Bulletin of the American Physical Society
2008 APS March Meeting
Volume 53, Number 2
Monday–Friday, March 10–14, 2008; New Orleans, Louisiana
Session Q19: Physics Education: In and Out of the Classroom |
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Sponsoring Units: FEd Chair: Shelly Hynes, Louisiana School for Math, Science and the Arts Room: Morial Convention Center 211 |
Wednesday, March 12, 2008 11:15AM - 11:27AM |
Q19.00001: Changes in Student Models of Electric Current and Electric Potential in Activity-Based Physics C. Trecia Markes With a three-year FIPSE grant, it has been possible at the University of Nebraska at Kearney (UNK) to develop and implement activity-based introductory physics at the algebra level. It has generally been recognized that students enter physics classes with misconceptions about current and potential difference in simple series and parallel circuits. Many of these misconceptions persist after instruction. Pretest and posttest responses on the ``Electric Circuit Concept Test'' (ECCT) are analyzed to determine the models that students use. Responses are divided into expert model (correct answer), one or more student models (approximately equally common incorrect answers), and null model (all other answers) categories. Students are categorized as being in an expert state (mostly expert model answers), a mixed state (a combination of expert model answers, student model answers, and null model answers), or a student state (mostly student model answers). The change (if any) of state is identified for each student. The changes are analyzed to determine the effectiveness of activity-based instruction. [Preview Abstract] |
Wednesday, March 12, 2008 11:27AM - 11:39AM |
Q19.00002: Do physics undergraduate students understand their strengths and weaknesses? R. Michalak Physics and non-physics majors self evaluation and confidence responses to exams in undergraduate physics are compared to the student's actual success in the exams. The confidence was sampled in a variety of freshman and sophomore physics courses before and after the exams were taken. Undergraduate populations fall into two sub-groups: Students who do have a general awareness whether they have comprehended a topic and students who have not. The divide is all the more surprising as there are students who excel and have no or little confidence that they do excel and as there are students who fail completely and do not see it coming. There is little change in student's understanding of their comprehension during a given term or between terms. [Preview Abstract] |
Wednesday, March 12, 2008 11:39AM - 11:51AM |
Q19.00003: Experimenting with the virtual environment Moodle in Physics Education Maria In\^es Martins, Adriana Dickman The master's program in Physics Education of the Catholic University in the state of Minas Gerais, Brazil, includes the discipline ``Digital technologies in Physics education.'' The main goal of this discipline is to discuss the role of Information and Communication Technology (ICT) in the process of learning-teaching science. We introduce our students to several virtual platforms, both free and commercial, discussing their functionality and features. We encourage our students to get in touch with computer tools and resources by planning their own computer based course using the Moodle platform. We discuss different patterns of virtual environment courses, whose proposals are centered mainly in the students, or teacher-centered or even system-centered. The student is free to choose between only one topic and a year course to work with, since their interests vary from learning something more about a specific subject to a complete e-learning course covering the entire school year. (The courses are available online in the address sitesinf01.pucmg.br/moodle. Participation only requires filling out an application form.) After three editions of this discipline, we have several courses available. We realize that students tend to focus on traditional methods, always preserving their role as knowledge-givers. In conclusion, we can say that, in spite of exhaustive discussion about autonomy involved with ICTs abilities, most of the students used the new virtual medium to organize traditional teacher-centered courses. [Preview Abstract] |
Wednesday, March 12, 2008 11:51AM - 12:03PM |
Q19.00004: Writing and representation in liquid crystal physics research Chad Wickman, Christina Haas, Peter Palffy-Muhoray Public understanding of science is often shaped by semiotic systems---linguistic, mathematic, graphic, pictorial---deployed in the textual presentation of scientific findings. Nowhere is this more apparent, perhaps, than in recent debates over climate change where non-linguistic communication has played an integral role in shaping policy decisions. This is one example of many, but it speaks to the need for research that examines how working scientists disseminate knowledge to expert and non-expert alike. Based on the study of text production in liquid crystal physics research, I will discuss the way in which physicists utilize multiple semiotic systems in their research and publications. Findings suggest that shared meanings are often created through a variety of semiotic forms---from linguistic script to equations to graphs to diagrams---and that these forms offer specific meaning potentials for communicating knowledge to different audiences. Ultimately, I argue that an improved understanding of scientific literacy practices is key to the effective communication of science to various constituencies. [Preview Abstract] |
