Bulletin of the American Physical Society
APS April Meeting 2016
Volume 61, Number 6
Saturday–Tuesday, April 16–19, 2016; Salt Lake City, Utah
Session K18: Research in Physics EducationUndergraduate
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Sponsoring Units: GPER Room: 251F |
Sunday, April 17, 2016 1:30PM - 1:42PM |
K18.00001: The impact of conservative forces on student reasoning about graphical work John Thompson, Jessica Clark Many students compare thermodynamic work done during processes based on P-V diagrams using the endpoints of the processes being compared rather than the process paths. Researchers speculate one cause of this reasoning to be overgeneralization of work done by conservative forces. In a study to investigate this possibility, students in introductory calculus-based physics were presented with a force-position graph (F-x) that showed two different mechanical processes with identical initial values and identical final values for force and position. The task, to compare the work done in each process, was administered before and after relevant instruction along the two-semester sequence to probe differences in student responses and reasoning. Findings were also compared to results from analogous thermodynamics questions in physics and engineering courses. Response prevalence varied little with instruction. However, student reasoning did show trends, with more intuitive explanations on the pretest and more technical explanations after instruction for both correct and incorrect responses, including more prevalent invocation of “path independence” or “conservative forces” for the major incorrect interpretation. [Preview Abstract] |
Sunday, April 17, 2016 1:42PM - 1:54PM |
K18.00002: Student understanding of the time dependence of spin-1/2 systems Gina Passante Time dependence is one of the most difficult concepts in quantum mechanics and one that is relevant throughout instruction. In this talk I will explore student responses to written questions regarding the time dependence for spin-1/2 systems after lecture instruction and again after a tutorial on the topic. These questions were asked in a junior-level quantum mechanics course that is taught using a spins-first curriculum. [Preview Abstract] |
Sunday, April 17, 2016 1:54PM - 2:06PM |
K18.00003: ABSTRACT WITHDRAWN |
Sunday, April 17, 2016 2:06PM - 2:18PM |
K18.00004: Student use of model-based reasoning when troubleshooting an electronic circuit Heather Lewandowski, MacKenzie Stetzer, Kevin Van De Bogart, Dimitri Dounas-Frazer Troubleshooting systems is an integral part of experimental physics in both research and educational settings. Accordingly, ability to troubleshoot is an important learning goal for undergraduate physics lab courses. We investigate students' model-based reasoning on a troubleshooting task using data collected in think-aloud interviews during which pairs of students from two institutions attempted to diagnose and repair a malfunctioning circuit. Our analysis scheme was informed by the Experimental Modeling Framework, which describes physicists' use of mathematical and conceptual models when reasoning about experimental systems. We show that system and subsystem models were crucial for the evaluation of repairs to the circuit and played an important role in some troubleshooting strategies. Finally, drawing on data from interviews with electronics instructors from a broad range of institution types, we outline recommendations for model-based approaches to teaching and learning troubleshooting skills. [Preview Abstract] |
Sunday, April 17, 2016 2:18PM - 2:30PM |
K18.00005: Network Analysis of Students' Use of Representations in Problem Solving Daryl McPadden, Eric Brewe We present the preliminary results of a study on student use of representations in problem solving within the Modeling Instruction – Electricity and Magnetism (MI-E\&M) course. Representational competence is a critical skill needed for students to develop a sophisticated understanding of college science topics and to succeed in their science courses. In this study, 70 students from the MI-E\&M, calculus-based course were given a survey of 25 physics problem statements both pre- and post- instruction, covering both Newtonian Mechanics and Electricity and Magnetism (E\&M). For each problem statement, students were asked which representations they would use in that given situation. We analyze the survey results through network analysis, identifying which representations are linked together in which contexts. We also compare the representation networks for those students who had already taken the first-semester Modeling Instruction Mechanics course and those students who had taken a non-Modeling Mechanics course. [Preview Abstract] |
Sunday, April 17, 2016 2:30PM - 2:42PM |
K18.00006: Implementing Learning Assistants and Tutorials in the Laboratory Environment John Stewart, Rachel Henderson, Paul Miller This talk describes the results of a novel implementation of a Learning Assistant (LA) program where the LAs facilitated the presentation of the Tutorials in Introductory Physics as part of an otherwise traditional laboratory. LAs received both general training in the teaching of science and specific training in the presentation of the Tutorials. The LAs acted as the lead laboratory instructor for one hour each lab. The program required very little interaction from the lecturer. The program showed a substantial increase in learning gains on the Force and Motion Conceptual Inventory in the first semester course, but weaker improvement of learning gains on the Conceptual Survey of Electricity and Magnetism in the second semester course. Multiple linear regression showed that gender, student ability, and whether the student was on-sequence were significant regressors. The instructor was a substantial random effect (SD$=0.10$), but the teaching assistant (SD$=0.00$) and learning assistant (SD$=0.01$) were much weaker random effects on the normalized gain. The instructor standing (tenure-track, teaching faculty, or adjunct) was a weakly significant regressor ($p<0.05$). [Preview Abstract] |
Sunday, April 17, 2016 2:42PM - 2:54PM |
K18.00007: Paths to Licensure: Things Physicists Should Know Gay Stewart, John Stewart The path to licensure can be quite complicated, and can thwart a physics department's efforts to produce more and better prepared high school physics teachers. Each state has different pathways to licensure. Acronyms like CAEP and SPA are not within the normal physicist's vocabulary. Some understanding of this topic can allow physics faculty advisers to help our students so that fewer are derailed on their path to the classroom, or take a path that will leave them less well prepared if they do find themselves there. Examples of different approaches that work within state licensure systems from two different states will be presented. [Preview Abstract] |
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