Fundamental physics in space : roadmap /

"JPL 400-808"--P. [4] of cover.

Conference on waste processing; meeting of U. S. Atomic Energy Commission Waste Processing Committee, March 27-28, 1950. Section 1. Brookhaven National Laboratory waste problems. J. H. Hayner, permanent chairman, B. Manowitz, host chairman.

On cover: Brookhaven conference report. B. N. L. Associated Universities, Inc. under contract with U. S. Atomic Energy Commission.

Manual of mental and physical tests; a book of directions compiled with special reference to the experimental study of school children in the laboratory or classroom,

Lst ed. 1910. 3d ed. includes supplementary references, 1914-1919.

Communications from the Kamerlingh Onnes Laboratory of the University of Leiden.

The articles are reprints or translations from scientific periodicals.

Partnering opportunities with the Army Research Laboratory.

Mode of access: Internet.

Proceedings of the 6th High Energy Heavy Ion Study and 2nd Workshop on Anomalons, Lawrence Berkeley Laboratory, University of California, June 28-July 1, 1983 /

"DE84005862"--Label mounted on cover.

East Physics -- Randall Lab of Physics

Albert Kahn, architect. Built 1924. East University on site of old medical building which was razed in 1914. Also called New Physics and East Physics.

Physics Division annual report.

Mode of access: Internet.

Selected educational opportunities

Report year ends June 30

4th High Energy Heavy Ion Summer Study : July 24-28, 1978, Lawrence Berkeley Laboratory, University of California, Berkeley.

"CONF-780766."

Channeled spectrum display using a CCD array for student laboratory demonstrations

The channelled spectrum of an optical beam generated by a laser diode operated below threshold after traversing microscope glass plates is spectrally analysed using a grating and a CCD linear array. The experiment has the following goals: to display the resulting channelled spectrum, to familiarize students with an important topic in metrology and to illustrate some interesting topics from spectroscopy using a CCD array as a spectrometer.

Channeled spectrum display using a CCD array for student laboratory demonstrations

The channelled spectrum of an optical beam generated by a laser diode operated below threshold after traversing microscope glass plates is spectrally analysed using a grating and a CCD linear array. The experiment has the following goals: to display the resulting channelled spectrum, to familiarize students with an important topic in metrology and to illustrate some interesting topics from spectroscopy using a CCD array as a spectrometer.

Remote learning and laboratory center over Internet and ISDN

Recent advances in telecommunications technologies have transformed the modes of learning and teaching. One potentially vital component in the equation will be Remote Education or Remote Learning, the ability to compress time and space between teachers and students through the judicious application of technology. The purpose of this thesis is to develop a Remote Learning and Laboratory Center over the Internet and ISDN, which provide education and access to resources to those living in remote areas, children in hospitals and traveling families, with audio, video and data.^ Remote Learning and Laboratory Center (RLLC) is not restricted to merely traditional education processes such as universities or colleges, it can be very useful for companies to train their engineers, via networks. This capability will facilitate the best use of scarce, high quality educational resources and will bring equity of services to students as well as will be helpful to the Industries to train their engineers. The RLLC over the Internet and ISDN has been described in details and implemented successfully. For the Remote Laboratory, the experiment procedure has been demonstrated on reprogrammable CPLD design using ISR Kit. ^

Modeling instruction: Positive attitudinal shifts in introductory physics measured with CLASS

Among the most surprising findings in Physics Education Research is the lack of positive results on attitudinal measures, such as Colorado Learning Attitudes about Science Survey (CLASS) and Maryland Physics Expectations Survey (MPEX). The uniformity with which physics teaching manages to negatively shift attitudes toward physics learning is striking. Strategies which have been shown to improve conceptual learning, such as interactive engagement and studio-format classes, provide more authentic science experiences for students; yet do not seem to be sufficient to produce positive attitudinal results. Florida International University’s Physics Education Research Group has implemented Modeling Instruction in University Physics classes as part of an overall effort toward building a research and learning community. Modeling Instruction is explicitly designed to engage students in scientific practices that include model building, validation, and revision. Results from a preinstruction/postinstruction CLASS measurement show attitudinal improvements through both semesters of an introductory physics sequence, as well as over the entire two-course sequence. In this Brief Report, we report positive shifts from the CLASS in one section of a modeling-based introductory physics sequence, for both mechanics (N=22) and electricity and magnetism (N=23). Using the CLASS results and follow up interviews, we examine how these results reflect on modeling instruction and the unique student community and population at FIU.

Moving toward change: Institutionalizing reform through implementation of the Learning Assistant model and Open Source Tutorials

Florida International University has undergone a reform in the introductory physics classes by focusing on the laboratory component of these classes. We present results from the secondary implementation of two research-based instructional strategies: the implementation of the Learning Assistant model as developed by the University of Colorado at Boulder and the Open Source Tutorial curriculum developed at the University of Maryland, College Park. We examine the results of the Force Concept Inventory (FCI) for introductory students over five years (n=872) and find that the mean raw gain of students in transformed lab sections was 0.243, while the mean raw gain of the traditional labs was 0.159, with a Cohen’s d effect size of 0.59. Average raw gains on the FCI were 0.243 for Hispanic students and 0.213 for women in the transformed labs, indicating that these reforms are not widening the gaps between underrepresented student groups and majority groups. Our results illustrate how research-based instructional strategies can be successfully implemented in a physics department with minimal department engagement and in a sustainable manner.