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Generating Explanations for an Emergent Process: The Movement of Sand Dunes
AIP Conf. Proc. 1289, 77–80 (2010)
https://doi.org/10.1063/1.3515253
Development of a Survey Instrument to Gauge Students’ Problem‐Solving Abilities
AIP Conf. Proc. 1289, 221–224 (2010)
https://doi.org/10.1063/1.3515206
Front Matter for Volume 1289
AIP Conf. Proc. 1289, frontmatter (2010)
https://doi.org/10.1063/v1289.frontmatter
Back Matter for Volume 1289
AIP Conf. Proc. 1289, backmatter (2010)
https://doi.org/10.1063/v1289.backmatter
Investigating Student Understanding for a Statistical Analysis of Two Thermally Interacting Solids
AIP Conf. Proc. 1289, 213–216 (2010)
https://doi.org/10.1063/1.3515203
Electric Field Concept: Effect of the Context and the Type of Questions
AIP Conf. Proc. 1289, 145–148 (2010)
https://doi.org/10.1063/1.3515183
Understanding How Students Use Physical Ideas in Introductory Biology Courses
AIP Conf. Proc. 1289, 333–336 (2010)
https://doi.org/10.1063/1.3515237
Using The Algebra Project Method To Regiment Discourse In An Energy Course for Teachers
AIP Conf. Proc. 1289, 9–12 (2010)
https://doi.org/10.1063/1.3515259
Students’ Responses To Different Representations Of A Vector Addition Question
AIP Conf. Proc. 1289, 165–168 (2010)
https://doi.org/10.1063/1.3515188
Beta‐Test Data On An Assessment Of Textbook Problem Solving Ability: An Argument For Right/Wrong Grading?
AIP Conf. Proc. 1289, 113–116 (2010)
https://doi.org/10.1063/1.3515174
The use of concept tests and peer instruction in upper‐division physics
AIP Conf. Proc. 1289, 261–264 (2010)
https://doi.org/10.1063/1.3515218
Investigating the Perceived Difficulty of Introductory Physics Problems
AIP Conf. Proc. 1289, 149–152 (2010)
https://doi.org/10.1063/1.3515184
A Conceptual Approach to Physics Problem Solving
AIP Conf. Proc. 1289, 137–140 (2010)
https://doi.org/10.1063/1.3515180
Understanding and Interpreting Calculus Graphs: Refining an Instrument
AIP Conf. Proc. 1289, 249–252 (2010)
https://doi.org/10.1063/1.3515213
Our best juniors still struggle with Gauss’s Law: Characterizing their difficulties
AIP Conf. Proc. 1289, 245–248 (2010)
https://doi.org/10.1063/1.3515212
Sustained Effects of Solving Conceptually Scaffolded Synthesis Problems
AIP Conf. Proc. 1289, 133–136 (2010)
https://doi.org/10.1063/1.3515179
Students’ Understanding of the Concepts of Vector Components and Vector Products
AIP Conf. Proc. 1289, 341–344 (2010)
https://doi.org/10.1063/1.3515240
Pilot Testing of the Pathway Active Learning Environment
AIP Conf. Proc. 1289, 237–240 (2010)
https://doi.org/10.1063/1.3515210
Facilitating Students’ Problem Solving across Multiple Representations in Introductory Mechanics
AIP Conf. Proc. 1289, 45–48 (2010)
https://doi.org/10.1063/1.3515244
How Does Visual Attention Differ Between Experts and Novices on Physics Problems?
