investigations in a High School Physics Course: The difficulties and rewards of implementing inquiry-based learning in a physics lab

    Science.gov (United States)

    Szott, Aaron

    2014-01-01

    often closed-ended. The outcomes are known in advance and students replicate procedures recommended by the teacher. Over the years, I have come to appreciate the great opportunities created by allowing students investigative freedom in physics laboratories. I have realized that a laboratory environment in which students are free to conduct investigations using procedures of their own design can provide them with varied and rich opportunities for discovery. This paper describes what open-ended laboratory investigations have added to my high school physics classes. I will provide several examples of open-ended laboratories and discuss the benefits they conferred on students and teacher alike.

  11. NATO Advanced Study Institute on Physical Processes in Laser-Materials Interaction, which was the 9th course of the Europhysics School of Quantum Electronics

    CERN Document Server

    1983-01-01

    It is a pleasure to write a few words as an introduction to the proceedings of the 1980 NATO ASI on "Physical Processes in Laser­ Naterial Interaction." This ASI is the ninth course of a series devoted to lasers and their applications, held under the responsibility of the Quantum Electronics Division of the European Physical Society, and for this reason known as the "Europhysics School of Quantum Electronics." Since 1971 the School has been operating with the joint direc­ tion of myself as representative of the academic research, and Dr. D. Roess (formerly with Siemens AEG, Munich, and now with Sick, Optik und Electronik, GmbH, Munich) for the industrial applications. Indeed the aim of the School is to alternate fundamental and applied frontier topics in the area of quantum electronics and modern optics, in order to introduce young research people from universities and industrial R&D laboratories to the new aspects of research opened by the laser.

  12. CERN accelerator school: Introductory course in Poland

    CERN Document Server

    2006-01-01

    For the first time since the CERN Accelerator School (CAS) was set up, the 'Introduction to Accelerator Physics' course was held in Zakopane, Poland. This course was organised together with the National Atomic Energy Agency, Warsaw, and the AGH University of Science and Technology, Cracow, and was held from 1-13 October 2006 at the foot of the Tatra Mountains. The course was very well attended with 113 participants representing 26 different nationalities. Although most of the participants originated from Europe, some students came from countries as far away as Canada, China, India and North America. The intensive programme comprised 35 lectures, 3 seminars given by local Polish lecturers, 5 tutorials where the students were split into four groups, a poster session where students could present their own work and 7 hours of guided and private study. The participants appreciated these study periods, which encouraged collaboration and knowledge-sharing in solving problems and gave them the opportunity to get t...

  13. EFFECTS OF COOPERATIVE LEARNING MODEL TYPE STAD JUST-IN TIME BASED ON THE RESULTS OF LEARNING TEACHING PHYSICS COURSE IN PHYSICS SCHOOL IN PHYSICS PROGRAM FACULTY UNIMED

    Directory of Open Access Journals (Sweden)

    Teguh Febri Sudarma

    2013-06-01

    Full Text Available Research was aimed to determine: (1 Students’ learning outcomes that was taught with just in time teaching based STAD cooperative learning method and STAD cooperative learning method (2 Students’ outcomes on Physics subject that had high learning activity compared with low learning activity. The research sample was random by raffling four classes to get two classes. The first class taught with just in time teaching based STAD cooperative learning method, while the second class was taught with STAD cooperative learning method. The instrument used was conceptual understanding that had been validated with 7 essay questions. The average gain values of students learning results with just in time teaching based STAD cooperative learning method 0,47 higher than average gain values of students learning results with STAD cooperative learning method. The high learning activity and low learning activity gave different learning results. In this case the average gain values of students learning results with just in time teaching based STAD cooperative learning method 0,48 higher than average gain values of students learning results with STAD cooperative learning method. There was interaction between learning model and learning activity to the physics learning result test in students

  14. Science Academies' Refresher Course in Experimental Physics

    Indian Academy of Sciences (India)

    2017-12-18

    Dec 18, 2017 ... A Refresher Course in Experimental Physics will be held at the Department of Physics, Panjab. University, Chandigarh held from 18 December 2017 to 2 January 2018 for the benefit of faculty involved in teaching undergraduate and postgraduate courses. The Course aims to familiarize the teachers with a ...

  15. Holography as a Liberal Arts Physics Course

    Science.gov (United States)

    Huang, Jacob Wen-kuang

    1978-01-01

    Describes a liberal arts physics course for all majors interested in holography or to satisfy the general education requirements. An outline of the course and some experience of offering it are given. (Author/GA)

  16. CAS course on Advanced Accelerator Physics in Warsaw

    CERN Multimedia

    CERN Accelerator School

    2015-01-01

    The CERN Accelerator School (CAS) and the National Centre for Nuclear Research (NCBJ) recently organised a course on Advanced Accelerator Physics. The course was held in Warsaw, Poland from 27 September to 9 October 2015.    The course followed an established format with lectures in the mornings and practical courses in the afternoons. The lecture programme consisted of 34 lectures, supplemented by private study, tutorials and seminars. The practical courses provided ‘hands-on’ experience of three topics: ‘Beam Instrumentation and Diagnostics’, ‘RF Measurement Techniques’ and ‘Optics Design and Corrections’. Participants selected one of the three courses and followed their chosen topic throughout the duration of the school. Sixty-six students representing 18 nationalities attended this course, with most participants coming from European counties, but also from South Korea, Taiwan and Russia. Feedback from th...

  17. Linking Science Fiction and Physics Courses

    Science.gov (United States)

    McBride, Krista K.

    2016-05-01

    Generally, cohorts or learning communities enrich higher learning in students. Learning communities consist of conventionally separate groups of students that meet together with common academic purposes and goals. Types of learning communities include paired courses with concurrent student enrollment, living-learning communities, and faculty learning communities. This article discusses a learning community of 21 students that I created with a colleague in the English department. The community encompasses two general education courses: an algebra-based physics course entitled "Intro to Physics" and a literature course entitled "Science Fiction, Science Fact." Students must enroll in both of these courses during the same semester. Additionally, I highlight advantages to linking these courses through surveying the assignments and course materials that we used in our learning community. Figure 1 shows the topics that are covered in both physics and literature courses.

  18. Who's Teaching What in High School Physics?

    Science.gov (United States)

    White, Susan; Tyler, John

    2015-01-01

    During the 2012-13 school year, approximately 27,000 teachers taught at least one physics course in a U.S. high school. About one-third of those teachers have earned a degree in physics or physics education; the vast majority of the others have earned degrees in a variety of other science fields. About 53,000 physics classes were taught, ranging…

  19. CAS course on advanced accelerator physics in Trondheim, Norway

    CERN Multimedia

    CERN Accelerator School

    2013-01-01

    The CERN Accelerator School (CAS) and the Norwegian University of Science and Technology (NTNU) recently organised a course on advanced accelerator physics. The course was held in Trondheim, Norway, from 18 to 29 August 2013. Accommodation and lectures were at the Hotel Britannia and practical courses were held at the university.   The course's format included lectures in the mornings and practical courses in the afternoons. The lecture programme consisted of 32 lectures supplemented by discussion sessions, private study and tutorials. The practical courses provided "hands-on" experience in three topics: RF measurement techniques, beam instrumentation and diagnostics, and optics design and corrections. Participants selected one of the three courses and followed the chosen topic throughout the course. The programme concluded with seminars and a poster session.  70 students representing 21 nationalities were selected from over 90 applicants, with most participa...

  20. Microcomputers in a Beginning Tertiary Physics Course.

    Science.gov (United States)

    Pearce, J. M.; O'Brien, R.

    1986-01-01

    Describes a college-level physics course which focuses on both physics knowledge/skills and use of microcomputers. Types of experiments done with the computers and how students use the computers to treat data are considered. (JN)

  1. Physical Activity During School

    DEFF Research Database (Denmark)

    Østergaard, Lars Domino

    It is important, not only on health grounds, to exercise and to be physically active. In school, physical activities have shown to improve the students’ academic behaviour resulting in improved attention and information processing as well as enhanced coping. To stimulate and motivate students...... to be even more active during school hours further enhancing their academic behaviour, it is important to know when, why and how they are active, and their attitude towards different types of physical activities. Therefore, the aim of this study was to categorize the physical activities attended by students...... during school hours and to elucidate their attitude towards the different types of activities. The data consisted of observations of lessons followed by group interviews. Analyses of the observations revealed six categories of physical activities, varying from mandatory physical activities, activities...

  2. MOOC Integration into Secondary School Courses

    Science.gov (United States)

    Najafi, Hedieh; Evans, Rosemary; Federico, Christopher

    2014-01-01

    We investigated how high school students taking a university preparatory economics course would engage with the learning and assessment components of a Behavioural Economics MOOC that was integrated into their school-based course. Students were divided into two groups, MOOC-only, with no teacher support, and blended-mode, with weekly tutorials.…

  3. Science Academies' Refresher Course in Statistical Physics

    Indian Academy of Sciences (India)

    The Course is aimed at college teachers of statistical physics at BSc/MSc level. ... teachers, with at least a masters degree in Physics/Mathematics/Engineering are ... Topics: There will be six courses dealing with, Basic principles and general ...

  4. CAS - CERN Accelerator School: Specialised course on Magnets

    CERN Document Server

    CAS 2009

    2010-01-01

    These proceedings present the lectures given at the twenty-third specialized course organized by the CERN Accelerator School (CAS), the topic being 'Magnets'. The course was held in Bruges, Belgium, from 16 to 25 June 2009. This is the first time this topic has been selected for a specialized course. Taking into account the number of related applications currently in use in accelerators around the world, but, even more important, the worrying decrease in the corresponding expertise in the different laboratories, it was recognized that such a topic should definitively be incorporated into the CAS series of specialized courses. The specific aim of the course was to introduce the participants to the basics of resistive magnet design and its underlying theoretical concepts. The first part of the school dealt with basic introductory courses such as Maxwell's equations for magnets, beam optics, physics and measurement of magnetic materials, the different types of resistive magnets and their respective performance, ...

  5. Refresher Course on Physics of Earthquakes -98 ...

    Indian Academy of Sciences (India)

    The objective of this course is to help teachers gain an understanding of the earhquake phenomenon and the physical processes involved in its genesis as well as offhe earthquake waves which propagate the energy released by the earthquake rupture outward from the source. The Course will begin with mathematical ...

  6. Science Academies' Refresher Course in Experimental Physics

    Indian Academy of Sciences (India)

    IAS Admin

    The Course is particularly aimed at teachers (from University and Colleges in and around Mizoram, Aizawl) teaching at UG/PG level. College/University teachers having at least a Master's degree in Physics are eligible to apply. The UGC has also approved of 2-week Refresher Courses of good standing for promotion of ...

  7. Outline of High School Credit Courses.

    Science.gov (United States)

    South Carolina State Dept. of Education, Columbia.

    An outline is presented of the objectives and content of courses offered for credit in high schools in South Carolina. Courses in the following subjects are described: (1) art; (2) drama; (3) driver education; (4) environmental education; (5) foreign language: French, German, Russian, Spanish; (6) health; (7) language arts; (8) mathematics; (9)…

  8. CERN School of physics

    International Nuclear Information System (INIS)

    Anon.

    1986-01-01

    This year's CERN School of Physics, the 25th, was held from 8-21 June in Sandhamn, near Stockholm. This exotic island in the Stockholm archipelago helped create a friendly atmosphere for the 80 very ambitious students (coming from 20 different countries) and their 20 or so lecturers and discussion leaders

  9. CERN School of physics

    Energy Technology Data Exchange (ETDEWEB)

    Anon.

    1986-09-15

    This year's CERN School of Physics, the 25th, was held from 8-21 June in Sandhamn, near Stockholm. This exotic island in the Stockholm archipelago helped create a friendly atmosphere for the 80 very ambitious students (coming from 20 different countries) and their 20 or so lecturers and discussion leaders.

  10. A Physics Course for Non-Physical Science Teachers

    Science.gov (United States)

    Cottle, Paul D.

    1997-11-01

    A two semester introductory physics sequence exclusively for undergraduates and graduate students in science education who were not seeking certification in physics was taught at Florida State for the first time in 1996-97. The course emphasized building understanding in both qualitative and quantitative aspects of physics through group learning approaches to laboratories and written problem assignments, assessments which required detailed written explanations, and frequent interactions between the instructor and individual students. This talk will briefly outline the structure of the course and some of the more interesting observations made by the group of science education graduate students and faculty who evaluated aspects of the course.

  11. Introducion to Nuclear Physics course

    CERN Multimedia

    CERN. Geneva HR-RFA

    2006-01-01

    Atomic nuclei are made of nucleons, protons and neutrons, composed by quarks strongly interacting via gluons. How such complex objects as particles and nuclei are built? remains a fundamental question. A new "frontier" of subatomic physics is the exploration of exotic nuclei, elements and isotopes not stable enough to have survived on Earth. Exotic nuclei populated vast unknown regions of the nuclear chart where many unexpected structures have recently been discovered. Exotic nuclei synthesized in laboratory allow large variation of the neutron and proton chemical composition of nuclear systems needed to uncover the true nature of the subatomic structures and to understand the origin of elements in the Universe. This lecture will be an introduction to the open questions and key issues on the properties and structure of atomic nuclei and nuclear matter.

  12. Revamping High School Accounting Courses.

    Science.gov (United States)

    Bittner, Joseph

    2002-01-01

    Provides ideas for updating accounting courses: convert to semester length; focus on financial reporting/analysis, financial statements, the accounting cycle; turn textbook exercises into practice sets for the accounting cycle; teach about corporate accounting; and address individual line items on financial statements. (SK)

  13. CERN accelerator school: an introductory course in Poland

    CERN Multimedia

    2006-01-01

    For the first time since the CERN Accelerator School (CAS) was set up, the â€ワIntroduction to Accelerator Physics” course was held in Zakopane, Poland.  This course was organised together with the National Atomic Energy Agency, Warsaw and the AGH University of Science and Technology, Cracow and was held from 1-13 October 2006 at the foot of the Tatra Mountains. The course was very well attended with 113 participants representing 26 different nationalities. Although most of the participants originated from Europe, some students came from countries as far away as Canada, China, India and North America.

  14. CERN Accelerator School & ELETTRA Synchrotron Light Laboratory announce a course on "Accelerator Physics" (Intermediate level), at the Abdus Salam International Center for Theoretical Physics, Adriatico Guesthouse, Trieste, Italy, 2 - 14 October 2005

    CERN Multimedia

    2005-01-01

    The Intermediate level course is clearly conceived as the logical continuation of the Introductory level course for those being active in the field of Accelerator Physics. However, it is also often considered as an excellent opportunity to either discover and receive a basic training in a new field, or for refreshing or keeping up-to-date people's expertise in the field.

  15. Physical activity across the life-course

    DEFF Research Database (Denmark)

    Evans, Adam Brian; Nistrup, Anne; Allen-Collinson, Jacquelyn

    2018-01-01

    The subjective, lived elements of old age in physical activity promotion are central in defining how older people ascribe meaning to experiences of being active. Many such meanings are developed throughout the life course. From a longitudinal perspective, although continuity theory can be helpful...... be interdependent with how others define them, and how they define others. We offer recommendations about how this shift in perspective can empower older people to be active agents within figurations of physical activity promotion....

  16. The Effectiveness of "Pencasts" in Physics Courses

    Science.gov (United States)

    Weliweriya, Nandana; Sayre, Eleanor C.; Zollman, Dean A.

    2018-03-01

    Pencasts are videos of problem solving with narration by the problem solver. Pedagogically, students can create pencasts to illustrate their own problem solving to the instructor or to their peers. Pencasts have implications for teaching at multiple levels from elementary grades through university courses. In this article, we describe the use of pencasts in a university-level upper-division electromagnetic fields course usually taken by junior and senior physics majors. For each homework assignment, students created and submitted pencasts of ordinary problems several days before the problem set was due. We compare students' performance in the class (grades for pencast submission excluded) with the pencast submission rate. Students who submitted more pencasts tend to do better in the course. We conclude with some practical suggestions for implementing pencasts in other courses.

  17. An introductory course of particle physics

    CERN Document Server

    Pal, Palash B

    2014-01-01

    For graduate students unfamiliar with particle physics, this text teaches the basic techniques and fundamental theories related to the subject. It gives them the competence to work out various properties of fundamental particles, such as scattering cross-section and lifetime. The book also gives a lucid summary of the main ideas involved. Figure slides are available upon qualifying course adoption.

  18. Science Academies' Refresher Course in Statistical Physics

    Indian Academy of Sciences (India)

    The Course is aimed at college teachers of statistical physics at BSc/MSc level. It will cover basic principles and techniques, in a pedagogical manner, through lectures and tutorials, with illustrative problems. Some advanced topics, and common difficulties faced by students will also be discussed. College/University ...

  19. The role of applied physics in American introductory physics courses

    Science.gov (United States)

    Poduska, Ervin L.; Lunetta, Vincent N.

    1984-09-01

    To what extent should technology and applied physics be included in introductory physics courses? What is the proper balance between pure and applied physics? Should physics teachers devote precious time to socially relevant issues like nuclear power and alternative sources of energy? How much time should be spent, if any, on applications that are more relevant to the student's world like cars, music, television and refrigeration? Does including applications reduce or enhance student understanding of important classical topics? A response to these questions must be based on goals for physics teaching, on knowledge of how students learn and on the nature of the physics discipline. Since there is not enough time to teach everything in an introductory course, priorities must be determined.

  20. Choosing High School Courses with Purpose

    Science.gov (United States)

    Ayotte, Steve; Sevier, Sharon

    2010-01-01

    In choosing high school courses, students often seem to focus on everything except preparation for an intended major or career. They consider graduation requirements, weighted classes, easy classes...but rarely are these types of choices preparing students for postsecondary education. This article describes the "Career Companion Guide"…

  1. A modern course in statistical physics

    CERN Document Server

    Reichl, Linda E

    2016-01-01

    "A Modern Course in Statistical Physics" is a textbook that illustrates the foundations of equilibrium and non-equilibrium statistical physics, and the universal nature of thermodynamic processes, from the point of view of contemporary research problems. The book treats such diverse topics as the microscopic theory of critical phenomena, superfluid dynamics, quantum conductance, light scattering, transport processes, and dissipative structures, all in the framework of the foundations of statistical physics and thermodynamics. It shows the quantum origins of problems in classical statistical physics. One focus of the book is fluctuations that occur due to the discrete nature of matter, a topic of growing importance for nanometer scale physics and biophysics. Another focus concerns classical and quantum phase transitions, in both monatomic and mixed particle systems. This fourth edition extends the range of topics considered to include, for example, entropic forces, electrochemical processes in biological syste...

  2. Nuclear reactor physics course for reactor operators

    International Nuclear Information System (INIS)

    Baeten, P.

    2006-01-01

    The education and training of nuclear reactor operators is important to guarantee the safe operation of present and future nuclear reactors. Therefore, a course on basic 'Nuclear reactor physics' in the initial and continuous training of reactor operators has proven to be indispensable. In most countries, such training also results from the direct request from the safety authorities to assure the high level of competence of the staff in nuclear reactors. The aim of the basic course on 'Nuclear Reactor Physics for reactor operators' is to provide the reactor operators with a basic understanding of the main concepts relevant to nuclear reactors. Seen the education level of the participants, mathematical derivations are simplified and reduced to a minimum, but not completely eliminated

  3. Communicating the Benefits of a Full Sequence of High School Science Courses

    Science.gov (United States)

    Nicholas, Catherine Marie

    2014-01-01

    High school students are generally uninformed about the benefits of enrolling in a full sequence of science courses, therefore only about a third of our nation's high school graduates have completed the science sequence of Biology, Chemistry and Physics. The lack of students completing a full sequence of science courses contributes to the deficit…

  4. Relationships between the Physical Education Course Sportsmanship Behaviors with Tendency to Violence and Empathetic Ability

    Science.gov (United States)

    Koc, Yakup

    2017-01-01

    The aim of this study is to examine relationship between the physical education course sportsmanship behaviors, tendency to violence, and empathetic ability for elementary school students. The sample of study consists of randomly selected 919 elementary school students attending state schools in the province of Erzincan in 2013-2014 academic year.…

  5. Development of Polytechnic Knowledge and Abilities in the Course of Studying Physics

    Science.gov (United States)

    Imashev, Gizatulla; Abykanova, Bakytgul T.; Rakhmetova, Mairagul T.; Tumysheva, Anar A.; Moldasheva, Raushan N.; Ilyasova, Sandugash S.; Shahimova, Aliya A.

    2016-01-01

    In this article one of aspects of physics course studying improvement at high schools--the problem of the development of polytechnic knowledge and abilities in modern conditions--is revealed. In this research, the role and place of polytechnic education in the improvement of teaching physics at high schools are revealed, the main pedagogical…

  6. Asthma & Physical Activity in the School

    Science.gov (United States)

    Asthma & Physical Activity in the School MAKING A DIFFERENCE Asthma & Physical Activity in the School MAKING A DIFFERENCE Min: 5/ ... D. Chair, NAEPP School Subcommittee Working Group on Physical Activity and School American Medical Association Karen Huss, Ph. ...

  7. Promoting Learning Achievement, Problem Solving, and Learning Curiosity of High School Students: Empirical Thai Study of Self-directed Learning in Physics Course

    Directory of Open Access Journals (Sweden)

    Wittaya Worapun

    2017-11-01

    Full Text Available Three phases of this research were employed to study learning achievement, problem solving, and learning curiosity among 43 students in the 11th grade through self-directed learning in a Physics course. Research instruments included: a learning achievement test, a test of curiosity, observations using anecdotal evidence of curiosity, and a test of problem solving ability. The findings show that six components of self-directed learning were evident, i.e. principles and basic concepts, syntax, social system, principle of reaction, and support system. It was found that five main procedures of self-directed learning were applicable in a management model: diagnosis, strategies, growth in habit, taking action, and summarizing and assessing. Students gained in their learning achievement ; furthermore, their posttest scores in problem solving were greater than their pretest scores at .05 level of statistical significance.

  8. 2001 Summer school on particle physics

    International Nuclear Information System (INIS)

    Masiero, A.; Senjanovic, G.; Smirnov, A.Yu.; Thompson, G.

    2002-01-01

    The aim of this school was to give a panoramic view on the field of particle physics with its achievements and problems, successes and failures. The standard model of the electroweak and strong interactions is in perfect shape. Physics of the standard model and its precision tests have been extensively discussed during the school. What is next? Do we have a 'standard model' of physics beyond the standard model? In this connection the status of low scale supersymmetry, supersymmetric Grand Unification and various flavor symmetries has been presented. Discovery of neutrino masses and mixing is probably the first experimental manifestation of new physics. Do we have a viable alternative of the (TeV scale) SUSY and GUT? Models with large, or infinite, or wrapped extra dimensions, the bulk-brane scenarios (widely discussed in series of lectures) may give some answers to this question. Is non-commutative field theory relevant for particle physics? Are the tools we have at hand enough to solve problems of particle physics? Is something fundamentally important missed in our approaches? These, and many other questions, were among the hot topics of the school. In this volume we publish four courses of lectures given by leading experts in the fields which represent two main areas of the research mentioned above: Physics of the standard model and Physics beyond the standard model. Both basic and advanced topics are presented in the lectures on nonperturbative QCD and quark-gluon plasma. First results from heavy ion collider RHIC are discussed. Important recent progress in particle physics is related to operation of the B-factories. This subject is covered in lectures on B-physics and CP-violation. Physics beyond the standard model is represented by lectures on Grand Unification with emphasis on explanation of fermion masses, in particular neutrino masses and mixing, and on predictions for proton decay. Another course is devoted to the fascinating subject: physics of non

  9. 2001 Summer school on particle physics

    Energy Technology Data Exchange (ETDEWEB)

    Masiero, A [SISSA, International School for Advanced Studies, Trieste (Italy); Senjanovic, G; Smirnov, A Yu; Thompson, G [Abdus Salam ICTP, Trieste (Italy)

    2002-09-15

    The aim of this school was to give a panoramic view on the field of particle physics with its achievements and problems, successes and failures. The standard model of the electroweak and strong interactions is in perfect shape. Physics of the standard model and its precision tests have been extensively discussed during the school. What is next? Do we have a 'standard model' of physics beyond the standard model? In this connection the status of low scale supersymmetry, supersymmetric Grand Unification and various flavor symmetries has been presented. Discovery of neutrino masses and mixing is probably the first experimental manifestation of new physics. Do we have a viable alternative of the (TeV scale) SUSY and GUT? Models with large, or infinite, or wrapped extra dimensions, the bulk-brane scenarios (widely discussed in series of lectures) may give some answers to this question. Is non-commutative field theory relevant for particle physics? Are the tools we have at hand enough to solve problems of particle physics? Is something fundamentally important missed in our approaches? These, and many other questions, were among the hot topics of the school. In this volume we publish four courses of lectures given by leading experts in the fields which represent two main areas of the research mentioned above: Physics of the standard model and Physics beyond the standard model. Both basic and advanced topics are presented in the lectures on nonperturbative QCD and quark-gluon plasma. First results from heavy ion collider RHIC are discussed. Important recent progress in particle physics is related to operation of the B-factories. This subject is covered in lectures on B-physics and CP-violation. Physics beyond the standard model is represented by lectures on Grand Unification with emphasis on explanation of fermion masses, in particular neutrino masses and mixing, and on predictions for proton decay. Another course is devoted to the fascinating subject: physics of non

  10. 46 CFR 310.3 - Schools and courses.

    Science.gov (United States)

    2010-10-01

    ... 46 Shipping 8 2010-10-01 2010-10-01 false Schools and courses. 310.3 Section 310.3 Shipping... Minimum Standards for State, Territorial or Regional Maritime Academies and Colleges § 310.3 Schools and courses. (a) Schools with Federal aid. The following schools are presently operating with Federal aid...

  11. Equations in mathematical physics a practical course

    CERN Document Server

    Pikulin, Victor P

    2001-01-01

    This handbook is addressed to students of technology institutf's where a course on mathematical physics of relatively reduced volume is offered, as well as to engineers and scientists. The aim of the handbook is to treat (demonstrate) the basic methods for solving the simplest problems of classical mathematical physics. The most basic among the methods considered hrre i8 the superposition method. It allows one, based on particular linearly indepmdent HolutionH (solution "atoms"), to obtain the solution of a given problem. To that end the "Hupply" of solution atoms must be complete. This method is a development of the well-known method of particular solutions from the theory of ordinar~' differelltial equations. In contrast to the case of ordinary differential equations, where the number of linearly independent 80lutions is always finite, for a linear partial differrntial equation a complete "supply" of solution atoms is always infinite. This infinite set of Holutions may be discrete (for example, for regular ...

  12. Summer School on Particle Physics

    CERN Document Server

    2015-01-01

    The goal of the school is to give a detailed overview of particle physics and cover the most important areas where significant progress has been achieved recently. This year the school will cover both the energy and the intensity frontiers, with lectures covering the physics relevant for the next LHC run, future hadron colliders, direct and indirect probes of dark sectors and early universe physics.

  13. Physics teaching in the medical schools of Taiwan.

    Science.gov (United States)

    Hsu, Jiann-wien; Hsu, Roy

    2012-02-01

    We describe and analyze the statistics of general physics and laboratory courses in the medical schools of Taiwan. We explore the development of the general physics curriculum for medical students of Taiwan. Also, an approach to designing a general physics course in combination with its application to medical sciences is proposed. We hope this preliminary study can provide a useful reference for physics colleagues in the medical schools of Taiwan to revolutionize the dynamics of teaching physics to the medical students of Taiwan. Copyright © 2011. Published by Elsevier B.V.

  14. The rainbow school of physics

    CERN Document Server

    CERN Bulletin

    2010-01-01

    Students from 17 African countries took part in the first African School of Fundamental Physics and its Applications (ASP2010), which took place this month in South Africa. The school, organized by several physics laboratories including CERN, not only met but in some cases far exceeded the students’ expectations. Their enthusiasm made the organizers’ efforts worthwhile.   The participants to the first African School of Fundamental Physics and its Applications photographed with some of the school's organizers. The first ASP received a great deal of interest in the African community and the organizers had a hard time selecting between the very motivated applicants. “The participating students were selected to come from various backgrounds and education levels”, says the head organizer, Christine Darve. “At the school the students, lecturers and organizers shared the same dynamism and this allowed everybody to build durable networks in a physics worl...

  15. 1986 CERN school of physics

    International Nuclear Information System (INIS)

    1987-01-01

    The CERN school of physics is intended to give young experimental physicists an introduction to the theoretical aspects of recent advances in elementary particle physics. These proceedings contain reports of lecture series on the following topics: introduction to symmetries and gauge theories, quark dynamics, experimental tests of gauge theories, proton antiproton collider results and detectors, physics at LEP, superphysics, and quantum black holes. (orig.)

  16. 4. Mexican School of Nuclear Physics. Papers

    International Nuclear Information System (INIS)

    Aguilera, E.F.; Hernandez, E.; Hirsch, J.

    2005-01-01

    The IV Mexican School of Nuclear Physics, organized by the Nuclear Physics Division of the Mexican Physics Society, takes place from June 27 to July 8, 2005 in the Nuclear Sciences and of Physics Institutes of the UNAM and in the National Institute of Nuclear Research (ININ). This school, as the previous ones, it was guided the students of the last semesters of the career of Physics, of the Post grade of the same specialty, and of other adjacent careers. To give the students a current vision of some of the topics more important of the nuclear physics and their relationship with other near areas of the physics it was the objective of this School. The School covered a wide range of theoretical and experimental courses, imparted in its majority by Mexican expert professor-investigators in the matter to who we thank them the one effort and the quality of their presentations, reflected in the content of this document. The answer of the students to the convocation was excellent, 31 students presented application for admission coming from the following institutions: Meritorious Autonomous University de Puebla, National Institute of Nuclear Research, Technological Institute of Orizaba, National Polytechnic Institute, The University of Texas at Brownsville, Autonomous University of the State de Mexico, Autonomous University of the State of Morelos, Autonomous University of Baja California, Autonomous University of San Luis Potosi, University of Guadalajara, University of Guanajuato, National Autonomous University of Mexico, University of Texas, at El Paso and University Veracruzana. They were admitted to the 22 students with the higher averages qualifications of the list of applicants. The organizers of this school thank the financial support granted by the following sponsor institutions: Nuclear Sciences Institute, UNAM, Physics Institute of UNAM, Coordination of the Scientific Research UNAM, National Institute of Nuclear Research, Nuclear Physics Division of the Mexican

  17. 4. Mexican School of Nuclear Physics

    International Nuclear Information System (INIS)

    Aguilera, E.F.; Hernandez, E.; Hirsch, J.G. -mail: svp@nuclear.inin.mx

    2005-01-01

    The IV Mexican School of Nuclear Physics, organized by the Nuclear Physics Division of the Mexican Physics Society, taken place from June 27 to July 8, 2005 in the Institute of Nuclear Sciences and the Institute of Physics of the UNAM and in the National Institute of Nuclear Research (ININ). This school, as the previous ones, it was guided to the students of the last semesters of the career of Physics, of the Post grade of the same specialty, and of other adjacent careers. To give the students a current vision of some of the topics more important of the nuclear physics and their relationship with other near areas of the physics it was the objective of this School. The School covered a wide range of theoretical and experimental courses, imparted in its majority by Mexican expert professor-investigators in the subject to whom we thank them the one effort and the quality of their presentations, reflected in the content of this document. The answer of the students to the convocation was excellent, 31 students presented application for admission coming from the following institutions: Meritorious Autonomous University of Puebla, National Institute of Nuclear Research, Technological Institute of Orizaba, National Polytechnic Institute, The University of Texas at Brownsville, Autonomous University of the State de Mexico, Autonomous University of the State of Morelos, Autonomous University of Baja California, Autonomous University of San Luis Potosi, University of Guadalajara, University of Guanajuato, National Autonomous University of Mexico, University of Texas, at El Paso and University Veracruzana. They were admitted to those 22 students with the higher averages qualifications of the list of applicants. The organizers of this school thank the financial support granted by the following sponsor institutions: Institute of Nuclear Sciences, UNAM, Institute of Physics, UNAM, Coordination of the Scientific Research, UNAM, National Institute of Nuclear Research, Nuclear

  18. 3. Mexican school of nuclear physics

    International Nuclear Information System (INIS)

    Chavez L, E.R.; Hess, P.O.; Martinez Q, E.

    2002-01-01

    The III Mexican School of Nuclear Physics which is directed to those post graduate in Sciences and those of last semesters students of the Physics career or some adjacent career was organized by the Nuclear Physics Division of the Mexican Physics Society, carrying out at November 18-29, 2002 in the installations of the Institute of Physics and the Institute of Nuclear Sciences both in the UNAM, and the National Institute of Nuclear Research (ININ). In this as well as the last version its were offered 17 courses, 9 of them including laboratory practices and the rest were of theoretical character only. This book treats about the following themes: Nuclear physics, Electrostatic accelerators, Cyclotrons, Thermonuclear reactions, Surface barrier detectors, Radiation detection, Neutron detection, Bonner sphere spectrometers, Radiation protection, Biological radiation effects, Particle kinematics, Nucleosynthesis, Plastics, Muons, Quadrupoles, Harmonic oscillators, Quantum mechanics among many other matters. (Author)

  19. Subject Knowledge Enhancement Courses for Creating New Chemistry and Physics Teachers: The Students' Perceptions

    Science.gov (United States)

    Tynan, Richard; Jones, Robert Bryn; Mallaburn, Andrea; Clays, Ken

    2016-01-01

    Subject knowledge enhancement (SKE) courses are one option open in England to graduates with a science background whose first degree content is judged to be insufficient to train to become chemistry or physics teachers. Previous articles in "School Science Review" have discussed the structure of one type of extended SKE course offered at…

  20. Video-based problems in introductory mechanics physics courses

    International Nuclear Information System (INIS)

    Gröber, Sebastian; Klein, Pascal; Kuhn, Jochen

    2014-01-01

    Introductory mechanics physics courses at the transition from school to university are a challenge for students. They are faced with an abrupt and necessary increase of theoretical content and requirements on their conceptual understanding of phyiscs. In order to support this transition we replaced part of the mandatory weekly theory-based paper-and-pencil problems with video analysis problems of equal content and level of difficulty. Video-based problems (VBP) are a new problem format for teaching physics from a linked sequence of theoretical and video-based experimental tasks. Experimental tasks are related to the well-known concept of video motion analysis. This introduction of an experimental part in recitations allows the establishment of theory–experiment interplay as well as connections between physical content and context fields such as nature, technique, everyday life and applied physics by conducting model-and context-related experiments. Furthermore, laws and formulas as predominantly representative forms are extended by the use of diagrams and vectors. In this paper we give general reasons for this approach, describe the structure and added values of VBP, and show that they cover a relevant part of mechanics courses at university. Emphasis is put on theory–experiment interplay as a structural added value of VBP to promote students' construction of knowledge and conceptual understanding. (paper)

  1. Science Academies' 93rd Refresher Course in Experimental Physics

    Indian Academy of Sciences (India)

    A Refresher Course in Experimental Physics will be held at the Department of Physics, Indian. Institute of Technology Patna, Bihta, India from November 07–22, 2017 for the benefit of faculty involved in teaching undergraduate and postgraduate courses. Participants in this course will gain hands-on experience with about ...

  2. Elementary computer physics, a concentrated one-week course

    DEFF Research Database (Denmark)

    Christiansen, Gunnar Dan

    1978-01-01

    A concentrated one-week course (8 hours per day in 5 days) in elementary computer physics for students in their freshman university year is described. The aim of the course is to remove the constraints on traditional physics courses imposed by the necessity of only dealing with problems that have...... fields, and a lunar space vehicle are used as examples....

  3. Science Academies' 93rd Refresher Course in Experimental Physics

    Indian Academy of Sciences (India)

    2017-09-30

    Sep 30, 2017 ... A Refresher Course in Experimental Physics will be held at the Department of Physics, Indian. Institute of Technology Patna, Bihta, India from November 07–22, 2017 for the benefit of faculty involved in teaching undergraduate and postgraduate courses. Participants in this course will gain hands-on ...

  4. Course Placement Series: Spotlight on High School Math Course Enrollment. Policy Brief

    Science.gov (United States)

    Tennessee Department of Education, 2015

    2015-01-01

    The Tennessee Department of Education explored course enrollment patterns in an effort to better understand in which courses students are enrolling and whether course enrollment policies and procedures are promoting students' interests. This report focuses on math course enrollment patterns throughout high school by following the 2013-14 twelfth…

  5. Student views regarding online freshmen physics courses

    Science.gov (United States)

    Ramlo, Susan

    2017-10-01

    Background: Nationally, many public universities have started to move into the online course and program market that was previously associated with for-profit institutions of higher education. Public university administrators state that students seek the flexibility of online courses. But do students want to take courses online, especially freshmen-level science courses perceived to be difficult?

  6. Summer School on Particle Physics

    CERN Document Server

    2017-01-01

    The goal of the school is to give a detailed overview of particle physics from the basics of Standard Model phenomenology to the most important areas where significant progress has been achieved recently. This year the school will cover both the energy and the intensity frontiers, including lectures on experimental techniques for small scale experiments and on formal developments in quantum field theory.

  7. Software Tools: A One-Semester Secondary School Computer Course.

    Science.gov (United States)

    Bromley, John; Lakatos, John

    1985-01-01

    Provides a course outline, describes equipment and teacher requirements, discusses student evaluation and course outcomes, and details the computer programs used in a high school course. The course is designed to teach students use of the microcomputer as a tool through hands-on experience with a variety of commercial software programs. (MBR)

  8. Massive Open Online Courses (MOOCs) for Physics - and for You?

    Science.gov (United States)

    Pritchard, David E.

    2014-03-01

    We will describe several of the currently available Massive Open Online Courses in Physics-the topics, level, author, and special features of each. Then we will discuss the interesting demographics of the students taking them, presenting evidence showing that students of widely different initial skills and students of all major demographic groups learn at least as much conceptual knowledge as students in a traditional classroom. We will present MOOC research on student habits, use of eTexts and other resources, and indicate what resources impart measured learning. We'll describe a collectivistic MOOC where you can help develop instructional and assessment resources that will be in a library for future use by you and other teachers. Many of these resources are designed for blending with on-campus introductory courses in college or Advanced Placement courses in High School. They will ultimately be displayed in a searchable library with lots of useful information from which you can assemble your own course in the free and open edX.org platform (or simply download them for in-class use). We Acknowledge support from NSF, a Google Faculty Award, and MIT.

  9. Examples from Astronomy for High School Physics

    Science.gov (United States)

    Dieterich, Sergio

    2016-01-01

    A formal course in physics is increasingly becoming a standard requirement in the high school curriculum. With that dissemination comes the challenge of reaching and motivating a population that is more diverse in their academic abilities and intrinsic motivation. The abstract nature of pure physics is often made more accessible when motivated by examples from everyday life, and providing copious mathematical as well as conceptual examples has become standard practice in high school physics textbooks. Astronomy is a naturally captivating subject and astronomical examples are often successful in capturing the curiosity of high school students as well as the general population. This project seeks to diversify the range of pedagogical materials available to the high school physics instructor by compiling and publishing specific examples where an astronomical concept can be used to motivate the physics curriculum. This collection of examples will consist of both short problems suitable for daily homework assignments as well as longer project style activities. Collaborations are encouraged and inquiries should be directed to sdieterich at carnegiescience dot edu.This work is funded by the NSF Astronomy and Astrophysics Postdoctoral Fellowship Program through NSF grant AST-1400680.

  10. Assessing learning in small sized physics courses

    Directory of Open Access Journals (Sweden)

    Emanuela Ene

    2018-01-01

    Full Text Available We describe the construction, validation, and testing of a concept inventory for an Introduction to Physics of Semiconductors course offered by the department of physics to undergraduate engineering students. By design, this inventory addresses both content knowledge and the ability to interpret content via different cognitive processes outlined in Bloom’s revised taxonomy. The primary challenge comes from the low number of test takers. We describe the Rasch modeling analysis for this concept inventory, and the results of the calibration on a small sample size, with the intention of providing a useful blueprint to other instructors. Our study involved 101 students from Oklahoma State University and fourteen faculty teaching or doing research in the field of semiconductors at seven universities. The items were written in four-option multiple-choice format. It was possible to calibrate a 30-item unidimensional scale precisely enough to characterize the student population enrolled each semester and, therefore, to allow the tailoring of the learning activities of each class. We show that this scale can be employed as an item bank from which instructors could extract short testlets and where we can add new items fitting the existing calibration.

  11. Assessing learning in small sized physics courses

    Science.gov (United States)

    Ene, Emanuela; Ackerson, Bruce J.

    2018-01-01

    We describe the construction, validation, and testing of a concept inventory for an Introduction to Physics of Semiconductors course offered by the department of physics to undergraduate engineering students. By design, this inventory addresses both content knowledge and the ability to interpret content via different cognitive processes outlined in Bloom's revised taxonomy. The primary challenge comes from the low number of test takers. We describe the Rasch modeling analysis for this concept inventory, and the results of the calibration on a small sample size, with the intention of providing a useful blueprint to other instructors. Our study involved 101 students from Oklahoma State University and fourteen faculty teaching or doing research in the field of semiconductors at seven universities. The items were written in four-option multiple-choice format. It was possible to calibrate a 30-item unidimensional scale precisely enough to characterize the student population enrolled each semester and, therefore, to allow the tailoring of the learning activities of each class. We show that this scale can be employed as an item bank from which instructors could extract short testlets and where we can add new items fitting the existing calibration.

  12. The Survey and Analysis of Excellent Senior High School Physics Teachers' Professional Growth Actuality

    Science.gov (United States)

    Sun, Haibin; Liu, Tingting

    2010-01-01

    Excellent senior high school physics teachers are the backbone power in the new course reform of physics in China. The excellent senior high school physics teachers' professional growth actuality in Shandong is surveyed in this article by the self-made "Questionnaire of Excellent Senior High School Physics Teachers' Professional Growth",…

  13. Expediency of Study of the Scientists' Biographies in Physics Course

    Directory of Open Access Journals (Sweden)

    Igor Korsun

    2017-04-01

    Full Text Available The aim of this article is a justification of the expediency of study of the scientists' biographies in physics course. Study of the biographic materials is one of the ways of motivation of learning and development of morality, humanity, internationalism. The selection criteria of biographic material have been allocated and method of study of the scientists' biographies has been described. Biographical data, scientific achievements and character traits are the components of “scientist's image”. Results proved that the use of the biographic materials raises the level of emotional component of learners' cognitive activity in physics teaching. Method of study of the scientists' biographies can be used in teaching of other school subjects.

