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Agenda Preview

Posters

• Astronomy Poster

  • • Learning About the Moon: Results from a First-year Pilot Study

    • PST1A01
    • Mon 01/05, 8:00AM - 8:45AM
    • by Doug Lombardi
    • Type: Poster
    • Students often encounter alternative explanations about a phenomenon. However, inconsistent with scientific practice, students may not be critically evaluative when comparing alternatives. Critical evaluation is the process of weighing connections between evidence and explanations, and we have been developing instructional scaffolds, called model-evidence link (MEL) diagrams, to facilitate critical evaluation about Earth and space science topics. MELs were originally developed by researchers at Rutgers University and we have applied their design to new topics. Our poster focuses on one of these, covering a topic related to our Solar System's evolution: the Moon Formation MEL. In it, students critically evaluate evidence toward either a great impact or capture event in creating Earth's Moon. We will discuss the results of a study revealing how the instructional scaffold impacts student understanding about how our Moon came to be. *The material will be based upon work supported by the NSF under Grant No. DRL-131605. Any opinions, findings, conclusions, or recommendations expressed are those of the authors and do not necessarily reflect the NSF's views.

  • • A Detailed Analysis of Emission Lines in Novae

    • PST1A02
    • Mon 01/05, 8:45AM - 9:30AM
    • by Glenda Denicolo
    • Type: Poster
    • Emission lines in the spectrum of novae are often heavily blended, even for low dispersion observations, hindering the study of the individual line behavior. We have modeled the optical emisson line spectra of nova KT Eri with using a chi-square minimization routine. Over 30 emission lines were fitted, whereas many were initially confirmed in high-resolution spectra. We have kept a constant line profile (central peak, and broad component when present) for the transitions of the same ion. The intensity of several lines was linked by transition probabilities, and case B recombination ratios. Hydrogen lines were fitted with blue, central and red gaussian components, whereas most other lines were sufficiently well fitted with single gaussians. [O III] and [Ne III] lines had the same broad profile and were modeled with four gaussians each. We study the time-evolution of several lines from day 30 to 100 after maximum for the nova KT Eri. The relation between the onset of the super-soft X-ray emission and evolution of optical spectral lines is also investigated.

• Labs/Apparatus

  • • Refractive Index of Transparent Substances Using a Home Tool: The Laser Meter

    • PST2C01
    • Mon 01/05, 8:30PM - 9:15PM
    • by Romulo Ochoa
    • Type: Poster
    • Laser distance meters can be purchased at hardware stores or online for under $100. They are commonly used in home improvement projects. Although intended to measure distances, we have adapted them to measure index of refraction of liquids and transparent solids. The laser meter uses the accepted value of the speed of light in vacuum to determine distances based on the phase shift between an internal reference and an outgoing beam that is reflected back to the device. Given that light slows through media, such as water or glass, the laser meter is "tricked" into displaying a longer apparent distance when measuring a length of a transparent material as compared to the same length of air. A simple ratio of the two distances results in the index of refraction of the substance. Measured values for sugar solutions and glasses are in excellent agreement with accepted values for these substances.

  • • "Bullet Time" for K-12 Outreach

    • PST2C05
    • Mon 01/05, 8:30PM - 9:15PM
    • by Larry Engelhardt
    • Type: Poster
    • Our SPS group is building and programming a "bullet time" apparatus for use in outreach activities with local high school students. This is the effect that was made famous in the movie "The Matrix," wherein time freezes while a camera pans around a scene. We are achieving this using programmable "Raspberry Pi" computer boards, as described at Ref. 1. We will discuss what we have done and what we have planned for the future.

  • • PSoC-ing the Laboratory

    • PST2C07
    • Mon 01/05, 8:30PM - 9:15PM
    • by Mark Masters
    • Type: Poster
    • A PSoC is a programmable system on a chip made by Cypress Semiconductor. In particular, we will be describing various uses of the PSoC 4. The PSoC is a 32 bit Arm microcontroller with some analog capabilities. While not as flexible as the PSoC 1, 3 or 5 for mixed signal processing, Cypress has just released the CY8CKIT-049. This is a developer kit for the PSoC 4 that costs only $4 and plugs directly into your USB port for programming. It is very flexible and quite powerful. We present a number of uses we have found for PSoC 4s and for the dev kit as well.

  • • A Low-Cost Arduino-Compatible Instrument for Resonance Studies

    • PST2C02
    • Mon 01/05, 9:15PM - 10:00PM
    • by Jeffrey Groff
    • Type: Poster
    • An Arduino-compatible microcontroller with an on-board timer configured togenerate audio-frequency square waves provides a low-cost alternative to a function generator for driving a speaker for resonance experiments. The hardware and software components of this apparatus are described, and the apparatus is demonstrated by calculating the speed of sound via a study of resonance in an air column. In addition, data from a lab for non-science majors using this system is presented.

