Bulletin of the American Physical Society
2017 Annual Spring Meeting of the APS Ohio-Region Section
Volume 62, Number 6
Friday–Saturday, May 5–6, 2017; Ypsilanti, Michigan
Session F1: Contributed: Physics Education |
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Chair: David Pawlowski, Eastern Michigan University Room: Pray-Harrold 305 |
Saturday, May 6, 2017 9:12AM - 9:24AM |
F1.00001: Strengthening life-science students' relationship with physics through prototyping biomedical devices Abhilash Nair, Isaac Record, Vashti Sawtelle We present reflections from a project, situated in an introductory physics course, that is designed to appeal to and engage life-science majors in designing and prototyping a spirometer. A spirometer is a common biomedical device that is used to evaluate the health of pulmonary functions. This device brings with it a troubled racial past and this project presents an opportunity to unpack the ethical and social implications of designing a device to collect data from human beings. Physics education research studies have repeatedly shown that experiences in a physics classroom can result in students finding physics to be less connected to the real-world. We argue that the introductory physics classroom has the potential to engage students in exploring complex interdisciplinary applications that may be relevant to their future careers, and we present this project as a way to positively impact life-science students' relationship with physics. Many life-science students in the physics classroom have an interest in health professions, this activity builds on that interest by providing students an opportunity to interface with biomedical technology. We discuss how these opportunities can potentially influence how students perceive physics, mediate their interest in engaging in physics activities, and positively impact students' sense of pride and self-efficacy. [Preview Abstract] |
Saturday, May 6, 2017 9:24AM - 9:36AM |
F1.00002: Integrating Computation Into the Curriculum at Eastern Michigan University David Pawlowski, Ernest Behringer Over the past few years, the Physics Department at Eastern Michigan University has drastically increased the focus of using computation in the physics curriculum. Starting in the 2017 academic year, two previously developed computational physics courses will become part of every physics student's program of study. The two course model was developed with the aim of providing students with 1) an introduction to using computers to do physics early in their undergraduate career without heavy focus on algorithm development and 2) further exploration in computational physics for application at the upper level, while fitting within existing program constraints. The focus of this presentation will be on the development of these courses and their implementation. [Preview Abstract] |
Saturday, May 6, 2017 9:36AM - 9:48AM |
F1.00003: A Game-Centered, Interactive Approach for Using Programming Exercises in Introductory Physics Chris Orban Incorporating computer programming exercises in introductory physics is a delicate task that involves a number of choices that may have a strong affect on student learning. We present an approach that speaks to a number of common concerns that arise when using programming exercises in introductory physics classes where most students are absolute beginner programmers. These students need an approach that is (1) simple, involving 75 lines of code or substantially fewer, (2) easy to use, with browser-based coding tools, (3) interactive, with a high frame rate to give a video-game like feel, (4) step-by-step with the ability to interact with intermediate stages of the ``correct" program and (5) thoughtfully integrated into the physics curriculum, for example, by illustrating velocity and acceleration vectors throughout. We present a set of hour-long activities for classical mechanics that resemble well-known games such as ``asteroids", ``lunar lander" and ``angry birds". Importantly, these activities take advantage of the game-like environment to give students a feel for the physics. We plan to assess learning gains using an animated version of the Force Concept Inventory originally developed by M. Dancy. [Preview Abstract] |
Saturday, May 6, 2017 9:48AM - 10:00AM |
F1.00004: Computational Projects in Introductory Physics Gabriela Popa Describing different kinds of motion with real measured data is a difficult task for first year students taking introductory physics classes. Performing experiments and plotting the position versus time, and then the velocity versus time graphs is not enough to solidify the understanding of motion. Few classes later, students can not find the solution to problems involving linear motion. The introduction of simple computational projects, where students have to think in terms of variables, and have the possibility to play with these variables and make up different situations, allows the students to improve their perception of motion. Also varying the fitting parameters helps students understand uncertainties and the effect of measurement uncertainties on the calculated value. I will present examples of computational projects for linear motion with and without resistance. [Preview Abstract] |
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