+++ /dev/null
-% Year for live projects
-
-@string{LIVE = 2013}
-
-% Licenses
-
-@string{CC-BY-SA-3.0-US = "CC BY-SA 3.0 US"}
-@string{CC-BY-NC-SA-3.0-US = "CC BY-NC-SA 3.0 US"}
-
-% Schools
-
-@string{Drexel = "Drexel University"}
-
-% Publishers
-
-@string{AAPT = "American Association of Physics Teachers"}
-@string{ASQ = "American Society for Quality"}
-@string{Blackwell = "Blackwell Publishing Ltd."}
-@string{DLA = "Digital Library and Archives, Virginia Polytechnic
- Institute and State University"}
-@string{PH = "Prentice Hall, Inc."}
-@string{WSS = "Wiley Subscription Services, Inc., A Wiley Company"}
-
-% Addresses
-
-@string{Crowell-address = "2233 Loma Alta Dr., Fullerton, CA 92833"}
-@string{UpperSaddleRiver = "Upper Saddle River, NJ 07458"}
-
-% Journals
-
-@string{AJP = "American Journal of Physics"}
-@string{ASQ:HEB = "ASQ Higher Education Brief"}
-@string{IJBMM = "International Journal of Biological Macromolecules"}
-@string{JEE = "Journal of Engineering Education"}
-@string{JITE = "Journal of Industrial Teacher Education"}
-@string{NDTL = "New Directions for Teaching and Learning"}
-@string{Science = "Science"}
-
-% Authors
-
-@string{MBelloni = "Belloni, Mario"}
-@string{RBrent = "Brent, Rebecca"}
-@string{WChristian = "Christian, Wolfgang"}
-@string{SPChung = "Chung, Shih-Ping"}
-@string{CHCrouch = "Crouch, Catherine H."}
-@string{BCrowell = "Crowell, Benjamin"}
-@string{LDeslauriers = "Deslauriers, Louis"}
-@string{RMFelder = "Felder, Richard M."}
-@string{RRHake = "Hake, Richard R."}
-@string{SDJohnson = "Johnson, Scott D."}
-@string{WKing = "King, W.~Trevor"}
-@string{JLochhead = "Lochhead, Jack"}
-@string{EMazur = "Mazur, Eric"}
-@string{MPrince = "Prince, Michael"}
-@string{ESchelew = "Schelew, Ellen"}
-@string{MSu = "Su, Meihong"}
-@string{AWhimbey = "Whimbey, Arthur"}
-@string{CWieman = "Wieman, Carl"}
-@string{GYang = "Yang, Guoliang"}
-
-@phdthesis{ wking13,
- author = WKing,
- title = {Open source single molecule force spectroscopy},
- school = Drexel,
- year = 2013,
- month = jun,
- url = {http://blog.tremily.us/Thesis/},
- eprint = {http://blog.tremily.us/Thesis/draft.pdf},
-}
-
-@article { king10,
- author = WKing #" and "# MSu #" and "# GYang,
- title = "{M}onte {C}arlo simulation of mechanical unfolding of proteins
- based on a simple two-state model",
- year = 2010,
- month = mar,
- day = 1,
- address = "Department of Physics, Drexel University, 3141
- Chestnut Street, Philadelphia, PA 19104, USA.",
- journal = IJBMM,
- volume = 46,
- number = 2,
- pages = "159--166",
- issn = "0141-8130",
- alternative_issn = "1879-0003",
- doi = "10.1016/j.ijbiomac.2009.12.001",
- url = "http://www.sciencedirect.com/science/article/B6T7J-
- 4XWMND2-1/2/7ef768562b4157fc201d450553e5de5e",
- language = "eng",
- keywords = "Atomic force microscopy;Mechanical unfolding;Monte Carlo
- simulation;Worm-like chain;Single molecule methods",
- abstract = "Single molecule methods are becoming routine biophysical
- techniques for studying biological macromolecules. In mechanical
- unfolding of proteins, an externally applied force is used to induce
- the unfolding of individual protein molecules. Such experiments have
- revealed novel information that has significantly enhanced our
- understanding of the function and folding mechanisms of several types
- of proteins. To obtain information on the unfolding kinetics and the
- free energy landscape of the protein molecule from mechanical unfolding
- data, a Monte Carlo simulation based on a simple two-state kinetic
- model is often used. In this paper, we provide a detailed description
- of the procedure to perform such simulations and discuss the
- approximations and assumptions involved. We show that the appearance of
- the force versus extension curves from mechanical unfolding of proteins
- is affected by a variety of experimental parameters, such as the length
- of the protein polymer and the force constant of the cantilever. We
- also analyze the errors associated with different methods of data
- pooling and present a quantitative measure of how well the simulation
- results fit experimental data. These findings will be helpful in
- experimental design, artifact identification, and data analysis for
- single molecule studies of various proteins using the mechanical
- unfolding method."
