From: W. Trevor King Date: Thu, 30 May 2013 22:40:47 +0000 (-0400) Subject: Convert teaching-statement repository to a research-statement framework X-Git-Tag: st-martins X-Git-Url: http://git.tremily.us/?a=commitdiff_plain;h=98b99c8979924428121e0259576c5c732fdcf15a;p=research-statement.git Convert teaching-statement repository to a research-statement framework --- diff --git a/Makefile b/Makefile index f1f7257..46f3f97 100644 --- a/Makefile +++ b/Makefile @@ -1,11 +1,11 @@ -BIBS = ts +BIBS = rs #bu1 bu2 bu3 -ts.pdf: ts.tex $(BIBS:%=%.bbl) $(BIBS:%=%.blg) +rs.pdf: rs.tex $(BIBS:%=%.bbl) $(BIBS:%=%.blg) pdflatex "$<" pdflatex "$<" -$(BIBS:%=%.aux): %.aux: ts.tex +$(BIBS:%=%.aux): %.aux: rs.tex pdflatex "$<" $(BIBS:%=%.bbl): %.bbl: %.aux diff --git a/ts.bib b/rs.bib similarity index 58% rename from ts.bib rename to rs.bib index 450a018..2c57d62 100644 --- a/ts.bib +++ b/rs.bib @@ -14,6 +14,7 @@ % Publishers @string{AAPT = "American Association of Physics Teachers"} +@string{APS = "American Physical Society"} @string{ASQ = "American Society for Quality"} @string{Blackwell = "Blackwell Publishing Ltd."} @string{DLA = "Digital Library and Archives, Virginia Polytechnic @@ -32,30 +33,58 @@ @string{ASQ:HEB = "ASQ Higher Education Brief"} @string{IJBMM = "International Journal of Biological Macromolecules"} @string{JEE = "Journal of Engineering Education"} +@string{JEB = "Journal of Experimental Biology"} @string{JITE = "Journal of Industrial Teacher Education"} +@string{Nature = "Nature"} @string{NDTL = "New Directions for Teaching and Learning"} +@string{PRL = "Physical Review Letters"} +@string{PR:E = "Physical Review E Statistical, Nonlinear and Soft-Matter Physics"} @string{Science = "Science"} % Authors @string{MBelloni = "Belloni, Mario"} +@string{RPBehringer = "Behringer, Robert P."} @string{RBrent = "Brent, Rebecca"} @string{WChristian = "Christian, Wolfgang"} @string{SPChung = "Chung, Shih-Ping"} +@string{EICorwin = "Corwin, Eric I."} @string{CHCrouch = "Crouch, Catherine H."} @string{BCrowell = "Crowell, Benjamin"} @string{LDeslauriers = "Deslauriers, Louis"} +@string{RLHDeits = "Deits, Robin L. H."} @string{RMFelder = "Felder, Richard M."} +@string{MWGilmer = "Gilmer, Matthew W."} +@string{JGomberg = "Gomberg, Joan"} @string{RRHake = "Hake, Richard R."} +@string{AEHosoi = "Hosoi, A. E."} +@string{HMJaeger = "Jaeger, Heinrich M."} +@string{PAJohnson = "Johnson, Paul A."} @string{SDJohnson = "Johnson, Scott D."} +@string{MCJohnston = "Johnston, Mitchell C."} +@string{PKim = "Kim, Pilnam"} @string{WKing = "King, W.~Trevor"} +@string{MKnuth = "Knuth, Matt"} +@string{CAKoh = "Koh, Carolyn A."} +@string{PGLafond = "Lafond, Patrick G."} @string{JLochhead = "Lochhead, Jack"} +@string{TSMajmudar = "Majmudar, Trushant S."} +@string{CMarone = "Marone, Chris"} @string{EMazur = "Mazur, Eric"} +@string{EMyftiu = "Myftiu, Eglind"} +@string{SRNagel = "Nagel, Sidney R."} @string{MPrince = "Prince, Michael"} +@string{MRoche = "Roch\'e, Matthieu"} +@string{HSavage = "Savage, Heather"} @string{ESchelew = "Schelew, Ellen"} +@string{EDSloan = "Sloan, E. Dendy"} +@string{HAStone = "Stone, Howard A."} @string{MSu = "Su, Meihong"} +@string{AKSum = "Sum, Amadeu K."} @string{AWhimbey = "Whimbey, Arthur"} @string{CWieman = "Wieman, Carl"} +@string{AGWinter = "Winter, Amos G."} +@string{DTWu = "Wu, David T."} @string{GYang = "Yang, Guoliang"} @phdthesis{ king13, @@ -263,7 +292,7 @@ issn = {0002-9505}, doi = {10.1119/1.18809}, url = {http://ajp.aapt.org/resource/1/ajpias/v66/i1/p64_s1}, - keywords = { teaching, education, classical mechanics}, + keywords = {teaching, education, classical mechanics}, abstract = {A survey of pre/post-test data using the Halloun--Hestenes Mechanics Diagnostic test or more recent Force Concept Inventory is reported for 62 introductory physics @@ -480,3 +509,232 @@ source = {git://lightandmatter.com/physics}, license = CC-BY-SA-3.0-US, } + +% Granular media and suspensions + +@article{ corwin05, + author = EICorwin #" and "# HMJaeger #" and "# SRNagel, + title = {Structural signature of jamming in granular media}, + year = 2005, + month = jun, + day = 23, + address = {James Franck Institute, Department of Physics, The + University of Chicago, Chicago, Illinois 60637, USA.