Bulletin of the American Physical Society
APS March Meeting 2013
Volume 58, Number 1
Monday–Friday, March 18–22, 2013; Baltimore, Maryland
Session C38: Undergraduate Physics Education |
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Sponsoring Units: FEd Chair: Mel Sabella, Chicago State University Room: 347 |
Monday, March 18, 2013 2:30PM - 2:42PM |
C38.00001: Parallel Performance Analysis between Free Response Environments and the Force Concept Inventory in Introductory Mechanics Courses Nicole Bobbitt, Aaron Wade, Chandra Prayaga This paper reports our attempts to: 1) create a problem solving situation that folds in both kinematics and force discussions 2) find a way to model and predict common thought processes that cause typical misconceptions identified by the Force Concept Inventory (FCI). Two pen and paper test questions were designed with these goals in mind, both broken into specific elements to arrive at a quantifiable fragmentation of the necessary thought processes required to solve the problem. These results were compared to pre- and post-FCI data to analyze the common misconceptions as defined by FCI. The data was analysed using factor analysis to group performance across the two environments. Two styles of grading were used to highlight the effectiveness of this method. Ultimately this, and any future questions, would become a tool in the classroom to pinpoint the critical ideas with which a typical student struggles during an introductory mechanics course. [Preview Abstract] |
Monday, March 18, 2013 2:42PM - 2:54PM |
C38.00002: Using a flipped classroom in an algebra-based physics course Leigh Smith The algebra-based physics course is taken by Biology students, Pre-Pharmacy, Pre-Medical, and other health related majors such as medical imaging, physical therapy, and so on. Nearly 500 students take the course each Semester. Student learning is adversely impacted by poor math backgrounds as well as extensive work schedules outside of the classroom. We have been researching the use of an intensive flipped-classroom approach where students spend one to two hours each week preparing for class by reading the book, completing a series of conceptual problems, and viewing videos which describe the material. In class, the new response system Learning Catalytics is used which allows much richer problems to be posed in class and includes sketching figures, numerical or symbolic entries, short answers, highlighting text, etc in addition to the standard multiple choice questions. We make direct comparison of student learning for 1200 sudents who have taken the same tests, 25\% of which used the flipped classroom approach, and 75\% who took a more standard lecture. There is significant evidence of improvements in student learning for students taking the flipped classroom approach over standard lectures. These benefits appear to impact students at all math backgrounds. [Preview Abstract] |
Monday, March 18, 2013 2:54PM - 3:06PM |
C38.00003: The Use of Research-Based Instructional Strategies in Introductory Physics: Where do Faculty Leave the Innovation-Decision Process? Charles Henderson, Melissa Dancy, Magdalena Niewiadomska-Bugaj During the Fall of 2008 a web survey was completed by a representative sample of 722 United States physics faculty. In this talk we will briefly present summary statistics to describe faculty knowledge about and use of 24 specific research-based instructional strategies (RBIS). We will then analyze the results based on a four stage model of the innovation-decision process: knowledge, trial, continuation, and high use. The largest losses occur at the continuation stage, with approximately 1/3 of faculty discontinuing use of all RBIS after trying one or more of these strategies. These results suggest that common dissemination strategies are good at creating knowledge about RBIS and motivation to try a RBIS, but more work is needed to support faculty during implementation and continued use of RBIS. Based on a logistic regression analysis, only nine of the 20 potential predictor variables measured were statistically significant when controlling for other variables. Faculty age, institutional type, and percentage of job related to teaching were not found to be correlated with knowledge or use at any stage. High research productivity and large class sizes were not found to be barriers to use of at least some RBIS. [Preview Abstract] |
Monday, March 18, 2013 3:06PM - 3:18PM |
