Bulletin of the American Physical Society
Joint Spring 2016 Meeting of the Texas Sections of APS, AAPT, and Zone 13 of the SPS
Volume 61, Number 3
Thursday–Saturday, March 31–April 2 2016; Beaumont, Texas
Session D2: AAPT Session - Teaching Curricular Approaches & Physics Education Research |
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Chair: David Donnelly, Texas State University, San Marcos Room: 210 |
Friday, April 1, 2016 4:00PM - 4:24PM |
D2.00001: Guided Inquiry in a Course for Non-Science Majors Invited Speaker: Andra Petrean For our non-science majors and students in the Teacher Program, we use the ``Explorations in Physics'' curriculum. Students work collaboratively, and they \textit{do Physics} instead of \textit{being told about Physics}, a pedagogical approach that is preferred both by the Physics and the Education departments. In a typical session students are asked to make predictions about certain physical situations, then observe what actually happens in those situations, and finally to reconcile their predictions with their observations. The observations usually involve the use of sensors connected to computers, which record and display the data associated with the physical activity. We cover three units of the ``Explorations in Physics'' curriculum, Motion, Sound, and Light, and students also do a project. Some recent projects included ``The physics of archery,'' ``The sounds of a guitar,'' Making lenses from Jello.'' In this talk I will discuss the benefits and challenges of teaching the class in this format. [Preview Abstract] |
Friday, April 1, 2016 4:24PM - 4:36PM |
D2.00002: Development of a Survey to Assess Transformative Experience in an Introductory Calculus-Based Mechanics Course David Donnelly, Steven Wolf At Texas State University and East Carolina University, we have been implementing many research-based curricula in our introductory physics classes, and have developed a survey to assess the degree of Transformative Experience in our students. The survey was modeled after one used by Pugh, and is similar to those developed by Frank and Atkins. Our pilot survey was administered to a total of 209 students during the 2014-2015 academic year and has been revised and readministered during the 2015-2016 academic year. We will present data related to the reliability of this instrument, and plans for revision, validation, and implementation of the final product. [Preview Abstract] |
Friday, April 1, 2016 4:36PM - 4:48PM |
D2.00003: Impact of Learning Assistant program participation: FCI changes over time Joseph Hook, Aaron Collins, Jessica Conn, David Donnelly, Eleanor Close The physics department at Texas State University has implemented a Learning Assistant (LA) program as part of its transition to reformed instructional methods. Over the last 4 years the LA program has grown to include all sections of the calculus based introductory sequence, with over 30 LAs currently participating in the program each semester. LAs assist with instruction in the introductory course lectures and are also encouraged to participate in the educational mission of the department in other ways, including opportunities to teach laboratory sections and tutoring in our walk-in Physics Help Center. We have documented large improvements in students' conceptual learning in the introductory mechanics course using the Force Concept Inventory (FCI). LAs also take the FCI during their Physics Cognition and Pedagogy course, which is a requirement to participate in the program. In this talk, we will describe trends in LA FCI scores, including comparisons of results for various subsets of LAs such as those currently in upper or lower division courses, and those who have or have not taken the FCI previously. This analysis is a component of our larger research investigation of the ways in which LAs benefit from their participation in the program. [Preview Abstract] |
Friday, April 1, 2016 4:48PM - 5:00PM |
D2.00004: Low Enrollment in Physics Programs---Analytical approach Samina Masood We investigate the reasons for low enrollment in Physics programs based on AIP data and the data from the university of Houston websites have been used to support this analysis. [Preview Abstract] |
Friday, April 1, 2016 5:00PM - 5:12PM |
D2.00005: Modeling by metaphor: how analogy is used in reasoning about current and resistance in an inquiry physics class Katherine Doerr Morosky, Samantha Kasper, Jill Marshall Scientists regularly use analogy to understand and communicate the intricacy of the natural world. More than just a language mechanism that allows borrowing from one domain to describe another domain, analogical reasoning has been described as generative process that creates inferential frameworks. Our research examines how physics students, when asked to describe a ‘mental model’ of electric circuits, use analogy to reason about current and resistance. A majority of students conflated ‘model’ with analogy, though they varied in the extent to which they relied on their analogy as an inferential framework for problem-solving. Why is this the case and what implications does it have for teaching about electricity? [Preview Abstract] |
Friday, April 1, 2016 5:12PM - 5:24PM |
D2.00006: Going Green: Reduce, Reuse, and Recycle Lyndsey Dumesnil A web chart will be created and the students will be asked what they know about recycling. The students should be able to make informed choices concerning reusing and recycling materials such as paper, aluminum, glass, cans, and plastic. This lesson is designed for 5$^{\mathrm{th}}$ grade students. Discovery learning approach will be used. Texas Essential Knowledge and Skills (\textbf{TEKS):} \textsection 112.16. Science\textbf{ }(b)~Knowledge and skills (B)~make informed choices in the conservation, disposal, and recycling of materials. \textbf{Materials:} Tin can robot, creation station, three R's web chart, three R's anchor chart, three R's activity sort, sticky notes (3 for each student), ``I understand!'' poster, article on biodegradable golf tees, recycling word search, common art materials, Go green brainstorm sheet, notebook paper, pencil, closure powerpoint. \textbf{Results:} the students will gain knowledge about the three Rs: Reducing, Reusing, and Recycling. They will also learn why recycling is important, and how to reuse common items to make something new. [Preview Abstract] |
Friday, April 1, 2016 5:24PM - 5:36PM |
D2.00007: Introducing Renewable & Wind Energy to Elementary Student Samantha Reichardt The students already know what wind is, that wind is a renewable resource, and that wind speed can be measured. This lesson is designed for sixth grade students and is aligned with \textbf{TEKS:} 112.18 (2)~Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to: (B)~~design and implement experimental investigations by making observations, asking well-defined questions, formulating testable hypotheses, and using appropriate equipment and technology; (7)~~Matter and energy. The student knows that some of Earth's energy resources are available on a nearly perpetual basis, while others can be renewed over a relatively short period of time. Some energy resources, once depleted, are essentially nonrenewable. The student is expected to: (A)~research and debate the advantages and disadvantages of using coal, oil, natural gas, nuclear power, biomass, wind, hydropower, geothermal, and solar resources. \textbf{Results}: The students will be able to understand types of renewable resources and the process of creating electricity from wind energy. The students will be able to use an anemometer to measure wind speed and test the level of wind speed required to make the windmill model work. [Preview Abstract] |
Friday, April 1, 2016 5:36PM - 5:48PM |
D2.00008: Redesigning Undergraduate Engineering: Incorporating Project-Based Methods within an Introductory Engineering Course Bernard David Civil Engineering Systems, an introductory course required for all Civil Engineering majors at UT, Austin, is meant to familiarize students with the sub-disciplines of Civil Engineering in addition to fundamental concepts and habits of mind that will guide students' engagement in Civil Engineering throughout their undergraduate coursework. Historically a lecture course in which faculty representatives from the six sub-disciplines of Civil Engineering (Structural, Environmental, Transportation, Water Resources, Geotechnical, and Construction) discuss aspects of their respective fields, a semester-long design challenge is being piloted for two sections of the course in the Spring 2016 semester. Rather than attending typical lecture, pilot students work in teams to design a multi-purpose event center, engaging in increasingly complex tasks structured to give students first-hand experience in each of the Civil Engineering sub-fields. With the ultimate goal of vertically aligning upper-division Civil Engineering coursework with the project-based curriculum piloted in Civil Engineering Systems, this work presents survey and interview data regarding student attitude towards and engagement in project based design and analyzes whether students are achieving course objectives. [Preview Abstract] |
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