}, + journal = Nature, + volume = 435, + number = 7045, + pages = {1075--1078}, + issn = {1476-4687}, + doi = {10.1038/nature03698}, + url = {http://www.ncbi.nlm.nih.gov/pubmed/15973404}, + language = {eng}, + abstract = {Glasses are rigid, but flow when the temperature is + increased. Similarly, granular materials are rigid, but become + unjammed and flow if sufficient shear stress is applied. The rigid + and flowing phases are strikingly different, yet measurements + reveal that the structures of glass and liquid are virtually + indistinguishable. It is therefore natural to ask whether there is + a structural signature of the jammed granular state that + distinguishes it from its flowing counterpart. Here we find + evidence for such a signature, by measuring the contact-force + distribution between particles during shearing. Because the forces + are sensitive to minute variations in particle position, the + distribution of forces can serve as a microscope with which to + observe correlations in the positions of nearest neighbours. We + find a qualitative change in the force distribution at the onset + of jamming. If, as has been proposed, the jamming and glass + transitions are related, our observation of a structural signature + associated with jamming hints at the existence of a similar + structural difference at the glass transition--presumably too + subtle for conventional scattering techniques to uncover. Our + measurements also provide a determination of a granular + temperature that is the counterpart in granular systems to the + glass-transition temperature in liquids.}, +} + +@article{ majmudar05, + author = TSMajmudar #" and "# RPBehringer, + title = {Contact force measurements and stress-induced anisotropy + in granular materials}, + year = 2005, + month = jun, + day = 23, + journal = Nature, + volume = 435, + pages = {1079--082}, + doi = {10.1038/nature03805}, + url = {http://www.nature.com/nature/journal/v435/n7045/full/nature03805.html}, + eprint = {http://www.nature.com/nature/journal/v435/n7045/pdf/nature03805.pdf}, + abstract ={Interparticle forces in granular media form an + inhomogeneous distribution of filamentary force + chains. Understanding such forces and their spatial + correlations, specifically in response to forces at the system + boundaries, represents a fundamental goal of granular + mechanics. The problem is of relevance to civil engineering, + geophysics and physics, being important for the understanding of + jamming, shear-induced yielding and mechanical response. Here we + report measurements of the normal and tangential grain-scale + forces inside a two-dimensional system of photoelastic disks + that are subject to pure shear and isotropic + compression. Various statistical measures show the underlying + differences between these two stress states. These differences + appear in the distributions of normal forces (which are more + rounded for compression than shear), although not in the + distributions of tangential forces (which are exponential in + both cases). Sheared systems show anisotropy in the + distributions of both the contact network and the contact + forces. Anisotropy also occurs in the spatial correlations of + forces, which provide a quantitative replacement for the idea of + force chains. Sheared systems have long-range correlations in + the direction of force chains, whereas isotropically compressed + systems have short-range correlations regardless of the + direction.}, +} + +@article{ johnson08, + author = PAJohnson #" and "# HSavage #" and "# MKnuth #" and "# + JGomberg #" and "# CMarone, + title = {Effects of acoustic waves on stick--slip in granular + media and implications for earthquakes}, + year = 2008, + month = jan, + day = 3, + journal = Nature, + volume = 451, + pages = {57--60}, + doi = {10.1038/nature06440}, + url = {http://www.nature.com/nature/journal/v451/n7174/abs/nature06440.html}, + eprint = {http://www.nature.com/nature/journal/v451/n7174/pdf/nature06440.pdf}, + abstract ={It remains unknown how the small strains induced by + seismic waves can trigger earthquakes at large distances, in + some cases thousands of kilometres from the triggering + earthquake, with failure often occurring long after the waves + have passed. Earthquake nucleation is usually observed to take + place at depths of 10--20 km, and so static overburden should be + large enough to inhibit triggering by seismic-wave stress + perturbations. To understand the physics of dynamic triggering + better, as well as the influence of dynamic stressing on + earthquake recurrence, we have conducted