Bulletin of the American Physical Society
APS March Meeting 2010
Volume 55, Number 2
Monday–Friday, March 15–19, 2010; Portland, Oregon
Session X42: Physics Education: Research, Techniques, Classic Experiments, and Policy |
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Sponsoring Units: FEd Chair: Thomas Olsen, American Institute of Physics Room: D138 |
Thursday, March 18, 2010 2:30PM - 2:42PM |
X42.00001: Do large-scale assessments measure students' ability to integrate scientific knowledge? Hee-Sun Lee Large-scale assessments are used as means to diagnose the current status of student achievement in science and compare students across schools, states, and countries. For efficiency, multiple-choice items and dichotomously-scored open-ended items are pervasively used in large-scale assessments such as Trends in International Math and Science Study (TIMSS). This study investigated how well these items measure secondary school students' ability to integrate scientific knowledge. This study collected responses of 8400 students to 116 multiple-choice and 84 open-ended items and applied an Item Response Theory analysis based on the Rasch Partial Credit Model. Results indicate that most multiple-choice items and dichotomously-scored open-ended items can be used to determine whether students have normative ideas about science topics, but cannot measure whether students integrate multiple pieces of relevant science ideas. Only when the scoring rubric is redesigned to capture subtle nuances of student open-ended responses, open-ended items become a valid and reliable tool to assess students' knowledge integration ability. [Preview Abstract] |
Thursday, March 18, 2010 2:42PM - 2:54PM |
X42.00002: Expanding the FCI to Eevaluate Conceptual Mastery of Energy, Momentum, and Rotational Dynamics Alex Chediak, Katrina Hay Normalized gain on the Force Concept Inventory (FCI) has deservedly become a widely accepted assessment tool to evaluate conceptual mastery in a high school, college, or university-level mechanics course. Left out of this assessment, however, are important physics concepts typically presented in the same course. Conservation of energy and momentum as well as rotational motion receive scant (if any) coverage on the FCI (or, for that matter, the Mechanics Baseline Test). Yet these concepts are foundational for popular majors such as mechanical engineering, where high failure rates are often a concern. A revised assessment tool is presented, one that incorporates the strengths of the FCI (and preserves the straightforward multiple choice format), but assesses these other mechanics-related concepts. Ten additional questions are included, inspired in part by material from the Physics Education Group at the University of Washington and in part by the authors' own experiences with common student misperceptions. The questions are given as pre- and post tests at the authors' institutions, California Baptist University and Pacific Lutheran University, in both calculus-based and algebra-based mechanics courses, exploring breadth of applicability for our findings. We present normalized gain data for the traditional thirty FCI questions and for our ten additional questions. [Preview Abstract] |
Thursday, March 18, 2010 2:54PM - 3:06PM |
X42.00003: How to Implement JITT - Just In Time Teaching? Carolina Ilie, Katrina Hay Reforms in education and the desire to improve the quality of learning were the incentive to search for more efficient teaching strategies [1]. Here is presented Just In Time Teaching, JITT, which is an exciting methodology [2] intended to engage students by using feedback from pre-class web assignments. In this process the students are more in control of the learning process and they become more active and interested learners. Even though some examples from physics are presented, this method can be successfully implemented in almost all the fields. The implementation of this method at SUNY Oswego, and Pacific Lutheran University is discussed. \\[4pt] [1]John D. Bransford, Ann L. Brown, and Rodney R. Cocking - editors, \textit{How People Learn: Brain, Mind, Experience, and School}, Committee on Developments in the Science of Learning; National Research Council; National Academy Press 1999\\[0pt] [2] Gregor M. Novak, Evelyn T. Patterson, Andrew D. Gavrin and Wolfgang Christian, \textit{Just in Time Teaching -- Blending Active Learning with Web Technology}, Prentice Hall Series in Educational Innovation, 1999. [Preview Abstract] |
Thursday, March 18, 2010 3:06PM - 3:18PM |
X42.00004: Ion channel model development and validation Peter Hugo Nelson The structure of the KcsA ion channel selectivity filter is used to develop three simple models of ion channel permeation. The quantitative predictions of the knock-on model are tested by comparison with experimental data from single-channel recordings of the KcsA channel. By comparison with experiment, students discover that the knock-on model can't explain saturation of ion channel current as the concentrations of the bathing solutions are increased. By inverting the energy diagram, students derive the association-dissociation model of ion channel permeation. This model predicts non-linear Michaelis-Menten saturating behavior that requires students to perform non-linear least-squares fits to the experimental data. This is done using Excel's solver feature. Students discover that this simple model does an excellent job of explaining the qualitative features of ion channel permeation but cannot account for changes in voltage sensitivity. The model is then extended to include an electrical dissociation distance. This rapid translocation model is then compared with experimental data from a wide variety of ion channels and students discover that this model also has its limitations. Support from NSF DUE 0836833 is gratefully acknowledged. [Preview Abstract] |
