Using Physlet-Based Interactive Exercises to Enhance
Student Learning (M. Belloni M. Dancy, and W. Christian)
Using Physlet-Based Interactive Exercises to Enhance
Student Learning (M. Belloni M. Dancy, and W. Christian)
From the invention of the television to the invention of computers and the World Wide Web, educators have often pinned their hopes of better instruction on technology. Yet teaching with technology, without a sound pedagogy, is unlikely to yield a significant educational gain. Physlets® (small, scriptable, Java applets created at Davidson College) appear to be delivering on technology’s promise. By having the students decide what measurements to make and what variables to change and by providing them with real-time feedback, students are put in control of the exercise. A visual and interactive exercise enriches their understanding far more than if the physics is simply explained on a page of text. Physlets are ideally suited for use with any pedagogy and have been used as in-class demonstrations, pre- and post-lab exercises and traditional end-of-the-chapter homework problems. One of the most promising uses of Physlets is in combination with the Just-in-Time Teaching approach. Just-in-Time Teaching (JiTT), an interactive pedagogy constructed around current internet technologies, is one approach that has been shown to produce positive cognitive gains. Students engaged by Physlet-based JiTT exercises are better prepared for class, are better motivated to learn the material and our results indicate that they perform better on standardized assessment instruments.
Using a Computer-Rich Curriculum to
Teach Quantum Mechanics (M. Belloni and M. Carroll)
Physics students at Davidson College are immersed in a computer-rich physics curriculum from introductory physics to advanced quantum mechanics. Students are first introduced to the power of computational physics through the interactive and visual nature of Physlets®, small scriptable Java applets, in introductory physics (often on the first day of class). As students grow in their knowledge of physics, the complexity of the physics shown in the Physlets they see grows as well. By their junior or senior year, many students are ready to engage in a semester-long independent study in computational physics where they create their own Java applets. Many of these applets are “Physletized” and then used in the instruction of future students. In this sense the computational physics cycle comes full circle. This talk will describe this journey by focusing on quantum mechanical concepts as they are developed throughout the undergraduate curriculum---introductory physics, modern physics, intermediate quantum mechanics, advanced quantum mechanics, and computational quantum mechanics---at Davidson College.
Enhancing Student Learning with
Physlet-Based Just-in-Time Teaching (M. Belloni, W. Christian, and A. Titus)
From the invention of the television to the invention of computers and the World Wide Web, educators have often pinned their hopes of better instruction on technology. Yet teaching with technology, without a sound pedagogy, can yield no significant educational gain. Just-in-Time Teaching (JiTT), an interactive pedagogy constructed around current internet technologies, is one of the few approaches that has been shown to produce positive cognitive gains. Just-in-Time Teaching combined with Physlets (small, scriptable, Java applets) have been used at Davidson College to actively engage students both inside and outside the classroom. We have assessed students’ understanding after instruction, and actively engaged students are better prepared for class, are better motivated to learn the material, and perform better on standardized assessment instruments.
Using
Just-in-Time Teaching and Physlets in Undergraduate Quantum Mechanics
(L.Cain, M. Belloni, and W. Christian)
We have produced curricular materials to support a one-semester, intermediate level course in quantum mechanics. These curricular materials use the Just-in-Time Teaching (JiTT) technique and, where applicable, Physlets to actively engage students outside of the classroom. Forty-five such JiTT exercises, demonstrations and tools have been developed to stress the visualization of quantum mechanical concepts. The exercises are geared to address the conceptual difficulties encountered by many students, with the goal of achieving better student understanding of these concepts. A major objective of this project is the enhancement of student preparation for class and the improvement of their in-class experiences. These materials will be classroom tested this fall in order to assess their pedagogical effectiveness. The materials can be found at http://webphysics.davidson.edu/qmbook/qm_acs .
This work is supported by an Associated Colleges of the South Teaching with Technology Fellowship and by the National Science Foundation (DUE-9752365).
Using Just-in-Time Teaching and
Physlets in Quantum Mechanics (M. Belloni, L. Cain, and W. Christian)
We have developed curricular material in support of a one-semester, intermediate course in quantum mechanics. This curricular material uses the Just-in-Time Teaching (JiTT) technique and Physlets to actively engage students outside of the classroom to enhance their in-class experience. Over twenty such JiTT exercises and corresponding tools have been developed stressing visualization of quantum mechanical and mathematical concepts with the goal of achieving better student understanding of these concepts.
