Bulletin of the American Physical Society
APS April Meeting 2020
Volume 65, Number 2
Saturday–Tuesday, April 18–21, 2020; Washington D.C.
Session X15: Topics in Physics EducationEducation Live Undergrad Friendly
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Sponsoring Units: FEd Chair: Eric Brewe, Drexel University Room: Virginia B |
Tuesday, April 21, 2020 10:45AM - 10:57AM Live |
X15.00001: Energy Transformations in a Class of Common Physics Problems Jonathan Bougie, Asim Gangopadhyaya We examine a category of physics problems commonly encountered in introductory physics classes, in which a system comprised of two subsystems dissipates electrical or mechanical energy through interaction of these subsystems. One example of such a system would be a perfectly inelastic collision between two objects in one dimension. In this case, given the initial state of the system before collision, conservation of linear momentum uniquely determines the amount of kinetic energy dissipated in the collision, regardless of the dissipation mechanism. We analyze a class of disparate systems that are similarly constrained by a constant of interaction and that share a mathematical formalism. In each case, the constant of interaction determines the mechanical or electrical energy of the final state, regardless of dissipation mechanism. Such examples can be useful in teaching students about energy transformations in a variety of systems. [Preview Abstract] |
Tuesday, April 21, 2020 10:57AM - 11:09AM Live |
X15.00002: Teaching Quantum Mechanics in the Undergraduate Core Curriculum Eric Raymer Core curriculum science courses designed for general audiences have a unique opportunity to focus on modern science while also engaging in broader social and philosophical issues. At St. John's University, Scientific Inquiry is a required course curriculum course for non-science majors that is centered on science literacy and quantitative reasoning. These goals are addressed through a specific scientific ``theme'' unique to each section of the course. This presentation will examine how topics in quantum mechanics can be tailored to a general audience course such as Scientific Inquiry. We will present details of a course sequence that makes quantum foundations and quantum computing accessible and relevant to undergraduates in non-science programs. We will also examine how some of the pedagogical strategies used in Scientific Inquiry can be implemented in a traditional physics course to increase student engagement. [Preview Abstract] |
Tuesday, April 21, 2020 11:09AM - 11:21AM Live |
X15.00003: A completely algebraic derivation of the simple harmonic oscillator wavefunction James Freericks, Michael Rushka Introductory quantum mechanics instruction suffers from over emphasizing the coordinate-space representation and the need for differential equations. Learning how to solve each new problem brings in yet another mathematical technique to be employed (and most of these methods do not train students for future research work in quantum mechanics, which relies more heavily on operator-based methods). Do things need to be this way? No! We illustrate this point with a full algebraic derivation of the wavefunctions of the simple harmonic oscillator in coordinate space. This derivation is completely representation-independent, helping students understand the general principles of quantum mechanics. It is also simple to incorporate into the undergraduate curricula. The derivation begins with the standard approach that was first presented by Dirac in 1947 (and is modified slightly in the spirit of the Schr\"odinger factorization method), and then supplements it by employing the translation operator to determine the wavefunctions algebraically, without any differential equations. [Preview Abstract] |
Tuesday, April 21, 2020 11:21AM - 11:33AM Live |
X15.00004: The Combined Plot -- A new tool for viewing patterns in physics. Benjamin Shu, Alejandro Sonzogni, Elizabeth Ricard-McCutchan The National Nuclear Data Center (NNDC) at Brookhaven National Laboratory maintains databases of information related to every experimentally-observed nuclide. In order to help visualize patterns across all 3,387 of these nuclei, we have developed the Combined Plot as an addition to the NuDat web application. This allows users to plot up to 35 distinct nuclear properties as a function of proton number, neutron number, or mass. It also allows users to plot observables as functions of each other. Examples of observables include data like proton/neutron separation energies, half-lives, Q values and excitation charges. Because of its connection to the ENSDF database, the Combined Plot can graph these patterns across all known nuclides as soon as a user requests them. This makes it capable of illustrating known patterns (i.e. neutron separation energy decreasing with N) as well as searching for patterns yet to be found. By implementing these functions, the NNDC hopes to make the Combined Plot a useful tool for education and future research. Work sponsored by the Office of NP, Office of Science of the U.S. DOE under Contract No. DE-AC02- 98CH10886. [Preview Abstract] |
Tuesday, April 21, 2020 11:33AM - 11:45AM Live |