  14. 1988 CERN school of physics

    International Nuclear Information System (INIS)

    1991-01-01

    The CERN School of Physics is intended to give young experimental physicists an introduction to the theoretical aspects of recent advances in elementary particle physics. These Proceedings contain reports of lecture series on the following topics: introduction to field theory and to weak interactions, heavy ion collisions, perturbative QCD, the standard model, proton-antiproton collider results and detectors, cosmology. (orig.)

  15. Science Academies' Refresher Course in Experimental Physics

    Indian Academy of Sciences (India)

    IAS Admin

    2016-02-20

    Students who wish to participate in this Refresher Course should submit their completed application form (in the prescribed format) by email or by post address (insaku2016@gmail.com),. (gulnoor.dar@gmail.com) or Course ...

  16. Summer School on Particle Physics

    CERN Document Server

    2013-01-01

    The goal of the school is to give a detailed overview of particle physics and cover the most important and perspective areas where significant progress has been achieved recently. In 2013, the main focus will be on the LHC results, their interpretation and implications for Physics Beyond the Standard model. Lectures will also cover progress in neutrino physics, dark matter searches and the study of cosmic radiation.

  17. 1984 CERN school of physics

    International Nuclear Information System (INIS)

    1985-01-01

    The CERN School of Physics is intended to give young experimental physicists an introduction to the theoretical aspects of recent advances in elementary particle physics. These Proceedings contain reports of lecture series on the following topics: proton antiproton physics, experimental tests of gauge theories, QCD, phenomenology of Higgs particles, the electroweak model, unification and supersymmetry. In addition, there is a report of a special lecture on elementary supersymmetry. See hints under the relevant topics. (orig./HSI)

  18. 1990 CERN School of Physics

    International Nuclear Information System (INIS)

    1992-01-01

    The CERN School of Physics is intended to give young experimental physicists an introduction to the theoretical aspects of recent advances in elementary particle physics. These Proceedings contain reports of lectures on the following topics: Field theory, electroweak theory, physics beyond the Standard Model, QCD, heavy flavours and CP violation, results from LEP experiments, particle accelerator technology, tau charm factories, and the Large Hadron Collider project. (orig.)

  19. Science Academies' Refresher Course in Experimental Physics

    Indian Academy of Sciences (India)

    2017-12-18

    Dec 18, 2017 ... laws and principles and yield reasonably accurate results. The Refresher Course is jointly spon- sored by the Indian Academy of Sciences, ... Selected participants will be provided local hospitality during the Course in addition to course material. Outstation participants will be given three-tier A/c train fare.

  20. XIII Modave Summer School in Mathematical Physics

    Science.gov (United States)

    2017-09-01

    The Modave Summer School on Mathematical Physics is a yearly summer school in topics of theoretical physics. Various topics ranging from quantum gravity and cosmology to theoretical particle physics and string theory. The school takes place in Modave, a charming village in the Belgian Ardennes close to Huy. Modave School is organised by PhD students for PhD students, and this makes it rather unique. The courses are taught by Post-Docs or late PhD students, and they are all made of pedagogical, basic blackboard lectures about recent topics in theoretical physics. Participants and lecturers eat and sleep in the same place where the lectures are given. The absence of senior members, and the fact of spending day and night together in an isolated, peaceful place contribute to creating an informal atmosphere and facilitating interactions. Lectures of the thirteenth edition are centered around the following subjects: bulk reconstruction in AdS/CFT, twistor theory, AdS_2/CFT_1 and SYK, geometry and topology, and asymptotic charges.

  1. Physical education, school physical activity, school sports and academic performance

    Directory of Open Access Journals (Sweden)

    Shephard Roy J

    2008-02-01

    Full Text Available Abstract Background The purpose of this paper is to review relationships of academic performance and some of its determinants to participation in school-based physical activities, including physical education (PE, free school physical activity (PA and school sports. Methods Linkages between academic achievement and involvement in PE, school PA and sport programmes have been examined, based on a systematic review of currently available literature, including a comprehensive search of MEDLINE (1966 to 2007, PSYCHINFO (1974 to 2007, SCHOLAR.GOOGLE.COM, and ERIC databases. Results Quasi-experimental data indicate that allocating up to an additional hour per day of curricular time to PA programmes does not affect the academic performance of primary school students negatively, even though the time allocated to other subjects usually shows a corresponding reduction. An additional curricular emphasis on PE may result in small absolute gains in grade point average (GPA, and such findings strongly suggest a relative increase in performance per unit of academic teaching time. Further, the overwhelmingly majority of such programmes have demonstrated an improvement in some measures of physical fitness (PF. Cross-sectional observations show a positive association between academic performance and PA, but PF does not seem to show such an association. PA has positive influences on concentration, memory and classroom behaviour. Data from quasi-experimental studies find support in mechanistic experiments on cognitive function, pointing to a positive relationship between PA and intellectual performance. Conclusion Given competent providers, PA can be added to the school curriculum by taking time from other subjects without risk of hindering student academic achievement. On the other hand, adding time to "academic" or "curricular" subjects by taking time from physical education programmes does not enhance grades in these subjects and may be detrimental to health.

  2. Examining Gender Inequality in a High School Engineering Course

    Science.gov (United States)

    Riegle-Crumb, Catherine; Moore, Chelsea

    2013-01-01

    This paper examines gender inequality within the context of an upper-level high school engineering course recently offered in Texas. Data was collected from six high schools that serve students from a variety of backgrounds. Among the almost two hundred students who enrolled in this challenge-based engineering course, females constituted a clear…

  3. The link between middle school mathematics course placement and achievement.

    Science.gov (United States)

    Domina, Thurston

    2014-01-01

    The proportion of eighth graders in United States public schools enrolled in algebra or a more advanced mathematics course doubled between 1990 and 2011. This article uses Early Childhood Longitudinal Study's Kindergarten Cohort data to consider the selection process into advanced middle school mathematics courses and estimate the effects of advanced courses on students' mathematics achievement (n = 6,425; mean age at eighth grade = 13.7). Eighth-grade algebra and geometry course placements are academically selective, but considerable between-school variation exists in students' odds of taking these advanced courses. While analyses indicate that advanced middle school mathematics courses boost student achievement, these effects are most pronounced in content areas closely related to class content and may be contingent on student academic readiness. © 2014 The Author. Child Development © 2014 Society for Research in Child Development, Inc.

  4. The Teaching Effectiveness of a Relevant Physics Course

    Science.gov (United States)

    Hobson, Art

    1998-04-01

    If America is to achieve the science literacy that is ssential to industrialized democracy, all students must study such topics as scientific methodology, pseudoscience, critical thinking, ozone depletion, technological risk, and global warming. My large-enrollment liberal-arts physics course covers the great principles of physics along with several such philosophical and societal topics. Students find these topics relevant and fascinating, leading to strong course evaluations and large enrollments by non-scientists even in courses labeled physics. I will describe this course and present some evidence indicating that the course is effective in communicating physics and its interdisciplinary connections. A textbook, Physics: Concepts and Connections (Prentice Hall, 1995, 2nd edition to appear in June 1998), is available.

  5. Extent and modes of physics instruction in European dental schools.

    Science.gov (United States)

    Letić, Milorad; Popović, Gorjana

    2013-01-01

    Changes in dental education towards integration of sciences and convergence of curricula have affected instruction in physics. Earlier studies of undergraduate curricula make possible comparisons in physics instruction. For this study, the websites of 245 European dental schools were explored, and information about the curriculum was found on 213 sites. Physics instruction in the form of a separate course was found in 63 percent of these schools, with eighty-two hours and 5.9 European Credit Transfer and Accumulation System (ECTS) credits on average. Physics integrated with other subjects or into modules was found in 19 percent of these schools. Half of these schools had on average sixty-one hours and 6.9 ECTS credits devoted to physics. Eighteen percent of the schools had no noticeable obligatory physics instruction, but in half of them physics was found to be required or accepted on admission, included in other subjects, or appeared as an elective course. In 122 dental schools, the extent of physics instruction was found to be between forty and 120 contact hours. Physics instruction has been reduced by up to 14 percent in the last fourteen years in the group of eleven countries that were members of the European Union (EU) in 1997, but by approximately 30 percent in last five years in the group of ten Accession Countries to the EU.

  6. Personality types and student performance in an introductory physics course

    Science.gov (United States)

    Harlow, Jason J. B.; Harrison, David M.; Justason, Michael; Meyertholen, Andrew; Wilson, Brian

    2017-12-01

    We measured the personality type of the students in a large introductory physics course of mostly life science students using the True Colors instrument. We found large correlations of personality type with performance on the precourse Force Concept Inventory (FCI), both term tests, the postcourse FCI, and the final examination. We also saw correlations with the normalized gain on the FCI. The personality profile of the students in this course is very different from the profile of the physics faculty and graduate students, and also very different from the profile of students taking the introductory physics course intended for physics majors and specialists.

  7. Students' Views About Potentially Offering Physics Courses Online

    Science.gov (United States)

    Ramlo, Susan E.

    2016-06-01

    Nationally, many public universities have started to move into the online course and program market that is most often associated with for-profit institutions of higher education. Administrators in public universities make statements regarding benefits to students' desire for flexibility and profit margins related to online courses. But do students attending a large public university want to take courses online especially science courses perceived to be difficult such as freshmen-level physics courses? This study took place at a large, public, Midwestern university and involved students enrolled in the first semester of a face-to-face, flipped physics course for engineering technology majors. Statements were collected from comments about online courses made by the university's administration and students in the course. Twenty students sorted 45 statements. Two student views emerged with one rejecting online courses in general and the other primarily rejecting online math, science, and technology courses, including physics. Students' descriptions of their previous online course experiences were used to inform the analyses and to assist in describing the two views that emerged in conjunction with the distinguishing statements. Consensus among the two views is also discussed. Overall, the results indicate a potential divergence between student views and what university administrators believe students want.

  8. Success in Introductory College Physics: The Role of High School Preparation.

    Science.gov (United States)

    Sadler, Philip M.; Tai, Robert H.

    2001-01-01

    Examines the extent to which a high school physics course prepares students for college physics success. In this study of 1,933 introductory college physics students, demographic and schooling factors account for a large fraction of the variation in college physics grades at 18 colleges and universities from around the nation. (Author/SAH)

  9. School on Laser Physics & Technology

    CERN Document Server

    Khare, Rajeev

    2015-01-01

    The book, ‘Laser Physics and Technology’, addresses fundamentals of laser physics, representative laser systems and techniques, and some important applications of lasers. The present volume is a collection of articles based on some of the lectures delivered at the School on ‘Laser Physics and Technology’ organized at Raja Ramanna Centre for Advanced Technology during March, 12-30, 2012. The objective of the School was to provide an in-depth knowledge of the important aspects of laser physics and technology to doctoral students and young researchers and motivate them for further work in this area. In keeping with this objective, the fourteen chapters, written by leading Indian experts, based on the lectures delivered by them at the School, provide along with class room type coverage of the fundamentals of the field, a brief review of the current status of the field. The book will be useful for doctoral students and young scientists who are embarking on a research in this area as well as to professional...

  10. Introduction to nanotechnology: a short course for high school students

    Science.gov (United States)

    Markin, Alexey V.

    2016-04-01

    This report devoted to presenting results of development and implementation of a short course (4 hours) entitled "Introduction to Nanotechnology" that was specially designed for familiarizing high school students with nanomaterials and nanotechnology. The course contains introduction to nanotechnology, essential definitions, short overview of history, descriptions for various examples of nanomaterials and their classifications, performing demonstration experiments. All these parts of the course are briefly analyzed from pedagogical effectiveness point of view. Finally, results of course testing, problems and perspectives of nano-oriented education at high school are also discussed shortly.

  11. Professional Development Graduate Courses and a Masters of Arts in Physics Education with Web Based Course Components

    Science.gov (United States)

    Lindgren, Richard; Thornton, Stephen

    2010-02-01

    Professional development courses offered in physical/Earth science and physics by the Department of Physics are delivered by different venues to accommodate the needs of the K-12 teaching community. The majority of teachers take our courses off-site or through our distance-learning web-based program on the Internet for endorsement or recertification, but with a gradually increasing number enrolling in our 30 credit Masters of Arts in Physics Education degree (MAPE) program. The purpose of the Masters program is to provide increased physics content to those teachers who feel inadequately prepared to teach high school physics. The increase in numbers and success of this program is partly due to the convenience of taking online web-based courses which is made possible by using the latest communication technologies on the high speed internet. There is also a residential component of the MAPE program, which requires the candidates to earn 14 credits of calculus-based core physics in residence in the summer at the University. We have graduated a total of 91 teachers since the program began in 2000. )

  12. Linking Science Fiction and Physics Courses

    Science.gov (United States)

    McBride, Krista K.

    2016-01-01

    Generally, cohorts or learning communities enrich higher learning in students. Learning communities consist of conventionally separate groups of students that meet together with common academic purposes and goals. Types of learning communities include paired courses with concurrent student enrollment, living-learning communities, and faculty…

  13. Forty Ninth Refresher Course in Experimental Physics

    Indian Academy of Sciences (India)

    IAS Admin

    tions, office address, mobile telephone number, e-mail address, a statement as to why they would like to attend the course and its usefulness to their career, and (in the case of faculty) teaching and research experience and a list of published papers if any. The application should be sent to Sri G Madhavan, Coordinator, ...

  14. National Nuclear Physics Summer School

    CERN Document Server

    2016-01-01

    The 2016 National Nuclear Physics Summer School (NNPSS) will be held from Monday July 18 through Friday July 29, 2016, at the Massachusetts Institute of Technology (MIT). The summer school is open to graduate students and postdocs within a few years of their PhD (on either side) with a strong interest in experimental and theoretical nuclear physics. The program will include the following speakers: Accelerators and Detectors - Elke-Caroline Aschenauer, Brookhaven National Laboratory Data Analysis - Michael Williams, MIT Double Beta Decay - Lindley Winslow, MIT Electron-Ion Collider - Abhay Deshpande, Stony Brook University Fundamental Symmetries - Vincenzo Cirigliano, Los Alamos National Laboratory Hadronic Spectroscopy - Matthew Shepherd, Indiana University Hadronic Structure - Jianwei Qiu, Brookhaven National Laboratory Hot Dense Nuclear Matter 1 - Jamie Nagle, Colorado University Hot Dense Nuclear Matter 2 - Wilke van der Schee, MIT Lattice QCD - Sinead Ryan, Trinity College Dublin Neutrino Theory - Cecil...

  15. Project for the Institution of an Advanced Course in Physics

    Science.gov (United States)

    Teodorani, M.; Nobili, G.

    2006-06-01

    A project for an advanced course in physics at the master level, is presented in great detail. The goal of this project is to create a specific and rigorous training for those who want to carry out experimental and theoretical research on "anomalies" in physical science, especially from the point of view of atmospheric physics, plasma physics, photonic physics, biophysics, astronomy and astrophysics. A specific training in powering mental skills is planned as well. The planned teaching program is presented as a two-year course where the following subjects are intended to be taught: cognitive techniques (I and II), radiation physics (I and II), biophysics (I and II), bioastronomy (I and II), history of physics (I and II), didactics of physics, physics of atmospheric plasmas, physics of non-stationary photonic events, physics of non-linear processes, complements of quantum mechanics, quantum informatics, research methodology in physics and astronomy, computer science methods in physics and astronomy, optoelectronics, radioelectronics. Detailed teaching programs, didactics methods, and performance evaluation, are presented for each subject. The technical content of this project is preceded by an ample introduction that shows all the reasons of this kind of physics course, particularly aimed at innovation in physical science.

  16. "A Thing of Beauty Is a Joy Forever"? Returns to Physical Attractiveness over the Life Course

    Science.gov (United States)

    Jaeger, Mads Meier

    2011-01-01

    This article analyzes the effect of three aspects of physical attractiveness (facial attractiveness, Body Mass Index and height) on socio-economic and marital success over the life course. In a sample of high school graduates from Wisconsin followed from their late teens and until their mid-60s, I find that (1. taller men have higher earnings than…

  17. Basic course in theoretical physics. Vol. 1

    International Nuclear Information System (INIS)

    Dietze, H.D.

    1973-01-01

    This book is the first volume of an edition of two volumes which concern theoretical physics. In this volume the mechanics of a point mass, electric and magnetic fields, and the mechanics of two point, masses, rig: 1 bodies, and deformable 50 lids are considered. This book is suited for students who want to get some fundamental knowledge of theoretical physics. (HSI)

  18. Designing for Enhanced Conceptual Understanding in an Online Physics Course

    Science.gov (United States)

    Dunlap, Joanna C.; Furtak, Thomas E.; Tucker, Susan A.

    2009-01-01

    The calculus-based, introductory physics course is the port of entry for any student interested in pursuing a college degree in the sciences, mathematics, or engineering. There is increasing demand for online delivery options that make the course more widely available, especially those that use best practices in student engagement. However,…

  19. Using Sport Education in a University Physical Activity Course

    Science.gov (United States)

    Blocker, Danielle; Wahl-Alexander, Zachary

    2018-01-01

    At a majority of colleges and universities around the country, basic activity courses are taught predicated on teaching students basic skills and instilling healthy habits. The purpose of this article is to outline and describe a physical conditioning course that utilized the sport education (SE) model and emphasized outside engagement to instill…

  20. Black Holes and Pulsars in the Introductory Physics Course

    Science.gov (United States)

    Orear, Jay; Salpeter, E. E.

    1973-01-01

    Discusses the phenomenon of formation of white dwarfs, neutron stars, and black holes from dying stars for the purpose of providing college teachers with materials usable in the introductory physics course. (CC)

  1. Refresher Course in Theoretical Physics at St. Stephen's College ...

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 7; Issue 5. Refresher Course in Theoretical Physics at St. Stephen's College University of Delhi, Delhi. Information and Announcements Volume 7 Issue 5 May 2002 pp 103-103 ...

  2. Femtophysics a short course on particle physics

    CERN Document Server

    Bowler, Michael George

    1990-01-01

    Provides an account of what is now known about physics at scales of 1013 to 1016 cm. The existence of spin half quarks interacting through colour fields is established fact, as is the structure unifying electromagnetic and weak interaction. In Femtophysics, the author explains the evidence and communicates the essential physics underlying these recent and remarkable developments. The approach throughout is to obtain results by applying trivial algebra to the content of simple and clear physical pictures. Thus, abstract and difficult concepts can be mastered pai

  3. Comparing Practice Management Courses in Canadian Dental Schools.

    Science.gov (United States)

    Schonwetter, Dieter J; Schwartz, Barry

    2018-05-01

    Practice management has become an increasingly important aspect of dental education over the years in order to better prepare students for the reality of practice. The aim of this study was to quantify and describe practice management courses taught at the ten Canadian dental schools in order to identify common approaches, compare hours, determine types of instructors, and assess the relationship between courses' learning objectives and the Association of Canadian Faculties of Dentistry (ACFD) competencies and Bloom's cognitive levels. The academic deans at these ten schools were surveyed in 2016; all ten schools responded for a 100% response rate. The authors also gathered syllabi and descriptions of the courses and analyzed them for themes. The results showed a total of 22 practice management courses in the ten Canadian dental schools. The courses provided 27 to 109 hours of teaching and were mostly taught in the third and fourth years and by dentists on three main topics: ethics, human resource management, and running a private practice. The courses were correlated to the ACFD competencies related to ethics, professionalism, application of basic principles of business practices, and effective interpersonal communication. Most of the courses' learning objectives addressed comprehension and knowledge in Bloom's cognitive levels of learning. These results can help to guide discussions on how practice management courses can be developed, improved, and refined to meet the challenges of preparing students for dental practice.

  4. An Introduction to Computing: Content for a High School Course.

    Science.gov (United States)

    Rogers, Jean B.

    A general outline of the topics that might be covered in a computers and computing course for high school students is provided. Topics are listed in the order in which they should be taught, and the relative amount of time to be spent on each topic is suggested. Seven units are included in the course outline: (1) general introduction, (2) using…

  5. Gender-based performance differences in an introductory physics course

    Science.gov (United States)

    McKinnon, Mark Lee

    Cognitive research has indicated that the difference between males and females is negligible. Paradoxically, in traditionally-taught college level introductory physics courses, males have outperformed females. UC Davis' Physics 7A (the first class of a three-quarter Introduction to Physics sequence for Life-Science students), however, counters this trend since females perform similarly to males. The gender-based performance difference within the other two quarters (Physics 7B & 7C) of the radically restructured, active-learning physics sequence still echo the traditionally-taught courses. In one experiment, I modified the laboratory activity instructions of the Physics 7C course to encourage further group interaction. These modifications did not affect the gender-based performance difference. In a later experiment, I compared students' performance on different forms of assessment for certain physics concepts during the Physics 7C course. Over 500 students took weekly quizzes at different times. The students were given different quiz questions on the same topics. Several quiz questions seemed to favor males while others were more gender equitable. I highlighted comparisons between a few pairs of questions that assessed students' understanding of the same physical concept. Males tended to perform better in responding to questions that seemed to require spatial visualization. Questions that required greater understanding of the physical concept or scientific model were more gender neutral.

  6. Fundamental concepts in Particle Physics course

    CERN Multimedia

    CERN. Geneva HR-RFA

    2006-01-01

    The course will provide an introduction to some of the basic theoretical techniques used to describe the fundamental particles and their interactions. Of central importance to our understanding of these forces are the underlying symmetries of nature and I will review the nature of these symmetries and how they are used to build a predictive theory. I discuss how the combination of quantum mechanics and relativity leads to the quantum field theory (QFT) description of the states of matter and their interactions. The Feynman rules used to determine the QFT predictions for experimentally measurable processes are derived and applied to the calculation of decay widths and cross sections.

  7. Equations in mathematical physics a practical course

    CERN Document Server

    Pikulin, Victor P

    2001-01-01

    Many physical processes in fields such as mechanics, thermodynamics, electricity, magnetism or optics are described by means of partial differential equations. The aim of the present book is to demonstrate the basic methods for solving the classical linear problems in mathematical physics of elliptic, parabolic and hyperbolic type. In particular, the methods of conformal mappings, Fourier analysis and Green`s functions are considered, as well as the perturbation method and integral transformation method, among others. Every chapter contains concrete examples with a detailed analysis of their solution. The book is intended as a textbook for students in mathematical physics, but will also serve as a handbook for scientists and engineers.   ------------ [A] manual for future engineers must strongly differ from the textbook for pure mathematicians, and the book by Pikulin and Pohozaev is the good example. (…) The purpose (…)  is to offer quick access to the principal facts (…) This well written book is a...

  8. From Raw Data to Physics Results course

    CERN Multimedia

    CERN. Geneva HR-RFA

    2006-01-01

    It would be helpful for students to know: a) How measurements are made in physical detectors, for example how a tracking chamber "sees" a charged particle or how a calorimeter measures energy. b) That physics processes result in photons, leptons, etc., which we then want to detect and analyze. These series of lectures describes the work that lies between the raw data taken by the detector elements and the physics variables used to study particular reactions. We start with an example analysis to show the kinds of information needed. We then describe the fitting process used to extract values from the observed patterns in typical detectors. This is followed by a discussion of the various problems of pattern recognition in tracking, calorimetry and particle identification detectors. The role of Monte Carlo simulation in understanding the quality of the obtained information is examined. We discuss how the use of "composite" observables is required due to what our instrumentation and reconstruction can achieve. Th...

  9. A first course in mathematical physics

    CERN Document Server

    Whelan, Colm T

    2016-01-01

    The book assumes next to no prior knowledge of the topic. The first part introduces the core mathematics, always in conjunction with the physical context. In the second part of the book, a series of examples showcases some of the more conceptually advanced areas of physics, the presentation of which draws on the developments in the first part. A large number of problems helps students to hone their skills in using the presented mathematical methods. Solutions to the problems are available to instructors on an associated password-protected website for lecturers.

  10. Students' and Teachers' Perceptions of after School Online Course

    Science.gov (United States)

    Yalavaç, Gamze; Samur, Yavuz

    2016-01-01

    This study analyzes students' and teachers' perceptions of after school online courses (ASOC) undertaken by an institutional private middle school, which manages several campuses across Turkey. The aim of ASOC is to support students when they are home by helping them to revise the lessons, practice topics synchronously with hundreds of other…

  11. Gender Differences in the High School and Affective Experiences of Introductory College Physics Students

    Science.gov (United States)

    Hazari, Zahra; Sadler, Philip M.; Tai, Robert H.

    2008-10-01

    The disparity in persistence between males and females studying physics has been a topic of concern to physics educators for decades. Overall, while female students perform as well as or better than male students, they continue to lag considerably in terms of persistence. The most significant drop in females studying physics occurs between high school and college.2 Since most female physicists report that they became attracted to physics and decided to study it further while in high school, according to the International Study of Women in Physics,3 it is problematic that high school is also the stage at which females begin to opt out at much higher rates than males. Although half of the students taking one year of physics in high school are female, females are less likely than males to take a second or Advanced Placement (AP) physics course.4 In addition, the percentage of females taking the first physics course in college usually falls between 30% and 40%. In other words, although you may see gender parity in a first high school physics course, this parity does not usually persist to the next level of physics course. In addition, even if there is parity in a high school physics course, it does not mean that males and females experience the course in the same way. It is this difference in experience that may help to explain the drop in persistence of females.

  12. Stereotype Threat? Male and Female Students in Advanced High School Courses

    Science.gov (United States)

    Corra, Mamadi

    Propositions of stereotype threat theory imply that the social consequences of academic distinction in advanced quantitative areas (such as math and the physical sciences) for women may promote the under representation of female students in advanced quantitative academic courses. The hypothesis that female students will be underrepresented in advanced quantitative (honors and advanced placement math and physical science) courses is tested using academic performance and enrollment data for high school students in a "Student/Parent Informed Choice" (open registration) school district in North Carolina. Results show female students to be overrepresented in both advanced verbal/writing intensive (honors and advanced placement English, foreign language, and social science) and advanced quantitative (honors and advanced placement math and physical science) courses compared to their proportion of the student body. More surprisingly, results also indicate female students (compared to male students) to be overrepresented in advanced courses compared to their proportion of high-performing students. Furthermore, as with patterns observed at the district level, additional analysis of enrollment data for the entire state reveals similar results. Taken together, the findings call into question the prevailing presumption that female students continue to be underrepresented in math and physical science courses. Instead, the changing social context within which females and males experience schooling may provide an explanation for the findings.

  13. Science Academies' 82nd Refresher Course on Experimental Physics

    Indian Academy of Sciences (India)

    IAS Admin

    A Refresher Course in Experimental Physics will be held at Department of Physics, ... the participants to gain hands on experience with set of new experiments developed as a low cost kit by the Indian Academy of Sciences, Bangalore, Indian ...

  14. Science Academies' Refresher Course in Foundations of Physical ...

    Indian Academy of Sciences (India)

    Physical Chemistry is the branch of chemistry that deals with the mechanism, the rate and the energy transfer that occur when matter undergoes a change. Understanding the key concepts of physical chemistry is essential for solving practical problems in research and industrial appli- cations. A brief outline of the course is ...

  15. Charting the Course for Elementary Particle Physics

    Science.gov (United States)

    Richter, B.

    2007-02-16

    "It was the best of times; it was the worst of times" is the way Dickens begins the Tale of Two Cities. The line is appropriate to our time in particle physics. It is the best of times because we are in the midst of a revolution in understanding, the third to occur during my career. It is the worst of times because accelerator facilities are shutting down before new ones are opening, restricting the opportunity for experiments, and because of great uncertainty about future funding. My task today is to give you a view of the most important opportunities for our field under a scenario that is constrained by a tight budget. It is a time when we cannot afford the merely good, but must give first priority to the really important. The defining theme of particle physics is to learn what the universe is made of and how it all works. This definition spans the full range of size from the largest things to the smallest things. This particle physics revolution has its origins in experiments that look at both.

  16. Charting the Course for Elementary Particle Physics

    International Nuclear Information System (INIS)

    Richter, Burton

    2007-01-01

    ''It was the best of times; it was the worst of times'' is the way Dickens begins the Tale of Two Cities. The line is appropriate to our time in particle physics. It is the best of times because we are in the midst of a revolution in understanding, the third to occur during my career. It is the worst of times because accelerator facilities are shutting down before new ones are opening, restricting the opportunity for experiments, and because of great uncertainty about future funding. My task today is to give you a view of the most important opportunities for our field under a scenario that is constrained by a tight budget. It is a time when we cannot afford the merely good, but must give first priority to the really important. The defining theme of particle physics is to learn what the universe is made of and how it all works. This definition spans the full range of size from the largest things to the smallest things. This particle physics revolution has its origins in experiments that look at both

  17. A Lab-Based, Lecture-Free General Physics Course

    Science.gov (United States)

    Schneider, Mark B.

    1997-04-01

    The past four years have seen the development of a discovery style, lecture-free, lab-based General Physics course at Grinnell College. Similar in spirit to Priscilla Laws' Workshop Physics (P. Laws, Physics Today, Dec. 1991, p. 24.), this course is a calculus- based, two-semester sequence, which is offered in parallel with more conventional lecture sections, allowing students choice of pedagogical styles. This new course is taught without a text, allowing a somewhat atypical ordering of topics and the early inclusion of a modern introduction to quantum and statistical mechanics. A complete set of laboratory materials was developed at Grinnell for this course, with activities considerably different in most cases than Laws' activities. A quick overview of the pedagogical style and topics covered will be given, and then several specific activities will be described in greater detail. The course has been shown to be a popular and viable alternative to the more conventional sections for majors and non-majors; ongoing efforts to assess the course will be described, especially those that make comparisons between this course and more conventional sections.

  18. Evaluation of an advanced physical diagnosis course using consumer preferences methods: the nominal group technique.

    Science.gov (United States)

    Coker, Joshua; Castiglioni, Analia; Kraemer, Ryan R; Massie, F Stanford; Morris, Jason L; Rodriguez, Martin; Russell, Stephen W; Shaneyfelt, Terrance; Willett, Lisa L; Estrada, Carlos A

    2014-03-01

    Current evaluation tools of medical school courses are limited by the scope of questions asked and may not fully engage the student to think on areas to improve. The authors sought to explore whether a technique to study consumer preferences would elicit specific and prioritized information for course evaluation from medical students. Using the nominal group technique (4 sessions), 12 senior medical students prioritized and weighed expectations and topics learned in a 100-hour advanced physical diagnosis course (4-week course; February 2012). Students weighted their top 3 responses (top = 3, middle = 2 and bottom = 1). Before the course, 12 students identified 23 topics they expected to learn; the top 3 were review sensitivity/specificity and high-yield techniques (percentage of total weight, 18.5%), improving diagnosis (13.8%) and reinforce usual and less well-known techniques (13.8%). After the course, students generated 22 topics learned; the top 3 were practice and reinforce advanced maneuvers (25.4%), gaining confidence (22.5%) and learn the evidence (16.9%). The authors observed no differences in the priority of responses before and after the course (P = 0.07). In a physical diagnosis course, medical students elicited specific and prioritized information using the nominal group technique. The course met student expectations regarding education of the evidence-based physical examination, building skills and confidence on the proper techniques and maneuvers and experiential learning. The novel use for curriculum evaluation may be used to evaluate other courses-especially comprehensive and multicomponent courses.

  19. CAS - CERN Accelerator School: Course on Digital Signal Processing

    CERN Document Server

    Digital Signal Processing; CAS 2007

    2008-01-01

    These proceedings present the lectures given at the twenty-first specialized course organized by the CERN Accelerator School (CAS), the topic being Digital Signal Processing. The course was held in Sigtuna, Sweden, from 31 May–9 June 2007. This is the first time this topic has been selected for a specialized course. Taking into account the number of related applications currently in use in accelerators around the world, it was recognized that such a topic should definitively be incorporated into the CAS series of specialized courses. The specific aim of the course was to introduce the participants to the use and programming of Digital Signal Processors (DSPs) and Field Programmable Gate Arrays (FPGAs) evaluation boards. The course consisted of lectures in the mornings covering fundamental background knowledge in mathematics, controls theory, design tools, programming hardware platforms, and implementation details. In the afternoons the students split into two groups with people working in pairs. One group w...

  20. Undergraduate Physics Course Innovations and Their Impact on Student Learning

    Science.gov (United States)

    Iverson, Heidi L.; Briggs, Derek C.; Ruiz-Primo, Maria A.; Talbot, Robert M.; Shepard, Lorrie A.

    2009-11-01

    This paper presents results of an NSF project in which the goal is to provide a synthesis of research on instructional innovations that have been implemented in undergraduate courses in physics. The research questions guiding the project are: What constitutes the range of principal course innovations that are being implemented in undergraduate physics courses? What are the effects of these course innovations on student learning? The paper describes: (1) the literature search procedures used to gather over 400 innovation-related journal articles, (2) the procedures followed to analyze the studies within these articles, (3) the characteristics of the studies reported, and (4) the results from synthesizing the quantitative results of those studies that met our criteria for inclusion.

  1. Relations between the school physical environment and school social capital with student physical activity levels.

    Science.gov (United States)

    Button, Brenton; Trites, Stephen; Janssen, Ian

    2013-12-17

    The physical and social environments at schools are related to students' moderate-to-vigorous physical activity (MVPA) levels. The purpose of this study was to explore the interactive effects of the school physical environment and school social capital on the MVPA of students while at school. Data from 18,875 grade 6-10 students from 331 schools who participated in the 2009/10 Canadian Health Behaviour in School-Aged Children survey were analyzed using multi-level regression. Students answered questions on the amount of time they spend in MVPA at school and on their school's social capital. Administrator reports were used to create a physical activity related physical environment score. The school physical environment score was positively associated with student MVPA at school (β = 0.040, p < .005). The association between the school social capital and MVPA was also positive (β = 0.074, p < .001). The difference in physical environments equated to about 20 minutes/week of MVPA for students attending schools with the lowest number of physical environment features and about 40 minutes/week for students attending schools with the lowest school social capital scores by comparison to students attending schools with the highest scores. The findings suggest that school social capital may be a more important factor in increasing students MVPA than the school physical environment. The results of this study may help inform interventions aimed at increasing student physical activity levels.

  2. Differences in Physical Activity during School Recess

    Science.gov (United States)

    Ridgers, Nicola D.; Saint-Maurice, Pedro F.; Welk, Gregory J.; Siahpush, Mohammad; Huberty, Jennifer

    2011-01-01

    Background: School recess provides a daily opportunity for physical activity engagement. The purpose of this study was to examine physical activity levels during recess by gender, ethnicity, and grade, and establish the contribution of recess to daily school physical activity levels. Methods: Two hundred and ten children (45% boys) from grades 3…

  3. A Study on school experiences of physics department students

    International Nuclear Information System (INIS)

    Cerit, N.

    2005-01-01

    Bringing up the young people who are seen as the guaranty of the future depends on a better education. One of the best ways of forming a high in quality education is connected to developing the quality in teacher training. Most of the developed countries have been carrying on studies in order to develop teacher training. School experience classes are the ones which are planned for the candidate teachers to observe the school in learning and teaching period and to practice in classrooms. Beginning from candidate teachers first years at school, this class should be thought to be beneficial for identifying their future school atmosphere, and it should be run effectively. For this purpose, it has been identified what difficulties the physics undergraduate and physics (with no thesis) master students, who took part in School Experience classes at the practice schools of Konya at which faculty-school cooperation is applied, had during activities, and their success at overcoming these difficulties, and their ideas about the practice school and its teachers. The research was done by making a survey to the physics undergraduate and physics(with no thesis) master students in 2003 Spring semester. The results of the research were analyzed for both girls and boys separately. After analyzed, the results showed that the most striking activity which both the undergraduate physics and physics(with no thesis) master students had difficulty was group activities. Moreover, it showed that 90 percent of the two groups had the idea that school experience activities would be beneficial for being a good physics teacher. It has been also recognized that the physics undergraduate students had a more positive view than physics(with no thesis) master students on the matter of meeting lack of interest from practice teachers, and taking the same course from the same teacher

  4. Proceedings of CAS - CERN Accelerator School: Course on Superconductivity for Accelerators

    Energy Technology Data Exchange (ETDEWEB)

    Bailey, R [European Organization for Nuclear Research, Geneva (Switzerland)

    2014-07-01

    These proceedings collate lectures given at the twenty-seventh specialized course organised by the CERN Accelerator School (CAS). The course was held at the Ettore Majorana Foundation and Centre for Scientific Culture (EMFCSC) in Erice, Italy, from 24 April to 4 May 2013. Following recapitulation lectures on basic accelerator physics and superconductivity, the course covered topics related to the design, production and operation of superconducting RF systems and superconducting magnets for accelerators. The participants pursued one of six case studies in order to get ’hands-on’ experience of the issues connected with the design of superconducting systems. A series of topical seminars completed the programme.

  5. Health Literacy Teaching Beliefs, Attitudes, Efficacy, and Intentions of Middle School Health and Physical Education Teachers

    Science.gov (United States)

    Lai, Hsiang-Ru; Wu, Der-Min; Lee, Pi-Hsia; Jhang, Yu-Siang

    2018-01-01

    Background: Health education (HE) courses in schools are vital paths for improving teenagers' health literacy. HE and physical education (PE) teachers lead HE courses, and their teaching intentions and competency influence the effectiveness of the courses and the ability to promote students' health literacy. This study attempted to understand HE…

  6. Enrolment, Content and Assessment: A Review of Examinable Senior Secondary (16-19 Year Olds) Physical Education Courses: An International Perspective

    Science.gov (United States)

    Whittle, Rachael Jayne; Benson, Amanda Clare; Telford, Amanda

    2017-01-01

    Senior secondary physical education courses for certification continue to attract increasing student enrolments amidst international concerns for the state and status of physical education in schools. Curricula analysis of senior secondary physical education has typically focussed on courses in local contexts. This review aims to contribute to the…

  7. IS IT NECESSARY TO TEACH THE THEORY OF RELATIVITY IN GENERAL PHYSICS COURSE

    Directory of Open Access Journals (Sweden)

    Sergey N. Kolgatin

    2015-01-01

    Full Text Available The aim of the present investigation is to discuss and study the general structure of the course of Physics at the high school in an extended sense. In a narrower sense, the author wonders about the necessity for inclusion of the section «Theory of Relativity» in the General Physics course, and discusses the possible site of this issue in the order of presentation.Methods. A method for designing Physics course in modern conditions requires certain sophistication from a lecturer. This is due to the strong reduction of Physics course occurred in recent years, and due to a number of objective and subjective reasons. Planning the course structure, one has to make the selection of most significant questions sacrificing minor and less significant issues. This process is particularly exacerbated by severe restrictions on the time allowed for the subject. It is necessary to re-examine the content of the course due to the recent reduction in lecture hours on Physics. In this case, it would be undesirable to neglect the substantial parts of the subject content which are important conceptually or in its applications, e.g. the Relativity Theory. The author discusses two ways of disposition of the relevant material in the course structure, and correlates them with the required level of Physics teaching. In the first approach the Relativity Theory course is considered as a part of Modern Mechanics and is placed in the first semester immediately following Kinematics. In the second approach, Relativistic Physics is presented as a result of deduction, as a generalized theory explaining the unity of the world and the objective existence of physical laws; in this case, the section is better to locate after Optics, immediately before Atomic Physics.Results. As a result of consideration, the author proves the conclusion that the inclusion of the Relativistic Theory course in a number of sections of General Physics is necessary. The author offers a list of

  8. Multimedia Course on Nuclear Reactors Physics, Application to a Tailored On the Job Training Course

    International Nuclear Information System (INIS)

    Dies, Javier

    2014-01-01

    In order to improve education and training quality, a Multimedia on Nuclear Reactor Physics has been developed. In some institutions, this course is called Fundamentals of Nuclear Reactor Operation. Nowadays, this multimedia has about 800 slides and the text is in Spanish, English, French and Russian. Until now about 126 institutions from 53 countries have applied for the multimedia. The teacher uses the multimedia during his lectures. Students use it at home to study this course

  9. This year the CERN Accelerator School returned to Austria after an interval of ten years and organized its Basic Accelerator Physics course together with the Austrian Academy of Sciences (HEPHY) in Baden, near Vienna, from 12-24 September, 2004.

    CERN Document Server

    2004-01-01

    The school was a resounding success with 95 students of more than 20 different nationalities attending. This particularly high attendance is very satisfying and confirms the strong interest in accelerator physics among young scientists. Feedback from the students praised the expertise of the lecturers, the high standard of the lectures as well as the pleasant environment and excellent organization.

  10. Instructors' Support of Student Autonomy in an Introductory Physics Course

    Science.gov (United States)

    Hall, Nicholas; Webb, David

    2014-12-01

    The role of autonomy in the student experience in a large-enrollment undergraduate introductory physics course was studied from a self-determination theory perspective. A correlational study investigated whether certain aspects of the student experience correlated with how autonomy supportive (versus controlling) students perceived their instructors to be. An autonomy-supportive instructor acknowledges students' perspectives and feelings and provides students with information and opportunities for choice while minimizing external pressures (e.g., incentives or deadlines). It was found that the degree to which students perceived their instructors as autonomy supportive was positively correlated with student interest and enjoyment in learning physics (β =0.31***) and negatively correlated with student anxiety about taking physics (β =-0.23**). It was also positively correlated with how autonomous (versus controlled) students' reasons for studying physics became over the duration of the course (i.e., studying physics more because they wanted to versus had to; β =0.24***). This change in autonomous reasons for studying physics was in turn positively correlated with student performance in the course (β =0.17*). Additionally, the degree to which students perceived their instructors as autonomy supportive was directly correlated with performance for those students entering the course with relatively autonomous reasons for studying physics (β =0.25**). In summary, students who perceived their instructors as more autonomy supportive tended to have a more favorable motivational, affective, and performance experience in the course. The findings of the present study are consistent with experimental studies in other contexts that argue for autonomy-supportive instructor behaviors as the cause of a more favorable student experience.

