education
jdupuis | August 9, 2010Eugene Wallingford of the blog Knowing and Doing was at the SIGCSE Computer Science Education conference this past spring and as usual he provides a very fine report over a number of posts.
SIGCSE DAY 0 -- Media Computation Workshop
I headed to SIGCSE a day early this year in order to participate in a couple of workshops. The first draw was Mark Guzdial's and Barbara Ericson's workshop using media computation to teach introductory computing to both CS majors and non-majors. I have long been a fan of this work but have never seen them describe it. This seemed like a great chance to learn a…
drorzel | August 5, 2010A reader emailed me with a few questions regarding How to Teach Physics to Your Dog, one of which is too good not to turn into a blog post:
What is a photon from an experimental perspective?... Could you perhaps provide me with a reference that discusses some experiments and these definitional issues?
The short form of the experimental answer is "A photon is the smallest amount of light that will cause a detector to 'click.'" (For some reason, hypothetical light detector technology has never really advanced past the Geiger counter stage-- even though it's all electrical pulses these days, we…
drorzel | August 5, 2010This Slate story on the number of Americans who can't swim was kind of surprising to me:
In a 1994 CDC study, 37 percent of American adults said they couldn't swim 24 yards, the length of a typical gymnasium lap pool. A 2008 study conducted by researchers at the University of Memphis found that almost 54 percent of children between 12 and 18 can do no more than splash around the shallow end of a pool. The difference between the two studies is somewhat surprising, as the CDC study suggested that children tend to be better swimmers than adults.
Having grown up in a town that features a large-…
drorzel | August 4, 2010On the reader request thread, commenter Brad had several questions; one led to yesterday's post about superconductors, another is a critical issue in pedagogy:
Finally, why did all of my stat[istical] mech[anics] courses suck?
Statistical Mechanics is the branch of physics that deals with building up macroscopic thermal properties of materials from a microscopic model of gas atoms with particular energy states. It's an important and powerful branch of physics dealing with things like the melting and freezing of various substances, and why entropy always increases, and things like that. It's…
rallain | August 3, 2010I am seriously late on this stuff. First, by clickers I mean student response systems. In a previous post, I stated how much I like these things. The basic idea (in case you have never heard of them) is that these are small devices that students in a class have. The instructor (learning facilitator) presents some multiple-choice questions and the students click a button to represent their answer. The summary of the student responses can then be presented to the class.
Big whoop you might say. But it is a big whoop and here is why:
Technologically and logistically, these are trivial to…
rallain | August 3, 2010You thought I was going to talk about a problem that math teachers could use, didn't you? Well, maybe math teachers can use this. (note: when I say "teachers" I really mean "learning facilitators")
It all started when I read this valedictorian speech from Erica Goldson. Here is part of it:
"I am now accomplishing that goal. I am graduating. I should look at this as a positive experience, especially being at the top of my class. However, in retrospect, I cannot say that I am any more intelligent than my peers. I can attest that I am only the best at doing what I am told and working the…
drorzel | August 3, 2010There's a great post at NeuroDojo on the Heffernan business this weekend, and what the take-away ought to be:
Yeah, let's criticize that she didn't get past the first impression of science blogs. We should expect Heffernan to look before leaping - she writes for the Times, after all, which still has a certain reputation as a paper of record and quality. But let's not pretend that her impression ain't shared by anyone else.
For instance, she took heat for recommending a climate denialist blog. But that's not the first time that blog got recommended by people who ought to know better. That…
mikethemadbiologist | August 3, 2010Last week, I wrote about the effects of poverty on educational performance, and, in particular, science education. I received many responses, both in comments and by email. One reason I wrote this is that our current wave of educational 'reform' seems utterly focused on teacher managerial issues. I'm willing to cede that part of the poverty effect could--and I emphasize could--be due to some poor schools serving as warehouses for horrible teachers. Yet the amount of variation in test scores that is correlated with poverty is so overwhelming: I really didn't think it would be that high,…
esiegel | August 2, 2010"The most useful piece of learning for the uses of life is to unlearn what is untrue." -Antisthenes
As many of you know, in addition to news about cosmology, space, astronomy, and physics, I'm also heavily involved in education. This includes, in various stages, teaching, curriculum design, and mentoring students. But I got the following message from Rita from the UK last week -- who's about to start her A-levels -- and I felt slightly ashamed. (Message edited slightly for clarity.)
I am interested in space, though currently my interest in it is not very specific. I am interested in the…
drorzel | August 2, 2010Thoreau at Unqualified Offerings gets credit for inspiring two posts today with his proposed Murphy's Law experiment and this one, about an unrelated issue in quantum measurement. This is an analogy suggested by a colleague a couple of years ago, comparing the projection of a quantum wavefunction in the measurement process to the lottery.
