2019 CAP Congress / Congrès de l'ACP 2019

Session

T4-10 Thinking Outside the Box (DPE) | Penser hors de la boîte (DEP)

T4-10

4 Jun 2019, 15:15

Simon Fraser University

Conveners

T4-10 Thinking Outside the Box (DPE) | Penser hors de la boîte (DEP)

• Martin Williams (University of Guelph)

2613. On developing an open access first year physics textbook and other free things

Ryan Martin (Queen's University)

04/06/2019, 15:15

Physics Education / Enseignement de la physique (DPE-DEP)

Invited Speaker / Conférencier(ère) invité(e)

In this talk, I will review my experience working with students at Queen's University to develop an open access textbook aimed at introductory calculus-based physics. In particular, I will discuss how we worked towards designing a text that is better adapted for the flipped classroom approach than current offerings, and how we managed the process of developing the text. While experimental...

2631. ComPAIR: A Flexible Teaching Technology for Facilitating Peer Evaluation

James Charbonneau (University of British Columbia)

04/06/2019, 15:45

Physics Education / Enseignement de la physique (DPE-DEP)

Oral (Non-Student) / Orale (non-étudiant(e))

We introduce ComPAIR, an open source, peer feedback and teaching technology developed at UBC that provides students a safe, flexible environment to develop the skill of evaluating another person’s work, and in turn, receive evaluations from their peers. We highlight its usage in a 300 level physics class.

The effectiveness of peer feedback can be limited by the relative newness of students...

2494. Engaging reflective thinking during exam-like situations: Slowing students down on short-answer questions increases performance

Joss Ives (University of British Columbia)

04/06/2019, 16:00

Physics Education / Enseignement de la physique (DPE-DEP)

Oral (Non-Student) / Orale (non-étudiant(e))

In a series of experiments designed to engage students in reflective thinking in exam-like situations, we test the effectiveness of two different interventions in improving student performance on specific short-answer questions. These interventions (1) ask students to explain their answer after answering a short-answer question, or (2) pair questions together for concepts that students...

2722. Should Gauss’s Law Be Taught in First Year?

Dr Robert Hawkes (Professor Emeritus, Mount Allison University)

04/06/2019, 16:15

Physics Education / Enseignement de la physique (DPE-DEP)

Oral (Non-Student) / Orale (non-étudiant(e))

Gauss’s Law is one of the most elegant and powerful relationships in physics, but should it be taught in first year? On the one hand, it provides the framework to truly understand electric fields, is an entry point to Maxwell’s equations, and enables a beautiful introduction to important ideas of flux and symmetry. On the other hand, in first year students will not have the vector calculus...

2485. What Is the Condition for Conservation of Momentum?

Dr Michael Chen (Department of Physics, Simon Fraser University)

04/06/2019, 16:30

Physics Education / Enseignement de la physique (DPE-DEP)

Oral (Non-Student) / Orale (non-étudiant(e))

When teaching the law of conservation of linear momentum to first-year university or senior high school students, it is quite popular to use the term "isolated system" to describe the condition of the conservation law. That is, the law of conservation of momentum is stated as that the momentum of an isolated system is constant. Our investigation suggests that the term isolated system, though...