  11. Current status and improvement of the nuclear physics experiment course for speciality of nuclear physics and nuclear technology

    International Nuclear Information System (INIS)

    Qu Guopu; Guo Lanying

    1999-01-01

    The author reviews the current status of the nuclear physics experiment course for speciality of nuclear physics and nuclear technology in higher education and expresses author's views on the future improvement of the nuclear physics experiment course

  12. Split School of High Energy Physics 2015

    CERN Document Server

    2015-01-01

    Split School of High Energy Physics 2015 (SSHEP 2015) was held at the Faculty of Electrical Engineering, Mechanical Engineering and Naval Architecture (FESB), University of Split, from September 14 to September 18, 2015. SSHEP 2015 aimed at master and PhD students who were interested in topics pertaining to High Energy Physics. SSHEP 2015 is the sixth edition of the High Energy Physics School. Previous five editions were held at the Department of Physics, University of Sarajevo, Bosnia and Herzegovina.

  13. Themes of nanoscience for the introductory physics course

    International Nuclear Information System (INIS)

    Planinsic, Gorazd; Lindell, Anssi; Remskar, Maja

    2009-01-01

    We present three experimental themes and one discussion theme that proved to be suitable for introducing nanoscience through topics that can be integrated into the existing introductory physics or teacher training courses. The experimental themes include two teaching models of an atomic force microscope (AFM) and an experiment with an elastic optical grating. They are all based on simple experiments that give also quantitative results and can be explained using basic physics theory.

  14. Themes of nanoscience for the introductory physics course

    Energy Technology Data Exchange (ETDEWEB)

    Planinsic, Gorazd [Faculty for Mathematics and Physics, University of Ljubljana (Slovenia); Lindell, Anssi [Department of Teacher Education, University of Jyvaskyla (Finland); Remskar, Maja [Josef Stefan Institute, Ljubljana (Slovenia)

    2009-07-15

    We present three experimental themes and one discussion theme that proved to be suitable for introducing nanoscience through topics that can be integrated into the existing introductory physics or teacher training courses. The experimental themes include two teaching models of an atomic force microscope (AFM) and an experiment with an elastic optical grating. They are all based on simple experiments that give also quantitative results and can be explained using basic physics theory.

  15. Science Academies' 83rd Refresher Course on Experimental Physics

    Indian Academy of Sciences (India)

    IAS Admin

    A Science Academies' Refresher Course in “Experimental Physics” will be held in the Department of Physics,. College of Arts, Science and Humanities, Mody University of Science and Technology, Lakshmangarh, District. Sikar (Rajasthan), from 29 December 2016 to 13 January 2017 for the benefit of faculty involved in ...

  16. Teaching and Understanding of Quantum Interpretations in Modern Physics Courses

    Science.gov (United States)

    Baily, Charles; Finkelstein, Noah D.

    2010-01-01

    Just as expert physicists vary in their personal stances on interpretation in quantum mechanics, instructors vary on whether and how to teach interpretations of quantum phenomena in introductory modern physics courses. In this paper, we document variations in instructional approaches with respect to interpretation in two similar modern physics…

  17. Expediency of Study of the Scientists' Biographies in Physics Course

    Science.gov (United States)

    Korsun, Igor

    2017-01-01

    The aim of this article is a justification of the expediency of study of the scientists' biographies in physics course. Study of the biographic materials is one of the ways of motivation of learning and development of morality, humanity, internationalism. The selection criteria of biographic material have been allocated and method of study of the…

  18. Evaluating University Physical Activity Courses from Student and Instructor Perspectives

    Science.gov (United States)

    Beaudoin, Christina; Parker, Tonya; Tiemersma, Karol; Lewis, Colleen

    2018-01-01

    This article presents the results of a survey of student and faculty perspectives within a university-level instructional physical activity (PA) program. The results revealed that students enrolled in the courses primarily for enjoyment and to stay fit. A majority of students ranked the quality of instruction as excellent, were interested in new…

  19. Fifty-Eighth Refresher Course in Experimental Physics

    Indian Academy of Sciences (India)

    IAS Admin

    the MSc level. Refresher Courses in Experimental Physics held so far have been highly successful and the experiments have been included in the curricula of several universities in the South. Over one hundred kits have been sold and are used in universities and institutions in the country. The total number of seats in the ...

  20. Gender differences in introductory university physics performance: The influence of high school physics preparation and affect

    Science.gov (United States)

    Hazari, Zahra Sana

    The attrition of females studying physics after high school is a concern to the science education community. Most undergraduate science programs require introductory physics coursework. Thus, success in introductory physics is necessary for students to progress to higher levels of science study. Success also influences attitudes; if females are well-prepared, feel confident, and do well in introductory physics, they may be inclined to study physics further. This quantitative study using multilevel modeling focused on determining factors from high school physics preparation (content, pedagogy, and assessment) and the affective domain that influenced female and male performance in introductory university physics. The study controlled for some university/course level characteristics as well as student demographic and academic background characteristics. The data consisted of 1973 surveys from 54 introductory physics courses within 35 universities across the US. The results highlight high school physics and affective experiences that differentially influenced female and male performance. These experiences include: learning requirements, computer graphing/analysis, long written problems, everyday world examples, community projects, cumulative tests/quizzes, father's encouragement, family's belief that science leads to a better career, and the length of time students believed that high school physics would help in university physics. There were also experiences that had a similar influence on female and male performance. Positively related to performance were: covering fewer topics for longer periods of time, the history of physics as a recurring topic, physics-related videos, and test/quiz questions that involved calculations and/or were drawn from standardized tests. Negatively related to performance were: student-designed projects, reading/discussing labs the day before performing them, microcomputer based laboratories, discussion after demonstrations, and family

  1. Adding Vectors across the North: Development of Laboratory Component of Distance Education Physics Course

    Science.gov (United States)

    Spencer, V. K.; Solie, D. J.

    2010-12-01

    Bush Physics for the 21st Century (BP21) is a distance education physics course offered through the Interior Aleutians Campus of the University of Alaska Fairbanks. It provides an opportunity for rural Alaskan high school and community college students, many of whom have no other access to advanced science courses, to earn university science credit. The curriculum is mathematically rigorous and includes a laboratory component to prepare students who wish to pursue science and technology careers. The laboratory component has been developed during the past 3 years. Students learn lab safety, basic laboratory technique, experiment components and group collaboration. Experiments have place-based themes and involve skills that translate to rural Alaska when possible. Preliminary data on the general effectiveness of the labs have been analyzed and used to improve the course.

  2. Development of a future teachers’ group in a Teaching Practice course of Physics and Biology

    Directory of Open Access Journals (Sweden)

    Alberto Villani

    2008-08-01

    Full Text Available This paper analyzes the development of a future teachers’ group in a Teaching Practice course of Physics and Biology. During the course the students should propose a collective and interdisciplinary planning for a set of classes to be taught in basic teaching of a public school. We will try to show the evolution of the group and the teachers’ contributions, interpreting them from the point of view of Bion (1970, Kaës (1997 and Winnicott’s (1975. We will conclude with some considerations on teachers' initial formation.

  3. Cultural Components of Physically Active Schools

    Science.gov (United States)

    Rickwood, Greg

    2015-01-01

    It is well known that a large majority of school-age children and adolescents are not active enough to gain the physical and psychological benefits associated with regular moderate-to-vigorous physical activity. Schools can play a pivotal role in reversing this trend due to the time students spend in this setting. The purpose of this article is to…

  4. High School Child Development Courses Provide a Valuable Apprenticeship

    Science.gov (United States)

    McCombie, Sally M.

    2009-01-01

    The current media are laden with reports of the many significant problems facing today's youth. In fact, parenting has become a national topic of discussion. Parenting instruction, a responsibility that had previously rested in the home, has become part of educational curricula. Courses in child development are offered for high school students in…

  5. High School Weight-Training Curriculum: Course Development Considerations

    Science.gov (United States)

    Bertelsen, Susan L.; Thompson, Ben

    2017-01-01

    As weight training gain's popularity as a high school course offering, it is imperative to examine not only the way it is being presented but also the content. There is an appropriate scope and sequence that allows students to grasp basic knowledge and practical experiences to design and perform a weight-training program according to their…

  6. CLIL in physics lessons at grammar school

    Science.gov (United States)

    Štefančínová, Iveta; Valovičová, Ľubomíra

    2017-01-01

    Content and Language Integrated Learning (CLIL) is one of the most outstanding approaches in foreign language teaching. This teaching method has promising prospects for the future of modern education as teaching subject and foreign languages are combined to offer a better preparation for life in Europe, especially when the mobility is becoming a highly significant factor of everyday life. We realized a project called Foreign languages in popularizing science at grammar school. Within the project five teachers with approbation subjects of English, French, German and Physics attended the methodological courses abroad. The teachers applied the gained experience in teaching and linking science teaching with the teaching of foreign languages. Outputs of the project (e.g. English-German-French-Slovak glossary of natural science terminology, student activity sheets, videos with natural science orientation in a foreign language, physical experiments in foreign languages, multimedia fairy tales with natural contents, posters of some scientists) are prepared for the CLIL-oriented lessons. We collected data of the questionnaire for students concerning attitude towards CLIL. The questionnaire for teachers showed data about the attitude, experience, and needs of teachers employing CLIL in their lessons.

  7. Teachers' and students' reactions to the Revised Nuffield A-Level Physics Course (RNAP)

    Science.gov (United States)

    Sela, David

    1990-07-01

    A battery of questionnaires and interviews with teachers and students experienced in RNAP, produced statistical data on many aspects of the course that leads to some guidelines and suggestions for better use of the course design and materials. The patterns described in this article relate to the responses of almost 200 teachers and about 100 students who were teaching and studying RNAP course during school year 1987/8. Though many of them criticised some aspects of the course, generally they were very enthusiastic about it and most of the information they gave us was accurate and reliable. The A-level physics teachers can choose either a `traditional' course or RNAP. We found that most of them don't like to change from one course to another. In the few cases it was done, the reasons generally were like `changing of school', `decreasing number of A-level physics students' or similar reasons. Most of RNAP teachers were keen about the course, its objectives and the way it prepares the students toward higher education as physicists or in other areas. Though pointing out its weaknesses, when comparing it with a `traditional' course, they stress much upon its advantages. We found a tendency to favour the course for the able student than for the weak or the average one. There was more than a feeling among teachers that the less motivated student can better succeed in a `traditional' course. This feeling became even stronger along the interviews where some teachers pointed out the high proportion of the selective schools doing RNAP, which made it more difficult (according to their feeling) for the average student to get an A or B grade. In some of the teachers' opinions RNAP is less suitable for girls who prefer a more `straightforward' course. It is interesting to point out that more than 50% of the students found the course more difficult than they expected it to be. Only 5% found it to be easier than they had suggested. Another point to think about is that almost one

  8. Physical Education Preservice Teachers' Perceptions About Preparation for Comprehensive School Physical Activity Programs.

    Science.gov (United States)

    Kwon, Ja Youn; Kulinna, Pamela Hodges; van der Mars, Hans; Koro-Ljungberg, Mirka; Amrein-Beardsley, Audrey; Norris, Jason

    2018-06-01

    Physical educators may be the responsible people for implementing comprehensive school physical activity programs (CSPAPs) in schools. However, it is unclear whether physical education teacher education (PETE) programs provide the relevant learning opportunities to preservice teachers for CSPAP implementation. The purpose of this study was to understand preservice teachers' perspectives and experiences of CSPAP preparation in their PETE programs. Fourteen PETE students from 6 different universities participated and shared their experiences in PETE programs. Data were collected through a short survey, 1 formal interview, field images, document gathering, and an additional survey to follow up the interview. Descriptive statistics, constant comparison, and analytic induction techniques were used to analyze the data. Participants' familiarity with CSPAPs was related to positive opinions about the role of physical educators in CSPAPs. Three common themes were revealed: (a) introducing CSPAP via courses, (b) the lack of programwide hands-on experiences for CSPAP, and (c) limited preparation for social skills with stakeholders. Participants' perceptions of the role of physical educators as physical activity leaders had been expanded during their training. The participating PETE programs integrated CSPAP components in the existing courses to introduce CSPAP, while there was a lack of sufficient practical opportunities to learn how to implement (aspects of) a CSPAP. Participants felt they were insufficiently prepared to promote and implement expanded physical activity programming beyond physical education classes in schools. The majority of the PETE preservice teachers wanted more practical CSPAP experiences in their programs.

  9. Examining Gender Inequality In A High School Engineering Course.

    Science.gov (United States)

    Riegle-Crumb, Catherine; Moore, Chelsea

    2013-01-01

    This paper examines gender inequality within the context of an upper-level high school engineering course recently offered in Texas. Data was collected from six high schools that serve students from a variety of backgrounds. Among the almost two hundred students who enrolled in this challenge-based engineering course, females constituted a clear minority, comprising only a total of 14% of students. Quantitative analyses of surveys administered at the beginning of the school year (Fall 2011) revealed statistically significant gender gaps in personal attitudes towards engineering and perceptions of engineering climate. Specifically, we found that compared to males, females reported lower interest in and intrinsic value for engineering, and expressed less confidence in their engineering skills. Additionally, female students felt that the classroom was less inclusive and viewed engineering occupations as less progressive. Gender disparities on all of these measures did not significantly decrease by the end of the school year (Spring 2012). Findings suggest that efforts to increase the representation of women in the engineering pipeline via increasing exposure in secondary education must contend not only with obstacles to recruiting high school girls into engineering courses, but must also work to remedy gender differences in engineering attitudes within the classroom.

  10. Physical Activity Design Guidelines for School Architecture.

    Science.gov (United States)

    Brittin, Jeri; Sorensen, Dina; Trowbridge, Matthew; Lee, Karen K; Breithecker, Dieter; Frerichs, Leah; Huang, Terry

    2015-01-01

    Increasing children's physical activity at school is a national focus in the U.S. to address childhood obesity. While research has demonstrated associations between aspects of school environments and students' physical activity, the literature currently lacks a synthesis of evidence to serve as a practical, spatially-organized resource for school designers and decision-makers, as well as to point to pertinent research opportunities. This paper describes the development of a new practical tool: Physical Activity Design Guidelines for School Architecture. Its aims are to provide architects and designers, as well as school planners, educators, and public health professionals, with strategies for making K-12 school environments conducive to healthy physical activity, and to engage scientists in transdisciplinary perspectives toward improved knowledge of the school environment's impact. We used a qualitative review process to develop evidence-based and theory-driven school design guidelines that promote increased physical activity among students. The design guidelines include specific strategies in 10 school design domains. Implementation of the guidelines is expected to enable students to adopt healthier physical activity behaviors. The tool bridges a translational gap between research and environmental design practice, and may contribute to setting new industry and education standards.

  11. Physical Activity Design Guidelines for School Architecture.

    Directory of Open Access Journals (Sweden)

    Jeri Brittin

    Full Text Available Increasing children's physical activity at school is a national focus in the U.S. to address childhood obesity. While research has demonstrated associations between aspects of school environments and students' physical activity, the literature currently lacks a synthesis of evidence to serve as a practical, spatially-organized resource for school designers and decision-makers, as well as to point to pertinent research opportunities. This paper describes the development of a new practical tool: Physical Activity Design Guidelines for School Architecture. Its aims are to provide architects and designers, as well as school planners, educators, and public health professionals, with strategies for making K-12 school environments conducive to healthy physical activity, and to engage scientists in transdisciplinary perspectives toward improved knowledge of the school environment's impact. We used a qualitative review process to develop evidence-based and theory-driven school design guidelines that promote increased physical activity among students. The design guidelines include specific strategies in 10 school design domains. Implementation of the guidelines is expected to enable students to adopt healthier physical activity behaviors. The tool bridges a translational gap between research and environmental design practice, and may contribute to setting new industry and education standards.

  12. High School Physics, Two-Year Colleges, and Physics Majors

    Science.gov (United States)

    White, Susan C.

    2013-01-01

    We have just completed the data collection for our 2012-13 Nationwide Survey of High School Physics and expect to have results to report in the spring. In the interim, we will take a look at physics in two-year colleges (TYCs). In 2007, we surveyed undergraduate seniors in degree-granting physics departments, and we asked these students if they…

  13. Undergraduate physics course innovations and their impact on student learning

    Science.gov (United States)

    Iverson, Heidi Louise

    Over the last several decades, the efficacy of the traditional lecture-based instructional model for undergraduate physics courses has been challenged. As a result, a large number of reform-oriented instructional innovations have been developed, enacted, and studied in undergraduate physics courses around the globe---all with the intended purpose of improving student learning. This thesis satisfies the need for a comprehensive synthesis of the effectiveness of these course innovations by analyzing: (1) the types of innovations that have been enacted, (2) the impact of these innovations on student learning, and (3) the common features of effective innovations. An exhaustive literature search for studies published after 1990 on undergraduate physics course innovations yielded 432 articles which were then coded with respect to the characteristics of the innovations used as well as the methodological characteristics of the studies. These codes facilitated a descriptive analysis which characterized the features of the pool of studies. These studies were then meta-analyzed in order to evaluate the effect of innovations on student learning. Finally, a case-study analysis was conducted in order to identify the critical characteristics of effective innovations. Results indicate that most innovations focus on introductory mechanics and use some combination of conceptually oriented tasks, collaborative learning, and technology. The overall effect of course innovations has been positive, but with the caveat that a large number of studies suffer from poor methodological designs and potential threats to validity. In addition, over half of the studies had to be eliminated from the meta-analysis because they did not report the data necessary for an effect size to be calculated. Despite these limitations the results of the meta-analysis indicated that there was one innovation which had particularly high effect sizes---Workshop/Studio Physics---an innovation which involves an

  14. Studio Physics at the Colorado School of Mines: A model for iterative development and assessment

    Science.gov (United States)

    Kohl, Patrick; Kuo, Vincent

    2009-05-01

    The Colorado School of Mines (CSM) has taught its first-semester introductory physics course using a hybrid lecture/Studio Physics format for several years. Based on this previous success, over the past 18 months we have converted the second semester of our traditional calculus-based introductory physics course (Physics II) to a Studio Physics format. In this talk, we describe the recent history of the Physics II course and of Studio at Mines, discuss the PER-based improvements that we are implementing, and characterize our progress via several metrics, including pre/post Conceptual Survey of Electricity and Magnetism (CSEM) scores, Colorado Learning About Science Survey scores (CLASS), failure rates, and exam scores. We also report on recent attempts to involve students in the department's Senior Design program with our course. Our ultimate goal is to construct one possible model for a practical and successful transition from a lecture course to a Studio (or Studio-like) course.

  15. Effects of Instructional Physical Activity Courses on Overall Physical Activity and Mood in University Students

    Science.gov (United States)

    Annesi, James J.; Porter, Kandice J.; Hill, Grant M.; Goldfine, Bernard D.

    2017-01-01

    Purpose: The aim of this research was to assess the association between university-based instructional physical activity (PA) courses and changes in overall PA levels and negative mood and their interrelations. The study also sought to determine the amount of change in PA required to significantly improve mood in course enrollees. Method:…

  16. A life course examination of the physical environmental determinants of physical activity behaviour: A "Determinants of Diet and Physical Activity" (DEDIPAC) umbrella systematic literature review.

    Science.gov (United States)

    Carlin, Angela; Perchoux, Camille; Puggina, Anna; Aleksovska, Katina; Buck, Christoph; Burns, Con; Cardon, Greet; Chantal, Simon; Ciarapica, Donatella; Condello, Giancarlo; Coppinger, Tara; Cortis, Cristina; D'Haese, Sara; De Craemer, Marieke; Di Blasio, Andrea; Hansen, Sylvia; Iacoviello, Licia; Issartel, Johann; Izzicupo, Pascal; Jaeschke, Lina; Kanning, Martina; Kennedy, Aileen; Lakerveld, Jeroen; Chun Man Ling, Fiona; Luzak, Agnes; Napolitano, Giorgio; Nazare, Julie-Anne; Pischon, Tobias; Polito, Angela; Sannella, Alessandra; Schulz, Holger; Sohun, Rhoda; Steinbrecher, Astrid; Schlicht, Wolfgang; Ricciardi, Walter; MacDonncha, Ciaran; Capranica, Laura; Boccia, Stefania

    2017-01-01

    Participation in regular physical activity is associated with a multitude of health benefits across the life course. However, many people fail to meet PA recommendations. Despite a plethora of studies, the evidence regarding the environmental (physical) determinants of physical activity remains inconclusive. To identify the physical environmental determinants that influence PA across the life course. An online systematic literature search was conducted using MEDLINE, ISI Web of Science, Scopus and SPORTDiscus. The search was limited to studies published in English (January 2004 to April 2016). Only systematic literature reviews (SLRs) and meta-analyses (MAs) of observational studies, that investigated the association between physical determinants and physical activity outcomes, were eligible for inclusion. The extracted data were assessed on the importance of determinants, strength of evidence and methodological quality. The literature search identified 28 SLRs and 3 MAs on 67 physical environmental characteristics potentially related to physical activity that were eligible for inclusion. Among preschool children, a positive association was reported between availability of backyard space and outdoor toys/equipment in the home and overall physical activity. The availability of physical activity programs and equipment within schools, and neighbourhood features such as pedestrian and cyclist safety structure were positively associated with physical activity in children and adolescents. Negative street characteristics, for example, lack of sidewalks and streetlights, were negatively associated with physical activity in adults. Inconsistent associations were reported for the majority of reviewed determinants in adults. This umbrella SLR provided a comprehensive overview of the physical environment determinants of physical activity across the life course and has highlighted, particularly amongst youth, a number of key determinants that may be associated with overall

  17. CAS CERN Accelerator School: Advanced accelerator physics. Proceedings. Vol. 2

    International Nuclear Information System (INIS)

    Turner, S.

    1987-01-01

    This advanced course on general accelerator physics is the second of the biennial series given by the CERN Accelerator School and follows on from the first basic course given at Gif-sur-Yvette, Paris, in 1984. Stress is placed on the mathematical tools of Hamiltonian mechanics and the Vlasov and Fokker-Planck equations, which are widely used in accelerator theory. The main topics treated in this present work include: nonlinear resonances, chromaticity, motion in longitudinal phase space, growth and control of longitudinal and transverse beam emittance, space-charge effects and polarization. The seminar programme treats some specific accelerator techniques, devices, projects and future possibilities. (orig.)

  18. Second Mexican School of Nuclear Physics: Notes

    International Nuclear Information System (INIS)

    Aguilera, E.F.; Chavez L, E.R.; Hess, P.O.

    2001-01-01

    The II Mexican School of Nuclear Physics which is directed to those last semesters students of the Physics career or post-graduate was organized by the Nuclear Physics Division of the Mexican Physics Society, carrying out at April 16-27, 2001 in the installations of the Institute of Physics and the Institute of Nuclear Sciences, both in the UNAM, and the National Institute of Nuclear Research (ININ). A first school of a similar level in Nuclear Physics, was carried out in Mexico at 1977 as Latin american School of Physics. This book treats about the following themes: Interactions of radiation with matter, Evaluation of uncertainty in experimental data, Particle accelerators, Notions of radiological protection and dosimetry, Cosmic rays, Basis radiation (environmental), Measurement of excitation functions with thick targets and inverse kinematics, Gamma ray technique for to measure the nuclear fusion, Neutron detection with Bonner spectrometer, Energy losses of alpha particles in nickel. It was held the practice Radiation detectors. (Author)

  19. 1989 CERN-JINR school of physics

    International Nuclear Information System (INIS)

    1991-01-01

    The CERN School of Physics is intended to give young experimental physicists an introduction to the theoretical aspects of recent advances in elementary particle physics. These Proceedings contain reports of lecture series on the following topics: Gauge theories and applications, precision tests of the electroweak theory (in two parts), physics beyond the Standard Model, and the experimental programme at the IHEP accelerator. (orig.)

  20. Teaching School Physics. A UNESCO Source Book.

    Science.gov (United States)

    Lewis, John L., Ed.

    This UNESCO source book on teaching physics in schools provides a synthesis of views and policies prevalent throughout the world with respect to physics education. The book's contents are contributed by educators from several nations who have been able to give an international outlook in the discussion of various aspects of physics education. The…

  1. THE EMPLOYMENT OF COMPUTER TECHNOLOGIES IN LABORATORY COURSE ON PHYSICS

    Directory of Open Access Journals (Sweden)

    Liudmyla M. Nakonechna

    2010-08-01

    Full Text Available Present paper considers the questions on development of conceptually new virtual physical laboratory, the employment of which into secondary education schools will allow to check the theoretical knowledge of students before laboratory work and to acquire the modern methods and skills of experiment.

  2. The Project Physics Course (Modularized) for Grades 10-12.

    Science.gov (United States)

    Flint, William

    This report was produced by the Sedro-Woolley Project which has the goal of infusing environmental education into the whole curriculum of a school district. Included are assumptions which the author believes are appropriate to environmental education; a relating of these assumptions to some topics of chemistry and physics; an outline of specific…

  3. A central European training course on reactor physics and kinetics - the 'Eugene Wigner Course' - Organisers view

    International Nuclear Information System (INIS)

    Boeck, H.; Villa, M.; Matejka, K.; Sklenka, L.; Miglierini, M.; Sukods, C.

    2004-01-01

    Initiated by the 5th Framework Program of the European Commission, the European Nuclear Engineering Network (ENEN) is preparing the future European Nuclear Education schemes, degrees and requirements. To fully utilize the benefits of international cooperation and to promote the knowledge of students in nuclear engineering a 2.5 weeks course has been held, both in spring 2003 and 2004. The main emphasis of the course is to perform reactor physics and kinetics experiments on three different research- and training reactors in three different locations (Vienna, Prague, Budapest). The experimental work is preceded by theoretical lectures aiming to prepare the students for the experiments (Bratislava). The students' work will be evaluated, and upon success the students will get a certificate. The finally accepted credit (ECTS) value will be determined by the students' home university. The ENEN-recommended value is between 6 and 8 ECTS. The more detailed description of the course will be given in the full paper. (author)

  4. A Deliberate Practice Instructional Approach for Upper Division Physics Courses

    Science.gov (United States)

    Jones, David

    2015-05-01

    In upper division physics courses, an overarching educational goal is to have students think about and use the material much as a practicing physicist in the field does. Specifically, this would include knowledge (such as concepts, formalism, and instruments), approaches, and metacognitive skills that physicists use in solving ``typical'' (research context) problems to both understand and predict physical observations and accompanying models. Using an interactive instructional approach known as deliberate practice (described earlier in this session) we will discuss our work on how to provide students with the necessary practice and feedback to achieve these skills in a core DAMOP course of modern optics. We present the results of a direct and explicit comparison between this approach and traditional lecture-based instruction revealing evidence that a significant improvement of the students' mastery of these skills occurs when deliberate practice is employed. Our work was supported by the University of British Columbia through the CWSEI.

  5. Pedagogical content knowledge and preparation of high school physics teachers

    Directory of Open Access Journals (Sweden)

    Eugenia Etkina

    2010-08-01

    Full Text Available This paper contains a scholarly description of pedagogical practices of the Rutgers Physics/Physical Science Teacher Preparation program. The program focuses on three aspects of teacher preparation: knowledge of physics, knowledge of pedagogy, and knowledge of how to teach physics (pedagogical content knowledge—PCK. The program has been in place for 7 years and has a steady production rate of an average of six teachers per year who remain in the profession. The main purpose of the paper is to provide information about a possible structure, organization, and individual elements of a program that prepares physics teachers. The philosophy of the program and the coursework can be implemented either in a physics department or in a school of education. The paper provides details about the program course work and teaching experiences and suggests ways to adapt it to other local conditions.

  6. Evaluating multiple-choice exams in large introductory physics courses

    OpenAIRE

    Gary Gladding; Tim Stelzer; Michael Scott

    2006-01-01

    The reliability and validity of professionally written multiple-choice exams have been extensively studied for exams such as the SAT, graduate record examination, and the force concept inventory. Much of the success of these multiple-choice exams is attributed to the careful construction of each question, as well as each response. In this study, the reliability and validity of scores from multiple-choice exams written for and administered in the large introductory physics courses at the Unive...

  7. The physical basis of electronics an introductory course

    CERN Document Server

    Harris, D J; Hammond, P

    1975-01-01

    The Physical Basis of Electronics: An Introductory Course, Second Edition is an 11-chapter text that discusses the physical concepts of electronic devices. This edition deals with the considerable advances in electronic techniques, from the introduction of field effect transistors to the development of integrated circuits. The opening chapters discuss the fundamentals of vacuum electronics and solid-state electronics. The subsequent chapters deal with the other components of electronic devices and their functions, including semiconductor diode and transistor as an amplifier and a switch. The d

  8. Communicating the Benefits of a Full Sequence of High School Science Courses

    Science.gov (United States)

    Nicholas, Catherine Marie

    High school students are generally uninformed about the benefits of enrolling in a full sequence of science courses, therefore only about a third of our nation's high school graduates have completed the science sequence of Biology, Chemistry and Physics. The lack of students completing a full sequence of science courses contributes to the deficit in the STEM degree production rate needed to fill the demand of the current job market and remain competitive as a nation. The purpose of the study was to make a difference in the number of students who have access to information about the benefits of completing a full sequence of science courses. This dissertation study employed qualitative research methodology to gain a broad perspective of staff through a questionnaire and document review and then a deeper understanding through semi-structured interview protocol. The data revealed that a universal sequence of science courses in the high school district did not exist. It also showed that not all students had access to all science courses; students were sorted and tracked according to prerequisites that did not necessarily match the skill set needed for the courses. In addition, the study showed a desire for more support and direction from the district office. It was also apparent that there was a disconnect that existed between who staff members believed should enroll in a full sequence of science courses and who actually enrolled. Finally, communication about science was shown to occur mainly through counseling and peers. A common science sequence, detracking of science courses, increased communication about the postsecondary and academic benefits of a science education, increased district direction and realistic mathematics alignment were all discussed as solutions to the problem.

  9. 2002 summit course at the international nuclear law school

    International Nuclear Information System (INIS)

    Dietze, W.

    2003-01-01

    Report by a participant in the International Nuclear Law School. In 2001, this advanced training course was first offered by the OECD-NEA together with the University of Montpellier and other international partners. This effort is intended to provide an overview of nuclear law, a discipline normally playing a subordinate role in curricula. In this way, a contribution is to be made to the important preservation of the existing knowledge base and to increasing know-how in this field. In 2003, the International Nuclear Law School will be continued with a new curriculum addressed to all interested participants. (orig.) [de

  10. SERC school in experimental high energy physics: selected lectures from the first and second school. V. 2

    International Nuclear Information System (INIS)

    Acharya, B.S.; Ganguli, S.N.

    1998-08-01

    The Science and Engineering Council (SERC) of the Department of Science and Technology (DST) has approved three schools to be organised in the area of Experimental High Energy Physics in 5-year period. In the first two schools, a series of lecture courses and practical courses in model experiments and software experiments were offered. The topics covered include accelerators, particle detectors, collider physics, physics of large hadron collider (LHC), structure of proton and nuclei, quark gluon plasma (QGP), kinematics and phase space. The papers relevant to INIS are indexed separately

  11. SERC school in experimental high energy physics: selected lectures from the first and second school. V. 1

    International Nuclear Information System (INIS)

    Acharya, B.S.; Ganguli, S.N.

    1998-08-01

    The Science and Engineering Council (SERC) of the Department of Science and Technology (DST) has approved three schools to be organised in the area of Experimental High Energy Physics in 5-year period. In the first two schools, a series of lecture courses and practical courses in model experiments and software experiments were offered. The topics covered include accelerators, collider physics, physics of large hadron collider (LHC), structure of proton and nuclei, quark gluon plasma (QGP), kinematics and phase space. The papers relevant to INIS are indexed separately

  12. The Effect of the Courses of School Experience and Teaching Practice on Primary School Mathematics Teachers

    Science.gov (United States)

    Huseyin, Aksu Hasan

    2015-01-01

    The aim of this study is to determine elementary mathematics teachers' thoughts and feelings on the courses of school-experience and teacher-practice. In this study was used the qualitative research method. Those involved in the study were 20 mathematics teachers employed in formal/government primary schools in the Province of Giresun and in the…

  13. S.E.A. Lab. Science Experiments and Activities. Marine Science for High School Students in Chemistry, Biology and Physics.

    Science.gov (United States)

    Hart, Kathy, Ed.

    A series of science experiments and activities designed for secondary school students taking biology, chemistry, physics, physical science or marine science courses are outlined. Each of the three major sections--chemistry, biology, and physics--addresses concepts that are generally covered in those courses but incorporates aspects of marine…

  14. PREDICTION OF ENJOYMENT IN SCHOOL PHYSICAL EDUCATION

    Directory of Open Access Journals (Sweden)

    Arto Gråstén

    2012-06-01

    Full Text Available The specific aim of this study was to examine whether motivational climate, perceived physical competence, and exercise motivation predict enjoyment in school physical education within the same sample of adolescents across three years of secondary school. A sample of 639 students (girls = 296, boys = 343 aged between 13- to 15-years at the commencement of the study completed the Intrinsic Motivation Climate in Physical Education Questionnaire, Physical Self-Perception Profile, Physical Education Motivation Scale, and Physical Education Enjoyment Scale. Results derived from path analyses indicated that task-involving motivational climate predicted enjoyment in physical education via perceived physical competence and intrinsic motivation in both girls and boys. In particular, these results supported previous findings of Vallerand et. al (1997 with the self-determination theory and the achievement goal theory. Ego-involving climate was not a significant predictor either in girls or boys. The current results provide continuing support for the investigation of Vallerand's model in the physical education setting, and highlight that motivational climate is an area that requires further evaluation as a contributing factor in the improvement of physical education teaching. A better understanding of the role of motivational climate may assist efforts to promote children's and adolescents' perceived physical competence, intrinsic motivation, and enjoyment in the school physical education setting

  15. Physical education in schools: a renewal proposal

    Directory of Open Access Journals (Sweden)

    Liana Maria Carvalho Braid

    2003-12-01

    Full Text Available The text discusses physical education as practiced in mainstream schools, analyzing its origin and its pathway throughout the history of the country. It also raises some points about the crises generated by questioned paradigms about the end of this school subject as well as the way the body used to be regarded. In all, a new approach to physical education may be returning from the ashes.

  16. CERN School of Physics travels to Romania

    CERN Multimedia

    Katarina Anthony

    2011-01-01

    From 7-20 September, students at the European School of High-Energy Physics brought their enthusiasm for physics to Cheile Gradistei, Romania. This was the school’s first time in Romania, which is set to become a CERN Member State in 2015.   Students from the 2011 CERN School of High-Energy Physics. Every year, the School of High-Energy Physics hosts students from around the world to learn from the best in the HEP field. The Schools began in the 1960s as a CERN initiative and, since 1971, schools have been jointly organised by CERN and the Joint Institute for Nuclear Research (JINR) in Russia. “This year, we hosted almost 100 participants from 31 countries,” says Nick Ellis, director of the CERN Schools of Physics. “The Schools have always been a fantastic opportunity for the next generation of particle physicists to learn and to network with their future colleagues.” Students attended a comprehensive programme of lectures and discussion ses...

  17. Primary Teachers' Particle Ideas and Explanations of Physical Phenomena: Effect of an In-Service Training Course

    Science.gov (United States)

    Papageorgiou, George; Stamovlasis, Dimitrios; Johnson, Phil Michael

    2010-01-01

    This paper presents a study concerning Greek primary school teachers' (n = 162) ideas about the particulate nature of matter and their explanations of physical phenomena. The study took place during an in-service training course where the effectiveness of a specially designed intervention was tested. A key feature was an approach based on the…

  18. AAPT/NSTA High School Physics Examination.

    Science.gov (United States)

    Nelson, James

    1983-01-01

    Discusses development of the American Association of Physics Teachers and National Science Teachers Association (AAPT/NSTA) high school physics examination. Includes sample examination questions and distribution of topics: mechanics (30 percent), waves/optics/sound (20 percent), heat/kinetic theory (10 percent), electricity/magnetism (25 percent),…

  19. A True Middle School Physical Education Program

    Science.gov (United States)

    Tenoschok, Mike

    2016-01-01

    The purpose of this article is to describe the various ways in which the developmental needs of middle school students can be met in a physical education program. The themes of exploration and individualization appear throughout the article to emphasize the importance of providing a variety of sports, games and physical activity options for middle…

  20. The first African School of Physics

    CERN Multimedia

    Carolyn Lee

    2010-01-01

    The first African School of Physics (ASP2010), a new physics school that will combine scientific learning and technology transfer, is to be organized in South Africa with the support of various institutes and laboratories from Europe and the US. Christine Darve, the head organizer and an accelerator engineer from Fermilab currently working in CERN's Technology Department, provides some insight into the programme's mission.   Christine Darve was previously the secretary of a ‘Physics Without Borders’ meeting in Sarajevo, an experience that fuelled her passion to help the less fortunate to benefit from developments in science. After meeting Steve Muanza, a physicist of Congolese descent who visited Fermilab in 2004, she initiated steps to organize a physics school that would bring scientific learning and technology transfer from European and American institutes to Africa. A physicist at IN2P3, the Centre de Physique des Particules in Marseilles, Muanza is the director of this fi...

  1. European School of High-Energy Physics

    CERN Document Server

    2006-01-01

    The European School of High-Energy Physics is intended to give young experimental physicists an introduction to the theoretical aspects of recent advances in elementary particle physics. These proceedings contain lectures notes on field theory and the Standard Model, quantum chromodynamics, flavour physics and CP violation, experimental aspects of CP violation in K and B decays, relativistic heavy-ion physics, and the scientific programme of the Joint Institute for Nuclear Research. These core scientific topics are complemented by a lecture about the physics of ski jumping.

  2. The Implementation of Physics Problem Solving Strategy Combined with Concept Map in General Physics Course

    Science.gov (United States)

    Hidayati, H.; Ramli, R.

    2018-04-01

    This paper aims to provide a description of the implementation of Physic Problem Solving strategy combined with concept maps in General Physics learning at Department of Physics, Universitas Negeri Padang. Action research has been conducted in two cycles where each end of the cycle is reflected and improved for the next cycle. Implementation of Physics Problem Solving strategy combined with concept map can increase student activity in solving general physics problem with an average increase of 15% and can improve student learning outcomes from 42,7 in the cycle I become 62,7 in cycle II in general physics at the Universitas Negeri Padang. In the future, the implementation of Physic Problem Solving strategy combined with concept maps will need to be considered in Physics courses.

  3. Prior-to-Secondary School Course Classification System: School Codes for the Exchange of Data (SCED). NFES 2011-801

    Science.gov (United States)

    National Forum on Education Statistics, 2011

    2011-01-01

    In this handbook, "Prior-to-Secondary School Course Classification System: School Codes for the Exchange of Data" (SCED), the National Center for Education Statistics (NCES) and the National Forum on Education Statistics have extended the existing secondary course classification system with codes and descriptions for courses offered at…

  4. Effectiveness of School-Initiated Physical Activity Program on Secondary School Students' Physical Activity Participation

    Science.gov (United States)

    Gråstén, Arto; Yli-Piipari, Sami; Watt, Anthony; Jaakkola, Timo; Liukkonen, Jarmo

    2015-01-01

    Background: The promotion of physical activity and health has become a universal challenge. The Sotkamo Physical Activity as Civil Skill Program was implemented to increase students' physical activity by promoting supportive psychological and physical school environment. The aim of this study was to evaluate the effectiveness of the…

  5. Peer Instruction in an Algebra-Based General Physics Course

    Science.gov (United States)

    Listerman, Thomas W.

    1999-10-01

    We have restructured our algebra-based general physics course to increase peer instruction. For the last three years each lecture has been followed by a recitation class. In recitation class students break up into small groups to work on "study guides" concerning the previous lecture. The recitation instructor is available to answer questions and to provide encouragement. The study guides ask qualitative and quantitative questions to lead students step-by-step through the material. Two completed study guides and a homework assignment are submitted each week for grading and the solutions are available later on the internet. Student surveys show the majority of students have a good attitude about the course, like to work in groups with their friends, and like the ready availability of the instructor for help. Both students and faculty seem to like the more frequent one-to-one contact of this format. We have also noticed that one student in each group tends to ask most of the questions and then "translates" the instructor's response into words the others understand. Lest you think "the millenium has arrived," student performance on multiple-choice tests has not improved markedly, some students strongly resist cooperation with others, and many students still think this is the hardest course they have ever taken.

  6. Physical activity school intervention: context matters.

    Science.gov (United States)

    Guldager, J D; Andersen, P T; von Seelen, J; Leppin, A

    2018-06-01

    School-based interventions for increasing physical activity among children are widespread, however there is still a lack of knowledge about how school context factors are linked to implementation quality and effectiveness of programmes. The aim of this paper is to examine teacher-perceived effectiveness of a Danish national classroom-based health programme 'Active Around Denmark' and in particular, to investigate whether perceptions vary as a function of school social context factors. After completion of the programme all teachers (N = 5.892) received an electronic questionnaire. 2.097 completed the questionnaire (response rate 36%) and 1.781 datasets could be used for analysis. The teachers were asked about their perceptions of changes in children's attitudes towards and levels of physical activity after the competition. Our results indicated that certain contextual factors, such as schools' prioritization of health promotion, teachers' support by their school principal in implementation as well as teacher's satisfaction with the school' physical environment made a significant difference in teacher-perceived effectiveness. To conclude, teacher-perceived effectiveness of the health programme does vary as a function of school social context factors.

  7. Physics Teachers Programme or how to bring modern physics to school

    CERN Multimedia

    2002-01-01

    A new programme for teachers took place last weekend at CERN. Fifty high school teachers sacrificed their weekend and plunged into CERN physics to find new inspirations for exciting physics lessons.   The fifty participants in the Physics Teachers programme in the Microcosm garden. High school students are often convinced that physics is a boring and useless subject, and physics teachers have a hard time presenting interesting lessons. To help them, CERN has inaugurated the Physics Teachers Programme, whose goal is to present CERN and its activities, so that teachers can get an idea of what kind of physics research is going on at the frontier of science. 'Our philosophy is to show them today what they will read in textbooks of the future', says Antonella Del Rosso, responsible for this course, 'so that they can inspire their pupils'. This programme can be considered the younger brother of the High School Teachers Programme, since it has a similar aim, but instead of being three-weeks long, it las...

  8. Self-education activities features of primary school teachers in the period between training courses.

    Directory of Open Access Journals (Sweden)

    Nalyvaiko G.V.

    2011-08-01

    Full Text Available The article describes self-education activities features of primary school teachers in the period between training courses. The basic conditions and areas of self-education activities features of primary school teachers in the period between training courses is singled out. The interpretations of the self-education definition are considered. The primary school teachers' self-education activities components are carried out. The period between training courses in training primary school teachers is defined.