This work is generously supported by an Associated Colleges of the South Teaching with Technology Fellowship and by the NSF (DUE-9752365).
Enhancing Student Learning with
Interactive Curricular Material (M. Belloni and W. Christian)
Physlets---small, scriptable, Java applets---have been written for topics from introductory to advanced physics. At Davidson College, curricular material developed around Physlets has been extensively used in introductory physics classes as in-class demonstrations, Just-in-Time Teaching (JiTT) WarmUp and Puzzle exercises, Ranking-Task Exercises, lab-preparatory material, and extensions to the traditional homework sets. We are currently developing conceptual, “traditional” and non-traditional problems for junior- and senior-level students. Enhanced visualization and inter-applet communication allow more complicated problems from electromagnetism, quantum mechanics, and statistical mechanics to be written. Examples of the far-reaching scope of Physlet-based curricular material will be presented.
Optics Physlets (W. Christian)
Demonstrations of waves and optics phenomena using Physlets.
Physlets Across the Curriculum at
Davidson College (M. Belloni)
Over the last few months the functionality of Physlets---Java-based interactive physics applets---has been greatly extended through the use of interapplet communication and better visualization techniques. These problems have been extensively used in introductory physics classes as in-class demonstrations, JiTT problems, lab preparatory material, and extensions to the “traditional” homework sets. We are currently developing conceptual problems that bridge the gap between introductory physics students and more advanced junior and senior level students. Examples of such Physlet-based curricular material from electromagnetism and quantum mechanics will be presented.
Using Physlets and Just-in-Time
Teaching to Enhance Ranking Task Exercises (M. Belloni)
Over the
past few months, we have used Physlets---small Java-based interactive physics
applets---in conjunction with the Just-in-Time Teaching (JiTT) approach to
present Ranking Task Exercises (RTEs) to our introductory physics students. RTEs
are conceptual questions that require students to rank variations of a physical
situation according to some stated criteria like velocity or acceleration.
Unlike the standard Ranking Task Exercises, which involve static paper drawings,
our new RTEs involve Physlet animations which students access over the web.
Examples of such Physlet-based Ranking Task Exercises will be presented.
Java Programming for Undergraduate
Computation Physics (W. Christian)
Using
Interactive Curricular Material to Enhance Student Learning (M.
Belloni)
Physlets---small, scriptable, Java applets developed
by Wolfgang Christian---have been extensively used in introductory physics
classes at Davidson College as in-class demonstrations, Just-in-Time Teaching (JiTT)
WarmUps and Puzzles, Ranking-Task Exercises, lab preparatory material, and
extensions to the “traditional” homework sets. We are currently developing
conceptual problems that bridge the gap between introductory physics students
and more advanced junior and senior level students. Enhanced visualization and
the use of interapplet communication allow more complicated problems from
electromagnetism and quantum mechanics to be written. Examples of the wide range
of Physlet-based curricular material will be presented.
Developing Physlet Problems: A
Multinational Approach to Authoring Interactive Curricular Material (W.
Christian)
The adoption of Internet standards, such as HTML and Java, enables the development and deployment of curricular material that can easily be adapted by others. Physlets, Java applets developed at Davidson College, are based on these standards and are now being used in half a dozen countries. This paper describes various curricular projects that have adopted Physlets and presents examples of their use.
This project is generously supported by NSF, DUE-9752365.
Physlets
and Just-in-Time Teaching: From Introductory to Advanced Physics Courses (M.
Belloni and W. Christian)
Java-based interactive physics problems, Physlets, have been incorporated throughout the introductory physics series at Davidson College. They have been used as in-class exercises, Just-in-Time Teaching (JiTT) WarmUps and Puzzles, lab preparatory exercises, and extensions to the "traditional" problem sets. We are currently adapting, writing, and teaching with new curricular material using Physlets and JiTT in our advanced courses such as modern physics and electromagnetic theory. Specifically, we are developing curricular material that bridges the gap between introductory physics and the more advanced courses. This progression follows the increased functionality of Physlets that have been greatly extended to improve the way we can present advanced curricular material to students. We will discuss these ever changing developments with an emphasis on the new Physlet-based curricular material for advanced courses.
A
New Approach to Authoring Interactive Curricular Material (M. Belloni and W.