The classic example of this problem is something like the double slit experiment with single particles. You have some position-sensitive detector that we can imagine as being made up of a large number of pixels, each having some probability of detecting a…
drorzel | August 2, 2010Avi Steiner emailed me with a set of questions that are too good not to turn into a blog post:
Being a math/science major at a small liberal arts college, I unfortunately never get the "full" experience of a math/science talk. Since I do plan on eventually attending grad school, I thought it might be beneficial to get an idea as to what the aforementioned "full" experience is. Therefore, I present to you and your readers the following questions:
1. At what point in a group's/individual's research will they choose to give a talk?
2. What sort of questions are asked?
3. Are there any recurring…
drorzel | July 30, 2010Commenter miller asks:
It's often said that virtual particles can "borrow" energy, as long as it's for a short enough time to be compatible with the uncertainty principle. This never made sense to me, because the uncertainty principle says that product of uncertainty in energy and uncertainty in time is greater than h-bar over 2, not less than. Please explain.
The relevant equation is in the graphic at the top of this blog, just to the right of the title-- the one with ΔEΔt. It's easy to get turned around with this, due to the slightly unfamiliar business of working with inequalities.
The…
drorzel | July 30, 2010The New York Times today has a story with the provocative title Getting Into Med School Without Hard Sciences, about a program at Mount Sinai that allows students to go to med school without taking the three things most dreaded by pre-meds: physics, organic chemistry, and the MCAT:
[I]t came as a total shock to Elizabeth Adler when she discovered, through a singer in her favorite a cappella group at Brown University, that one of the nation's top medical schools admits a small number of students every year who have skipped all three requirements.
Until then, despite being the daughter of a…
jdupuis | July 29, 2010A few of us are proposing this session at the upcoming Science Foo Camp at Google HQ this coming weekend:
The Joys and Sorrows of Blogging on a Network
What with the recent Pepsigate crisis at ScienceBlogs and some rumblings at Nature Network not to mention a bunch of new players on the blogging network landscape, it seems like a good time to take a look at what's going on out there. Let's talk about the past, present and future of science blogging on a network and, indeed, of science blogging itself. Join Eva Amsen, John Dupuis, Jonah Lehrer, Andrew Revkin and Carl Zimmer.
I thought in this…
drorzel | July 29, 2010I was initially puzzled by the headline "Research-Assignment Handouts Give Students Meager Guidance, Survey Finds," and the opening sentences didn't help much:
Most research-assignment handouts given to undergraduates fail to guide the students toward a comprehensive strategy for completing the work, according to two researchers at the University of Washington who are studying how students conduct research and find information.
My initial reaction was "If I could give them a comprehensive strategy for completing the work, it wouldn't be research." Then I noticed the last three words, and…
mikethemadbiologist | July 29, 2010Since I've been writing a lot about education, I have some brief thoughts about the NY Times report by David Leonhardt about some findings from Tennessee's Project STAR which tracked the long-term outcomes about a randomization trial of kindergartners (slides from a presentation are available as a pdf):
Just as in other studies, the Tennessee experiment found that some teachers were able to help students learn vastly more than other teachers. And just as in other studies, the effect largely disappeared by junior high, based on test scores. Yet when Mr. Chetty and his colleagues took another…
mikethemadbiologist | July 29, 2010Yesterday, I described the relationship between low-income and poor performance in English and math in Massachusetts (see the post for methodological details). Well, I've saved the worst for last--science education:
Just to remind everyone, the horizontal axis is the percentage of children in a school who qualify for free lunch, and the vertical axis is the percentage of children who, according to their MCAS scores, are either classified as "Need Improvement" or "Warning/Failing" in science.
The R2--how much of the school to school variation is accounted for by variation in school lunch…
mikethemadbiologist | July 28, 2010I've described before how there is a significant correlation between poverty and educational performance when we use state-level data. But as I pointed out, one of the interesting things is that the residual--the difference between the expected scores for a given state and the actual scores--can be quite large for some states (e.g., Massachusetts does much better than expected, Arkansas much worse). We can learn a lot from these differences (i.e., what does MA do differently from Arkansas). But if we look at only one state, can we determine what the effect of poverty is?
To do this, I've…
drorzel | July 27, 2010We have a summer student seminar series in the science and engineering departments here, running two days a week at lunchtime with three students each day giving 15 minute presentations on their summer research projects to other students and faculty.
The student talks are split almost 50/50 overall on whether to provide an outline at the start of the talk or not. About half of the students put up a slide listing the component parts of their talk ("First, I'll give some motivation for the experiment, then I'll talk about the apparatus, then..."), and about half jump right into the talk,…
jdupuis | July 27, 2010A few months ago I posted a fairly long essay on how I was approaching the challenge of thinking about the future. I modelled myself on a few articles by futurist Jamais Casico and focused on why thinking about the future matters, finding the right questions to ask about the future and recognizing that the future arises out of the present.
This time around, I'll use a few more of Casico's articles to explore further the challenges of thinking about the future, specifically mapping the possibilities (Parts I and II) and Writing Scenarios.
Mapping the Possibilities
As we scan the environment,…