Bulletin of the American Physical Society
APS March Meeting 2011
Volume 56, Number 1
Monday–Friday, March 21–25, 2011; Dallas, Texas
Session L14: Physics Education Research |
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Sponsoring Units: FEd Chair: Kendra Redmond, American Institute of Physics Room: D227 |
Tuesday, March 22, 2011 2:30PM - 2:42PM |
L14.00001: A Proactive Approach for Improving the Mathematical Foundation of Students Taking College Physics Leigh Smith, James Sullivan, Howard Jackson We report on preliminary results using the mathematics teaching program ALEKS (see aleks.com) along with the use of Just-in- Time-Teaching (JiTT) and Peer Instruction (PI) to improve the performance of students in College Physics, an algebra-based course. ALEKS, an adaptive program based on artificial intelligence and long-used in the mathematics community, was made available to students 5 weeks ahead of the first class session with participation encouraged by the award of a small class credit. Student participation and engagement was remarkable with many students making significant gains in their mathematics performance. Preliminary data suggests that performance on the first midterm was strongly correlated with performance within ALEKS. The use of JiTT and PI in two out of the four classes suggested overall a modest increase over standard lecture sections, but with women performing significantly better in these classes. We acknowledge the financial support of McGraw-Hill and ALEKS and the National Science Foundation through CCLI grant DUE-1022563. [Preview Abstract] |
Tuesday, March 22, 2011 2:42PM - 2:54PM |
L14.00002: Improving Students' Interest and Motivation in Introductory Physics Laboratory: A Comparative Study Yevgeniya V. Zastavker, Jennifer A. Simonovich, Emily Towers Project-based learning (PjBL) has shown to be an effective method to enhance student learning in many disciplines, including science and engineering fields. Due to the complex nature of PjBL, however, the effectiveness of this learning environment has been linked, to a large degree, to the specifics of its implementation. This talk will present a comparative study of two technical PjBL courses required for engineering majors at a small technical school, \textit{Introductory Mechanics Laboratory} and \textit{Introductory Engineering Design}. Twelve semi-structured in-depth interviews are analyzed using grounded theory approach. The results indicate that despite similarity in the course goals of these PjBL environments, students' interest and motivation varies dramatically based on the relative levels of student autonomy and scaffolding provided in each course. We propose a framework for creating appropriate PjBL environments in \textit{Introductory Physics Laboratories} with an emphasis on improving engineering and physics students' interest and motivation in the relevant coursework and improving student retention. [Preview Abstract] |
Tuesday, March 22, 2011 2:54PM - 3:06PM |
L14.00003: Integrating pre-, in- and post-lecture activities to improve students' learning in a large introductory physics course Kwan Cheng, Mehmet Caglar, Amy Pietan, Hani Dulli Monitoring and assessing the students' learning activities before, during and after lecture teaching in a large (more than 150 students) introductory physics class setting are important to evaluate the efficacies of various teaching pedagogies and methods. At Texas Tech, an online and integrative computer-based approach of using an interactive pre-lecture tutorial, an in-class concept test using a wireless student response system and a homework/tutorial system has been implemented in Fall 2010. The strategy of implementation of this integrative approach and the assessment results from various in-house and standard Mechanics tests will be presented. In addition, how this approach may create synergism of lab and lecture teaching efforts will also be addressed. [Preview Abstract] |
Tuesday, March 22, 2011 3:06PM - 3:18PM |
L14.00004: Design and development of physics simulations in the field of oscillations and waves suitable for k-12 and undergraduate instruction using video game technology Trevor Tomesh, Colin Price Using the scripting language for the Unreal Tournament 2004 Engine, Unreal Script, demonstrations in the field of oscillations and waves were designed and developed. Variations on Euler's method and the Runge-Kutta method were used to numerically solve the equations of motion for seven different physical systems which were visually represented in the immersive environment of Unreal Tournament 2004. Data from each system was written to an output file, plotted and analyzed. The over-arching goal of this research is to successfully design and develop useful teaching tools for the k-12 and undergraduate classroom which, presented in the form of a video game, is immersive, engaging and educational. [Preview Abstract] |