-}
-
-% Talks
-
-@unpublished{ 2013-05-thesis,
- title= {Open source single molecule force spectroscopy},
- author = WKing,
- year = 2013,
- month = may,
- day = 28,
- note= {Thesis defense, Drexel University},
- address = {Drexel University},
- url = {http://blog.tremily.us/posts/Thesis/talk/},
-}
-
-@unpublished{ 2013-01-columbia,
- title= {Collaborative version control with {G}it},
- author = WKing,
- year = 2013,
- month = jan,
- note= {Software Carpentry boot camp, Columbia University},
- address = {Columbia University},
-}
-
-@unpublished{ 2009-10-life-cycles,
- title= {Software life-cycles and alphabet soup},
- author = WKing,
- year = 2009,
- month = oct,
- note= {Drexel Physics Graduate Student Association},
- address = {Drexel University}
-}
-
-@unpublished{ 2008-06-locks,
- title= {Manipulating combination locks \& Ray tracing with polarization},
- author = WKing,
- year = 2008,
- month = jun,
- note= {Drexel Physics Graduate Student Association},
- address = {Drexel University}
-}
-
-@unpublished{ 2006-05-quantum-computing,
- title= {Quantum Computing},
- author = WKing,
- year = 2006,
- note= {Rochester Solid State final},
- address = {University of Rochester}
-}
-% month = may,
-
-% Posters
-
-@unpublished{ 2013-04-swc,
- title= {Teaching Software Carpentry: Better Science through Science},
- author = WKing,
- year = 2013,
- month = apr,
- note= {Drexel CoAS Research Day},
- address = {Philadelphia, Pennsylvania},
-}
-
-@unpublished{ 2012-04-calibcant,
- title= {Thermally calibrating {AFM} cantilever spring constants},
- author = WKing,
- year = 2012,
- month = apr,
- note= {Drexel CoAS Research Day},
- address = {Philadelphia, Pennsylvania},
-}
-
-@unpublished{ 2011-04-saswsim,
- title= {Flexible parallel simulations and packaging},
- author = WKing,
- year = 2011,
- month = apr,
- note= {Drexel CoAS Research Day},
- address = {Philadelphia, Pennsylvania},
-}
-
-@unpublished{ 2010-04-open-source,
- title= {Open source software in experimental protein unfolding},
- author = WKing,
- year = 2010,
- month = apr,
- note= {Drexel CoAS Research Day},
- address = {Philadelphia, Pennsylvania},
-}
-
-@unpublished{ 2009-03-roughness,
- title= {Experimental Estimation of the Free Energy Landscape
- Roughness of Protein Molecules},
- author = WKing,
- year = 2009,
- month = mar,
- note= {Biophysical Society Annual Meeting},
- address = {Philadelphia, Pennsylvania},
-}
-
-@unpublished{ 2008-04-sawsim,
- title= {Simulated mechanical unfolding of single proteins},
- author = WKing,
- year = 2008,
- month = apr,
- note= {Drexel CoAS Research Day},
- address = {Philadelphia, Pennsylvania},
-}
-
-@unpublished{ 2008-02-stiffness,
- title= {Effects of Cantilever Stiffness on Unfolding Force in AFM
- Protein Unfolding},
- author = WKing,
- year = 2008,
- month = feb,
- note= {Biophysical Society Annual Meeting},
- address = {Long Beach, California},
-}
-
-% Other people
-
-@article{ lochhead87,
- author = JLochhead #" and "# AWhimbey,
- title = {Teaching analytical reasoning through thinking aloud pair
- problem solving},
- year = 1987,
- journal = NDTL,
- volume = 1987,
- number = 30,
- pages = {73--92},
- publisher = WSS,
- issn = {1536-0768},
- url = {http://dx.doi.org/10.1002/tl.37219873007},
- doi = {10.1002/tl.37219873007},
- abstract = {The TAPPS technique is a useful device for the
- teaching of problem solving because it causes learners to pay
- attention to basic reasoning skills.},
-}
-
-@article{ hake98,
- author = RRHake,
- title = {Interactive-engagement versus traditional methods: A
- six-thousand-student survey of mechanics test data for
- introductory physics courses},
- year = 1998,
- month = jan,
- journal = AJP,
- volume = 66,
- number = 1,
- pages = {64--74},
- publisher = AAPT,
- 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},
- 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
- courses enrolling a total number of students $N=6542$. A
- consistent analysis over diverse student populations in high
- schools, colleges, and universities is obtained if a rough
- measure of the average effectiveness of a course in promoting
- conceptual understanding is taken to be the average normalized
- gain $\langle g\rangle$. The latter is defined as the ratio of
- the actual average gain
- ($\%\langle\text{post}\rangle-\%\langle\text{pre}\rangle$) to
- the maximum possible average gain
- ($100-\%\langle\text{pre}\rangle$). Fourteen ``traditional'' (T)
- courses ($N=2084$) which made little or no use of
- interactive-engagement (IE) methods achieved an average gain
- $\langle g\rangle_{\text{T} - \text{ave}} = 0.23\pm0.04$ (std dev).
