Bulletin of the American Physical Society
APS March Meeting 2016
Volume 61, Number 2
Monday–Friday, March 14–18, 2016; Baltimore, Maryland
Session S7: Physics EducationEDU Undergraduate
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Sponsoring Units: FEd Chair: Robin Selinger, Kent State University Room: 303 |
Thursday, March 17, 2016 11:15AM - 11:27AM |
S7.00001: The Impact of Network Embeddedness on Student Persistence Justyna Zwolak, Eric Brewe Society is constantly in flux, which demands the continuous development of our educational system to meet new challenges and impart the appropriate knowledge/skills to students. In particular, in order to improve student learning (among other things), the way we are teaching has significantly changed over the past few decades. We are moving away from traditional, lecture-based teaching towards a more interactive approach using, e.g., clicker questions, modeling instruction (MI), and other engagement strategies. A current, major challenge for universities is to increase student retention. I am examining the use of network analysis to investigate academic and social experiences of students in and beyond the classroom. There is a compelling case that transformed physics classes, such as ones that use MI, promote persistence by the creation of learning communities that support the integration of students into the university. I will discuss recent results connecting the MI approach to network structures in the students' interactions and how students' position impacts persistence in taking a subsequent MI vs. traditional lecture-based course. [Preview Abstract] |
Thursday, March 17, 2016 11:27AM - 11:39AM |
S7.00002: Using Video Analysis and Biomechanics to Engage Life Science Majors in Introductory Physics Jeff Stephens There is an interest in Introductory Physics for the Life Sciences (IPLS) as a way to better engage students in what may be their only physical science course. In this talk I will present some low cost and readily available technologies for video analysis and how they have been implemented in classes and in student research projects. The technologies include software like Tracker and LoggerPro for video analysis and low cost high speed cameras for capturing real world events. The focus of the talk will be on content created by students including two biomechanics research projects performed over the summer by pre-physical therapy majors. One project involved assessing medial knee displacement (MKD), a situation where the subject's knee becomes misaligned during a squatting motion and is a contributing factor in ACL and other knee injuries. The other project looks at the difference in landing forces experienced by gymnasts and cheer-leaders while performing on foam mats versus spring floors. The goal of this talk is to demonstrate how easy it can be to engage life science majors through the use of video analysis and topics like biomechanics and encourage others to try it for themselves. [Preview Abstract] |
Thursday, March 17, 2016 11:39AM - 11:51AM |
S7.00003: Development of a Hands-On Survey Course in the Physics of Living Systems Megan Matthews, Daniel I. Goldman Due to the widespread availability and technological capabilities of modern smartphones, many biophysical systems can be investigated using easily accessible, low-cost, and/or ``homemade'' equipment. Our survey course is structured to provide students with an overview of research in the physics of living systems, emphasizing the interplay between measurement, mechanism, and modeling required to understand principles at the intersection of physics and biology. The course proceeds through seven modules each consisting of one week of lectures and one week of hands-on experiments, called ``microlabs''. Using smartphones, Arduinos, and 3D printed materials students create their own laboratory equipment, including a 150X van Leeuwenhoek microscope, a shaking incubator, and an oscilloscope, and then use them to study biological systems ranging in length scales from nanometers to meters. These systems include population dynamics of rotifer/algae cultures, experimental evolution of multicellularity in budding yeast, and the bio- {\&} neuromechanics involved in animal locomotion, among others. In each module, students are introduced to fundamental biological and physical concepts as well as theoretical and computational tools (nonlinear dynamics, molecular dynamics simulation, and statistical mechanics). At the end of the course, students apply these concepts and tools to the creation of their own microlab that integrates hands-on experimentation and modeling in the study of their chosen biophysical system. [Preview Abstract] |
Thursday, March 17, 2016 11:51AM - 12:03PM |
S7.00004: Physics of Health Sciences Millard Baublitz, Bennett Goldberg A one-semester algebra-based physics course is being offered to Boston University students whose major fields of study are in allied health sciences: physical therapy, athletic training, and speech, language, and hearing sciences. The classroom instruction incorporates high-engagement learning techniques including worksheets, student response devices, small group discussions, and physics demonstrations instead of traditional lectures. The use of pre-session exercises and quizzes has been implemented. The course also requires weekly laboratory experiments in mechanics or electricity. We are using standard pre- and post-course concept inventories to compare this one-semester introductory physics course to ten years of pre- and post-course data collected on students in the same majors but who completed a two-semester course. [Preview Abstract] |
Thursday, March 17, 2016 12:03PM - 12:15PM |
