80
to not only published data but also my own experimental data.
2
1. Block, Patricia JW. “Noise response of cavities of varying dimensions at
subsonic speeds.” (1976).
*Sponsored by Wolfgang Christian
Lecture/Classroom
PST2E01: 8:30-9:15 p.m. Whiteboarding in Conceptual
Physics: Evidence From a First Year Experience*
Poster – Bradley F. Gearhart, Buffalo Public Schools, 830 Union Rd.,
West Seneca, NY 14224;
John Bihr, Buffalo Public Schools
Dan MacIsaac, Buffalo State College
During the 2012-2013 school year, Riverside High School, a per-
sistently low achieving school in the Buffalo Public School District
(Buffalo, NY), launched their first offering of Conceptual Physics to
support the a new Health Science Academy within the school. Two
teachers integrated whiteboarding into three sections of Conceptual
Physics. Despite chronic absenteeism, high levels of initial student
apathy, a preponderance of ESL students, and extraordinarily diverse
student demographics, whiteboards demonstrated profound levels of
student thinking and highly varied interpretations of shared evidence
not typically associated with students in low performing urban
schools. Evidence gathered from student whiteboards demonstrated
cognitive interaction beyond that typically reflected on high stakes
standardized testing for this student population.
*This project was supported by Buffalo State College, and the National Science
Foundation (NSF) funded Interdisciplinary Science and Engineering Partner-
ship (ISEP) MSP project.
PST2E02: 9:15-10 p.m. Teaching Physics Using a Public
Policy Framework
Poster – Jennifer K. Perrella,* Cesar Chavez Public Charter Schools
for Public Policy, 3701 Hayes St. NE, Washington, DC 20019 jennifer.
Incorporating topics of interest to the general public into a physics
course can be a daunting challenge. Yet doing so successfully can
not only increase understanding of physics concepts as they apply in
everyday life, but also can serve as a way to engage students who his-
torically struggle in STEM classes. With the nationwide shift to Com-
mon Core standards and a resulting emphasis on literacy and critical
thinking in all disciplines, public policy issues act as a structure upon
which to build a physics class that incorporates these changes. A
variety of performance tasks centered on policy issues such as helmet
laws, wind turbine designs, and radio frequency identification can be
used to assess student understanding of both the concepts and cal-
culations of a physics course. This approach also aligns with the Next
Generation Science Standards.
*Sponsored by Kim Quire
PST2E03: 8:30-9:15 p.m. The Academic Equity and Ethics
Survey
Poster – Frances Ann Mateycik, Penn State Altoona, 3000 Ivyside Dr.,
Altoona, PA 16601;
As a result of witnessing open disregard to the academic honor code
every semester, I was determined to find out why these few students
felt it was appropriate to cheat on individual assessments. Through
general discussion it was clear that these students never intended on
hiding their actions, but rather, defended their cheating using their
own resolved code of academic conduct. These students felt that it
was their right as learners to provide themselves with the best educa-
tion, and if they were learning something new while discussing an
examination problem, then it was not a dishonorable act. Discussion
with these students were used to draft an “academic equity and ethics”
survey. The survey was presented to my physics students at the start of
every semester, for three consecutive semesters, totaling approximate-
ly 200 students. This poster will present the survey questions posed,
and the trends in answers given on the survey.
PST2E04: 9:15-10 p.m. Problem-solving Strategies and
Tracker to Build Dynamical Models
Poster – Norely Useche-Baron, IED Leonardo Posada Pedraza, Bogota,
00000 Colombia;
Fabian Martinez-Velandia, Gimnasio La Montaña
We use the problem-solving strategies proposed by Knight and others
in their book
College Physics
, to give the tools that students need to
build dynamic models in a video analysis tool, in this case Tracker.
Taking into consideration different situations, we develop a workshop
series that allows the students build the free-diagram body. Through
this diagram, they can build dynamic models that can be used in
Tracker to run a simulation, and compare the latter with a situation
showed in video.
PST2E05: 8:30-9:15 p.m. Responsive Teaching: A
Practitioner’s View
Poster – Sharon G. Fargason,* Fay Elementary School, San Diego, CA
92105;
Responsive teaching offers students the opportunity to learn science
in the spirit of the discipline itself. Students work together to explain,
question, model, test, and evaluate their own ideas, rather than
follow a prescribed set of directions or recipes for experiments. The
curriculum evolves on the basis of the ideas that students bring up,
and the role of the teacher is to recognize, draw out, and build on the
nascent scientific ideas that students offer. Data from my third grade
classroom will highlight what responsive teaching is, how teacher
pedagogy and planning are affected, and the ways that students de-
velop skills and routines that are critical to the discipline of science.
*Sponsor: Amy Robertson
Exhibit Hall Raffles
Sunday and Monday
Kindle
Amazon Gift Card
(Must be present to win)
Grand Ballroom A
Purchase $1 tickets at
Registration!
Monday afternoon