C38.00004: Wikispaces (Wikis) and Group Problem Solving (GPS) sessions in Physics classes Hashini Mohottala We report the combine use of Wikispaces (Wikis) and Group Problem Solving (GPS) sessions conducted in the introductory level and upper level physics classes. This method gradually evolved from the combine use of Wikis and Just in Time Teaching (JiTT) practiced over the past years. As a part of this new teaching method, some essay type problems, parallel to the chapter in discussion, were posted on the Wikis at the beginning of each week and students were encouraged to visit the pages and do the work without providing numerical final answers but the steps.~ At the end of each week students were evaluated on the problem solving skills opening up more opportunity for peer interaction by putting them into small groups and letting them solve one selected problem. A class of 30 students is divided into 6 groups and as a whole four lengthy essay problems are discussed - each group is given to solve one problem. The problem numbers are drawn in a raffle and the groups are excited to find out what they get each week. The required skills to solve a problem are gained from the weekly given Wiki exercises.~Wiki provides a user-friendly platform to make this effort a success. GPS sessions help the professor identify the failing students earlier and help them before it's too late. [Preview Abstract] |
Monday, March 18, 2013 3:18PM - 3:30PM |
C38.00005: Computer-based, Jeopardy\texttrademark -like game in general chemistry for engineering majors S.S. Ling, F. Saffre, M. Kadadha, D.L. Gater, A.F. Isakovic We report on the design of Jeopardy\texttrademark -like computer game for enhancement of learning of general chemistry for engineering majors. While we examine several parameters of student achievement and attitude, our primary concern is addressing the motivation of students, which tends to be low in a traditionally run chemistry lectures. The effect of the game-playing is tested by comparing paper-based game quiz, which constitutes a control group, and computer-based game quiz, constituting a treatment group. Computer-based game quizzes are Java\texttrademark -based applications that students run once a week in the second part of the last lecture of the week. Overall effectiveness of the semester-long program is measured through pretest-postest conceptual testing of general chemistry. The objective of this research is to determine to what extent this ``gamification'' of the course delivery and course evaluation processes may be beneficial to the undergraduates' learning of science in general, and chemistry in particular. We present data addressing gender-specific difference in performance, as well as background (pre-college) level of general science and chemistry preparation. We outline the plan how to extend such approach to general physics courses and to modern science driven electives, and we offer live, in-lectures examples of our computer gaming experience. [Preview Abstract] |
Monday, March 18, 2013 3:30PM - 3:42PM |
C38.00006: The Physics Learning Center at the University of Wisconsin-Madison S.M. Nossal, L.E. Watson, E. Hooper, A. Huesmann, B. Schenker, P. Timbie, M. Rzchowski The Physics Learning Center at the University of Wisconsin-Madison provides academic support and small-group supplemental instruction to students studying introductory algebra-based and calculus-based physics. These classes are gateway courses for majors in the biological and physical sciences, pre-health fields, engineering, and secondary science education. The Physics Learning Center offers supplemental instruction groups twice weekly where students can discuss concepts and practice with problem-solving techniques. The Center also provides students with access on-line resources that stress conceptual understanding, and to exam review sessions. Participants in our program include returning adults, people from historically underrepresented racial/ethnic groups, students from families in lower-income circumstances, students in the first generation of their family to attend college, transfer students, veterans, and people with disabilities, all of whom might feel isolated in their large introductory course and thus have a more difficult time finding study partners. We also work with students potentially at-risk for having academic difficulty (due to factors academic probation, weak math background, low first exam score, or no high school physics). A second mission of the Physics Learning Center is to provide teacher training and leadership experience for undergraduate Peer Mentor Tutors. These Peer Tutors lead the majority of the weekly group sessions in close supervision by PLC staff members. We will describe our work to support students in the Physics Learning Center, including our teacher-training program for our undergraduate Peer Mentor Tutors [Preview Abstract] |
Monday, March 18, 2013 3:42PM - 3:54PM |
C38.00007: Re-Envisioning the Introductory Physics Sequence at Georgia Gwinnett College (GGC) Scott J. Thompson, Kenneth B. Sales GGC is a new, 4-year, open-access institution located in the northeast of Atlanta. As an open access college, many of the students who take the introductory physics sequence do not have a strong mathematical background. A large percentage of the students have significant work or family obligations in addition to being full-time students. To better serve these students, the first semester of the trig-based introductory physics sequence was modified in a manner that focuses and structures the material to be completed by the students both outside and inside of class such that the time spent outside of class can be reduced. Specifically, focused notes were provided to the students with an online assignment prior to class in place of reading from a textbook. Class time was then focused on a deeper understanding of the concepts to be covered instead of an initial (or secondary) introduction to the material. Data was collected for specific exam questions and compared with the results from previous classes taught by the same instructors. An overview of the results and observations of the instructors using this method will be discussed. [Preview Abstract] |