S7.00005: Promoting Active Learning: The Use of Computational Software Programs Tom Dickinson The increased emphasis on active learning in essentially all disciplines is proving beneficial in terms of a student's depth of learning, retention, and completion of challenging courses. Formats labeled flipped, hybrid and blended facilitate face-to-face active learning. To be effective, students need to absorb a significant fraction of the course material prior to class, e.g., using online lectures and reading assignments. Getting students to assimilate and at least partially understand this material prior to class can be extremely difficult. As an aid to achieving this preparation as well as enhancing depth of understanding, we find the use of software programs such as Mathematica\textregistered or MatLab\textregistered , very helpful. We have written several Mathematica\textregistered applications and student exercises for use in a blended format two semester E{\&}M course. Formats include tutorials, simulations, graded and non-graded quizzes, walk-through problems, exploration and interpretation exercises, and numerical solutions of complex problems. A good portion of this activity involves student-written code. We will discuss the efficacy of these applications, their role in promoting active learning, and the range of possible uses of this basic scheme in other classes. [Preview Abstract] |
Thursday, March 17, 2016 12:15PM - 12:27PM |
S7.00006: Student Responses to a Flipped Introductory Physics Class with built-in Post-Video Feedback Quizzes Roberto Ramos We present and analyze student responses to multiple Introductory physics classes in a university setting, taught in a "flipped" class format. The classes included algebra- and calculus-based introductory physics. Outside class, students viewed over 100 online video lectures on Classical Mechanics, Electricity and Magnetism, and Modern Physics prepared by this author and in some cases, by a third-party lecture package available over YouTube. Inside the class, students solved and discussed problems and conceptual issues in greater detail. A pre-class online quiz was deployed as an important source of feedback. I will report on the student reactions to the feedback mechanism, student responses using data based on anonymous surveys, as well as on learning gains from pre-/post- physics diagnostic tests. The results indicate a broad mixture of responses to different lecture video packages that depend on learning styles and perceptions. Students preferred the online quizzes as a mechanism to validate their understanding. The learning gains based on FCI and CSEM surveys were significant. [Preview Abstract] |
Thursday, March 17, 2016 12:27PM - 12:39PM |
S7.00007: Teaching Electrostatics and Entropy in Introductory Physics Mark Reeves Entropy changes underlie the physics that dominates biological interactions. Indeed, introductory biology courses often begin with an exploration of the qualities of water that are important to living systems. However, one idea that is not explicitly addressed in most introductory physics or biology courses is important contribution of the entropy in driving fundamental biological processes towards equilibrium. I will present material developed to teach electrostatic screening in solutions and the function of nerve cells where entropic effects act to counterbalance electrostatic attraction. These ideas are taught in an introductory, calculus-based physics course to biomedical engineers using SCALEUP pedagogy. Results of student mastering of complex problems that cross disciplinary boundaries between biology and physics, as well as the challenges that they face in learning this material will be presented. [Preview Abstract] |
Thursday, March 17, 2016 12:39PM - 12:51PM |
S7.00008: ABSTRACT WITHDRAWN |
Thursday, March 17, 2016 12:51PM - 1:03PM |
S7.00009: High speed video analysis study of elastic and inelastic collisions Andrew Baker, Jacob Beckey, Vasudeva Aravind We study inelastic and elastic collisions with a high frame rate video capture to study the process of deformation and other energy transformations during collision. Snapshots are acquired before and after collision and the dynamics of collision are analyzed using Tracker software. By observing the rapid changes (over few milliseconds) and slower changes (over few seconds) in momentum and kinetic energy during the process of collision, we study the loss of momentum and kinetic energy over time. Using this data, it could be possible to design experiments that reduce error involved in these experiments, helping students build better and more robust models to understand the physical world. [Preview Abstract] |
Thursday, March 17, 2016 1:03PM - 1:15PM |
S7.00010: Hurricane Balls: A rigid-body-motion student project David Jackson, David Mertens, Brett Pearson Hurricane Balls is a spinning-top toy that consists of two metal spheres that are welded (or glued) together. The motion of Hurricane Balls provides a beautiful example of rotational motion in which the angular velocity and angular momentum point in different directions. Because the motion is both captivating to students and extremely reproducible, this system is an ideal example to include in a classical mechanics course. Moreover, the excellent agreement between theory and experiment makes a detailed analysis of Hurricane Balls a perfect topic for an independent student project. This talk will give an overview of the system and will provide some tips on how to make such a project a successful student experience. [Preview Abstract] |
Thursday, March 17, 2016 1:15PM - 1:27PM |
