Course Reports
drorzel | January 21, 2014What with the umpteen zillion articles declaring the Death of the Blog, I've been toying with the idea of doing something podcast-ish for a while. Rhett Allain from Dot Physics was game, too, and suggested using Google+ to do a video hangout, so here we are talking about our classes this term:
The video quality is kind of crap on my end, which is a recurring problem here when we Skype with the grandparents. I probably should've closed more programs and tabs, but I'm an idiot. Also, I fidget a lot. But this is meant to be fairly casual, and I really do talk with my hands like that.
Anyway,…
drorzel | January 21, 2014Having spent a lot of time solving equations related to sticky tape models, including trying to work solutions in my head while driving to Grandma and Grandpa's with the kids, and making some measurements of real tapes, there was only one thing left to do: try simulating this problem in VPython. Because I'm a physics nerd who knows just enough about programming to be dangerous...
Finding the full solution to the real sticky tape scenario is kind of a miserable process, because it involves a long continuous tape with charge all down its length, which is kind of complicated, and then there's a…
drorzel | January 17, 2014In addition to making a toy model to show the tipping-point behavior of charged pieces of sticky tape, I spent some time on Tuesday trying to do something quantitative with this. Of course, Tuesday is the one day of the week that I don't teach, and I didn't want to go to campus to do the experiment, so I put it together from the incredibly sophisticated materials I had available at home: Lego bricks and a tape measure belonging to SteelyKid and The Pip.
Having built this high-tech rig, I set up my new video camera on the tripod, and shot some videos of the key phenomena. First, there's the…
drorzel | January 15, 2014One of the labs we do in the introductory E&M class I'm teaching this term involves investigating charged particles with sticky tape. If you haven't seen it before, "invisible" tape picks up an electric charge when it's peeled off a surface quickly, and with a little care, you can create both positively and negatively charged tapes and investigate their interactions.
For Monday's class, I wanted to do a demonstration of one of the questions we were discussing, which involved the attraction between two objects with opposite charges and how that changes when you insert something between…
drorzel | January 7, 2014I'm teaching introductory E&M this term, so it's kind of fun to play around with silly applications of Coulomb's Law. For example, let's imagine that gravity suddenly switched off, but we wanted to keep the Earth in its orbit. How much charge would we need to move from the Earth to the Sun for the electrostatic attraction to take the place of gravity?
The key here is to set the gravitational force, which we can reasonably approximate by Newton's Law of Universal Gravitation:
$latex F_{grav}=G\frac{M_1 m_2}{R^2} $
(where the M's are the masses, R is the distance between them, and G is a…
drorzel | January 6, 2014Classes for the Winter term start today, and I'm totally prepared for this. Yep. Uh-huh. Losing a bunch of prep time to snow and ice last week hasn't thrown anything into disarray.
Anyway, for a variety of reasons, I've ended up departing from my plan to not do any new preps while I'm stuck being Chair, and I'll be teaching intro E&M this term. This isn't a completely new class, but the last time I taught it I was very much in traditional lecture mode, and this will be my first pass using more of an active learning approach. Which will mean a lot of time re-working slides and that sort of…
drorzel | March 25, 2013Over at Unqualified Offerings, Thoreau has a bit of a rant about what students perceive as grading on a "curve":
Moreover, many students have only the foggiest idea of what a curve is. Many (though probably not all) of their high schools had fixed grading scales with fixed percentages for each letter grade. The A/A- range is 90% or above, or 85% or above, or whatever. The B+/B/B- range is whatever percentage range below that. And so forth. If we set the grade markers anywhere below the ranges they saw in high school, that constitutes “a curve” in their eyes. We could base those ranges…
drorzel | April 10, 2012Between unpleasant work stuff and the Dread Stomach Bug wiping out the better part of five days, I only got my student evaluation comments for my winter term class last week, and I'm only getting around to writing the post-mortem now. This was, for those who may not have been obsessively following my course reports, a "Scholars Research Seminar" class with the slightly cute title "A Brief History of Timekeeping," which is intended to introduce students to scholarly research and writing. The topic for my SRS was timekeeping, specifically the development of various timekeeping technologies and…
drorzel | March 23, 2012So, the previous post poses a physics question based on some previous fooling around with modeling my commute:
A car starts from rest at the beginning of a straight 1km course, accelerates up to some speed, cruises at constant speed for a while, then decelerates to a stop at the end of the course. A second, identical car does the same course, but decelerates to a stop at the halfway point. It then immediately accelerates back to its cruising speed, and then decelerates to a stop at the end of the course.
How much faster does the second car have to go in order to complete the course in the…
drorzel | March 23, 2012Back in the summer, I did a post mathematically comparing two routes to campus, one with a small number of traffic lights, the other with a larger number of stop signs, and looked at which would be faster. Later on, I did the experiment, too.) Having spent a bunch of time on this, I was thinking about whether I could use this as a problem for the intro physics class. I decided against it last fall, but something else reminded me of this, and I started poking at it again.