Monday, March 18, 2013 3:54PM - 4:06PM |
C38.00008: On ``Global Warming/Climate Change" --- A Critical-Thinking Approach to Analyzing some of the Science while Teaching the Scientific Method Laurence I. Gould Undergraduates tend to learn and enjoy physics through its well-established corpus (mechanics, electricity and magnetism, quantum theory, etc.). However, there is a relatively new opportunity to enhance the learning of physics through critical thinking in a non-traditional area. Such thinking can be fostered through an analysis of both the science and methodology involved in the area commonly known as ``global warming/climate change'' (AGW). This opportunity arises because of an increasing number of scientists from around the world who have been examining and challenging[1] the apparently dominant claim that dangerous AGW is caused primarily by human-produced carbon dioxide. This talk will go over how such critical thinking works through: (1) two independent-study courses I have done with some physics majors, and (2) a college-wide freshman seminar about AGW (which may encourage students to consider taking more physics courses or even take physics as a Minor or Major).\\[4pt] [1] The 2011 Interim Report from the Nongovernmental International Panel on Climate Change -- http://www.nipccreport.org/reports/2011/2011report.html (most of the research reported here appears in peer-reviewed science journals) [Preview Abstract] |
Monday, March 18, 2013 4:06PM - 4:18PM |
C38.00009: ABSTRACT WITHDRAWN |
Monday, March 18, 2013 4:18PM - 4:30PM |
C38.00010: Sensory illusions: Common mistakes in physics regarding sound, light and radio waves T.M. Briles, A.E. Tabor-Morris Optical illusions are well known as effects that we see that are not representative of reality. Sensory illusions are similar but can involve other senses than sight, such as hearing or touch. One mistake commonly noted among instructors is that students often mis-identify radio signals as sound waves and not as part of the electromagnetic spectrum. A survey of physics students from multiple high schools highlights the frequency of this common misconception, as well as other nuances on this misunderstanding. Many students appear to conclude that, since they experience radio broadcasts as sound, then sound waves are the actual transmission of radio signals and not, as is actually true, a representation of those waves as produced by the translator box, the radio. Steps to help students identify and correct sensory illusion misconceptions are discussed. [Preview Abstract] |
Monday, March 18, 2013 4:30PM - 4:42PM |
C38.00011: Introducing New Experiments to the Contemporary Physics Lab: Emphasis on Quantum Mechanics Foundations and New Physics Frontiers Khalid Eid, Jan Yarrison-Rice, Herbert Jaeger We remodeled our sophomore curriculum extensively both in the laboratories and the lectures. Our Experimental Contemporary Physics laboratory (PHY293) was almost completely re-built both in curriculum and pedagogy. Among the new experiments that we introduced are Nanoparticle plasmon resonance, Saturated absorption and fluorescence in iodine molecules, Quantized conductance in atomic-scale constrictions, and Water droplets behavior and manipulation on metal surfaces. This presentation will focus on the last two experiments. Quantized conductance in a constriction in a gold wire being pulled slowly is a unique direct application of the one-dimensional potential wells. Unlike most experiments on quantum mechanics that use optics, this experiment is transport-based, conceptually simple, and robust in addition to being low-cost. The transport properties of the wire span multiple transport regimes while being pulled. It is quite valuable for students (a significant fraction of whom are biological physics and engineering physics majors) to understand the behavior of water droplets on different surfaces. Water is the medium in which biological activities occur and is important in many other applications like air conditioning and refrigeration. We design simple gradients in the hydrophobic/hydrophilic properties of metal surfaces in order to move water droplets in a controlled way, even against gravity. Students explore the effects of surface tension and metal roughness on droplets. [Preview Abstract] |
Monday, March 18, 2013 4:42PM - 4:54PM |