Christian)
A persistent problem facing educational software authors is that programming has no top. In other words, the moment a program is finished a potential user will ask for an enhancement or modification to use the program in a new context. Scriptable general-purpose applets, such as Physlets, provide a partial solution since the user can specify the applet's behavior provided that the applet author has anticipated the need. But this is not enough. Curriculum authors usually want to process the data and to present it in various formats. Over the past year the functionality of Physlets has been greatly extended through the use of inter-applet communication. This makes it possible to use a modular object-oriented approach for the design of interactive curricular material. Many Physlets, including Animator, EField, BField, and Faraday, are now capable of generating data in response to an internal clock or in response to user actions. This data can then be passed to a bar graph, a table of numeric values, or an x-y graph using one line of JavaScript to establish the communication link. This technique is very flexible since the code to process and present the data is written in an interpreted runtime environment. Furthermore, web servers can customize the code as the document is being delivered for applications such as testing and online homework. Examples of interactive curricular material that makes use of these techniques will be presented.
This project is generously supported by NSF, DUE-9752365.
Physlets
and Just-in-Time Teaching: From Introductory to Advanced Physics Courses (M.
Belloni and W. Christian)
Java-based interactive physics problems, Physlets (small Java-based interactive physics applets), have been incorporated throughout the introductory physics series here at Davidson College. They have been used as in-class exercises, Just-in-Time Teaching (JiTT) Warm Ups and Puzzles, lab preparatory exercises, and extensions to the "traditional" problem sets.We are currently adapting, writing, and teaching with new curricular material using Physlets and JiTT in our advanced courses such as modern physics and electromagnetic theory. Specifically, we are developing curricular material that bridges the gap between introductory physics and more advanced courses. This progression follows the increased functionality of Physlets that have been greatly extended through the introduction of compound objects and inter-applet communication (to name just two recent additions). We will discuss these ever changing developments with an emphasis on the new Physlet-based curricular material for advanced courses.
A New Approach to Authoring
Interactive Curricular Material (W. Christian)
A persistent problem facing educational software authors is that programming has no top. In other words, the moment a program is finished a potential user will ask for an enhancement or modification to use the program in a new context. Scriptable general-purpose applets, such as Physlets, provide a partial solution since the user can specify the applet's behavior provided that the applet author has anticipated the need. But this is not enough. Curriculum authors usually want to process the data and to present it in various formats. Over the past year the functionality of Physlets has been greatly extended through the use of inter-applet communication. This makes it possible to use a modular object-oriented approach for the design of interactive curricular material. Many Physlets, including Animator, EField, BField, and Faraday, are now capable of generating data in response to an internal clock or in response to user actions. This data can then be passed to a bar graph, a table of numeric values, or an x-y graph using one line of JavaScript to establish the communication link. This technique is very flexible since the code to process and present the data is written in an interpreted runtime environment. Furthermore, web servers can customize the code as the document is being delivered for applications such as testing and online homework. Examples of interactive curricular material that makes use of these techniques will be presented.
This project is generously supported by NSF, DUE-9752365.
Molecular Dynamics Physlets (J.
Nolen & W. Christian)
Molecular Dynamics is a favorite topic for undergraduate computer simulation and many fine examples exist. Few of these simulations, however, use a modular object-oriented approach that has been designed for delivery on the Internet. The Molecular Dynamics Physlet package consists of five applets that model ensembles in various types of interacting containers. Both individual particles and the entire ensemble can generate data that is then passed to other applets for further processing and display. This technique is visually effective and very flexible. Since the code to set up the initial conditions and to process and present the data is written in JavaScript, curriculum authors can quickly customize the script for applications such as testing and online homework. Examples of these techniques will be presented.
A New Approach to Authoring
Interactive Curricular Material (W. Christian)
A persistent problem facing educational software authors is that programming has no top. In other words, the moment a program is finished a potential user will ask for an enhancement or modification to use the program in a new context. Scriptable general-purpose applets, such as Physlets, provide a partial solution since the user can specify the applet's behavior provided that the applet author has anticipated the need. But this is not enough. Curriculum authors usually want to process the data and to present it in various formats. Over the past year the functionality of Physlets has been greatly extended through the use of inter-applet communication. This makes it possible to use a modular object-oriented approach for the design of interactive curricular material. Many Physlets, including Animator, EField, BField, and Faraday, are now capable of generating data in response to an internal clock or in response to user actions. This data can then be passed to a bar graph, a table of numeric values, or an x-y graph using one line of JavaScript to establish the communication link. This technique is very flexible since the code to process and present the data is written in an interpreted runtime environment. Furthermore, web servers can customize the code as the document is being delivered for applications such as testing and online homework. Examples of interactive curricular material that makes use of these techniques will be presented.
