Bulletin of the American Physical Society
APS April Meeting 2022
Volume 67, Number 6
Saturday–Tuesday, April 9–12, 2022; New York
Session S06: Active Learning in Upper Division PhysicsEducation Invited Live Streamed Prize/Award Undergrad Friendly
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Sponsoring Units: FED GPER Chair: Catherine Crouch, Swarthmore College Room: Marquis A-B |
Monday, April 11, 2022 1:30PM - 2:06PM |
S06.00001: Prize for a Faculty Member for Research in an Undergraduate Institution: Undergraduate Atomic Physics Research at the Tabletop's Edge Invited Speaker: Derek F Jackson Kimball Our undergraduate research program at Cal State East Bay is reviewed, where the tools of atomic physics are used to carry out precision tests of fundamental physics. Our relatively small-scale, "table-top" experiments search for long-range spin-mass interactions, atomic-scale spin-spin interactions, evidence of ultralight bosonic dark matter, and anomalous signals from cataclysmic astrophysical events. Our research is at the intersection of atomic physics, particle physics, and astrophysics, offering a variety of interesting projects to engage students. Table-top experiments are ideally suited for mentorship of undergraduate students since they can be involved in all aspects of the work: from planning, design, and construction of the apparatus to data acquisition and analysis. Recently, we have organized an international collaboration, the Global Network of Optical Magnetometers for Exotic physics searches (GNOME), a worldwide network of more than a dozen time-synchronized optical atomic magnetometers searching for correlated signals heralding beyond-the-Standard-Model physics, with stations in Europe, North America, Asia, the Middle East, and Australia. This has given our students the opportunity to work with physicists from all over the world and be an active part of the global physics community. Crucially, Cal State East Bay is one of the most diverse universities in the U.S., and so our research program has provided an entry point into physics research for underserved students from a wide variety of backgrounds. |
Monday, April 11, 2022 2:06PM - 2:42PM |
S06.00002: Preparing Future Physicists with Active Engagement in the Paradigms in Physics Program Invited Speaker: Elizabeth Gire Active learning in upper division courses is transformative in preparing future generations of physicists. Active learning can support learners in developing the core conceptual understandings, technical skills, metacognitive habits, and professional norms so that they will thrive in their future careers. Advanced physics courses offer new opportunities as well as new challenges for active learning: small classes, learners with more (and more varied) physics and math experiences, learners with strong personal interests in physics, and learners headed for physics-related careers. In the Paradigms in Physics courses at Oregon State University, we leverage a wide variety of active learning strategies to cultivate future generations of physicists: a “back-flipped” format, small-group problem solving, formative assessments, kinesthetic activities, integrated labs (both physical and virtual!), and pair programming. I will discuss some of these strategies, our best practices for using them in advanced physics courses, and how to get our materials to use in your own courses. |
Monday, April 11, 2022 2:42PM - 3:18PM |
S06.00003: Active Learning in Quantum Mechanics: Before, During, and After Lecture Invited Speaker: Gina Passante When instructors think about active learning in our courses, we usually focus on what happens inside the classroom. In our work, we have focused on incorporating active learning elements not only during the lecture but also in pre-class surveys and post-class homework assignments. As part of a larger research project on student learning in quantum mechanics, we have developed a suite of modular teaching materials that can be used in various ways to increase active engagement in your quantum mechanics course. In this talk, I will describe the types of materials we use, why they are effective, and the different ways that the three authors use them in our courses. |
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