🚀 go-pugleaf

For the past 5-6 years I have taught 2 honors sections and 3 regular.
Honors uses the 7th ed PSSC materials(UGGGGH...but I use a lot of
supplementary materials) and the regular I use The Taffel text.  The most
significant differences are:  I mentor the honors students and lead the
regulars.  The honors students need to have greater mathematics
background than the regulars to handle some of the 'in depth' problems.
Finally, the laboratory reports for the regulars use the Taffel lab book
but must do their own Problem, procedure summary data analysis....etc and
their own data tables....not really cook book.  The honors lab writeups
are required to be done with a typewriter or word processor and I'm very
nit-picky about diction, structure, data analysis etc(the school district
is 'really keen' on writing-in-the-content-area and I do my part).
Regular labs write up due in two days and honors one week.
  Another teacher has several other regular sections.

> Regarding honors courses, I  teach a one semester honors physics.
> Fortunately it is usually small (10 or fewer).  The thing I would most
> recommend is sharing a piece of your own professional excitement>
> On Wed, 1 Feb 1995, Keith C. Tipton wrote:
>
> > I am a new teacher this year, teaching honors physics 1 and 2.  Next
> > year, I will probably have regular and honors courses.  My question is:
> >
> > What do you consider to be the significant differences between honors and
> > nonhonors physics?  Also, what do you consider to be the most appropriate
> > way to teach 2nd year physics--do you rework old material with more
> > depth, do innovative labs and projects, or maybe something in between?
> >
> > Thanks for your comments.
> >
> > Keith Tipton        : So, 27 months after its conception the scanning
> > kctipton@tenet.edu  : tunneling microscope was born... We did not require
> > Houston, Texas      : extra manpower or funding, and our side activities
> >                     : produced acceptable and publishable results--G. Binnig
>