  • • Magic Eggs: Magnetism at Any Level of Sophistication

    • PST2C04
    • Mon 01/05, 9:15PM - 10:00PM
    • by Martin Connors
    • Type: Poster
    • The concept of a dipole field is of basic importance in electromagnetism, but poses conceptual difficulties for students, which may in particular underlie the difficulties in teaching about magnetism. "Magic Eggs" are strongly magnetized, cm-scale spheres often sold as toys. At a low level of sophistication, they allow exploration of many aspects of magnetism, including the ideas of attraction and poles. With progressing levels of knowledge of physics, they can help illuminate concepts ranging from the nature of fields in space to the properties of magnetic materials. A uniformly magnetized sphere has the external field of an ideal dipole despite being a macroscopic object. Quantitative measurements that are easily done with inexpensive apparatus allow a link to be made between theory and measurement that is particularly instructive and satisfying.

  • • Strategies for Assessing Student Laboratory Skills within the Physics Program.

    • PST2C06
    • Mon 01/05, 9:15PM - 10:00PM
    • by Steven Sahyun
    • Type: Poster
    • The purpose of this project was to develop an initial assessment program to evaluate student laboratory skills across the physics program at the University of Wisconsin-Whitewater. A UW-Whitewater physics faculty team met in 2014 to develop a method for assessing student proficiency at laboratory skills fundamental to all of our laboratory courses. The overarching theme was that students should be able to set up equipment to Acquire some "signal," Analyze data related to the signal, and Assimilate the results into their understanding by communicating results in a manner consistent with departmental goals. We are calling the evaluation of students' ability for Acquisition, Analysis and Assimilation as our "AAA" activities. This poster will discuss the series of embedded AAA activities and checklist type rubric evaluations for our laboratory courses that were developed to assess student proficiency in these fundamental skills.

  • • Trying to Keep the Intro Lab from Being Mind-numbingly Boring

    • PST2C08
    • Mon 01/05, 9:15PM - 10:00PM
    • by Mark Masters
    • Type: Poster
    • Often times, the introductory laboratories become incredibly tedious for the students and the instructor. Even though we have had very successful laboratories (as measured by student learning), we have felt that the labs do not excite students. Therefore, we wanted to develop a laboratory that would get the students much more engaged in physics and mirror scientific experience. Our hopes were that this would be less boring. This poster will describe our most recent introductory laboratory innovation and some of our measures of success (or failure).

• Lecture/Classroom

  • • Analysis of Classroom Demonstrations: Newton's Cradle and Bouncing Stacked Balls

    • PST2B01
    • Mon 01/05, 8:30PM - 9:15PM
    • by Michael Ottinger
    • Type: Poster
    • Newton's Cradle and Bouncing Stacked Balls are frequently used to demonstrate conservation laws in elastic collisions. However, student and instructor misconceptions lead to misinterpretation of the demonstrations. For example, in Newton's Cradle when two balls are pulled back, released, and allowed to collide with the remaining balls, two balls exit on the opposite end. This is frequently explained as "the only way to conserve both energy and momentum." That is not totally accurate. The same result does not occur when the two initial balls are replaced with a single ball of twice the mass, even though the initial momentum and energy remain the same. This poster provides a quantitative explanation of Newton's Cradle including a demonstration using multiple low-friction carts. A similar analysis is also presented for the Bouncing Stacked Balls demonstration.

  • • Early Investigations Gauging Effects of Classroom Design on Learning Outcomes

    • PST2B03
    • Mon 01/05, 8:30PM - 9:15PM
    • by Eric Mandell
    • Type: Poster
    • As active-learning activities have become more common, institutions have invested in the redesign of many learning spaces, replacing the traditional chalkboards and row upon row of desks with whiteboards, huddleboards, smartboards, and a variety of table and seating arrangements. Introductory college physics classes were used to investigate the effect that the learning space itself might have on course learning outcomes. Some students met for recitation in an older, traditional-style classroom with a blackboard and rows of desks, while others met in a newly constructed active-learning classroom equipped with circular tables, whiteboards, and huddleboards. Both groups performed the same active-learning activities throughout the semester. Here, we measure student performance through coursework, conceptual gains using tests such as the FCI and EMCS, and survey student attitude in an effort to better understand the effect of the learning space on students.

  • • Modernizing Modern Physics

    • PST2B05
    • Mon 01/05, 8:30PM - 9:15PM
    • by Hai Nguyen
    • Type: Poster
    • Modern Physics is a gateway course for physics majors. However, because modern physics concepts were never introduced in K-12 education, students taking modern physics after their first year of introductory physics often have misconceptions and confusions on the fundamental knowledge, practicality and relevancy of relativity and quantum mechanics. To reflect the ever changing nature of "modern" physics in the 21st century and its relevancy, new concepts and applications such as Bose Einstein Condensations, Higgs Bosons, and Satellite Atomic Clocks were introduced into the curriculum. We present learning opportunities, practical challenges, and assessment outcomes of these changes to the modern physics course at the University of Mary Washington.

