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OUR NEXT SPEAKER I'VE KNOWN FOR MORE THAN
15 YEARS AND I'VE LEARNED SO MUCH FROM HIM, NOT
NECESSARILY ABOUT PHYSICS, BUT ABOUT BEING AN
ENGAGING TEACHER, ABOUT BEING SOMEONE WHO'S
WILLING TO RISK AND TRY NEW THINGS, AND HE'S
TAUGHT ME A LOT ABOUT TECHNOLOGY USE.
AND SO I'M SO EXCITED TO WELCOME TO THE STAGE
CHANDLER-GILBERT FACULTY, WHO HAS RECENTLY RETIRED,
DR. DAVID WEAVER, MY FRIEND.
SO I AM GLAD TO BE BACK IN BLACK, BUT I'M ALSO GLAD
TO BE IN THE PINK AND GREEN OF THE FIGHTING ARTICHOKES.
I STARTED AT SCC IN JANUARY OF '82 AND SOON
THEREAFTER MET AND MARRIED THE LOVELY AND TALENTED
SCC THEATER EMERITUS FACULTY KIM WILLIAMSON AND
THEN OUR DAUGHTER NOW TEACHES HERE.
AND IT'S AMAZING THAT ALL THREE OF US STARTED TEACHING
HERE WHEN WE WERE 24.
SO WHAT IS THE NAME OF THE MASCOT?
ARTY.
SO IT'S PROBABLY NOT A BIG SURPRISE THAT SCOTTSDALE
COMMUNITY COLLEGE IS VERY INTERESTED IN
ADDING ART TO STEM.
AND SO LAST YEAR SCC HOSTED A STEAM CONFERENCE
AND THEN THE ODYSSEY OF THE MINDS WAS THERE,
ANOTHER STEAM KIND OF ACTIVITY, BUT THIS GOES WAY BACK.
PYTHAGORAS WAS A MATHEMATICIAN, A MUSICIAN, A PHILOSOPHER.
IF YOU LOOK AT LEONARDO, THAT HE DID ART, HE DID
SCIENCE, HE DID INVENTION.
BUT SOMEWHERE ALONG THE WAY WE DECIDED TO START
SPLITTING THINGS OUT, PUTTING EDUCATION INTO
SILOS, AND I THINK THAT HURTS OUR STUDENTS.
I THINK IT WORKS BEST WHEN WE CAN INTEGRATE KNOWLEDGE.
SO THE NATIONAL SCIENCE FOUNDATION RECOGNIZED THIS
PROBLEM BACK JANUARY OF 11, AND THEY PUT TOGETHER
A CONFERENCE CALLED STEM TO STEAM.
AND SO THIS IS A VIDEO THAT CAME OUT OF THAT
WHERE YOU HAVE SOME STEM FOLKS TALKING STEMMY KINDS
OF THINGS AND AN ARTIST TALKING ARTY KINDS OF
THINGS, BUT THEY'RE TALKING PAST EACH OTHER.
THEY'RE NOT REALLY COMMUNICATING.
AND SO YOU'LL SEE THAT THE STEMS THAT THEY KNOW WHAT
THEY'RE SAYING TO EACH OTHER AND THE ART KEEPS ON
TRYING TO COMMUNICATE.
NOW, IF WE LOOK, HERE'S STEM FOLKS TRYING TO TAKE
ART AND PUTTING IT INTO A NICE BOW, BUT CAN'T
DO THAT WITH ART.
AND SO WHAT YOU HAVE TO REALIZE IS WHEN YOU CAN
ACTUALLY GET THE COMMUNICATION AMONGST ALL
OF THESE AREAS THAT YOU CAN COME UP WITH THINGS
THAT WOULDN'T BE POSSIBLE ELSE WISE.
AND SO THEY'RE NOW ACTUALLY TRYING TO ENGAGE
IN DIALOGUE, AND YOU'LL SEE NOW WE'VE MADE CONNECTIONS.
AND SO WHEN YOU CAN PULL THE ARTS IN TO THE
SCIENCE, TECHNOLOGY, EDUCATION, MATHEMATICS,
YOU CAN START TO CREATE ALL KINDS OF THINGS THAT
WOULDN'T BE POSSIBLE ELSE WISE.
AND SO WHAT I CHOSE -- HAVE CHOSEN TO DO IS TO
ATTEMPT TO INTEGRATE ALL KINDS OF DIFFERENT
ACTIVITIES INTO MY PHYSICS COURSES SO THAT WE CAN TRY
TO DEAL WITH THE WHOLE STUDENT.
