final-program-12-23-14-3

Tuesday afternoon
PST3A12: 4:15-5 p.m. Scientific Reasoning Skills in Physical
Science Course for Non-Majors
Poster – Teresa E. Burns, Coastal Carolina University, PO Box 261954
Conway, SC 29528-6054; tburns@coastal.edu
In this poster, we will describe a semester-long study of the effect of
incorporating explicit scientific reasoning training in a science course
for non-majors. PHYS 103 is a physical science course for non-science
majors that can be used to satisfy general education requirements and
is a physical science choice for elementary education majors. For both
of these populations, improvement in scientific reasoning is a desirable
learning outcome. In this study, students are trained to construct scientific
arguments using If-And-Then statements. Student performance
on the Lawson Classroom Test of Scientific Reasoning is measured
pre- and post-instruction, and compared to a section that received no
formal reasoning instruction. Results will be presented and discussed.
PST3A14: 4:15-5 p.m. Developing New STEM Outreach with the
Alpha Magnetic Spectrometer (AMS-02)
Poster – Kathryn Whitman, University of Hawaii at Manoa, 2505 Correa
Rd., Honolulu, HI 96822; ktindiana@hotmail.com
Veronica Bindi, Mary Kadooka, Mike Nassir, University of Hawaii at
Manoa
The Alpha Magnetic Spectrometer (AMS-02) is a state-of-the-art particle
detector that was installed onboard the International Space Station
on May 19, 2011. With the formation of a new AMS-02 group in the
University of Hawaii at Manoa Department of Physics and Astronomy,
we have begun to design workshops based on this exciting instrument.
AMS-02 can be used as a focal point to explore technology, particle
physics, astrophysics, heliophysics, electricity and magnetism, and
more, lending itself to STEM EPO in many ways. AMS-02’s primary
science goals are on the forefront of particle physics and astrophysics
and its design is a prime example of cutting- edge spaceborne technology.
In this poster, we will detail science topics that can be explored with
AMS-02 and present example curricula for student/teacher workshops.
PST3A15: 3:30-4:15 p.m. Astrobiology Applications for Physics
Classes
Poster – Mary Ann M. Kadooka, University of Hawaii Manoa, Institute for
Astronomy, Honolulu, HI 96817; kadooka@ifa.hawaii.edu
Michael Nassir, University of Hawaii Manoa
Astrobiology, the search for life in the universe, has been a wonderful
way to integrate learning all the sciences. This mystery has fascinated
people throughout history. Is physics a part of this search YES! Physics
principles in optics, electromagnetic radiation, mechanics, and thermodynamics
form the basis for so many investigations in astrobiology.
Astronomers look for Earth-like habitable planets using methods based
upon Doppler shift to light transits from telescope images. Physicists
study cosmic rays and its behavior through planetary atmospheres so
biologists can research its impact on life on other planets. They learn
how electromagnetic radiation affects the Earth. Microbial oceanographers
study bacteria living beneath the ocean floor in extreme
temperatures, both very hot and very cold. Astrobiology national
workshops conducted in Hawaii have shown science teachers how to
motivate students to learn more physics as necessary background for
all the other sciences.
PST3A16: 4:15-5 p.m. A Decade of ALI’I: Bringing Astrobiology
into Science Classrooms
102
Poster – Michael A. Nassir, University of Hawaii at Manoa, Department
of Physics & Astronomy, 2505 Correa Rd. Honolulu, HI 96822; nassir@
hawaii.edu
Mary Ann M. Kadooka, University of Hawaii Institute for Astronomy
The young, interdisciplinary field of astrobiology—the intersection
of astronomy, geology, chemistry, and biology, with special focus on
origins—draws upon students’ natural curiosity about the possibility of
extraterrestrial life, and provides an exciting supplement to almost any
science curriculum. Every summer from 2004 to 2013, the ALI’I (Astrobiology
Laboratory Institute for Instructors) workshop, sponsored
by the University of Hawaii’s NASA Astrobiology Institute, introduced
15 secondary science teachers to astrobiology and ways to incorporate
it into their classrooms. Professional development included daily
lectures on current research by active UH scientists; field trips and lab
tours; review of relevant background scientific concepts; demonstrations
of hands-on activities and educational tools; and development
of new astrobiology units tailored to participants’ own classrooms.
Participants were encouraged to return multiple years to become
master teachers and lead their own ALI’I sessions, and to form a lasting
network for sharing new activities and best practices.
PST3A17: 3:30-4:15 p.m. A New Way to Measure Student
Engagement
Poster – Rebecca Lindell, Department of Physics and Astronomy, Purdue
University, 2525 Northwestern Ave., West Lafayette, IN 47907; rlindell@
purdue.edu
Francesca Polo, School of Engineering Education, Purdue University
Kathy Marrs, Department of Biology, Indiana University Purdue University
Indianapolis
Andrew Gavrin, Department of Physics, Indiana University Purdue University
Indianapolis
We know that engagement is important in any instructional setting;
however, engagement in the classroom is often determined by the
colloquial statement, “I know it when I see it.” Instruments, such as the
Reformed Teaching Observation Protocol (RTOP), focus on in-class
observation and are thus limited to what occurs in the classroom. The
question now becomes: are there other ways to measure student engagement
outside of just observation. One such tool that we believe can
be utilized to measure student engagement outside of the classroom is
CourseNetworking (The CN), available at http://thecn.com. The CN is
an academically focused social media platform with some course management
capabilities. Unlike most CMS’s that only transmit information,
The CN encourages students to engage with the material and with
each other. In this poster, we will give an overview of the software as
well as discuss our research on how to measure student engagement.
PST3A19: 3:30-4:15 p.m. Engineering Practices in the Physics
Classroom
Poster – Kathleen M. Agnostak, Rutgers University, 55 Laurel Drive, Fair
Haven, NJ 07704; kagnostak@gmail.com
Jordan Back, Rutgers University
For our poster, we would like to address the idea of incorporating engineering
into the physics classroom. The new common core standards
have introduced the new standard of engineering design practices
however, it can be difficult to incorporate these practices into the existing
curriculum and how should the students be introduced to these
ideas. We plan to propose some different engineering design projects
that can be used in the classroom to teach physics concepts. Additionally,
we will present an engineering design process that can be given to
the students as a guide. This process is like the scientific method, but
for engineering. It will be a guide for the students to use when engaging
in engineering tasks.
PST3A20: 4:15-5 p.m. Lightning Physics from High-speed Video
Observations
Poster – Marcelo Saba, INPE Av dos Astronautas, 1758 Sao Jose Dos
Campos - SP, SP 12227010; marcelo.saba@inpe.br
Carina Schumann, Amanda R. Paiva. INPE
Most of what is known about the structure and time evolution of
lightning was determined by high-speed photography. The first
measurements were obtained using a two-lens streak camera, named
Boys camera, after its inventor, in the beginning of the 20th century.
In a streak camera a relative movement between the lens and the film
is used to record the phases of a lightning discharge. Currently, robust
and portable high-speed video cameras offer a wide range of frame rate
and exposure options ranging from 1000 to over 300,000 images per
WINTER MEETING
JANUARY 3-6
2015
SAN DIEGO, CA