Tuesday, March 22, 2011 3:18PM - 3:30PM |
L14.00005: A Physics of Semiconductors Concept Inventory Emanuela Ene Following the trend in science and engineering education generated by the visible impact that the Force Concept Inventory (FCI) has created, a Physics of Semiconductors Concept Inventory (PSCI) has been developed. Whereas most classroom tests measure \textit{how many} facts students can remember, or if they \textit{can manipulate} equations, PSCI measures \textit{how well} students interpret concepts and \textit{how well} they can infer new knowledge from already learned knowledge. Operationalized in accordance with the revised Bloom's taxonomy, the multiple--choice items of the PSCI address the ``understand'', ``apply'', ``analyze'' and ``evaluate'' levels of cognition. Once standardized, PSCI may be used as a predictor for students' academic performance in the field of semiconductors and as an assessment instrument for instructional strategies. [Preview Abstract] |
Tuesday, March 22, 2011 3:30PM - 3:42PM |
L14.00006: A semantic space mapping of introductory physics concepts Nic Rady We know that physics students and their professors organize knowledge differently, but exactly how do they organize knowledge. The Physics Perception Assessment (PPA) has been designed to create a map of the semantic space of 15 commonly encountered concepts in a first-semester physics course. Preliminary data taken with the PPA will be presented and from this data, an ``expert'' semantic space configuration will be presented. [Preview Abstract] |
Tuesday, March 22, 2011 3:42PM - 3:54PM |
L14.00007: A student's guide to searching the literature using online databases Casey W. Miller, Dustin Belyea, Michelle Chabot, Troy Messina A method is described to empower students to efficiently perform general and specific literature searches using online resources [Miller et al., Am. J. Phys. \textbf{77}, 1112 (2009)]. The method was tested on undergraduate and graduate students with varying backgrounds in scientific literature. Students involved in this study showed marked improvement in their awareness of how and where to find scientific information. Repeated exposure to literature searching methods appears worthwhile, starting early in the undergraduate career, and even in graduate school orientation. [Preview Abstract] |
Tuesday, March 22, 2011 3:54PM - 4:06PM |
L14.00008: Mutual Mentoring Makes Better Mentors Cindy Blaha, Amy Bug, Anne Cox, Linda Fritz, Barbara Whitten In this talk we discuss one of the impacts of an NSF ADVANCE sponsored horizontal, mutual mentoring alliance. Our cohort of five women physicists at liberal arts colleges has found that mutual mentoring has had a profound impact on many aspects of our professional lives. In this talk we will describe how our peer-to-peer mentoring has enabled us to become better mentors for our undergraduate students, for recent graduates beginning their careers and for colleagues at local and neighboring institutions. [Preview Abstract] |
Tuesday, March 22, 2011 4:06PM - 4:18PM |
L14.00009: Impact of Mutual Mentoring on Research Barbara Whitten, Cynthia Blaha, Amy Bug, Anne Cox, Linda Fritz In this talk we discuss one of the impacts of an NSF ADVANCE sponsored horizontal, mutual mentoring alliance. Our cohort of five women physicists at liberal arts colleges has found that mutual mentoring has had a profound impact on many aspects of our professional lives. In this talk we will give some specific ways that we have supported and helped to expand each other's research. For some new areas of research were opened, for others new focus was brought to existing areas, and still others found acceptance for where they were. [Preview Abstract] |
Tuesday, March 22, 2011 4:18PM - 4:30PM |
L14.00010: Developing Effective Undergraduate Research Experience Michael Evans, Carolina C. Ilie Undergraduate research is a valuable educational tool for students pursuing a degree in physics, but these experiences can become problematic and ineffective if not handled properly. Undergraduate research should be planned as an immersive learning experience in which the student has the opportunity to develop his/her skills in accordance with their interests. Effective undergraduate research experiences are marked by clear, measurable objectives and frequent student-professor collaboration. These objectives should reflect the long and short-term goals of the individual undergraduates, with a heightened focus on developing research skills for future use. 1. Seymour, E., Hunter, A.-B., Laursen, S. L. and DeAntoni, T. (2004), ``Establishing the benefits of research experiences for undergraduates in the sciences: First findings from a three-year study''. \textit{Science Education}, 88: 493--534. 2. Behar-Horenstein, Linda S., Johnson, Melissa L. ``Enticing Students to Enter Into Undergraduate Research: The Instrumentality of an Undergraduate Course.'' \textit{Journal of College Science Teaching} 39.3 (2010): 62-70. [Preview Abstract] |