Thursday, March 18, 2010 3:18PM - 3:30PM |
X42.00005: Partnerships between New Mexico Institutions for Nanoscience Education Boris Kiefer, Elba Serrano, Vincent Lombrana Societies in the 21$^{st}$ century will most likely face severe scientific and technological challenges, such as the increasing energy and fresh water demands that will require interdisciplinary solutions. This raises the question how we as educators can provide our graduates with the skills they need to compete successfully in an increasingly global work force. The New Mexico Nanoscience Education Network (NMNEN) seeks to increase the number of students in New Mexico who have the knowledge and skills to participate in cutting-edge STEM research. NMNEN organizes professional development workshops and the network participants collaborate across departments, institutions, and organizations to identify nano(bio)science teaching themes that promote and emphasizes interdisciplinary education. The results of these efforts will show if it is possible to develop universal teaching modules that promote student learning in diverse college settings. [Preview Abstract] |
Thursday, March 18, 2010 3:30PM - 3:42PM |
X42.00006: Teaching and Learning Physics using Wikis Hashini Mohottala The use of new teaching tools and technologies in modern classrooms in universities, colleges and even schools is essential. Here we report an adaptation of a new and powerful teaching tool, Wiki, in teaching Physics. Wiki is an interactive webpage which can be accessed and updated collaboratively by a group of users via any web browser. This new teaching tool was first used in an introductory level Physics course. The students were assigned different tasks and as a part of the learning procedure, they were encouraged to do independent research to explore applications related to the Physics concepts learned in the class. As a result, students often brought interesting findings into the class that led to insightful class discussions. Although Physics is not the most popular science subject among undergraduate students, the adaptation of Wiki showed a notable change in the students' perceptions. As we have experienced, there are number of advantages of using Wikis in a Physics classroom - improves the writing and research skills; helps students explore and understand the subject in depth and most of all enhances their desire and ability to learn Physics. [Preview Abstract] |
Thursday, March 18, 2010 3:42PM - 3:54PM |
X42.00007: \underline{S}cience \underline{U}nderstanding through \underline{P}layground \underline{P}hysics: \underline{O}rganized \underline{R}ecess \underline{T}eaching (SUPPORT) Russell Kincaid From 1995-2007, U.S. science students in grade four scored higher than the scaled TIMSS average, but their scores did not improve over this time. Moreover, in the area of physical science, the U.S. scored significantly lower than several Asian countries, as well as Russia, England, and Latvia (TIMSS). Methods to enhance student achievement in science are still being sought. An approach to utilizing playground equipment as a teaching tool for a variety of physics concepts was developed as a physical science teaching method. This program established an appropriate set of experiments, coordinated the effort with local school districts, and implemented a brief pilot study to test the teaching methodology. The program assigned undergraduate middle school science education majors to teach small groups of fourth grade students. The experimental group used the newly developed ``Playground Physics'' methodology while the control group used traditional approaches. Follow up activities will include an expansion of the duration and the scope of the program. [Preview Abstract] |
Thursday, March 18, 2010 3:54PM - 4:06PM |
X42.00008: Strength of Student Models in Force and Motion C. Trecia Markes With a FIPSE grant, it has been possible to develop and implement activity-based algebra level introductory physics. The Force and Motion Conceptual Evaluation (FMCE) has been given as a pretest and a posttest to both the traditional lecture/lab classes and the activity-based classes. The responses are analyzed to determine the models that students use. The questions are separated into eight groups. Responses are divided into expert model, student model, and null model. Students are categorized as being in an expert state, a mixed state, or a student state. Previous work assumed a particular model if the answers to 70 percent (or more) of the questions in a group fit that model. To determine the strength of the models, the analysis is repeated assuming 85 percent and then 100 percent. The results are analyzed to determine if there is a significant difference from 70 percent to 85 percent to 100 percent. This will indicate the strength of the model in each group of questions. Pretest results and posttest results will be compared for the two methods of instruction. [Preview Abstract] |
Thursday, March 18, 2010 4:06PM - 4:18PM |
