Bulletin of the American Physical Society
APS March Meeting 2014
Volume 59, Number 1
Monday–Friday, March 3–7, 2014; Denver, Colorado
Session M3: Physics Education |
Hide Abstracts |
Sponsoring Units: FEd Chair: Deepak Iyer, The Pennsylvania State University Room: 107 |
Wednesday, March 5, 2014 11:15AM - 11:27AM |
M3.00001: Newton's Bridge Learning Community: Can Student Learning in Introductory Physics and Calculus be a Pathway to Undergraduate Research? Eugene Li A pathway to undergraduate research for freshman level physics through interdisciplinary pairings of physics and calculus courses is examined. Through ``pairing courses,'' active learning approaches, and jointly constructed inquiry-based course activities, students formulate and investigate a ``research problem.'' Some effects of a student-peer-mentor program is also examined. The use of technology incorporated into ``theme-focused'' activities is outlined. Some of the technological components include the iPad, Vernier sensors with related software, and introductory MATLAB. This presentation analyzes some of the outcomes of the learning community pairing of calculus-based Physics I (Mechanics and Heat) and Math (Calculus II), called a ``A Journey Across Newton's Bridge,'' and also the follow-up course pairing calculus-based Physics II (Electricity and Magnetism) and Multi-variable calculus called ``Multi-Dimensional Experiences'' which are being offered at Montgomery College. [Preview Abstract] |
Wednesday, March 5, 2014 11:27AM - 11:39AM |
M3.00002: Observation, Understanding and Belief: guiding students through the great texts of physics and astronomy Kerry Kuehn Questions such as ``Is Newton's theory of gravity correct?'' and ``How do you know?'' appeal to the innate sense of inquisitiveness and wonder that attracted many students (and professors) to the study of natural science in the first place. Seeking to answer such questions, one must typically acquire a deeper understanding of the technical aspects of the theory. In this way, broadly posed questions can serve as a motivation and guide to understanding scientific theories. During the past decade, I have developed and taught a four-semester introductory physics curriculum to undergraduate students at Wisconsin Lutheran College which is based on the careful reading, analysis and discussion of foundational texts in physics and astronomy---texts such as Newton's \textit{Principia}, Huygens' \textit{Treatise on Light}, and Pascal's \textit{Equilibrium of Liquids}. This curriculum is designed to encourage a critical and circumspect approach to natural science, while at the same time developing a suitable foundation for advanced coursework in physics. In this talk, I will discuss the motivation, organization, unique features, and target audience of an undergraduate physics textbook, recently submitted for publication, which is based on this curriculum. [Preview Abstract] |
Wednesday, March 5, 2014 11:39AM - 11:51AM |
M3.00003: Using direct measurement videos to teach physics Matt Vonk, Peter Bohacek The video format has many advantages over written texts. For this reason we have been working to create a library of short, high-quality videos of real situations that allow students to directly analyze and measure the phenomenon. In this talk I will discuss the advantages and disadvantages of video as compared to written material and hands-on labs, and will share highlights from our library. A library of our videos can be found here: http://serc.carleton.edu/sp/library/direct\textunderscore measurement\textunderscore video/video\textunderscore library.html [Preview Abstract] |
Wednesday, March 5, 2014 11:51AM - 12:03PM |
M3.00004: Improving Student Learning and Views of Physics in a Large Enrollment Introductory Physics Class Kathy Shan Interactive engagement (IE) strategies can be helpful for students learning introductory physics with small group recitations. Less is known about their impact for large lecture-based courses. This study examined student learning and views of physics in a large enrollment course that included IE but no small-group recitation. The questions addressed were: (a) What do students learn about physics and how does this compare to reports for traditional courses?, (b) How do students' views of physics change and how does this compare to reports for traditional courses?, and (c) Which instructional strategies contribute to student outcomes? Data included pre-post FCI scores, classroom examinations during the term, pre-post CLASS scores, and student work, interviews, and open-ended surveys. Findings include a FCI average normalized gain of 0.32, which is high for students with low pre-test score (30\% for this group) and instructors new to IE methods. Students' views of physics remained relatively unchanged, which is promising given the typical decline for student views. And instructional strategies as a set, not individual strategies, impacted student outcomes. Findings support the recommendation to adopt IE methods in introductory physics classes, particularly when pre-tests are low. [Preview Abstract] |