So, I played around a bit with some numbers, and came up with the following possible framing for a question. I'll throw…
drorzel | March 6, 2012My course on the history and science of timekeeping has reached the home stretch, with students giving presentations in class for the remainder of the term. My portion of the course was wrapped up with two lectures on "quantum timkeeping," as it were: a lecture on the development of quantum mechanics:
History of Quantum Mechanics
View more PowerPoint from Chad Orzel
And one on the development of atomic clocks:
A History of Atomic Clocks
View more PowerPoint from Chad Orzel
These are pretty fast-moving, but by this point in the course, students were already working on their final…
drorzel | March 5, 2012My timekeeping course this term is a "Scholars Research Seminar," which means it's supposed to emphasize research and writing skills. Lots of these will include some sort of poster session at the end of the term, but I decided I preferred the idea of doing in-class oral presentations. Having assigned that, of course, I felt I ought to give them a class with advice on how to give an oral presentation. I went looking for advice on this, and found that I wrote a guide to giving good PowerPoint lectures back in 2006 (God, I'm a blogging dinosaur...), which holds up pretty well. So, I dusted that…
drorzel | February 27, 2012We're in the home stretch of this term, and it has become clear that I won't actually be using the toy model of the arrow of time I've talked about in the past in my timekeeping class this term. These things happen. Having spent a not-insignificant amount of time playing with the thing, though, I might as well get a final blog post about it, with something that sort-of worked and something that shows why I'm not a computational physicist:
First, the thing that sort-of worked: in thinking about trying to use the code I wrote, I was struggling to come up with a way to quantify the apparent…
drorzel | February 14, 2012As I've said a bazillion times already this term, I'm teaching a class that is about research and writing, with a big final paper due at the end of the term. Because iterative feedback is key to learning to write, they also have to turn in a complete rough draft, which I will mark up and have them revise.
One of the many, many problems with teaching writing is that too many students regard the writing of drafts as pointless busy-work. Others have no real concept of what a rough draft is-- when I've collected drafts in the past, I often get things that would barely qualify as an outline, let…
drorzel | February 8, 2012Through a weird quirk of scheduling, I haven't actually taught the intro modern physics course since I started writing pop-science books about modern physics. So, this week has been the first chance I've really had to use material I generated for the books to introduce topics in class.
In the approximately chronological ordering of the course, we're now up to the late 1800's, and the next book we're talking about is Einstein's Clocks, Poincar$eacute;'s Maps, which talks about how Einstein and Henri Poincaré were (arguably) influenced by developments in timekeeping as they looked for the…
drorzel | February 3, 2012It's been a little while since I wrote up what I've been doing in my "Brief History of Timekeeping" class, because I was out of town, and then catching up from being out of town. Some of this material has already appeared here, though, so I can hopefully catch up a lot of stuff in one post.
The material that will be most interesting to random readers of the blog is the "How to" section, from a couple of weeks ago, which were the lecture form of the How to Read a Scientific Paper and How to Present Scientific Data posts here. The paper-reading class was on Monday and the data-presentation…
drorzel | February 2, 2012As I keep saying in various posts, I'm teaching a class on timekeeping this term, which has included discussion of really primitive timekeeping devices like sundials, as well as a discussion of the importance of timekeeping for navigation. To give students an idea of how this works, I arranged an experimental demonstration, coordinated with Rhett at Dot Physics. We've been trying to do this literally for months, but the weather wouldn't cooperate. Until this past weekend, when we finally managed to make measurements that allow us to do some cutting-edge science. For 200 BC, anyway...
So, what…
drorzel | February 1, 2012I'm using Dava Sobel's Longitude this week in my timekeeping class. The villain of the piece, as it were, is the Reverend Dr. Nevil Maskelyne, who promoted an astronomical method for finding longitude, and played a major role in delaying the payment to John Harrison for his marine chronometers. It's a good story, with lots of science and engineering and politicking.
There's one critical flaw, though, in terms of me teaching this book, which is that I don't really know how to say Maskelyne's name. And even Wikipedia is letting me down, here, by not providing a phonetic rendering of his name.…
drorzel | January 23, 2012I'm fairly certain somebody has already done this, because it's such an obvious idea. It's a little beyond my cargo-cult VPython skills right at the moment, though (I can probably learn to do it, but not right now), and I none of the applets I Googled up seemed to be doing this, so I'm posting this sketchy description because I've spent some time thinking about it, and might as well get a blog post out of the deal.
So, as we said back in the holiday season, one of the most fundamental concepts in the modern understanding of thermodynamics and statistical physics is the notion of entropy. You…
drorzel | January 19, 2012In the same basic vein as last week's How to Read a Scientific Paper, here's a kind of online draft of the class I'm going to give Friday on the appropriate ways to present scientific data. "Present" here meaning the more general "display in some form, be it a talk, a poster, a paper, or just a graph taped into a lab notebook," not specifically standing up and doing a PowerPoint talk (which I've posted about before).
So, you've made some measurements of a natural phenomenon. Congratulations, you've done Science! Now, you need to tell the world all about it, in a compact form that allows the…