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S Y M P O S I U M on Physics Education AAPT Symposium on Physics Education and Public Policy Tuesday, January 6, 2–3:30 p.m. • Grande Ballroom C Policymakers formulate decisions everyday that impact curriculum, standards, funding, and many other aspects of physics education at all levels. AAPT works with a number of partners to keep policymakers informed on the views of physics educators and to suggest appropriate policy options within the Association’s sphere of influence. This session brings together individuals who play pivotal roles in helping to shape policies and who provide information to policymakers. We hope to provide a look at the process of policy making as well as actions you might make to contribute to decisions about policies affecting physics and STEM education. This Symposium is being partially sponsored by funds contributed to the Memorial Fund in memory of Mario Iona. Iona, a long-standing and dedicated AAPT member, was the first Chair of the Section Representatives and served on the AAPT Executive Board, was a column editor in The Physics Teacher, presenter at many national AAPT meetings, recipient of the Robert A. Millikan Award in 1986, and relentless champion of correct diagrams and language in textbooks. Contributions to the Memorial Fund provide support for many AAPT programs such as the Symposium. Shirley Malcorn Facilitator: Noah Finkelstein, Professor of Physics, University of Colorado at Boulder Speakers: Shirley Malcom, head of Education and Human Resources Programs at AAAS; smalcom@aaas.org Lee L. Zia Lee Zia, Deputy Division Director, National Science, Technology, Engineering, and Mathematics Education Digital Library (NSDL), NSF; lzia@nsf.gov Tuesday afternoon 98 Session IA: Post Deadline Papers Location: Nautilus Hall 1 Sponsor: AAPT Date: Tuesday, January 6 Time: 3:30–4:30 p.m. Presider: Ruth Howes IA01: 3:30-3:40 p.m. Bringing Research Experiences for Physics Teachers Back into the Classroom Contributed – Eric B. Botello, Judson Early College Academy, 8230 Palisades Dr., San Antonio, TX 78148; ericb.botello@gmail.com Jitendra Tate, Nikoleta Theodoropoulou, Texas State University - San Marcos A summer Research Experience for Teachers can be both personally fulfilling and open your mind as an educator to the current research in physics. These professional developments should have a goal that brings the experience back to the classroom so that the students can be part of the experience as well. As part of two separate RETs at Texas State University–San Marcos offered through the Physics and Engineering Department, classroom instruction and overall environment was enhanced by offering activities not typical in a physics classroom. In the fall of 2014, a mini course in Nanotechnology was offered that highlighted STEM careers, a lab was conducted that highlighted properties of Nanotechnology, and a trip was made to the university to visit the facilities and experience the research first hand. The students became part of the RET by making the experiences a transformative event for the students and the educator. IA02: 3:40-3:50 p.m. Exercises for Connecting Math Methods to Physics Problems Contributed – Gary Felder Smith College Smith College Clark Science Center Northampton, MA 0163-0001 gfelder@smith.edu Many physics curricula include a ”math methods” course, a brief introduction to a variety of math topics that students will use in later courses. Under the auspices of an NSF grant, we have developed a set of “motivational exercises” connecting each mathematical topic to the physical topics where it is applied. For example, Taylor series are introduced with an exercise (for homework or in class) in which students write down the equation of motion for an atom in a crystal and recognize that they can’t solve it. Then they are handed a linear approximation for the acceleration, plug in some numbers to verify that this new formula approximates the true acceleration well, and easily solve the resulting equation. At the end of the exercise they are told that in this chapter they will learn how to derive the approximation they just used. IA03: 3:50-4 p.m. The Double Atwood Machine: A Multiple Device* Contributed – Paulo De Faria Borges, CEFET-RJ Rua Presidente Domiciano, #52 apto, 801 Niteroi RJ, RJ 24210-270 Brasil; pborges@ cefet-rj.br Ricardo José Lopes Coelho, University of Lisbon The double Atwood machine problem is revisited. We will take account reference frames on fixed and mobile pulleys; coordinate transformations, weak and strong principle of equivalence, gravitational and inertial mass, and invariance of physics laws. To calculate accelerations on machine we will solve this problem from scratch, describing its dynamics in two different reference frames: inertial and WINTER MEETING JANUARY 3-6 2015 SAN DIEGO, CA
non-inertial. Our aim is show that even classically this problem can be solved in any reference frame completely. Besides, we will analyze the system motion according of equivalence principle and the coordinate transformation between both reference frames. Comparing our results with those from other works we can relate the contra intuitive unbalanced motion with the principle of equivalence. Numerical outcomes from these works and our work are in agreement. What is a reference frame and when such object is inertial or non-inertial is also discussed in our work. *Aknowledgements to FAPERJ, the research support foundation from Rio de Janeiro - Brasil. IA04: 4-4:10 p.m. Using iPython Notebook and iVisual in an Advanced Mechanics Course Contributed – Aaron P. Titus, High Point University, 833 Montlieu Ave., High Point, NC 27262-3598; atitus@highpoint.edu The recent development of iVisual has made it possible to incorporate 3D visualization and vector operation features of VPython with iPython Notebook. As a result, iPython Notebook can be used by teachers and students to write interactive documents that include LaTeX for mathematical typesetting and Python for computational modeling and plotting experimental data. Teachers can develop tutorials, and students can develop lab reports and annotated computational modeling projects. I will present the use of iPython Notebook, along with