  9. School Courses as a Motivational Factor for the Implementation of Active Recreation in Adulthood

    Directory of Open Access Journals (Sweden)

    Beáta Dobay

    2014-11-01

    Full Text Available The motivation of sports occupies an even more important role than actually performing physical activities. The Ministry of Education of the Slovak Republic ensures the implementation of several compulsory elective sports courses through different stages of educational institutions. We were curious how these courses - especially school in nature - act upon vacations in adulthood. By examining curricular documents and implementing questionnaire methods – applying ,,Vacation practice questionnaire” - we questioned the Hungarian language speakers of southern Slovakia n = 2965. The data were processed using the statistic program SPSS 17. 84.5 % (p < 0.01, of the canvassed took part in school in nature, from which 65,8 % (p < 0.01, rated the time spent there as positive. Amongst the positively valuing 44,2 % indicated the mountains as a favourite and frequently chosen travel destination. 25 % spends more than four hours hiking. We may say that organizing schools in nature has to be considered as an important event (5-7 days, where the students have fun, wherefore they will choose mountains as their travel destination more frequently, which results in higher physical activity. Listed partial discoveries are included in the grant: VEGA no. 1/0376/14 Physical activity intervention for the prevention of health of the population of Slovakia.

  10. Evaluating multiple-choice exams in large introductory physics courses

    Directory of Open Access Journals (Sweden)

    Gary Gladding

    2006-07-01

    Full Text Available The reliability and validity of professionally written multiple-choice exams have been extensively studied for exams such as the SAT, graduate record examination, and the force concept inventory. Much of the success of these multiple-choice exams is attributed to the careful construction of each question, as well as each response. In this study, the reliability and validity of scores from multiple-choice exams written for and administered in the large introductory physics courses at the University of Illinois, Urbana-Champaign were investigated. The reliability of exam scores over the course of a semester results in approximately a 3% uncertainty in students’ total semester exam score. This semester test score uncertainty yields an uncertainty in the students’ assigned letter grade that is less than 1 / 3 of a letter grade. To study the validity of exam scores, a subset of students were ranked independently based on their multiple-choice score, graded explanations, and student interviews. The ranking of these students based on their multiple-choice score was found to be consistent with the ranking assigned by physics instructors based on the students’ written explanations ( r>0.94 at the 95% confidence level and oral interviews (r=0.94−0.09+0.06 .

  11. Prediction of enjoyment in school physical education.

    Science.gov (United States)

    Gråstén, Arto; Jaakkola, Timo; Liukkonen, Jarmo; Watt, Anthony; Yli-Piipari, Sami

    2012-01-01

    The specific aim of this study was to examine whether motivational climate, perceived physical competence, and exercise motivation predict enjoyment in school physical education within the same sample of adolescents across three years of secondary school. A sample of 639 students (girls = 296, boys = 343) aged between 13- to 15-years at the commencement of the study completed the Intrinsic Motivation Climate in Physical Education Questionnaire, Physical Self-Perception Profile, Physical Education Motivation Scale, and Physical Education Enjoyment Scale. Results derived from path analyses indicated that task-involving motivational climate predicted enjoyment in physical education via perceived physical competence and intrinsic motivation in both girls and boys. In particular, these results supported previous findings of Vallerand et. al (1997) with the self-determination theory and the achievement goal theory. Ego-involving climate was not a significant predictor either in girls or boys. The current results provide continuing support for the investigation of Vallerand's model in the physical education setting, and highlight that motivational climate is an area that requires further evaluation as a contributing factor in the improvement of physical education teaching. A better understanding of the role of motivational climate may assist efforts to promote children's and adolescents' perceived physical competence, intrinsic motivation, and enjoyment in the school physical education setting. Key pointsThe findings of the current study support existing suggestions of Vallerand's (1997) model in which social factors mediated by a psychological mediator, and exercise motivation are related to positive consequences in the PE context.Task-involving motivational climate predicted PE enjoyment via perceived physical competence and intrinsic motivation with both girls and boys. Task-involving motivational climate in PE lessons at Grade 7 had a strong association with PE

  12. In-Service Physical Educators' Experiences of Online Adapted Physical Education Endorsement Courses.

    Science.gov (United States)

    Sato, Takahiro; Haegele, Justin A; Foot, Rachel

    2017-04-01

    The purpose of this study was to investigate in-service physical education (PE) teachers' experiences during online adapted physical education (APE) graduate courses. Based on andragogy theory (adult learning theory) we employed a descriptive qualitative methodology using an explanatory case study design. The participants (6 female and 3 male) were in-service PE teachers enrolled in an online graduate APE endorsement program. Data collection included journal reflection reports and face-to-face interviews. A constant comparative method was used to interpret the data. Three interrelated themes emerged from the participants' narratives. The first theme, instructor communication, exposes the advantages and disadvantages the participants perceived regarding communication while enrolled in the online APE graduate courses. The second theme, bulletin board discussion experiences, described participants' perceptions of the use of the bulletin board discussion forum. Lastly, the final theme, assessment experiences, described how the participants learned knowledge and skills through online courses related to assessment and evaluation.

  13. High School Physics Students' Personal Epistemologies and School Science Practice

    Science.gov (United States)

    Alpaslan, Muhammet Mustafa; Yalvac, Bugrahan; Loving, Cathleen

    2017-11-01

    This case study explores students' physics-related personal epistemologies in school science practices. The school science practices of nine eleventh grade students in a physics class were audio-taped over 6 weeks. The students were also interviewed to find out their ideas on the nature of scientific knowledge after each activity. Analysis of transcripts yielded several epistemological resources that students activated in their school science practice. The findings show that there is inconsistency between students' definitions of scientific theories and their epistemological judgments. Analysis revealed that students used several epistemological resources to decide on the accuracy of their data including accuracy via following the right procedure and accuracy via what the others find. Traditional, formulation-based, physics instruction might have led students to activate naive epistemological resources that prevent them to participate in the practice of science in ways that are more meaningful. Implications for future studies are presented.

  14. Experience, gender, and performance: Connecting high school physics experience and gender differences to introductory college physics performance

    Science.gov (United States)

    Tai, Robert H.

    Current science educational practice is coming under heavy criticism based on the dismaying results of the Third International Mathematics and Science Study of 1998, the latest in a series of large scale surveys; and from research showing the appallingly low representation of females in science-related fields. These critical evaluations serve to draw attention to science literacy in general and lack of persistence among females in particular, two issues that relate closely to the "preparation for future study" goal held by many high school science teachers. In other words, these teachers often seek to promote future success and to prevent future failure in their students' academic careers. This thesis studies the connection between the teaching practices recommended by reformers and researchers for high school teachers, and their students' subsequent college physics performance. The teaching practices studied were: laboratory experiences, class discussion experiences, content coverage, and reliance on textbooks. This study analyzed a survey of 1500 students from 16 different lecture-format college physics courses at 14 different universities. Using hierarchical linear modeling, this study accounted for course-level variables (Calculus-based/Non-calculus course type, professor's gender, and university selectivity). This study controlled for the student's parents education, high school science/mathematics achievement, high school calculus background, and racial background. In addition, the interactions between gender and both pedagogical/curricular and course-level variables were analyzed. The results indicated that teaching fewer topics in greater depth in high school physics appeared to be helpful to college physics students. An interaction between college course type and content coverage showed that students in Calculus-based physics reaped even greater benefits from a depth-oriented curriculum. Also students with fewer labs per month in high school physics

  15. Physical education, sports, and gender in schools.

    Science.gov (United States)

    Solmon, Melinda A

    2014-01-01

    The benefits associated with engaging in regular physical activity are well documented, but a large segment of the population is not sufficiently active. School physical educa tion and sport programs are identified as important components in efforts to promote physical activity. Girls are less active than boys, and there is evidence that physical education programs are not effectively meeting their needs. The focus of this chapter is to examine gender as a construct in the domains of physical education and sport, clarifying the reasons girls tend to be less active and less involved in physical education. Following an historical overview, curricular issues and motivational aspects are considered. Implications are focused on ways that educators can provide positive experiences for all students in physical education and sport that will encourage them to adopt and maintain healthy active lifestyles and enhance their quality of life across the life span.

  16. Physical environmental characteristics and individual interests as correlates of physical activity in Norwegian secondary schools: The health behaviour in school-aged children study

    Directory of Open Access Journals (Sweden)

    Samdal Oddrun

    2008-09-01

    Full Text Available Abstract Background The school has been identified as a key arena for physical activity promotion for young people. Effective change of physical activity behaviour requires identification of consistent and modifiable correlates. The study explores students' interests in school physical activity and facilities in the school environment and examines their associations with students' participation in physical activity during recess and their cross-level interaction effect. Methods This cross-sectional study was based on a national representative sample of Norwegian secondary schools and grade 8 students who participated in the Health Behaviour in School-aged Children (HBSC 2005/06 study. The final sample comprised 68 schools and 1347 students. Physical environment characteristics were assessed through questionnaires completed by the principals, and students' physical activity and interests in physical activity were assessed through student self-completion questionnaires. Results Most students were interested in more opportunities for physical activity in school. Multilevel logistic regression models demonstrated that students attending schools with many facilities had 4.49 times (95% Confidence Interval (CI = 1.93–10.44 higher odds of being physically active compared to students in schools with fewer facilities when adjusting for socio-economic status, sex and interests in school physical activity. Also open fields (Odds Ratio (OR = 4.31, 95% CI = 1.65–11.28, outdoor obstacle course (OR = 1.78, 95% CI = 1.32–2.40, playground equipment (OR = 1.73, 95% CI = 1.24–2.42 and room with cardio and weightlifting equipment (OR = 1.58, 95%CI = 1.18–2.10 were associated with increased participation in physical activity. Both students' overall interests and the physical facilitation of the school environment significantly contributed to the prediction of recess physical activity. The interaction term demonstrated that students' interests might

  17. Development and Evaluation of Senior High School Courses on Emerging Technology: A Case Study of a Course on Virtual Reality

    Science.gov (United States)

    Chen, Chi-Tung

    2012-01-01

    In Taiwan, the National Science Council has implemented the High Scope Program (HSP) since 2006. The purpose of this study was to analyze the development and effectiveness of senior high school HSP courses on emerging technology. This study used a course on virtual reality as an example, to investigate the influence of emerging technology courses…

  18. Methods of teaching the physics of climate change in undergraduate physics courses

    Science.gov (United States)

    Sadler, Michael

    2015-04-01

    Although anthropogenic climate change is generally accepted in the scientific community, there is considerable skepticism among the general population and, therefore, in undergraduate students of all majors. Students are often asked by their peers, family members, and others, whether they ``believe'' climate change is occurring and what should be done about it (if anything). I will present my experiences and recommendations for teaching the physics of climate change to both physics and non-science majors. For non-science majors, the basic approach is to try to develop an appreciation for the scientific method (particularly peer-reviewed research) in a course on energy and the environment. For physics majors, the pertinent material is normally covered in their undergraduate courses in modern physics and thermodynamics. Nevertheless, it helps to review the basics, e.g. introductory quantum mechanics (discrete energy levels of atomic systems), molecular spectroscopy, and blackbody radiation. I have done this in a separate elective topics course, titled ``Physics of Climate Change,'' to help the students see how their knowledge gives them insight into a topic that is very volatile (socially and politically).

  19. Plasmas: from space to laboratory. 'Introduction to plasma physics' course

    International Nuclear Information System (INIS)

    Savoini, Philippe

    2011-01-01

    This course addresses the different basic concepts of plasma physics. After an introduction which addresses the plasma state, basic equations, the different theoretical approaches (orbitals, kinetic, multi-fluid, magnetohydrodynamics), and the different characteristic scales, waves are addressed and presented as a disordered electromagnetism: existence of plasma waves, generalities on waves, relationship of formal dispersion of plasmas, plasma without magnetic field (longitudinal, transverse, or low frequency wave), plasma with magnetic field (parallel, perpendicular, or arbitrary propagation). The next parts present various approaches: the particle-based approach (case of constant and uniform magnetic fields, case of non-uniform magnetic fields), the statistical approach (elements of kinetic theory, the collision phenomenon, the equilibrium state), and the fluid approach (fluid equations according to the multi-fluid theory, comparison with the particle-based approach, presentation of magnetohydrodynamics as the single-fluid model, validity of MHD)

  20. Physics Myth Busting: A Lab-Centered Course for Non-Science Students

    Science.gov (United States)

    Madsen, Martin John

    2011-01-01

    There is ongoing interest in how and what we teach in physics courses for non-science students, so-called "physics for poets" courses. Art Hobson has effectively argued that teaching science literacy should be a key ingredient in these courses. Hobson uses Jon Millers definition of science literacy, which has two components: first, "a basic…

  1. The Primary Student Teachers' Views about a Blended Learning Application in a Basic Physics Course

    Science.gov (United States)

    Taskin Ekici, Fatma; Kara, Izzet; Ekici, Erhan

    2012-01-01

    In this study we present an overview of the undergraduate blended Physics course that has been supported by the Moodle platform. The course that has been applied is a basic physics course for primary student teachers. The aim of Moodle is to create an online learning environment which helps students to have a virtual space where they can share…

  2. Courses in Modern Physics for Non-science Majors, Future Science Teachers, and Biology Students

    Science.gov (United States)

    Zollman, Dean

    2001-03-01

    For the past 15 years Kansas State University has offered a course in modern physics for students who are not majoring in physics. This course carries a prerequisite of one physics course so that the students have a basic introduction in classical topics. The majors of students range from liberal arts to engineering. Future secondary science teachers whose first area of teaching is not physics can use the course as part of their study of science. The course has evolved from a lecture format to one which is highly interactive and uses a combination of hands-on activities, tutorials and visualizations, particularly the Visual Quantum Mechanics materials. Another course encourages biology students to continue their physics learning beyond the introductory course. Modern Miracle Medical Machines introduces the basic physics which underlie diagnosis techniques such as MRI and PET and laser surgical techniques. Additional information is available at http://www.phys.ksu.edu/perg/

  3. Development and evaluation of clicker methodology for introductory physics courses

    Science.gov (United States)

    Lee, Albert H.

    Many educators understand that lectures are cost effective but not learning efficient, so continue to search for ways to increase active student participation in this traditionally passive learning environment. In-class polling systems, or "clickers", are inexpensive and reliable tools allowing students to actively participate in lectures by answering multiple-choice questions. Students assess their learning in real time by observing instant polling summaries displayed in front of them. This in turn motivates additional discussions which increase the opportunity for active learning. We wanted to develop a comprehensive clicker methodology that creates an active lecture environment for a broad spectrum of students taking introductory physics courses. We wanted our methodology to incorporate many findings of contemporary learning science. It is recognized that learning requires active construction; students need to be actively involved in their own learning process. Learning also depends on preexisting knowledge; students construct new knowledge and understandings based on what they already know and believe. Learning is context dependent; students who have learned to apply a concept in one context may not be able to recognize and apply the same concept in a different context, even when both contexts are considered to be isomorphic by experts. On this basis, we developed question sequences, each involving the same concept but having different contexts. Answer choices are designed to address students preexisting knowledge. These sequences are used with the clickers to promote active discussions and multiple assessments. We have created, validated, and evaluated sequences sufficient in number to populate all of introductory physics courses. Our research has found that using clickers with our question sequences significantly improved student conceptual understanding. Our research has also found how to best measure student conceptual gain using research-based instruments

  4. Child Physical Punishment, Parenting, and School Readiness

    Science.gov (United States)

    Weegar, Kelly; Guérin-Marion, Camille; Fréchette, Sabrina; Romano, Elisa

    2018-01-01

    This study explored how physical punishment (PP) and other parenting approaches may predict school readiness outcomes. By using the Canada-wide representative data, 5,513 children were followed over a 2-year period. Caregivers reported on their use of PP and other parenting approaches (i.e., literacy and learning activities and other disciplinary…

  5. Teaching Physical Education in International Schools

    Science.gov (United States)

    Erickson, David LeRoy; Kulinna, Pamela Hodges

    2012-01-01

    This article explores the opportunity of teaching physical education at international schools. Common challenges (e.g., communication differences, adapting to the host culture, teaching individuals from various cultural backgrounds) and positive aspects (e.g., smart and engaged students, a positive learning environment for teachers, great…

  6. Identification of multiple intelligences for high school students in theoretical and applied science courses

    Science.gov (United States)

    Wiseman, D. Kim

    Historically educators in the United States have used the Stanford-Binet intelligence test to measure a students' ability in logical/mathematical and linguistic domains. This measurement is being used by a society that has evolved from agrarian and industrial-based economies to what is presently labeled a technological society. As society has changed so have the educational needs of the students who will live in this technological society. This study assessed the multiple intelligences of high school students enrolled in theoretical and applied science (physics and applied physics) courses. Studies have verified that performance and outcomes of students enrolled in these courses are similar in standardized testing but instructional methodology and processes are dissimilar. Analysis of multiple intelligence profiles collected from this study found significant differences in logical/mathematical, bodily/kinesthetic and intrapersonal multiple intelligences of students in theoretical science courses compared to students in applied science courses. Those differences clearly illustrate why it is imperative for educators to expand the definition of intelligence for students entering the new millennium.

  7. 1985 CERN-JINR school of physics

    International Nuclear Information System (INIS)

    1986-01-01

    The CERN School of Physics is intended to give young experimental physicists an introduction to the theoretical aspects of recent advances in elementary particle physics. These Proceedings contain reports of lecture series on the following topics: introduction to gauge fields, perturbative QCD, proton-antiproton collider physics, lattice quantum field theories, experiments on weak decays of leptons and quarks, lepton-hadron interactions, supersymmetry, grand unified theories and cosmology. They also include reports of special lectures on sum rules and hadron properties in QCD, on quark distribution in nuclei, and on the scientific programme of JINR. (orig.)

  8. New physics schools in Latin America

    CERN Multimedia

    2001-01-01

    From left to right : Professor Luis Masperi, Director of CLAF, John Ellis, Egil Lillestøl, and Professor Roger Cashmore, Director for Collider Programmes. On Monday 29 January, Professor Luis Masperi, Director of CLAF (Centro LatinoAmericano de Fisica), visited CERN to join Professor Roger Cashmore, in signing an agreement concerning a new programme of CERN-CLAF Schools in Latin America. The inaugural school will take place in Itacuruca, Brazil, in May 2001, and has been supported by Spain, Portugal, France and Italy. The signing was attended by John Ellis (the Director General's Non-Member State Advisor), Egil Lillestøl (Director of the Physics Schools), and Claire Earnshaw (School Administrator).

  9. School on QCD and LHC Physics

    CERN Document Server

    2015-01-01

    With the start of Run II of the LHC, 2015 will be an exciting year for high-energy physics. The higher energies and larger luminosity will open new vistas for discovering physics beyond the Standard Model, through direct searches and through precision measurements of Standard-Model observables. Besides a poster session, attendants will be also invited to give short talks about their research activity. This school is aimed at preparing graduate students for theoretical research in quantum chromodynamics as applied to the future research program at the LHC. Aspects of the school will also be valuable to younger postdoctoral fellows and graduate students in experimental high-energy physics. There is no registration fee and limited funds are available for travel and local expenses

  10. Content Analysis of the Science Textbooks of Iranian Junior High School Course in terms of the Components of Health Education

    Directory of Open Access Journals (Sweden)

    Abdolreza Gilavand

    2016-12-01

    Full Text Available BackgroundProviding healthcare for students is one of the primary duties of the states. This study aimed to analyze the contents of the science textbooks of Junior High School course in terms of the components of health education in Iran.Materials and MethodsThis descriptive study was conducted through content analysis. To collect data, a researcher-made check list including: physical health, nutritional health, the environment, environmental health, family health, accidents and safety, mobility, physical education, mental health, prevention of risky behavior, control and prevention of diseases, disabilities, public health and school health, was used. The samples were the science textbooks of Junior High School course (7th, 8th and 9th grades. Analysis unit was all pages of the textbooks (texts, pictures and exercises. Descriptive method (frequency table, percentage, mean and standard deviation [SD] was used to analyze the data and non-parametric Chi-square test was used to investigate the probable significant differences between the components.ResultsThe results showed that the authors of sciences textbooks of Junior High School course have paid most attention to the component of control and prevention of diseases (21.10% and have paid no attention to the component of "mental health". Also, there were significant differences among the components of physical health, family health, the environment and environmental health in terms of to be addressed in the science textbooks of Junior High School (P

  11. The physical activity climate in Minnesota middle and high schools.

    Science.gov (United States)

    Samuelson, Anne; Lytle, Leslie; Pasch, Keryn; Farbakhsh, Kian; Moe, Stacey; Sirard, John Ronald

    2010-11-01

    This article describes policies, practices, and facilities that form the physical activity climate in Minneapolis/St. Paul, Minnesota metro area middle and high schools and examines how the physical activity climate varies by school characteristics, including public/private, school location and grade level. Surveys examining school physical activity practices, policies and environment were administered to principals and physical education department heads from 115 middle and high schools participating in the Transdisciplinary Research on Energetics and Cancer-Identifying Determinants of Eating and Activity (TREC-IDEA) study. While some supportive practices were highly prevalent in the schools studied (such as prohibiting substitution of other classes for physical education); other practices were less common (such as providing opportunity for intramural (noncompetitive) sports). Public schools vs. private schools and schools with a larger school enrollment were more likely to have a school climate supportive of physical activity. Although schools reported elements of positive physical activity climates, discrepancies exist by school characteristics. Of note, public schools were more than twice as likely as private schools to have supportive physical activity environments. Establishing more consistent physical activity expectations and funding at the state and national level is necessary to increase regular school physical activity.

  12. How gender and reformed introductory physics impacts student success in advanced physics courses and continuation in the physics major

    Directory of Open Access Journals (Sweden)

    Idaykis Rodriguez

    2016-08-01

    Full Text Available [This paper is part of the Focused Collection on Gender in Physics.] Active-learning approaches to teaching introductory physics have been found to improve student learning and affective gains on short-term outcomes [S. Freeman et al., Proc. Natl. Acad. Sci. U.S.A. 111, 8410 (2014]; however, whether or not the benefits of active learning impact women to the same degree as men has been a point of concern [A. Madsen, S. B. McKagan, and E. C. Sayre, Phys. Rev. ST Phys. Educ. Res. 9, 020121 (2013]. Further, the long-term impacts of active-learning experiences are also understudied. At Florida International University, a Hispanic-majority institution, we have implemented Modeling Instruction (MI and the Integrated Science Learning Environment (ISLE in introductory physics classes for the past decade. In this empirical paper, we report on a longitudinal investigation of student performance and persistence in upper level physics courses after having previously experienced MI or ISLE in their introductory physics courses, and disaggregate students by gender. Using survival analysis methods, we find women who declare physics as a major are more likely than men to graduate with a physics degree. Women are also just as likely as men to pass through the upper division courses, with the highest failure risk for both men and women occurring in the first semester of upper-division course taking. These results reinforce the need to expand considerations of performance outcomes to be longitudinal to measure the effectiveness of the entire physics experience.

  13. How gender and reformed introductory physics impacts student success in advanced physics courses and continuation in the physics major

    Science.gov (United States)

    Rodriguez, Idaykis; Potvin, Geoff; Kramer, Laird H.

    2016-12-01

    [This paper is part of the Focused Collection on Gender in Physics.] Active-learning approaches to teaching introductory physics have been found to improve student learning and affective gains on short-term outcomes [S. Freeman et al., Proc. Natl. Acad. Sci. U.S.A. 111, 8410 (2014)]; however, whether or not the benefits of active learning impact women to the same degree as men has been a point of concern [A. Madsen, S. B. McKagan, and E. C. Sayre, Phys. Rev. ST Phys. Educ. Res. 9, 020121 (2013)]. Further, the long-term impacts of active-learning experiences are also understudied. At Florida International University, a Hispanic-majority institution, we have implemented Modeling Instruction (MI) and the Integrated Science Learning Environment (ISLE) in introductory physics classes for the past decade. In this empirical paper, we report on a longitudinal investigation of student performance and persistence in upper level physics courses after having previously experienced MI or ISLE in their introductory physics courses, and disaggregate students by gender. Using survival analysis methods, we find women who declare physics as a major are more likely than men to graduate with a physics degree. Women are also just as likely as men to pass through the upper division courses, with the highest failure risk for both men and women occurring in the first semester of upper-division course taking. These results reinforce the need to expand considerations of performance outcomes to be longitudinal to measure the effectiveness of the entire physics experience.

  14. Evaluation of the Physical Activity and Public Health Course for Practitioners

    Science.gov (United States)

    Evenson, Kelly R.; Brown, David R.; Pearce, Emily; Camplain, Ricky; Jernigan, Jan; Epping, Jacqueline; Shepard, Dennis M.; Dorn, Joan M.

    2016-01-01

    Purpose: From 1996 to 2013, a 6-day Physical Activity and Public Health Course for Practitioners has been offered yearly in the United States. An evaluation was conducted to assess the impact of the course on building public health capacity for physical activity and on shaping the physical activity and public health careers of fellows since taking…

  15. Instructors' Application of the Theory of Planned Behavior in Teaching Undergraduate Physical Education Courses

    Science.gov (United States)

    Filho, Paulo Jose Barbosa Gutierres; Monteiro, Maria Dolores Alves Ferreira; da Silva, Rudney; Hodge, Samuel R.

    2013-01-01

    The purpose of this study was to analyze adapted physical education instructors' views about the application of the theory of planned behavior (TpB) in teaching physical education undergraduate courses. Participants ("n" = 17) were instructors of adapted physical activity courses from twelve randomly selected institutions of higher…

  16. Postgraduate Course 'Physics Aspects of Nuclear Medicine'. Theoretical and practical intensive version. Preliminary results

    International Nuclear Information System (INIS)

    Lopez Diaz, A.; Gonzalez, G.J.; Torres, A.L.; Fraxedas, M.R.

    2007-01-01

    Full text: Using national and international recommendations about human resource in Nuclear Medicine, a group of experts organized a National Course for the education and training of physicist who work in Cuban hospitals, adapted to national condition and practice of Nuclear Medicine. The program was approved for National Authorities in Nuclear Security and University Schools in Medicine. The program contains two intensive theoretic and practical courses, to be completed over a period of 15 days of full time engagement, complemented with 4 month full attachment to a Nuclear Medicine Service monitored by accredited expert. The theoretical/practical intensive courses have final evaluation: combining practical exercise and a final test. When all docent activities finish the students should clear a final theoretical/practical evaluation by an examination board comprising of at least three accredited experts. The theoretical/practical courses were attended by 19 physicists working in hospitals in Cuba. The contents of the first course included, Introduction to Nuclear Medicine, Principle of NM equipment, Quality assurance and quality control of NM equipment, Radiation Protection and Licence Topics of NM Services. The second course had the following topics: Acquisition and Processing methods in Nuclear Medicine, Nuclear Medicine Techniques and Clinical Dosimetry for radiopharmaceutical therapy. With 100 point of maximum score and 60 point minimum to pass, the final test of this first course comprised of 2 types of questions: 1 Multiple choice questions and 2. long essay type questions. The average scores obtained by the participants was 87.02 points/ students (range 65- 100 points). The students pass the test with very good degree of comprehension: 10-Excellent (90-100 points), 5- Very good (80-89 points), 2-Good (70-79 point) and 2- satisfactory standard (60-69 point). The students evaluated 'satisfactory' the quality of the course (in anonymous poll), reporting like

  17. 3rd Course of the International School of Advanced Geodesy

    CERN Document Server

    Sansò, Fernando

    1985-01-01

    During the period April 25th to May 10th, 1984 the 3rd Course of the International School of Advanced Geodesy entitled "Optimization and Design of Geodetic Networks" took place in Erice. The main subject of the course is clear from the title and consisted mainly of that particular branch of network analysis, which results from applying general concepts of mathematical optimization to the design of geodetic networks. As al­ ways when dealing with optimization problems, there is an a-priori choice of the risk (or gain) function which should be minimized (or maximized) according to the specific interest of the "designer", which might be either of a scientific or of an economic nature or even of both. These aspects have been reviewed in an intro­ ductory lecture in which the particular needs arising in a geodetic context and their analytical representations are examined. Subsequently the main body of the optimization problem, which has been conven­ tionally divided into zero, first, second and third order desi...

  18. Proceedings of the Latin American School of Physics

    International Nuclear Information System (INIS)

    1991-01-01

    The main subjects covered by the Latin American School of Physics are nuclear physics and elementary particle physics. Some areas such as solid state physics, statistical mechanics and gravitation are also included. (M.C.K.)

  19. ASSESMENT OF PHYSICAL ACTIVITY ON ACADEMIC PERFORMANCE OF SCHOOL CHILDREN

    OpenAIRE

    Himanshu Tripathi

    2017-01-01

    There is a need to find out the association between school-based physical activity, including physical education and academic performance among school-aged youth. To better understand these connections, this research paper first finds out the independent variables upon which academic performance depends. Study is from a range of physical activity contexts, including school-based physical education, recess, classroom-based physical activity and extracurricular physical activity. In his attempt...

  20. OBJECT-ORIENTED PROGRAMMING IN SCHOOL COURSE OF INFORMATICS

    Directory of Open Access Journals (Sweden)

    Хамид Абдулович Гербеков

    2017-12-01

    Full Text Available In article approaches to training of student in object-oriented programming in the environment of the Windows operating system are considered. The analysis of the literature on the programming and the modern school textbook on informatics, and also theoretical material on object-oriented programming within the informative line “Algorithmization and programming” of school course of informatics is for this purpose carried out. The object-oriented approached essentially differs from structured programming in fact that the object-oriented programming paradigm is more open and scalable. It doesn’t mean that transition to the object-oriented approach to programming demands a failure from all algorithm applied in case of structural pro-applications of all earlier found and tested method and receptions. On the contrary new elements are always based on prior experience. Object approach creates a set of essential convenience which under other conditions can’t provide. Object-oriented programming in the environment of the Windows operating system to interest student from the first lesson and to do training fascinating and interesting because student can control object which the modern students face since the childhood on the personal computers, pads and phones.

  1. Evaluation of a school-based physical activity intervention in ...

    African Journals Online (AJOL)

    Objectives. Non-communicable diseases and limited participation in school physical education have become increasing concerns in South Africa. In response to these concerns, a schoolbased physical activity intervention, Healthnutz, was implemented in three primary schools in Alexandra Township, Johannesburg.

  2. Intention and constraints of Hong Kong secondary school Physical ...

    African Journals Online (AJOL)

    African Journal for Physical Activity and Health Sciences ... of Hong Kong secondary school Physical Education teachers to promote Unified Sports® ... school subjects like Civic Education, Social Studies, Religious Studies or Liberal Studies.

  3. Increasing Physical Activity during the School Day through Physical Activity Classes: Implications for Physical Educators

    Science.gov (United States)

    Adkins, Megan; Bice, Matt; Bartee, Todd; Heelan, Kate

    2015-01-01

    Across the nation schools are adopting health and wellness policies, specifically physical activity (PA) initiatives that aid healthy long-term lifestyles. Interest has been generated about the inclusion of physical activity classes to complement existing physical education classes. Furthermore, discussion has evolved as to if additional…

  4. Connecting High School Physics Experiences, Outcome Expectations, Physics Identity, and Physics Career Choice: A Gender Study

    Science.gov (United States)

    Hazari, Zahra; Sonnert, Gerhard; Sadler, Philip M.; Shanahan, Marie-Claire

    2010-01-01

    This study explores how students' physics identities are shaped by their experiences in high school physics classes and by their career outcome expectations. The theoretical framework focuses on physics identity and includes the dimensions of student performance, competence, recognition by others, and interest. Drawing data from the Persistence…

  5. 1984 Joliot-Curie school of physics

    International Nuclear Information System (INIS)

    1986-01-01

    The relation between mesons, baryons and quarks and nuclear physics is well illustrated by the different titles of this summer school. Bags, skymions and solitons are studied; mesic degrees of freedom and baryon excitations together with subnucleonic degrees of freedom are reviewed; physics of low energy proton-antiproton interactions are bordering the EMC effect and a review on pions in nuclei; mass and oscillation of neutrinos are also reviewed; at last possibilities of deconfinement of quarks and gluons with heavy ion reactions are presented [fr

  6. Physical Literacy in Danish Primary School

    DEFF Research Database (Denmark)

    Jensen, Jens-Ole

    2016-01-01

    and risk factors) and emotional capital (e.g. fun, enjoyment and self-esteem) (Bailey et al. 2013) it was decided to introduce physical activities and movements in the everyday life in schools. In order to improve the pupils’ health, cognitive learning and wellbeing all pupils from grade 1-9 must have...... the demand of verbalization. Anyway, a new school law was implemented in the Danish primary and secondary school system in August 2014. The main purposes of the law is to challenge every pupil to become as skilled as possible, lower the consequences of social background in order to achieve better results...... attention was addressed to bodily communication (Argyle 1988; Gebauer & Wulf 1996) and micro-sociological interactions (Goffman 1963). In the end of the fieldwork semi-structured interviews were conducted in small groups with 2-3 children in each group.Expected outcomes/resultsFrom experience from previous...

  7. Physics teachers' perspectives on High School national curriculum policies

    Directory of Open Access Journals (Sweden)

    Gleice Ferraz

    2014-04-01

    Full Text Available This study aimed to identify, in the context of an activity developed in online course for continuing education and from the theoretical approach of Mikhail Bakhtin, the discursive appropriation of PCNEM by high school physics teachers who work in different regional realities. The analysis indicated a positive perspective by teachers related to PCNEM, in addition to full accordance with the main path indicated by the legislation: the contextualized teaching. Despite the differences between educational regions we could not identify explicit signs of how these differences impacted the appropriation of terms found in PCNEM. The silence of teachers in relation to non-methodological aspects of physics teaching shapes their perspectives and also emphasizes the concern for didactic transposition of the content required by the curriculum, leaving out the question of why we have this curriculum and not other.

  8. Inquiry-based course in physics and chemistry for preservice K-8 teachers

    Directory of Open Access Journals (Sweden)

    Michael E. Loverude

    2011-05-01

    Full Text Available We describe an inquiry-based course in physics and chemistry for preservice K-8 teachers developed at California State University Fullerton. The course is one of three developed primarily to enhance the science content understanding of prospective teachers. The course incorporates a number of innovative instructional strategies and is somewhat unusual for its interdisciplinary focus. We describe the course structure in detail, providing examples of course materials and assessment strategies. Finally, we provide research data illustrating both the need for the course and the effectiveness of the course in developing student understanding of selected topics. Student responses to various questions reflect a lack of understanding of many relatively simple physical science concepts, and a level of performance that is usually lower than that in comparable courses serving a general education audience. Additional data suggest that course activities improve student understanding of selected topics, often dramatically.

  9. Development of an Attitude Scale towards High School Physics Lessons

    Science.gov (United States)

    Yavas, Pervin Ünlü; Çagan, Sultan

    2017-01-01

    The aim of this study was to develop a Likert type attitude scale for high school students with regard to high school physics lessons. The research was carried out with high school students who were studying in Ankara. First, the opinions of 105 high school students about physics lessons were obtained and then 55 scale items were determined from…

  10. European School of High-Energy Physics, Caramulo. Portugal, 20 August- 2 September 2000

    CERN Multimedia

    2000-01-01

    The 2000 European School of High-Energy Physics (formerly the CERN-JINR School of Physics) will be organized jointly by the European Organization for Nuclear Research (CERN), Geneva, Switzerland and the Joint Institute for Nuclear Research (JINR), Dubna, Russia, together with LIP (Laboratório de Instrumentação e Física Experimental de Partículas) and the Faculty of Science and Technology of the University of Coimbra. The basic aim of the School is to teach various aspects of high-energy physics, but especially theoretical physics, to young experimental physicists, mainly from the Member States of CERN and of JINR. The Schools of Physics are designed to give a survey of up-to-date information, rather than to be a training course.

  11. PHYS 801 course notes. Introduction to nuclear physics

    International Nuclear Information System (INIS)

    Buskulic, Damir

    2013-01-01

    This document gathers notes taken during a course of nuclear physics given by Daniel Decamp in 2013. It addresses the nucleus general characteristics (nucleons), the issues of nucleus mass and of bound energy, the liquid drop model, and applications. The next part addresses the dimension of nuclei and nuclear density: Rutherford scattering (scattering of a charged particle by a nucleus, particle deflection angle), notion of cross section (probability of scattering at a given angle, experimental verifications, generalisation of the notion of cross section), and charge distribution within the nucleus (density of final states, differential cross section of elastic scattering, experimental results, nuclear density). The next part addresses radioactivity: generalities, energetic conditions, mass parabola, law of radioactivity (fundamental law, half-life, line width, decay products, natural radioactivity and radioactive families). The next parts address applications of radioactivity: carbon-14 dating, dating of rocks and meteorites), artificial radioactivity (notion of cross section, production of radioactive nuclei), the theoretical approach to radioactivity (semi-conventional BKW approach, other calculation method, Gramow's theory of radioactivity, Fermi's theory of radioactivity), and nuclear models with models based on independent particles (Fermi model, layer model and its applications) and collective models (rotational and vibrational models)

  12. Comparing the Attitudes of Pre-Health Professional and Engineering Students in Introductory Physics Courses

    Science.gov (United States)

    McKinney, Meghan

    2015-04-01

    This talk will discuss using the Colorado Learning Attitudes about Science Survey (CLASS) to compare student attitudes towards the study of physics of two different groups. Northern Illinois University has two levels of introductory mechanics courses, one geared towards biology majors and pre-health professionals, and one for engineering and physics majors. The course for pre-health professionals is an algebra based course, while the course for engineering and physics majors is a calculus based course. We've adapted the CLASS into a twenty question survey that measures student attitudes towards the practice of and conceptions about physics. The survey is administered as a pre and post assessment to look at student attitudes before and after their first course in physics.

  13. The Impact of High School Economics on the College Principles of Economics Course.

    Science.gov (United States)

    Brasfield, David W.

    1993-01-01

    Reports on a study of 1,119 students in introductory college economics courses to determine the impact of high school economics on student achievement. Finds that prior high school economics was positively and significantly related to students grades in both introductory microeconomics and macroeconomics courses. (CFR)

  14. Effectiveness of a Business Communication Course: Evidence from a Business School in India

    Science.gov (United States)

    Gayathridevi, K. Sri; Deepa, R.

    2015-01-01

    This study aims to show the effectiveness of a business communication course offered in a business school in India. All students who enrolled for the Master of Business Administration program in the school were considered for the study. The study adapted a pretest and posttest approach to find the effectiveness of the course. It also describes the…

  15. Guidelines for Preparing High School Psychology Teachers: Course-Based and Standards-Based Approaches

    Science.gov (United States)

    American Psychologist, 2013

    2013-01-01

    Psychology is one of the most popular elective high school courses. The high school psychology course provides the foundation for students to benefit from psychological perspectives on personal and contemporary issues and learn the rules of evidence and theoretical frameworks of the discipline. The guidelines presented here constitute the second…

  16. Designing for Deeper Learning in a Blended Computer Science Course for Middle School Students

    Science.gov (United States)

    Grover, Shuchi; Pea, Roy; Cooper, Stephen

    2015-01-01

    The focus of this research was to create and test an introductory computer science course for middle school. Titled "Foundations for Advancing Computational Thinking" (FACT), the course aims to prepare and motivate middle school learners for future engagement with algorithmic problem solving. FACT was also piloted as a seven-week course…

  17. Path Not Found: Disparities in Access to Computer Science Courses in California High Schools

    Science.gov (United States)

    Martin, Alexis; McAlear, Frieda; Scott, Allison

    2015-01-01

    "Path Not Found: Disparities in Access to Computer Science Courses in California High Schools" exposes one of the foundational causes of underrepresentation in computing: disparities in access to computer science courses in California's public high schools. This report provides new, detailed data on these disparities by student body…

  18. 3rd Asia-Europe-Pacific School of High-Energy Physics

    CERN Document Server

    2016-01-01

    AEPSHEP (Asia-Europe-Pacific School of High-Energy Physics) is a series of Schools held in the Asia-Pacific region every two years, in even-numbered years. It caters to students at a similar level to the annual CERN-JINR European School of High-Energy physics, and the CERN Latin-American School of High-Energy Physics (held every two years, in odd-numbered years). AEPSHEP is built upon the experience from these Schools as well as from the successful France-Asia Particle-Physics School. The purpose of the School is to provide young physicists with an opportunity to learn about recent advances in elementary-particle physics from world-leading researchers. It also aims to encourage communications among Asian, European and Pacific-region young researchers. The School provides High-Energy Physics courses from an experimental and phenomenological perspective, with a focus on accelerator-based programmes in Asia and Europe, and other related fields such as astro-particle physics and cosmological aspects of particle ...

  19. Design Principles for "Thriving in Our Digital World": A High School Computer Science Course

    Science.gov (United States)

    Veletsianos, George; Beth, Bradley; Lin, Calvin; Russell, Gregory

    2016-01-01

    "Thriving in Our Digital World" is a technology-enhanced dual enrollment course introducing high school students to computer science through project- and problem-based learning. This article describes the evolution of the course and five lessons learned during the design, development, implementation, and iteration of the course from its…

  20. Over two decades of blended and online physics courses at Michigan State University

    Directory of Open Access Journals (Sweden)

    Gerd Kortemeyer

    2014-12-01

    Full Text Available In Fall 1992, our first physics course offered online homework. Over two decades later, we have seven physics courses online, spanning the whole range of introductory course offerings, with a total of over 1600 students in 2014. We found that several of the the purely online courses had better learning success than traditional lecture courses, as measured by exam scores. Particularly successful were online materials with embedded assessment. This result can be interpreted in different ways, but may serve as an indicator that during in-class lectures, we are oftentimes not taking advantage of the fact that we have the students on-site.

