http://sites.science.oregonstate.edu/physics/portfolioswiki/ 2020-01-26T17:01:45-08:00 http://sites.science.oregonstate.edu/physics/portfolioswiki/ http://sites.science.oregonstate.edu/physics/portfolioswiki/lib/images/favicon.ico text/html 2019-03-20T14:30:54-08:00 http://sites.science.oregonstate.edu/physics/portfolioswiki/whitepapers:2019?rev=1553117454 Derivatives & Their RepresentationsDifferentialsThe Vector Differential ($d\rr$)The Master FormulaGradientFluxDivergence & CurlPartial Derivatives in ThermodynamicsUse What You Know! text/html 2009-08-12T16:32:26-08:00 http://sites.science.oregonstate.edu/physics/portfolioswiki/whitepapers:aapt09cognitive?rev=1250119946 Cognitive Issues in Upper-Level Physics Courses The following notes were written by David Meltzer, as a presentation to the Round-Table Reporting Session regarding an invited poster session at PERC 09. text/html 2008-01-01T11:05:46-08:00 http://sites.science.oregonstate.edu/physics/portfolioswiki/whitepapers:active?rev=1199214346 What are the issues at the upper-division level? (Compare to Bloom’s Taxonomy & updates) Types of Activities (Designing open-ended activities-this is not natural or spontaneous) Choosing Type text/html 2011-11-10T15:00:28-08:00 http://sites.science.oregonstate.edu/physics/portfolioswiki/whitepapers:cuing_mini-lectures?rev=1320966028 by Mary Bridget Kustusch Although the lectures in a paradigms classroom tend to be shorter and happen less often than in a more traditional middle-division course, there is still a role for them. So, how does one appropriately frame a lecture for the students in order for them to get the most out of it, especially in an class that is highly interactive? text/html 2019-02-25T10:36:25-08:00 http://sites.science.oregonstate.edu/physics/portfolioswiki/whitepapers:deriv?rev=1551119785 Derivatives & Their Representations FIXME: Add material from: (see: Paradigms publications) text/html 2019-02-25T10:29:45-08:00 http://sites.science.oregonstate.edu/physics/portfolioswiki/whitepapers:diff?rev=1551119385 Differentials FIXME: Add material from: Partial Derivatives (see: Paradigms publications) text/html 2019-04-26T17:13:01-08:00 http://sites.science.oregonstate.edu/physics/portfolioswiki/whitepapers:divcurl?rev=1556323981 Divergence & Curl From Flux to Divergence Consider a small closed box, with sides parallel to the coordinate planes, as shown on the right. What is the flux of $\EE$ out of the box? Consider first the vertical contribution, namely the flux up through the top plus the flux down through the bottom. These two sides each have area element $dA=dx\,dy$, but the outward normal vectors point in opposite directions, that is \begin{align} \nn_{\hbox{up}} &= +\zhat ,\\ \nn_{\hbox{down}} &= -\z… text/html 2019-02-25T10:12:21-08:00 http://sites.science.oregonstate.edu/physics/portfolioswiki/whitepapers:dr?rev=1551118341 The Vector Differential ($d\rr$) The infinitesimal vector displacement, $d\rr$, is shown above from several points of view. On the left, $d\rr$ represents a small step along a curve; on the right, $d\rr$ is expanded in terms of both rectangular and polar coordinates, leading to the expressions \begin{equation} d\rr = dx\,\xhat + dy\,\yhat = dr\,\rhat + r\,d\phi\,\phat \label{drdef} \end{equation} The geometric notion of $d\rr$ as an infinitesimal vector displacement is a unifying th… text/html 2019-03-20T14:31:57-08:00 http://sites.science.oregonstate.edu/physics/portfolioswiki/whitepapers:flux?rev=1553117517 Make sure to compare standard mathematics treatment (which definitely uses partial derivatives) to our vector differential version. What does Griffiths do? text/html 2019-04-26T13:54:09-08:00 http://sites.science.oregonstate.edu/physics/portfolioswiki/whitepapers:grad?rev=1556312049 Gradient Geometric Definition How do you compute the derivative of a quantity that depends on a single variable? By taking the ratio of small changes in the quantity to small changes in the variable. But what if the quantity depends on several variables, such as the temperature in the room? Use the same strategy -- but the result will now depend on which direction you go. text/html 2009-09-02T14:56:57-08:00 http://sites.science.oregonstate.edu/physics/portfolioswiki/whitepapers:index?rev=1251928617 