AND SO THIS LAST SEMESTER I TAUGHT FOUR COURSES IN
PHYSICS 111, WHO IS A BLENDED COURSE, FOR THE
FIRST EIGHT WEEKS AND ONE OF THE THINGS THAT I DO IN
ALL THE COURSES IS USE OPEN EDUCATIONAL
RESOURCES, WHICH YOU'LL BE HEARING ABOUT IN THE NEXT
PRESENTATION, BUT IT'S A REGULAR COURSE.
BUT IN THIS ONE WHAT I HAD STUDENTS DO IS ONE OF THE
EDUCATIONAL RESOURCES WAS VIDEO GAME WE USED IN V-PYTHON.
AND SO IT'S PHYSICS FOR VIDEO GAMES.
AND SO THIS IS A LUNAR LANDER PROGRAM THAT
STUDENTS MADE AND THEN THERE'S THE VENERABLE ASTEROIDS.
AND YOU CAN IMAGE THERE'S ALL KINDS OF SCIENCE,
TECHNOLOGY, ENGINEERING, AND MATHEMATICS IN THIS,
BUT THE FACT THAT THEY ARE DOING THIS GAMING IS I
THINK BRINGING SOME ART INTO IT AS WELL.
AND SO THAT WAS WHAT THEY DID FOR THE FIRST EIGHT
WEEKS IN THAT CLASS.
FOR THE PHYSICS 112 THAT I HAD TWO FLAVORS OF IT, ONE
WAS A SEMESTER LONG PROJECT BASED AND, YOU
KNOW, ALL CLASSES STUDENTS DO WEEKLY VIDEOS AND THEN
-- SORRY I'M LATE, MAN.
I HAD A MAP AND EVERYTHING, MAN, AND SOMEHOW
I ENDED UP IN EL MONTE, SO THEN I ASKED DIRECTIONS,
YOU KNOW, THEN I ENDED UP IN WILMINGTON, MAN.
THEN I ASKED DIRECTIONS AGAIN AND I ENDED UP IN COMPTON.
I DIDN'T ASK ANYBODY THERE, MAN.
I JUST DROVE OUT OF COMPTON AND ENDED UP IN
PASADENA AND FINALLY FOUND A HITCHHIKER, MAN, AND
THEY WERE COMING HERE.
SO THAT'S HOW I ENDED UP HERE, MAN.
I'M SORRY I'M LATE, MAN.
AND SO THEY DO AN END OF SEMESTER AS WELL AND ANDI
TURNED IT IN LATE, THAT'S WHY SHE PREFACED IT THAT WAY.
AND THEY HAVE TO ARGUE FOR GRADE THAT
THEY GOT IN THE CLASS.
SO SHE WANTS AN A, A, A, A, A.
SO IN ADDITION TO DOING THE PROJECTS, THEY DO ALL
KINDS OF DIFFERENT DISCUSSIONS.
AND SO THERE WAS ONE THAT THEY HAD TO DO TALKING
ABOUT WHAT IS PHYSICS?
WHAT IS REALITY?
AND IS PHYSICS REAL?
AND IT WAS A VERY ENGAGING CONVERSATION.
WHAT IS REAL?
HOW DO YOU DEFINE REAL?
IF YOU'RE TALK ABOUT WHAT YOU CAN FEEL, WHAT YOU CAN
SMELL, WHAT YOU CAN TASTE AND SEE, THEN REAL IS
SIMPLY ELECTRICAL SIGNALS INTERPRETED BY YOUR BRAIN.
I THINK I FIRST SAW A VERSION OF THIS HERE AT
SCC AT SOME PRESENTATION, BUT STUDENTS PULLING ALL
OF THIS TOGETHER I THINK GOES BACK TO WHAT ANDREW
TALKED ABOUT IN ONE OF THE INITIAL TALKS ABOUT THE
NEW BLOOM'S TAXONOMY HAVING CREATION AS BEING A
PRIMARY THING, AND THIS IS A VERY STUDENT CREATIVE PIECE.
THE FIRST PROJECT WAS TO TAKE THE CIRCUIT BOARD OUT
OF A DISPOSABLE CAMERA AND MAKE A COIL GUN TO SHOOT BBs.
AND SO THIS IS A PAIR OF STUDENTS, ANDI THE ONE
THAT IS ON THE RIGHT AND THEN MELBA HERE ON THE LEFT.
AND THEY'RE WRAPPING MAGNETIC WIRE TO MAKE THE
BARREL OF THE COIL GUN.
ELECTROMAGNETIC WIRE.