AIP Conf. Proc. 1289, 93–96 (2010)
https://doi.org/10.1063/1.3515257
The Beginnings of Energy in Third Graders’ Reasoning
AIP Conf. Proc. 1289, 269–272 (2010)
https://doi.org/10.1063/1.3515220
What We Learned by Moving Beyond Content Knowledge and Diversifying Our Research Agenda
AIP Conf. Proc. 1289, 53–56 (2010)
https://doi.org/10.1063/1.3515246
Comparing Student Learning in Mechanics Using Simulations and Hands‐on Activities
AIP Conf. Proc. 1289, 89–92 (2010)
https://doi.org/10.1063/1.3515256
Developing Thinking & Problem Solving Skills in Introductory Mechanics
AIP Conf. Proc. 1289, 13–16 (2010)
https://doi.org/10.1063/1.3515181
The Impact of the History of Physics on Student Attitude and Conceptual Understanding of Physics
AIP Conf. Proc. 1289, 141–144 (2010)
https://doi.org/10.1063/1.3515182
“Energy Theater”: Using The Body Symbolically To Understand Energy
AIP Conf. Proc. 1289, 293–296 (2010)
https://doi.org/10.1063/1.3515226
Toward Meaning and Scientific Thinking in the Traditional Freshman Laboratory: Opening the “Idea Space”
AIP Conf. Proc. 1289, 1–4 (2010)
https://doi.org/10.1063/1.3515198
Exploring Student Understanding Of Atoms And Radiation With The Atom Builder Simulator
AIP Conf. Proc. 1289, 177–180 (2010)
https://doi.org/10.1063/1.3515191
nTIPERs: Tasks to Help Students “Unpack” Aspects of Newtonian Mechanics
AIP Conf. Proc. 1289, 33–36 (2010)
https://doi.org/10.1063/1.3515239
Assessing Students’ Attitudes In A College Physics Course In Mexico
AIP Conf. Proc. 1289, 129–132 (2010)
https://doi.org/10.1063/1.3515178
Using Reflection with Peers to Help Students Learn Effective Problem Solving Strategies
AIP Conf. Proc. 1289, 41–44 (2010)
https://doi.org/10.1063/1.3515243
Instructional explanations as an interface—the role of explanatory primitives
AIP Conf. Proc. 1289, 189–192 (2010)
https://doi.org/10.1063/1.3515195
Effects of a Prior Virtual Experience on Students' Interpretations of Real Data
AIP Conf. Proc. 1289, 97–100 (2010)
https://doi.org/10.1063/1.3515258
Fluctuations in Student Understanding of Newton’s 3rd Law
AIP Conf. Proc. 1289, 101–104 (2010)
https://doi.org/10.1063/1.3515171
Maximum Likelihood Estimation (MLE) of students’ understanding of vector subtraction
AIP Conf. Proc. 1289, 329–332 (2010)
https://doi.org/10.1063/1.3515236
Improved Student Performance In Electricity And Magnetism Following Prior MAPS Instruction In Mechanics
AIP Conf. Proc. 1289, 273–276 (2010)
https://doi.org/10.1063/1.3515221
Comparing Educational Tools Using Activity Theory: Clickers and Flashcards
AIP Conf. Proc. 1289, 265–268 (2010)
https://doi.org/10.1063/1.3515219
Introducing students to the culture of physics: Explicating elements of the hidden curriculum
AIP Conf. Proc. 1289, 49–52 (2010)
https://doi.org/10.1063/1.3515245
Impact of Informal Science Education on Children’s Attitudes About Science
AIP Conf. Proc. 1289, 337–340 (2010)
https://doi.org/10.1063/1.3515238
Toward an Integrated Online Learning Environment
AIP Conf. Proc. 1289, 321–324 (2010)
https://doi.org/10.1063/1.3515234
Direct and Indirect Approaches to Increasing Conceptual Survey Gains
AIP Conf. Proc. 1289, 193–196 (2010)
https://doi.org/10.1063/1.3515196
Frame Analysis As A Way To Understand The Complex Dynamic Of Classroom Teaching Practice
AIP Conf. Proc. 1289, 201–204 (2010)
https://doi.org/10.1063/1.3515199
An Evolving Model for Seeing Colored Objects: A Case Study Progression
AIP Conf. Proc. 1289, 185–188 (2010)
https://doi.org/10.1063/1.3515194
Surveying Instructors’ Attitudes and Approaches to Teaching Quantum Mechanics
AIP Conf. Proc. 1289, 297–300 (2010)
https://doi.org/10.1063/1.3515227
Energy In Action: The Construction Of Physics Ideas In Multiple Modes
AIP Conf. Proc. 1289, 105–108 (2010)
https://doi.org/10.1063/1.3515172
Examining the Beliefs and Practice of Teaching Assistants: Two Case Studies
AIP Conf. Proc. 1289, 309–312 (2010)
https://doi.org/10.1063/1.3515231
Survey Development for Assessing Learning Identity in an ISLE Classroom
AIP Conf. Proc. 1289, 205–208 (2010)
https://doi.org/10.1063/1.3515201
Student Understanding of the Correlation between Hands‐on Activities and Computer Visualizations of NMR/MRI
AIP Conf. Proc. 1289, 225–228 (2010)
https://doi.org/10.1063/1.3515207
Why Do Faculty Try Research Based Instructional Strategies?
