- 14.00-14.30 Exploring chemistry with programming and numerical experiments, lecturer Audun Skau Hansen, Department of Chemistry and lecturer Andreas Haraldsrud, Center for Computing in Science Education, Universtiy of Oslo:
"In physics, programming and modeling can be used to explore simple physical systems with relatively few lines of code. Chemical systems are often more complex, and integrating computations into chemistry can be quite challenging. We will present a model for teaching programming and modeling in chemistry, which is being implemented at the University of Oslo. In this model, programming is used to explore chemical concepts and to do numerical experiments. In this talk, we will show how programming, numerical mathematics, modeling and simulation can be used to learn important chemical concepts."
- 14:30-14:40: Q&A
14:40-15:10: Teaching a Computationally Integrated Quantum Physics Course Online, Associate Professor Marcos D. “Danny” Caballero, Department of Physics and Astronomy, Michigan State University:
"At Michigan State University, we have been integrating computational modeling into our majors' courses including in Classical Mechanics, Electromagnetism, and Quantum Mechanics for the last several years. As we have moved to online learning as a result of the ongoing COVID-19 pandemic, we have had to shift computational instruction to a fully online format. In this talk, I will detail the design of a computationally integrated Quantum Mechanics course that has been offered fully online. Quantum Mechanics is a keystone of physics education - students learn how to approach sophisticated models and non-classical ways of thinking all while developing their mathematical toolbox. In this presentation, I will outline learning goals, course activities, and assessments. In addition, I will offer advice for how some elements of this course might continue as we return to in-person instruction."
15:20-15:50: Learning assistant approaches to teaching computational physics problems in a problem-based learning course, Dr Alanna Pawlak, Center for STEM Learning, University of Colorado:
"Many introductory physics courses are incorporating computational problems into their curriculum, and understanding how instructors approach teaching such problems is important for improving instruction and problem design. In this talk, I will discuss a phenomenographic study in which I conducted interviews with undergraduate learning assistants in a problem-based introductory mechanics course that incorporates several computational problems. Their prior involvement as students, along with their relatively fewer experiences with programming and physics compared to the faculty instructors, give them a unique perspective on teaching in the course. The primary result of this study was the identification of four approaches that learning assistants make take to teaching computational problems in this course. These approaches, programming focus, learning physics via computation focus, computation as a tool focus, and shifting perceptions of learning focus, give insight into the different ways learning assistants perceive computational problems, the extent to which their teaching approaches align with course learning goals, and how we might affect their approaches through training and support."