PICUP Virtual Meetings
PICUP Back-to-School Webinar: Tools of the Trade
Wednesday, August 12th at 7 PM EDT / 6 PM CDT / 5 PM MDT / 4 PM PDT
Watch even more recordings here
Join us for a special back-to-school PICUP webinar where we'll briefly explore a number of free tools that are available to help you deliver computational activities in your physics courses: Jupyter Notebooks (local and in the cloud), Spyder, Octave/Matlab, GlowScript/VPython, p5.js, and Excel/Google spreadsheets. After being introduced to these platforms, you'll be able to ask questions and schedule follow-up learning opportunities based on the platform(s) that interests you most.
NOTE: The webinar will be recorded and posted on the PICUP site for viewing for those who are unable to attend the meeting on Wednesday, August 12.
Link to join the Zoom meeting: https://ksu.zoom.us/j/94833674067
For online community interaction, PICUP uses the team communication environment at slack.com. The slack channels range from bulletin board-type announcements of events and activities of PICUP interest to in-depth discussions on how to integrate computational activities into introductory and advanced undergraduate physics courses.
Hit the SLACK logo below to request an invitation to join the PICUP TEAM at SLACK
PICUP Member Spotlight
How/what inspired you to get into teaching computation?
I don't teach computation as a course. However, I do include some computation assignments in general education courses like Astronomy to see if these majors are willing to learn difficult physics concepts by this mode and, if they do choose to learn by this mode, do they learn by this mode. I find that all majors can learn by computation but the learning curve is a bit steep for those who have never coded in the past.
Why did you get involved with PICUP?
My Chair sent out the PICUP notice and asked for teams to go to the conference. I was one of a two-member team that attended last year's and this year's workshops.
What benefit has your involvement with PICUP had to you, your teaching, and/or your students?
From my studies, I have found that the students in general education astronomy who have decided to try learning difficult physics concepts by actual coding in python do learn the difficult physics concept. I presented results at the 150th Astronomical Society of the Pacific Conference recently and I am working on a conference proceeding on the results of this study.
Tell us a bit about how you use computation in (or outside of) your classroom.
I have used computation in general education astronomy, online and face-to-face, in Astrophysics, and in Space Weather courses. In Astrophysics, students generated code on orbital dynamics and students in Space Weather learned radiometric decay and rate of decay using python. Students in general education astronomy learned about inverse square laws as applied to light and gravity using python. In all cases, since students do not already know python, I give them a working code that they have to first type in and get to run and then modify it using personally selected parameters so that each student has their own product, thus minimizing cheating.
What is your favorite thing about teaching computation?
My favorite thing is reading the free-response answers where students talk about their fears in trying something new, embarking into the new project, and realizing they can learn by this mode, and do learn!