Bulletin of the American Physical Society
2020 PHYSTEC Conference
Saturday–Sunday, February 29–March 1 2020; Denver, Colorado
Session PS: Poster Session |
Hide Abstracts |
Room: Sheraton Foyer |
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PS.00001: Could Less Be More in the Introductory Kinematics Lab? Carey Woodward In earlier work, I created a custom ``minimalist'' interface for certain sensors in my introductory physics lab: unlike the standard commercial interfaces, these minimalist interfaces do not pre-calculate kinematic quantities (position, velocity, and acceleration). \emph{In this study, I investigated whether the use of this minimalist interface actually improves student understanding of kinematics.} After randomly assigning each student in my introductory physics lab to use one of the two interfaces during one particular lab exercise, I administered a set of six questions (ungraded), drawn from two well-studied physics assessment instruments. As a result of low numbers and timing issues, the results are statistically inconclusive, but hint at enhanced student learning specifically of material not covered in lecture. [Preview Abstract] |
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PS.00002: Authentic involving selfie and blog-able smartphone physics experiences A. E. Tabor-Morris One of the highest ratings for an experience for Generation Z, also called the iGeneration and considered digital natives, having had unlimited access to smartphone and computer communication technology often since elementary school, is one that they want to take selfies doing and/or blog about on social media. Physics teachers long have sought to get students interested in physics by connecting the study of physics in the class and laboratory to everyday life. To this new generation, everyday life can include authenticating an experience by reporting it online. Not to say all physics can or should be taught this way, but the questions here are: do we as teachers want to facilitate social media sharing and if so how can we? Several examples of simple inexpensive involving in-class and/or take-home projects are given. These include experiments framing projectile motion, static electricity, and lenses of which students can take pictures with their smartphones, with students themselves in the frame, to facilitate them to actively participate in the physics they are photographing and encourage them to build a meaningful portfolio of their experiences with force and energy. [Preview Abstract] |
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PS.00003: Physics Career Education Day: Design, Implementation, and Assessment Liang Zeng The nation faces critical shortages of Hispanic science, technology, engineering, and mathematics (STEM) college graduates---especially in physics. To address youth lack of awareness about physics careers, physics educators at the University of Texas Rio Grande Valley implemented a strategic intervention anchored in Modern Expectancy-Value Theory, Physics Career Education Day, in collaboration with two local school districts. Presurvey and postsurvey results have shown that this intervention significantly increased student awareness and interest in physics careers. [Preview Abstract] |
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PS.00004: Implementing Competency-Based Grading Improves The Performance of First Generation Students In Introductory Physics Christopher Fischer, Sarah Rush, Matt Richard We present a model for competency-based grading for introductory calculus-based physics courses that encourages students to obtain minimum levels of proficiency with all course content. By allowing students to continually improve their proficiency with course content throughout the semester, this formative grading system is designed to create a more flexible learning environment that better accommodates the varying schedules and needs of students. We show how the implementation of this grading system specifically improves the performance of first generation students, who often pose a retention risk in science and engineering degree programs. [Preview Abstract] |
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PS.00005: Adding PCK Courses without Adding Burden Allison Daubert, Jeffrey Williams Bridgewater State University has added a new series of one credit courses in physics pedagogical content knowledge. This course can be taken immediately after general physics so that students can consider teaching physics early in the physics major. The PCK course is designed to build community and physics teacher identity. The course teaches common student alternate conceptions, common student difficulties, the use of Investigative Science Learning Environment (ISLE) in the active learning classroom, and the role of multiple representations in physics education. [Preview Abstract] |
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PS.00006: College physics students' mathematical difficulties suggest need for awareness and action at the high school level David E. Meltzer, Dakota H. King We report results of a four-year multi-institutional study of physics students' mathematical difficulties that have implications regarding K-12 instruction and teacher preparation. We have administered over 5000 written diagnostic tests in introductory college physics courses, and carried out problem-solving interviews. The test items are at the level of high school mathematics, including algebra, trigonometry, and graphing. We have found that substantial difficulties with these basic mathematical operations are widespread, and that performance on problems using symbols for constants is consistently worse than on problems using numbers. Our results suggest that high school students planning to take college physics may need increased awareness of the mathematical skills expected of college physics students, and that they and their teachers (and prospective teachers) could benefit from methods for improving those skills before arrival at college. In collaboration with Ohio State University, we are working to develop and test an online instructional tool that will provide opportunities for regular, targeted practice to address these mathematical difficulties. This tool may have utility at the K-12 level as well as at the college level. [Preview Abstract] |