  1. Designing a physical activity parenting course: Parental views on recruitment, content and delivery

    Science.gov (United States)

    2012-01-01

    Background Many children do not engage in sufficient levels of physical activity (PA) and spend too much time screen-viewing (SV). High levels of SV (e.g. watching TV, playing video games and surfing the internet) and low levels of PA have been associated with adverse health outcomes. Parenting courses may hold promise as an intervention medium to change children’s PA and SV. The current study was formative work conducted to design a new parenting programme to increase children’s PA and reduce their SV. Specifically, we focussed on interest in a course, desired content and delivery style, barriers and facilitators to participation and opinions on control group provision. Methods In-depth telephone interviews were conducted with thirty two parents (29 female) of 6–8 year olds. Data were analysed thematically. An anonymous online survey was also completed by 750 parents of 6–8 year old children and descriptive statistics calculated. Results Interview participants were interested in a parenting course because they wanted general parenting advice and ideas to help their children be physically active. Parents indicated that they would benefit from knowing how to quantify their child’s PA and SV levels. Parents wanted practical ideas of alternatives to SV. Most parents would be unable to attend unless childcare was provided. Schools were perceived to be a trusted source of information about parenting courses and the optimal recruitment location. In terms of delivery style, the majority of parents stated they would prefer a group-based approach that provided opportunities for peer learning and support with professional input. Survey participants reported the timing of classes and the provision of childcare were essential factors that would affect participation. In terms of designing an intervention, the most preferred control group option was the opportunity to attend the same course at a later date. Conclusions Parents are interested in PA/SV parenting

  2. Designing a physical activity parenting course: Parental views on recruitment, content and delivery

    Directory of Open Access Journals (Sweden)

    Jago Russell

    2012-07-01

    Full Text Available Abstract Background Many children do not engage in sufficient levels of physical activity (PA and spend too much time screen-viewing (SV. High levels of SV (e.g. watching TV, playing video games and surfing the internet and low levels of PA have been associated with adverse health outcomes. Parenting courses may hold promise as an intervention medium to change children’s PA and SV. The current study was formative work conducted to design a new parenting programme to increase children’s PA and reduce their SV. Specifically, we focussed on interest in a course, desired content and delivery style, barriers and facilitators to participation and opinions on control group provision. Methods In-depth telephone interviews were conducted with thirty two parents (29 female of 6–8 year olds. Data were analysed thematically. An anonymous online survey was also completed by 750 parents of 6–8 year old children and descriptive statistics calculated. Results Interview participants were interested in a parenting course because they wanted general parenting advice and ideas to help their children be physically active. Parents indicated that they would benefit from knowing how to quantify their child’s PA and SV levels. Parents wanted practical ideas of alternatives to SV. Most parents would be unable to attend unless childcare was provided. Schools were perceived to be a trusted source of information about parenting courses and the optimal recruitment location. In terms of delivery style, the majority of parents stated they would prefer a group-based approach that provided opportunities for peer learning and support with professional input. Survey participants reported the timing of classes and the provision of childcare were essential factors that would affect participation. In terms of designing an intervention, the most preferred control group option was the opportunity to attend the same course at a later date. Conclusions Parents are

  3. From quarks to the universe a short physics course

    CERN Document Server

    Economou, Eleftherios N

    2016-01-01

    This book takes the reader for a short journey over the structures of matter showing that their main properties can be obtained even at a quantitative level with a minimum background knowledge including first year calculus, the basic principles of quantum mechanics and the extensive use of dimensional analysis. The latter, besides some high school physics and mathematics, namely the atomic idea, the wave-particle duality and the minimization of energy as the condition for equilibrium are the basis of the book. Dimensional analysis employing the universal constants and combined with “a little imagination and thinking”, to quote Feynman, allow an amazing short-cut derivation of several quantitative results concerning the structures of matter. In the current 2nd edition, new material and more explanations with more detailed derivations were added to make the book more student-friendly. Many multiple-choice questions with the correct answers at the end of the book, solved and unsolved problems make the book a...

  4. Developing the learning physical science curriculum: Adapting a small enrollment, laboratory and discussion based physical science course for large enrollments

    Science.gov (United States)

    Goldberg, Fred; Price, Edward; Robinson, Stephen; Boyd-Harlow, Danielle; McKean, Michael

    2012-06-01

    We report on the adaptation of the small enrollment, lab and discussion based physical science course, Physical Science and Everyday Thinking (PSET), for a large-enrollment, lecture-style setting. Like PSET, the new Learning Physical Science (LEPS) curriculum was designed around specific principles based on research on learning to meet the needs of nonscience students, especially prospective and practicing elementary and middle school teachers. We describe the structure of the two curricula and the adaptation process, including a detailed comparison of similar activities from the two curricula and a case study of a LEPS classroom implementation. In LEPS, short instructor-guided lessons replace lengthier small group activities, and movies, rather than hands-on investigations, provide the evidence used to support and test ideas. LEPS promotes student peer interaction as an important part of sense making via “clicker” questions, rather than small group and whole class discussions typical of PSET. Examples of student dialog indicate that this format is capable of generating substantive student discussion and successfully enacting the design principles. Field-test data show similar student content learning gains with the two curricula. Nevertheless, because of classroom constraints, some important practices of science that were an integral part of PSET were not included in LEPS.

  5. Developing the learning physical science curriculum: Adapting a small enrollment, laboratory and discussion based physical science course for large enrollments

    Directory of Open Access Journals (Sweden)

    Fred Goldberg1

    2012-05-01

    Full Text Available We report on the adaptation of the small enrollment, lab and discussion based physical science course, Physical Science and Everyday Thinking (PSET, for a large-enrollment, lecture-style setting. Like PSET, the new Learning Physical Science (LEPS curriculum was designed around specific principles based on research on learning to meet the needs of nonscience students, especially prospective and practicing elementary and middle school teachers. We describe the structure of the two curricula and the adaptation process, including a detailed comparison of similar activities from the two curricula and a case study of a LEPS classroom implementation. In LEPS, short instructor-guided lessons replace lengthier small group activities, and movies, rather than hands-on investigations, provide the evidence used to support and test ideas. LEPS promotes student peer interaction as an important part of sense making via “clicker” questions, rather than small group and whole class discussions typical of PSET. Examples of student dialog indicate that this format is capable of generating substantive student discussion and successfully enacting the design principles. Field-test data show similar student content learning gains with the two curricula. Nevertheless, because of classroom constraints, some important practices of science that were an integral part of PSET were not included in LEPS.

  6. High school and college biology: A multi-level model of the effects of high school biology courses on student academic performance in introductory college biology courses

    Science.gov (United States)

    Loehr, John Francis

    The issue of student preparation for college study in science has been an ongoing concern for both college-bound students and educators of various levels. This study uses a national sample of college students enrolled in introductory biology courses to address the relationship between high school biology preparation and subsequent introductory college biology performance. Multi-Level Modeling was used to investigate the relationship between students' high school science and mathematics experiences and college biology performance. This analysis controls for student demographic and educational background factors along with factors associated with the college or university attended. The results indicated that high school course-taking and science instructional experiences have the largest impact on student achievement in the first introductory college biology course. In particular, enrollment in courses, such as high school Calculus and Advanced Placement (AP) Biology, along with biology course content that focuses on developing a deep understanding of the topics is found to be positively associated with student achievement in introductory college biology. On the other hand, experiencing high numbers of laboratory activities, demonstrations, and independent projects along with higher levels of laboratory freedom are associated with negative achievement. These findings are relevant to high school biology teachers, college students, their parents, and educators looking beyond the goal of high school graduation.

  7. Teaching problem‐solving in physics: a course in electromagnetism

    NARCIS (Netherlands)

    van Weeren, J.H.P.; de Mul, F.F.M.; Peters, M.J.; Kramers-Pals, Hennie; Roossink, H.J.

    1982-01-01

    In order to improve the teaching and learning situation in the course Electromagnetism for first‐year students at the Twente University of Technology, this course has been reconstructed. The main activity in the reconstruction has been directed towards developing means and instructional procedures

  8. The Status of Physical Activity Opportunities in Idaho Schools

    Science.gov (United States)

    Berei, Catherine P.; Karp, Grace Goc; Kauffman, Katie

    2018-01-01

    Recent literature indicates that low percentages of Idaho adolescents report being physically active on a daily basis. Research examines school PA, however, little focuses on Comprehensive School Physical Activity Programs (CSPAPs) from the perspectives of physical educators. This study explored Idaho physical educators' perceptions and…

  9. Making Physics Matter in Primary Schools

    Science.gov (United States)

    Flaherty, Jackie; Cox, Wendy; Poole, Amanda; Watson, Jenny; Greygoose, Kirstin

    2016-04-01

    "Efforts to broaden students' aspirations, particularly in relation to STEM, need to begin in primary school." Kings College London "Aspires" Research Project 2013 From my outreach activity I have learnt that primary teachers could feel under pressure when faced with delivering the science curriculum. The teachers could be lacking confidence in their subject knowledge, lacking the equipment needed to deliver practical science or lacking enthusiasm for the subject. In addition, English and Mathematics were the subjects that were externally tested and reported to the authorities and so some teachers felt that time for science was being marginalised to ensure the best results in the externally assessed subjects. In my work with The Ogden Trust Primary Science team I have been involved in developing a range of strategies to address some of the issues outlined above. • CPD (Teacher Training) Programme We have provided free training to improve teachers knowledge and understanding of key physics concepts to GCSE standard and a practical workshop consisting of ten investigations, extension and challenge tasks. The teachers each receive a book of lesson plans and a resource box containing a class set of the equipment required. The four year programme covers Forces Light and Sound Electricity Earth & Space • "Phiz Labs" Funding from The Ogden Trust has allowed us to set up science laboratories within primary schools. The pupils have lab coats, goggles and access to a range of equipment that allows them to participate in more practical science activity and open-ended investigative work. My Phiz Lab is in the secondary school where I teach physics and practical workshops for primary pupils and teachers are held there on a regular basis. • Enrichment In order to enthuse and challenge the primary pupils a variety of enrichment activities take place. These include "Physics of Go-Karts" and "Particle Physics for Primary" workshops, competitions and regional Science Fairs

  10. Classroom culture in a course on History and Epistemology of Physics for prospective physics teachers

    Directory of Open Access Journals (Sweden)

    Neusa Teresinha Massoni

    2007-03-01

    Full Text Available This paper attempts to describe the construction process of a contextualized descriptive comprehension of the classroom culture of a subject on History and Epistemology of Physics pertaining to the curriculum of a teacher preparation course in a federal public university. In order to do that, participative observation of daily classroom activities was carried out during a one year period of time. The narrative of this process is extensive full of details that suggest some charges in students’ conceptions of science and, at the same time, how deeply rosted are some other ones.

  11. Bringing Earth Magnetism Research into the High School Physics Classroom

    Science.gov (United States)

    Smirnov, A. V.; Bluth, G.; Engel, E.; Kurpier, K.; Foucher, M. S.; Anderson, K. L.

    2015-12-01

    We present our work in progress from an NSF CAREER project that aims to integrate paleomagnetic research and secondary school physics education. The research project is aimed at quantifying the strength and geometry of the Precambrian geomagnetic field. Investigation of the geomagnetic field behavior is crucial for understanding the mechanisms of field generation, and the development of the Earth's atmosphere and biosphere, and can serve as a focus for connecting high-level Earth science research with a standard physics curriculum. High school science teachers have participated in each summer field and research component of the project, gaining field and laboratory research experience, sets of rock and mineral samples, and classroom-tested laboratory magnetism activities for secondary school physics and earth science courses. We report on three field seasons of teacher field experiences and two years of classroom testing of paleomagnetic research materials merged into physics instruction on magnetism. Students were surveyed before and after dedicated instruction for both perceptions and attitude towards earth science in general, then more specifically on earth history and earth magnetism. Students were also surveyed before and after instruction on major earth system and magnetic concepts and processes, particularly as they relate to paleomagnetic research. Most students surveyed had a strongly positive viewpoint towards the study of Earth history and the importance of studying Earth Sciences in general, but were significantly less drawn towards more specific topics such as mineralogy and magnetism. Students demonstrated understanding of Earth model and the basics of magnetism, as well as the general timing of life, atmospheric development, and magnetic field development. However, detailed knowledge such as the magnetic dynamo, how the magnetic field has changed over time, and connections between earth magnetism and the development of an atmosphere remained largely

  12. EDUCATIONAL WEB-QUEST IN NEW INTERNET-EDUCATION ELECTIVE COURSES IN PHYSICS

    Directory of Open Access Journals (Sweden)

    D. Grabchak

    2012-07-01

    Full Text Available The article reveals the essence of the concept of "educational web-Quest" proved its application in the study of elective courses in physics, methodical advice for teachers on the design features of elective courses in physics through the use of educational web-quest.

  13. Basic Guidelines to Introduce Electric Circuit Simulation Software in a General Physics Course

    Science.gov (United States)

    Moya, A. A.

    2018-01-01

    The introduction of electric circuit simulation software for undergraduate students in a general physics course is proposed in order to contribute to the constructive learning of electric circuit theory. This work focuses on the lab exercises based on dc, transient and ac analysis in electric circuits found in introductory physics courses, and…

  14. The Impact of Postsecondary Fitness and Wellness Courses on Physical Activity Behaviors

    Science.gov (United States)

    Ellis, Joshua Charles

    2013-01-01

    Regular physical activity contributes to decreasing health risk factors. With the intent of establishing long-term behavioral changes that attribute to overall physical wellbeing, many U.S. universities offer fitness and wellness courses. The purpose of this study was to assess the impact of a postsecondary fitness and wellness course on physical…

  15. Evaluation of a course designed to teach physics to students of physiotherapy

    Science.gov (United States)

    Simpson, Ian A.; Singer, Kevin P.; Treagust, David; Zadnik, Marjan G.

    1990-01-01

    This paper describes the development and evaluation of a course in physiotherapy whereby the physics fundamental to the modalities of cold, heat and ultrasound therapies was integrated in lectures and actual physiotherapy activities. The design of the course is described together with the perceptions of physiotherapy students regarding the organisation of the course, safety aspects and how well the integration contributed to their understanding of the physics involved in electrotherapy.

  16. Comprehensive School Physical Activity Programs: Recommendations for Physical Education Teacher Education

    Science.gov (United States)

    Zhang, Xiaoxia; Gu, Xiangli; Zhang, Tao; Keller, Jean; Chen, Senlin

    2018-01-01

    Comprehensive school physical activity programs (CSPAPs) aim to promote physical activity and healthy lifestyles among school-age children and adolescents. Physical educators are highly qualified individuals taking on the role of certified physical activity leaders. Physical education teacher education (PETE) programs should consider preparing…

  17. Bush Physics for the 21st Century, A Distance Delivery Physics Course Targeting Students in Rural Alaska and Across the North

    Science.gov (United States)

    Solie, D. J.; Spencer, V. K.

    2010-12-01

    Bush Physics for the 21st Century brings physics that is engaging to modern youth, and mathematically rigorous, to high school and college students in the remote and often road-less villages of Alaska where the opportunity to take a physics course has been nearly nonexistent. The primary goal of the course is to prepare rural (predominantly Alaska Native) students for success in university science and engineering degree programs and ultimately STEM careers. The course is delivered via video conference and web based electronic blackboard tailored to the needs of remote students. Kinetic, practical and culturally relevant place-based examples from traditional and modern northern life are used to engage students, and a rigorous and mathematical focus is stressed to strengthen problem solving skills. Simple hands-on-lab experiment kits are shipped to the students. In addition students conduct a Collaborative Research Experiment where they coordinate times of sun angle measurements with teams in other villages to determine their latitude and longitude as well as an estimate of the circumference of the earth. Connecting abstract mathematical symbols and equations to real physical objects and problems is one of the most difficult things to master in physics. We introduce Inuktitut symbols to complement the traditional Greek symbols in equations to strengthen the visual/conceptual connection with symbol and encourage an indigenous connection to the physical concepts. Results and observations from the first three pilot semesters (spring 2008, 2009 and 2010) will be presented.

  18. Implementation of radioecological education in secondary school by a 'Radiation and man' elective course

    International Nuclear Information System (INIS)

    Kostadinova, B.; Boyanova, L.; Tsakovski, S.; Pavlova, P.

    2004-01-01

    The paper presents the results of a didactic investigation within the period 1998-2000 carried out at the Chair of Chemistry Didactics at Sofia University 'St. Kliment Ohridski'. The proposed system, which includes a program, supplied with appropriate literature, visualization aids and control tools was approbated in three variants, as follows: Elective training; Presentation of seminars or discussion lessons; Inclusion of several topics in the existing physics educational section 'From Atoms to Space', which is enough to provide substantial radioecological information corresponding to the amount planned in the 'Radiation and Man' educational program. The project was carried out at two secondary schools: 'Vassil Levski' in Velingrad and 'Yane Sandanski' in Sandanski. These schools were chosen mainly because of their location - outside the city of Sofia and far from the 30 km zone around the Kozloduy NPP. The project implementation started in the middle of the 2001/2002 school year second term and ended before the end of the term. The current paper summarizes results from teaching of the elective course to secondary school students (10 th grade). Questionnaires and results evaluation scheme are worked out. The data are treated by correlation and cluster analysis

  19. "Shut up and calculate": the available discursive positions in quantum physics courses

    Science.gov (United States)

    Johansson, Anders; Andersson, Staffan; Salminen-Karlsson, Minna; Elmgren, Maja

    2018-03-01

    Educating new generations of physicists is often seen as a matter of attracting good students, teaching them physics and making sure that they stay at the university. Sometimes, questions are also raised about what could be done to increase diversity in recruitment. Using a discursive perspective, in this study of three introductory quantum physics courses at two Swedish universities, we instead ask what it means to become a physicist, and whether certain ways of becoming a physicist and doing physics is privileged in this process. Asking the question of what discursive positions are made accessible to students, we use observations of lectures and problem solving sessions together with interviews with students to characterize the discourse in the courses. Many students seem to have high expectations for the quantum physics course and generally express that they appreciate the course more than other courses. Nevertheless, our analysis shows that the ways of being a "good quantum physics student" are limited by the dominating focus on calculating quantum physics in the courses. We argue that this could have negative consequences both for the education of future physicists and the discipline of physics itself, in that it may reproduce an instrumental "shut up and calculate"-culture of physics, as well as an elitist physics education. Additionally, many students who take the courses are not future physicists, and the limitation of discursive positions may also affect these students significantly.

  20. Designing and using multiple-possibility physics problems in physics courses

    Science.gov (United States)

    Shekoyan, Vazgen

    2012-02-01

    One important aspect of physics instruction is helping students develop better problem solving expertise. Besides enhancing the content knowledge, problems help students develop different cognitive abilities and skills. This presentation focuses on multiple-possibility problems (alternatively called ill-structured problems). These problems are different from traditional ``end of chapter'' single-possibility problems. They do not have one right answer and thus the student has to examine different possibilities, assumptions and evaluate the outcomes. To solve such problems one has to engage in a cognitive monitoring called epistemic cognition. It is an important part of thinking in real life. Physicists routinely use epistemic cognition when they solve problems. I have explored the instructional value of using such problems in introductory physics courses.

  1. BLENDED LEARNING COURSE FOR FUTURE PRIMARY SCHOOL TEACHERS IMPLEMENTATION

    Directory of Open Access Journals (Sweden)

    Vira V. Kotkova

    2017-09-01

    Full Text Available Ukrainian and foreign scientists’ views on the essence of blended learning are analyzed in the article. The author's definition of a blended learning course is presented. The process of such course designing is described according to target, motivational, substantive, operational and diagnostic components. Both the structure of the blended learning course implementation as well as students’ educational-cognitive activity distribution between classroom learning and distance course are shown. The problems for students, teachers, and educational institutions of blended courses effective implementation are summarized. Students’ academic performance of three years study is analyzed. The results of students’ questioning to determine their perception of blended learning course are described according to the following categories: the effectiveness of blended course, evaluation objectivity, motivation to study, the use of plagiarism in studies, understanding of blended learning course.

  2. Not Just "Gym" Anymore: The Role of Journaling in Physical Education Courses

    Science.gov (United States)

    Rowland, Amy

    2007-01-01

    In this article, the author explores the use of journaling in high school physical education classes. An assistant professor of health and physical education, the author seeks to assist high school instructors with preparing students for the demands of college, both physical and intellectual. The author gives specific instructions on how best to…

  3. The entering results of formation of valeological competence of future teachers in the course of physical education

    Directory of Open Access Journals (Sweden)

    Borys Maksymchuk

    2016-12-01

    Full Text Available Purpose: the research consists in development, justification and experimental check of theoretical-methodical bases of formation of valeological competence of the process of physical education of students of pedagogical higher educational institutions. Material & Methods: the level of formation of valeological competence of future teachers in the course of physical education was determined by averaging of estimates by each experimental indicator during the skilled-experimental work. 497 students from 1 till 5 courses, 35 university graduates, working as teachers at schools of Vinnitsa, and 17 teachers of higher education institutions were involved in the forming experiment. Results: the low level of formation of valeological competence of future teachers in the course of physical education in all skilled groups, participating in the pedagogical experiment, creates the objective need of introduction of the developed experimental model of formation valeological competence of future teachers in the course of physical education and complex of reasonable pedagogical conditions. Conclusions: the carried-out entering test showed the similarity of experimental groups in the section of respondents on levels of formation of valeological competence, allows to consider output parameters leveled and to begin implementation of the chosen plan of experiment.

  4. The Use of Microsoft Excel to Illustrate Wave Motion and Fraunhofer Diffraction in First Year Physics Courses

    Directory of Open Access Journals (Sweden)

    Garry Robinson

    2011-07-01

    Full Text Available In this paper we present an Excel package that can be used to demonstrate physical phenomena in which variables may be automatically adjusted in real-time. This is accomplished by interrogating the system clock through the use of an appropriate macro, and using the clock reading to update the relevant variable. The package has been used for a number of years in first year physics courses to illustrate two phenomena: i waves, including travelling waves, standing waves, the addition of waves and the interference of waves in general, and also Lissajous figures, and ii Fraunhofer diffraction and the effects of varying such quantities as the wavelength of the incoming light, the number of slits, the slit width and the slit separation. A number of illustrative examples, generated by the package and taken from a fist year physics course, are presented graphically. The package, which is available for downloading from the web, may be used interactively by the student and is easily modified by them. The use of Excel has the advantage that it is accessible to a much wider audience than if it were written in, say, Matlab. We envisage that it may be useful for first year university courses in wave motion and optics, and may also be useful in physics courses in the last year of secondary school. The package has been tested under Excel 2003, 2007 and 2010, and runs satisfactorily in all three versions.

  5. FORMATION OF PHYSICAL EDUCATIONAL STUDY AND PROFESIONAL SCHOOL IN SLOVENIA, NOWADAY FACULTY OF SPORT

    Directory of Open Access Journals (Sweden)

    Tomaž Pavlin

    2013-07-01

    Full Text Available Physical Education (PE as new profesion based on physical activity entered in Slovenian and south slavic millieu in the second half of 19 th century. The roots are in gymnastic societies and paralelly in school system. In austrian part of Habsburg Empire in 1869 new school's law was adopted. It proclaimed 2 obligatory hours of PE. With institunalization of PE soon arrised the problem of profesional PE staff and opened the question of profesional physical educational courses or even study for PE trainers and teachers. The problem was firstly solving or by gymnastic courses or later with establishment of special high schools for physical education. In Slovenia important steps in solving the PE profesional problem were done after the second world war by organising new PE study. Despite stereotypes of nonacademism or nonscientism PE gained political and social suport and in the fithtieth of 20. Century Institut for PE was established. Institut was the begginer of High School for Physical Culture, established in 1960. The purpose of new School was to educate and prepare profesionals of PE for the needs of school system and civil-society. On the other side, the establishmet meant also the start of new science – kinesiology. In the paper we will on the basis of sources focused on cruical steps in the process of the educational institutionalization of PE and formation of Faculty of Sport, which in 2010 celebrated its 50 th anniversary.

  6. A National Assessment of Colleges and University School Health Education Methods Courses

    Science.gov (United States)

    Fisher, Christine M.; Price, James H.; Telljohann, Susan K.; Dake, Joseph A.

    2015-01-01

    Background: Across the United States, school health education programs provide a wide variety of knowledge and skills to their students. There are currently no guidelines for school health methods courses. Methods: Using a 2-wave mailing followed by a third wave e-mail reminder, a final population of 226 university school health methods…

  7. Perceptions of Elementary School Students: Experiences and Dreams about the Life Studies Course

    Science.gov (United States)

    Baysal, Z. Nurdan; Tezcan, Özlem Apak; Araç, Kamil Ersin

    2018-01-01

    This study seeks to identify elementary school students' views and perceptions of the Life Studies course through verbal and visual instruments. It employs a descriptive phenomenological research design. The study surveyed second- and third-grade students attending one private elementary school and two state elementary schools. The data was…

  8. Children's Physical Activity Behavior during School Recess

    DEFF Research Database (Denmark)

    Pawlowski, Charlotte Skau; Andersen, Henriette Bondo; Troelsen, Jens

    2016-01-01

    participated in go-along group interviews, and recess behavior was observed using an ethnographical participant observation approach. All data were analyzed separated systematically answering the Five W Questions. Children were categorized into Low, Middle and High physical activity groups and these groups...... quantitative GPS and accelerometer measurements with qualitative go-along group interviews and participant observations. Data were collected during three weekdays in a public school in Denmark. Eighty-one children (47 girls) wore an accelerometer (ActiGraph GT3X) and GPS (QStarz BT-Q1000xt), sixteen children...

  9. Outside-School Physical Activity Participation and Motivation in Physical Education

    Science.gov (United States)

    Shen, Bo

    2014-01-01

    Background: Experience in non-school contexts can shape and reshape students' motivation and mediate their learning in school. Outside-school physical activity may provide students with an extensive cognitive and affective foundation and influence their motivation in physical education. Although a trans-contextual effect of physical education has…

  10. School Culture and Physical Activity: A Systematic Review

    Science.gov (United States)

    Rickwood, Greg

    2013-01-01

    This review examines literature on aspects of school culture and students' physical activity participation. The following questions were addressed: (1) what aspects of school culture have been examined in relation to physical activity, (2) what is the weight of evidence concerning the relationships between school culture factors and physical…

  11. Conceptual problem solving in high school physics

    Science.gov (United States)

    Docktor, Jennifer L.; Strand, Natalie E.; Mestre, José P.; Ross, Brian H.

    2015-12-01

    Problem solving is a critical element of learning physics. However, traditional instruction often emphasizes the quantitative aspects of problem solving such as equations and mathematical procedures rather than qualitative analysis for selecting appropriate concepts and principles. This study describes the development and evaluation of an instructional approach called Conceptual Problem Solving (CPS) which guides students to identify principles, justify their use, and plan their solution in writing before solving a problem. The CPS approach was implemented by high school physics teachers at three schools for major theorems and conservation laws in mechanics and CPS-taught classes were compared to control classes taught using traditional problem solving methods. Information about the teachers' implementation of the approach was gathered from classroom observations and interviews, and the effectiveness of the approach was evaluated from a series of written assessments. Results indicated that teachers found CPS easy to integrate into their curricula, students engaged in classroom discussions and produced problem solutions of a higher quality than before, and students scored higher on conceptual and problem solving measures.

  12. Conceptual problem solving in high school physics

    Directory of Open Access Journals (Sweden)

    Jennifer L. Docktor

    2015-09-01

    Full Text Available Problem solving is a critical element of learning physics. However, traditional instruction often emphasizes the quantitative aspects of problem solving such as equations and mathematical procedures rather than qualitative analysis for selecting appropriate concepts and principles. This study describes the development and evaluation of an instructional approach called Conceptual Problem Solving (CPS which guides students to identify principles, justify their use, and plan their solution in writing before solving a problem. The CPS approach was implemented by high school physics teachers at three schools for major theorems and conservation laws in mechanics and CPS-taught classes were compared to control classes taught using traditional problem solving methods. Information about the teachers’ implementation of the approach was gathered from classroom observations and interviews, and the effectiveness of the approach was evaluated from a series of written assessments. Results indicated that teachers found CPS easy to integrate into their curricula, students engaged in classroom discussions and produced problem solutions of a higher quality than before, and students scored higher on conceptual and problem solving measures.

  13. Physical Activity and School Performance: Evidence from a Danish Randomised School-Intervention Study

    Science.gov (United States)

    Quinto Romani, A.; Klausen, T. B.

    2017-01-01

    It has been claimed that physical activity has a positive effect on not only health but also on school performance. Using data from a randomised school-intervention study, this paper investigates whether different interventions promoting physical activity affect school performance in primary school children. The results indicate that on average,…

  14. 1996 European school of high-energy physics. Proceedings

    Energy Technology Data Exchange (ETDEWEB)

    Ellis, N; Neubert, M [eds.

    1997-07-02

    The European School of High-Energy Physics is intended to give young experimental physicists an introduction to the theoretical aspects of recent advances in elementary particle physics. These proceedings contain lectures on Field Theory, Physics Beyond the Standard Model, Flavour Physics, Neutrino Physics, Collider Physics and Astrophysics, as well as reports on Heavy-Ion Physics, the Large Hadron Collider Project and Physics in JINR/Russia. (orig.)

  15. 1996 European school of high-energy physics. Proceedings

    International Nuclear Information System (INIS)

    Ellis, N.; Neubert, M.

    1997-01-01

    The European School of High-Energy Physics is intended to give young experimental physicists an introduction to the theoretical aspects of recent advances in elementary particle physics. These proceedings contain lectures on Field Theory, Physics Beyond the Standard Model, Flavour Physics, Neutrino Physics, Collider Physics and Astrophysics, as well as reports on Heavy-Ion Physics, the Large Hadron Collider Project and Physics in JINR/Russia. (orig.)

  16. Developing a project-based computational physics course grounded in expert practice

    Science.gov (United States)

    Burke, Christopher J.; Atherton, Timothy J.

    2017-04-01

    We describe a project-based computational physics course developed using a backwards course design approach. From an initial competency-based model of problem solving in computational physics, we interviewed faculty who use these tools in their own research to determine indicators of expert practice. From these, a rubric was formulated that enabled us to design a course intended to allow students to learn these skills. We also report an initial implementation of the course and, by having the interviewees regrade student work, show that students acquired many of the expert practices identified.

  17. Teaching the Delightful Laws of Physics in a Survey Course

    Science.gov (United States)

    Hewitt, Paul G.

    2015-01-01

    How physics can be made interesting is a question that needs no answer. That's because physics is interesting! It's a field of study jam-packed with fascination and wonder. The general public has an enormous thirst for physics knowledge, as indicated by the great numbers who purchase science magazines and books and watch "NOVA" and other…

  18. Language Genre Transitions in a Secondary School Physics Classroom

    Science.gov (United States)

    Bower, M. W.; Ellerton, N. F.

    2007-01-01

    The research reported in this paper addressed the nature of transitions between language genres in school physics. In this qualitative study, quasi-ethnographic methods were employed to understand the culture of one secondary school physics classroom in the USA. One teacher and his physics students were the participants. The teacher was…

  19. Engaging Middle School Students in Physical Education and Physical Activity Programs

    Science.gov (United States)

    Doolittle, Sarah

    2016-01-01

    With school-based physical activity emerging as a public health issue, it is more important than ever to understand what keeps children and adolescents interested and participating in physical education and physical activity. As the research on physical activity patterns indicates, the middle school years may be a watershed moment in the lives of…

  20. Barriers to Providing Physical Education and Physical Activity in Victorian State Secondary Schools

    Science.gov (United States)

    Jenkinson, Kate A.; Benson, Amanda C.

    2010-01-01

    An on-line questionnaire was completed by 115 physical education teachers to establish the barriers to their implementation of physical education in Victorian state secondary schools. In addition, the barriers perceived by teachers to impact on students' participation in school-based physical education and physical activity were examined. The…

  1. Inequalities in Sport and Physical Activity Programs in Ontario Schools.

    Science.gov (United States)

    Macintosh, Donald

    1981-01-01

    Two recent studies of interschool sports and physical education in Ontario secondary schools examine the issues of differences in interschool sports participation as a reflection of socioeconomic background, gender of the participants, degree of participation, and school size.

  2. 2013 European School of High-Energy Physics

    CERN Document Server

    Perez, G; ESHEP 2013

    2015-01-01

    The European School of High-Energy Physics is intended to give young physicists an introduction to the the- oretical aspects of recent advances in elementary particle physics. These proceedings contain lecture notes on the Standard Model of electroweak interactions, quantum chromodynamics, Higgs physics, physics beyond the Standard Model, flavour physics, and practical statistics for particle physicists.

  3. 2012 European School of High-Energy Physics

    CERN Document Server

    Mulders, M; ESHEP 2012

    2014-01-01

    The European School of High-Energy Physics is intended to give young physicists an introduction to the theoretical aspects of recent advances in elementary particle physics. These proceedings contain lecture notes on the Standard Model of electroweak interactions, quantum chromodynamics, flavour physics, physics beyond the Standard Model, neutrino physics, and cosmology.

  4. Physical Classroom Environment and Student Satisfaction with Courses

    Science.gov (United States)

    Han, Heesup; Kiatkawsin, Kiattipoom; Kim, Wansoo; Hong, Ju Hea

    2018-01-01

    The higher education market in South Korea has matured over recent decades. Higher education institutions have invested in many areas to boost the student experience. Student satisfaction has been identified as a key variable in explaining the holistic evaluation of the course. This study aims to fulfil a void in research by developing a study…

  5. Special Relativity and Magnetism in an Introductory Physics Course

    Science.gov (United States)

    Piccioni, R. G.

    2007-01-01

    Too often, students in introductory courses are left with the impression that Einstein's special theory of relativity comes into play only when the relative speed of two objects is an appreciable fraction of the speed of light ("c"). In fact, relativistic length contraction, along with Coulomb's law, accounts quantitatively for the force on a…

  6. Physical activity patterns of college students with and without high school physical education.

    Science.gov (United States)

    Everhart, Brett; Kernodle, Michael; Ballard, Kesley; McKey, Cathy; Eason, Billy; Weeks, Megan

    2005-06-01

    The purpose of this study was to examine differences in physical activity patterns of high school graduates in Texas who completed physical education class credit during high school and those who did not but who were varsity athletes. A questionnaire was designed and tested for reliability prior to being administered to 201 college students. Analysis indicated that participants who completed high school physical education class credit do not currently participate in regular physical activity as much as those who were not required to complete such credit. Conversely, athletes who did not participate in physical education reported currently engaging in more cardiovascular exercise and team sports than the physical education students during high school.

  7. Using AN Essea Earth Systems Science Course in a Web-Enhanced Setting for Pre-Service Middle School Teachers

    Science.gov (United States)

    Slattery, W.

    2003-12-01

    The ESSEA Middle School course was originally designed as an asynchronous on-line tool for teacher professional development. The ESSEA course uses real world events such as deforestation, volcanic eruptions and hurricanes to develop content understandings of Earth systems processes and to model pedagogical best practices appropriate for middle school students. The course is structured as multiple three-week learning cycles. During week one of each cycle, participants are formed into Sphere groups to study the impact of the event under consideration on the atmosphere, biosphere, hydrosphere, or lithosphere. During week two, Event teams are formed to include members from each of the previous week's Sphere groups. Together they develop interactions between the different spheres and the event. During week three, teachers develop classroom applications and post them on-line for other participants to comment upon. On-going assessment suggests that in-service teacher participants of the on-line course are more likely to infuse inquiry-based science instruction into their classroom settings and to teach science as a subject integrating Physical science, Life science, and Earth/Space science in their own classrooms It is imperative to develop such characteristics in pre-service teachers as well. Wright State University's undergraduate Middle School teacher preparation program requires that undergraduates seeking Middle Childhood Licensure by the State of Ohio take a course in Earth Systems science that is aligned with the national and state science education standards. Towards this end the ESSEA course has been adapted for use in a web-enhanced setting. Weeks one and two (Sphere and Event study) of the ESSEA Middle School course are used as an integral component of this Earth Systems science course. In this way content knowledge and pedagogical strategies are modeled just as they are in the fully on-line course. Questions raised on-line are the topic of research or

  8. An Economic Course for Elementary School Teachers. Second Revised Edition.

    Science.gov (United States)

    Lovell, Hugh; Harter, Charlotte

    This handbook is intended to help economic educators develop teacher training courses for demonstrating to classroom teachers how to teach economics to children, grades 1-9. Teachers enrolled in the course carry out their own pupil activities which teach economic ideas. These activities include problem solving, case studies, skits, making posters,…

  9. English Course of Study for Buncombe County Public Schools.

    Science.gov (United States)

    Buncombe County Board of Education, Asheville, NC.

    Developed for 58 courses in the English program at the secondary level, this curriculum guide provides a description, an outline, and lists of the objectives, resources, and activities for courses on such subjects as functional language, basic study skills, basic composition, intermediate composition, creative writing, reading, modern grammar, art…

  10. The Consumer Protection Clinical Course at UCLA School of Law

    Science.gov (United States)

    Bergman, Paul

    1978-01-01

    The Consumer Protection clinical course, in which case supervision is provided by government agency personnel, is described. Implications are considered regarding the necessity and emphasis of a seminar component, and the usefulness of clinical courses in teaching substantive law as well as lawyering skills. (LBH)

  11. The Adopt-a-School Service-Learning Program: Igniting Comprehensive School Physical Activity Programs through School and University Partnerships

    Science.gov (United States)

    Linker, Jenny M.; Ford, Kristen M.; Knutson, Julie M.; Goplen, Hailey A.

    2018-01-01

    Physical educators have been identified as ideal school champions to lead comprehensive school physical activity program (CSPAP) efforts within their schools. As such, they should be adequately prepared to take on this role. Faculty from three physical and health education teacher education programs have collaboratively developed the…

  12. Bush Physics for the 21st Century, A Distance Delivery Physics Course to Bridge the Gap in Rural Alaska and Across the North

    Science.gov (United States)

    Solie, D. J.; Spencer, V.

    2009-12-01

    Bush Physics for the 21st Century brings physics that is culturally connected, engaging to modern youth, and mathematically rigorous, to high school and college students in the remote and often road-less villages of Alaska. The primary goal of the course is to prepare rural (predominantly Alaska Native) students for success in university science and engineering degree programs and ultimately STEM careers. The course is currently delivered via video conference and web based electronic blackboard tailored to the needs of remote students. Practical, culturally relevant kinetic examples from traditional and modern northern life are used to engage students, and a rigorous and mathematical focus is stressed to strengthen problem solving skills. Simple hands-on-lab experiments are delivered to the students with the exercises completed on-line. In addition, students are teamed and required to perform a much more involved experimental study with the results presented by teams at the conclusion of the course. Connecting abstract mathematical symbols and equations to real physical objects and problems is one of the most difficult things to master in physics. Greek symbols are traditionally used in equations, however, to strengthen the visual/conceptual connection with symbol and encourage an indigenous connection to the concepts we have introduced Inuktitut symbols to complement the traditional Greek symbols. Results and observations from the first two pilot semesters (spring 2008 and 2009) will be presented.

  13. Proceedings of 2011 European School of High-Energy Physics

    Energy Technology Data Exchange (ETDEWEB)

    Grojean, C; Mulders, M [European Organization for Nuclear Research, Geneva (Switzerland)

    2014-07-01

    The European School of High-Energy Physics is intended to give young physicists an introduction to the theoretical aspects of recent advances in elementary particle physics. These proceedings contain lecture notes on quantum field theory and the Standard Model, quantum chromodynamics, flavour physics, neutrino physics, physics beyond the Standard Model, cosmology, heavy ion physics, statistical data analysis, as well as an account for the physics results with the data accumulated during the first run of the LHC.

  14. 2011 European School of High-Energy Physics

    CERN Document Server

    Mulders, M; ESHEP2011; ESHEP 2011

    2014-01-01

    The European School of High-Energy Physics is intended to give young physicists an introduction to the theoretical aspects of recent advances in elementary particle physics. These proceedings contain lecture notes on quantum field theory and the Standard Model, quantum chromodynamics, flavour physics, neutrino physics, physics beyond the Standard Model, cosmology, heavy ion physics, statistical data analysis, as well as an account for the physics results with the data accumulated during the first run of the LHC.

  15. Science Academies' Refresher Course in Foundations of Physical ...

    Indian Academy of Sciences (India)

    2017-12-31

    Dec 31, 2017 ... Physical Chemistry is the branch of chemistry that deals with the mechanism, the rate and the energy transfer that occur when matter undergoes a change. Understanding the key concepts of physical chemistry is essential for solving practical problems in research and industrial appli- cations. A brief outline ...

  16. The Importance of Agriculture Science Course Sequencing in High Schools: A View from Collegiate Agriculture Students

    Science.gov (United States)

    Wheelus, Robin P.

    2009-01-01

    The objective of this study was to investigate the importance of Agriculture Science course sequencing in high schools, as a preparatory factor for students enrolled in collegiate agriculture classes. With the variety of courses listed in the Texas Essential Knowledge and Skills (TEKS) for Agriculture Science, it has been possible for counselors,…

  17. Experiential Learning of Electronics Subject Matter in Middle School Robotics Courses

    Science.gov (United States)

    Rihtaršic, David; Avsec, Stanislav; Kocijancic, Slavko

    2016-01-01

    The purpose of this paper is to investigate whether the experiential learning of electronics subject matter is effective in the middle school open learning of robotics. Electronics is often ignored in robotics courses. Since robotics courses are typically comprised of computer-related subjects, and mechanical and electrical engineering, these…

  18. The Domains of Undergraduate International Business and International Management Courses in Accredited Schools of Business

    Science.gov (United States)

    Adams, Janet S.; Veliyath, Rajaram

    2003-01-01

    This study compared undergraduate international business and international management course syllabi from 190 management departments at accredited U.S. business schools. Comparisons revealed considerable overlap in topic areas in the two courses. The findings indicate the need for greater domain clarity and differentiation in objectives, topic…

  19. Offering an Anatomy and Physiology Course through a High School-University Partnership: The Minnesota Model

    Science.gov (United States)

    Jensen, Murray; Mattheis, Allison; Loyle, Anne

    2013-01-01

    This article describes a one-semester anatomy and physiology course that is currently offered through the concurrent enrollment program at the University of Minnesota. The article explains how high school teachers are prepared to teach the course and describes efforts to promote program quality, student inquiry, and experiential learning.…

  20. TESTING OF ONLINE ESP COURSE FOR STUDENTS OF ECONOMIC SCHOOLS. FIRST FINDINGS ANALYSIS

    Directory of Open Access Journals (Sweden)

    Nina V. Vasilchenko

    2013-01-01

    Full Text Available The article provides a detailed analysis of the Russian course-books for students of Economic Schools. The authoress exposes the discrepancies along with proposing the solutions. In the second part, the article possesses a brief description as well as highlights the advantages of the new online ESP course on Economics, Banking and Insurance for colleges. In conclusion, the authoress contemplates over the first findings the course appraisal suggests. 