Wednesday, March 12, 2008 12:03PM - 12:15PM |
Q19.00005: Modeling cell membrane action potentials with RC circuits in a general physics teaching laboratory M.S. Rzchowski Faculty in the physics department at the University of Wisconsin have been working in collaboration with colleagues in biological sciences to modify a large calculus-based general physics service course populated primarily by students pursuing a career in the biological sciences. Part of this effort involves introducing examples and laboratory experiments to illustrate basic physics ideas that are central to important topics in biology. We will discuss one modification that has worked well: a teaching laboratory experiment where students build an approximation of an axon cell membrane from resistors and capacitors, and measure the speed and shape of a pulse propagating along the membrane. It uses the same equipment, and teaches the same physics concepts, as a traditional RC circuits laboratory, but in a way that demonstrates connections to the students' major field. It also exemplifies a complex problem that illustrates the idea of a model, and teaches methods for applying basic physics concepts to systems that are not immediately solvable. We discuss an assessment of the students' interest level and understanding in relation to our general goal of developing in students the ability to approach complex problems using physical reasoning. [Preview Abstract] |
Wednesday, March 12, 2008 12:15PM - 12:27PM |
Q19.00006: Two new experiments in physics based on electrospun polymer nanofibers Nicholas Pinto Nanoscience and nanotechnology have been the focus of much scientific research worldwide and has great potential in enhancing the way we look at all of our present day electronic devices. If only part of this potential can be made into reality, the results will be phenomenal. Given the vast financial and scientific investment in nanotechnology that is bound to impact our future, it is important to expose undergraduate Physics and Engineering students to this field of study early in their career. Two experiments related to nanoscience that are currently part of our undergraduate Physics program will be presented. A simple to build and to operate electrospinning apparatus produces conducting polymer nanofibers that are then used in device fabrication. The devices include a nanoresistor and a Schottky nanodiode and yield themselves to straightforward data acquisition and analysis. A modification of the sample chamber can convert one of the experiments into a supersensitive alcohol vapor sensor. [Preview Abstract] |
Wednesday, March 12, 2008 12:27PM - 12:39PM |
Q19.00007: Animation of Early Cosmological Models Gregory Topasna Early Greek and renaissance models of the solar system are usually presented as diagrams in most astronomy textbooks. While the intent of such diagrams is to illustrate how these models attempted to account for the motion of the planets, the static nature of the diagrams typically leaves students nonplussed and are often only viewed as mere curiosities. However, animating these earlier models vividly demonstrates the early attempts at cosmology and can reflect some of the accuracies our ancestors were able to achieve. While the complexity of some models may at first seem to make animation a difficult task, we show how such models can be written in a basic mathematical form suitable for animation in FlashMX. While these models are not extremely precise they are accurate enough to show the motion of celestial bodies and have an impact that static images alone can not achieve. [Preview Abstract] |
Wednesday, March 12, 2008 12:39PM - 12:51PM |
Q19.00008: Revitalizing the Advanced Lab Course David Marx As a hard science, physics is based in observation and experiment. Training of physicists at the undergraduate level must include the recognition that students need a solid foundation in experimental techniques used in the various sub-fields of physics, best practices, and a thorough understanding of data analysis and uncertainty. Recently, recognition of this importance has resulted in the creation of an AAPT task force on the advanced laboratory. An examination of advanced laboratory courses from dozens of universities from across the United States has been conducted by the author, the results of which will be presented. In addition, knowledge gained from this examination has recently been used in revitalizing the Experimental Physics course at Illinois State University. [Preview Abstract] |
Wednesday, March 12, 2008 12:51PM - 1:03PM |
Q19.00009: Teaching a laboratory-intensive online introductory electronics course* Mark Markes Most current online courses provide little or no hands-on laboratory content. This talk will describe the development and initial experiences with presenting an introductory online electronics course with significant hands-on laboratory content. The course is delivered using a Linux-based Apache web server, a Darwin Streaming Server, a SMART Board interactive white board, SMART Notebook software and a video camcorder. The laboratory uses primarily the Global Specialties PB-505 trainer and a Tenma 20MHz Oscilloscope that are provided to the students for the duration of the course and then returned. Testing is performed using Course Blackboard course management software. [Preview Abstract] |
Wednesday, March 12, 2008 1:03PM - 1:15PM |