New Approaches to Teaching Problem
Solving: Physlets and Other Internet Technologies (W. Christian)
The World Wide Web began in 1990 as a text-based hyper-linked document distribution system for Physicists. Its first use was the electronic transcription of gigabytes of data, textbooks, and faculty notepads. Its initial impact on teaching pedagogy was minimal. In fairness to the World Wide Web, it required heroic efforts to move beyond text and images until fairly recently. But that has changed. It is now possible to author curricula that include interactivity using off-the-shelf tools. These tools enable educators to design web-based activities that directly influence how students approach a problem. Although interactivity can certainly be accomplished using very sophisticated packages such as Interactive Physics or possibly even QuickTime movies, non-proprietary Internet technologies are often preferable. Curricula designed using these technologies are easy to create and modify and will run on a variety of computer platforms. This talk/workshop will discuss the pedagogic implications and effectiveness of small scriptable Java applets, i.e., Physlets, developed at Davidson College. Interactive problems will be shown as examples and Physlets will distributed to conference participants.
New Approaches to Student Problem
Solving Using Internet Technologies (W. Christian and A. Titus)
The World Wide Web began in 1990 as a text-based hyper-linked document distribution system for Physicists. Its first use was the electronic transcription of gigabytes of data, textbooks, and faculty notepads. Its initial impact on teaching pedagogy was minimal. In fairness to the World Wide Web, it required heroic efforts to move beyond text and images until fairly recently. But that has changed. It is now possible to author curricula that include interactivity, database access, and mathematical models using off-the-shelf tools. These tools enable educators to design web-based activities that directly influence how students approach a problem. Although interactivity can certainly be accomplished using very sophisticated programs such as Interactive Physics or possibly even QuickTime movies, Java applets are often smaller and can interact with the user via a scripting language. Scripting changes the behavior of an applet and allows it to be used for many different types of questions. This talk will discuss the pedagogic implications and effectiveness of small scriptable Java applets, i.e., Physlets, developed at Davidson College. Interactive pre-labs, homework, tests and Just-In-Time problems will be shown as examples.
Java Programming and Internet
Technologies for Undergraduate Education (W. Christian)
Although it is somewhat of a cliché that the Internet is revolutionizing education, it is still not common to find physics simulations that make use of Internet technologies. Physicists trained in procedural languages, such as Fortran, are often unfamiliar with object-oriented techniques and uninterested in page layout. They are more interested in computational speed than in code reuse or in interface design. But adopting Internet technologies for teaching need not detract from the teaching of computational physics. A good example of this approach is the set of small scriptable Java applets-we call them Physlets-developed by students and faculty at Davidson College. Students are still taught to program using canonical techniques such as RK4. Finished assignments are embedded into HTML documents and published from a student's home page. Well-designed applets can communicate with browsers by employing a scripting language such as JavaScript. Scripting allows one applet to be used for many different types of contexts thereby allowing the student to validate the correctness of the applet and to learn additional physics. The strengths and weaknesses of the Java programming language for various types of projects will be discusses and examples of Java and JavaScript will be presented.
Physics Beans:Java for Physics
Education(W. Christian)
Object Oriented Programming, OOP, allows programs to communicate with other programs if they follow certain communication standards. Two such standards are Java Beans and Active X. While Java Beans are platform independent, the Active X standard is language independent. Both types of objects have advantages and can be used to develop physics curricular material that can be embedded into HTML browsers. The Davidson Physlet library is being rewritten to take advantage of the Java Bean object model. Examples of curricular material that makes use of embedded objects will be presented.
Second Semester Physlets (W.
Christian)
New Physlets are being prepared for the second semester introductory course. Physlets are small scriptable applets that are capable of displaying physics content. Though many physics applets are posted on the Web, it is a challenge to design applets with sufficient generality to allow the presentation of interesting content for multiple problems. The ideal is to embed the necessary physics using script that is part of the HTML page which can be easily changed. Students are required to interact with the Physlet, apply appropriate physics concepts, and make measurements before solving the problem mathematically. Such an approach is remarkably different than typical novice strategies where students attempt to mathematically analyze a problem before qualitatively describing it (an approach we as teachers often call “plug-and-chug,” characterized by a lack of conceptual thought). This talk will discuss the design, construction, and use of Physlets at Davidson College.