laboratory studies of + stick--slip in granular media with and without applied acoustic + vibration. Glass beads were used to simulate granular fault zone + material, sheared under constant normal stress, and subject to + transient or continuous perturbation by acoustic waves. Here we + show that small-magnitude failure events, corresponding to + triggered aftershocks, occur when applied sound-wave amplitudes + exceed several microstrain. These events are frequently delayed + or occur as part of a cascade of small events. Vibrations also + cause large slip events to be disrupted in time relative to + those without wave perturbation. The effects are observed for + many large-event cycles after vibrations cease, indicating a + strain memory in the granular material. Dynamic stressing of + tectonic faults may play a similar role in determining the + complexity of earthquake recurrence.}, +} + +@article{ winter12, + author = AGWinter #" and "# RLHDeits #" and "# AEHosoi, + title = {Localized fluidization burrowing mechanics of \emph{Ensis + directus}}, + year = 2012, + month = jun, + day = 15, + address = {Department of Mechanical Engineering, Massachusetts + Institute of Technology, 77 Massachusetts Avenue, + Cambridge, MA 02139, USA. awinter@mit.edu}, + journal = JEB, + volume = 215, + number = {Pt 12}, + pages = {2072--2080}, + issn = {1477-9145}, + doi = {10.1242/jeb.058172}, + url = {http://jeb.biologists.org/content/215/12/2072}, + eprint = {http://jeb.biologists.org/content/215/12/2072.full.pdf}, + language = {eng}, + keywords = {animals, biomechanics, bivalvia, movement, particle size, + rheology, soil}, + abstract = {Muscle measurements of Ensis directus, the Atlantic + razor clam, indicate that the organism only has sufficient + strength to burrow a few centimeters into the soil, yet razor + clams burrow to over 70 cm. In this paper, we show that the + animal uses the motions of its valves to locally fluidize the + surrounding soil and reduce burrowing drag. Substrate + deformations were measured using particle image velocimetry + (PIV) in a novel visualization system that enabled us to see + through the soil and watch E. directus burrow in situ. PIV + data, supported by soil and fluid mechanics theory, show that + contraction of the valves of E. directus locally fluidizes the + surrounding soil. Particle and fluid mixtures can be modeled as + a Newtonian fluid with an effective viscosity based on the local + void fraction. Using these models, we demonstrate that E. + directus is strong enough to reach full burrow depth in + fluidized soil, but not in static soil. Furthermore, we show + that the method of localized fluidization reduces the amount of + energy required to reach burrow depth by an order of magnitude + compared with penetrating static soil, and leads to a burrowing + energy that scales linearly with depth rather than with depth + squared.}, +} + +@article{ roche13, + author = MRoche #" and "# EMyftiu #" and "# MCJohnston #" and "# + PKim #" and "# HAStone, + title = {Dynamic Fracture of Nonglassy Suspensions}, + year = 2013, + month = apr, + day = 4, + journal = PRL, + volume = 110, + number = 14, + pages = 148304, + numpages = 5, + doi = {10.1103/PhysRevLett.110.148304}, + url = {http://link.aps.org/doi/10.1103/PhysRevLett.110.148304}, + publisher = APS, + abstract = {We study the dynamic fracture of thin layers of + suspensions of non-Brownian rigid particles. The impact of a + projectile triggers a liquid-to-solid transition and a hole + opens in the layer. We show that the occurrence of fracture and + the spatial and dynamic features of the cracks depend mostly on + the thickness of the layer and the particle volume fraction. In + contrast, the properties of the fractured material seem + independent of volume fraction. Finally, we measure the velocity + of the crack tip, from which we estimate an effective value of + the shear modulus of the fractured material.