THEY ALSO MADE SEVERAL MORE -- OKAY.
SO THIS IS THE FINISHED COIL WRAP INTO ONE INCH.
I'LL LET HER FINISH.
OKAY. SO NOTHING IS SOLDERED IN RIGHT NOW.
SO I'M SHOOTING AND SPARKING.
SO THIS IS LIKE A PRELIMINARY RUN.
OKAY. SO CLEARLY I HAVE SOME MORE WORK TO DO.
IT SHOT A LOT FURTHER ON THE DAY OF PERFORMANCE.
AND ONCE AGAIN THIS IS MELBA.
BUT SHE PUT TOGETHER SEVERAL ADDITIONAL VIDEOS
AND THEN FOR WORK ENDED UP BEING ABLE TO USE SOME OF
THAT AND SHE'S GOING TO END UP BEING ON LARRY KING
BECAUSE OF SOME OF THE VIDEO WORK THAT THEY'VE DONE.
THESE ARE ALL THE VARIOUS COIL GUNS THAT THEY CAME
UP WITH, AND YOU CAN SEE A GREAT DEAL OF CREATIVITY THERE.
SO I THINK THAT THERE IS SOME STEAM GOING ON.
SECOND PROJECT, BUILD A TELESCOPE AND THEN END UP
RESEARCHING A MAJOR ASTRONOMICAL PROJECT.
AND THIS IS ONE OF THE TELESCOPES THAT ONE OF THE
STUDENT GROUPS BUILT, SOME AMAZING STUFF.
I WOULD DEFINITELY -- I DO BELIEVE I DESERVE THE
"A" HERE IN THIS CLASS.
THE SHEAR AMOUNT OF KNOWLEDGE THAT WAS
IMPARTED TO ME THROUGH, REALLY, MY OWN RESEARCH,
BUT ALSO YOUR GUIDANCE WAS JUST WHERE I WAS AT.
AND YOU KNOW, I DON'T THINK I WOULD HAVE LEARNED
AS MUCH ABOUT AS MANY DIFFERENT THINGS AND AS IN
DEPTH AS I DID HAD IT NOT BEEN FOR THIS METHOD.
AND A LOT OF STUDENTS SAY THAT ABOUT THIS
KIND OF COURSE STRUCTURE.
THE SECOND EIGHT WEEKS I DID ANOTHER VERSION OF THE
PHYSICS 112, WHERE STUDENTS PURCHASED AN ARDUINO KIT.
IT'S A MICRO CONTROLLER, AND IT HAS 14 DIFFERENT PROJECTS
THAT THEY WORK ON, AND SOME OF THEM ARE VERY ARTSY.
YOU HAVE A TOUCHY, FEELY LAMP AND A MOTORIZED
PINWHEEL, BUT THEN THEY HAD TO PUT TOGETHER A
FINAL PROJECT, AND THEY HAD TO CHOOSE WHAT IT WAS
AND COME UP WITH SOMETHING.
SO THIS IS A LIE DETECTOR.
SO YOU, YOU KNOW, PUT THESE LITTLE SENSORS ON AND THEN ASK
A BUNCH OF QUESTIONS AND SEE IF THEY'RE LYING.
WHEN YOU'RE MORE LIKELY TO BE LYING, IT GOES UP.
SO IT'*** AND MISS. IT'S NOT THE GREATEST, BUT IT
DIDN'T WORK VERY WELL ON MY HUSBAND, BUT MY
8-YEAR-OLD BIG TIME.
SO WHAT YOU'RE SUPPOSED TO DO IS JUST MEMORIZE
THE ORDER OF LIGHTS.
AND SO WHEN YOU GET AN IT RIGHT, IT WILL PLAY THE SONG;
GET IT WRONG, PLAYS A SAD TUNE.
ALL RIGHT.
AND SO WHAT YOU CAN DO IS WHEN YOU WANT TO PLAY
AGAIN, YOU CAN ALSO RESET IT.
SO WHEN YOU START TO -- IT WILL START OFF AS FOUR
LEDS BLINKING AND IT GOES UP IN LEVEL EVERY TIME.
SO IT HAS ONE LED.
IT GETS PROGRESSIVELY HARDER, AND THE MAXIMUM IS
16 FLASHES, AND THEY'RE PRETTY QUICK.
AND TO SHOW THAT WE ACTUALLY UNDERSTOOD HOW TO
DO A KIND OF MADE CHRISTMAS VERSION OF IT.
THIS IS FROM YOUR IPOD?
64 INDIVIDUAL LEDS SOLDERED TOGETHER AND INFUSED.
WHAT'S PICKING UP THE SOUND?
