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July 26–30, 2014
Tuesday afternoon
a LIA and check their predictions using the simulation. Then, the tutorial
guides and helps students develop a coherent understanding of the basics
of a LIA. The tutorial development involved interviews with physics faculty
members and graduate students and iteration of many versions of the tuto-
rial with professors and graduate students. The student difficulties and the
development and assessment of the research-based tutorial are discussed.
*
This work is supported by the National Science Foundation.
PST2C29: 5-5:45 p.m. Quantum Interactive Learning Tutorial
(QuILT) on Quantum Key Distribution*
Poster – Seth T. DeVore, University of Pittsburgh, Department of Physics and
Astronomy, Pittsburgh, PA 15260-3583
Chandralekha Singh, University of Pittsburgh
We have been conducting research and developing and assessing a quan-
tum interactive learning tutorial (QuILT) on quantum key distribution to
expose students to contemporary and exciting applications of quantum
mechanics. One protocol used in the QuILT on quantum key distribution
involves generating a shared key over a public channel for encrypting and
decrypting information using single photons with non-orthogonal polar-
ization states and another protocol makes use of entanglement. The QuILT
actively engages students in the learning process and helps them build links
between the formalism and the conceptual aspects of quantum physics
without compromising the technical content. Details of the development
and assessment will be discussed.
*This work is supported by the National Science Foundation
PST2C30: 5:45-6:30 p.m. Learning Introductory Physics via Web-
based Tutorials and Scaffolded Prequizzes*
Poster – Seth T. DeVore, University of Pittsburgh, Department of Physics and
Astronomy, Pittsburgh, PA 15260-3583
Chandralekha Singh, University of Pittsburgh
Web-based tutorials based upon research in teaching and learning of phys-
ics can be a useful self-study tool for increasing exposure to expert-like
problem solving strategies in introductory physics in which the student
population is generally quite diverse. One challenge with web-based self-
study tools is that the level of student participation and engagement with
these tools depends on how disciplined students are and what value they
discern in learning from these tools. We developed both a set of web-based
tutorials and scaffolded pre-quizzes designed to improve introductory
students’ understanding of physics. The scaffolded pre-quizzes mirror the
structure of web-based tutorials developed via research and can be imple-
mented in the classroom where participation from all students is easier to
mandate. We discuss investigation of the effectiveness of the web-based
tutorials and scaffolded pre-quizzes and weigh on the strengths and weak-
nesses of each intervention.
*We thank the National Science Foundation for support.
PST2C31: 5-5:45 p.m. Quantum Interactive Learning Tutorial
(QuILT) on Mach Zehnder Interferometer with Single
Photons*
Poster – Emily M. Marshman, University of Pittsburgh, Department of Phys-
ics and Astronomy, Pittsburgh, PA 15260
Chandralekha Singh, University of Pittsburgh
We are developing and assessing a quantum interactive learning tuto-
rial (QuILT) on Mach Zehnder Interferometry with single photons to
expose students to contemporary applications of quantum mechanics.
The QuILT strives to help students develop the ability to apply quantum
principles in physical situations, explore differences between classical and
quantum ideas, and organize knowledge hierarchically. The QuILT also
helps students learn about delayed choice experiments, first proposed by
John Wheeler. The QuILT adapts visualization tools to help students build
physical intuition about non-intuitive quantum phenomena and focuses
on helping them integrate qualitative and quantitative understanding
and discriminate between concepts that are often confused. Details of the
development and assessment will be discussed.
*This work is supported by the National Science Foundation.
PST2C25: 5-5:45 p.m. Simulating Nanoscale Magnetism as a
Single Domain
Poster – David Sederberg, Purdue University, West Lafayette, IN 47907;
Jeffrey Wozniak, Purdue University
High school and even undergraduate student’s explanations of magnetic
phenomena seldom involve the dynamic alignment of fundamental struc-
tural components, their individual contribution to net forces, reversibility,
and effects of applied fields. These concepts carry special meaning with
respect to the size dependency of ferromagnetic materials at the nanoscale
where, as consequence of ambient thermal energy, materials can exhibit
zero remanence. In an interactive computer simulation of a single domain
ferromagnetic particle, students manipulate three variables: size, applied
field, and temperature. Initial piloting in both middle and high school
settings suggests that the immediate feedback depicting the magnetic mo-
ments of the atoms on the surface of the domain, relative to those compris-
ing the whole, provided a framework with which students could interpret
the effect of each of the variables, individually or in concert on overall
magnetic moment and remanence. Opportunities are sought for additional
field testing of the simulation module.
PST2C26: 5:45-6:30 p.m. Implementing Lecture-Tutorial
Exercises in an Introductory Astronomy Course
Poster – Eric A. Williams, Florida International University, 11200 SW 8th St.,
Miami, FL 33199;
Caroline E. Simpson, Florida International University
We present initial results from a study on the effects of pedagogical
course reform in two sections of an introductory astronomy course for
non-science majors at Florida International University. This reform was
accomplished by implementing publisher-supplied hands-on lecture tutori-
als (LTs), which are short (15-30 minute) workbook activities that are done
in class in small groups. Each LT is designed so that students uncover and
confront common misconceptions about astronomical and physical con-
cepts. The instructor, with the help of undergraduate learning assistants,
acts as a facilitator during each LT exercise. Here we discuss the methods
and challenges of implementation, and the impact on student learning by
comparing exam performance in the LT sections to that in traditionally
taught lecture sections.
PST2C27: 5-5:45 p.m. Improving Students’ Understanding of
Gauss’s Law*
Poster – Chandralekha Singh, University of Pittsburgh, 3941 Ohara St.,
Pittsburgh, PA 15260;
Jing Li, University of Pittsburgh
We discuss the development and assessment of research-based tutorials
on helping students learn about symmetry and Gauss’s law. We discuss the
performance of students on the pre-/post-tests given before and after the
tutorials in several calculus-based introductory physics courses. We also
compare the performance of students who used the tutorials with those
who did not use them. We thank the National Science Foundation for
support.
*We thank the National Science Foundation for support.
PST2C28: 5:45-6:30 p.m. Improving Students’ Understanding of
Lock-In Amplifiers*
Poster – Seth T. DeVore, University of Pittsburgh, Department of Physics
and Astronomy, Pittsburgh, PA 15260-3583;
Alexandre Gauthier, Jeremy Levy, Chandralekha Singh, Department of Phys-
ics and Astronomy, University of Pittsburgh
A lock-in amplifier (LIA) is a versatile instrument frequently used in phys-
ics research. However, many students struggle with the basic operating
principles of a LIA which can lead to a variety of difficulties. To improve
students’ understanding, we have been developing and evaluating a
research-based tutorial that utilizes a computer simulation of a LIA. The
tutorial is based on a field-tested approach in which students realize their
difficulties after predicting the outcome of simulated experiments involving
