95
January 4–7, 2014
Tuesday afternoon
tions. Although still in the development phase, we can report that our
population has a very difficult time applying measurement uncer-
tainty and proportional reasoning, even after instruction designed to
improve those principles.
HA04:
3:30-3:40 p.m. University Students’ Reasoning of
Transients in Electric Current Through a Conductor
Wire
Contributed – Ane Leniz, Department of Applied Physics, University
of the Basque Country, EHU-UPV, Polytechnic University College of
Donostia-San Sebastian, Gipuzkoa, 20018 Spain;
Kristina Zuza, Jenaro Guisasola, University of the Basque Country,
EHU-UPV
Models have been proposed for teaching DC circuits (Chabay & Sher-
wood). Those models aim to encourage students to articulate mac-
roscopic and microscopic levels of description and understand the
physical processes underlying the steady state laws (Kirchhoff laws).
The development and implementation of these teaching models,
which are more detailed and explicit than often made explicit in the
introductory textbooks to electricity, raise new questions about the
structure of students’ reasoning and understanding of transient states
of the electric current. In this paper we present a study of reasoning of
first-year engineering students on transient states of electric current
at a phenomenological level (macroscopic) and at a microscopic level
the mechanisms underlying the flow of electrons.
HA05:
3:40-3:50 p.m. What Do Students Observe and What
Do They Explain About the Zeeman Experiment?
Contributed – Zeynep Eygi, Canakkale Onsekiz Mart University,
Canakkale, 017000 Turkey;
Nilufer Didis, Bulent Ecevit University
Zeeman Effect is one of the important experimental observations to
explain quantization phenomena in atoms. Its correct understanding
by students provides constructing the basic concepts about the inter-
action between an atom and external magnetic field and quantiza-
tion of angular momentum in the atom. In this study, we examined
~40 undergraduate students’ understanding of the Zeeman Effect in
laboratory sessions of the applied modern physics course through
two semesters. Students answered theoretical and conceptual ques-
tions individually and experimental questions with group members.
Students’ artifacts produced before, during, and after the experiment
revealed that students had mainly declarative knowledge and limited
procedural knowledge about the Zeeman Effect. This prevented
(1) students from making sense of experimental observations and
interpretation correctly; and (2) transfer and link of the other physical
concepts such as optics.
HA06:
3:50-4 p.m. Technology Enhanced Teaching
Contributed – Shannon Feineis, Barrington High School, Barrington, IL
60010;
Technology has enhanced how I use videos in my high school physics
classes. I use Paul Hewitt’s video series for introducing new topics to
my students. I also use YouTube to show relevant video clips for dem-
onstrations during my class discussions. My students find video clips
related to class and they post them to my class website. I post Kahn
Academy links to my website for students to use as review or if they
have to miss a class. We use video analysis in class along with Vernier
Logger Pro to take data and make graphs. I post video clips from labs
or demos or from YouTube if students miss lab or demos so they can
watch them at home. Videos have helped enhance my students learn-
ing while keeping them engaged.
Session HB: AP Physics 1&2
Location: Salon 10
Sponsor: AAPT
Date: Tuesday, January 7
Time: 3–3:30 p.m.
Presider: Gay Stewart
HB01:
3-3:10 p.m. Overview of the New Advanced
Placement (AP) Physics 1 and 2 Courses
Contributed – Scott C. Beutlich, Crystal Lake South H.S., Crystal Lake,
IL 60014;
This presentation will give an overview of the new Advanced
Placement (AP) Physics 1 and 2 courses and will guide the audi-
ence through the Curriculum Framework that clearly defines what
students will be expected to know and do by the end of each course.
An overview of the guiding science practices that are now paired with
essential knowledge in physics to produce student learning outcomes
for each course will be provided, along with examples of how these
learning objectives will be used to inform the dramatic changes in test
questions for the new exams—including the emphasis on inquiry-
based exam questions. The most recent released information fromThe
College Board will be shared with the audience.
HB02:
3:10-3:20 p.m. Overview of the New Advanced
Placement (AP) Physics 1 and 2 Courses – Part II
Contributed – Martha Lietz, 2659 Hillside Lane, Evanston, IL 60201-
4933;
Scott Beutlich, Crystal Lake South HS
Part II of this presentation will continue the overview of the new Ad-
vanced Placement (AP) Physics 1 and 2 courses and will guide the au-
dience through the Curriculum Framework that clearly defines what
students will be expected to know and do by the end of each course.
An overview of the guiding science practices that are now paired with
essential knowledge in physics to produce student learning outcomes
for each course will be provided, along with examples of how these
learning objectives will be used to inform the dramatic changes in test
questions for the new exams--including the emphasis on inquiry-
based exam questions. The most recent released information fromThe
College Board will be shared with the audience.
HB03:
3:20-3:30 p.m. Whiteboarding and Multiple Repre-
sentations to Improve Understanding: AP Physics 1
and 2
Contributed – Paul Lulai, College Board, & St Anthony Village Senior
High, New Brighton, MN 55112;
The use of whiteboarding techniques and multiple representations for
physics problems can help deepen students’ conceptual understanding
and help them succeed in AP Physics 1 & 2. The new AP Physics 1
& 2 exams intentionally investigate students’ ability to translate from
one representation to another. This session will look at specific ways
in which both white-boarding and multiple representations can be
implemented in the high school physics classroom to deepen student
understanding and prepare them for the new AP Physics 1 & 2 course
exams.
Session HC: Alternative Grading
Methods/Standards-based Grading
Location: Salon 8
Sponsor: Committee on Physics in High Schools
Co-Sponsor: Committee on Professional Concerns
Date: Tuesday, January 7
Time: 3–4 p.m.
Presider: Jeff Funkhouser