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PS.00007: Teaching of theoretical mechanics Xiao-Fan Chen This paper studies the teaching of theoretical mechanics. [Preview Abstract] |
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PS.00008: Reducing student fear of vector addition by concentrating on superimposed axes A. E. Tabor-Morris Introductory physics students often express fears regarding graphical vector addition. Student trepidation is often rooted in the possibility that, when moving the second vector to its new position at the head of the first vector, one will make a mistake and inadvertently rotate or accidentally elongate or truncate the second vector. The subtly different method presented here instead concentrates student effort on using `sensing personification' to identify a ``center of the universe'' position that shifts for each vector. This is achieved by concentrating on considering the initial axes choice when drawing the first vector, then superimposing a new axes for the second vector onto the same graph at the head of the first vector before drawing in the second vector. The second vector then is placed to-scale onto the new axes. A simple example is given to demonstrate this alternative method and also how it better aligns with analytical vector addition which uses vector equations. Use of personification in vector addition can also set the stage for its use in other physics problem the student will encounter later such as remembered experiences on playground equipment and amusement park rides. [Preview Abstract] |
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PS.00009: Faculty's Perceptions of 7-12 Teaching as a Career: Changing the Conversation Around Physics Teacher Recruitment Jared Breakall, Savannah Logan, Brian Pyper, Richard Pearson, Wendy Adams Nearly half of STEM majors in the United States express interest in becoming a teacher, yet as a nation we face a severe shortage of math and science teachers. One influencing factor is that college faculty, whom students often look to for career guidance, hold misperceptions of the teaching profession. Some faculty do not realize that compared to other careers one can get with the same degree, teachers' pay is very similar, teachers rate their quality of life more highly, and teachers generally have better retirement benefits. As part of a national campaign to change the perceptions of teaching as a career and the way math and science teachers are recruited, we developed the Perceptions of Teaching as a Profession in Higher Education (PTaP.HE) instrument to identify faculty's perceptions of the teaching profession. Here we will share results from our first year of data collection which includes 500 faculty from 40 different institutions. When evaluated by gender, faculty status, and department type we find minimal and insignificant differences. Additionally, our data indicates that although faculty members view their departments as supportive of those interested in teaching, many faculty do not believe in, or are not aware of, the enjoyable nature of a career in 7-12 teaching. [Preview Abstract] |
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PS.00010: \begin{center} \textbf{Synergistic Activities toward Physics Teacher Development Programs at Worcester Polytechnic Institute} \end{center} Rudra Kafle, Izabela Stroe, Douglas Petkie, Thomas Noviello, Shari Weaver WPI is in the first year as a PhysTEC Comprehensive Site. As a polytechnic university without an education college or department, the STEM Education Center provides an ecosystem through partnerships with the Massachusetts Department of Elementary and Secondary Education, among academic programs, regional schools, teachers, and community members to support teacher preparation and professional development programs for pre-service and in-service teachers. Both the Physics Department and STEM Education Center oversee the Physics Teaching Preparation program that engages both physics and aligned majors in a Project Based Learning (PBL) curriculum that allows students to complete an initial licensure to teach high school physics within the context of their four-year disciplinary STEM major. Since the award, the WPI PhysTEC team has started several synergistic activities like the appointment of a Teacher-In-Residence, utilization of the PBL curriculum with field experiences, implementation of physics teaching pedagogy course, formation of Teacher-Advisory-Group, collaborative recruitment strategies, organizing meetings among the team members, the students, and the local high school physics teachers. We are presenting an overview of WPI PhysTEC Team's current activities and plans, particularly in the context of the PTEPA rubric. [Preview Abstract] |
