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Publication by Chris Isaac Larnder

About the Author

was born and raised in Montreal. For the past 14 years he has taught physics at John Abbott College. Prior to this he developed software for the computer graphics industry and founded ACM SIGGRAPH Montréal, a chapter of the Association for Computing Machinery. He has been exploring the use of accelerometers in physics education for the past 4 years and has shared his work through locally via ProfWeb, SALTISE, APOP, AESTQ and ACFAS; and published internationally in the American Journal of Physics, The Physics Teacher and the bilingual Revue international des technologies en pédagogie universitaire. He is also involved in the local artificial intelligence community, having contributed to the founding of JACOBB, an AI technology-transfer center and co-directing the Education axis of the Observatoire international sur les impacts sociétaux de l’IA et du numérique.

Real Life Stories

Magn%c3%a9tismeban

Published November 5, 2020

An Experiment Using the Accelerometers of Smartphones to Prepare for The Study of Magnetism and Develop 3D Reasoning

Chris Isaac Larnder Teacher, Cégep John Abbott College
Faïza Nebia Teacher, Cégep du Vieux Montréal

Physics teachers, are you looking for a way to help your students visualise vectors in three-dimensional space? We would like to share a protocol for a laboratory experiment (that works both on campus and at a distance). We use this experiment in the Electricity and Magnetism course of the Science Program as an introduction to the study of the phenomena related to magnetism.

Physics

Real Life Stories

3d print tiltray thumb

Published January 28, 2019

3D-print Technology for Smartphone-based Physics Experiments

Chris Isaac Larnder Teacher, Cégep John Abbott College

I’m not that great at building things, which, I guess, is why I ended up being a physicist and not an engineer. As previously reported on Profweb, I have been running accelerometer experiments with smartphones to help my students learn physics concepts through digital-era equivalents of “real world” examples. With the help of students, we developed 3D-printed equipment to make these experiments more accessible to our growing network of teachers outside of our college.

Physics