- In sharp contrast, 48 courses ($N=4458$) which made substantial
- use of IE methods achieved an average gain
- $\langle g\rangle_{\text{IE}-\text{ave}} = 0.48\pm0.14$ (std dev),
- almost two standard deviations of
- $\langle g\rangle_{\text{IE}-\text{ave}}$ above that of the
- traditional courses. Results for 30 ($N=3259$) of the above 62
- courses on the problem-solving Mechanics Baseline test of
- Hestenes--Wells imply that IE strategies enhance problem-solving
- ability. The conceptual and problem-solving test results
- strongly suggest that the classroom use of IE methods can
- increase mechanics-course effectiveness well beyond that
- obtained in traditional practice.},
-}
-
-@article{ johnson99,
- author = SDJohnson #" and "# SPChung,
- title = {The Effect of Thinking Aloud Pair Problem Solving
- ({TAPPS}) on the Troubleshooting Ability of Aviation Technician
- Students},
- year = 1999,
- month = {Fall},
- journal = JITE,
- volume = 37,
- number = 1,
- publisher = DLA,
- issn = {0022-1864},
- issn-online = {1938-1603},
- url = {http://scholar.lib.vt.edu/ejournals/JITE/v37n1/john.html},
- license = CC-BY-NC-SA-3.0-US,
-}
-
-@book{ christian01,
- author = WChristian #" and "# MBelloni,
- title = {Physlets: Teaching Physics with Interactive Curricular Material},
- year = 2001,
- publisher = PH,
- address = UpperSaddleRiver,
- edition = 4,
- isbn = {0-13-029341-5},
- isbn-13 = {978-0-1302-9341-1},
- url = {http://webphysics.davidson.edu/physletprob/},
-}
-
-@article{ crouch01,
- author = CHCrouch #" and "# EMazur,
- title = {Peer Instruction: Ten years of experience and results},
- year = 2001,
- month = sep,
- journal = AJP,
- volume = 69,
- number = 9,
- pages = {970--977},
- publisher = AAPT,
- issn = {0002-9505},
- doi = {10.1119/1.1374249},
- url = {http://ajp.aapt.org/resource/1/ajpias/v69/i9/p970_s1},
- keywords = {teaching, problem solving, educational courses},
- abstract = {We report data from ten years of teaching with Peer
- Instruction (PI) in the calculus- and algebra-based introductory
- physics courses for nonmajors; our results indicate increased
- student mastery of both conceptual reasoning and quantitative
- problem solving upon implementing PI. We also discuss ways we
- have improved our implementation of PI since introducing it in
- 1991. Most notably, we have replaced in-class reading quizzes
- with pre-class written responses to the reading, introduced a
- research-based mechanics textbook for portions of the course,
- and incorporated cooperative learning into the discussion
- sections as well as the lectures. These improvements are
- intended to help students learn more from pre-class reading and
- to increase student engagement in the discussion sections, and
- are accompanied by further increases in student understanding.},
-}
-
-@article{ prince04,
- author = MPrince,
- title = {Does Active Learning Work? {A} Review of the Research},
- year = 2004,
- month = jul,
- journal = JEE,
- volume = 93,
- number = 3,
- pages = {223--231},
- publisher = Blackwell,
- issn = {2168-9830},
- doi = {10.1002/j.2168-9830.2004.tb00809.x},
- url = {http://dx.doi.org/10.1002/j.2168-9830.2004.tb00809.x},
- keywords = {active, collaborative, cooperative, problem-based learning},
- abstract = {This study examines the evidence for the effectiveness
- of active learning. It defines the common forms of active
- learning most relevant for engineering faculty and critically
- examines the core element of each method. It is found that there
- is broad but uneven support for the core elements of active,
- collaborative, cooperative and problem-based learning.},
-}
-
-@article{ felder09,
