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Doug Holton
Works at Embry-Riddle Aeronautical University
Attended Georgia Institute of Technology
Lives in Daytona Beach, FL
1,998 followers|875,971 views
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Doug Holton
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Teaching  - 
 
Free PDF with experiments for physics students to investigate: "The practicum is always a culminating activity and the problem posed to the class should contain as many concepts that have been covered in the most recent unit as possible."
What is a class practicum for physics? The goal is to present a word problem without the words. The practicum is always a culminating activity and the problem posed to the class should contain as many concepts that have been covered in the most recent unit as possible. The practicum is started ...
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"From browsers to mobile phones, from tablets to tabletops, from industrial automation to the tiniest microcontrollers — JavaScript seems to creep into the most unexpected places these days. It’s not too long until your very toaster will be running JavaScript… but why?"
A Civilization-esque journey through JavaScript history — chronicles of the march from inception to ubiquity
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"Science education at all levels is currently undergoing dramatic changes to its curricula and developing assessments for these new curricula is paramount. We have used the basis of many of these new changes (scientific practices, crosscutting concepts, and core ideas) to develop sets of criteria that can be used to guide assessment development for this new curriculum. We present a case study that uses the criteria we have developed to revise a traditional physics assessment item into an assessment item that is much more aligned with the goals of current transformation efforts. Assessment items developed using this criteria can be used to assess student learning of both the concepts and process of science."
Abstract: Science education at all levels is currently undergoing dramatic changes to its curricula and developing assessments for these new curricula is paramount. We have used the basis of many of these new changes (scientific practices, crosscutting concepts, and core ideas) to develop sets ...
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There is indeed an issue of creating assessments that measure whether a reform curriculum meets its own goals, as opposed to meeting the goals of the unreformed curriculum that the reform is designed to replace. For example, our Matter & Interactions curriculum deliberately takes a contemporary perspective on intro physics, so the atomic nature of matter, an emphasis on physical models, on unification (mechanics and thermal physics, electrostatics and circuits), and on computational approaches, are central to the curriculum and should be assessed. An assessment instrument appropriate to a traditional curriculum that addresses none of these elements is not useful in evaluating whether the new curriculum is meeting its goals.
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Doug Holton
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Real experiences help you learn more about the world.
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Doug Holton

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Colleges and universities cannot be expected to solve America’s problems of inequity. They cannot repair broken families, or make up for learning deficits incurred early in childhood, or “level the playing field” for students with inadequate preparation. But they should be expected to try to mitigate these problems rather than worsen them—and one main reason they are failing to do so is their relentlessly rising cost.
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"The most striking characteristic of the worst trolls is that their position on a given topic is absolutely written in stone, immutable, and they will defend said position to the death in the face of any criticism, evidence, or reason."
How trolls have taken over your favorite programming Q&A site
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It can be rough there but I am still getting useful answers (and hope to provide equally useful questions and answers too)
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Doug Holton
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"The concept of "force" is abstract and challenging for many physics students, and many studies have revealed misconceptions that hinder students' understanding and learning in classical physics. One reason for this may be that physics textbooks do not define the concept of force in concise and consistent ways. In the present study, we have investigated how "force" is defined in physics textbooks used in upper secondary schools in Norway, and present a framework of eight categories for how the concept is defined. The framework is developed inductively from textbooks, and motivated and discussed in light of how the concept has developed historically in physics. Examples from one of the textbooks that constituted the empirical basis for the framework are given. These reveal that textbooks may present students for a multiplicity of definitions of "force" and hence contribute to students' challenges in learning and using the concept."
Abstract: The concept of "force" is abstract and challenging for many physics students, and many studies have revealed misconceptions that hinder students' understanding and learning in classical physics. One reason for this may be that physics textbooks do not define the concept of force in ...
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Bruce Sherwood's profile photoSpacetime bookshop 時空研究書苑/Spacetime Academy 時空研究學苑's profile photo
 
After a quick reading of the article I would make the following comment, which I don't see represented in the article. A concrete way to speak of force is in terms of what a stretched spring does to a mass that is free to move, and to see that double the stretch leads to double the change of momentum in the same time. In this way one establishes that F (stretch or compression of a spring) and dp/dt (observed rate of change of momentum) are different things, and that dp/dt = F is powerful precisely because it relates two very different things. dp/dt = F should not be thought of as an identity.
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ComputerCraftEdu brings programmable turtle robots to Minecraft
ComputerCraftEdu - Learning to code in Minecraft!
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768 people
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1,998 people
Corrinn Bruce's profile photo
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rohit kumar's profile photo
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Education
  • Georgia Institute of Technology
  • Vanderbilt University
Story
Tagline
developing educational technology
Work
Employment
  • Embry-Riddle Aeronautical University
    Associate Director, Center for Teaching and Learning Excellence, 2012 - present
Places
Map of the places this user has livedMap of the places this user has livedMap of the places this user has lived
Currently
Daytona Beach, FL
Previously
Logan, UT - Atlanta, GA - Nashville, TN