124
Portland
Wednesday afternoon
htm. I use these NYTimes Physics concept applications for: introducing
new contepts in class, quizzes, extra credit material for students to be done
on own and submitted to me. Many other (than environment) NYTimes
physics concept applications exist at this site. The site is listed as a resource
for physics teachers at ComPADRE.
/
files/NYT.htm
FI05:
2:10-2:20 p.m. Using da Vinci’s Machines to Demon-
strate Physics at a Planetarium
Contributed – Pamela A. Maher, University of Nevada, Las Vegas, 4505
South Maryland Parkway, Las Vegas, NV 89154;
Janelle M. Bailey, University of Nevada, Las Vegas
Allan M. Tucka, College of Southern Nevada
This study seeks to address the nation’s science, technology, engineering,
and math (STEM) education needs by providing undergraduate students
an opportunity to present physics concepts to patrons at a planetarium.
Thirty (N=30) students taking a program of pre-engineering and calculus-
based physics self-selected to participate in a grant-funded study at a
two-year college in the Southwest. These student participants built a model
of a da Vinci machine from a kit, designed an informational flyer aligned
to state K-12 physical science standards, and presented informally to the
general public attending a planetarium. Data were collected and qualita-
tive analysis performed to assess students’ perceptions toward speaking
about physics concepts. Data were also collected from the general public
to determine effectiveness of the presentations in communicating physics
concepts. Results reveal the extent to which an opportunity to engage in
scaffolded informal public speaking enhances participants’ confidence and
creates links between theory and practice.
FI06:
2:20-2:30 p.m. Teaching About the Electrical Grid in a
First-Year Seminar
Contributed – Jack Dostal, Wake Forest University, PO Box 7507, Winston
Salem, NC 27109;
The First-Year Seminar program at Wake Forest University consists of
small classes (15-19 students) for students of all disciplines. An emphasis is
placed upon critical thinking, developing and deconstructing arguments,
and considering different points of view through group discussions, pre-
sentations, writing, etc. I created the seminar “Power and the U.S. Electrical
Grid” for this program. Students learn about the grid’s history, nature, and
underlying physics, including mechanisms of power generation (green and
otherwise). Alternative power distribution systems in other countries are
also investigated. Political and ethical issues are robust and far-reaching; we
discuss historic issues (“War of the Currents”) as well as current and future
ones. In this talk I will describe the course structure, activities, and some
lessons learned from teaching the course to a combination of prospective
science and non-science majors.
Session FJ: Teacher Recruitment
Location: Galleria II
Sponsor: Committee on Teacher Preparation
Date: Wednesday, July 17
Time: 12:30–2 p.m.
Presider: David Rosengrant
FJ01:
12:30-1 p.m. Recruiting Without Recruiting – Leading
by Example
Invited – Gay B. Stewart, University of Arkansas, Department of Physics,
Fayetteville, AR 72701;
John C. Stewart, University of Arkansas
At University of Arkansas, Fayetteville, we have experienced an order of
magnitude growth in the number of physics graduates, and a much larger
growth in the number of teachers, from one per decade to five to eight per
year. Until fall 2012, we did not have a recruitment program. Our philoso-
phy has always been “If there is a reason we want teachers to teach that
way, why don’t we?” We revised the introductory sequence, and added a
third class, based on a successful revision of the second-semester course for
scientists and engineers. Students report their choice of teaching as a career
to be something they considered since their faculty obviously considered
the quality of education they received to be important. The strongest cor-
relation with recruitment of majors appears to be agreement with the belief
“I can teach science.” Program details and results of the recent effort at
recruiting will be presented.
FJ02:
1-1:30 p.m. Getting Physics Majors to Consider
Teaching and Teacher Preparation Program
Invited – Chuhee Kwon, California State University, Long Beach, 1250 Bell-
flower Blvd., Long Beach, CA 90840;
Galen Pickett, Laura Henriques, California State University Long Beach
We are using the outreach events established through the PhysTEC project,
early teaching experience, and clear pathway to recruit majors to a teacher
preparation program. Social mixers and open houses are held every semes-
ter for university students and faculty to interact with high school students
and teachers. Demo-sharing is another monthly opportunity for students
to get exposed to enthusiastic physics teachers. These events are fully
embraced by the faculty, and physics majors are encouraged to consider
teaching as a profession. PHYS 390 is an early teaching experience course
for majors, and it is required to qualify for the Learning Assistant (LA)
job opportunity. PHYS 390 and LA track allows physics majors a chance
to learn how to teach, a special glimpse of what it is like to interact with
students from an authoritative point of view, and a meaningful teaching
experience before committing to a credential program.
FJ03:
1:30-2 p.m. When They Walk Into Your Office, Are You
Ready?
Invited – Duane B. Merrell, Brigham Young University, n-143 ESC, Provo, UT
84602;
In 2004 the physics teacher preparation program was moved to the physics
department at Brigham Young University. During this last school year the
move to preparing physics teachers in the physics department has led to
the mentoring of our 100th physics teacher in eight years. It seems that the
way the students find us is varied but the one important piece is that they
find us. This presentation will visit the the variety of different ways we help
students to believe that they can complete and receive a physics teaching
credentials.
Session GA: PER: Problem Solving
Location: Pavilion West
Sponsor: AAPT
Date: Wednesday, July 17
Time: 2:40–4:20 p.m.
Presider: Geraldine Cochran
GA01:
2:40-2:50 p.m. Influence of Visual Cueing and Feedback
on Physics Problem Solving*
Contributed – Amy Rouinfar, Kansas State University, Department of Phys-
ics, 116 Cardwell Hall, Manhattan, KS 66506;
Jeffrey Murray, Adam M. Larson, Lester C. Loschky, N. Sanjay Rebello,
Kansas State University
Research has demonstrated that using visual cues to focus students’ atten-
tion on relevant areas in diagrams and animations can increase compre-
hension and facilitate problem solving. In this study we investigate the
effectiveness of visual cues and correctness feedback in conceptual physics
problems containing a diagram with respect to comprehension and trans-
fer of physics concepts. Students enrolled in an introductory physics course
were individually interviewed. During each interview students worked
through sets of problems containing a diagram. Each problem set con-