}, +} + +@article{ lafond13, + author = PGLafond #" and "# MWGilmer #" and "# CAKoh #" and "# + EDSloan #" and "# DTWu #" and "# AKSum, + title = {Orifice jamming of fluid-driven granular flow}, + year = 2013, + month = apr, + day = 17, + journal = PR:E, + volume = 87, + number = 4, + pages = {042204}, + numpages = 8, + doi = {10.1103/PhysRevE.87.042204}, + url = {http://link.aps.org/doi/10.1103/PhysRevE.87.042204}, + publisher = APS, + abstract = {The three-dimensional jamming of neutrally buoyant + monodisperse, bidisperse, and tridisperse mixtures of particles + flowing through a restriction under fluid flow has been + studied. During the transient initial accumulation of particles + at the restriction, a low probability of a jamming event is + observed, followed by a transition to a steady-state flowing + backlog of particles, where the jamming probability per particle + reaches a constant. Analogous to the steady-state flow in + gravity-driven jams, this results in a geometric distribution + describing the number of particles that discharge prior to a + jamming event. We develop new models to describe the transition + from an accumulation to a steady-state flow, and the jamming + probability after the transition has occurred. Predictions of + the behavior of the geometric distribution see the + log-probability of a jam occurring proportionally to + ($R_2^2-1$), where $R_2$ is the ratio of opening diameter to the + second moment number average particle diameter. This behavior is + demonstrated to apply to more general restriction shapes, and + collapses for all mixture compositions for the restriction sizes + tested.}, +} diff --git a/rs.tex b/rs.tex new file mode 100644 index 0000000..77ef0e1 --- /dev/null +++ b/rs.tex @@ -0,0 +1,90 @@ +\documentclass[12pt]{article} + +\topmargin 0.0in +\headheight 0.0in +\headsep 0.0in +\textheight 9in +\oddsidemargin 0in +\textwidth 6.5in +\pagestyle{empty} % no room for page numbers + +\usepackage[parfill]{parskip} % unindented paragraphs with parskips + +\usepackage{amsmath} % \text and other useful math stuff + +\usepackage{hyperref} +\hypersetup{colorlinks} +\hypersetup{linkcolor=black} +\hypersetup{anchorcolor=black} +\hypersetup{citecolor=black} +\hypersetup{filecolor=black} +\hypersetup{menucolor=black} +\hypersetup{runcolor=black} +\hypersetup{urlcolor=[rgb]{0, 0, 0.7}} + +\usepackage[super,sort&compress,comma]{natbib} +% super selects citations in superscript mode +% sort&compress automatically sorts and compresses compound citations (\citep{a,b,...}) +% comma seperates multiple citations with commas rather than the default semicolons. +\bibliographystyle{unsrtnat} % number citations in the order referenced + +\title{Research Statement} +\date{\today} +\author{W.~Trevor King} + +\begin{document} + +\maketitle + +I have been involved in a number of research projects over my career, +bouncing between solid state, low temperature research and biophysics. +In support of these goals, I have worked with a fair amount of +vertical integration, working on everything from sample preparation +(etching thin films, sputtering gold, mixing buffers, \ldots) to +analytical theory and publishing. While I feel competent in all these +tasks, I believe it is my commitment to developing and publishing open +source solutions---based on consumer-grade hardware---that sets me +apart from the bulk of my colleagues. So far I have focused on +software\citep{king10,king13}, but I am also excited about the rise of +open source hardware projects, including micro-computing and 3D +printing. These technologies promise to democratize basic research by +lowering startup and maintenance costs, and I plan on leveraging them +in both research and teaching labs. + +In parallel with this, I'm interested in exploring granular +media\citep{corwin05,majmudar05,johnson08,roche13,lafond13}, which +has both phenomenological depth and many interesting applications +(including the physics of clamming\citep{winter12}). Research along +these lines is socially useful due to the prevalence of granular media +in industry and the environment. The mesoscopic size of granular +media also makes the material more experimentally and intuitively +accessible to undergraduates than microscopic systems, where thermal +motion plays a more significant role. + +Finally, I am interested in contributing to, as well as benefiting +from, research on effective teaching techniques. As I explain in my +teaching philosophy, I am excited about active learning approaches +which have been shown to increase student +performance\citep{hake98,johnson99,crouch01,prince04}. By building +modular, open-source systems such as +\href{https://pypi.python.org/pypi/pygrader}{pygrader} and +\href{https://pypi.python.org/pypi/quizzer}{quizzer}, I can easily +collect data and feedback on student progress as a course progresses, +quantitatively validating (or