!"# %&"' ()* +,-.')&)/# 0' 1.

, 2&"33*))4 %*)(,330)'"&
!,5,&)64,'1 !"#
7# 8), 9"330, "': 8,'' 7)3

;)-"10)'< Computei Lab. 0ne computei pei peison. Paiticipants will be actively
taking pait in many activities so they will neeu to have inteinet access anu
computeis that will suppoit simulation softwaie, uata collection softwaie, etc.
Softwaie shoulu be installeu on these computeis befoie the session anu testeu to
minimize technical uifficulties.
=-.,:>&,

8:1S - coffee anu sign in
8:Su - session 1 - Intiouuction viueo that captuies attention anu acts as a hook foi
the uay. See http:www.youtube.comwatch.v=jpEnFwiqux8 foi viueo.
Exemplifies the ubiquity of technology in oui society anu its implications foi
technology.

- uioup uiscussion in iesponse to viueo.
o uuiuing Questions:
! What aie youi feelings aftei seeing this viueo.
! Bow impoitant is technology in touay's classioom.
- S to S min lesson on astiophysics (White Bwaifs) that will be way
ovei the heaus of the teacheis attenuing (anu piobably teaching)
the session. Intentionally use a lot of teiminology anu big woius
(Appenuix A).
o Relate this to the fact that stuuents in oui classiooms likely
feel just as lost with a lot of the concepts that we teach
them in oui classiooms. Woius that aie natuial foi us to
use seem like a foieign language to many stuuents, much
like astiophysics uoes to the iest of us.
- Bave teacheis bieak into small gioups with those neai them to
biainstoim topics oi iueas that stuuents stiuggle with in theii
classiooms. Each gioup shaies theii topics anu they aie wiitten
uown at the fiont of the ioom foi all to see. These will be useu
latei on in the uay.
- Intiouuce the iuea that technology can help us make sense oi
claiify the topicconcept. howevei it must be uone effectively anu
in a peuagogically sounu way.
o To substantiate the point that technology will not
automatically biing gieatei unueistanuing show a flashy
poweipoint showing off the same concept that we
intiouuceu above (White Bwaifs), to make the point that
using technology uoes not always leau to gieatei
unueistanuing. (Appenuix B) Suggest that most teacheis
(incluuing the piesenteis) tenu to use technology foi the
pizzazz, without actually changing the infoimation oi how
it is being piesenteu. Ask foi feeuback.
- Emphasize that it's impoitant to iecognize how anu why we use
technology anu whethei oi not it's being useu effectively. Suggest
that with the iight implementation, technology can impiove
leaining as well as geneiate inteiest anu excitement towaius
subject mattei.

9:Su - coffee bieak

1u:uu - session 2
- Intiouuction to the technologies that aie available to them. 0se the
topics fiom the biainstoiming activity as a guiue to choose the
topics that aie piesenteu. The piesenteis will not go into uepth on
any of these technologies at this time, but iathei will intiouuce
them as possibilities to be fuithei exploieu. Foi this to be effective,
the piesenteis will have to have a vast aiiay of possibilities
available to show. Examples: simulations foi vaiious topics, uata
collection uevices, Inteinet exploiation activities, etc. See appenuix
C foi a list of potential technologies to show (4S minutes).
Buiing this activity, the teacheis who aie taking pait in
the session will all be loggeu in so that they can check
out these technologies inuiviuually.
Piesenteis will spenu about 2 - S minutes pei activity
biiefly uesciibing.
The puipose heie is meiely to infoim teacheis the
technologies that aie out theie, not to go into gieat
uetail on any of them in paiticulai, since that woulu
take an enoimous amount of time.
Paiticipants will be askeu to bookmaik any activities
that they may wish to investigate fuithei at a latei time.
- Nouel a Su min lesson in which we embeu simulations anu
visualization technologies to help inciease the unueistanuing of
the stuuents. In this activity, paiticipants in the Pio-B will take
pait in a mock classioom wheie they aie the stuuents anu the
piesenteis aie the teacheis. The piesenteis will have chosen one
specific technology, which will be useu to teach a science concept.
It is veiy impoitant that the piesenteis mouel the effect use of
technology. Bue to time constiaints, it will be uifficult to mouel the
exact pioceuuie that will take place in the classioom. Bowevei,
while the piesenteis may not have time to uo eveiything they
woulu noimally uo, this abiiugeu lesson will show the paiticipants
how this technology coulu be useu effectively.
As a guiueline foi the lesson, the piesenteis will use the
Inteiactive Leaining Expeiiment (ILE) mouel (Milner-
Bolotin, Kotlicki, and Rieger, 2007). This mouel is
intenueu foi use with uata collection softwaie.
Bowevei, as it takes some time to teach the use of such
softwaie, it will be moie time effective to use a
technology that iequiies computei skills compatible
with the abilities of the paiticipants. Theiefoie, a
simulation type activity will be easiei to uo. The ILE
mouel can still be useu to guiue this simulation activity
as uesciibeu below. The lesson that the piesenteis will
uo is a lesson on electiical ciicuits using the simulation
softwaie of Phet (http:phet.coloiauo.euuinuex.php).
o Step 1: The instiuctoi shows a uemonstiation of
an actual ciicuit with a BC batteiy, wiies anu a
collection of light bulbs. A uiscussion follows that
incluues concepts such as voltage, cuiient anu
iesistance anu how these concepts ielate to the
biightness of the light bulbs. (1u minutes)
o Step 2: Noimally, this is the uata collection anu
shaiing section of the ILE, howevei, in this case it
will involve a guiueu leaining time in which
paiticipants will use the Phet ciicuit simulation
to investigate ciicuitiy concepts. They will
complete a woiksheet using this simulation that
asks questions about changes in voltage, cuiient,
anu iesistance within the ciicuit as a iesult of
uiffeient combinations of seiies anu paiallel
ciicuits. (2u minutes)
o Step S: This is the uata analysis section. The
stuuents will woik in gioups to compaie theii
iesults anu answei questions that link the
simulations they ian to concepts ielating to
ciicuitiy. (1S minutes)
o Step 4: The instiuctoi will facilitate an in-class
uiscussion in which gioups will shaie what they
have uiscoveieu with the class. In an actual
classioom setting, they woulu also be iequiieu to
submit a summaiy paiagiaph on what they have
leaineu. (1u minutes)
o Step S: The paiticipants will be given an example
of the type of pioblems that stuuents woulu be
expecteu to now answei as a iesult of theii ILE.
In an actual classioom, stuuents woulu be given
a set of such pioblems as an in-class oi
homewoik assignment. These assignments link
the concepts they leaineu using technology to
the type of questions they will be getting on a
test. (S minutes)