NOTHING. WE JUST PUT MUSIC ON.
IT'S PROGRAMMED -- IT'S PROGRAMMED TO JUST LIKE GO
IN A CERTAIN SEQUENCE.
OH. WE JUST ADDED MUSIC AT THE END, BECAUSE ANY
TECHNO MUSIC WORKS.
I TOTALLY THOUGHT IT WAS TOO.
THEY HAD US ALL FOOLED.
LAST JANUARY I ATTENDED A FOUR-DAY WORKSHOP WHERE
HALF OF IT WAS TALKING ABOUT DIGITAL FAB LABS,
WHICH IS SOMETHING YOU'RE GOING TO HEAR A LOT MORE
ABOUT HERE IN MARICOPA, BUT THEN ALSO ABOUT
BUILDING ELECTRIC GUITARS.
AND SO OVER THE COURSE OF FOUR DAYS WE BUILT
AN ELECTRIC GUITAR.
AND WHAT THEY WERE TRYING TO DO IS TO GET PEOPLE TO
CONSIDER HAVING STUDENTS BUILD GUITARS IN CLASSES.
AND SO I CREATED A PHYSICS 101 WHERE STUDENTS BUILT GUITARS.
AND THIS IS A STUDENT-BUILT GUITAR.
BUT IN THAT FIRST PART THAT I TALKED OVER, ONE OF
THE THINGS THAT THEY HAD TO DO WAS ATTEND MUSIC
INSTRUMENT MUSEUM.
AND IF YOU HAVEN'T BEEN THERE, YOU GOT TO GO.
THE PLACE IS AMAZING.
BUT WE DID TRADITIONAL PHYSICS STUFF AND
ESPECIALLY IT WAS FRONT-END LOADED,
BECAUSE THERE WAS PRODUCTION PROBLEMS.
SO I WASN'T ABLE TO GET THE GUITARS KITS TO THE
STUDENTS UNTIL THE SIXTH WEEK.
SHE LIKES MY SHOES.
AND THIS IS A STUDENT PUT TOGETHER THIS VIDEO JUST
SHOWING ALL THE VARIOUS THINGS THAT SHE DID
AND, AGAIN, VERY TRADITIONAL PHYSICS.
WELL, NOT TRADITIONAL, BUT TRADITIONAL TOPICS AND
USING ALL KINDS OF COMPUTER TECHNOLOGIES:
VIDEO ANALYSIS, DOING XL MODELING, DOING V-PYTHON
MODELING, COMPUTATIONAL PHYSICS KIND OF STUFF.
AND SO THERE'S CLEARLY MATHEMATICS INVOLVED, BUT
THERE'S ALSO I THINK AN ARTSY SORT OF THING WITH
SOME OF THE PHYSICS THEY DID, AND THEN ONCE THE
KITS CAME AND THEY ACTUALLY STARTED TO BUILD GUITARS,
THEN I THINK THERE WAS A GREAT DEAL OF
ARTWORK THAT ENDED UP GOING INTO THAT.
NOW, I DON'T KNOW IF YOU PICKED UP, BUT THE
MAJORITY OR THE POPULATION OF MOST OF MY COURSES
ARE OVER 50% FEMALE.
THIS CLASS, THE PHYSICS 101, THE GUITAR BUILDING,
THREE QUARTERS ARE FEMALE.
NOW, I CAN'T CLAIM THAT IS BECAUSE WE DO OTHER KINDS
OF STUFF OTHER THAN JUST EQUATIONS, BUT IT COULD BE.
SO WE FINALLY GOT THE KITS, WENT INTO OUR
AVIATION LAB WHERE WE DID A LOT OF THE HEAVY
CONSTRUCTION, AND THE WOMAN THAT PUT TOGETHER
THIS VIDEO THAT VERY FIRST DAY SHE ASKED,
"CAN I CUT THE BODY UP A BUNCH?"
AND I SAID, "WELL, SURE BUT WITH WOOD, IF YOU CUT
IT OFF YOU CAN'T PUT IT BACK ON."
AND HER COMMENT WAS, "GO BIG OR GO HOME."
AND SO SHE WENT BIG AND SHE DID ALL KINDS OF WORK
ON IT AND HERE SHORTLY YOU'LL SEE THAT SHE TOOK
IT TO AN AUTO BODY SHOP WHERE SHE HAD IT
PROFESSIONALLY PAINTED AND IT ENDED UP LOOKING JUST
ABSOLUTELY GORGEOUS.