  1. International Training Course on Physical Protection (ITC-25) Report.

    Energy Technology Data Exchange (ETDEWEB)

    Overholt, Michelle Jungst [Sandia National Lab. (SNL-NM), Albuquerque, NM (United States)

    2015-06-01

    The goal of this evaluation repor t is to provide the informa tion necessary to improve the effectiveness of the ITC provided to the In ternational Atomic Energy Agency Member States. This report examines ITC-25 training content, delivery me thods, scheduling, and logistics. Ultimately, this report evaluates whether the course pr ovides the knowledge and skills necessary to meet the students' needs in the protection of nuclear materials and facilities.

  2. Teaching a Chemistry MOOC with a Virtual Laboratory: Lessons Learned from an Introductory Physical Chemistry Course

    Science.gov (United States)

    O'Malley, Patrick J.; Agger, Jonathan R.; Anderson, Michael W.

    2015-01-01

    An analysis is presented of the experience and lessons learned of running a MOOC in introductory physical chemistry. The course was unique in allowing students to conduct experimental measurements using a virtual laboratory constructed using video and simulations. A breakdown of the student background and motivation for taking the course is…

  3. Transversality of Electromagnetic Waves in the Calculus--Based Introductory Physics Course

    Science.gov (United States)

    Burko, Lior M.

    2009-05-01

    Introductory calculus--based physics textbooks state that electromagnetic waves are transverse and list many of their properties, but most such textbooks do not bring forth arguments why this is so. Both physical and theoretical arguments are at a level appropriate for students of courses based on such books, and could be readily used by instructors of such courses. Here, we discuss two physical arguments (based on polarization experiments and on lack of monopole electromagnetic radiation), and the full argument for the transversality of (plane) electromagnetic waves based on the integral Maxwell equations. We also show, at a level appropriate for the introductory course, why the electric and magnetic fields in a wave are in phase and the relation of their magnitudes. We have successfully integrated this approach in the calculus--based introductory physics course at the University of Alabama in Huntsville.

  4. Quantum Physics in high school: a bakhtinian analysis of Physics textbooks approved at PNLDEM 2015

    Directory of Open Access Journals (Sweden)

    Nathan Willig Lima

    2017-08-01

    Full Text Available In this work we present an analysis of Quantum Physics texts present in the fourteen books approved by the National Textbook Plan for High School in 2015.  We used Bakhtin’s Philosophy of Language as a theoretical and methodological framework. Our aim was to evaluate which approaches are used by textbook authors to introduce Quantum Physics as well as which concepts and epistemological views are stated in these presentations. Our results show that all books present a historical approach, limited to the Old Quantum Physics. Concepts and presentation sequences are very similar to what can be found in Modern Physics undergraduate textbooks, containing even the same historiographic mistakes. This suggests that authors state what they have learned during undergraduate courses without any further critical review. All books present lexical choice that can be associated to positivist epistemology, and thirteen books present a compositional structure allied to the same view, which is considered epistemologically outdated. The reductionist textbook presentation indicates the necessity of breaking up with the hegemonic positivist perspective.

  5. Contextualizing physical literacy in the school environment: The challenges

    Directory of Open Access Journals (Sweden)

    Darla M. Castelli

    2015-06-01

    Full Text Available The intent of this paper is to conceptualize physical literacy in the school environment within the United States educational system. Evolution of physical literacy from both a general education and disciplinary focus is overviewed. The challenges of transitioning from a physically educated to a physically literate person as the primary learning outcome of physical education may inhibit progress. Five prioritized recommendations are made to assist teachers in overcoming such barriers: (a whole of school approach, (b effective, differentiated pedagogy, (c integration of technology for individualized tracking of progress, (d supportive school climate, and (e alignment of local efforts with national initiatives.

  6. Newton in the Big Apple: Issues of equity in physics access and enrollment in New York City public high schools

    Science.gov (United States)

    Kelly, Angela Marian

    High school physics is a gateway course for post-secondary study in science, medicine, and engineering, as well as an essential component in the formation of students' scientific literacy. However, physics is widely considered appropriate only for an academic elite. The existence of policies that restrict science opportunities for secondary students results in diminished outcomes in terms of scientific proficiency. Although the national trend in physics enrollment has shown an increase in recent years, the rate of participation is much lower for students in urban schools. This study examines the availability of physics in New York City, and whether access is related to organizational and school-level variables. The statistical distribution of physics students throughout the city is compiled and analyzed. High schools that successfully offer physics are compared with those that do not. Other factors are explored to determine their relationship to physics access, such as the presence of science magnet schools, the availability of Advanced Placement Physics and Non-Regents Physics, the science curricular sequence, and teacher certification. The results show that physics is not widely available to students in New York City, with 55% of high schools simply not offering the subject. Only 27% of schools with fewer than 600 students offer physics. The science magnet schools enroll a significant proportion of physics students when compared with larger, economically depressed neighborhood schools. The causes of these disparities are complex, and the implications serious for those students who do not have equal access to physics. The implications of these findings are important. By highlighting descriptive variables, as well as statistical evidence of systemic discrimination and inequities, urban districts may formulate effective models for the promotion of physics study. School policies and structures need to target better rates of physics participation among all students

  7. Are Korean secondary school girls physically active during leisure time?

    Science.gov (United States)

    Cho, Minhaeng; Kwon, Wook-Dong; Jeon, Yong-Bae

    2010-03-01

    Our aims in this study were to identify the types of physical activity during leisure time and to determine if Korean secondary school girls participate in enough physical activity during leisure time to promote health. Of the 1,088 girls randomly selected by a multistaged cluster sampling technique, 705 girls completed questionnaires. Seventy-five percent of Korean secondary school girls spent time on individualized or noncompetitive activities, and 88.3% of them were classified into underactive and inactive levels with no gained health benefits during leisure time. No significant differences were observed in the physical activity levels between middle school girls and high school girls. The results of this study may be explained by the lack of perceived appropriateness for secondary school girls' participation in physical activity, which traditionally did not favor them participating in dynamic physical activities and sufficient physical activity level to gain health benefits.

  8. Teaching About Racial Equity in Introductory Physics Courses

    Science.gov (United States)

    Daane, Abigail R.; Decker, Sierra R.; Sawtelle, Vashti

    2017-09-01

    Even after you have decided to tackle a problem like racial equity, it may seem daunting to broach the subject in a physics classroom. After all, the idea of a (typically White) instructor in power tackling a sensitive topic such as social justice can be scary in any (mostly White) classroom. Not only that, but physics is typically viewed as a "culture with no culture." The physicist's quest for objectivity, along with a general focus on a fixed set of laws and formulae, support the treatment of this subject as untouched by people. Sometimes it is easier to ignore the problem and just focus on the Conservation of Energy Principle. However, ignoring the striking underrepresentation of ethnic/racial minorities and women in both the physics classroom and the field at large is a great disservice to all our students. We take the position that the persistence of representation disparities in physics is evidence that culture plays a role in who and what is involved in physics. Instructors have an opportunity to explicitly address the absence of equitable circumstances in classrooms and highlight the obstacles that contribute to the disparity (e.g., varied access to learning opportunities and support structures, dominant cultural norms, stereotype threat, implicit bias, hidden curricula, etc.). We acknowledge that incorporating these discussions in a physics classroom is fraught with difficulty, but we also believe that trying to lead these discussions is better than ignoring the problem. Furthermore, a set of resources for teachers interested in leading these discussions has been developing in the physics teacher community. Rifkin offers resources for leading a two-week unit on equity designed for secondary science classrooms. Here we describe another possible pathway for integrating a shorter equity unit into the traditional content of a (predominantly White) university physics classroom, addressing racial inequity and sharing common student responses that may arise.

  9. From F = ma to flying squirrels: curricular change in an introductory physics course.

    Science.gov (United States)

    O'Shea, Brian; Terry, Laura; Benenson, Walter

    2013-06-01

    We present outcomes from curricular changes made to an introductory calculus-based physics course whose audience is primarily life sciences majors, the majority of whom plan to pursue postbaccalaureate studies in medical and scientific fields. During the 2011-2012 academic year, we implemented a Physics of the Life Sciences curriculum centered on a draft textbook that takes a novel approach to teaching physics to life sciences majors. In addition, substantial revisions were made to the homework and hands-on components of the course to emphasize the relationship between physics and the life sciences and to help the students learn to apply physical intuition to life sciences-oriented problems. Student learning and attitudinal outcomes were assessed both quantitatively, using standard physics education research instruments, and qualitatively, using student surveys and a series of postsemester interviews. Students experienced high conceptual learning gains, comparable to other active learning-based physics courses. Qualitatively, a substantial fraction of interviewed students reported an increased interest in physics relative to the beginning of the semester. Furthermore, more than half of students self-reported that they could now relate physics topics to their majors and future careers, with interviewed subjects demonstrating a high level of ability to come up with examples of how physics affects living organisms and how it helped them to better understand content presented in courses in their major.

  10. Science Awareness and Science Literacy through the Basic Physics Course: Physics with a bit of Metaphysics?

    Science.gov (United States)

    Rusli, Aloysius

    2016-08-01

    Until the 1980s, it is well known and practiced in Indonesian Basic Physics courses, to present physics by its effective technicalities: The ideally elastic spring, the pulley and moving blocks, the thermodynamics of ideal engine models, theoretical electrostatics and electrodynamics with model capacitors and inductors, wave behavior and its various superpositions, and hopefully closed with a modern physics description. A different approach was then also experimented with, using the Hobson and Moore texts, stressing the alternative aim of fostering awareness, not just mastery, of science and the scientific method. This is hypothesized to be more in line with the changed attitude of the so-called Millenials cohort who are less attentive if not interested, and are more used to multi-tasking which suits their shorter span of attention. The upside is increased awareness of science and the scientific method. The downside is that they are getting less experience of the scientific method which intensely bases itself on critical observation, analytic thinking to set up conclusions or hypotheses, and checking consistency of the hypotheses with measured data. Another aspect is recognition that the human person encompasses both the reasoning capacity and the mental- spiritual-cultural capacity. This is considered essential, as the world grows even smaller due to increased communication capacity, causing strong interactions, nonlinear effects, and showing that value systems become more challenging and challenged due to physics / science and its cosmology, which is successfully based on the scientific method. So students should be made aware of the common basis of these two capacities: the assumptions, the reasoning capacity and the consistency assumption. This shows that the limits of science are their set of basic quantifiable assumptions, and the limits of the mental-spiritual-cultural aspects of life are their set of basic metaphysical (non-quantifiable) assumptions. The

  11. Science Awareness and Science Literacy through the Basic Physics Course: Physics with a bit of Metaphysics?

    International Nuclear Information System (INIS)

    Rusli, Aloysius

    2016-01-01

    Until the 1980s, it is well known and practiced in Indonesian Basic Physics courses, to present physics by its effective technicalities: The ideally elastic spring, the pulley and moving blocks, the thermodynamics of ideal engine models, theoretical electrostatics and electrodynamics with model capacitors and inductors, wave behavior and its various superpositions, and hopefully closed with a modern physics description. A different approach was then also experimented with, using the Hobson and Moore texts, stressing the alternative aim of fostering awareness, not just mastery, of science and the scientific method. This is hypothesized to be more in line with the changed attitude of the so-called Millenials cohort who are less attentive if not interested, and are more used to multi-tasking which suits their shorter span of attention. The upside is increased awareness of science and the scientific method. The downside is that they are getting less experience of the scientific method which intensely bases itself on critical observation, analytic thinking to set up conclusions or hypotheses, and checking consistency of the hypotheses with measured data. Another aspect is recognition that the human person encompasses both the reasoning capacity and the mental- spiritual-cultural capacity. This is considered essential, as the world grows even smaller due to increased communication capacity, causing strong interactions, nonlinear effects, and showing that value systems become more challenging and challenged due to physics / science and its cosmology, which is successfully based on the scientific method. So students should be made aware of the common basis of these two capacities: the assumptions, the reasoning capacity and the consistency assumption. This shows that the limits of science are their set of basic quantifiable assumptions, and the limits of the mental-spiritual-cultural aspects of life are their set of basic metaphysical (non-quantifiable) assumptions. The

  12. Fashion Design: Designing a Learner-Active, Multi-Level High School Course

    Science.gov (United States)

    Nelson, Diane

    2009-01-01

    A high school fashion design teacher has much in common with the ringmaster of a three-ring circus. The challenges of teaching a hands-on course are to facilitate the entire class and to meet the needs of individual students. When teaching family and consumer sciences, the goal is to have a learner-active classroom. Revamping the high school's…

  13. Does Applied STEM Course Taking Link to STEM Outcomes for High School Students With Learning Disabilities?

    Science.gov (United States)

    Gottfried, Michael A; Sublett, Cameron

    Over the most recent two decades, federal policy has urged high schools to embed applied science, technology, engineering, and mathematics (STEM) courses into the curriculum to reinforce concepts learned in traditional math and science classes as well as to motivate students' interests and long-term pursuits in STEM areas. While prior research has examined whether these courses link to STEM persistence for the general student population, no work has examined the role of these courses for students with learning disabilities (LDs). This is a critical lapse, as these courses have been supported as being one path by which STEM material can become more accessible for students with diverse learning needs. Hence, this descriptive study examines the landscape of applied STEM course taking for students with LDs. The findings suggest students with LDs are less likely to take applied STEM courses in high school compared to the general population. Additionally, while the general population does benefit from taking these courses, there is a unique association between applied STEM course taking and advanced math and science course taking or math achievement for students with LDs. Hence, there is no evidence that applied STEM course taking is related to any closure of the STEM achievement gap for students with LDs.

  14. Correlates of physical activity participation among secondary school ...

    African Journals Online (AJOL)

    ... health benefits of physical activity, having a friend to exercise with, having parent(s) who encourage them to exercise, and taking a physical education class in school, whereas the benefits of physical activity: were to stay in shape, increase energy level, improve self-esteem and become more physically attractive to others.

  15. Standards for the High School Psychology Course. ERIC Digest.

    Science.gov (United States)

    Morganett, L. Lee

    The latest contribution to the content standards boom that began in the 1990s comes from the American Psychological Association (APA), which recently published "National Standards for the Teaching of High School Psychology." This Digest discusses: (1) the origin and purposes of the project to develop standards for high school psychology…

  16. Elective course student sectioning at Danish high schools

    DEFF Research Database (Denmark)

    Kristiansen, Simon; Stidsen, Thomas Riis

    2016-01-01

    . This paper presents an Adaptive Large Neighborhood Search heuristic for the ESCC. The algorithm is applied to 80 real-life instances from Danish high schools and compared with solutions found by using the state-of-the-art MIP solver Gurobi. The algorithm has been implemented in the commercial product Lectio......, and is thereby available for approximately 200 high schools in Denmark....

  17. From Special Relativity to Feynman Diagrams A Course of Theoretical Particle Physics for Beginners

    CERN Document Server

    D'Auria, Riccardo

    2012-01-01

    This books aims at filling a gap between the basics courses of classical and quantum mechanics and advanced courses of (relativistic) quantum mechanics and field theory. Particular emphasis is given to the role of symmetry in modern theoretical physics. For this reason this book is particularly suited to those students who are interested in a deeper knowledge of modern developments in elementary particle physics and relativity, even if they choose not to specialize in this branch of research. This target of readers includes, besides experimental and applied physicists, also those engineers who need advanced notions of theoretical high energy physics, in view of future research activity in the field theory approach to condensed matter, in accelerator physics and in all those modern technology sectors which require a more advanced and sophisticated theoretical physics background. Courses motivated by these objectives are present in several polytechnic institutes around the world. The last chapters of this book,...

  18. Partners in Physics with Colorado School of Mines' Society of Physics Students

    Science.gov (United States)

    Moore, Shirley; Stilwell, Matthew; Boerner, Zach

    2011-04-01

    The Colorado School of Mines (CSM) Society of Physics Students (SPS) revitalized in 2008 and has since blown up with outreach activity, incorporating all age levels into our programs. In Spring 2010, CSM SPS launched a new program called Partners in Physics. Students from Golden High School came to CSM where they had a college-level lesson on standing waves and their applications. These students then joined volunteers from CSM in teaching local elementary school students about standing waves beginning with a science show. The CSM and high school students then helped the children to build make-and-take demonstrations incorporating waves. This year, rockets are the theme for Partners in Physics and we began with demonstrations with local middle school students. In Spring 2011, CSM SPS will be teaching elementary school students about projectile motion and model rockets along with these middle school students. Colorado School of Mines Department of Physics

  19. Reforming a large lecture modern physics course for engineering majors using a PER-based design

    Science.gov (United States)

    McKagan, S. B.; Perkins, K. K.; Wieman, C. E.

    2007-01-01

    We have reformed a large lecture modern physics course for engineering majors by radically changing both the content and the learning techniques implemented in lecture and homework. Traditionally this course has been taught in a manner similar to the equivalent course for physics majors, focusing on mathematical solutions of abstract problems. Based on interviews with physics and engineering professors, we developed a syllabus and learning goals focused on content that was more useful to our actual student population: engineering majors. The content of this course emphasized reasoning development, model building, and connections to real world applications. In addition we implemented a variety of PER-based learning techniques, including peer instruction, collaborative homework sessions, and interactive simulations. We have assessed the effectiveness of reforms in this course using pre/post surveys on both content and beliefs. We have found significant improvements in both content knowledge and beliefs compared with the same course before implementing these reforms and a corresponding course for physics majors.

  20. Assessment of primary school students’ level of understanding the concepts of 2nd grade life sciences course based on different variables

    Directory of Open Access Journals (Sweden)

    Altıntaş Gülşen

    2016-01-01

    Full Text Available The course of Life Sciences is one of the pivot courses taught in the first three years of primary school. Ensuring children get to know their environment and gain correct information related to their problems by making them investigate their natural and socio-cultural environment as well as providing them with necessary information, skills and behaviors for environmental adaptation are among the main purposes of Life Sciences course. The concepts to be instilled in students in line with these purposes are important. Since concepts are mostly intellectual and non-physical, they can only exist tangibly through examples. This study aims to assess Primary School Students’ Level of Understanding the Concepts of 2nd Grade Life Sciences Course Based on Different Variables. 17 concepts included in the 2nd Grade Life Sciences course within the subject of School Excitement were addressed within the study, and students were requested to define and exemplify these concepts. A total of 102 students from five different primary schools of upper-middle and lower socioeconomic classes located in Manisa and Istanbul were included in the study in line with the intentional maximum diversity sample selection. The answers given by students for each concept were categorized and analyzed in terms of liking or disliking home, school, technology and the course of Life Sciences.

  1. School-Based Health Promotion Initiative Increases Children's Physical Activity

    Science.gov (United States)

    Cluss, Patricia; Lorigan, Devin; Kinsky, Suzanne; Nikolajski, Cara; McDermott, Anne; Bhat, Kiran B.

    2016-01-01

    Background: Childhood obesity increases health risk, and modest physical activity can impact that risk. Schools have an opportunity to help children become more active. Purpose: This study implemented a program offering extra school-day activity opportunities in a rural school district where 37% of students were obese or overweight in 2005 and…

  2. Physical activity and school absenteeism due to illness in adolescents

    NARCIS (Netherlands)

    De Groot, Renate; Van Dijk, Martin; Savelberg, Hans; Van Acker, Frederik; Kirschner, Paul A.

    2017-01-01

    Knowledge about the beneficial role of physical activity (PA) for health and school performance is growing. Studies investigating the link between PA and school absenteeism due to illness are lacking. Therefore we investigated associations between habitual PA and school absenteeism due to illness in

  3. Physical Activity and School Absenteeism Due to Illness in Adolescents

    Science.gov (United States)

    de Groot, Renate; van Dijk, Martin; Savelberg, Hans; van Acker, Frederik; Kirschner, Paul

    2017-01-01

    Background: Knowledge about the beneficial role of physical activity (PA) for health and school performance is growing. Studies investigating the link between PA and school absenteeism due to illness are lacking. Therefore, we investigated associations between habitual PA and school absenteeism due to illness in adolescents and explored whether…

  4. Stakeholders' Perceptions of Physical Education at a Selected Elementary School

    Science.gov (United States)

    Gonzales, Monica

    2013-01-01

    The motivation for this study stemmed from a lack of understanding of why members of an elementary school community did not support the physical education program. The purpose of this study was to understand teachers', administrators', and parents' perceptions about the value and importance of physical education at the school. Guided by the…

  5. Comprehensive School-Based Physical Activity Promotion: A Review

    Science.gov (United States)

    Erwin, Heather; Beighle, Aaron; Carson, Russell L.; Castelli, Darla M.

    2013-01-01

    Physical activity (PA) participation levels among youth remain well below national recommendations. Thus, a variety of strategies to promote youth PA have been advocated, including multifaceted, school-based approaches. One identified as having great potential is a comprehensive school physical activity program (CSPAP). The goal of a CSPAP is to…

  6. Physical Education and Sport at School in Europe

    Science.gov (United States)

    Kerpanova, Viera; Borodankova, Olga

    2013-01-01

    "Physical Education and Sport at School in Europe" maps the state of play of physical education and sport activities at school in 30 European countries. The report covers primary and lower secondary education and provides an insight into the following topics: national strategies and large-scale initiatives where they exist, the status of…

  7. Teacher-Led Change in Secondary School Physical Education

    Science.gov (United States)

    Cameron, Jay; Mercier, Kevin; Doolittle, Sarah

    2016-01-01

    How and why meaningful curriculum or program changes happen in physical education is important, but not well understood, especially at the secondary school level. In this longitudinal case study, we examined teacher-initiated changes in a high school physical education program. Data were collected through prolonged engagement over 5 years and…

  8. Profiles of Change: Lessons for Improving High School Physical Education

    Science.gov (United States)

    Doolittle, Sarah

    2014-01-01

    This feature has told stories of high school physical educators who have refused to accept the status quo of high school physical education programs. They have identified problems, initiated innovations in their own classes, implemented changes beyond their classes, and moved toward institutionalizing improvements throughout their programs and…

  9. The Origins of Physical Education in State Schools.

    Science.gov (United States)

    Thomson, Ian

    1978-01-01

    A large number of potential army recruits were rejected during the Boer War as physically unfit. The health of school children became a matter of wide public concern, and out of this debate a new role emerged for physical education in State schools. (Author/SJL)

  10. The Importance of High School Physics Teachers for Female Students' Physics Identity and Persistence

    Science.gov (United States)

    Hazari, Zahra; Brewe, Eric; Goertzen, Renee Michelle; Hodapp, Theodore

    2017-01-01

    Given the historic and continued underrepresentation of women in physics, it is important to understand the role that high school physics might play in attracting female students to physics careers. Drawing on data from over 900 female undergraduates in physics, we examine when these women became interested in physics careers and different sources…

  11. Students' attitudes to learning physics at school and university levels in Scotland

    Science.gov (United States)

    Skryabina, Elena

    The department of Physics of the University of Glasgow was concerned about losing students after the end of the level 1 Physics course. The current research project started as an attempt to find out the reasons for this, but moved to investigate attitudes towards Physics at several stages during secondary school and attitudes towards science with primary pupils. Analyses of factors, which influence students' intentions towards studying Physics, were performed against the background of the Theory of Planned Behaviour, which interprets people's behaviour by considering three factors: attitude towards behaviour (advantages or disadvantages of being involved in the behaviour, e.g. studying Physics for Honours); subjective norm (approval or disapproval of important people towards engaging in the behaviour, e.g. parents, teacher, general norms of the society); perceived behavioural control (skills, knowledge, cooperation of others, abilities, efforts required to perform the behaviour). Analysis of these factors revealed some reasons for students' withdrawal from Physics after level 1 and pointed to factors which may facilitate students' persistence in the subject. A general analysis of level 1 and level 2 students' attitudes towards different aspects of the university Physics course revealed that the level 1 students' attitudes towards their university course of lectures and course of laboratories tended to be negatively polarised. Recommendations were suggested on the basis of the gathered evidence about how to make students' experience in university Physics more satisfactory for them. The data obtained from the separate analyses of females' and males' attitudes towards university Physics course have showed that attitudes of females and males were similar. The only significant difference between level 1 females and males was found to be the perceived behavioural control factor (students' attitudes towards course difficulty, attitudes towards work load in the course

  12. Examination of Science and Math Course Achievements of Vocational High School Students in the Scope of Self-Efficacy and Anxiety

    Science.gov (United States)

    Yüksel, Mehmet; Geban, Ömer

    2016-01-01

    This study attempted to predict physics, chemistry, and biology and math course achievements of vocational high school students according to the variables of student self-efficacy, academic self-efficacy, state anxiety and trait anxiety. Study data were collected using a questionnaire administered to the students of a vocational high school…

  13. The Effect of Enrollment in Middle School Challenge Courses on Advanced Placement Exams in Social Studies and Science

    Science.gov (United States)

    Glaude-Bolte, Katherine

    2010-01-01

    Educators seek to guide students through appropriate programs and courses that prepare them for future success, in more advanced coursework and in other challenges of life. Some middle schools offer Challenge, or honors, courses for students who have demonstrated high ability. High schools often offer Advanced Placement (AP) courses, which are…

  14. 3rd Joint Dutch-Brazil School on Theoretical Physics

    CERN Document Server

    2015-01-01

    The Joint Dutch-Brazil School on Theoretical Physics is now in its third edition with previous schools in 2007 and 2011. This edition of the school will feature minicourses by Nima Arkani-Hamed (IAS Princeton), Jan de Boer (University of Amsterdam) and Cumrun Vafa (Harvard University), as well as student presentations. The school is jointly organized with the Dutch Research School of Theoretical Physics (DRSTP) and is intended for graduate students and researchers in the field of high-energy theoretical physics. There is no registration fee and limited funds are available for local and travel support of participants. This school in São Paulo will be preceded by the XVIII J. A. Swieca School in Campos de Jordão.

  15. Basic guidelines to introduce electric circuit simulation software in a general physics course

    Science.gov (United States)

    Moya, A. A.

    2018-05-01

    The introduction of electric circuit simulation software for undergraduate students in a general physics course is proposed in order to contribute to the constructive learning of electric circuit theory. This work focuses on the lab exercises based on dc, transient and ac analysis in electric circuits found in introductory physics courses, and shows how students can use the simulation software to do simple activities associated with a lab exercise itself and with related topics. By introducing electric circuit simulation programs in a general physics course as a brief activitiy complementing lab exercise, students develop basic skills in using simulation software, improve their knowledge on the topology of electric circuits and perceive that the technology contributes to their learning, all without reducing the time spent on the actual content of the course.

  16. Evaluation of junior courses students’ level of mobilization of functional backlogs at the dosed physical activities at the pedagogical university

    Directory of Open Access Journals (Sweden)

    A.I. Bosenco

    2013-11-01

    Full Text Available A study of the functional capacity of the organism lower division students. The study involved 85 students of 1-2 courses, 14 of which were engaged and were part of the team of the University of volleyball. As a student of muscular work performed pedaling on bicycle. The energy level was determined by performing metered loads with changing facilities for closed cycle. The data characterizing the physiological "cost" of adaptation, the level of stress the body of students in different phases of muscular work. Developed and presented model characteristics of the energy level of the body of girls. Reviewed degree of mobilization of functional reserves under load for closed loop five-point scale. Defined physical condition of students during the first year. The recommendations of the evaluation and prediction of the actual state of the physical health of students and improve physical education in high school.

  17. An Evaluation of the Mathematics Foundation Course in Sultan Qaboos University: Does High School Performance Matter?

    Directory of Open Access Journals (Sweden)

    Mohammad Mazharul Islam

    2018-01-01

    Full Text Available Although the mathematics foundation program was introduced in Sultan Qaboos University (SQU half a decade ago, there has been no evaluation or assessment of the program. The aim of this study was to evaluate the students’ performance in the Mathematics foundation course in SQU and to examine the predictive value of  a student’s high school performance for success in the math foundation course. The study considered a sample of 551 students who took the math course (MATH2107 during 2014 Spring semester. More than 95% of the students were admitted to SQU with a high school score of 80 and above.  The analysis revealed that, in general, female students were admitted to SQU with a significantly higher average high school score than the male students. The findings indicate a very unsatisfactory performance of the students in the mathematics foundation course as the mean GPA was 1.66 and more than half (59% of the students obtained a GPA less than 2 (i.e. below grade C, of which 14% failed and 35% obtained grade D. Female students outperformed male students in the mathematics course. High school mathematics performance, gender and cohort of students were identified as significant predictors of success in the mathematics foundation course.  To increase the success rate of the mathematics course, the high school curriculum needs to be aligned with the University standards and the admission authority should continue to give more attention to high school mathematics scores along with overall high school performance while making admission decisions for the College of Science in SQU.

  18. An Analysis of Metaphors Used by High School Students to Describe Physics, Physics Lesson and Physics Teacher

    Science.gov (United States)

    Çetin, Ali

    2016-01-01

    The purpose of this study was to describe high school students' "physics", physics lesson" and "physics teacher" conceptions by using metaphors. 313 students participated in the study from different high school types in Siirt, Turkey. A metaphorical perception form constructed by researcher was individually conducted,…

  19. Can a school physical activity intervention improve physical self-perception and enjoyment?

    DEFF Research Database (Denmark)

    Lund-Cramer, Pernille; Christiansen, Lars Breum Skov; Smedegaard, Søren

    Purpose Physical activity at school can improve mental health of all children – especially if it is targeted to children’s needs and executed in a positive social climate. The purpose of the present study was to examine the effect of a multicomponent school-based physical activity intervention...... activity in recess. Using a cluster-randomized design, 24 Danish schools were randomized to either intervention or control. Study population included 3.136 children aged 10-13 years at baseline. Survey data (socio-demographics, physical activity, self-efficacy, physical enjoyment, physical self...... on physical self-perception and enjoyment of physical activity among children aged 10-13 years. Methods An intervention based on Self-Determination Theory was developed and pilot tested in close co-operation with schools and targeted 1) physical education lessons, 2) in-class activity, and 3) physical...

  20. A national assessment of colleges and university school health education methods courses.

    Science.gov (United States)

    Fisher, Christine M; Price, James H; Telljohann, Susan K; Dake, Joseph A

    2015-04-01

    Across the United States, school health education programs provide a wide variety of knowledge and skills to their students. There are currently no guidelines for school health methods courses. Using a 2-wave mailing followed by a third wave e-mail reminder, a final population of 226 university school health methods instructors at school health preparation programs were surveyed. A total of 138 completed surveys (61%) were returned. The topics taught in school health education methods courses emphasized the most included aligning objectives, instruction, and assessment (79%); development of lesson plans (73%); teaching methods that engage learners (72%); and application of the National Health Education Standards and performance indicators (69%). The content taught and how the instructors assessed their students differed statistically by 1 or more of the following: whether they had a health education degree, had experience teaching in the public schools, and if their program was accredited. This study provides information regarding what school health methods instructors across the United States are teaching in their classes. Using this information as a baseline can serve as a guide for preservice faculty teaching a school health methods course. © 2015, American School Health Association.

  1. A Comprehensive Course Introducing Environmental Science : Case Study of “Introduction to Environmental Science” as a Common Course in the Graduate School of Environmental Science

    OpenAIRE

    山中, 康裕; 三井, 翔太

    2017-01-01

    The course “Introduction to Environmental Science” was designed and held during the academic year 2015-2016 for new masterʼs course students at the Graduate School of Environmental Science, Hokkaido University. The course was designed in accord with societal needs such as consensus building for environmental conservation and associated scientific evidence, bringing together a large number of students from various disciplines. The course was composed of six modules in which multipl...

  2. An Inquiry-based Course Using ``Physics?'' in Cartoons and Movies

    Science.gov (United States)

    Rogers, Michael

    2007-01-01

    Books, cartoons, movies, and video games provide engaging opportunities to get both science and nonscience students excited about physics. An easy way to use these media in one's classroom is to have students view clips and identify unusual events, odd physics, or list things that violate our understanding of the physics that governs our universe.1,2 These activities provide a lesson or two of material, but how does one create an entire course on examining the physics in books, cartoons, movies, and video games? Other approaches attempt to reconcile events in various media with our understanding of physics3-8 or use cartoons themselves to help explain physics topics.9

  3. SU-F-E-08: Medical Physics as a Teaching Tool for High School Science Curriculum

    Energy Technology Data Exchange (ETDEWEB)

    Buckley, L [The Ottawa Hospital Cancer Ctr., Ottawa, ON (Canada)

    2016-06-15

    Purpose: Delivering high school science curriculum in a timely manner and in way that is accessible to all students is a challenge for teachers. Although many high schools offer career workshops, these are typically directed at senior students and do not relate directly to details of the curriculum. The objective of this initiative was to create a series of lectures that use medical physics to relate many aspects of the high school science curriculum to tangible clinical applications and to introduce students to alternate pathways into a career in health sciences. Methods: A series of lectures has been developed based on the Ontario High School Science Curriculum. Each lecture uses a career in radiotherapy medical physics as the framework for discussion of topics specific to the high school course being addressed. Results: At present, these lectures have been delivered in five area high schools to students ranging from sophomores to seniors. Survey documents are given to the students before and after the lecture to assess their awareness of careers in health care, applications of physics and their general interest in the subject areas. As expected, students have limited up front awareness of the wide variety of health related career paths. The idea of combining a career lecture with topics specific to the classroom curriculum has been well-received by teachers and students alike. Conclusion: Career talks for high school students are useful for students contemplating their post- secondary career path. Relating career discussion with direct course curriculum makes their studies more relevant and engaging. Students aspiring to a career in health sciences often focus their studies on life sciences due to limited knowledge of potential careers. An early introduction to medical physics presents them with an alternate path through the physical sciences into health care.

  4. SU-F-E-08: Medical Physics as a Teaching Tool for High School Science Curriculum

    International Nuclear Information System (INIS)

    Buckley, L

    2016-01-01

    Purpose: Delivering high school science curriculum in a timely manner and in way that is accessible to all students is a challenge for teachers. Although many high schools offer career workshops, these are typically directed at senior students and do not relate directly to details of the curriculum. The objective of this initiative was to create a series of lectures that use medical physics to relate many aspects of the high school science curriculum to tangible clinical applications and to introduce students to alternate pathways into a career in health sciences. Methods: A series of lectures has been developed based on the Ontario High School Science Curriculum. Each lecture uses a career in radiotherapy medical physics as the framework for discussion of topics specific to the high school course being addressed. Results: At present, these lectures have been delivered in five area high schools to students ranging from sophomores to seniors. Survey documents are given to the students before and after the lecture to assess their awareness of careers in health care, applications of physics and their general interest in the subject areas. As expected, students have limited up front awareness of the wide variety of health related career paths. The idea of combining a career lecture with topics specific to the classroom curriculum has been well-received by teachers and students alike. Conclusion: Career talks for high school students are useful for students contemplating their post- secondary career path. Relating career discussion with direct course curriculum makes their studies more relevant and engaging. Students aspiring to a career in health sciences often focus their studies on life sciences due to limited knowledge of potential careers. An early introduction to medical physics presents them with an alternate path through the physical sciences into health care.

  5. Alignment of Content and Pedagogy in an Earth Systems Course for Pre-Service Middle School Teachers

    Science.gov (United States)

    Cole, T.; Teed, R.; Slattery, W.

    2006-12-01

    In 2003 the Ohio Department of Education developed the Ohio K-12 Science Content Standards. These new science standards substantially tracked the goals and objectives of The National Research Council's National Science Education Standards. The Ohio K-12 Science Content Standards followed the National Standards in the content areas of Physical Science, Life Science and Earth and Space Science. At the same time, the state's K-12 schools were gearing up for a new high school graduation requirement, the successful passing of a high-stakes Ohio Graduation Test, given during a student's tenth grade year. Earth and Space science questions make up approximately one third of the science test items. To make it more likely that teachers have the requisite science content knowledge Ohio has recently changed from certification of K-12 teachers to a more content rich licensure standard. This new licensure requirement splits the older certification designation of K-8 into the elementary and middle school licensure areas. Under the new licensure requirements middle school licensure candidates wishing to earn a science concentration now have to take 15 semester hours of content class work in Science. The Ohio Department of Education has strongly suggested that teacher preparation institutions develop new courses for middle school educators in all four areas of concentration, including science. In response to this call for new courses science education faculty in all science areas worked together to develop a comprehensive suite of courses that would target the science content standards guidelines in the state and national standards. The newly developed Earth and Space science course is titled Earth Systems. The course carries 4.5quarter hours of credit and is intended expressly for pre-service middle school (grades 4- 9) science teachers. The content is structured around three modules of study that are designed to develop interdisciplinary science content within the context of past

  6. Research and Teaching: Implementation of Interactive Engagement Teaching Methods in a Physical Oceanography Course

    Science.gov (United States)

    Keiner, Louis E.; Gilman, Craig

    2015-01-01

    This study measures the effects of increased faculty-student engagement on student learning, success rates, and perceptions in a Physical Oceanography course. The study separately implemented two teaching methods that had been shown to be successful in a different discipline, introductory physics. These methods were the use of interactive…

  7. Transversality of Electromagnetic Waves in the Calculus-Based Introductory Physics Course

    Science.gov (United States)

    Burko, Lior M.

    2008-01-01

    Introductory calculus-based physics textbooks state that electromagnetic waves are transverse and list many of their properties, but most such textbooks do not bring forth arguments why this is so. Both physical and theoretical arguments are at a level appropriate for students of courses based on such books, and could be readily used by…

  8. Student Selection of the Textbook for an Introductory Physics Course

    Science.gov (United States)

    Dake, L. S.

    2007-01-01

    Several years ago I had to select a new textbook for my calculus-based introductory physics class. I subscribe to Just-in-Time Teaching methods,1 which require students to read the book before the material is covered in class. Thus, the readability of the text by the students is critical. However, I did not feel that I was the best judge of this…

  9. SALOME: An Accelerator for the Practical Course in Accelerator Physics

    OpenAIRE

    Miltchev, Velizar; Riebesehl, Daniel; Roßbach, Jörg; Trunk, Maximilian; Stein, Oliver

    2014-01-01

    SALOME (Simple Accelerator for Learning Optics and the Manipulation of Electrons) is a short low energy linear electron accelerator built by the University of Hamburg. The goal of this project is to give the students the possibility to obtain hands-on experience with the basics of accelerator physics. In this contribution the layout of the device will be presented. The most important components of the accelerator will be discussed and an overview of the planned demonstration experiments will ...

  10. Neighborhood, Family and Individual Influences on School Physical Victimization

    OpenAIRE

    Foster, Holly; Brooks-Gunn, Jeanne

    2012-01-01

    Few studies on the correlates of school violence include school and neighborhood influences. We use ecological systems theory and social disorganization theory to simultaneously incorporate neighborhood (e.g., concentrated poverty, residential instability, and immigrant concentration), school, family, and individual predictors of physical school victimization longitudinally among a large socio-economically and ethnically diverse (49% Hispanic; 34% African American) sample of 6 and 9 year olds...

  11. A Multisite Study of High School Mathematics Curricula and the Impact of Taking a Developmental Mathematics Course in College

    Science.gov (United States)

    Harwell, Michael; Dupuis, Danielle; Post, Thomas R.; Medhanie, Amanuel; LeBeau, Brandon

    2014-01-01

    The relationship between high school mathematics curricula and the likelihood of students who enroll in a developmental (non-credit bearing) course in college taking additional mathematics courses was studied. The results showed that high school mathematics curriculum, years of high school mathematics completed, and ACT mathematics scores were…

  12. A project-based course about outreach in a physics curriculum

    Science.gov (United States)

    Bobroff, Julien; Bouquet, Frédéric

    2016-07-01

    We describe an undergraduate course where physics students are asked to conceive an outreach project of their own. This project-based-learning course alternates between the project conception and teaching activities about outreach. It ends in a public show. Students decide the topic and format on their own. An analysis of the students’ productions over three years shows that all physics fields were equally covered, and various formats were used (experimental devices, animation or fiction movies, games, live events, photography). Some typical examples are described. We also analyse the benefits of this approach from the students’ perspective, through a survey done over three classes. Students showed an overall very good assessment of the course (average of 4.5(0.6) on an appreciation scale from 1 to 5) and recognised having developed outreach skills but also project-management and group-work know-how. They acknowledged this course to be a unique opportunity to share with an audience their interest in physics compared to other courses. They further mentioned that it served as an intermission in a classical academic curriculum. They also point out some challenges, especially the time-consuming issue. This survey together with the practical description of the course implementation should help other universities develop similar courses.

  13. Supporting public health priorities: recommendations for physical education and physical activity promotion in schools.

    Science.gov (United States)

    Hills, Andrew P; Dengel, Donald R; Lubans, David R

    2015-01-01

    Physical activity (PA) provides numerous physiological and psychosocial benefits. However, lifestyle changes, including reduced PA opportunities in multiple settings, have resulted in an escalation of overweight and obesity and related health problems. Poor physical and mental health, including metabolic and cardiovascular problems is seen in progressively younger ages, and the systematic decline in school PA has contributed to this trend. Of note, the crowded school curriculum with an intense focus on academic achievement, lack of school leadership support, funding and resources, plus poor quality teaching are barriers to PA promotion in schools. The school setting and physical educators in particular, must embrace their role in public health by adopting a comprehensive school PA program. We provide an overview of key issues and challenges in the area plus best bets and recommendations for physical education and PA promotion in the school system moving forward. Copyright © 2014. Published by Elsevier Inc.

  14. At-Risk High School Students Recovering Course Credits Online: What We Know and Need to Know

    Science.gov (United States)

    Viano, Samantha L.

    2018-01-01

    The majority of American high school students enrolling in online education are doing so in credit recovery courses. These are online courses specifically for students who previously failed a face-to-face version of the course. Despite the popularity of credit recovery courses, the literature on online learning largely ignores credit recovery…

  15. Gender Differences in Introductory University Physics Performance: The Influence of High School Physics Preparation and Affect

    Science.gov (United States)

    Hazari, Zahra

    2006-12-01

    The attrition of females studying physics after high school has been a continuing concern for the physics education community. If females are well prepared, feel confident, and do well in introductory college physics, they may be inclined to study physics further. This quantitative study uses HLM to identify factors from high school physics preparation (content, pedagogy, and assessment) and the affective domain that predict female and male performance in introductory college physics. The study includes controls for student demographic and academic background characteristics, and the final dataset consists of 1973 surveys from 54 introductory college physics classes. The results highlight high school physics and affective experiences that differentially predict female and male performance. These experiences include: learning requirements, computer graphing/analysis, long written problems, everyday world examples, community projects cumulative tests/quizzes, father's encouragement, family's belief that science leads to a better career, and the length of time students believe that high school physics would help in university physics. There were also experiences that similarly predict female and male performance. The results paint a dynamic picture of the factors from high school physics and the affective domain that influence the future physics performance of females and males. The implication is that there are many aspects to the teaching of physics in high school that, although widely used and thought to be effective, need reform in their implementation in order to be fully beneficial to females and/or males in college.