Wednesday, March 5, 2014 12:03PM - 12:15PM |
M3.00005: Re--thinking the Rubric for grading the Colorado Upper-Division Electrostatics Diagnostic Justyna Zwolak, Mary Bridget Kustusch, Corinne Manogue The University of Colorado has developed the Colorado Upper-Division Electrostatics (CUE) Diagnostic to test students' understanding of the content of the first semester of an upper-division electricity and magnetism course. We analyze three CUE problems: a problem involving superposition principle, a problem involving Gauss' Law and a problem involving electric potential. Using data from both Oregon State University and the University of Colorado, we discuss the strengths and limitations of the current rubric and compare results using a different analysis scheme. We discuss the implications for assessing students' understanding. [Preview Abstract] |
Wednesday, March 5, 2014 12:15PM - 12:27PM |
M3.00006: Designing for Impact: Recommendations for Curriculum Developers and Change Agents Charles Henderson, Renee Cole, Jeffrey Froyd, Debra Gilbuena, Raina Khatri, Courtney Stanford Many innovations in teaching undergraduate STEM courses have been developed in the past 30 years, but few have been widely adopted. As part of a NSF-funded project designed to increase the impact of STEM education development efforts we have examined this problem from several perspectives. This talk will describe our model of how curriculum developers and change agents can plan for development and dissemination of new instructional strategies and teaching materials in ways that are likely to impact teaching practices. Development of this model was informed by (1) studies of typical development and dissemination practices, (2) studies of instructional strategies and teaching materials that have had a large impact, and (3) review of the related literature. [Preview Abstract] |
Wednesday, March 5, 2014 12:27PM - 12:39PM |
M3.00007: A versatile university-grade research lab in a high school setting Randall Tagg, Carol McBride Early experiences with physics at the advanced level of active research are feasible in a high school setting. A versatile and modular framework for supporting such experiences across a large school district is located in a free-standing building next to Gateway High School in Aurora, Colorado. Called the Innovation Hyperlab, this facility provides the technical infrastructure of 52 different technologies ranging from materials to electronics to optics to microtechnology. A modular curriculum supports learning ``on demand'' as projects proceed. Elements of this curriculum are also being integrated into mainstream daytime coursework for high school students, including regular physics courses and a new set of courses on biomedical instrumentation. An Innovation Academy provides a weekend venue for students to go beyond normal classwork and pursue active research and technical innovation mentored by teachers and university undergraduates. [Preview Abstract] |
Wednesday, March 5, 2014 12:39PM - 12:51PM |
M3.00008: Project SOS: The Science of Sustainability Christine Berven, Kathy Dawes, Anne Kern, Kathleen Ryan, Patricia McNamara Project SOS: Making Connections Using The Science Of Sustainability is an Informal Science Education Pathways Project designed to teach the science of sustainability to middle-school aged youth in rural communities of northern ID and eastern WA. The educational focus is the physics of convection, conduction and radiation and how these exist in nature and specifically in the home of the youth. Our goal is to explore the implementation of a cooperative-learning model in which youth become experts in their area of heat transfer using portable exhibits, teach their fellow team-members about those mechanisms, and apply this knowledge as a team to improve the energy efficiency of a model house. We provide simple tools and instructions so that they may apply their new knowledge to their own homes. We analyze audio and video of the interactions of our facilitators with the youth and among the youth, and use pre- and post-surveys to document the increase in understanding of energy transfer mechanisms in their homes and the environment. The tools and techniques developed to accomplish our goals and our current findings regarding the effectiveness of this approach will be discussed. [Preview Abstract] |
Wednesday, March 5, 2014 12:51PM - 1:03PM |
M3.00009: ABSTRACT WITHDRAWN |
Wednesday, March 5, 2014 1:03PM - 1:15PM |