X15.00005: Education and Public Outreach in the North American Nanohertz Observatory for Gravitational Waves Physics Frontiers Center Timothy Dolch, Fronefield Crawford, Joey Key, Maura McLaughlin, Joseph Swiggum, Kathryn Williamson Gravitational wave astrophysics, an interdisciplinary field across many continents, requires a diverse community of researchers and students. The North American Nanohertz Observatory for Gravitational Waves (NANOGrav) NSF Physics Frontiers Center enables such a community through student involvement at all levels in low-frequency gravitational wave astrophysics with pulsar timing arrays. From outreach to interested members of the public to undergraduate student training, we build a broad foundation that continues to mentor NANOGrav members at all career stages, all the while establishing collaboration policies that ensure broad participation. We discuss our collaboration's education and public outreach as a case study for other distributed collaborations, as outlined in NANOGrav's Astro2020 State of the Profession White Paper. [Preview Abstract] |
Tuesday, April 21, 2020 11:45AM - 11:57AM |
X15.00006: Enhancing Introductory Physics Courses Using The SCALE-UP Active Learning Model. Abdellah Ahmidouch, Shiva phuyal, Bashar Aljawrneh The Department of Physics at North Carolina A{\&}T State University aims at transforming course delivery of introductory physics courses and associated labs by adapting and implementing the Student-Centered Active Learning Environment with Upside-down Pedagogies (SCALE-UP) model. The SCALE-UP format is a student-centered active learning method that promotes active learning and integrates lecture and laboratory work into one. We piloted several versions of the SCALE-UP model, including a full SCALE-UP and a hybrid form of SCALE-UP, which include all the interactivity and engagement of the SCALE-UP method with the exception that the labs are not integrated into the lecture. Student performance and attitude toward learning were measured through gains on the Force Concept Inventory (FCI) standardized test, analysis of the Colorado Learning Attitudes About Science (CLASS) survey data, student class attendance, and overall student grades. This paper describes the methods used and the preliminary results of the SCALE-UP project implementation. [Preview Abstract] |
Tuesday, April 21, 2020 11:57AM - 12:09PM |
X15.00007: Dynamic design and progressive implementation of combinative pedagogical modalities Saami Shaibani The value of employing more than one instructional method has been described in detail in earlier work[1,2], where the high efficacy of the philosophy involved was synonymous with the creation of a library of examples. This success acts as a stimulus to expand the library with additional examples that are reported here. Ongoing awareness of the power of such resources helps the proven teaching approach to be more firmly established, as part of the mindset of the instructor, and thereby become standard practice in the classroom. The ability to customize (a) the order, in which pedagogical modalities are applied, and (b) their manner of progression, then automatically provides differentiated instruction as an added benefit. Explicit use of the label for each modality when each is invoked lets students know that additional perspectives are imminent, which reassures students against uncertainty. Other consequences include reinforcement of student understanding and enhanced quality in learning outcomes. [1] http://meetings.aps.org/link/BAPS.2017.APR.H2.7; [2] http://meetings.aps.org/link/BAPS.2018.APR.F01.4 [Preview Abstract] |
Tuesday, April 21, 2020 12:09PM - 12:21PM Not Participating |
X15.00008: The AP Physics 2 course: Content, depth, and sample test items. Angela Jensvold, John Pinizzotto The AP Physics 2 course mirrors the second semester of an algebra-based, introductory college physics course. In this talk, learning objectives from the course will be discussed. Exam development and construction will be described with an emphasis on depth of understanding required for success on the exam. Participants will be provided with examples of AP exam questions to review. Differences in question types and styles will be examined. Results of student performance on free response questions (experimental design, qualitative/quantitative translation and paragraph-length response) will be shared and discussed. [Preview Abstract] |
Tuesday, April 21, 2020 12:21PM - 12:33PM Not Participating |
X15.00009: I’m Uncomfortable Getting Rid of the Physics GRE Matthew Bellis Traditionally the Physics GRE has been part of getting into a graduate Physics program. However, recent studies show that a student’s GRE score is uncorrelated with their success in grad school and that students from underrepresented groups perform less well on the GRE on average, contributing to a less diverse community. Because of this, a number of Physics departments have not just de-weighted GRE performance but dropped it entirely. While I recognize the bias inherent in the GRE, particularly due to the financial cost, I believe the community is missing an opportunity to address why many otherwise strong students do not perform well on the assessment. I’m also concerned that this sends a message to undergraduate students about the value of learning and internalizing the material. I am cognizant of my own immense privilege and biases as a white, cisgendered, heterosexual male in physics and understand that these biases affect my approach to education. I will elaborate on these thoughts while posing possible alternative approaches for assessing preparation for graduate school. [Preview Abstract] |
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