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PS.00011: Physics Together: Engaging Young Women in Physics with STEP UP Robynne Lock, Zahra Hazari, Geoff Potvin, Theodore Hodapp, Beth Cunningham, Raina Khatri, Anne Kornahrens Despite increasing numbers of students graduating with physics and other STEM degrees, the percentage of women earning bachelor's degrees in physics has stagnated at approximately 20{\%} for the past decade. The drop in representation of women in physics occurs at the high school/college transition. Nearly half of high school physics students are young women, but only one-fifth of physics majors at college entrance are women. Thus, efforts to increase the representation of women in physics need to focus on high school, which is many students' first and last exposure to physics. Physics teachers and physics teacher preparation programs have the power to make a difference. STEP UP, a nationwide community with the goal of inspiring young women to pursue physics bachelor's degrees, has developed lesson plans grounded in research for use by high school physics teachers. Learn about how your physics teacher preparation program and your teacher community can get involved. [Preview Abstract] |
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PS.00012: Online graduate certificate program in physics education for in-service teachers Chris Moore We describe an online 18 credit hour graduate certificate program in physics education that ties into the existing M.S. in Secondary Education at the University of Nebraska Omaha. Teaching physical science at the secondary-level requires deep discipline-based understanding in combination with knowledge and practice in science education methods, and specific understanding of pedagogical content knowledge (PCK). The program was designed for in-service physics teachers, with coursework based on PCK learning modules developed for the PhysTEC program, combined with new content-focused modules and research experiences. The program provides a pathway for teachers to become qualified to teach dual-enrollment and AP physics courses, while providing learning experiences directly applicable to their own classrooms. We present the framework for the program's development, the coursework and sequence, and preliminary experiences from the program's first cohort. [Preview Abstract] |
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PS.00013: Experiences of physics students with multiple marginalized identities in an equity and community oriented LA Program Xandria Quichocho, Jessica Conn, Erin Schipull, Eleanor Close Identity development is critical to student retention in physics degree programs. Historically, studies on physics identity and student retention in physics have largely ignored the unique experiences of women of color and LGBTQ+ women, who inhabit multiple marginalized identities. In our research we invite multiply-marginalized women in the Texas State University physics department to participate in semi-structured clinical interviews where they are asked about how their identity has developed over the time they have been working toward their degrees. The interviews are analyzed through a blended theoretical framework of Intersectionality and Communities of Practices. We have found that the Physics Learning Assistant (LA) Program had multiple positive impacts on these students. Directly, their participation as LAs in the equity-oriented LA Pedagogy course created relational safety with their peers, and the Pedagogy course and collaborative LA Weekly Prep sessions created opportunities for them to find people with shared identities. More broadly, the cultural transformation within the department toward interactive instructional practices and shared participation in the practices of physics aided in their academic and social success. [Preview Abstract] |
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PS.00014: TIRs can make your PhysTEC program Noyce! Clay Stanfield The PhysTEC and Noyce Programs at Texas A{\&}M University-Commerce (A{\&}M-Commerce) have many common objectives and activities. The Teacher-in-Residence (TIR) has increased the efficacy and efficiency of both programs by unifying activities they have in common. These activities include mentoring and recruiting. At A{\&}M-Commerce, both programs fund the Learning Assistant (LA) program and professional development and mentoring opportunities for in-service teachers. Noyce funds LAs across several STEM disciplines, while PhysTEC funds introductory and middle division physics LAs. Noyce funds mentors for Noyce scholars, while PhysTEC funds mentors for all future physics teachers. Noyce funds teacher workshops STEM-wide, while PhysTEC funds physics teacher workshops. The TIR is able to recruit STEM majors and physics majors into teaching careers more efficiently as he is knowledgeable about the teaching preparation programs both STEM wide and in physics in particular. The TIR brings together the Noyce and PhysTEC programs. [Preview Abstract] |
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PS.00015: Designing Learning Assistant Program Structures to Create Resilient Community Eleanor Close, Jessica Conn, Hunter Close, David Donnelly The Physics LA program at TXST was designed to support development of collaborative relationships among participants. LAs support all sections of the calculus-based introductory physics sequence. Weekly LA preparation sessions are held jointly with all LAs and LA-supported faculty, incorporating whole-group discussions. Because of existing course structures, LA facilitation is implemented in the "lecture" portion, with 3 to 5 LAs assigned to each section; thus, an LA uncertain about how to assist students can ask a peer or the course instructor, and can observe as well as practice facilitation skills. In addition, the seminar-style LA Pedagogy course includes equity-related readings and discussions that make space for vulnerable conversations. The majority of our majors now serve as LAs. In addition to the large body of shared experiences this provides, the strong program emphasis on communication, collaboration, and mutual support has significantly shaped the broader culture of the physics department. [Preview Abstract] |