M3.00010: In Support of Physics: Redesigning library collections, spaces, and services Kathleen Lehman In order to improve support for physics learning, teaching, and research at the University of Arkansas, Fayetteville, the Physics Library personnel have implemented important changes over the past three years. Updates in collection-building practices, changes to physical spaces, and developments of new services have all been made so the Physics Library is more useful to students and faculty. In terms of collection management, all patrons -- students, staff, and faculty -- have been encouraged to make suggestions for additions to the library collection. The print collections were rearranged to encourage circulation. Spaces within the library have been designated as either group study or silent study, and teaching assistants are encouraged to use the space for their office hours. Library services have also been taken directly to undergraduate physics lab sections to make library information easily accessible for more students. The Physics Library, along with the other branch libraries on campus, has been highlighted in conjunction with the library campaign promoting subject librarians and introducing undergraduate students to ``their'' librarian. Trends in circulation, research questions, and door count statistics will be presented alongside explanations of the implemented changes. [Preview Abstract] |
Wednesday, March 5, 2014 1:15PM - 1:27PM |
M3.00011: Serving Physicists and the STEM Community: What is the Future of the Science Library? Rachel Besara What are the academic work behaviors and needs of physicists and the STEM Community? How are science libraries already used? What assumptions and approaches to information access and control need to be challenged? What does this mean for the future of library support for physics? These are just some of the questions being addressed by research at Florida State University Libraries. Learn how the findings of these studies addresses these questions and what the findings could mean for the future of library support for science research and teaching. [Preview Abstract] |
Wednesday, March 5, 2014 1:27PM - 1:39PM |
M3.00012: Sum Rules, Classical and Quantum -- A Pedagogical Approach William Karstens, David Y. Smith Sum rules in the form of integrals over the response of a system to an external probe provide general analytical tools for both experiment and theory. For example, the celebrated $f$-sum rule gives a system's plasma frequency as an integral over the optical-dipole absorption spectrum regardless of the specific spectral distribution. Moreover, this rule underlies Smakula's equation for the number density of absorbers in a sample in terms of the area under their absorption bands. Commonly such rules are derived from quantum-mechanical commutation relations, but many are fundamentally classical (independent of $\hbar )$ and so can be derived from more transparent mechanical models. We have exploited this to illustrate the fundamental role of inertia in the case of optical sum rules. Similar considerations apply to sum rules in many other branches of physics. Thus, the ``attenuation integral theorems'' of ac circuit theory reflect the ``inertial'' effect of Lenz's Law in inductors or the potential energy ``storage'' in capacitors. These considerations are closely related to the fact that the real and imaginary parts of a response function cannot be specified independently, a result that is encapsulated in the Kramers-Kronig relations. [Preview Abstract] |
Wednesday, March 5, 2014 1:39PM - 1:51PM |
M3.00013: Algebraic Proof of the Distributive Law for Vector Multiplication Charles Korn Courses in first year mechanics generally start with an introduction to vector methods which include scalar and vector multiplication$^{\mathrm{1}}$. While the demonstration of the validity of the distributive law for scalar multiplication is straightforward, this is not so for vector multiplication. The latter requires complicated geometrical visualization, so its proof is often skipped$^{\mathrm{1}}$. Neither the commutative nor associative law holds for vector multiplication, so there is no a priori reason that the distributive law should hold. In this paper we present an algebraic approach to the proof that requires no geometric visualization. It is based on two relations: (1) the distributive law for scalar multiplication and (2) a*(bxc)$=$c*(axb)$=$b*(cxa). 1. e.g. C. Kittlel, W.D. Knight, M.A. Ruderman, Mechanics, Berkeley Physics Course Vol. 1, 2$^{\mathrm{nd}}$ ed. McGraw Hill, pp34-39. [Preview Abstract] |
Follow Us |
Engage
Become an APS Member |
My APS
Renew Membership |
Information for |
About APSThe American Physical Society (APS) is a non-profit membership organization working to advance the knowledge of physics. |
© 2024 American Physical Society
| All rights reserved | Terms of Use
| Contact Us
Headquarters
1 Physics Ellipse, College Park, MD 20740-3844
(301) 209-3200
Editorial Office
100 Motor Pkwy, Suite 110, Hauppauge, NY 11788
(631) 591-4000
Office of Public Affairs
529 14th St NW, Suite 1050, Washington, D.C. 20045-2001
(202) 662-8700