THE BULK OF THIS CLASS HAD NEVER TOUCHED A POWER TOOL
BEFORE, BUT IT WAS VERY EMPOWERING FOR THEM TO USE
DRILL PRESSES AND BAND SAWS AND MAJOR DRILLING, ET CETERA.
THEY ALL HAD TO DESIGN AND CUT THEIR OWN HEADSTOCK.
THEY HAD TO CONSTRUCT THE NECK AND ACTUALLY PUT
RADIUSES ON IT, ET CETERA, LOTS OF SANDING AND MORE
SANDING AND WET SANDING.
SO THEY HAD LOTS OF EXPERIENCE.
I'M NOT SURE THAT OUR CUSTODIAL STAFF WAS QUITE
AS APPRECIATIVE OF ALL OF THAT, BUT YOU'LL SEE THAT
THE STUDENTS STAYED VERY ENGAGED AND THEY ENDED UP
PRODUCING SOME AMAZING GUITARS.
EACH OF THEM BUILT ONE FOR THEMSELVES AND THEN EACH
TEAM BUILT AN ADDITIONAL ONE FOR OTHER PURPOSES.
AND SO THAT'S -- THIS IS ONE OF THE ADDITIONAL
ONES THAT I HAVE.
BUT AGAIN, I COULD KEEP ON JUMPING BACK TO THE
PHYSICS AND THEN MORE SANDING AND THEN SOME
MORE PHYSICS AND SOME MORE SANDING.
I THINK IT'S SOMETHING THAT BY THE TIME THAT THEY
FINISHED WITH THIS THAT THEY FELT THAT NOT ONLY IS
IT PHYSICS THAT THEY'LL REMEMBER PROBABLY THE REST
OF THEIR LIFE, BUT IT WAS AN INCREDIBLE
EXPERIENCE FOR THEM.
AND THERE WAS AN AMAZING AMOUNT OF BONDING BECAUSE,
WHEN YOU HAVE HOURS OF SITTING ACROSS THE TABLE
FROM SOMEBODY SANDING, YOU HAVE LOTS OF CONVERSATIONS.
SO THIS IS A COURSE THAT I HOPE WE CAN CONTINUE TO
OFFER AND THIS -- THAT ONE RIGHT THERE WAS JUST HERS.
THERE WERE SOME CHALLENGES THAT WE HAD WITH, YOU KNOW,
CERTAIN THINGS BREAKING, CERTAIN MISTAKES,
CERTAIN INJURIES, AND THE VERY FIRST DAY THAT SHE
HAD HER PAINTED GUITAR TO CLASS SHE DROPPED IT IN
THE PARKING LOT AND DINGED IT ALL UP.
SO SHE ENDED UP HAVING TO GO BACK TO BODY SHOP AND
GET SOME MORE BODY WORK DONE.
BUT THEY DID ALL KINDS OF SOLDERING, ALL KINDS OF
MECHANICAL SKILLS.
AND THEN ONCE YOU ACTUALLY GET THINGS ASSEMBLED,
WHICH IS A CHALLENGE, THEN THERE'S A LOT OF WORK THAT
HAS TO GO IN GETTING THINGS TUNED IN PROPERLY,
BECAUSE IT'S NOT LIKE THESE STRINGS CAN BE ANY LENGTH.
THEY HAVE TO BE EXACTLY THE RIGHT LENGTH.
AND SO THEY HAD TO LEARN WHAT ATONEMENT MEANT AND
TO BE ABLE TO GO THROUGH AND MAKE FINE ADJUSTMENTS.
AND THIS WAS SOMETHING THEY JUST DID FOR FUN ONE DAY.
SO I STILL HAVE THE LITTLE GENE SIMMONS PIECE.
IT ACTUALLY HUNG ON OUR CHRISTMAS TREE THIS YEAR.
SO -- AND THIS IS A VICE PRESIDENT, BECAUSE HE'S A
ROCKER AND HE CAME THE DAY THAT WE WERE DOING THE
STRINGING UP AND HE COULD SHOW STUDENTS HOW
TO ACTUALLY WIND THINGS UP.
AND HERE IN A MOMENT YOU'LL SEE ALL OF THEM
IN A SINGLE PHOTO.
YOU CAN SEE THIS ONE, THERE IN THE MIDDLE, AND
THEN THIS IS THE CLASS, THE FINAL DAY WHEN
THEY WERE ALL CREATED.
STICK YOUR TONGUE OUT.
STICK YOUR TONGUE OUT.
SO I HOPE YOU CONSIDER BEING STEAMY.
THANK YOU VERY MUCH.