Welcome…

by Lee on July 13, 2010

…to my blog. I write about science education, radical/liberal politics, accessible web design, web support for small “brick and mortar” businesses, and a little about my life.

Since I write about such a broad spectrum of topics, you may want to click the category link (on the right) of the topic you are most interested in.

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At the AAPT Winter Conference, I attended a workshop on the Reformed Teaching Observation Protocol (RTOP) (emphasis on “reformed teaching” not “reformed protocol”). Below are my notes on that workshop. [This workshop runs 8:00-5:00 on Sunday, and I'm live blogging this so, if you're reading during this time, reload the page for the most up-t0-date content.]

Intro question: What does good physics learning look like?

My responses:

  • Student engagement: hands on; notetaking; calculators/computers use; students doing things, not just passive
  • Teacher engagement: focus on different groups of students; listening to students; circulating around the classroom; during lectures responding to students questions, circulating.

My partner and my negotiating of the top three:

  1. Students making and recording observations.
  2. Teacher circulating
  3. Students solving problems.

Other groups’ results (not complete):

  • Vendor and customer haggling in a market–>discourse. [I really like this one] Teacher runs the market.
  • Students engagement [I think this word is overused without a common definition]
  • Student verbal reasoning
  • Students designing experiments
  • Students working on open ended questions
  • Teachers guiding students through Socratic questions (although avoid “Socratic hammer” of step-by-step leading questions)
  • “Avoid plug and chug” [I'm concerned with the oversimplification of this statement]
  • We had a discussion of the role of lecturing–avoiding getting caught into the “All lecture is bad” dogma, but retaining that lecture should be minimized (a subjective term if there ever was one).
  • We had another discussion about the role of writing. I felt that is was important that some student writing was going on in order for them to better retain the information; others felt that sometimes they didn’t want their students worrying about taking notes, but rather just focus on the discussion. We addressed different learning modalities; in the end I think we could all agree with: Being prepared to write! (even if not all students write during the course of a period).
  • PGA boards (post game analysis whiteboard)
  • Body language/noise level of students.

Metaphors for teaching

  • Market
  • Jazz or blues
  • Learning envelop
  • Canals

Wrap up of morning introductory discussion

 

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The value of multi-modal trips

by Lee on July 12, 2011

In transit lingo, “multi-modal” trips are those that use different modes to get to a destination. A common version is bike to bus/subway/rail, either taking the bike on the vehicle or locking it before one gets on. Today I had a wonderful trip that was multi-modal by accident.

The “out” trip was planned as multi-modal: I live in Berkeley and had a mid-day meeting in Redwood City. These cities are on opposites sides of the San Francisco Bay, and I decided that I would take two trains (BART subway and CalTrain diesel passenger/commute train) and ride the short distances between destinations and stations. I left home and rode five blocks to my local BART station, where I brought my bike on board and held it while sitting. Not too uncomfortable, not too crowded. When I arrived in SF, I got off at the first station (swiping my “Clipper” “smart-card”), then rode about eight blocks to the CalTrain station. I swiped my Clipper card while waiting, then when the train boarded I got on one of the two bike trains–these trains are specially equipped with bike rack space on the bottom level (the trains have two levels of seating). There were plenty of bungee cords at each bike rack,  and I bungeed my bike to the rack and chose a seat upstairs where I could keep an eye on my bike.

Getting off the train in Redwood City, I almost forgot to swipe my card, but there had been enough reminders on the train that I think it had been embedded in my brain and I remembered just as I was about to ride off. Good thing: They charge you the maximum amount when you “tag on” and give you a refund when you “tag off.” I got $8 back :-)

My ride was about eight blocks to my meeting. We had a good meeting (what would you expect from a bunch of physics educators?), but it went a bit longer than expected (what would you expect from a bunch of physics educators?). So I started about an hour later than I had planned.

My return trip was not planned as multi-modal. I planned on a 50 mile bike ride home.

Dirt road along levee

Dirt road along levee in East Bay; Dumbarton Bridge on right in background.