Our Experience Using Web-Based
Physics Problems? (Aaron Titus, W. Christian)
Web-based interactive physics activities are being incorporated as an integral part of the Davidson non-calculus physics course. Physlets, small Java programs that can be embedded into HTML browsers, are used to deliver media-focused physics problems to students on a daily basis. Scripting allows a single Physlet to be used in may difference contexts including pre- and post-labs, Just-In-Time teaching, and end of chapter problems. Physlet-based problems will be demonstrated and a preliminary assessment of student performance and acceptance will be given.
Multimedia and problem solving -
Should they be integrated?. (Aaron Titus, W. Christian)
Physlets, small programs that can be embedded into HTML browsers, are being developed at Davidson College in order to deliver media-focused physics problems to students. Although animation can certainly be accomplished using more sophisticated programs, such as Interactive Physics or possibly even QuickTime movies, Physlets are often smaller and can interact with the user using simple scripting languages. Scripting allows a Physlet to be downloaded once and reused for many different types of questions. Physlet-based problems are now being tested at North Carolina State using an on-line web-based homework delivery system. Examples of Physlet problems will be demonstrated and a preliminary assessment of student performance and acceptance will be given.
Physlets:Java Programming for
Physics Education (W. Christian)
A good example of an interactive technology that brings added benefit is the set of small scriptable Java applets—we call them Physlets—being developed at Davidson College. Java is a platform independent programming language that is very flexible and ideally suited for instructional purposes such as problems. Java applets can be embedded directly into HTML documents and can interact with the user by employing a scripting language such as JavaScript. Adding Applets to an HTML page is no different than adding an image. Although animation can certainly be accomplished using more sophisticated programs such as Interactive Physics or possibly even QuickTime movies, Applets are often smaller and can interact with the user. Scripting allows one applet to be used for many different types of questions. The strengths and weaknesses of the Java programming language for various types of projects will be discusses and examples of Java and JavaScript will be presented.
CS 8: WebPhysics (W. Christian)
Finding appropriate uses of the World Wide Web continues to challenge the education community. Many Internet sites, including our own WebPhysics site, distribute media-rich curricular material. Good sites provide indexing and content that is unavailable through other technologies. The worst sites are merely transcriptions of a text book or faculty notepads. In fairness to the World Wide Web, it required heroic effort to move beyond text and images up until 1996. But 1997 has changed that. A good example of an interactive technology that brings added benefit is the set of small scriptable Java applets-we call them Physlets-being developed at Davidson College. Java is a platform independent programming language that is very flexible and ideally suited for instructional purposes such as problems. Java applets can be embedded directly into HTML documents and can interact with the user by employing a scripting language such as JavaScript. Adding Applets to an HTML page is no different than adding an image. Although animation can certainly be accomplished using more sophisticated programs such as Interactive Physics or possibly even QuickTime movies, Applets are often smaller and can interact with the user. Scripting allows one applet to be used for many different types of questions. The strengths and weaknesses of various technologies will be discusses and examples will be presented.
Multimedia and problem solving -
Should they be integrated?. (Aaron Titus, W. Christian)
Problem solving is an extensive component of most physics courses, because in essence, it's what scientists do. However, students and scientists do not necessarily solve problems in the same way. Although expert problem solvers typically use pictorial representations when solving problems, novices tend to proceed from the given problem statement to a mathematical solution without first developing a visual representation of the problem and, as a result, are not as successful at solving problems. For this reason, multimedia may be an effective tool to enhance students' success at solving problems. However, merely presenting a video of motion described in a problem is not necessarily the most effective method as was found in a recent study of students' responses on Web-based homework questions. Rather, multimedia-focused problems, where data relevant to solving the problem is embedded in a video or animation, may be the best use of multimedia in problem solving. Examples of video-enhanced problems and multimedia-focused problems will be demonstrated, and their differences from "traditional" problems will be highlighted.
EE2: Putting a Department on the Web:
Curriculum Distribution, Authoring, and Management. (W. Christian)
The Davidson College Physics Department manages its own web server in order to provide a computer rich environment that impacts the entire physics curriculum. The web provides a new channel for old information: homework assignments, test schedules, syllabi, etc. More importantly, however, web servers offer an opportunity to develop and publish curricular material which does not tie up class time, is available around the clock, and fosters collaborative exploratory learning experiences across college boundaries. This use of the web constitutes a new pedagogical tool. Examples of HTML based material will be presented along with recommendations for server management.