S7.00011: First order error corrections in common introductory physics experiments Jacob Beckey, Andrew Baker, Vasudeva Aravind As a part of introductory physics courses, students perform different standard lab experiments. Almost all of these experiments are prone to errors owing to factors like friction, misalignment of equipment, air drag, etc. Usually these types of errors are ignored by students and not much thought is paid to the source of these errors. However, paying attention to these factors that give rise to errors help students make better physics models and understand physical phenomena behind experiments in more detail. In this work, we explore common causes of errors in introductory physics experiment and suggest changes that will mitigate the errors, or suggest models that take the sources of these errors into consideration. This work helps students build better and refined physical models and understand physics concepts in greater detail. [Preview Abstract] |
Thursday, March 17, 2016 1:27PM - 1:39PM |
S7.00012: Are our textbooks too good to be good? Let students own their textbooks to own the skills Xiuping Tao The two new yearlong high school courses, AP Physics 1 and 2, are equivalent to the two-semester algebra-based introductory Physics college course. The AP courses have more than 300 instruction hours, while the college course less than 100. This partially explains why college instructors always struggle to cover the important topics to not necessarily prepared students. To make it worse, many college students are not buying or reading textbooks and rely on instructors to get the course content. The fragmented reception is preventing students from getting a complete picture of the course. Not that there is a shortage of textbooks. There are many 1000-page tomes costing {\$}200 or more, too good to be good. All the struggles contribute to U.S. students' relatively low STEM skills. I propose to let students own their books to own the skills. Students need much shorter (thus manageable) and much more affordable books, and they need to own it for good. Cross-culture comparison reveals that students learn better when they truly own their books (without planning to resell). [Preview Abstract] |
Thursday, March 17, 2016 1:39PM - 1:51PM |
S7.00013: Physics and Physics Education at Clarion University Vasudeva Aravind Clarion University is located in the rolling hills of western Pennsylvania. We are a primarily undergraduate public institution serving about 6000 students. We graduate students who take different career paths, one of them being teaching physics at high schools. Since educating teachers of tomorrow requires us to introduce currently trending, research proven pedagogical methods, we incorporate several aspects of physics pedagogies such as peer instruction, flipped classroom and hands on experimentation in a studio physics lab format. In this talk, I discuss some of our projects on physics education, and seek to find potential collaborators interested in working along similar lines. [Preview Abstract] |
Thursday, March 17, 2016 1:51PM - 2:03PM |
S7.00014: Learning Through Doing: Teaching Advanced Physics Concepts Through Freshmen Research Immersion Matthew Wahila, Louis Piper, Jennifer Amey, Wayne Jones, Megan Fegley, Nancy Stamp Often undergraduates have difficulty grasping advanced concepts in physics due to the seemingly abstract and foreign nature of the time and length scales involved. The “Smart Energy” Freshmen Research Immersion (FRI) program at Binghamton University was created as a way to address this issue and, in turn, improve undergraduate performance and retention in physics and chemistry. Using real-world research problems as a wider context to frame their understanding, we have developed a course sequence providing a more intuitive and comprehensive understanding of core physics and chemistry concepts over the course of the program. Advanced condensed matter topics, such as optical band gaps, crystal and electronic structure, and electron/hole conduction are introduced to students through hands-on, authentic research activities incorporating materials for real-world device applications. I will discuss how employing p-n junctions as a model device can allow for a natural and intuitive progression from basic to advanced physics and chemistry concepts. This approach illustrates how shifting exotic concepts into a more relatable form through the use of analogy is important for fostering a more intuitive understanding of physical phenomena. [Preview Abstract] |
Thursday, March 17, 2016 2:03PM - 2:15PM |
S7.00015: Transferring a Flipped Class in Algebra-based Physics to New Faculty Leigh Smith, Alexandre Sousa Transferring existing active classroom educational efforts to new faculty is a challenge that must be met to ensure sustainability of changes. We describe a flipped class approach to teaching algebra-based Physics being transferred to a new faculty member. This flipped class includes extensive video and reading-based preparation materials outside of class, and the use of Learning Catalytics for in-class work is developed and tested by one of the authors. These materials are of course idiosyncratic to the style of the developer. Student results using the new materials are compared with students in more standard classes which suggest significant positive benefit over several years. A faculty member decided to use these materials in his own section of the same course. Our experience shows that it takes some time for the new faculty member to use and adapt the materials in a way which matches his own style, which in the end results in equivalently enhanced results. Lessons learned from this transfer process will be discussed. [Preview Abstract] |
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