My Father's Watch - Revision history

Shawn: /* Potential clients and related courses */

2011-07-25T20:22:13Z

Potential clients and related courses

← Older revision		Revision as of 12:22, 25 July 2011
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	:http://muller.lbl.gov/teaching/physics10/pffp.html		:http://muller.lbl.gov/teaching/physics10/pffp.html
	:http://www.physics.princeton.edu/~steinh/ph115/Chapter01D.pdf		:http://www.physics.princeton.edu/~steinh/ph115/Chapter01D.pdf

			Information about the latest edition of Physics and Technology for Future Presidents: http://press.princeton.edu/TOCs/c9226.html

	==Abbreviations==		==Abbreviations==

Shawn: /* Potential clients and related courses */

2011-07-25T20:18:44Z

Potential clients and related courses

← Older revision		Revision as of 12:18, 25 July 2011
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	Virginia's Physics 111. The online description includes a list of texts they'd use. http://people.virginia.edu/~gdc4k/phys111/fall08/info.html		Virginia's Physics 111. The online description includes a list of texts they'd use. http://people.virginia.edu/~gdc4k/phys111/fall08/info.html

			Many related courses use Muller's Physics and Technology for Future Presidents, or its predecessor, Physics for Future Presidents. Princeton's Future Physics uses some of Muller's book adapted.
			:http://muller.lbl.gov/teaching/physics10/pffp.html
			:http://www.physics.princeton.edu/~steinh/ph115/Chapter01D.pdf

	==Abbreviations==		==Abbreviations==

Shawn: /* Potential clients */

2011-07-25T19:57:20Z

Potential clients

← Older revision		Revision as of 11:57, 25 July 2011
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	A new edition might need a list of resources—web, books, lab materials. EnergyTeachers.org might be useful for making a new list.		A new edition might need a list of resources—web, books, lab materials. EnergyTeachers.org might be useful for making a new list.

	===Potential clients===		===Potential clients and related courses===
	OSU's two-term course "World of Energy." http://www.physics.ohio-state.edu/103/		OSU's two-term course "World of Energy." http://www.physics.ohio-state.edu/103/

			Virginia's Physics 111. The online description includes a list of texts they'd use. http://people.virginia.edu/~gdc4k/phys111/fall08/info.html

	==Abbreviations==		==Abbreviations==

Shawn at 19:46, 25 July 2011

2011-07-25T19:46:15Z

← Older revision		Revision as of 11:46, 25 July 2011
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	===Accompaniments===		===Accompaniments===
	A new edition might need a list of resources—web, books, lab materials. EnergyTeachers.org might be useful for making a new list.		A new edition might need a list of resources—web, books, lab materials. EnergyTeachers.org might be useful for making a new list.

			===Potential clients===
			OSU's two-term course "World of Energy." http://www.physics.ohio-state.edu/103/

	==Abbreviations==		==Abbreviations==

Shawn: /* Content */ semiconductors more important?

2011-07-25T02:36:37Z

Content: semiconductors more important?

← Older revision		Revision as of 18:36, 24 July 2011
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	;Maybe concepts of electrical power and energy, as envisioned in household uses (p. 270), should come before electron theories.		;Maybe concepts of electrical power and energy, as envisioned in household uses (p. 270), should come before electron theories.

			;Semiconductor physics and devices, a Special Topic with an asterisk indicating the authors had treated the topic in their course, might become a larger part of a new book, being of unmistakable importance to today's economy and society. Also, there are so many devices that are now easily affordable, for example LEDs of various colors, that the text can still insist on experimental accompaniments. (p. 373)

	===Linking to contemporary pedagogies===		===Linking to contemporary pedagogies===

Shawn: /* Content */

2011-07-25T01:44:14Z

Content

← Older revision		Revision as of 17:44, 24 July 2011
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	:Changing this may offend many physics teachers, because this sequence is so frozen into the curriculum.		:Changing this may offend many physics teachers, because this sequence is so frozen into the curriculum.

	;Maybe concepts of electrical power and energy, as envisioned in household uses, should come before electron theories.		;Maybe concepts of electrical power and energy, as envisioned in household uses (p. 270), should come before electron theories.

	===Linking to contemporary pedagogies===		===Linking to contemporary pedagogies===

Shawn: /* Style */

2011-07-24T22:53:29Z

Style

← Older revision		Revision as of 14:53, 24 July 2011
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	;Readers may prefer less verbosity.		;Readers may prefer less verbosity.
	:'The answer is clearly in the negative' may be replaced with 'the answer is no,' or even 'the resistance is not constant.' (p. 269)		:'The answer is clearly in the negative' may be replaced with 'the answer is no,' or even 'the resistance is not constant.' (p. 269)
			:Relatedly, there might be many phrases that can be removed with no effect on the intended curriculum. For example, one could remove the reference to science fiction's force fields on page 257.

	;Vocabulary should be updated.		;Vocabulary should be updated.
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	;The flow of examples should be examined.		;The flow of examples should be examined.
	:The first quantitative example in chapter 10 (pp. 232-233) is wonderfully complicated. Maybe this is a good thing, but it should be examined again. Maybe the reasoning should focus less on equations and more on relations.		:The first quantitative example in chapter 10 (pp. 232-233) is wonderfully complicated. Maybe this is a good thing, but it should be examined again. Maybe the reasoning should focus less on equations and more on relations.


	===Content===		===Content===

Shawn: /* Enduring qualities */

2011-07-24T22:42:03Z

Enduring qualities

← Older revision		Revision as of 14:42, 24 July 2011
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	The authors also help the student with metacognitive work like organizing concepts.		The authors also help the student with metacognitive work like organizing concepts.

	I would be really interested in a text that could help the general public out of their common confusion between power and energy. Middle school math teachers are trying to teach us all about rates, but the difference between rates and accumulated amounts are lost on so many people when it comes to electricity. See my page [[Kilowatts and kilowatt-hours]].		I would be really interested in a text that could help the general public out of their common confusion between power and energy (p. 240). Middle school math teachers are trying to teach us all about rates, but the difference between rates and accumulated amounts are lost on so many people when it comes to electricity. See my page [[Kilowatts and kilowatt-hours]].

	===Style===		===Style===

Shawn: /* Enduring qualities */

2011-07-24T22:41:25Z

Enduring qualities

← Older revision		Revision as of 14:41, 24 July 2011
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	The authors also help the student with metacognitive work like organizing concepts.		The authors also help the student with metacognitive work like organizing concepts.

			I would be really interested in a text that could help the general public out of their common confusion between power and energy. Middle school math teachers are trying to teach us all about rates, but the difference between rates and accumulated amounts are lost on so many people when it comes to electricity. See my page [[Kilowatts and kilowatt-hours]].

	===Style===		===Style===

Shawn: /* Updating to usability in 2011 */ added Linking to contemporary pedagogies

2011-07-24T22:36:21Z

Updating to usability in 2011: added Linking to contemporary pedagogies

← Older revision		Revision as of 14:36, 24 July 2011
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	;Maybe concepts of electrical power and energy, as envisioned in household uses, should come before electron theories.		;Maybe concepts of electrical power and energy, as envisioned in household uses, should come before electron theories.

			===Linking to contemporary pedagogies===
			Maybe there is a not-too-exhausting way to treat the presentation using some promising or tested pedagogy from recent educational research. For example the text could be correlated to physics simulations, or it could give cues for peer instruction.

	===Accompaniments===		===Accompaniments===