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July 13–17, 2013
Wednesday morning
PST2F12: 9:15-10 a.m. Promote Students’ Interactive Learning
Based on Peer Instruction*
Poster – Helan Wu, Tongji University/Harvard University, 292 Pierce Hall,
Oxford St., Cambridge, MA 02138;
Zuyuan Wang, Mu Gu ,Tongji University
Eric Mazur, Harvard University
Through exploring several possible ways to achieve promoting interac-
tive teaching and learning, to increase the participation of the students
in the classroom, to enhance the students’ learning, this paper presents a
technology pathway that carries out interactive teaching and learning by
using a mobile phone. According to comparing using Classroom Response
System Based on Mobile-Phone (CRSBM) for interactive teaching and
learning with traditional teaching, we got some interesting data. The survey
shows that just over 94% of students have an actively welcome attitude to
CRSBM. More than 89% of students think CRSBM can better stimulate
their interaction and discussion. More than 86% think CRSBM can better
improve their learning.
*This research is sponsored by Education Program of Tongji University and the
Education Ministry of China.
PST2F13: 8:30-09:15 a.m. Assessing Curriculum of a Physics in
Biomedicine Course
Poster – Elizabeth A. Anderson, Portland State University, Physics Depart-
ment, Portland OR 97201;
James K. Johnson, Grace Van Nes Ralf Widenhorn, Portland State University
Warren Christensen, North Dakota State University
Portland State University’s Physics in Biomedicine is an undergraduate
upper-level physics course designed for biology or pre-health majors to
address the need for medically relevant situations to enhance students’
understanding of physics applications. To assess the effectiveness of the
instruction, a modified backwards design was used to create learning goals
for each individual module. Student understanding of the learning goals
was assessed through open response pre- and post-quizzes. These students’
quizzes were then summarized and categorized for emerging patterns of
student understanding. The goal of understanding this data is to determine
students’ conceptual understanding of each module and overall interpre-
tation of physical phenomenon such as light absorption and emission,
atomic energy levels, and electromagnetism. This insight into student
thought is to help improve the development of the course and optimize
assessment questions.
PST2F14: 9:15-10 a.m. A Nontraditional Modern Physics Class
for the Life Sciences
Poster – Bradley S. Moser, University of New England, 11 Hills Beach Road,
Biddeford, ME 04005;
Katherine Misaiko, University of New England
What would it be like to teach Modern Physics without a textbook? To
read sources directly from leaders in each field? To strip mathematical
rigor from the class in favor of challenging and exciting concepts? At the
University of New England, a health sciences university, few students are
interested in venturing beyond Physics I and II. To inspire our population
to enroll in Modern Physics, the course underwent a major transforma-
tion to focus on the concepts and philosophies, rather than on solving
equations. Once students were reading the words of Feynman, Gamow,
Weinberg, and other leaders, and once class sessions were dedicated to
discussing the evidence for our expanding universe and alternatives to the
Copenhagen Interpretation, the release from old paradigms felt liberating.
This poster will present the philosophy and mechanics behind the course
as well as provide an opportunity for one student to share her experience.
PST2F15: 8:30-9:15 a.m. ‘Scratch and Win’ Tickets and Team-
based Clickers in Introductory Physics
Poster – Adam Clark, Muhlenberg College, 2400 Chew St., Allentown, PA
18104;
This poster will document an attempt to hybridize the non-physics specific
technique of Team-based Learning with the physics-native methods of
Peer Instruction and Cooperative Group Problem Solving. Team-based
Learning begins each unit with a “Readiness Assessment Test” (RAT) that
acts not only as a reading quiz but also to assess if students are ready to
begin problem solving. The RATs are taken first as individuals, then again
in teams. The team test is administered with a “scratch-and-win” ticket
known as an Immediate Feedback Assessment Technique (IF-AT) form. In
the hybrid approach, students work in those same teams for clicker ques-
tion discussion and for Cooperative Group Problem Solving. We discuss
the advantages and disadvantages of this approach and present pre-/post-
test Force and Motion Conceptual Evaluation (FMCE) data for classes
taught in consecutive years in a liberal arts setting, one with the addition of
Team-based Learning, one without.
PST2F16: 9:15-10 a.m. Garage Physics: A Flexible Space for
Innovative Student-Focused Undergraduate Research
and Education
Poster – Duncan Carlsmith, University of Wisconsin-Madison 1150 University
Ave., Madison, WI 53706;
Garage Physics at the University of Wisconsin-Madison provides a new
flexible space for innovative student-focused research and education. In
the Garage, a student (undergraduate or graduate) is encouraged to explore
his or her passions, to find new passions, to learn practical skills, to study
in new ways, and to take an active role in their education. The Garage
mode of learning compliments the structured learning environment of the
regular curriculum. A wide variety of projects is possible in the Garage:
basic scientific research, projects for entrepreneurs interested in developing
or exploiting new gadgets, and “steAm” projects merging STEM and Arts
fields. (
PST2F17: 8:30-9:15 a.m. Non-uniform Concentration of
Bubbles in Rising Dough
Poster – Michael B Partensky, Lechem Lab 21 Florence Rd. Waltham, MA
02453;
The spatial distribution of bubble concentration in rising dough is dis-
cussed in two experimental settings: (a) large transparent cylindrical vessel;
(b) shallow Petri plate. In the case (a) we observe strong height dependence
of bubble concentration, with significantly depleted top layer. In the case
(b) the dynamic of radial distribution of bubbles is loosely described in
terms of “uniformly expanding universe.” Possible mechanisms of strong
height dependence of bubble concentration (case a) are proposed and the
questions for further research are offered.
PST2F18: 9:15-10 a.m. Project Oklahoma Whiteboard
Poster – Steven J. Maier, Northwestern Oklahoma State University, 709 Okla-
homa Blvd., Alva, OK 73717;
In the summer of 2012, Project Oklahoma Whiteboard
1
was launched
as an initiative to provide teachers with an additional tool for classroom
instruction. With a remaining budget of $5,000, the task was to have as
great an impact on physics education in the state as possible.
2
The budget
prohibited electronic technology, so a more grassroots effort was put into
action. Every active high school physics teacher in Oklahoma (totaling
190) received a classroom set of 25 whiteboards (cut 10’ x 12’) with supple-
mental materials, including: AAPT membership application, AAPT/PTRA
brochure, ToPPS
3
brochure, “whiteboarding” resources and information
about online resources. This presentation will highlight the motivations for
the project and its future.
1.
2. Funded by Improving Teacher Quality funds through the Oklahoma State Regents
for Higher Education.
3.
