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applying three algorithms used by EDM for teaching different physicsconcepts applied to in-vivo experiments. These algorithms are: decisiontree, rule induction, and fuzzy rule induction. The in-vivo experimentscorrespond to different active learning methodologies derived from researchmaster degree thesis in the Physics Education Research Departmentfrom the Applied Science and Advance Technology Research Center of theNational Polytechnic Institute in Mexico.Session GB: A Potpourri of Physicsand Physics Teaching IdeasGB01:Location: STSS 330Sponsor: AAPTDate: Wednesday, July 30Time: 1–2:30 p.m.Presider: Melissa Vigil1-1:10 p.m. Using PhET Simulations to Enhance ScienceInquiry with Elementary StudentsContributed – David R. Henry, SUNY Buffalo State, 358 Crosby Ave., Buffalo,NY 14217; henryd@buffalostate.eduChris Shively, SUNY Buffalo StateThe authors of National Science Education Standards and the Next Generationof Science Standards (NGSS) have called for students to engage withexperiences that promote scientific inquiry. The documents emphasizethe use of technology to help students collect, organize, analyze, interpret,present and debate data in ways similar to scientists, but technology canbe expensive. To achieve this goal with little funding, teachers can use thePhysics Education Technology (PhET) simulations, designed at the Universityof Colorado, in conjunction with inexpensive hands-on materials to dopowerful science inquiry. The simulations permit students to see invisiblephenomena and enable them to build conceptual models of phenomenasuch as buoyancy, energy, conductivity, and gravity. Students can use thesimulations to apply the science and engineering practices called for inthe NGSS. We will present inquiry activities appropriate for elementarystudents in two areas, Buoyancy and Electricity.GB02:1:10-1:20 p.m. Exploration of Talent-Specific TeachingStrategy in Elementary Science LessonsContributed – Youngseok Jhun, Seoul National University of Education,Seocho Gu Seocho dong 1650, Seoul, 137-742 Korea; youngseok.jhun@gmail.comHana Jung, Seoul National University of EducationScience classes are usually conducted by written and spoken language witha logical and mathematical approach, but there are some students who lagbehind in developing verbal linguistic and logical mathematical intelligenceespecially low grade classrooms. It can be difficult for them to keepup with the classes. As students experience continuous failure in science,they will become chronically lethargic and have low self esteem. It will alsoincrease the chances of breakdowns, creating a vicious cycle -- students’little concentration from their failure can turn into more serious failure.In this study, we are to find solutions for this situation using teaching andlearning strategies to help all students achieve their goals and feel interestin science lessons even if they are not good at verbal or mathematicalskills. To achieve our goal, we observed the students’ activities in low gradeclasses to find out how the students are different in intelligent development.We derived the strategy to stimulate each student’s various talents and usethem in learning science. We’d like to share our findings in the procedureof the research.GB03:1:20-1:30 p.m. The Propagation of Peer Instruction: ACase Study*Contributed – Raina M. Khatri, Western Michigan University, Kalamazoo, MI49008; raina.m.khatri@gmail.comCharles Henderson, Western Michigan UniversityNot many instructional strategies created by the STEM Education researchcommunity become widely used. However, Peer Instruction, a classroomstrategy that engages students during lecture, has been successful inreaching many teachers and classrooms. In this study, we used interviewswith the original Peer Instruction team, publications, press releases, grantinformation, and other sources to construct a picture of the propagationstrategies that led to Peer Instruction’s widespread adoption. The resultsof this study could help future educational developers make an informedpropagation plan to increase the impact of their work.*Supported by NSF Grant No. 1122446GB04:1:30-1:40 p.m. Surveying Students’ Understanding ofMeasurement Uncertainty and Proportional Reasoning:UpdateContributed – Jeffrey D. Marx, McDaniel College, Westminster, MD 21158-4100; jmarx@mcdaniel.eduKaren Cummings, Southern Connecticut State UniversityIn this talk we will present an update of our efforts to develop a surveyinstrument to probe undergraduate, non-science majors’ understandingof measurement uncertainty and proportional reasoning ability. Usingeveryday items (scales, luggage, and kittens) and activities (weighingoneself and traveling) we have attempted to create an interview instrumentand protocol that evokes and accommodates a wide range of responses andinterpretations. Although still in the development phase, we can report thatour population has a very difficult time applying measurement uncertaintyand proportional reasoning, even after instruction designed to improvethis population’s understanding of these physical principles.GB05:1:40-1:50 p.m. If You Build It, They Will ComeContributed – James M. Dugan, Hastings College, Hastings, NE 68901;jdugan@hastings.eduPhysics departments, at all institutions, of all sizes, are continuously tryingto increase their number of majors. Hastings College, a small privateschool located in south central Nebraska, with a full-time student enrollmentof one thousand is no different. In 1995 the physics departmenthad 15 majors. In the fall of 2013 that number was 38. What precipitatedthis 250% growth? In this talk I will describe how by implementing andexpanding a number of program changes and recruitment strategies,focused on a year-long senior project experience, these striking enrollmentincreases were achieved.GB06:1:50-2 p.m. Lesson Study as a Vehicle to ImproveCollege Physics TeachingContributed – Sachiko Tosa, Niigata University/Wright State University, Facultyof Education, Ikarashi-2-cho, 8050-banchi, Nishi-ku Niigata-shi, Niigata950-2181 JAPAN; stosa@ed.niigata-u.ac.jpWhen it comes to teaching, university faculty members in science fields areoften isolated and many of them are wondering alone how they can helpstudents overcome difficulties in understanding the concepts they present,especially in large lecture classes. This study examines how a collaborativelesson planning and discussion scheme called Lesson Study can help bothstudents and faculty in introductory physics and other science classes attwo colleges. Faculty’s attitudes towards collaboration and active learningstrategies were measured by pre/post-program survey (N=14). Thepreliminary results indicate that the process helped faculty members feelmore comfortable asking their colleagues questions about their teaching.The results also indicate that Lesson Study helped faculty see teaching in amore student-centered way. The effect of a content-rich discussion in theLesson Study process will be further analyzed as a key factor for makingthe college-level program sustainable.GB07:2-2:20 p.m. Radiation Equilibrium in Bohr’s Atom,and the Nucleus RadiusContributed – Vic Dannon, Gauge Institute, Minneapolis, MN 55414-1192;vic0@comcast.netWednesday afternoonJuly 26–30, 2014137