BB3: Teaching Computational Physics to
Undergraduates. (W. Christian)
Since students have different skills, a computational physics course at an undergraduate liberal arts college must be flexible. Some students write well; other students have good graphical design skills; and other students have mathematical ability. Most students will not major in physics and many will not major in science. We believe, however, that Computational Physics has broad appeal since it is an effective way to develop problem solving skills and to become computer literate. Students perceive that they are not well educated without a good understanding of a computer's power and its limitations. Learning to design a good user interface that communicates an idea is part of our course. So is downloading information via the World Wide Web, FTP_ing homework, getting help from Computer Services, and emailing other students or the instructor. We have adopted Borland Delphi as our programming environment and have developed a library of Delphi components, called Science Tools, that allows students to quickly build a Windows application that contains graphs, numerical methods, and input/output fields for floating point numbers. It is our intent (following a philosophy pioneered by the M.U.P.P.E.T. team at the University of Maryland) that students use the computer to explore real scientific problems early in their undergraduate career. Examples of student work will be presented..
WebPhysics: Delivering Curricular
Material Using the World Wide Web. (W. Christian, G. Novak, E. Patterson)
The advent of interactive World Wide Web (WWW) networking with the HyperText Transmission Protocol (HTTP) offers an opportunity to develop and publish curricular material which does not tie up class time, is available around the clock, and fosters collaborative exploratory learning experiences across college boundaries. If it finds acceptance by students and faculty, it will constitute a new pedagogical tool. WebPhysics is a collaborative effort that was established in 1995 to promote the design, distribution, testing and sharing of this type of curricular material. Samples of material currently available including hypertext lessons, video clips, modeling software, on-line tests, quizzes and enrichment will be presented. In addition, sample lessons from the Cockpit Physics project from the United States Air Force Academy, a web-based set of thirty-two introductory physics lessons written expressly to take advantage of the WWW paradigm, are presented. Preliminary student reaction to this technology, including the potential for collaborative learning through the publication of student work, will be discussed.
EF1:
Authoring and Delivering Interactive Materials Using the HTML Authoring Language
and the World Wide Web HTTP Protocol. (G. Novak)
The advent of World Wide Web technology provides a new medium for the delivery of instructional material. In addition to providing easy access to large amounts of information the HTML language and HTTP protocol can actually serve as a lesson authoring environment. HTML documents can deliver multimedia information in an almost platform independent fashion. The WWW server can be linked to an intelligent instructional database for individualized instruction and for an analysis of students' performance. This and the subsequent two talks will illustrate the rich pedagogical potential of World Wide Web technology.
EF2: Setting up a World Wide Web Server
for the Dissemination of Instructional Material to a Classroom and Beyond.
(W. Christian)
The software tools, hardware, and management techniques necessary to establish a WebPhysics server are discussed. Establishing a departmental server to distribute content rich documents is only one aspect of the WebPhysics project. Database searching, E-mail to instructors, intelligent tutors, discussion groups, and interactive access to software can be implemented using hypertext transfer protocol, http. By connecting to http://WebPhysics.Davidson.Edu, off-campus users can view prototypes of these applications. One such tool, a database for public domain video clips of physics phenomena, has become a useful resource and will be demonstrated. We invite physics departments to establish their own WebPhysics servers and intend to cross link all such servers.
EF3: Examples of Interactive
Physics Lessions Delivered with HTML Documents. (E. Patterson)
The Physics Department at the United States Air Force Academy is developing a new curriculum of interactive, HTML-based workstation-delivered lessons for the introductory physics course. In the trial sections of the course students work with interactive computer-delivered lessons during one hour of each two hour class. The format is similar to Studio Physics+. The lessons include the use of digital video clips and other multimedia resources, analyses of video clips, simulations, games, spreadsheets, hands-on activities, MBL labs, on-line quizzes, and other enrichment activities.
We will show examples from our lessons and will explain and discuss how we have included multimedia materials in HTML-based lessons, the development of these resources, and authoring issues.
+Jack Wilson, Rensselaer Polytechnic Institute (e.g., The Physics Teacher, Vol 32, 1994, p. 518-523)
Participants will author physics lessons using World Wide Web paradigm. Sample lessions will show how to use multimedia resources in HTML format to effectively communicate physics content.
Reno
W27: WebPhysics-Authoring Multimedia Lessons with HTML.
Phoenx W38: Developing Instructional
and Assessment Material with HTML and JavaScript.
ACI/Benedictine University: Webizing
Your Course.
Denver W53: WebPhysics-Developing
Instructional and Assessment Material with HTML and JavaScript.
Return to the WebPhysics
page.