X42.00009: Investigating Student Understanding of Double Slit Wave Interference vs. Multiple Slit Interference Mitra Shojania Feizabadi This study concentrates on evaluating student understanding of the Youngs experiment. It includes not only the student's line of reasoning, but also the ability to face challenges. It also provides an assessment of the ability to go through logical steps to expand student knowledge from the double slit experiment to the multiple slit experiment. This study is an attempt to build a productive lecture in order to better address the needs of students. [Preview Abstract] |
Thursday, March 18, 2010 4:18PM - 4:30PM |
X42.00010: The Stern-Gerlach Effect and its Destiny Jean-Francois S. Van Huele, Bailey C. Hsu, Jared R. Stenson The experiments performed by Otto Stern and Walther Gerlach in Frankfurt am Main in 1921-1922 represent a milestone in the development of modern physics. The significance of their result, commonly known as the Stern-Gerlach effect can actually be argued from a variety of viewpoints, including the beginnings of molecular beams, the manifestation of spin, and the study of the classical-quantum transition with the appearance of space quantization, entanglement, and the measurement problem. The theoretical description of the original Stern-Gerlach effect and of its extensions has led to a growing body of literature. We review the coverage of the different aspects of Stern-Gerlach from the original papers by Stern, by Stern and Gerlach and by Gerlach to the current attempts to give a completely satisfactory description of the underlying dynamics. In conclusion we argue that the story of the Stern-Gerlach effect, i.e., the evolution of its exemplary status is far from over. [Preview Abstract] |
Thursday, March 18, 2010 4:30PM - 4:42PM |
X42.00011: Mixed Methods: Incorporating multiple learning styles into a measurements course Arthur Pallone The best scientists and engineers regularly combine creative and critical skill sets. As faculty, we are responsible to provide future scientists and engineers with those skills sets. EGR 390: Engineering Measurements at Murray State University is structured to actively engage students in the processes that develop and enhance those skills. Students learn through a mix of traditional lecture and homework, active discussion of open-ended questions, small group activities, structured laboratory exercises, oral and written communications exercises, student chosen team projects, and peer evaluations. Examples of each of these activities, the skill set addressed by each activity, outcomes from and effectiveness of each activity and recommendations for future directions in the EGR 390 course as designed will be presented. [Preview Abstract] |
Thursday, March 18, 2010 4:42PM - 4:54PM |
X42.00012: Effectively selling astronomy to the public -- fusing lessons learned from education, entertainment, advertising and public relations Arthur Pallone, Jacque Day A great celestial story is only as effective as the teller of the tale. With passion and knowledge at the helm, we must search for ways to pass on enthusiasm to others while conveying sound science. Based on our experiences, we present an integrated approach -- one that borrows elements from education, entertainment, advertising, and public relations -- to choose an event, hook and keep the public's attention while making them want more, and provide some tips for increasing media presence. [Preview Abstract] |
Thursday, March 18, 2010 4:54PM - 5:06PM |
X42.00013: Debating science policy in the physics classroom. Shannon Mayer It is critically important that national and international science policy be scientifically grounded. To this end, the next generation of scientists and engineers will need to be technically competent, effective communicators of science, and engaged advisors in the debate and formulation of science policy. We describe three science policy debates developed for the physics classroom aimed at encouraging students to draw connections between their developing technical expertise and important science policy issues. The first debate considers the proposal for a 450-megawatt wind farm on public lands in Nantucket Sound and fits naturally into the curriculum related to alternative forms of energy production. The second debate considers national fuel-economy standards for sport-utility vehicles and can be incorporated into the curriculum related to heat engines. The third debate, suitable for the curriculum in optics, considers solid state lighting and implications of recent United States legislation that places stringent new energy-efficiency and reliability requirements on conventional lighting. The technical foundation for each of these debates fits naturally into the undergraduate physics curriculum and the material is suitable for a wide range of physics courses, including general science courses for non-majors. [Preview Abstract] |
Thursday, March 18, 2010 5:06PM - 5:18PM |
X42.00014: The Science and Technology of the US National Missile Defense System Theodore A. Postol The National Missile Defense System utilizes UHF and X-band radars for search, track and discrimination, and interceptors that use long-wave infrared sensors to identify and home on attacking warheads. The radars and infrared sensors in the missile defense system perform at near the theoretical limits predicted by physics. However, in spite of the fantastic technical advances in sensor technology, signal processing, and computational support functions, the National Missile Defense System cannot be expected to ever work in realistic combat environments. This talk will describe why these impressive technologies can never deliver on the promise of a credible defense against long-range ballistic missiles. [Preview Abstract] |
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