Lectures: Difference between revisions
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Cognitive research shows that the amount of new material presented in a typical class is far more than a typical person can process or learn. | Cognitive research shows that the amount of new material presented in a typical class is far more than a typical person can process or learn. | ||
People’s brains function in a way somewhat analogous to a personal computer with very limited random-access memory. The more things the brain is | People’s brains function in a way somewhat analogous to a personal computer with very limited random-access memory. '''The more things the brain is | ||
given to process at the same | given to process at the same time – the cognitive load – the less effectively it can process anything. Any additional cognitive load, | ||
no matter what form it takes, will limit | no matter what form it takes, will limit people's abilities to mentally process and learn new ideas. This is one of the most well-established and | ||
widely violated principles in education, including by many education researchers in their presentations. Cognitive load has important implications | widely violated principles in education, including by many education researchers in their presentations.''' Cognitive load has important implications | ||
for both classroom teaching and technical talks. To maximize learning, instructors must minimize cognitive load by limiting the amount of | for both classroom teaching and technical talks. To maximize learning, instructors must minimize cognitive load by limiting the amount of | ||
material presented, having a clear organizational structure to the presentation, linking new material to ideas that the audience already | material presented, having a clear organizational structure to the presentation, linking new material to ideas that the audience already | ||
Revision as of 12:43, 24 February 2020
Physics & Astronomy journals
News & Views
General Science
General Physics
Reviews
Applied Physics
- Nature Materials
- Applied Physics Letters
- Journal of Applied Physics
- Applied Physics Review
- Physical Review Applied
- Journal of Magnetism and Magnetic Materials
- Optics Express
- Journal of Chemical Physics
- Biophysics Journal
Nanoscience & Nanotechnology
Astronomy and Astrophysics
- Astronomical Journal
- Astrophysical Journal
- Astrophysical Journal Letters
- Astronomy and Astrophysics
- Monthly Notices of the Royal Astronomical Society
Space and Plasma Physics
Mathematical and Computational Physics
- Journal of Physics A: Mathematical and Theoretical
- Journal of Mathematical Physics
- Computer Physics Communications
- Computing in Science and Engineering
- Journal of Computational Physics
Physics Pedagogy
Searching the scientific literature
Physics and Astronomy conferences and workshops
Major conferences repeated every year
- APS March meeting for condensed matter physics students
- APS April meeting for astrophysics and high energy physics students
- APS DAMOP meeting for AMO students
- American Astronomical Society meeting for astronomy students
- Gordon Research Conferences
Examples of workshops
Student membership in professional organizations
Ethics in research
- APS guidelines for professional conduct
- NSF Responsible conduct of research
- A Guide to responsible conduct in research
- Ethics case studies
- Schön scandal
Scientific writing
N. D. Mermin
- Bad thinking is vastly easier to cover up if you are allowed to get away with and even encouraged to produce bad writing.
- Writing physics
- What's wrong with these equations
- What's wrong with this prose
- Why Quark Rhymes with Pork and Other Scientific Diversions
LaTeX templates
- PHYS660 template and embedded PDF figure.
- Math into LaTeX: How to Beautify Equations and embedded PDF figure.
- How to submit abstract for APS meetings
- RevTeX (LaTeX for Physical Review Journals)
- Prepare your CV in LaTeX, which requires these two files: vita.cls and vitaComputerScience.clo.
LaTeX packages
- Overleaf (Online LaTeX)
- MikTeX (LaTeX implementation for Windows)
- TexStudio (TeX Editor for Windows, Linux, or Mac OS)
- JabRef (organizer for BibTeX references)
- Beamer (LaTeX alternative to PPT)
- QuickLaTeX (prepare LaTeX equation images for inserting into PPT talks)
Cognitive psychology and cognitive neuroscience
- Wieman on Cognitive Load:
Cognitive research shows that the amount of new material presented in a typical class is far more than a typical person can process or learn. People’s brains function in a way somewhat analogous to a personal computer with very limited random-access memory. '''The more things the brain is given to process at the same time – the cognitive load – the less effectively it can process anything. Any additional cognitive load, no matter what form it takes, will limit people's abilities to mentally process and learn new ideas. This is one of the most well-established and widely violated principles in education, including by many education researchers in their presentations.''' Cognitive load has important implications for both classroom teaching and technical talks. To maximize learning, instructors must minimize cognitive load by limiting the amount of material presented, having a clear organizational structure to the presentation, linking new material to ideas that the audience already knows, and avoiding unfamiliar technical terminology and interesting little digressions.
- Transforming physics education
- Lecture dynamics vs. attention of audience
- Why do good thoughts block better ones?
Scientific presentations: Talks and Posters
Designing talks
- How to design and deliver an effective research talk
- Talks from KITP, University of California Santa Barbara
Giving talks
- Advice to beginning physics speakers
- What's wrong with those talks?
- Who is listening? What do they hear?
