🚀 go-pugleaf

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 or
development.  for instance, I had them help me with some work I am doing
in writing a lesson plan on Kepler's Second Law.  Anytime I get a new
"toy" they are the first to get their hands on it.  The rest is all
important, but I think that interesting things like this are what will
really matter.  <<Joe>>
               +-+-+-+-+-+-+-+-+-+-+-+
             Joseph F. McLaughlin, Physics
   Brentwood High School,  Brentwood (Pittsburgh), PA
johnmcl+@pitt.edu (Pitt got it wrong- it's Joe, not John!)
           (formerly jxm39@psuvm.psu.edu)


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