Bulletin of the American Physical Society
Fall 2019 Meeting of the Ohio-Region Section and the Michigan Section of the American Association of Physics Teachers
Volume 64, Number 15
Friday–Saturday, October 11–12, 2019; Flint, Michigan
Session A03: MIAAPT Poster Session |
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Chair: Nita Kedharnath, University of Michigan Room: Kettering University Academic Building 3342 |
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A03.00001: Incorporating Open-source Physical Computing Tools into an Introductory Computational Physics Course Ronald E. Kumon \textit{Physical computing} is the building of interactive physical systems by the use of hardware and software to sense and respond to the world. I have introduced open-source physical computing into our introductory computational physics course at Kettering University via the Arduino Uno microcontroller and Arduino C/C$++$. Based on an Advanced Laboratory Physics Association (ALPhA) workshop on Arduino, I wrote a chapter to introduce students to analog and digital data types, simple digital input and output and analog input, basic programming constructs, rapid prototyping, and the engineering design process. For formative assessment, I required students to record results from exercises in the chapter in a LabArchives electronic laboratory notebook and then provided feedback. For summative assessment, I assessed a report and presentation of a device of the students' own design to acquire data and perform hardware control. I discuss basic and advanced examples of student work. Based on 5 teams with 10 students over two terms, I have observed that students like to use Arduino and can generally implement their designs into a practical device. In most cases, the final projects indicated mastery of the intended learning objectives. [Preview Abstract] |
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A03.00002: An Expanded Model of Instructional Change Teams in Higher Education Diana Sachmpazidi Team-based approaches for improving undergraduate STEM education are both highly promising and risky. In our previous work, we developed an initial model of instructional change teams. In this study, we unpack the nature of teams’ collaboration to understand their impact on team outcomes. On this poster, we present a revised model of instructional change teams that confirms and expands upon the initial model. Using twenty-three team members’ perspectives at four teams across four STEM disciplines, we identify five elements of teamwork processes and three emergent states that shape team outcomes. Recommendations for practitioners and researchers will be discussed. [Preview Abstract] |
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A03.00003: Three Terms of E-CLASS Data for an Introductory E\&M Lab Helen Mae Cothrel We collected E-CLASS data for three terms of Physics 2 (electricity and magnetism) lab prior to rolling out a redesigned version of the course. This poster will examine this baseline data and connect it to our course changes and goals for the project. We are collecting three more terms of E-CLASS data from the new version of the course to assess the impact of the course redesign. [Preview Abstract] |
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A03.00004: Free Body Diagrams Beyond Free Body Diagrams Michael C. Faleski The free body diagram is a tool used in virtually all introductory physics courses as a way to analyze force problems. One standard introductory approach is to put all of the forces acting at the center of the mass and perform a Newton’s Second Law analysis. Does this help students get a physical sense of what is happening? Some thoughts on how to present/construct the free body diagram is described that may help put the physical back into the physics for students is presented. More examples of how this approach could be used are presented. [Preview Abstract] |
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A03.00005: Graphically Solving Kinematics Problems MIchael C. Faleski In introductory physics, the graphs of position, velocity, and acceleration vs. time for an object are made, often with the same information discussed in calculus classes. Activities are developed, experiments are performed, data are taken and representations of the data are made. So, solving word problems with graphs would be a simple extension of the material learned in both math and physics classes… right?? Focusing on the use of graphical solutions for kinematics is discussed along with some observations and results from assessments. More examples of such solutions along with the corresponding algebraic approach are shown. [Preview Abstract] |
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A03.00006: Data as a Next Step for STEM Education Reform Nita Kedharnath The SEISMIC project is a multi-institution collaboration focused on using equity and inclusion as metrics of success for introductory STEM courses. The structure of the collaboration is based on the Henderson, Beach, and Finkelstein framework which categorizes change strategies into four quadrants - prescribed/individuals, emergent/individuals, prescribed/environments \& structures, emergent/environments \& structures. This poster details the structures of SEISMIC to demonstrate how the project embodies this framework, with data as a unifying theme. The SEISMIC collaboration showcases the importance of data and multi-institutional collaboration for advancing reform efforts on a national scale. [Preview Abstract] |
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A03.00007: Physics and Astronomy Graduate Program at Ohio University Gang Chen Ohio University is located in Athens, Ohio, a scenic college town in the Southeast Ohio. Founded in 1804, Ohio university is one of the first colleges in Northwest Territory. The Department of Physics {\&} Astronomy at Ohio University is dedicated to developing a deeper understanding of the natural world, to educating students, and to conveying the concepts and logic of the discipline to the broader community. The department currently has 77 graduate students, 26 faculty members from 32 countries. It has programs in astrophysics, biophysics, condensed matter physics, surface science {\&} nanoscience, nuclear and particle physics. The department hosts 4.5 MV high-intensity tandem Van de Graaff accelerator and is a member of the MDM Observatory on Kitt Peak, Arizona. Its alumni have been receiving international awards including one Nobel Prize. [Preview Abstract] |
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A03.00008: A Blog as Ancillary Material for a Physics Textbook Bradley Roth Nowadays, textbooks come with many ancillary materials: solution manuals, student guides, etc. A unique ancillary feature is a blog. A blog allows you to keep your book up-to-date, to expand on ideas covered only briefly in your book, to point to other useful learning materials such as websites, articles and other books, and to interact directly with students using your book. [Preview Abstract] |
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