AIP Conf. Proc. 1289, 117–120 (2010)
https://doi.org/10.1063/1.3515175
Faculty Perspectives On Using Peer Instruction: A National Study
AIP Conf. Proc. 1289, 325–328 (2010)
https://doi.org/10.1063/1.3515235
The Use of a Web‐Based Classroom Interaction System in Introductory Physics Classes
AIP Conf. Proc. 1289, 109–112 (2010)
https://doi.org/10.1063/1.3515173
Losing it: The Influence of Losses on Individuals’ Normalized Gains
AIP Conf. Proc. 1289, 229–232 (2010)
https://doi.org/10.1063/1.3515208
Students’ and Instructor’s Impressions of Ill‐structured Capstone Projects in an Advanced Electronics Lab
AIP Conf. Proc. 1289, 181–184 (2010)
https://doi.org/10.1063/1.3515193
Facilitating Strategies for Solving Work‐Energy Problems in Graphical and Equational Representations
AIP Conf. Proc. 1289, 241–244 (2010)
https://doi.org/10.1063/1.3515211
Characterizing Complexity of Computer Simulations and Implications for Student Learning
AIP Conf. Proc. 1289, 257–260 (2010)
https://doi.org/10.1063/1.3515215
Changing Participation Through Formation of Student Learning Communities
AIP Conf. Proc. 1289, 85–88 (2010)
https://doi.org/10.1063/1.3515255
Promoting and Studying Deep‐Level Discourse During Large‐Lecture Introductory Physics
AIP Conf. Proc. 1289, 25–28 (2010)
https://doi.org/10.1063/1.3515217
Development and evaluation of large‐enrollment, active‐learning physical science curriculum
AIP Conf. Proc. 1289, 153–156 (2010)
https://doi.org/10.1063/1.3515185
Design of a Synthesizing Lecture on Mechanics Concepts
AIP Conf. Proc. 1289, 313–316 (2010)
https://doi.org/10.1063/1.3515232
Addressing Student Difficulties with Statistical Mechanics: The Boltzmann Factor
AIP Conf. Proc. 1289, 305–308 (2010)
https://doi.org/10.1063/1.3515230
Documenting and Interpreting Ways to Engage Students in ‘Thinking Like a Physicist’
AIP Conf. Proc. 1289, 61–64 (2010)
https://doi.org/10.1063/1.3515249
Variables that Correlate with Faculty Use of Research‐Based Instructional Strategies
AIP Conf. Proc. 1289, 169–172 (2010)
https://doi.org/10.1063/1.3515189
Writing Position Vectors in 3‐d Space: A Student Difficulty With Spherical Unit Vectors in Intermediate E&M
AIP Conf. Proc. 1289, 173–176 (2010)
https://doi.org/10.1063/1.3515190
Inkjet- and flextrail-printing of silicon polymer-based inks for local passivating contacts
Zohreh Kiaee, Andreas Lösel, et al.
Design of a 100 MW solar power plant on wetland in Bangladesh
Apu Kowsar, Sumon Chandra Debnath, et al.
Effect of coupling agent type on the self-cleaning and anti-reflective behaviour of advance nanocoating for PV panels application
Taha Tareq Mohammed, Hadia Kadhim Judran, et al.