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PS.00016: Producing new physics teachers through an online Master's in Physics with Alternative Certification William Newton, Robynne Lock, Bahar Modir, Clay Stanfield, Melanie Fields At Texas A{\&}M University-Commerce, we encounter a significant number of students (often non-physics majors) who only decide they want to become physics teachers late on in their undergraduate career, so miss the opportunity to take our physics degree with physics education emphasis. As part of our successful PhysTEC comprehensive site proposal, we proposed to address this problem by developing a new online Master's in Physics with Teacher Certification. Several years ago we implemented an online Master's in physics for in-service physics teachers. The degree is specifically tailored for teachers, and covers content knowledge through the lens of physics education research and pedagogical applications. In this poster, we discuss how we have combined this degree with our College of Education and Human Service's alternative certification program to open up a new pathway to produce physics teachers with excellent discipline specific pedagogical and content knowledge. [Preview Abstract] |
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PS.00017: \textbf{Solid-State Spectroscopy Simulations as a Basis for Physics Education, Recruitment, and Dissemination} Todd Holden In contrast to other fields, current physics research is far removed from introductory curriculum, making it difficult to leverage exciting physics advances to inspire potential physics majors. To help bridge this gap, we are developing several PhET-based apps and related curricular materials to tie undergraduate physics curriculum to advanced and current experimental physics, particularly solid state research. Initial feedback from sophomore level students showed that students needed a gradual build-up in order to develop sufficient background to appreciate even simpler current research. Much of this revolved around developing intuition for quantum physics. One such ``build-up'' involved a relatively basic Bragg angle/x-ray diffraction simulator directly tied to the undergraduate curriculum and to several Nobel Prizes in physics of the past 100 years. This helps to introduce a more advanced simulator which is used to highlight and explain some of the exciting current advances made possible by resonant inelastic x-ray scattering (RIXS) spectroscopy. Some prototype materials for this project are available at the website \underline {https://tholden79.wixsite.com/mysite2}. [Preview Abstract] |
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PS.00018: Program improvements in Physics and STEM teacher preparation at Lewis University Joseph Kozminski, James Hofmann, Dorene Huvaere Lewis University has been working to increase the number of physics majors and the number of students in STEM teacher preparation programs. These efforts have been supported, in part, by NSF S-STEM and Noyce grants. During the last 8 years, the Physics Department has modernized its curriculum, developed partnership programs with other institutions, and increased its community outreach activities. In that time, we have more than tripled the number of first-year physics majors, increased the number of transfer students into the program, and increased the number of physics majors graduating each year from fewer than five per year to more than 16 per year on average for the last four years. Moreover, the Physics Department has seen an increase in the diversity of its student population, especially in underrepresented minorities in physics. While we have seen substantial growth overall, the number of students in the physics teacher preparation program has seen only slight increases so far. This presentation will discuss recent successes relating to our S-STEM and Noyce activities and the foundation we have built to grow the number of students in the physics teacher preparation program in the future with the help of the PhysTEC Recruiting Grant that Lewis University has been awarded. [Preview Abstract] |
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PS.00019: Social Network Analysis to an online community of practice for high school teachers$\backslash $f1 Bahar Modir, Michael Nadeau, Robynne Lock, Newton William h $-abstract-$\backslash $pardWe take a social network analysis approach to investigate how members of an online teacher community interact with each other as part of the Master program in physics with teaching emphasis at Texas A{\&}M University-Commerce through a nine-week classical mechanics summer course. As part of the coursework, students are required to participate in weekly problem solving and biweekly reading reflection discussion boards. We measured the number of interactions and compared to the average number of interactions throughout the semester. We found the participation of students in problem solving discussions varies from week to week due to possible structural features of the course, such as the difficulty level of the video content, the homework, the level of comfort of the students with the mathematical methods and relevancy of the weekly content to the teaching practices. The reading reflection participation did not show a noticeable variation. Online communities can be used as mentorship models for novice teachers. Thus, studying factor(s) responsible for engagement helps to better understand the community learning.$\backslash $pard-/abstract-$\backslash $\tex [Preview Abstract] |
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