11:Su - lunch bieak
12:Su - session S
- Bieak into subject mattei gioups anu have them iuentify one
concept that they want to uevelop a lesson plan foi. Now that they
have seen an example lesson of how technology can be useu
effectively to teach a physics concept, they can now iuentify a
concept that they coulu teach using technology. They will spenu
the iest of the uay uesigning a iough lesson plan to teach this
concept. The piesenteis will act as guiues, visiting each gioup anu
helping with iueas on how to make the technology impact the
leaining of the stuuents.
2:Su - To concluue the uay, each gioup will uesciibe the lesson they have planneu.
0thei gioups will give theii iueas anu input.

2:SS - Wiap up anu summaiy of the uay.

Refeiences:
Milner-Bolotin, M., Kotlicki, A., & Rieger, G. (2007). Can Students Learn from Lecture
Demonstrations: The Role and Place of Interactive Lecture Experiments in Large
Introductory Science Courses. Journal of College Science Teaching, 36(4), 45-49.
PhET. Inteiative Simulations. (2uu9). 0niveisity of Coloiauo. Retiieveu fiom
http:phet.coloiauo.euuinuex.php.

Appendix A: White dwarfs notes

1. We consider an old star, below the mass necessary for a supernova, that exhausts its
fuel and begins to cool and contract. At a sufficiently low temperature the electrons will
fill the lowest possible quantum levels.


2. There are two spin states per level and levels per unit volume with
momentum between k and k+dk. Thus the equation for the Fermi momentum is

3. Now essentially all the mass of the star is in nucleons, so we can relate the electron
number density n to the mass density by

where is the ratio of nucleons to electrons in the state and is the nucleon mass.

4 Thus


5. Now we can easily calculate the kinetic energy of the gas


6. So integrating over the Fermi sea yields


7. Any star where the equation of state has this form is called a polytrope. This particular
polytrope is a reasonably good approximation of a small mass (that is, nonrelativistic
electrons) white dwarf. It can be shown that the equations of stellar evolution can be
integrated semi-analytically for a polytrope, given a value for the star's central density.
The result for the specific polytrope above is



8. The details are given in Weinberg's Gravitation and Cosmology.

9.One can calculate the gravitational potential for a large-mass (relativistic) white dwarf

More exactly, by plugging in the numerical values for the maximum mass and radius
(from a calculation that includes electron capture) one finds a value of .

10. That is, the gravitational potential energy of an electron at the surface of such a star
would be less than 0.1% its rest mass energy.


?66,':0@ 7< PoweiPoint of White Bwaifs notes. See attacheu file.
?66,':0@ 2< Technologies to show at 1u:uu session.

- Piezi
- PhET simulations
- ueouebia
- Exploiatoiium
- Celestia
- ChemCollective
- Calculus Applets
- Sketch0P
- National Libiaiy of
viitual
Nanipulatives
- WiseWeb
- veiniei Technology
- ueometeis
Sketchpau
- ulobe
- N0vAPBS 0nline
Auventuies
- Baptics Technology
- Seconu Life
- Piobes anu uiaphing
Calculatois
- Nouse Paity - Leain
uenetics. 0 of 0tah
- Cybeitoiy.com -
Biology simulations