final-program-12-23-14-3

Monday morning
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these posts were procedural (e.g. Here is the formula we should use)
as opposed to conceptual (the net force includes friction). Further
research found that most of the contribution within these online
discussions came from 1-2 students. Social Homework provides an
opportunity for students and instructors to contribute to physics
discourse but some modifications may be needed to support a more
meaningful learning experience.
PST1B18: 8:45-9:30 a.m. Synergy Between PhysTEC and LA
Program Impacts Learning Outcome
Poster – Homeyra R. Sadaghiani, Cal Poly Pomona, 3801 W Temple
Ave., Pomona, CA 91768-2557; hrsadaghiani@csupomona.edu
Steve McCauley, Alex Rudolph, Cal Poly Pomona
The Cal Poly Pomona PhysTEC Program utilizes the Learning Assistant
program as a mechanism for recruiting and preparing physics
and engineering majors for careers in teaching. The Learning Assistant
program does not only provide potential future teachers with
early teaching experiences, but the program also promotes interactive
engagement among students enrolled in the introductory physics
courses. We have used pre-/ post-diagnostic test scores to study the
impact of the LA program in the Cal Poly Pomona undergraduate
physics program. This poster will report preliminary data on student
FCI and CSEM gain as well as the LAs own learning gains on topics
for which they were Learning Assistants.
PST1B19: 8-8:45 a.m. Teaching Assistant-Student Interactions in
Problem Solving: The Issues Framework
Poster – Meghan J. Westlander, North Carolina State University, 3391
Santa Maria Ct., Lafayette, CA 94549; mjwest3@ncsu.edu
Graduate Teaching Assistants (GTAs) have the opportunity to promote
an interactive environment in their classrooms through their
interactions with students. Research on students’ ideas and behaviors
within and surrounding those interactions is valuable to obtaining
a more complete understanding of how GTAs promote an interactive
environment. This research is growing but limited. The Issues
Framework was developed to address this area by examining how
GTA-student interactions are situated in students’ processes during
physics problem-solving activities. The framework is focused on the
procedural moves students make and physics content they express
while working through physics problems. The framework is general
in nature with a visually friendly design that makes it a useful tool for
consolidating complex data and quickly pattern-matching important
pieces of a complex process. I introduce the Issues Framework and
show some results of the insight it can provide.
PST1B20: 8:45-9:30 a.m. Access to and Awareness of Undergraduate
Research Opportunities at a Large Research
University
Poster – Heather Lewandowski, University of Colorado, CB 440 Boulder,
CO 80309; lewandoh@colorado.edu
Stephanie S. Hanshaw, University of Colorado
The American Physical Society has recently endorsed a statement that
“calls upon the nation’s four-year colleges and universities and their
physics and astronomy departments to provide or facilitate access to
research experiences for all undergraduate physics and astronomy
majors.” The first step in reaching this goal is to understand, from
both the student and faculty member perspective, the awareness of
research opportunities and the available access to significant research
experiences. We present a study of these issues at a large research university
where the number of undergraduate physics majors outnumber
the number of faculty by over five to one.
PST1B21: 8-8:45 a.m. Outcomes of an REU Cohort Model in
Discipline-based Education Research*
Poster – Warren M. Christensen, North Dakota State University, PO
BOX 5474 #105 LLC, East Fargo, ND 58105; Warren.Christensen@
ndsu.edu
Jennifer L Momsen, North Dakota State University
Growing up STEM at North Dakota State University is one of the first
REU programs in the nation to focus on discipline-based education
research (DBER). The goal of our REU is to foster the retention and
recruitment of talented students to graduate programs in DBER.
Through 10-weeks of immersive research, students build a cohort
of like-minded peers and develop as scholars. Results from our first
two years indicate participants were deeply engaged, motivated, and
committed to their research while on campus. Several participants
are matriculating into graduate programs in DBER and nearly all of
our remaining participants plan to continue on to graduate programs
in STEM. As the program matures, we seek to increase the diversity
of our applicants and aim to track these students as they progress in
their graduate careers and beyond.
*Funded by NSF DUE #1156974
PST1B23: 8-8:45 a.m. Tutorial Curricula for Advanced High School
Physics
Poster – Michael Gearen, Punahou School, Honolulu, HI 1601 Punahou
St., Honolulu, HI 96822; mgearen@punahou.edu
Stephen Kaback, The Blake School, Minneapolis, MN
There is a dearth of tutorial materials available for high school physics
courses. Mike Gearen, with support from the University of Washington
Physics Education Group, has produced two full curricula for AP
Physics 1-2, and AP Physics C based exclusively on tutorial instruction.
In these courses, students construct knowledge using carefully
sequenced series of questions, thought experiments, and problems
rooted in research into student learning. This poster will expand on
the brief contributed talk by making the complete tutorial curricula
available for examination and discussion. Mike Gearen and Steve
Kaback will provide more in-depth information on the implementation
of these curricula.
PST1B25: 8-8:45 a.m. Previous Ideas About Electricity in Mexican
Preschool Boys
Poster – Mario Humberto Ramirez Diaz, CICATA-IPN Av. Legaria 694,
Mexico, MEX 11500, México; mramirezd@ipn.mx
Gabriela Nieto Betance, CICATA-IPN
We show previous ideas kids have about electricity, its origin and use.
To make this activity, the teacher was trained in a physics workshop
built by doctors in physics. As a result, the workshop was elaborated
as an indagation cycle, rubrics and the activity was video recorded to
analyze. The result of the implementation of indagation cycle, the boys
express their previous ideas answering guiding questions like this:
“What do some devices often used in regular life have in common”
“Where do you think electricity came from,” and, “What do you
want to know about electricity” In every case, they expressed their
own hypothesis orally, in writing, or in cartoon form. Finally, for an
end activity, the teacher did a recount of new words learned and their
relationship with the environment.
Technologies
PST1C01:
8-8:45 a.m. Developing Interactive Simulations for
Touch-Enabled Devices
Poster – Daniel Loranz, Truckee Meadows Community College, 3195
Roxbury Drive, Reno, NV 89523-6204; dloranz@gmail.com
By leveraging the power of modern development environments and
accompanying frameworks, an educator with a limited programming
background can quickly create simple custom apps for use in his/
her classroom. This poster will highlight tools and libraries useful for
creating interactive simulations, with an emphasis on creating 2D and
3D interactive animations for iOS devices.
PST1C02: 8:45-9:30 a.m. Two Simulation Tools to Promote
Learning in Science
Poster – Pamela A. Maher, University of Nevada, Las Vegas, 718 Lacy
WINTER MEETING
JANUARY 3-6
2015
SAN DIEGO, CA