- author = RMFelder #" and "# RBrent,
- title = {Active learning: An introduction},
- year = 2009,
- month = aug,
- journal = ASQ:HEB,
- volume = 2,
- number = 4,
- publisher = ASQ,
- url = {http://asq.org/edu/2009/08/best-practices/active-learning-an-introduction.%20felder.html?shl=093530},
- eprint = {http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/ALpaper(ASQ).pdf},
- abstract = {Richard M. Felder and Rebecca Brent describe active
- learning as anything course-related that all students in a class
- session are called upon to do other than watching, listening and
- taking notes. They provide suggestions as to what teachers and
- professors can do to engage students in active learning and the
- formats to use for those activities.},
-}
-
-@article{ deslauriers11,
- author = LDeslauriers #" and "# ESchelew #" and "# CWieman,
- title = {Improved Learning in a Large-Enrollment Physics Class},
- year = 2011,
- month = may,
- day = 13,
- journal = Science,
- volume = 332,
- number = 6031,
- pages = {862--864},
- doi = {10.1126/science.1201783},
- url = {http://www.sciencemag.org/content/332/6031/862.abstract},
- eprint = {http://www.sciencemag.org/content/332/6031/862.full.pdf},
- abstract ={We compared the amounts of learning achieved using two
- different instructional approaches under controlled
- conditions. We measured the learning of a specific set of topics
- and objectives when taught by 3 hours of traditional lecture
- given by an experienced highly rated instructor and 3 hours of
- instruction given by a trained but inexperienced instructor
- using instruction based on research in cognitive psychology and
- physics education. The comparison was made between two large
- sections (N = 267 and N = 271) of an introductory undergraduate
- physics course. We found increased student attendance, higher
- engagement, and more than twice the learning in the section
- taught using research-based instruction.},
-}
-
-@book{ crowell-light-and-matter,
- author = BCrowell,
- title = {Light and Matter},
- year = LIVE,
- url = {http://www.lightandmatter.com/lm/},
- eprint = {http://www.lightandmatter.com/lm.pdf},
- source = {git://lightandmatter.com/physics},
- license = CC-BY-SA-3.0-US,
-}
-
-@book{ crowell-simple-nature,
- author = BCrowell,
- title = {Simple Nature},
- year = LIVE,
- url = {http://www.lightandmatter.com/area1sn.html},
- eprint = {http://www.lightandmatter.com/simple.pdf},
- source = {git://lightandmatter.com/physics},
- license = CC-BY-SA-3.0-US,
-}
-
-@book{ crowell-mechanics,
- author = BCrowell,
- title = {Mechanics},
- year = LIVE,
- url = {http://www.lightandmatter.com/mechanics/},
- eprint = {http://www.lightandmatter.com/me.pdf},
- source = {git://lightandmatter.com/physics},
- license = CC-BY-SA-3.0-US,
-}
-
-@book{ crowell-conceptual-physics,
- author = BCrowell,
- title = {Conceptual Physics},
- year = LIVE,
- url = {http://www.lightandmatter.com/cp/},
- eprint = {http://www.lightandmatter.com/cp.pdf},
- source = {git://lightandmatter.com/physics},
- license = CC-BY-SA-3.0-US,
-}
-
-@book{ crowell-calculus,
- author = BCrowell,
- title = {Calculus},
- year = LIVE,
- url = {http://www.lightandmatter.com/calc/},
- eprint = {http://www.lightandmatter.com/calc/calc.pdf},
- source = {git://lightandmatter.com/physics},
- license = CC-BY-SA-3.0-US,
-}
-
-@book{ crowell-general-relativity,
- author = BCrowell,
- title = {General Relativity},
- year = LIVE,
- url = {http://www.lightandmatter.com/genrel},
- eprint = {http://www.lightandmatter.com/genrel/genrel.pdf},
- source = {git://lightandmatter.com/physics},
- license = CC-BY-SA-3.0-US,
-}
projects / letter-of-interest.git / blobdiff