Learn In this section, you will find a number of different “mini” papers, covering a variety of things that we have learned about how students in upper-division learn. Most of these are based on action research---i.e. what we have observed in our classrooms and for which we have found some consistent evidence. Most of these topics would benefit from more systematic PER study. Please contact us if you would like to collaborate on a project! text/html 2009-09-02T15:01:51-08:00 http://sites.science.oregonstate.edu/physics/portfolioswiki/whitepapers:lower_division_change?rev=1251928911 Dedra Demaree was hired to do introductory course reform, and is setting up a physics classroom to implement SCALE-UP. Our implementation will be 2 hours of lecture, 2 of lab, and 2 of activity-based learning in a scale-up room, with the possible move to 4 hours of activity-based learning (no separate lab) in the future. text/html 2019-02-25T09:33:23-08:00 http://sites.science.oregonstate.edu/physics/portfolioswiki/whitepapers:master?rev=1551116003 The Master Formula The infinitesimal vector displacement, $d\rr$, is shown above from several points of view. On the left, $d\rr$ represents a small step along a curve; on the right, $d\rr$ is expanded in terms of both rectangular and polar coordinates, leading to the expressions \begin{equation} d\rr = dx\,\xhat + dy\,\yhat = dr\,\rhat + r\,d\phi\,\phat \label{drdef} \end{equation} The geometric notion of $d\rr$ as an infinitesimal vector displacement is a unifying theme that helps… text/html 2010-07-13T20:59:52-08:00 http://sites.science.oregonstate.edu/physics/portfolioswiki/whitepapers:miscellaneous_comments_from_100107prefacecorinne?rev=1279079992 FIXME These are raw notes for an eventual wiki page. Please return later. January 7, 2010 Corinne, Kerry, EVZ At 12:20 was a nice instance of David's trying to express “name the thing you don't know” At 12:24 was a nice example of David dealing with an unexpected student question text/html 2010-07-13T20:59:26-08:00 http://sites.science.oregonstate.edu/physics/portfolioswiki/whitepapers:relation_between_small_group_conversations_and_reports?rev=1279079966 FIXME These are raw notes for an eventual wiki page. Please return later. January 7, 2010 Corinne, Kerry, evz I think there are a lot of times when I at least have a conversation with a group and with some prompting they discover something and then that conversation is reflected in the presentation that that agroup gives and I'm always happy that the students are telling other students rather than me telling other students. text/html 2017-04-14T15:21:14-08:00 http://sites.science.oregonstate.edu/physics/portfolioswiki/whitepapers:start?rev=1492208474 In this section we describe what we have learned about how middle-division students learn: Features of the Paradigms CurriculumSequences of ActivitiesUpper-Division LabsCognitive Issues in Upper-Level Physics CoursesNarratives of Classroom PracticeWritingGeometric & Harmonic ReasoningThe Geometry of Vector CalculusThings Students Don't KnowStudent Problems with NotationSpoonfeeding?Variables v. ConstantsStudent Understanding of CurrentWhat's Right with $\hat{\mathbf{\phi}}=\phi/|\phi|$ : Student… text/html 2019-02-25T10:36:11-08:00 http://sites.science.oregonstate.edu/physics/portfolioswiki/whitepapers:thermo?rev=1551119771 Partial Derivatives in Thermodynamics FIXME: Add material from: (see: Paradigms publications) text/html 2019-02-25T10:32:24-08:00 http://sites.science.oregonstate.edu/physics/portfolioswiki/whitepapers:use?rev=1551119544 Use What You Know FIXME: Add material from: Use What You KnowSurface Integrals text/html 2010-07-13T20:59:03-08:00 http://sites.science.oregonstate.edu/physics/portfolioswiki/whitepapers:ways_of_posing_questions?rev=1279079943 FIXME These are raw notes for an eventual wiki page. Please return later. January 7, 2010: Corinne, Kerry, EVZ Look at today's preface video for some interesting examples that are not Corinne (David McIntyre). In particular, look for examples asking students to come up with a technical term for something. Corinne, this can be either good or bad thing to do depending on the context such as whether or not you expect them to know the term. If they can be expected to know the term, then it's a g…