Q19.00010: Harnessing the Efficiencies of Industry-Standard Tools in the Electronics Laboratory Matthew Vonk Powerful and flexible computer based tools have generated impressive productivity gains in the industrial sector. These innovations allow users to simulate the functionality of applications before they are built, to create custom integrated circuits on-the-fly, and to automate data acquisition. While these tools promise similar efficiency gains to student learning in educational settings, many physics classes have been slow to exploit them. This talk will illustrate how a number of these advances have been incorporated into an undergraduate electronics laboratory class. Special emphasis will be given to those tools that are low-cost and intuitive. [Preview Abstract] |
Wednesday, March 12, 2008 1:15PM - 1:27PM |
Q19.00011: The Complete Undergraduate Research Experience Inspired by NASA's Microgravity University Timothy Ritter In a typical undergraduate research experience the student is often assigned a small portion of a more comprehensive endeavor. While they may complete their assigned portion of the project, the larger investigation is usually one that was active prior to the student's arrival in the lab and will continue once the student has left. What we present here are the results, lessons, and experiences from a multidisciplinary, multicampus, undergraduate microgravity research program. This unique experience requires a team of students to go from the idea stage to final report writing in one year. During the entire process the team is also conducting a vigorous outreach program. The research is conducted as part of NASA's highly competitive Reduced Gravity Student Flight Opportunities Program. Because of its unique features, we believe our program provides the student with a broader, more comprehensive, and more stimulating research experience than a traditional undergraduate research experience. [Preview Abstract] |
Wednesday, March 12, 2008 1:27PM - 1:39PM |
Q19.00012: Imhotep's Legacy After School Science Enrichment Program for African Nova Scotian Learners Kevin Hewitt, Emmanuel Nfonoyim, Barb Hamilton-Hinch, Margo Hampden, Wayn Hamilton Imhotep's Legacy After-School Project (ILASP) is a provincial science and engineering after-school enrichment program established in 2003. It aims to redress the under-representation of African Canadians in postsecondary science studies. ILASP offers African Nova Scotian participants in Grade 7, 8 {\&} 9 important academic and social opportunities at no out-of-pocket cost. It is guided by the fact that young learners will be motivated to regularly attend a program that features high-quality, interactive and fun learning activities that are distinct from but connected to their school curricula. The program is structured to sustain contact with the learners over three years (grade 7, 8, 9) during a crucial phase in their academic careers. University science and engineering students, acting as mentors, foster positive social interactions with young learners and deliver science enrichment activities in a participatory and casual atmosphere. Reasons for the high retention rate among participants will be discussed. Visit our website at http://imhotep.dal.ca/. [Preview Abstract] |
Wednesday, March 12, 2008 1:39PM - 1:51PM |
Q19.00013: Teaching About Variables in Magnetism to Fifth and Sixth Graders Michael Birnkrant, Matthew Cathell, Priscilla Blount, Jean Robinson, Adam Fontecchio, Eli Fromm Middle school students are very familiar with using computers, but many are unaware of how a computer stores information. We develop a module to explain how computers store and retrieve information from a hard drive. The module was part of the yearlong NSF GK-12 outreach program between Drexel University and local Philadelphia middle schools. The module complements the variables portion of their science and math curriculum. The module introduces magnetism as well as the link between the physical state of a hard drive and the picture on the screen. This module and others have contributed to improvements both in their classes and on their benchmark exams. [Preview Abstract] |
Wednesday, March 12, 2008 1:51PM - 2:03PM |
Q19.00014: Use of media in introductory physics courses and public outreach Khazhgery Shakov, Zalimgery Shakov Making the material presented interesting and exciting for the students has always been one of the main challenges in teaching introductory physics to students who have little or no background in physics (e.g. K-12 or undergraduate college). Many of the traditional teaching strategies consider physical systems (real or fictional) where the ``level of distraction'' is intentionally minimized or eliminated for the sake of better clarity. While it certainly allows a student to focus on important principles, it often leads to an impression that physics (and science in general) mostly operates with ``artificial'' systems that are not immediately relevant to everyday life. One of the ways to address this problem is to incorporate different forms of media that would ``bring physics to life''. We discuss how one can use fragments of popular movies to enhance students' interest in the subject. [Preview Abstract] |
Wednesday, March 12, 2008 2:03PM - 2:15PM |
Q19.00015: Analytical Animations: New Views of Physics Doug Sweetser Analytical animation, like analytic geometry before it, opens new ways to look at physics. Systems with both spin 1/2 and spin 1 symmetry can be animated. The groups U(1), SU(2), and SU(3) of the standard model are viewed as animations, and together make visual sense. A new perspective on gamma matrices, a tool used in quantum field theory, is easy to understand based on images. All software used is open source. [Preview Abstract] |
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