other tools like Trinket and Google Drive, to flip my Advanced Classical Mechanics course, implement modified problem-based learning, and enable Standards-Based Grading. IA05: 4:10-4:20 p.m. Making Sense of Y-intercepts in Introductory Laboratories Contributed – Bradley S. Moser, University of New England, 11 Hills Beach Rd Biddeford, ME 04005-9988 United States bmoser@une.edu James Vesenka ,University of New England Modeling instruction methods emphasize paradigm discovery labs that encourage students to invent physical models themselves instead of relying on textbook equations. The key component of each lab is the “linearization” of data collected in order to answer the problem statement “How does Y depend on X” Students determine the physical meaning of the slope, either through deduction or by defining new quantities. The slope is typically of great importance while the y-intercept is negligible or merely an initial value of the dependent variable. What if, however, the experimental scenario was rich enough to support a y-intercept just as meaningful as the slope Then a laboratory could host multiple opportunities to hone the art of sense-making. In this talk, we will highlight various paradigm experiments, each with a meaningful and physically interesting y-intercept, such as buoyancy, standing waves, static equilibrium, and Newton’s second law. IA06: 4:20-4:30 p.m. My Journey in Physical Science with Elementary Education Majors Contributed – Beth A. Marchant, Andrews University, 25756 Little Fox Trl., South Bend, IN 46628; bmarchant@comcast.net After six years teaching high school physics, nine years as a QuarkNet staff member, and four years teaching as a consultant, I am currently teaching a three-credit-hour university course called “Physical Science for Elementary Teachers.” It is the only college-level physics and chemistry course that this group is required to take before entering the elementary school classroom full-time. In the course design and implementation of this lecture and lab course, I have combined research-based backwards design principles, some flipped instructional strategies, standards-based grading measures, and repeated assessment opportunities to enhance student learning. I will present data on my students’ learning outcomes in six major content areas, MOSART pre- and post-test results, and student course evaluation data. IB01: Session IB: Post Deadline II Papers Location: Nautilus Hall 2 Sponsor: AAPT Date: Tuesday, January 6 Time: 3:30–4 p.m. Presider: Doug Lombardi 3:30-3:40 p.m. Assessing Learning Gain for Undergraduate Physics Courses Contributed – Emanuela Ene, Texas A&M Department of Physics and Astronomy, 4242 TAMU College Station, TX 77843-4242; ene@physics. tamu.edu Responding to the acute need to assess the effectiveness of various teaching approaches across different universities, the author demonstrates a metric for knowledge tests that can be calibrated on a small sample size. Physics of Semiconductors Concept Inventory (PSCI), the knowledge test calibrated with this method, is made available to any instructor who wants to employ it for baseline or progress measurement. PSCI comes with a diagnose matrix that may be utilized by instructors for choosing an optimal teaching approach and by students for remediation. IB02: 3:40-3:50 p.m. Project-based Teaching in Calculus-based Physics Courses Contributed – Mojgan Matloob Matloob, Haghanikar University of Hartford, 200 Bloomfield Ave., Department of Physics, Bloomfield, CT 06117; matloobha@hartford.edu To promote interdisciplinary learning, the introductory physics students at several universities were encouraged to get involved in projects that were about application of physics concepts to their major of study. We were seeking to improve students’ understanding of physics concepts by enhancing their empirical understanding and facilitating the visualization of abstract concepts. Thinking across disciplines informed students about many applications of physics and improved students’ beliefs about relevancy of physics. In addition, integrating several perspectives provided more accessibility in physics. The projects were evaluated at the poster session that was held at the end of semester. In addition, the university provided few other opportunities such as scholarly programs and students were able to participate and present their work. Students elaborated on one of the physics concepts that we discussed in the class and emphasized its particular application in their major. Among the topics were bee’s navigation systems in using polarization, measuring laminar flow using concave mirrors, Micelle formations, polarization of light angle of carbon fibers in electric fields, aerodynamic of dolphins, using fiber optics in architectural design to replace electricity solar power, fractasl and civil engineering, and using Doppler effect in measuring heart beats. In this paper we present a few examples of the students’ findings. IB03: 3:50-4 p.m. Using High Performance Computing in Cosmology in Undergraduate Teaching and Research Contributed – Jan Michael Kratochvil, University of KwaZulu-Natal, UKZN, ACRU, School of MSCS, Westville Campus Durban, 4000 South Africa; kratochvilj@ukzn.ac.za Using the example of cosmological simulations and astrophysics, I highlight how modern high-performance computing on computer clusters with thousands of cores using tens of terabytes of data can be included in undergraduate education and research. It is a field easily accessible with proper guidance and resources, where even secondyear undergraduates can make valuable research contributions. The skills acquired by the students can be transferred easily to other disciplines in computer science and statistics, involving large clusters and the analysis of enormous petabyte-scale datasets which are becoming increasingly ubiquitous and for which special computing techniques have to be used. Acquiring the knowledge and first-hand expertise in this field makes our students very marketable across several disciplines in industry and academia. Tuesday afternoon January 3–6, 2015 99
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2015 AAPT Winter Meeting San Diego,
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