  16. FEATURES OF METHODS OF FUTURE PHYSICAL CULTURE TEACHERS’ TRAINING FOR PHYSICAL EDUCATION OF HIGH SCHOOL STUDENTS

    Directory of Open Access Journals (Sweden)

    Петро Джуринський

    2014-12-01

    Full Text Available The paper presents the methodical approaches and recommendations on implementation of methods of future Physical Culture teachers to physical education of high school students into study process at a higher educational institution. The role of the approbated study discipline “Theory and methods of physical education at high school” has been determined in this research. It has also been defined, that future Physical Culture teacher’s training for physical education of high school students is a system of organizational and educational measures, ensuring the formation of future teacher’s professional knowledge and skills. The article presents the defined tasks, criteria, tools, forms, pedagogical conditions and stages of students’ training for teaching classes of Physical Education to high school students. Approbation of methodical approaches to future Physical Culture teachers’ training for physical education of high school students demonstrated their efficacy

  17. Delivering a medical school elective with massive open online course (MOOC) technology.

    Science.gov (United States)

    Robinson, Robert

    2016-01-01

    The educational technology of massive open online courses (MOOCs) has been successfully applied in a wide variety of disciplines and are an intense focus of educational research at this time. Educators are now looking to MOOC technology as a means to improve professional medical education, but very little is known about how medical MOOCs compare with traditional content delivery. A retrospective analysis of the course evaluations for the Medicine as a Business elective by fourth-year medical students at Southern Illinois University School of Medicine (SIU-SOM) for the 2012-2015 academic years was conducted. This course was delivered by small group flipped classroom discussions for 2012-2014 and delivered via MOOC technology in 2015. Learner ratings were compared between the two course delivery methods using routinely collected course evaluations. Course enrollment has ranged from 6-19 students per year in the 2012-2015 academic years. Student evaluations of the course are favorable in the areas of effective teaching, accurate course objectives, meeting personal learning objectives, recommending the course to other students, and overall when rated on a 5-point Likert scale. The majority of all student ratings (76-95%) of this elective course are for the highest possible choice (Strongly agree or Excellent) for any criteria, regardless if the course was delivered via a traditional or MOOC format. Statistical analysis of these ratings suggests that the Effective Teacher and Overall Evaluations did not statistically differ between the two delivery formats. Student ratings of this elective course were highly similar when delivered in a flipped classroom format or by using MOOC technology. The primary advantage of this new course format is flexibility of time and place for learners, allowing them to complete the course objectives when convenient for them. The course evaluations suggest this is a change that is acceptable to the target audience. This study suggests that

  18. Scale-Up: Improving Large Enrollment Physics Courses

    Science.gov (United States)

    Beichner, Robert

    1999-11-01

    The Student-Centered Activities for Large Enrollment University Physics (SCALE-UP) project is working to establish a learning environment that will promote increased conceptual understanding, improved problem-solving performance, and greater student satisfaction, while still maintaining class sizes of approximately 100. We are also addressing the new ABET engineering accreditation requirements for inquiry-based learning along with communication and team-oriented skills development. Results of studies of our latest classroom design, plans for future classroom space, and the current iteration of instructional materials will be discussed.

  19. Student Selection of the Textbook for an Introductory Physics Course

    Science.gov (United States)

    Dake, L. S.

    2007-10-01

    Several years ago I had to select a new textbook for my calculus-based introductory physics class. I subscribe to Just-in-Time Teaching methods, which require students to read the book before the material is covered in class. Thus, the readability of the text by the students is critical. However, I did not feel that I was the best judge of this factor, so I turned the textbook selection into a class project. The students unanimously chose one textbook, which I have now successfully used for three years. The project was decidedly worthwhile, and I gained considerable insight into what students prefer in a textbook.

  20. 1997 European School of high-energy physics. Proceedings

    International Nuclear Information System (INIS)

    Ellis, N.; Neubert, M.

    1998-01-01

    The European School of High-Energy Physics is intended to give young experimental physicists an introduction to the theoretical aspects of recent advances in elementary particle physics. These proceedings contain lectures on Field Theory, the Standard Model, Quantum Chromodynamics, Flavour Physics, Physics at LEP II and Heavy Ion physics, as well as reports on Cosmology, Dark Matter and a Quantum Theory of two-dimensional space-time. (orig.)

  1. 1997 European School of high-energy physics. Proceedings

    Energy Technology Data Exchange (ETDEWEB)

    Ellis, N; Neubert, M [eds.

    1998-05-20

    The European School of High-Energy Physics is intended to give young experimental physicists an introduction to the theoretical aspects of recent advances in elementary particle physics. These proceedings contain lectures on Field Theory, the Standard Model, Quantum Chromodynamics, Flavour Physics, Physics at LEP II and Heavy Ion physics, as well as reports on Cosmology, Dark Matter and a Quantum Theory of two-dimensional space-time. (orig.)

  2. 2nd International School of Physics of Exotic Atoms "Ettore Majorana"

    CERN Document Server

    Duclos, J; Fiorentini, Giovanni; Torelli, Gabriele; Exotic atoms : fundamental interactions and structure of matter

    1980-01-01

    The second course of the International School on the Physics of Exotic Atoms took place at the "Ettore Majorana" Center for Scien­ tific Culture, Erice, Sicily, during the period from March 25 to April 5, 1979. It was attended by 40 participants from 23 insti­ tutes in 8 countries. The purpose of the course was to review the various aspects of the physics of exotic atoms, with particular emphasis on the re­ sults obtained in the last two years, i.e., after the first course of the School (Erice, April 24-30, 1977). The course dealt with two main topics, A) Exotic atoms and fundamental interactions and B) Applications to the study of the structure of matter. One of the aims of the course was to offer an opportunity for the exchange of experiences between scientists working in the two fields. In view of this, the lectures in the morning discussed the more general arguments in a common session, whereas the more specialized topics were treated in the afternoon, in two parallel sections. Section A was or...

  3. Documenting the conversion from traditional to Studio Physics formats at the Colorado School of Mines: Process and early results

    Science.gov (United States)

    Kohl, Patrick B.; Kuo, H. Vincent; Ruskell, Todd G.

    2008-10-01

    The Colorado School of Mines (CSM) has taught its first-semester introductory physics course using a hybrid lecture/Studio Physics format for several years. Over the past year we have converted the second semester of our calculus-based introductory physics course (Physics II) to a Studio Physics format, starting from a traditional lecture-based format. In this paper, we document the early stages of this conversion in order to better understand which features succeed and which do not, and in order to develop a model for switching to Studio that keeps the time and resource investment manageable. We describe the recent history of the Physics II course and of Studio at Mines, discuss the PER-based improvements that we are implementing, and characterize our progress via several metrics, including pre/post Conceptual Survey of Electricity and Magnetism (CSEM) scores, Colorado Learning About Science Survey scores (CLASS), solicited student comments, failure rates, and exam scores.

  4. Do evidence-based active-engagement courses reduce the gender gap in introductory physics?

    Science.gov (United States)

    Karim, Nafis I.; Maries, Alexandru; Singh, Chandralekha

    2018-03-01

    Prior research suggests that using evidence-based pedagogies can not only improve learning for all students, it can also reduce the gender gap. We describe the impact of physics education research-based pedagogical techniques in flipped and active-engagement non-flipped courses on the gender gap observed with validated conceptual surveys. We compare male and female students’ performance in courses which make significant use of evidence-based active-engagement (EBAE) strategies with courses that primarily use lecture-based (LB) instruction. All courses had large enrolment and often had more than 100 students. The analysis of data for validated conceptual surveys presented here includes data from two-semester sequences of algebra-based and calculus-based introductory physics courses. The conceptual surveys used to assess student learning in the first and second semester courses were the force concept inventory and the conceptual survey of electricity and magnetism, respectively. In the research discussed here, the performance of male and female students in EBAE courses at a particular level is compared with LB courses in two situations: (I) the same instructor taught two courses, one of which was an EBAE course and the other an LB course, while the homework, recitations and final exams were kept the same; (II) student performance in all of the EBAE courses taught by different instructors was averaged and compared with LB courses of the same type also averaged over different instructors. In all cases, on conceptual surveys we find that students in courses which make significant use of active-engagement strategies, on average, outperformed students in courses of the same type using primarily lecture-based instruction even though there was no statistically significant difference on the pre-test before instruction. However, the gender gap persisted even in courses using EBAE methods. We also discuss correlations between the performance of male and female students on

  5. Bush School Capstone course support : the regional impact of climate change on transportation infrastructure and decision making.

    Science.gov (United States)

    2009-09-01

    The Master of Public Service and Administration program at Texas A&Ms Bush School of Government : and Public Service requires that all second year graduate students participate in a two semester Capstone : course. These courses represent the pract...

  6. Students' network integration vs. persistence in introductory physics courses

    Science.gov (United States)

    Zwolak, Justyna; Brewe, Eric

    2017-01-01

    Society is constantly in flux, which demands the continuous development of our educational system to meet new challenges and impart the appropriate knowledge/skills to students. In order to improve student learning, among other things, the way we are teaching has significantly changed over the past few decades. We are moving away from traditional, lecture-based teaching towards more interactive, engagement-based strategies. A current, major challenge for universities is to increase student retention. While students' academic and social integration into an institution seems to be vital for student retention, research on the effect of interpersonal interactions is rare. I use of network analysis to investigate academic and social experiences of students in and beyond the classroom. In particular, there is a compelling case that transformed physics classes, such as Modeling Instruction (MI), promote persistence by the creation of learning communities that support the integration of students into the university. I will discuss recent results on pattern development in networks of MI students' interactions throughout the semester, as well as the effect of students' position within the network on their persistence in physics.

  7. A course in mathematical physics 2 classical field theory

    CERN Document Server

    Thirring, Walter

    1978-01-01

    In the past decade the language and methods ofmodern differential geometry have been increasingly used in theoretical physics. What seemed extravagant when this book first appeared 12 years ago, as lecture notes, is now a commonplace. This fact has strengthened my belief that today students of theoretical physics have to learn that language-and the sooner the better. Afterall, they willbe the professors ofthe twenty-first century and it would be absurd if they were to teach then the mathematics of the nineteenth century. Thus for this new edition I did not change the mathematical language. Apart from correcting some mistakes I have only added a section on gauge theories. In the last decade it has become evident that these theories describe fundamental interactions, and on the classical level their structure is suffi­ cientlyclear to qualify them for the minimum amount ofknowledge required by a theoretician. It is with much regret that I had to refrain from in­ corporating the interesting developments in Kal...

  8. PHYSICAL OBJECT-ORIENTED MODELING IN DEVELOPMENT OF INDIVIDUALIZED TEACHING AND ORGANIZATION OF MINI-RESEARCH IN MECHANICS COURSES

    Directory of Open Access Journals (Sweden)

    Alexander S. Chirtsov

    2017-03-01

    Full Text Available Subject of Research. The paper presents a relatively simple method to develop interactive computer models of physical systems without computer programming skills or automatic generation of the numerical computer code for the complex physical systems. Developed computer models are available over the Internet for educational purposes and can be edited by users in an unlimited number of possibilities. An applicability of computer simulations for the massive open individualized teaching and an organization of undergraduate research are also discussed. Method. The presented approach employs an original physical object-oriented modeling method, which is an extension of object-oriented programming ideas to tasks of developing simulations of the complex physical systems. In this framework, a computer model of the physical system is constructed as a set of interconnected computer objects simulating the system components: particles and fields. Interactions between the system components are described by self-adapting algorithms that are specified during the model initiation stage and are set according to either the classical or relativistic approach. The utilized technique requires neither a priori knowledge regarding an evolution of the physical system nor a formulation of differential equations describing the physical system. Main Results. Testing of the numerical implementation and an accuracy of the algorithms was performed with the use of benchmarks with the known analytical solutions. The developed method - a physical reality constructor - has provided an opportunity to assemble a series of computer models to demonstrate physical phenomena studied in the high school and university mechanic courses. More than 150 original interactive models were included into the collections of multi-level multimedia resources to support teaching of the mechanics. The physical reality constructor was successfully tested to serve as a test bed for the independent

  9. High School Physics Availability: Results from the 2012-13 Nationwide Survey of High School Physics Teachers. Focus On

    Science.gov (United States)

    White, Susan; Tesfaye, Casey Langer

    2014-01-01

    In this report, the authors share their analysis of the data from over 3,500 high schools in the U.S. beginning with an examination of the availability of physics in U.S. high schools. The schools in their sample are a nationally-representative random sample of the almost 25,000 high schools in forty-nine of the fifty states. Table 1 shows the…

  10. Internet-based prevention for alcohol and cannabis use: final results of the Climate Schools course.

    Science.gov (United States)

    Newton, Nicola C; Teesson, Maree; Vogl, Laura E; Andrews, Gavin

    2010-04-01

    To establish the long-term efficacy of a universal internet-based alcohol and cannabis prevention programme in schools. A cluster-randomized controlled trial was conducted to assess the effectiveness of the Climate Schools: Alcohol and Cannabis Course. The evidence-based course, aimed at reducing alcohol and cannabis use, is facilitated by the internet and consists of 12 novel and curriculum consistent lessons delivered over 6 months. A total of 764 year 8 students (13 years) from 10 Australian secondary schools were allocated randomly to the internet-based prevention programme (n = 397, five schools), or to their usual health classes (n = 367, five schools). Participants were assessed at baseline, immediately post, and 6 and 12 months following completion of the intervention, on measures of alcohol and cannabis knowledge, attitudes, use and related harms. This paper reports the final results of the intervention trial, 12 months following the completion of the Climate Schools: Alcohol and Cannabis Course. The effectiveness of the course 6 months following the intervention has been reported previously. At the 12-month follow-up, compared to the control group, students in the intervention group showed significant improvements in alcohol and cannabis knowledge, a reduction in average weekly alcohol consumption and a reduction in frequency of drinking to excess. No differences between groups were found on alcohol expectancies, cannabis attitudes or alcohol- and cannabis-related harms. The course was found to be acceptable by teachers and students as a means of delivering drug education in schools. Internet-based prevention programs for school-age children can improve student's knowledge about alcohol and cannabis, and may also reduce alcohol use twelve months after completion.

  11. Girls and Upper School Physics: Some Optimism and Opportunity

    Science.gov (United States)

    Mitrevski, Juliana; Treagust, David

    2011-01-01

    In recent years, the numbers of girls in secondary and tertiary education studying Physics have declined. This research sought to investigate Years 10 and 11 female students' views about Physics and their physics teachers and was conducted in an all-girls independent school. While the findings show that in general these students do not relate well…

  12. An Investigation into Physics Teaching in Senior High Schools

    Science.gov (United States)

    Buabeng, Isaac; Ossei-Anto, Theophilus Aquinas; Ampiah, Joseph Ghartey

    2014-01-01

    This study sought to examine the activities that go on in physics classrooms in Senior High Schools in Ghana. Specifically, the study sought to investigate the pattern of interaction and instructional methods used for teaching physics and level of coverage of physics syllabus. The survey design was employed for the study in which questionnaire was…

  13. Examination of physical activity in adolescents over the school year.

    Science.gov (United States)

    Bruner, Mark W; Chad, Karen E; Beattie-Flath, Jodie A; Humbert, M Louise; Verrall, Tanya C; Vu, Lan; Muhajarine, Nazeem

    2009-11-01

    This study monitored the physical activity behavior of adolescent students over a ten month school year. Physical activity was assessed at two month intervals using self-report and objective (Actical accelerometers) measures. Self-report results (n = 547) indicated a decline in physical activity throughout the school year for all grades and genders. The decline was attributed largely to a decrease in organized activity participation. Objective physical activity results (n = 40) revealed a significant decline in activity in the latter half of the school year (February to June). Declining physical activity was attributed to a decrease in vigorous activity which was consistent across grade and gender. Collectively, the results highlight the importance of promoting consistent opportunities for adolescents to be active throughout the school year.

  14. 4. Mexican School of Nuclear Physics. Papers; 4. Escuela Mexicana de Fisica Nuclear. Notas

    Energy Technology Data Exchange (ETDEWEB)

    Aguilera, E F; Hernandez, E; Hirsch, J [eds.

    2005-07-01

    The IV Mexican School of Nuclear Physics, organized by the Nuclear Physics Division of the Mexican Physics Society, takes place from June 27 to July 8, 2005 in the Nuclear Sciences and of Physics Institutes of the UNAM and in the National Institute of Nuclear Research (ININ). This school, as the previous ones, it was guided the students of the last semesters of the career of Physics, of the Post grade of the same specialty, and of other adjacent careers. To give the students a current vision of some of the topics more important of the nuclear physics and their relationship with other near areas of the physics it was the objective of this School. The School covered a wide range of theoretical and experimental courses, imparted in its majority by Mexican expert professor-investigators in the matter to who we thank them the one effort and the quality of their presentations, reflected in the content of this document. The answer of the students to the convocation was excellent, 31 students presented application for admission coming from the following institutions: Meritorious Autonomous University de Puebla, National Institute of Nuclear Research, Technological Institute of Orizaba, National Polytechnic Institute, The University of Texas at Brownsville, Autonomous University of the State de Mexico, Autonomous University of the State of Morelos, Autonomous University of Baja California, Autonomous University of San Luis Potosi, University of Guadalajara, University of Guanajuato, National Autonomous University of Mexico, University of Texas, at El Paso and University Veracruzana. They were admitted to the 22 students with the higher averages qualifications of the list of applicants. The organizers of this school thank the financial support granted by the following sponsor institutions: Nuclear Sciences Institute, UNAM, Physics Institute of UNAM, Coordination of the Scientific Research UNAM, National Institute of Nuclear Research, Nuclear Physics Division of the Mexican

  15. A Study on Linking High-School Physics and Perfect Teaching Reformation of College Physics

    Science.gov (United States)

    Liu, Xiaolai; Li, Qun; Gao, Jiangtao

    2011-01-01

    For the students who have just entered colleges, learning university physics would be a challenge. This paper discusses how to make students who have just finished senior high school physics won't feel difficult in learning university physics and how to guide and cultivate the students' interest in the study of physics so to stimulate the…

  16. Teen and Parent Perceptions of a Secondary School Family Course

    Science.gov (United States)

    Stonely, Heather M.; Klein, Shirley R.

    2004-01-01

    Adolescent and parent focus groups were conducted to do a needs assessment and discover possible topics for a secondary school family class. Results included identifying teen and parent family-related needs and societal concerns; discovering where teens currently learn about family life; and receiving teen and parent feedback about a proposed…

  17. Learning problem-solving skills in a distance education physics course

    Science.gov (United States)

    Rampho, G. J.; Ramorola, M. Z.

    2017-10-01

    In this paper we present the results of a study on the effectiveness of combinations of delivery modes of distance education in learning problem-solving skills in a distance education introductory physics course. A problem-solving instruction with the explicit teaching of a problem-solving strategy and worked-out examples were implemented in the course. The study used the ex post facto research design with stratified sampling to investigate the effect of the learning of a problem-solving strategy on the problem-solving performance. The number of problems attempted and the mean frequency of using a strategy in solving problems in the three course presentation modes were compared. The finding of the study indicated that combining the different course presentation modes had no statistically significant effect in the learning of problem-solving skills in the distance education course.

  18. Outside-school physical activity participation and motivation in physical education.

    Science.gov (United States)

    Shen, Bo

    2014-03-01

    Experience in non-school contexts can shape and reshape students' motivation and mediate their learning in school. Outside-school physical activity may provide students with an extensive cognitive and affective foundation and influence their motivation in physical education. Although a trans-contextual effect of physical education has been explored, very little empirical research has examined the impact from outside-school context to physical education. Using self-determination theory and a hierarchical model of motivation, this study was designed to examine the association between participation in organized outside-school physical activity programmes and self-determination process in physical education. Participants included 545 9th graders (305 males and 240 females, age range = 14-16 years, mean age = 14.66 years) enrolled in required physical education classes in three suburban high schools in a large Midwest metropolitan area in the United States. Self-determination variables were measured using relevant instruments, and information on organized outside-school physical activity experiences was gathered in a survey. Structural equation modelling analyses were conducted. Students who participated in organized outside-school physical activity programmes displayed overall higher motivation; however, the strength of associations among the self-determination variables (i.e., pathways from perceived autonomy support to relatedness, from autonomy to competence, and from self-determined motivation to in-class physical activity engagement) was stronger for their non-participant counterparts. There are dynamic relationships between participation in organized outside-school physical activity programmes and self-determination process in physical education. Physical educators need to identify, appreciate, and instructionally address individual students' differences during teaching and learning. © 2012 The British Psychological Society.

  19. 3. Mexican school of nuclear physics; 3. Escuela Mexicana de Fisica Nuclear

    Energy Technology Data Exchange (ETDEWEB)

    Chavez L, E R [Instituto de Fisica, UNAM, 04510 Mexico D.F. (Mexico); Hess, P O [Instituto de Ciencias Nucleares, UNAM, 04510 Mexico D.F. (Mexico); Martinez Q, E [Instituto Nacional de Investigaciones Nucleares, A.P. 18-1027, 11801 Mexico D.F. (Mexico)

    2002-07-01

    The III Mexican School of Nuclear Physics which is directed to those post graduate in Sciences and those of last semesters students of the Physics career or some adjacent career was organized by the Nuclear Physics Division of the Mexican Physics Society, carrying out at November 18-29, 2002 in the installations of the Institute of Physics and the Institute of Nuclear Sciences both in the UNAM, and the National Institute of Nuclear Research (ININ). In this as well as the last version its were offered 17 courses, 9 of them including laboratory practices and the rest were of theoretical character only. This book treats about the following themes: Nuclear physics, Electrostatic accelerators, Cyclotrons, Thermonuclear reactions, Surface barrier detectors, Radiation detection, Neutron detection, Bonner sphere spectrometers, Radiation protection, Biological radiation effects, Particle kinematics, Nucleosynthesis, Plastics, Muons, Quadrupoles, Harmonic oscillators, Quantum mechanics among many other matters. (Author)

  20. Are school-level factors associated with primary school students' experience of physical violence from school staff in Uganda?

    Science.gov (United States)

    Knight, Louise; Nakuti, Janet; Allen, Elizabeth; Gannett, Katherine R; Naker, Dipak; Devries, Karen M

    2016-01-01

    The nature and structure of the school environment has the potential to shape children's health and well being. Few studies have explored the importance of school-level factors in explaining a child's likelihood of experiencing violence from school staff, particularly in low-resource settings such as Uganda. To quantify to what extent a student's risk of violence is determined by school-level factors we fitted multilevel logistic regression models to investigate associations and present between-school variance partition coefficients. School structural factors, academic and supportive environment are explored. 53% of students reported physical violence from staff. Only 6% of variation in students' experience of violence was due to differences between schools and half the variation was explained by the school-level factors modelled. Schools with a higher proportion of girls are associated with increased odds of physical violence from staff. Students in schools with a high level of student perceptions of school connectedness have a 36% reduced odds of experiencing physical violence from staff, but no other school-level factor was significantly associated. Our findings suggest that physical violence by school staff is widespread across different types of schools in this setting, but interventions that improve students' school connectedness should be considered. © The Author 2015. Published by Oxford University Press on behalf of Royal Society of Tropical Medicine and Hygiene.

  1. Effects of Requiring Physical Fitness in a Lecture-Based College Course: Students' Attitudes toward Physical Activity

    Science.gov (United States)

    Esslinger, Keri A.; Grimes, Amanda R.; Pyle, Elizabeth

    2016-01-01

    In this study, we investigated students' attitudes toward physical activity (PA) when including a required PA component in a university-required personal wellness class. The study included (a) an experimental group of students enrolled in a personal wellness course in which there was a required PA requirement and (b) a control group of students…

  2. The practice of problem-based investigative teaching reform in semiconductor physics course

    Science.gov (United States)

    Chen, Aiping; Wu, Gaojian; Gu, Dawei; Jiang, Hongying; Wang, Lei

    2017-08-01

    Semiconductor physics is an important basic course for the students of the majors of applied physics, optoelectronics, and microelectronics. The authors have been carrying out investigative-teaching reform in semiconductor physics teaching. Firstly, the teaching content was re-structured based on scientific problems. Secondly, the students were placed in groups to discuss different scientific problems and to present a few short science-reports. Thirdly, micro-lesson videos were produced for the students to study and analyze before or after class. With comparative analysis, we find out that the semiconductor-physics curriculum content was greatly enriched. In addition, the students' learning motivation and scientific thinking ability increased, and their innovation ability was improved. Overall, the teaching quality of the semiconductor physics course could be significantly improved.

  3. Secondary School Students' Physical Activity Participation across Physical Education Classes: The Expectancy-Value Theory Approach

    Science.gov (United States)

    Gråstén, Arto; Watt, Anthony; Hagger, Martin; Jaakkola, Timo; Liukkonen, Jarmo

    2015-01-01

    The primary purpose of this study was to analyze the link between students' expectancy beliefs, subjective task values, out-of-school activity, and moderate to vigorous physical activity (MVPA) participation across secondary school physical education (PE) classes. The sample comprised 96 students (58 girls, 38 boys; Mage = 15.03, SD = 0.94) from…

  4. Transversality of electromagnetic waves in the calculus-based introductory physics course

    International Nuclear Information System (INIS)

    Burko, Lior M

    2008-01-01

    Introductory calculus-based physics textbooks state that electromagnetic waves are transverse and list many of their properties, but most such textbooks do not bring forth arguments why this is so. Both physical and theoretical arguments are at a level appropriate for students of courses based on such books, and could be readily used by instructors of such courses. Here, we discuss two physical arguments (based on polarization experiments and on lack of monopole electromagnetic radiation) and the full argument for the transversality of (plane) electromagnetic waves based on the integral Maxwell equations. We also show, at a level appropriate for the introductory course, why the electric and magnetic fields in a wave are in phase and the relation of their magnitudes

  5. Transversality of electromagnetic waves in the calculus-based introductory physics course

    Science.gov (United States)

    Burko, Lior M.

    2008-11-01

    Introductory calculus-based physics textbooks state that electromagnetic waves are transverse and list many of their properties, but most such textbooks do not bring forth arguments why this is so. Both physical and theoretical arguments are at a level appropriate for students of courses based on such books, and could be readily used by instructors of such courses. Here, we discuss two physical arguments (based on polarization experiments and on lack of monopole electromagnetic radiation) and the full argument for the transversality of (plane) electromagnetic waves based on the integral Maxwell equations. We also show, at a level appropriate for the introductory course, why the electric and magnetic fields in a wave are in phase and the relation of their magnitudes.

  6. 12th CERN-Fermilab Hadron Collider Physics Summer School

    CERN Document Server

    2017-01-01

    CERN and Fermilab are jointly offering a series of "Hadron Collider Physics Summer Schools", to prepare young researchers for these exciting times. The school has alternated between CERN and Fermilab, and will return to CERN for the twelfth edition, from 28th August to 6th September 2017. The CERN-Fermilab Hadron Collider Physics Summer School is an advanced school targeted particularly at young postdocs and senior PhD students working towards the completion of their thesis project, in both Experimental High Energy Physics (HEP) and phenomenology. Other schools, such as the CERN European School of High Energy Physics, may provide more appropriate training for students in experimental HEP who are still working towards their PhDs. Mark your calendar for 28 August - 6 September 2017, when CERN will welcome students to the twelfth CERN-Fermilab Hadron Collider Physics Summer School. The School will include nine days of lectures and discussions, and one free day in the middle of the period. Limited scholarship ...

  7. The Opinions of Middle School Mathematics Teachers on the Integration of Mathematics Course and Social Issues

    Directory of Open Access Journals (Sweden)

    Buket Turhan Turkkan

    2018-04-01

    Full Text Available The purpose of this study is to examine the opinions of middle school mathematics teachers on the integration of mathematics course and social issues. For this purpose, qualitative research method was used in this study. As for determining the participants of the research, criterion sampling among purposeful sampling methods was used. Being a middle school mathematics teacher as an occupation was considered as a criterion for determining the participants. The participants of the research consist of 13 middle school mathematics teachers in Turkey. So as to collect the research data, the semi-structured interview form created by the researchers was used. The data analysis was performed according to the content analysis, and Nvivo 10 program was used for the analysis. As a result of this study, the themes of the situation and methods of the integration of mathematics course and social issues, the attainment of democratic values in mathematics course and the ways of its attainment, gaining awareness of social justice and equality in mathematics course and the ways of its gaining, the activities performed by teachers for social issues in mathematics course and the teachers’ suggestions for the integration of mathematics course and social issues were reached and the results were discussed within this frame.

  8. Physical activity in physiotherapy and physical education high school students

    Directory of Open Access Journals (Sweden)

    Mihailova A.

    2014-01-01

    Full Text Available A term of health-related physical fitness became topical with four its components: aerobic and/or cardiovascular fitness, body composition, abdominal muscle strength and endurance, and lower back and hamstring flexibility. Complex evaluation of health-related physical fitness and physical activity (PA may show a wider insight in health promotion and disease prevention. The aim of this study was to evaluate physical activity relation to health-related physical fitness in Physiotherapy (PT and Physical Education (PE students. Final study sample consisted of 67 students (46 women and 21 men (aged 21.61 ± 0.71. All participants filled in International Physical Activity Questionnaire. Health-related physical testing included: 1 body composition evaluation, 2 abdominal muscles strength tests, 3 dynamometry, 4 hamstring muscles and m. quadratus lumborum elasticity evaluation tests, 5 bicycle ergometer test (anaerobic threshold, maximal oxygen consumption. Results showed that most students had normal body composition parameters (BMI, body fat, muscle mass, body water in both genders and study programs. Women were less physically active that men, and PA duration was higher in PE students. PT students had higher body composition values, lower cardiorespiratory fitness parameters and lower handgrip strength in both hands than PE students. Greater PA generally implies a higher level of health-related physical fitness. PA significantly positively affects body composition, upper m. rectus abdominisstrength, grip strength and aerobic capacity.

  9. Physical Education Policies and Practices in California Private Secondary Schools.

    Science.gov (United States)

    Kahan, David; McKenzie, Thomas L

    2017-02-01

    Physical education (PE) is mandated in most states, but few studies of PE in private schools exist. We assessed selected PE policies and practices in private secondary schools (grades 6 to 12) in California using a 15-item questionnaire related to school characteristics and their PE programs. Responding schools (n = 450; response rate, 33.8%) were from 37 counties. Most were coeducational (91.3%) and had a religious affiliation (83%). Secular schools had more PE lessons, weekly PE min, and smaller class sizes. Most schools met guidelines for class size, but few met national recommendations for weekly PE minutes (13.7%), not permitting substitutions for PE (35.6%), and programs being taught entirely by PE specialists (29.3%). Private schools, which serve about 5 million US children and adolescents, may be falling short in providing quality PE. School stakeholders should encourage adoption and implementation of policies and practices that abide by professional guidelines and state statutes.

  10. Impact of an After-School Physical Activity Program on Youth's Physical Activity Correlates and Behavior

    Science.gov (United States)

    Huang, Chaoqun; Gao, Zan; Hannon, James C.; Schultz, Barry; Newton, Maria; Jenson, William

    2012-01-01

    The purpose of this investigation was to examine the effect of a sports-based, after-school physical activity (PA) program on youth's physical activity PA levels and PA correlates. After the pretest, 130 youth were assigned to the intervention group (i.e., after-school PA group) or the comparison (i.e., no after-school PA group) group.…

  11. Sociodemographic inequalities in leisure-time physical activity and active commuting to school in Brazilian adolescents: National School Health Survey (PeNSE 2009, 2012, and 2015).

    Science.gov (United States)

    Ferreira, Rodrigo Wiltgen; Varela, Andrea Ramirez; Monteiro, Luciana Zaranza; Häfele, César Augusto; Santos, Simone José Dos; Wendt, Andrea; Silva, Inácio Crochemore Mohnsam

    2018-01-01

    The objective of this study was to identify inequalities in leisure-time physical activity and active commuting to school in Brazilian adolescents, as well as trends according to gender, type of school, maternal schooling, and geographic region, from 2009 to 2015. This was a descriptive study based on data from the Brazilian National School Health Survey (PeNSE) in 2009, 2012, and 2015. Students were defined as active in their leisure time when they practiced at least 60 minutes of physical activity a day on five or more of the seven days prior to the interview. Active commuting to school was defined as walking or biking to school on the week prior to the interview. The outcomes were stratified by gender, type of school, maternal schooling, and geographic region. Inequalities were assessed by differences and ratios between the estimates, as well as summary inequality indices. The 2009, 2012, and 2015 surveys included 61,301, 61,145, and 51,192 schoolchildren, respectively. Prevalence of leisure-time physical activity was 13.8% in 2009, 15.9% in 2012, and 14.7% in 2015; the rates for active commuting to school were 70.6%, 61.7%, and 66.7%, respectively. Boys showed 10 percentage points higher prevalence of leisure-time physical activity and 5 points higher active commuting to school than girls. Children of mothers with more schooling showed a mean of 10 percentage points higher prevalence of leisure-time physical activity than children of mothers with the lowest schooling and some 30 percentage points lower in relation to active commuting to school. The observed inequalities remained constant over the course of the period. The study identified socioeconomic and gender inequalities that remained constant throughout the period and which were specific to each domain of physical activity.

  12. Guidelines for preparing high school psychology teachers: course-based and standards-based approaches.

    Science.gov (United States)

    2013-01-01

    Psychology is one of the most popular elective high school courses. The high school psychology course provides the foundation for students to benefit from psychological perspectives on personal and contemporary issues and learn the rules of evidence and theoretical frameworks of the discipline. The guidelines presented here constitute the second of two reports in this issue of the American Psychologist (January 2013) representing recent American Psychological Association (APA) policies that support high-quality instruction in the teaching of high school psychology. These guidelines, aligned to the standards presented in the preceding report, describe models for the preparation of preservice psychology teachers. The two reports together demonstrate the rigor and competency that should be expected in psychology instruction at the high school level.

  13. English Language Arts and Science Courses in a Virtual School: A Comparative Case Study

    Science.gov (United States)

    Tustin, Rachel Sarah

    Virtual K-12 schools have rapidly become a popular choice for parents and students in the last decade. However, little research has been done on the instructional practices used in virtual courses. As reflected in the central research question, the purpose of this study was to explore how teachers provided instruction for Grade 7-10 students in both English language arts and science courses in a virtual school in a southern state. The conceptual framework was based on Piaget's theory of cognitive development and Garrison, Anderson, and Siemens' research on instructional design. The units of analysis in this qualitative, comparative case study were four virtual courses; the data were collected from teacher and student questionnaires, threaded student discussions, student work samples, and archival records. The first level of data analysis involved coding and categorization using the constant comparative method, and the second level involved examining the data for patterns, themes, and relationships to determine key findings. Results indicated that a standardized virtual course design supported teacher use of direct instruction and summative assessments and some individualized instruction to deliver course content, including adjusting the course pace, conducting individual telephone conferences, and providing small group instruction using Blackboard Elluminate. Opportunities for student interaction and inquiry learning were limited. This study is expected to contribute to positive social change by providing educators and policymakers with an awareness of the critical need for further study of research-based instructional practices in K-12 virtual courses that would improve student learning.

  14. Healthy eating and physical activity in schools in Europe

    DEFF Research Database (Denmark)

    Simovska, Venka; Dadaczynski, Kevin; Woynarowska, Barbara

    2012-01-01

    at developing and implementing an effective tool for supporting the development of national policies on healthy eating and physical activity in schools across Europe. For this purpose, a package of publications (HEPS Toolkit) was produced and disseminated within the Schools for Health in Europe (SHE) network......Purpose: In this paper we introduce the HEPS project (Healthy Eating and Physical Activity in Schools) and discuss initial steps of the project implementation within EU countries. On the basis of the Health Promoting School approach as a conceptual foundation for the project, HEPS aimed...... recommendations are suggested for optimizing the further implementation of this, and other similar projects. Originality/ value: THE HEPS toolkit is the first attempt to support all EU member states in the development and implementation of a national policy on healthy eating and physical activity in schools...

  15. Relationship between motivation and learning in physical education and after-school physical activity.

    Science.gov (United States)

    Chen, Senlin; Sun, Haichun; Zhu, Xihe; Chen, Ang

    2014-12-01

    A primary goal of physical education is to develop physically literate individuals with the knowledge, skills, and confidence necessary for a physically active lifestyle. Guided by the expectancy-value and interest motivation theories, the purpose of this study was to identify the relationship between students' motivation and health-related fitness knowledge developed in physical education and their after-school physical activity participation. Third-, 4th-, and 5th-grade students (N = 293) from 6 elementary schools in a large metropolitan school district in the United States provided data on expectancy beliefs and perceived task values, situational interest, health-related fitness knowledge, and after-school physical activity. Data were analyzed using descriptive statistics and a simultaneous multiple regression model. It was found that expectancy beliefs (β = .20, t = 2.16, p = .03) and perceived exploration demand (β = .25, t = 2.58, p = .01), a source for situational interest, were positively related to after-school physical activity. The 2 variables, however, accounted for only 11.2% of the variances for children's after-school physical activity participation. This study demonstrates that students' active exploration and expectancy beliefs for success in physical education have limited influence on leisure-time physical activity participation.

  16. Change in physical education motivation and physical activity behavior during middle school.

    Science.gov (United States)

    Cox, Anne E; Smith, Alan L; Williams, Lavon

    2008-11-01

    To test a mediational model of the relationships among motivation-related variables in middle-school physical education and leisure-time physical activity behavior. Sixth- and seventh-grade physical education students from five middle schools in the midwest United States completed a survey containing measures of study variables on two occasions, 1 year apart. Motivation-related constructs positively predicted leisure-time physical activity behavior. Enjoyment of activities in physical education and physical activity during class mediated the relationship between self-determined motivation in physical education and leisure-time physical activity. Perceived competence, autonomy, and relatedness were important antecedent variables in the model, with autonomy and relatedness showing less stability over time and positively predicting self-determined motivation. Students' leisure-time physical activity is linked to motivation-related experiences in physical education. Perceptions of competence, autonomy, and relatedness, self-determined motivation, enjoyment, and physical activity in the physical education setting directly or indirectly predict leisure-time physical activity. The associations suggest that more adaptive motivation corresponds to transfer of behavior across contexts. Also, the findings suggest that the efficacy of school-based physical activity interventions, within and outside of school, is linked to the degree of support for students' self-determined motivation.

  17. 1994 European school of high-energy physics. Proceedings

    Energy Technology Data Exchange (ETDEWEB)

    Ellis, N [ed.; Gavela, B [ed.

    1995-06-30

    The European School of High-Energy Physics is intended to give young experimental physicists an introduction to the theoretical aspects of recent advances in elementary particle physics. These Proceedings contain lectures on field theory, the Standard Model, physics beyond the Standard Model, Quantum Chromodynamics and CP violation, as well as reports on the search for gravitational waves, stellar death and accounts of particle physics at CERN and JINR. Two local subjects are also treated: Pompeii and Mount Vesuvius. (orig.).

  18. 1994 European school of high-energy physics. Proceedings

    International Nuclear Information System (INIS)

    Ellis, N.; Gavela, B.

    1995-01-01

    The European School of High-Energy Physics is intended to give young experimental physicists an introduction to the theoretical aspects of recent advances in elementary particle physics. These Proceedings contain lectures on field theory, the Standard Model, physics beyond the Standard Model, Quantum Chromodynamics and CP violation, as well as reports on the search for gravitational waves, stellar death and accounts of particle physics at CERN and JINR. Two local subjects are also treated: Pompeii and Mount Vesuvius. (orig.)

  19. Effects of school physical education and aerobic training on risk ...

    African Journals Online (AJOL)

    Effects of school physical education and aerobic training on risk factors of atherosclerosis in Beninese adolescents. P Gouthan, M M Lawani, M Aremou, H Agboton, G Cazorla, L O Amuza, A L Toriola ...

  20. A short course in quantum information theory. An approach from theoretical physics

    International Nuclear Information System (INIS)

    Diosi, L.

    2007-01-01

    This short and concise primer takes the vantage point of theoretical physics and the unity of physics. It sets out to strip the burgeoning field of quantum information science to its basics by linking it to universal concepts in physics. An extensive lecture rather than a comprehensive textbook, this volume is based on courses delivered over several years to advanced undergraduate and beginning graduate students, but essentially it addresses anyone with a working knowledge of basic quantum physics. Readers will find these lectures a most adequate entry point for theoretical studies in this field. (orig.)

  1. Physics Contests for High School Students.

    Science.gov (United States)

    Fox, Doug; Nelson, Jim

    1983-01-01

    Describes how the Ontario Section of the American Association of Physics Teachers started a "Grade Eleven Prize Physics Contest" to generate interest in physics and recognize outstanding students. Also describes outcomes of contests, adaptation of the contest by Southeastern Pennsylvania Section, and suggestions for others wanting to…

  2. A provincial study of opportunities for school-based physical activity in secondary schools.

    Science.gov (United States)

    Dwyer, John J M; Allison, Kenneth R; LeMoine, Karen N; Adlaf, Edward M; Goodman, Jack; Faulkner, Guy E J; Lysy, Daria C

    2006-07-01

    Adolescents spend considerable time at school and thus it is important to understand their opportunities for school-based physical activity. This study surveyed Ontario secondary schools to identify the range of structured opportunities and their engagement by students. A questionnaire was mailed to key informants in 600 randomly selected secondary schools in Ontario, for which 474 respondents (79%) returned completed questionnaires. Curriculum-based physical education (PE) classes in grade nine were reported to be offered in all schools and these classes in grades 10, 11 and 12 were offered in almost all schools. Student enrollment in PE decreased from grades 9 to 12 (97.9%, 49.6%, 43.3% and 35.9%, respectively). Respondents reported that funding, timetable, facilities and resources made it somewhat difficult to implement the health and physical education curriculum in their schools. About two-thirds (65.5%) of the schools had an intramural program and 15.0% of students participated in it, whereas 97.2% of the schools had an inter-school sports program and 25.0% of students participated in it. Supervision issues made it difficult to provide intramural programs and funding made it difficult to provide inter-school sports programs. Although provision of physical activity opportunities in Ontario appears satisfactory, actual engagement by students is low. The results suggest that strategies to increase student participation in PE, intramural programs, and inter-school sports programs need further consideration.