Although my destination was north, I had to back-track a couple miles to make it to the Dumbarton Bridge (our only E/W bridge across the bay that has a bike lane). The bike lane is wide enough for two bikes to pass comfortably, and has a “Jersy barrier” between it and the traffic. A bit loud, but a  nice ride none the less.

On the other side of the bridge,  I ventured onto a bike route from Google Maps that I had not taken before. It turned out to be a dirt road, along a levee that separates the bay from the abandoned salt evaporation ponds (now nature conservancy areas). It was nice to be in the midst of our megalopolis yet still feel away from it all. I have a 7″ Android tablet (Samsung Galaxy Tab) that has GPS and Google Maps, which helped me believe I was on the right course.

Three pelicans in the protected waters.

Three pelicans in the protected waters.

After about 30 miles, I had made it to Hayward and realized it was getting later than I wanted, and that I was more tired than I wanted. Luckily, the BART line runs up the East Bay, and after about three miles “inland,” I arrived at the Hayward BART station. This was in the midst of rush hour, but BART revised their bike rules several years ago (or was that a decade or more ago), and restricted bikes only on the most crowded trains. The Richmond/Fremont line, which includes Hayward and Berkeley, has no restrictions on bicycles, so I was able to board the train and zip home.

I thank my local train/subway agencies for the forward thinking to provide reasonable bicycle access on the trains. My trip would not have been possible without them, and I would have been limited to public transit without the bicycle portion.

 

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Reflections on 900 miles on a bicycle

June 5, 2011

[I wrote this back in August of 2010] Well, I’ve been back for a week, so it seemed like time to write reflections on my Portland to Berkeley bicycle trip. Why? Why did I do it? Was it turning 50, the old “mid-life crisis” reaction? Maybe, but probably only a small amount. I’m pretty satisfied [...]

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“You can’t put something on the final we haven’t seen!!!”

December 7, 2010

Today as a finals review “warm up” (although it ended up taking the whole period) I presented the students with four beakers of water: One with ice, one at room temp, one on a hot plate “low” (about 37C) and one boiling. I used Logger Pro to show the four temperatures on a projector screen [...]

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Berkeley Student Food Collective now open

November 22, 2010

A new food cooperative opened on November 15 in Berkeley. The Berkeley Student Food Collective is open to anyone, student or not. Both members and non-members can shop, members receive a discount in exchange for work hours. I’ve shopped there a couple times, and the store is quite well stocked. It’s just a small storefront, [...]

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Spreadsheet for calculating slopes at points on quadratic functions

October 17, 2010

On the Physics Modeling email list there has been a discussion of finding tangents to a parabolic curve using an Excel spreadsheet. The primary way we use this is when students graph position vs time of a ball rolling down a ramp. Students discover that the relationship can be modeled as a parabolic equation, x [...]

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Drive 55 MPH on Spare the Air days

October 14, 2010

With the batch of Spare the Air days in the San Francisco Bay Area in the last few weeks, I came up with an idea that would probably save a lot more gas than trying to get people to carpool and take transit (not that I’m suggesting we stop this, but I’m not sure how [...]

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End of the year teacher evaluation for my physics students to complete

August 10, 2010

At the end of each school year, I have my students complete an evaluation of the course. My goal is for them to reflect (1) me, (2) the class, and (3) themselves. I find the evaluations extremely valuable. Scary at times, but valuable. This last year wasn’t one of my best, and the evaluations showed [...]

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Using a TI-83 or TI-84 graphing calculator in high school physics classes

July 15, 2010

This summer I’m leading a workshop at the American Association of Physics Teachers meeting entitled “Using graphing calculators in the classroom.” Featured in the workshop is my handout titled “Analyzing data using your TI-83 or TI-84 calculator.” You can download a PDF version of the worksheet here. The handout has calculator screenshots and uses TI [...]

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AAPT meeting in Portland and my bike trip home

July 15, 2010

I’m leaving today for the American Association of Physics Teachers summer meeting in Portland, Oregon. I’ll be presenting a workshop at the meeting (see next post), then riding my bicycle to Eugene then down the coast back to Berkeley. You can follow my cycling exploits here: www.crazyguyonabike.com/doc/?o=RrzKj&doc_id=7183&v=V

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