AMSER
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AMSER (the Applied Math and Science Education Repository) provides educational resources and services built specifically for use by those in Community and Technical Colleges but free for anyone to use.en-usealmasy@scout.wisc.eduealmasy@scout.wisc.eduFri, 18 Apr 2014 00:00:00 -0500Thu, 17 Apr 2014 00:00:00 -0500http://www.rssboard.org/rss-2-0-1Minnesota Geological Survey
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https://amser.org//index.php?P=FullRecord&ResourceId=19652The Minnesota Geological Survey (MGS) was established in 1872 as part of the University of Minnesota. The function of the MGS is to serve "the people of Minnesota by providing systematic geoscience information to support stewardship of water, land, and mineral resources." This website from the Digital Conservancy at the University of Minnesota provides access to all of items published by the MGS. The items are contained within the Collections area, and visitors will find headings here such as "Geology of Minnesota Parks," "County Atlas Series," and the "Bulletin of the Minnesota Geological and Natural History Survey." First-time visitors can check out the Recent Submissions area on the right-hand side of the page to look over some new findings, including hydrogeological maps of different counties around the state. One item that should not be missed is the "Geology of Minnesota: A Centennial Volume" from 1972. It's a tremendous volume and one that cannot be ignored by students of the physical landscape and geological history of the state.Mon, 24 Sep 2012 12:11:01 -0500Steady-state Characteristics of a Synchronous Motor (part 2)
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https://amser.org//index.php?P=FullRecord&ResourceId=13314The steady-state characteristics of a synchronous motor represented by phasor diagrams are shown as function of the load P with the excitation voltage E kept constant.The power expression is P = I V cos(;) = E V sin(;) / X. The basic phasor equation is V = E + jX I.The locus of E is a portion of a circle of radius E centered at the origin of the complex plane. The locus of I is also a circle of radius E/X centered on the imaginary axis at V/X.The power P versus the torque angle 8; is also plotted.Mon, 6 Jun 2011 03:00:03 -0500The Development of Students' Probllem-Solving Skill from Instruction Emphasizing Qualitative Problem-Solving
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https://amser.org//index.php?P=FullRecord&ResourceId=9914Success in introductory college physics requires students to acquire not only the content knowledge of physics, but also the skills to solve problems using this knowledge. At the University of Minnesota, attempts are being made to teach problem solving successfully. One such attempt has an instructor explicitly teaching a strategy that emphasizes the qualitative analysis of a problem before the manipulation of equations. This class provides a unique case for examining the development of problem-solving skills. This interpretive case study will examine the development of the problem solving ability of students in two college introductory physics courses where cooperative-group problem solving was used. In one class there was an explicit problem-solving strategy used. In the other class, no additional attempt was made to teach problem solving. In general, the students in the course who were taught an explicit problem-solving strategy tended to develop their skills faster, but did not score any higher than the students in the more traditionally taught course by the end of the year. However, the students in the explicit problem-solving course consistently performed better on the multiple choice concept tests given during the year.Thu, 3 Mar 2011 03:00:06 -0600University of Minnesota Physics Demonstrations Page
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https://amser.org//index.php?P=FullRecord&ResourceId=15589What can the University of Minnesota's physics department do for you? Plenty, of course! This excellent website provides interested parties with access to some of the fine demonstrations prepared for use by educators and students as of late. On the homepage, visitors will see a number of drop-down menus that are divided into areas like "fluid mechanics", "optics", and "modern physics". Within each of these areas, the video demonstrations are divided into additional areas, and visitors can click on each image to view the demonstration in question. Visitors can also use the "Additional Links" area to look through other videos, take a look at the physics department homepage, and learn more about lab safety.Fri, 15 Oct 2010 15:31:58 -0500Physics Problem Solving in Cooperative Learning Groups
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https://amser.org//index.php?P=FullRecord&ResourceId=9915This research investigated the process of argument co-construction in 14 cooperative problem-solving groups in an algebra-based, college level, introductory physics course. The results of the research provide a rich description of argument co-construction, which, while predicted in previous literature, has not been systematically described. The research was a qualitative, case-study analysis of each group's discussion of the "physics description" portion of the group's problem solution. In a physics description physics concepts and principles are use to qualitatively analyze the problem. Transcripts were made from videotapes and the analysis focused on sequential groups of statements, called episodes, instead of isolated, individual statements. The groups' episodes were analyzed and described in terms of Stephen Toulmin's argument structure which consists of claims, grounds, warrants, and backings.Wed, 6 Jan 2010 03:00:01 -0600Tools for Teaching and Assessing Statistical Inference: Sampling SIM
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https://amser.org//index.php?P=FullRecord&ResourceId=8998This website helps students learn concepts underlying statistical inference, through the simulation software, sampling SIM. This software lets students explore sampling distributions by building population distributions, taking random samples, and exploring the behavior of sampling distributions and confidence intervals. The site includes instructional modules and assessment instruments.Mon, 7 Dec 2009 03:00:02 -0600Understanding the Standard Deviation: What Makes it Larger or Smaller?