C38.00012: On the Electron Gas Heat Capacity in Undergraduate Solid State Javier Hasbun In undergraduate solid state physics the electronic energy, $U_{el}$, is calculated through the Fermi distribution function while the energy is weighted with the density of states. The electronic heat capacity is the derivative of the electronic energy with respect to temperature. Through this process, it is possible [1] to obtain a low temperature approximation for the heat capacity, $C_{el}$ that's proportional to the temperature. It is of interest to do a numerical calculation of $U_{el}$ from which the numerical $C_{el}$ is extracted. However, the result obtained, while agreeing with the low temperature approximation, has a slope that's substantially different. The disagreement appears large as the temperature is increased from zero K. Here we show that the reason has to do with the constancy of the Fermi level. By including the self consistent behavior of the chemical potential, the deviation from zero Kelvin is much improved and the result seems to make better sense. The lesson learned is significant enough to be of great pedagogical importance as regards the heat capacity calculation and the behavior of the chemical potential with temperature.\\[4pt] [1] ``Introduction to Solid State Physics,'' C. Kittel, 8th Ed. (John Wiley, NY 2005). [Preview Abstract] |
Monday, March 18, 2013 4:54PM - 5:06PM |
C38.00013: Design and operation of an inexpensive far-field laser scanning microscope suitable for use in an undergraduate laboratory course Arthur Pallone, Eric Hawk Scanning microscope applications span the science disciplines yet their costs limit their use at educational institutions. The basic concepts of scanning microscopy are simple. The microscope probe - whether it produces a photon, electron or ion beam - moves relative to the surface of the sample object. The beam interacts with the sample to produce a detected signal that depends on the desired property to be measured at the probe location on the sample. The microscope transforms the signal for output in a form desired by the user. Undergraduate students can easily construct a far-field laser scanning microscope that illustrates each of these principles from parts available at local electronics and hardware stores and use the microscope to explore properties of devices such as light dependent resistors and biological samples such as leaves. Students can record, analyze and interpret results using a computer and free software. [Preview Abstract] |
Monday, March 18, 2013 5:06PM - 5:18PM |
C38.00014: Simulation and Visualization of Chaos in a Driven Nonlinear Pendulum -- An Aid to Introducing Chaotic Systems in Physics Godfrey Akpojotor, Louis Ehwerhemuepha, Ogheneriobororue Amromanoh The presence of physical systems whose characteristics change in a seemingly erratic manner gives rise to the study of chaotic systems. The characteristics of these systems are due to their hypersensitivity to changes in initial conditions. In order to understand chaotic systems, some sort of simulation and visualization is pertinent. Consequently, in this work, we have simulated and graphically visualized chaos in a driven nonlinear pendulum as a means of introducing chaotic systems. The results obtained which highlight the hypersensitivity of the pendulum are used to discuss the effectiveness of teaching and learning the physics of chaotic system using Python. This study is one of the many studies under the African Computational Science and Engineering Tour Project (PASET) which is using Python to model, simulate and visualize concepts, laws and phenomena in Science and Engineering to compliment the teaching/learning of theory and experiment. [Preview Abstract] |
Monday, March 18, 2013 5:18PM - 5:30PM |
C38.00015: Incorporating Ideas from Detector Physics into the Physics Curriculum: from HS to College Miso Komarov, Bernard Boston, Rodney Carmona, Ely Leon, Mel Sabella, Edmundo Garcia-Solis The goal of this project is to improve student understanding of modern physics in the undergraduate curriculum by building stronger content knowledge, reasoning and laboratory skills. This project is centered on the development of lab modules that help students move beyond theory and develop an appreciation of modern experimental physics. These modules allow students to build knowledge of subatomic particles by experimenting with detectors made of scintillator plastic, phototubes and read-out electronics. These instructional modules we are developing will permeate throughout the undergraduate curriculum forming a coherent conceptual thread. As students progress through the materials the content will become more challenging as the level of scaffolding decreases. As students complete the conceptual thread they will become versed in nuclear physics experimental techniques. In this talk we introduce the project, the detectors and the lab modules. Module one relates the kinetic energy we study in introductory mechanics to the kinetic energy of sub-atomic particles. Module two relates the principles of electromagnetism and charge from the interaction of magnets and coils to that of a sub-atomic particle moving through a detector. [Preview Abstract] |
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