  3. The Association Between the Physical Environment of Primary Schools and Active School Transport

    NARCIS (Netherlands)

    Kann, D.H.H. van; Kremers, S.P.J.; Gubbels, J.S.; Bartelink, N.H.M.; Vries, S.I. de; Vries, N.K. de; Jansen, M.W.J.

    2015-01-01

    This study examined the relationship between the physical environment characteristics of primary schools and active school transport among 3,438 5- to 12-year-old primary school children in the Netherlands. The environmental characteristics were categorized into four theory-based clusters (function,

  4. Physical Activity and School Absenteeism Due to Illness in Adolescents

    OpenAIRE

    de Groot, Renate; van Dijk, Martin; Savelberg, Hans; van Acker, Frederik; Kirschner, Paul

    2017-01-01

    Knowledge about the beneficial role of physical activity (PA) for health and school performance is growing. Studies investigating the link between PA and school absenteeism due to illness are lacking. Therefore we investigated associations between habitual PA and school absenteeism due to illness in adolescents and explored whether mental health and cardiovascular fitness mediated this association. 328 Students in grades 7 and 9 (mean age 13.8 years; 49% boys) were included. PA was measured o...

  5. EFFECTIVENESS IN USING INQUIRY-BASED TEXTBOOK OF PHYSICS FOR PHYSICS LEARNING IN VOCATIONAL HIGH SCHOOL.

    OpenAIRE

    Faiz Nour Rohmah; Indrawati; I Ketut Mahardika; Sutarto; Joko Waluyo; Nuriman.

    2018-01-01

    This research aimed to describe the effectiveness in using inquiry-based textbook of Physics for Physics Learning in Vocational High School. The effectiveness was reflected by student learning outcomes and responses after the implementation of inquiry-based textbook of Physics. The research method was quasi-experimental research with design of One Group Pre-test Post-test. The subjects of the research were students of X Multimedia odd semester, Vocational High School Al-Qodiri Jember. Data co...

  6. Injuries in Children with Extra Physical Education in Primary Schools

    DEFF Research Database (Denmark)

    Rexen, Christina; Andersen, Lars Bo; Ersbøll, Annette Kjær

    2014-01-01

    (1) Examine the influence of extra physical education (EPE) on the number of musculoskeletal injuries in public schools accounting for organized sports participation (OSP) outside school. (2) Examine the major injury subgroup: growth-related overuse (GRO) through the overuse-related injury group....

  7. International school-seminar on heavy ion physics

    International Nuclear Information System (INIS)

    Oganesyan, Yu.Ts.

    1990-01-01

    The reports of the International school-seminar on heavy ion physics are presented. Scientific program of the school-seminar covers a wide spectrum of the today trends of investigations conducted using heavy ion beams within the energy range from several MeV/nucleon up to several GeV/nucleon

  8. A "Marked Success": Physical Activity at Miss White's School

    Science.gov (United States)

    Morice, Linda C.

    2008-01-01

    This article examines the career of Flora White, who operated a school for girls in Concord, Massachusetts (USA) from 1897 to 1914. The school promoted individualised learning and physical activity for young women. Its programme of female exercise and sports ran counter to prevailing scholarly, medical, and popular opinion in the US. White faced…

  9. African American Physical Education Folklore Surrounding School Transition

    Science.gov (United States)

    Woodruff, Elizabeth A.; Curtner-Smith, Matthew D.

    2015-01-01

    Transferring from elementary to secondary school can be difficult for many children, and students making this transition often suffer from anxiety and stress. One source of stress can be found in the scary stories transitioning pupils hear about their new schools, particularly those about physical education and sport. The purpose of this study was…

  10. Sports in elementary school: : physical education specialists vs. group teachers

    NARCIS (Netherlands)

    de Groot, Wouter; Moolenaar, Ben; Mombarg, Remo

    2014-01-01

    Introduction In elementary school, children have to learn fundamental motor skills to ensure a lifetime participation in sports. An essential part of this learning process is organized in physical education lessons and other sport activities during or after school time. The quality and quantity of

  11. Effect of school learning culture on achievement in physics ...

    African Journals Online (AJOL)

    Findings revealed that there is a significant relationship between school learning culture and achievement in student in Physics. The paper therefore recommended that stake holders in the education sector should encourage a congenial school learning culture capable of raising a high level achievement in the senior ...

  12. Gender Differences in High School Students' Interests in Physics

    Science.gov (United States)

    Baran, Medine

    2016-01-01

    The aim of this research was to determine the interests of high school students in Physics and variable of how the influential factors on their interests depending on gender. The research sample included 154 (F:78 M:76) high school students. A structured interview form was used as the data collection tool in the study. The research data were…

  13. Physical Therapists' Perceptions of School-Based Practices.

    Science.gov (United States)

    Holt, Sheryl L; Kuperstein, Janice; Effgen, Susan K

    2015-01-01

    Surveys have reported that most school-based physical therapists perceive ideal practices are not commonly implemented in their settings. Our aim was to obtain a more in-depth understanding of these perceptions through open-ended inquiry. Qualitative data were derived from voluntary open-ended responses provided upon completion of a survey regarding school-based physical therapy practice. Of the survey's 561 participants, 250 provided open-ended commentaries that were analyzed using interpretive phenomenology. Six qualitative themes emerged from the open-ended responses, including: In quest: Meeting students' school-based needs via physical therapy; Seeking relatedness: Finding working teams in the school system; Building understanding: Developing a voice/identity in the school context; Stretched beyond limits: Managing workloads; Networking: Coordinating services outside school to meet student needs; Defying definition: What does working in an educational model mean? School-based physical therapists seek to meet educationally relevant physical therapy needs of students, ages 3 to 21 years. Successes appear woven of a multitude of factors such as therapist expertise, team dynamics, and district supports.

  14. Association of School Environment and After-School Physical Activity with Health-Related Physical Fitness among Junior High School Students in Taiwan

    Science.gov (United States)

    Lo, Kai-Yang; Wu, Min-Chen; Tung, Shu-Chin; Hsieh, City C.; Yao, Hsueh-Hua; Ho, Chien-Chang

    2017-01-01

    The relationship between students’ school environment and exercise habits is complex, and is affected by numerous factors. However, the few studies that have been conducted on this relationship have reported inconsistent results, especially regarding Taiwanese students. We conducted this cross-sectional study to investigate the association of school environment and after-school physical activity with health-related physical fitness in Taiwanese adolescents. Data were drawn from a national survey conducted by the Ministry of Education in Taiwan in 2008 of health-related physical fitness measurements among junior high school students (649,442 total) in grades seven to nine. School environment (level of urbanization, school size, presence of sports field or gymnasium) and after-school physical activity were assessed for their association with adolescents’ physical fitness measurements (body mass index (BMI), bent-leg sit-ups, 800-/1600-m run, sit-and-reach, standing long jump). Urban boys and girls perform significantly better in muscle strength and endurance, cardiorespiratory endurance, flexibility, and explosive power; girls from rural areas exhibited significantly worse scores in body composition. Boys from large-size schools performed the worst in cardiorespiratory endurance, flexibility, and explosive power; whereas girls from large-size schools performed the worst in muscle strength, muscle endurance, and explosive power, but had the best score for body composition. However, the differences in body composition of boys from large-, medium-, and small- size schools did not reach a statistically significant level. Adolescents of both genders in schools with a sports field or gymnasium exhibited significantly better in muscle strength and endurance, cardiorespiratory endurance, and explosive power. Boys in schools with a sports field or gymnasium had significantly better body composition; girls in schools with sports field or gymnasium differed significantly in

  15. Association of School Environment and After-School Physical Activity with Health-Related Physical Fitness among Junior High School Students in Taiwan

    Directory of Open Access Journals (Sweden)

    Kai-Yang Lo

    2017-01-01

    Full Text Available The relationship between students’ school environment and exercise habits is complex, and is affected by numerous factors. However, the few studies that have been conducted on this relationship have reported inconsistent results, especially regarding Taiwanese students. We conducted this cross-sectional study to investigate the association of school environment and after-school physical activity with health-related physical fitness in Taiwanese adolescents. Data were drawn from a national survey conducted by the Ministry of Education in Taiwan in 2008 of health-related physical fitness measurements among junior high school students (649,442 total in grades seven to nine.School environment (level of urbanization, school size, presence of sports field or gymnasium and after-school physical activity were assessed for their association with adolescents’ physical fitness measurements (body mass index (BMI, bent-leg sit-ups, 800-/1600-m run, sit-and-reach, standing long jump. Urban boys and girls perform significantly better in muscle strength and endurance, cardiorespiratory endurance, flexibility, and explosive power; girls from rural areas exhibited significantly worse scores in body composition. Boys from large-size schools performed the worst in cardiorespiratory endurance, flexibility, and explosive power; whereas girls from large-size schools performed the worst in muscle strength, muscle endurance, and explosive power, but had the best score for body composition. However, the differences in body composition of boys from large-, medium-, and small- size schools did not reach a statistically significant level. Adolescents of both genders in schools with a sports field or gymnasium exhibited significantly better in muscle strength and endurance, cardiorespiratory endurance, and explosive power. Boys in schools with a sports field or gymnasium had significantly better body composition; girls in schools with sports field or gymnasium differed

  16. Assessing the Effectiveness of Studio Physics in Introductory-Level Courses at Georgia State University

    Science.gov (United States)

    Upton, Brianna; Evans, John; Morrow, Cherilynn; Thoms, Brian

    2009-11-01

    Previous studies have shown that many students have misconceptions about basic concepts in physics. Moreover, it has been concluded that one of the challenges lies in the teaching methodology. To address this, Georgia State University has begun teaching studio algebra-based physics. Although many institutions have implemented studio physics, most have done so in calculus-based sequences. The effectiveness of the studio approach in an algebra-based introductory physics course needs further investigation. A 3-semester study assessing the effectiveness of studio physics in an algebra-based physics sequence has been performed. This study compares the results of student pre- and post-tests using the Force Concept Inventory. Using the results from this assessment tool, we will discuss the effectiveness of the studio approach to teaching physics at GSU.

  17. Reducing Physical Violence Toward Primary School Students With Disabilities.

    Science.gov (United States)

    Devries, Karen; Kuper, Hannah; Knight, Louise; Allen, Elizabeth; Kyegombe, Nambusi; Banks, Lena Morgon; Kelly, Susan; Naker, Dipak

    2018-03-01

    We tested whether the Good School Toolkit reduces physical violence from peers and school staff toward students with and without disabilities in Ugandan primary schools. We conducted a cluster randomized controlled trial, with data collected via cross-sectional surveys in 2012 and 2014. Forty-two primary schools in Luwero District, Uganda, were randomly assigned to receive the Good School Toolkit for 18 months, or to a waitlisted control group. The primary outcome was past week physical violence from school staff, measured by primary 5, 6, and 7 students' (aged 11-14 years) self-reports using the International Society for the Prevention of Child Abuse and Neglect Child Abuse Screening Tool-Child Institutional. Disability was assessed through the six Short Set Washington Group questions on functioning. Analyses were by intention to treat. At endline, 53% of control group students with no functional difficulties reported violence from peers or school staff, versus 84% of students with a disability. Prevalence of past week physical violence from school staff was lower in intervention schools than in the control schools after the intervention, in students with no functional difficulties (adjusted odds ratio [aOR] = .41, 95% confidence interval [CI .26-.65]), students with some functional difficulties (aOR = .36, 95% CI .21-.63), and students with disabilities (aOR = .29, 95% CI .14-.59). The intervention also reduced violence from peers in young adolescents, with no evidence of a difference in effect by disability status. The Good School Toolkit is an effective intervention to reduce violence perpetrated by peers and school staff against young adolescents with disabilities in Ugandan primary schools. Copyright © 2017 The Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

  18. Physical Environmental Barriers to School Attendance among ...

    African Journals Online (AJOL)

    environment were the major barriers to school attendance. Conclusion: To ... Key words: Parents/caregivers, children with disabilities, barriers. Introduction .... It is not safe to walk ... feeling, learning, behaviour, and fits or convulsions. [19] The ...

  19. 1995 European school of high-energy physics. Proceedings

    Energy Technology Data Exchange (ETDEWEB)

    Ellis, N; Neubert, M [eds.

    1996-06-11

    The European School of High-Energy Physics is intended to give young experimentalists an introduction to the theoretical aspects of recent advances in elementary particle physics. These proceedings contain lectures on Field Theory, the Standard Model, Physics beyond the Standard Model, Quantum Chromodynamics and Deep Inelastic Scattering, B-Physics and CP Violation, Neutrino Oscillations, Dark Matter, Experimental Techniques, as well as reports on Heavy Ions and Collider Physics and an account of particle physics at JINR. Two local subjects are also treated: Conditions for Science in Russia, and Search for Heavy Elements. (orig.).

  20. 1995 European school of high-energy physics. Proceedings

    International Nuclear Information System (INIS)

    Ellis, N.; Neubert, M.

    1996-01-01

    The European School of High-Energy Physics is intended to give young experimentalists an introduction to the theoretical aspects of recent advances in elementary particle physics. These proceedings contain lectures on Field Theory, the Standard Model, Physics beyond the Standard Model, Quantum Chromodynamics and Deep Inelastic Scattering, B-Physics and CP Violation, Neutrino Oscillations, Dark Matter, Experimental Techniques, as well as reports on Heavy Ions and Collider Physics and an account of particle physics at JINR. Two local subjects are also treated: Conditions for Science in Russia, and Search for Heavy Elements. (orig.)

  1. Surveying Turkish high school and university students’ attitudes and approaches to physics problem solving

    Directory of Open Access Journals (Sweden)

    Nuri Balta

    2016-04-01

    Full Text Available Students’ attitudes and approaches to physics problem solving can impact how well they learn physics and how successful they are in solving physics problems. Prior research in the U.S. using a validated Attitude and Approaches to Problem Solving (AAPS survey suggests that there are major differences between students in introductory physics and astronomy courses and physics experts in terms of their attitudes and approaches to physics problem solving. Here we discuss the validation, administration, and analysis of data for the Turkish version of the AAPS survey for high school and university students in Turkey. After the validation and administration of the Turkish version of the survey, the analysis of the data was conducted by grouping the data by grade level, school type, and gender. While there are no statistically significant differences between the averages of various groups on the survey, overall, the university students in Turkey were more expertlike than vocational high school students. On an item by item basis, there are statistically differences between the averages of the groups on many items. For example, on average, the university students demonstrated less expertlike attitudes about the role of equations and formulas in problem solving, in solving difficult problems, and in knowing when the solution is not correct, whereas they displayed more expertlike attitudes and approaches on items related to metacognition in physics problem solving. A principal component analysis on the data yields item clusters into which the student responses on various survey items can be grouped. A comparison of the responses of the Turkish and American university students enrolled in algebra-based introductory physics courses shows that on more than half of the items, the responses of these two groups were statistically significantly different, with the U.S. students on average responding to the items in a more expertlike manner.

  2. Physical activity across the life-course: Socio-cultural approaches

    DEFF Research Database (Denmark)

    Evans, Adam Brian; Nistrup, Anne; Allen-Collinson, Jacquelyn

    2018-01-01

    The subjective, lived elements of old age in physical activity promotion are central in defining how older people ascribe meaning to experiences of being active. Many such meanings are developed throughout the life course. From a longitudinal perspective, although continuity theory can be helpful...... be interdependent with how others define them, and how they define others. We offer recommendations about how this shift in perspective can empower older people to be active agents within figurations of physical activity promotion....

  3. Effective Practices for Training and Inspiring High School Physics Teachers

    Science.gov (United States)

    Magee-Sauer, Karen

    It is well-documented that there is a nationwide shortage of highly qualified high school physics teachers. Not surprising, institutions of higher education report that the most common number of physics teacher graduates is zero with the majority of institutions graduating less than two physics teachers per year. With these statistics in mind, it is critical that institutions take a careful look at how they recruit, train, and contribute to the retention of high school physics teachers. PhysTEC is a partnership between the APS and AAPT that is dedicated to improving and promoting the education of high school physics teachers. Primarily funded by the NSF and its partnering organizations, PhysTEC has identified key components that are common to successful physics teacher preparation programs. While creating a successful training program in physics, it is also important that students have the opportunity for a ``do-able'' path to certification that does not add further financial debt. This talk will present an overview of ``what works'' in creating a path for physics majors to a high school physics teaching career, actions and activities that help train and inspire pre-service physics teachers, and frameworks that provide the support for in-service teachers. Obstacles to certification and the importance of a strong partnership with colleges of education will be discussed. Several examples of successful physics high school teacher preparation programs will be presented. This material is part of the Physics Teacher Education Coalition project, which is based upon work supported by the National Science Foundation under Grant Nos. 0808790, 0108787, and 0833210.

  4. Effectiveness of a GUM-compliant course for teaching measurement in the introductory physics laboratory

    International Nuclear Information System (INIS)

    Pillay, Seshini; Buffler, Andy; Lubben, Fred; Allie, Saalih

    2008-01-01

    An evaluation of a course aimed at developing university students' understanding of the nature of scientific measurement and uncertainty is described. The course materials follow the framework for metrology as recommended in the Guide to the Expression of Uncertainty in Measurement (GUM). The evaluation of the course is based on responses to written questionnaires administered to a cohort of 76 first year physics students both pre- and post-instruction, which were interpreted in terms of 'point' or 'set' reasoning. These findings are compared with responses from a control group of 70 students who completed a similar laboratory course apart from the use of traditional approaches to measurement and data analysis. The results suggest that the GUM framework, together with the specific teaching strategies described, provides opportunities for more effective learning of measurement and uncertainty in the introductory laboratory

  5. Impact of an Engineering Case Study in a High School Pre-Engineering Course

    Science.gov (United States)

    Rutz, Eugene; Shafer, Michelle

    2011-01-01

    Students at an all-girls high school who were enrolled in an introduction to engineering course were presented an engineering case study to determine if the case study affected their attitudes toward engineering and their abilities to solve engineering problems. A case study on power plants was implemented during a unit on electrical engineering.…

  6. How to Teach Chess in the Public Schools: A Course Outline.

    Science.gov (United States)

    Schmidt, Bernard

    Educational objectives and course outlines for beginning, intermediate, and advanced chess instruction in elementary and secondary schools are provided. Objectives are that students will develop analytical, synthetic, and decision-making skills, learn to engage in thorough chess research that will enhance their ability to do any research, and gain…

  7. [Experimental Course in Elementary Number Theory, Cambridge Conference on School Mathematics Feasibility Study No. 35.

    Science.gov (United States)

    Hatch, Mary Jacqueline

    In the winter of 1965, an experimental course in Elementary Number Theory was presented to a 6th grade class in the Hosmer School, Watertown, Massachusetts. Prior to the introduction of the present material, students had been exposed in class to such topics from the University of Illinois Arithmetic Project as lattices, number lines, frame…

  8. The Development of Anti-Corruption Education Course for Primary School Teacher Education Students

    Science.gov (United States)

    Indawati, Ninik

    2015-01-01

    The purpose of this research was to develop learning tools as well as test the effectiveness of the implementation of anti-corruption education course for Primary School Teacher Education students, who must be able to transfer anti-corruption values to learners. The research method refers to the development of procedural models, which is…

  9. Students' Perceptions of Factors That Contribute to Risk and Success in Accelerated High School Courses

    Science.gov (United States)

    Shaunessy-Dedrick, Elizabeth; Suldo, Shannon M.; Roth, Rachel A.; Fefer, Sarah A.

    2015-01-01

    In this qualitative study, we investigated 15 successful and 15 struggling high school students, perceived stressors, coping strategies, and intrapersonal and environmental factors that students perceive to influence their success in college-level courses. We found that students' primary sources of stress involved meeting numerous academic demands…

  10. Words Du Jour: An Analysis of Traditional and Transitional Course Descriptors at Select J-Schools

    Science.gov (United States)

    Spillman, Mary; Kuban, Adam J.; Smith, Suzy J.

    2017-01-01

    Journalism education may be at a tipping point. It is unclear, however, what new form curricula might take. Through an analysis of individual course titles and descriptions that appeared in the 2013-2014 undergraduate catalogs of 68 selected universities, this exploratory study finds that most departments/schools are not offering classes that…

  11. Political Terrorism: A Mini-Course for High School Social Studies.

    Science.gov (United States)

    Ellington, Lucien

    By participating in the 2-week mini-course, high school students will learn that (1) there is a difference between political terror and other criminal activity; (2) governments as well as nongovernmental groups engage in political terrorism; (3) political terrorism has been present throughout history; (4) political terrorism is a world wide…

  12. A Collaborative Bovine Artificial Insemination Short Course for Students Attending a Caribbean Veterinary School

    Science.gov (United States)

    Dalton, Joseph C.; Robinson, James Q.; DeJarnette, J. M.

    2013-01-01

    Artificial insemination (AI) of cattle is a critical career skill for veterinarians interested in food animal practice. Consequently, Ross University School of Veterinary Medicine Student Chapter of the American Association of Bovine Practitioners, Select Sires, and University of Idaho Extension have partnered to offer an intensive 2-day course to…

  13. The Opinions of Middle School Mathematics Teachers on the Integration of Mathematics Course and Social Issues

    Science.gov (United States)

    Turhan Turkkan, Buket; Karakus, Memet

    2018-01-01

    The purpose of this study is to examine the opinions of middle school mathematics teachers on the integration of mathematics course and social issues. For this purpose, qualitative research method was used in this study. As for determining the participants of the research, criterion sampling among purposeful sampling methods was used. Being a…

  14. Economics (A High School One Semester Course). Instructional Materials/Resources for Social Studies.

    Science.gov (United States)

    Jackstadt, Stephen L.; And Others

    Designed to aid teachers of a high school economics course, this curriculum guide is presented in self-contained units of study. Thirteen units, each with specific lessons, cover economic problems, the market system, market structure, market imperfections, government regulation, the national economy, aggregate supply and demand, the business…

  15. Observations Of General Learning Patterns In An Upper-Level Thermal Physics Course

    Science.gov (United States)

    Meltzer, David E.

    2009-11-01

    I discuss some observations from using interactive-engagement instructional methods in an upper-level thermal physics course over a two-year period. From the standpoint of the subject matter knowledge of the upper-level students, there was a striking persistence of common learning difficulties previously observed in students enrolled in the introductory course, accompanied, however, by some notable contrasts between the groups. More broadly, I comment on comparisons and contrasts regarding general pedagogical issues among different student sub-populations, for example: differences in the receptivity of lower- and upper-level students to diagrammatic representations; varying receptivity to tutorial-style instructional approach within the upper-level population; and contrasting approaches to learning among physics and engineering sub-populations in the upper-level course with regard to use of symbolic notation, mathematical equations, and readiness to employ verbal explanations.

  16. A new course and textbook on Physical Models of Living Systems, for science and engineering undergraduates

    Science.gov (United States)

    Nelson, Philip

    2015-03-01

    I'll describe an intermediate-level course on ``Physical Models of Living Systems.'' The only prerequisite is first-year university physics and calculus. The course is a response to rapidly growing interest among undergraduates in a broad range of science and engineering majors. Students acquire several research skills that are often not addressed in traditional courses: Basic modeling skills Probabilistic modeling skills Data analysis methods Computer programming using a general-purpose platform like MATLAB or Python Dynamical systems, particularly feedback control. These basic skills, which are relevant to nearly any field of science or engineering, are presented in the context of case studies from living systems, including: Virus dynamics Bacterial genetics and evolution of drug resistance Statistical inference Superresolution microscopy Synthetic biology Naturally evolved cellular circuits. Work supported by NSF Grants EF-0928048 and DMR-0832802.

  17. An undergraduate course, and new textbook, on ``Physical Models of Living Systems''

    Science.gov (United States)

    Nelson, Philip

    2015-03-01

    I'll describe an intermediate-level course on ``Physical Models of Living Systems.'' The only prerequisite is first-year university physics and calculus. The course is a response to rapidly growing interest among undergraduates in several science and engineering departments. Students acquire several research skills that are often not addressed in traditional courses, including: basic modeling skills, probabilistic modeling skills, data analysis methods, computer programming using a general-purpose platform like MATLAB or Python, dynamical systems, particularly feedback control. These basic skills, which are relevant to nearly any field of science or engineering, are presented in the context of case studies from living systems, including: virus dynamics; bacterial genetics and evolution of drug resistance; statistical inference; superresolution microscopy; synthetic biology; naturally evolved cellular circuits. Publication of a new textbook by WH Freeman and Co. is scheduled for December 2014. Supported in part by EF-0928048 and DMR-0832802.

  18. Dialogic learning and physical education: School sport and physical education promoting health, school success and social cohesion

    Directory of Open Access Journals (Sweden)

    Marcos Castro Sandúa

    2015-09-01

    Full Text Available Purpose: the notion of dialogic learning is on the basis of educational practices (Successful Educational Actions and projects (Schools as Learning Communities that are currently improving coexistence and promoting school success in more and more schools around the world. Physical Education has to find its place within this context and to define how to contribute to these aims from its specificity, as it is a subject in which the body and the movement have leading roles for learning and it is increasingly emphasizing the promotion of healthy habits. Due to all that, this article pretends to offer orientations to professionals and schools for building a more dialogic Physical Education. Design/methodology: a review of scientific literature on Physical Education and dialogic learning has been done starting from the results of the Juega Dialoga y Resuelve [Play, Dialogue and Solve] project (Spanish RTD National Plan and from the results obtained in the search for the topics “dialogic learning” and ”successful educational actions” in the ISI Web of Science. Findings: the results of the literature review show that the principles of dialogic learning and their practical development can be transferred to Physical Education and school sport in order to contribute to school success and to improve students’ and their communities’ health. Practical implications: orientations for professionals and schools to organize the practice of Physical Education and school sport in accordance with the principles of dialogic learning derive from the analysis. Social implications: the orientations promote school success for students and social cohesion and health for them and their communities. Originality/value: the article presents innovative elements for the organization of Physical Education and school sport that can be useful for teachers and other professionals.

  19. Influence of Learning Strategy of Cognitive Conflict on Student Misconception in Computational Physics Course

    Science.gov (United States)

    Akmam, A.; Anshari, R.; Amir, H.; Jalinus, N.; Amran, A.

    2018-04-01

    Misconception is one of the factors causing students are not suitable in to choose a method for problem solving. Computational Physics course is a major subject in the Department of Physics FMIPA UNP Padang. The problem in Computational Physics learning lately is that students have difficulties in constructing knowledge. The indication of this problem was the student learning outcomes do not achieve mastery learning. The root of the problem is the ability of students to think critically weak. Student critical thinking can be improved using cognitive by conflict learning strategies. The research aims to determine the effect of cognitive conflict learning strategy to student misconception on the subject of Computational Physics Course at the Department of Physics, Faculty of Mathematics and Science, Universitas Negeri Padang. The experimental research design conducted after-before design cycles with a sample of 60 students by cluster random sampling. Data were analyzed using repeated Anova measurements. The cognitive conflict learning strategy has a significant effect on student misconception in the subject of Computational Physics Course.

  20. Analysis of foreign physical activity recommendations and guidelines for schools

    Directory of Open Access Journals (Sweden)

    Jan Pavelka

    2014-06-01

    Full Text Available Background:An adequate level of physical activity is an important part of children's lifestyle. The school environment plays a significant role in the area of interventions and strategies aiming to increase the level of physical activity in children. Objectives: The aim of this study is to analyse foreign recommendations leading to an increased level of physical activity in children and young people in Czech schools. Methods: A systematic search of studies published between 1988 and 2012 in the English language was completed in library databases Medline, Sport Discus, ProQuest, PsychInfo, ERIC, Wiley InterScience using the following keywords: physical activity, guidelines, recommendations, school and youth. The studies were then classified based on abstract and full-text analyses. Using a content analysis the expert team formulated the final recommendations to increase the level of physical activity for schools in the Czech Republic (CR. Results: Out of the total number of 91 identified foreign studies, 25 met the predetermined criteria and were used as a basis for formulating the recommendations. These foreign studies included 15 papers published in USA, two in Australia, two in Great Britain, two in Canada, one in the European Union, one in New Zealand and one international paper (an international consensus of experts from 34 countries. Based on the interpretation of the evidence, its justification and final consensus of the expert team, the basic areas for the recommendations to increase the level of physical activity in schools in the CR were identified. Conclusions: An analysis of foreign recommendations to increase the level of physical activity designed for schools and school facilities is one of the possible methods of formulating domestic recommendations. This recommendation could contribute to deeper understanding of the issue of the deteriorating lifestyle of school-aged children in the CR and reflects the efforts for improvement.

  1. Physical Computing for STEAM Education: Maker-Educators' Experiences in an Online Graduate Course

    Science.gov (United States)

    Hsu, Yu-Chang; Ching, Yu-Hui; Baldwin, Sally

    2018-01-01

    This research explored how K-16 educators learned physical computing, and developed as maker-educators in an online graduate course. With peer support and instructor guidance, these educators designed maker projects using Scratch and Makey Makey, and developed educational maker proposals with plans of teaching the topics of their choice in STEAM…

  2. Integrating a Single Tablet PC in Chemistry, Engineering, and Physics Courses

    Science.gov (United States)

    Rogers, James W.; Cox, James R.

    2008-01-01

    A tablet PC is a versatile computer that combines the computing power of a notebook with the pen functionality of a PDA (Cox and Rogers 2005b). The authors adopted tablet PC technology in order to improve the process and product of the lecture format in their chemistry, engineering, and physics courses. In this high-tech model, a single tablet PC…

  3. Cultivating the Capacity for Formal Reasoning: Objectives and Procedures in an Introductory Physical Science Course

    Science.gov (United States)

    Arons, A. B.

    1976-01-01

    Describes special factors and procedures which are utilized in an introductory physical science course for nonscience majors. It is designed to enable students who are at a concrete or transitional stage to attain the formal operational level of development. (Author/SL)

  4. A Game-Based Approach to an Entire Physical Chemistry Course

    Science.gov (United States)

    Daubenfeld, Thorsten; Zenker, Dietmar

    2015-01-01

    We designed, implemented, and evaluated a game-based learning approach to increase student motivation and achievement for an undergraduate physical chemistry course. By focusing only on the most important game aspects, the implementation was realized with a production ratio of 1:8 (study load in hours divided by production effort in hours).…

  5. Dietary and Physical Activity Behaviors of Middle School Youth: The Youth Physical Activity and Nutrition Survey

    Science.gov (United States)

    Zapata, Lauren B.; Bryant, Carol A.; McDermott, Robert J.; Hefelfinger, Jennie A.

    2008-01-01

    Background: Obesity has become a national epidemic among youth. Declining physical activity and poor nutrition contribute to this epidemic. The purpose of this study was to obtain data on middle school students' physical activity and nutrition knowledge and practices. Methods: The Youth Physical Activity and Nutrition Survey was developed and…

  6. Engaging High School Students in Advanced Math and Science Courses for Success in College: Is Advanced Placement the Answer?

    Science.gov (United States)

    Kelley-Kemple, Thomas; Proger, Amy; Roderick, Melissa

    2011-01-01

    The current study provides an in-depth look at Advanced Placement (AP) math and science course-taking in one school district, the Chicago Public Schools (CPS). Using quasi-experimental methods, this study examines the college outcomes of students who take AP math and science courses. Specifically, this study asks whether students who take AP math…

  7. A formative evaluation of a high school blended learning biology course

    Science.gov (United States)

    Nellman, Stephen William

    As growing student populations continue to tax the resources of public high schools, administrators are constantly looking for ways to address the needs of all students. One option for increasing the number of students in a classroom without sacrificing quality of instruction is to use "blended learning". Blended learning is defined by Marsh et al. (2003, p.2) as a situation where "face-to-face and distance education delivery methods and resources are merged". In such a course, students receive the benefits of classroom-based instruction, while also benefiting from several aspects of distance learning. This is especially true for science courses that rely heavily on both hands-on labs and various multimedia. The purpose of this study was a formative evaluation of a high school blended learning biology course, focusing on a genetics unit. The research question addressed by the study was "Will participants increase their domain knowledge and problem-solving skills after instruction in a high school level blended distance learning biology course? Also investigated was if higher levels of self-regulation skills were correlated to higher levels of content-understanding and problem-solving. The study was composed of a pilot study and a main study. Participants were students in an urban Southern California public high school biology course. Classroom instruction was from a single instructor, and online content was managed using the "Moodle" course management system. Participants were assessed for their gains in genetics content-understanding, genetics problem-solving skills (Punnett squares), and self-regulation. Additionally, participant reactions to the blended instruction model were surveyed. Results indicated that significant increases (pself-regulation skills were not shown to be significantly correlated to increased content-understanding, or problem-solving skills. Participants reacted positively to the blended model, suggesting that it be used more often in their

  8. Change at the top for the CERN physics schools

    CERN Multimedia

    2009-01-01

    After directing the CERN physics schools since 1993, Egil Lillestøl has handed over to Nick Ellis. At the same time, Hélène Haller has taken over from Danielle Métral as the schools’ administrator. From left to right: Nick Ellis, Hélène Haller, Danielle Métral and Egil Lillestøl.The CERN physics schools for young experimentalists date back to the 1960s and as early as 1971 collaboration with the Joint Institute for Nuclear Research (JINR) in Dubna led to the Joint CERN-JINR schools, which reached beyond CERN’s Member States every two years. Then, in 1993, CERN and JINR agreed to organize the schools jointly every year, as the European School for High-Energy Physics. Egil Lillestøl, has not only run this school very successfully since then, but also created the CERN Latin American School of High-Energy Physics, beginning in 2001. Danielle Métral has been responsible for the schools’ administration since 2001, both for t...

  9. High School Physical Sciences Teachers' Competence in Some ...

    African Journals Online (AJOL)

    Teachers' lack of competence in cognitive skills and strategies would be an important limiting factor in the successful implementation of the Physical Sciences curriculum. An urgent need ... Keywords: Cognitive skills, thinking skills, questions testing skills, problem solving, teacher training, high school physical science ...

  10. Teaching Quantum Physics in Upper Secondary School in France:

    Science.gov (United States)

    Lautesse, Philippe; Vila Valls, Adrien; Ferlin, Fabrice; Héraud, Jean-Loup; Chabot, Hugues

    2015-01-01

    One of the main problems in trying to understand quantum physics is the nature of the referent of quantum theory. This point is addressed in the official French curriculum in upper secondary school. Starting in 2012, after about 20 years of absence, quantum physics has returned to the national program. On the basis of the historical construction…

  11. Physical education and school sport: The International Sport in ...

    African Journals Online (AJOL)

    The World Summit on Physical Education, held in Berlin in November 1999, called attention to the serious decline in the state and status of physical education and school sport, all over the world. This report outlines the methods of the Sport in Education Project (SpinEd), an international research project, funded by the ...

  12. Recruitment of Secondary School Physics Teachers--An International Viewpoint.

    Science.gov (United States)

    Mayfield, M. R.

    This report of the findings of the working group on "recruitment" of the International Congress on the Education of Secondary School Physics Teachers held in Hungary in September, 1970, includes reasons for the shortage of physics teachers (low salaries, excessive class load, lack of prestige, and inadequate programs of teacher preparation),…

  13. Promoting youth physical activity and healthy weight through schools.

    Science.gov (United States)

    Rye, James A; O'Hara Tompkins, Nancy; Eck, Ronald; Neal, William A

    2008-01-01

    The prevalence of overweight in youth has increased three- to four-fold in the United States since the 1960s. The school environment can play prominently in the mitigation of this epidemic by increasing physical activity opportunities/ levels, decreasing the availability of food/ beverage with added sugar, and enhancing students' scientific understandings about energy balance. The potential to increase energy expenditure goes beyond the school day to include safe routes for walking and biking to school (active transport) as well as the availability of school facilities as a community resource for physical activity outside of school hours. However, school consolidation and siting decisions have profound effects on active transport as well as the school as a community resource. Teachers and adolescents should not be overlooked as important partners in conceiving and carrying out programming that seeks to increase physical activity levels in youth and the broader community. As leaders and health care providers in their communities, physicians are postured to be effective advocates of, and to leverage in their own practice, school-based policies and practices towards promoting healthy weight in youth.

  14. THE TECHNOLOGIES OF DESIGNING THE DISTANCE COURSE FOR PRIMARY SCHOOL TEACHERS’ TRAINING

    Directory of Open Access Journals (Sweden)

    Juliia Katasonova

    2016-11-01

    Full Text Available Nowadays distance education became one of the main forms of studying and became popular in many countries of the world. The rash development of technologies, increasing of the education significance and global informatization makes distance learning one of the foreground directions of the modern education. Nowadays distance learning became an essential part of Primary school teachers professional preparation. There is an actual question of the creation and the implementation of distance courses to the preparation of the future primary school teachers, that will significantly increase the quality of studying. During the process of analyzing the literature, it was identified, that distance learning – is a pedagogical technology. That`s why, before beginning the designing of a distance course, you should remember the main components of a pedagogical technology. In the work «The components of the pedagogical technology», written by V. Bespalko, the foundation of the pedagogical techoogy is considered to be didactics. Modern scientists (V. Kremen, Ye. Rybalko, S. Sysoieva, A. Khutorskyi support the position of V.Bespalko and connect didactic principles with the organization of distance learning.The closest to our understanding appeared some theoretical positions of the work by V. Bikov, V. Kuharenko e.tc., that is called «The technologies of developing of the distance course:tutorial»,in which they offer five stages of designing of the online course: analysis, designing, development, implementation, valuation. During designing of a course, you also should remember about technical methods of realization of the distance education. V. Vishnivsky mentions, that a choice of the e-learning platform is a very important step. Modern platforms divide into two big categories: commercial and free. Try to determine basic steps of designing and creating of a distance course for the future Primary school teachers and use the result during the creation of the

  15. Jumpin' Jaguars: Encouraging Physical Activity After School

    Science.gov (United States)

    Erwin, Heather E.; Rose, Stephanie A.; Small, Sarah R.; Perman, Jay

    2016-01-01

    Many afterschool physical activity programs and curricula are available, but evaluation of their effectiveness is needed. Well-marketed programs such as the Child and Adolescent Trial for Cardiovascular Health (CATCH) Kids Club have shown limited effectiveness in increasing physical activity for participants in comparison to control groups.…

  16. School Physics Education in Southeast Asia.

    Science.gov (United States)

    Seng, Chin Pin; Tee, Tan Boon

    1978-01-01

    Traces physics curriculum innovation in Southeast Asia since the 1950s. The unique features of such innovation in Indonesia, Malaysia, Philippines, Singapore, and Thailand are highlighted. Forecasts for the future of physics education in part of the world are also discussed. (Author/HM)

  17. Physical Education Guide for Secondary Schools.

    Science.gov (United States)

    Ministry of Education, Culture & Labour, Castries (St. Lucia).

    This collaboration between teachers in Saint Lucia (West Indies) and Peace Corps volunteers offers a comprehensive physical education program for children and youth ages 10-18 years, including lesson plans, evaluation and assessment techniques, and psychological and physical growth and development characteristics for this age group. The program is…

  18. A Project-Centric Course on Cyberinfrastructure to Support High School STEM Education

    Directory of Open Access Journals (Sweden)

    Daphne Rainey

    2013-06-01

    Full Text Available Recent rapid advances in information technology pose new challenges for teachers in the Science, Technology, Engineering, and Mathematics (STEM fields to incorporate the latest knowledge and technical expertise into courses in a way that will be applicable to students as future scientists. A demonstration project was designed, developed, and deployed by university faculty and high school teachers for their students to explore the use of the components of cyberinfrastructure. The project explored the introduction of cyberinfrastructure through the use of bioinformatics and the use of team science. This paper describes the high school course that was deployed at Galileo Magnet High School (GMHS in collaboration with the scientists at Virginia Tech University, and details its overall assessment. Implementation of a project-centric teaching paradigm to engage students in applying the concepts of cyberinfrastructure by integrating the disciplines of biology, computer science, mathematics, and statistics through bioinformatics was an integral part of this study.

  19. 152nd International School of Physics "Enrico Fermi": Neutrino Physics

    CERN Document Server

    Declais, Y; Strolin, P; Zanotti, L; Società Italiana di Fisica. Bologna. Scuola internazionale di fisica "Enrico Fermi"; International School of Physics "Enrico Fermi": Neutrino Physics; Scuola Internazionale di Fisica "Enrico Fermi" : Phisica dei neutrini

    2003-01-01

    Neutrino physics contributed in an fundamental way to the progress of science, opening important windows of knowledge in elementary particle physics, as well in astrophysics and cosmology. Substantial experimental efforts are presently dedicated to improve our knowledge on neutrino properties as, in fact, we don't know yet some of the basic ones. Although very significant steps forward have been done, neutrino masses and mixings still remain largely unknown and constitute an important field for future research. Are neutrinos Majorana or Dirac particles? Have they a magnetic moment? Historically, studies on weak processes and, therefore, on neutrino physics, provided first the Fermi theory of weak interactions and then the V-A theory. Finally, the observation of weak neutral currents provided the first experimental evidence for unification of weak and electromagnetic interactions by the so called "Standard Model' of elementary particles. In addition to the results obtained from the measurement of the solar neu...

  20. Analysis of the physical activity of primary school teachers

    Directory of Open Access Journals (Sweden)

    J.J. Grigoniene

    2013-09-01

    Full Text Available The purpose of the study - to identify the ratio of primary school teachers in physical education and sport and to establish their level of physical activity, depending on the length of teaching. The volume of the experimental sample consisted of 74 people. To conduct questionnaires designed questionnaire including 29 questions open and closed. The study found that 77.3% of primary school teachers in Kaunas with 16 to 20 years of work experience were engaged in physical activity and sports. Two - three times a week, they practiced in walking, sports games, cycling, swimming, etc., with this 4-10 hour. All respondents, regardless of their teaching experience, consider physical activity and sports as an excellent means of healing and disease prevention. According to them, they should be engaged in physical activity throughout life and children need to develop positive attitudes towards physical education from their childhood.