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https://amser.org//index.php?P=FullRecord&ResourceId=8653Using cooperative learning methods, this activity helps students develop a better intuitive understanding of what is meant by variability in statistics. Emphasis is placed on the standard deviation as a measure of variability. This lesson also helps students to discover that the standard deviation is a measure of the density of values about the mean of a distribution. As such, students become more aware of how clusters, gaps, and extreme values affect the standard deviation.Thu, 16 Jul 2009 03:00:02 -0500Body Measures: Exploring Distributions and Graphs Using Cooperative Learning
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https://amser.org//index.php?P=FullRecord&ResourceId=8650Using cooperative learning methods, this lesson introduces distributions for univariate data, emphasizing how distributions help us visualize central tendencies and variability. Students collect real data on head circumference and hand span, then describe the distributions in terms of shape, center, and spread. The lesson moves from informal to more technically appropriate descriptions of distributions.Mon, 13 Jul 2009 03:00:02 -0500University of Minnesota Physics Education Research Group
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https://amser.org//index.php?P=FullRecord&ResourceId=10257The University of Minnesota Physics Education Research and Development group. Links to materials on cooperative problem solving, context rich problems, and implementation of innovative teaching methods in the large lecture format. The site also features new and events and profiles for faculty and graduate students doing research in the program. The authors also provide links to other physics education websites from around the nation. This is a nice resource for those looking for broad information about physics research at the University of Minnesota and beyond.Wed, 27 May 2009 03:00:01 -0500Cooperative Group Problem Solving
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https://amser.org//index.php?P=FullRecord&ResourceId=10511Students in introductory physics courses typically begin to solve a problem by plunging into the algebraic and numerical solution -- they search for and manipulate equations, plugging numbers into the equations until they find a combination that yields an answer (e.g. the plug-and-chug strategy). They seldom use their conceptual knowledge of physics to qualitatively analyze the problem situation, nor do they systematically plan a solution before they begin numerical and algebraic manipulations of equations. When they arrive at an answer, they are usually satisfied -- they rarely check to see if the answer makes sense. To help students integrate the conceptual and procedural aspects of problem solving so they could become better problem solvers, we introduced a structured, five-step problem solving strategy.Fri, 22 May 2009 03:00:01 -0500Sampling SIM: P-values and Standard Distributions
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https://amser.org//index.php?P=FullRecord&ResourceId=9237Created by authors Beth Chance, Bob delMas, and Joan Garfield, this webpage provides instructions for teaching p-values and standard distributions using Sampling SIM software. It includes information regarding prerequisite knowledge, common misconceptions, and objectives, as well as links to an activity and a pre/post-test. This resource provides a great assessment of skills gained by students through this lesson.Mon, 23 Mar 2009 03:00:01 -0500Sampling SIM: Sampling Distributions
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https://amser.org//index.php?P=FullRecord&ResourceId=9233Created by authors Beth Chance, Bob delMas and Joan Garfield, this webpage provides instructions for teaching sampling distributions using Sampling SIM software. It includes information regarding prerequisite knowledge, common misconceptions, and objectives, as well as links to an activity and a pre/post-test. This is a fairly comprehensive overview of the tools need for sampling distributions. The eight part structure employed by the authors is quite useful in assessing students knowledge gained through this activity.Mon, 16 Mar 2009 03:00:01 -0500Sampling SIM: Confidence Intervals
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https://amser.org//index.php?P=FullRecord&ResourceId=9238Created by authors Beth Chance, Bob delmas and Joan Garfield, this web page provides instructions for teaching confidence intervals using Sampling SIM software. It includes information regarding prerequisite knowledge, common misconceptions, and objectives, as well as links to an activity and a pre/post-test. This resource will provide a nice assessment of the skills obtained during this lesson.Mon, 16 Mar 2009 03:00:01 -0500Sampling SIM: Simulation Software
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https://amser.org//index.php?P=FullRecord&ResourceId=8403Created by authors Beth Chance, Bob delMas and Joan Garfield, this program allows the student to explore the nature of sampling distributions of sample means and sample proportions. The software provides separate windows for building population distributions, drawing and viewing random samples from the population, exploring the behavior of sampling distributions of sample means, and exploring the behavior of confidence intervals. The software is written for the Apple Macintosh computer and will work on 68040 machines and higher (PowerPC, G3, and G4). A Windows version is also available that works with Windows 95 and higher.Fri, 13 Mar 2009 03:00:01 -0500Using the ARTIST Website to Develop Assessments for Introductory Statistics
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https://amser.org//index.php?P=FullRecord&ResourceId=8424This recording of a web seminar (webinar) provides a tour of the Assessment Resource Tools for Improving Statistical Thinking (ARTIST) web site. During this webinar, ARTIST team member Bob delMas guides you through the ARTIST website. The tour includes an overview of an online collection of literature on assessment in statistics education, much of which can be accessed online or downloaded. Resources for creating alternative forms of assessment such as student projects are also presented. You will also learn about efficient ways to create assessments from items from the ARTIST Item Database using a tool known as the Assessment Builder. By the end of the session, you will have learned how to select assessment items and download them in a format that can be edited with a word processor.Thu, 12 Mar 2009 03:00:01 -0500