Tuesday, March 22, 2011 4:30PM - 4:42PM |
L14.00011: Seriously? Freshmen In A Physics Research Lab? Rosa Elia C\'{a}rdenas, Isaac Manzanera Esteve, John T. Markert, Sarah Simmons We report on the University of Texas College of Natural Sciences Freshman Research Initiative (FRI) program as a whole and more specifically, its physics stream. The FRI program was developed in an effort to improve retention in the College of Natural Sciences (CNS). The general goal of the program is to bring students at the freshman level into a research laboratory. The reasoning is that as students become part of a research laboratory he or she will feel more involved with science, both academically and socially, and will be more likely to continue on a research science route. We will present the college wide statistical tracking data which shows that the FRI program has indeed improved retention in the CNS, has improved GPA and has improved graduate school matriculation. We will also discuss the tracking of three generations of physics stream participants. We describe the curriculum, training, precautions and techniques used as we bring freshmen into a physics research laboratory. [Preview Abstract] |
Tuesday, March 22, 2011 4:42PM - 4:54PM |
L14.00012: Mentoring undergraduates for experimental research in physics Jeremy Levy Undergraduate research experiences are pivotal in shaping careers in physics. I will support this thesis$-$the implicit focus of this session$-$with anecdotes highlighting research performed by undergraduates in my group at the University of Pittsburgh, as well as my own recollections as an undergraduate researcher. [Preview Abstract] |
Tuesday, March 22, 2011 4:54PM - 5:06PM |
L14.00013: Modular Curriculum Approach (MCA) for teaching of introductory physics: Tablet PCs and flexible instructional space to stimulate active learning Tikhon Bykov, Yelena Kosheleva Modular Curriculum Approach is an innovative model designed at McMurry University and adopted for teaching of introductory physics courses. In MCA, traditional lab/lecture structure is converted into a system of flexible instructional modules, with lecture, lab, and discussion being merged into one technologically and collaboratively rich experience. Different elements are integrated with Tablet PCs as a single unifying platform to improve continuity among module components. A technology suite incorporated with tablets includes: Physlets, tablet-adapted personal response systems, data acquisition systems, and tablet-based note-taking tools. The MCA has been further reinforced by creating a new instructional space with movable partitions, allowing for easy transformation between lecture and lab modes. The space is supportive of small peer- group activities with easy-to-reconfigure table clusters, multiple white and black board surfaces, multiple TVs and projection screens. [Preview Abstract] |
Tuesday, March 22, 2011 5:06PM - 5:18PM |
L14.00014: Impact E-Learning Platform Moodle on the Physic's Learning Process in the High School's Students Jonas Torres-Montealban, Gregorio Ruiz-Chavarria, Enrique Armando Gomez-Lozoya As a didactic proposal, moodle e-learning platform was implemented in one of two Physics High School's group at UACH, in order to show how the use of new technologies can improve the learning progress linked to physics concepts. As a result, the first group worked at the same time with inside class activities as well as outside resources from the moodle e-platform. The second group only worked with inside class activities. This teaching application was developed in six sections. Section I defines the educational framework. Section II identifies the key physic's concepts to be studied in each proposed activity. Section III describes the didactic model. Section IV displays the compared results between similarities and differences in both groups. Section VI shows the gathered information in order to be discussed as a topic related on how new technologies improve the Physic's learning process in the high school' students. [Preview Abstract] |
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