invalidating) novel approaches to +teaching and adapting my approach to improve student outcomes. +Besides working with the wider community, I look forward to continuing +work with my collaborators in the +\href{http://software-carpentry.org/}{Software Carpentry} +organization, where I have been contributing to work on boot camp +assessment. Several SWC collaborators (especially +\href{http://michigancomputes.wordpress.com/}{Cait Pickens}) are +experts in assessment design and validation, and between their +experience with standard practices and my talent for software tooling +and rigorous analysis, I expect we'll develop a robust system for +monitoring student progress. By promoting this system in our own +research and SWC outreach, we can also spread the practice of teaching +research through the wider academic community. + +{\footnotesize\bibliography{rs}} + +\end{document} diff --git a/ts.tex b/ts.tex deleted file mode 100644 index 3ba6d5f..0000000 --- a/ts.tex +++ /dev/null @@ -1,150 +0,0 @@ -\documentclass[12pt]{article} - -\topmargin 0.0in -\headheight 0.0in -\headsep 0.0in -\textheight 9in -\oddsidemargin 0in -\textwidth 6.5in -\pagestyle{empty} % no room for page numbers - -\usepackage[parfill]{parskip} % unindented paragraphs with parskips - -\usepackage{amsmath} % \text and other useful math stuff - -\usepackage{hyperref} -\hypersetup{colorlinks} -\hypersetup{linkcolor=black} -\hypersetup{anchorcolor=black} -\hypersetup{citecolor=black} -\hypersetup{filecolor=black} -\hypersetup{menucolor=black} -\hypersetup{runcolor=black} -\hypersetup{urlcolor=[rgb]{0, 0, 0.7}} - -\usepackage[super,sort&compress,comma]{natbib} -% super selects citations in superscript mode -% sort&compress automatically sorts and compresses compound citations (\citep{a,b,...}) -% comma seperates multiple citations with commas rather than the default semicolons. -\bibliographystyle{unsrtnat} % number citations in the order referenced - -\title{Teaching Philosophy} -\date{\today} -\author{W.~Trevor King} - -\begin{document} - -\maketitle - -In high school, I initially wanted to be a marine biologist. The goal -lasted until my first physics course during my senior year, when Tom -Hoch introduced me to the idea that the kinetic behavior of the world -around us can be described with a handful of simple laws. How far -will this trebuchet launch a baseball? What would you redesign to -make it go farther? How should you build a wheel to win a race down a -5 foot ramp? Besides the joy of attacking the problems themselves, I -enjoyed arguing about them with my classmates. If you pull on a -thread coming from underneath a spool sitting on the table, will the -spool roll toward you or away from you? Physics gives you the feeling -that you can figure out \emph{anything} (to a first approximation), -and if you're not sure you're right, you can usually design and build -a simple experiment to test your understanding. In no other -discipline are the fundamentals of the scientific method so clearly -laid out or so obviously powerful. - -Since that high school course, I have enjoyed honing my skills in -physics and related disciplines, but no task has been as satisfying as -introducing new students to the discipline and sharing my enthusiasm -for the material and philosophy. I have been lucky to have almost a -decade of teaching experience from a range of teaching assistant-ships -covering the classic introductory courses (with recitations and labs -of 20 students in classes of up to 700) as well as some more advanced -numerical methods courses (with as few as five students). The range -of formats allows me to experiment with a number of teaching styles, -from modeling recitation problem solutions to more Socratic approaches -for helping students design and troubleshoot software. - -While I have not yet been in a position to design my own courses, I -have enjoyed building some supportive tools. Over the past several -years, I have developed an open source -\href{http://blog.tremily.us/posts/Course_website/}{course website - framework} and -\href{http://git.tremily.us/?p=course.git;a=tree;f=asymptote;hb=HEAD}{graphics - libraries} for illustrating -\href{http://blog.tremily.us/posts/Course_website/Mechanics-test.svg}{mechanics}, -\href{http://blog.tremily.us/posts/Course_website/ElectroMag-test.svg}{electricity - and magnetism}, -\href{http://blog.tremily.us/posts/Course_website/Circ-test.svg}{circuits}, -and -\href{http://blog.tremily.us/posts/Course_website/stickfigure-test.svg}{stick - figures}. I've also designed the -\href{https://pypi.python.org/pypi/pygrader}{pygrader} framework for -collecting and grading homework assignments that students submit via -email and the \href{https://pypi.python.org/pypi/quizzer}{quizzer} -framework for managing online quizzes and surveys. These tools will -make it easier for me to maintain class notes, homework, tests, and -lecture material, which gives me more time to focus on engaging -students directly. Downloadable class notes also give students more -time to focus on the concepts and applications instead of focusing on -transcription. I look forward to tying these pieces together and -building cohesive courses to introduce new students to physics. - -Earlier attempts at instructional tooling\citep{christian01} have not -kept up with the rapid pace of software development. Using flexible -open source tools makes it possible to distribute maintenance costs -across a community of teachers. This makes it easier for existing -teachers to share ideas and for new teachers to pick up where previous -teachers left off, instead of having to start by recreating earlier -work. On the self-study side of this, Ben Crowell has already -developed a number of open source -textbooks\citep{crowell-light-and-matter,crowell-simple-nature,crowell-mechanics,crowell-conceptual-physics,crowell-calculus,crowell-general-relativity}, -which are freely available along with -\href{git://lightandmatter.com/physics}{their source} under the -\href{http://creativecommons.org/licenses/by-sa/3.0/us/}{CC BY-SA 3.0 - US} license. There is room for continued development along this -front, as well as uncharted territory in open source laboratory -materials and equipment. My Ph.D.\ thesis focused on developing open -source software for controlling atomic force microscopes in -biophysical applications\citep{king13}, and I look forward to -leveraging this experience to develop open source software and -procedures for undergraduate labs. Besides making it easier for other -teachers to collaborate on lab design, an open source platform -(software and hardware) will enable on-the-fly student alterations. I -expect that replacing the magic of ``black boxes'' with well -documented, explorable tools will encourage students to see labs as -chances to build their theoretical and practical familiarity with the -physical world instead of arbitrary, cookbook-style recipes. - -As a scientist, I feel that teaching itself can be improved through -the scientific method. By testing the effect of different classroom -approaches---and by building on the research of my peers---I intend to -gradually refine my teaching to improve student engagement, critical -thinking, and content retention. I am especially excited to try -active learning approaches\citep{hake98,crouch01,prince04}, especially -thinking-aloud pair problem solving -(TAPPS\citep{lochhead87,felder09}), which has been shown to increase -student performance\citep{johnson99}. Besides improving teaching -strategies, an experiment-based approach to teaching is a chance to -practice what I preach, which should help convince students of the -efficacy of the scientific method. Of course, not \emph{everything} -can be measured with sufficient clarity to support this approach. -Developing quantitative evaluations of student learning is tricky, -but---at least at a basic level---it is possible. Mentioning these -difficulties when discussing course organization with students will -provide jumping-off points for discussing the limitations of the -scientific approach and the flavor of scientific progress, while -avoiding confusion about the well-understood fundamentals covered in -the content of the course itself. - -I look forward to guiding students through the early stages of their -exposure to physics, while at the same time engaging in higher level -discussions about the practice and role of science in general. I hope -that this experience is as transformative for my students as my early -physics courses were for me, teaching them how to break down problems -into manageable chunks and encouraging them to make use of analytical -reasoning and evidenced-based inquiry in their chosen profession, -regardless of whether it is directly related to physics. - -{\footnotesize\bibliography{ts}} - -\end{document}