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July 13–17, 2013
Wednesday morning
E – PER: Upper Division and Graduate
PST2E05: 8:30-9:15 a.m. Analysis of Faculty and Student
Interviews on Undergraduate Quantum Mechanics
Poster – Christopher A. Oakley, Georgia State University, 29 Peachtree
Center Ave., Atlanta, GA 30303;
Brian D. Thoms, Georgia State University
Characterizing faculty expectations is important to produce a compre-
hensive understanding of what knowledge students should acquire before
and during a quantum mechanics course (QMC). We analyzed interviews
conducted with faculty and students entering a QMC in the Department of
Physics & Astronomy at Georgia State University. The interviews examine
expectations regarding preparation, course material, and instructor’s goals
for a QMC. The goals of the interviews are to locate conflicts in perspective
and to provide students with a “map” for areas that will help strengthen the
knowledge and skills to be obtained before they enter a QMC. We report
on contradictions and similarities in perceptions from interview data de-
termined by coding the interviews and through the use of Activity Theory.
PST2E06: 9:15-10 a.m. Assessing Student Learning in Middle-
Division Classical Mechanics/Math Methods
Poster – Marcos D. Caballero, University of Colorado, Boulder, 2000 Colo-
rado Ave., Boulder, CO 80309;
Steven J. Pollock, University of Colorado Boulder
Reliable and validated assessments of introductory physics have been
instrumental in driving curricular and pedagogical reforms that lead to
improved student learning. As part of an effort to systematically improve
our sophomore-level Classical Mechanics and Math Methods course (CM)
at CU-Boulder, we are developing a tool to assess student learning of CM
concepts in the upper division. The Colorado Classical Mechanics/Math
Methods Instrument (CCMI) builds on faculty-consensus learning goals
and systematic observations of student difficulties. The result is a nine-
question open-ended post-test (with two additional, optional questions)
that probes student learning in the first half of a two-semester sequence
that combines classical mechanics with mathematical methods. In this
paper, we describe the design and development of this instrument, its vali-
dation, and measurements made in classes at CU Boulder and elsewhere.
PST2E07: 8:30-9:15 a.m. Faculty and Undergraduate Student
Perspectives on Evaluation in Upper-Division Courses
Poster – Christopher A. Oakley, Georgia State University, 29 Peachtree
Center Ave., Atlanta, GA 30303;
Brian D. Thoms, Georgia State University
Physics education research has been making progress in providing
research-based instructional techniques and tools to help assess the com-
plex learning goals associated with a mature understanding of physics. We
conducted semi-structured interviews with faculty members and students
entering a quantum mechanics course in the Physics & Astronomy Depart-
ment of Georgia State University. The interviews examine perspectives on
what types of evaluation are most appropriate for an upper-division course.
The types of evaluation discussed are multiple-choice questions, short-
answer questions, traditional written problems, student presentations, and
one-on-one oral exams. A post-course survey was offered to the students
that took the QMC that semester and those who completed the course in
recent history. We present the data associated with multiple-choice ques-
tions and oral exams.
PST2E08: 9:15-10 a.m. Impacting Learning Across Disciplines
through Undergraduate Thesis Writing
Poster – Jason E. Dowd, Duke University, Box 90338, 130 Science Drive,
Durham, NC 27707;
Julie A. Reynolds, Duke University
We present results from the first year of ongoing research to better under-
stand how writing an undergraduate thesis improves critical thinking and
writing skills through impacting metacognition, motivation, and beliefs.
In previous work, we have demonstrated that students studying biology
who participate in a thesis-writing course alongside independent research
not only develop better writing skills “expected, perhaps” but also exhibit
stronger scientific reasoning skills than students working one-on-one with
faculty. Students enrolled in the writing course achieved highest honors
at graduation at almost triple the rate of other thesis writers. These results
are in keeping with the notion that writing can be an effective strategy for
promoting positive learning outcomes, but here we strive to understand
how writing actually affects learning. Data have been collected across mul-
tiple departments and institutions. Ultimately, our analysis will be used to
motivate institution- and department-specific changes during subsequent
years of this multi-year study.
F – Post-Deadline Posters
PST2F01: 8:30-9:15 a.m. Learn Widely from Others’ Strong
Points
Poster – He Yanlan, National University of Defense Technology, No.137,
Yanwachi Road, Department of Physics, Changsha, China 410073; hylst@
sina.com
Liang Linmei, Yu Xiaoyan, National University of Defense Technology
Two types of “circulation” teaching methods of experiment of college phys-
ics are compared in this essay. it is concluded that the second circulation
method is more conducive to training students and achieving the goal of
teaching. The involvement of teachers from different scientific research
backgrounds, as well as distinguished teachers and professors, makes the
second circulation method more effective. Moreover, it is the key to the
success of the circulation method that supervising and managing the qual-
ity of teaching process rationally and effectively.
PST2F02: 9:15-10 a.m. ATE Workshop for Physics Faculty*
Poster – Thomas L. O’Kuma, Lee College, PO Box 818, Baytown, TX 77522-
0818;
Dwain M. Desbien, Estrella Mountain Community College
The ATE Workshop for Physics Faculty project is into its third year and
has finished its 13th workshop/conference. In this poster, we will display
information about the project, information about these workshops/confer-
ences, and information about future workshops/conferences. Information
concerning development of laboratory activities will also be displayed.
*Funded in part by an ATE NSF DUE grant.
PST2F03: 8:30-9:15 a.m. Growing STEM Learning Experiences
from a Physics-based Learning Community
Poster – Eugene Li, Montgomery College, 51 Mannakee St., Rockville, MD
20850;
How does a community of STEM learners grow in a physics-based STEM
learning community? Developing and implementing a learning community
pairing of courses in an interdisciplinary setting has effects that not only
include achieving matched STEM outcomes for interdisciplinary courses,
but also forms social bonds that encourages supportive learning in other-
wise challenging STEM courses for Montgomery College engineering and
science students. The supportive social structure of inquiry-led activities
and projects that are designed to enhance physics-based critical-thinking
components is examined as it relates to cognition in calculus-based
mathematics. The effects of technology on collaborative active learning
experiences through using pedagogically “theme-focused” activities, online
discussion board, personal response system (clickers, or text polling), and
iPad cooperative activities are examined. This presentation analyzes some
of the outcomes and experiences in the learning community pairing of
calculus-based Physics I (Mechanics and Heat) and Math (Calculus II),
called a “A Journey Across Newton’s Bridge: Connections between Physics
and Math,” which has been offered annually for several years at Montgom-
ery College.