  • • Using Clickers for Active Learning in Small-to-medium-sized (30-50 students) Classes

    • PST2B07
    • Mon 01/05, 8:30PM - 9:15PM
    • by Naresh Sen
    • Type: Poster
    • Physics education research (PER) shows that student understanding of concepts is enhanced when students are actively engaged in the classroom. In the classroom, student engagement can be facilitated by positing conceptual questions that students discuss in small groups and respond individually using "clickers." A common setting in which clickers are used is large-enrollment courses, typically more than 100 students. However, clickers can be used just as effectively in smaller classes with 30-50 students. This poster discusses the author's use of clickers in introductory physics courses in such small classes. Examples of student response histograms show that even in these classes, clickers can be used effectively to get students engaged and to serve as launching pads for extended discussions when appropriate. Thus, clickers can be effective in classes of almost all sizes that are typical of introductory physics courses at most educational institutions.

  • • Active Engagement Materials for Nuclear and Particle Physics Courses

    • PST2B08
    • Mon 01/05, 8:30PM - 9:15PM
    • by Jeff Loats
    • Type: Poster
    • 20+ years of Physics Education Research has yielded a variety of research-based instructional strategies for use in introductory courses. Putting those techniques to use in upper-division courses presents a time and energy barrier that is daunting to most physics faculty. In this NSF-TUES grant we have developed hundreds of active engagement items for nuclear and particle physics in a handful of categories. These materials are currently being tested and reviewed. We will present examples of these materials, including: a) Conceptual discussion questions for use with Peer Instruction; b) warm-up questions for use with Just in Time Teaching, c) 'Back of the Envelope' estimation questions and small-group case studies that will incorporate use of nuclear and particle databases, as well as d) conceptual exam questions. Visit bit.ly/subatomicgrant to see our materials or get in contact.

  • • Analyzing How Internal and External Factors Affect Student Attention

    • PST2B02
    • Mon 01/05, 9:15PM - 10:00PM
    • by David Rosengrant
    • Type: Poster
    • In this study we investigate the gaze patterns of undergraduate college students attending a lecture-based physical science class to better understand student attention during class with the help of an eye-tracker. These students are elementary education majors and were selected based on the following factors: age, gender and G.P.A. Once the class ended, we were able to analyze other student factors such as location in the classroom, grade earned in the class, how they took their notes and material that the instructor covered at the time. We then placed each student into a group for each factor (those sitting in the front of the room versus those in the back of the room for example) and compared how long they spent on task (looking at board, notes, instructor, discussion partner) in each category with the time spent off task (focusing on other students, other peoples computers, etc.).

  • • Just In Time Teaching in Large Physical Science Classes

    • PST2B04
    • Mon 01/05, 9:15PM - 10:00PM
    • by Jean-Francois Van Huele
    • Type: Poster
    • We illustrate how Just in Time Teaching can enhance the experience of students and instructor in a large General Education Physical Science class, with examples of assignments, instructor feedback, and student feedback on the feedback.

  • • The Physics of Smartphone Sensors

    • PST2B06
    • Mon 01/05, 9:15PM - 10:00PM
    • by Al Adams
    • Type: Poster
    • The principles we teach in physics are embodied in all modern technology, perhaps none so abundantly as in the smartphone. In addition to the basic communication functions requiring radiowave and acoustic transceivers, the smartphone is literally packed full of sensors, most of which measure physical parameters which make possible useful applications. Examples of sensors include acceleration, rotation, magnetic field, light, and even the presence of the human body near the display. Ambient environmental parameters including temperature, atmospheric pressure, and humidity are also being seriously considered for future implementation. This presentation will identify the physics which underpins many of the sensors found in smartphones. It will relate the physics to the physical structure and function of the actual sensors within the phone. It will suggest ways to introduce these sensors into the relevant topics within the introductory and advanced courses of our curriculum, and present several examples of introductory laboratories which help to reveal the physical principles behind smartphone sensors.

  • • Using Narratives to Enhance Critical Thinking Skills in Introductory Classes

    • PST2B09
    • Mon 01/05, 9:15PM - 10:00PM
    • by William Schmidt
    • Type: Poster
    • Studies in the past few decades have shown that traditional methods of problem solving may not be the best approach for developing problem-solving skills and critical thinking in introductory physics courses. To develop critical thinking and communication skills necessary for problem solving, we had students write multiple narratives over the course of the semester, describing in detail how they solve complex real-world problems. The narratives require students to think critically about the problem-solving process and "tell a story" about each problem in their own words. Sophistication of the narratives was compared during the semester to investigate development of critical thinking skills. We administered the CLASS as an epistemological pre- and post- assessment tool to investigate attitudes and approaches to problem solving. Emphasizing the problem-solving story in conjunction with the final answer puts students at a higher level of problem-solving accountability and mastery.

• Other

  • • Identity Development for Undergraduate Female Physics Majors

    • PST2E01
    • Mon 01/05, 8:30PM - 9:15PM
    • by Mary Mills
    • Type: Poster
    • Research has shown that identity formation during college shapes vocational decision-making. In this mixed methods study, we assessed the physics identify formation of 1249 undergraduate female physics students. The results from this study formed a set of characteristics that these undergraduate women believe define a "physicist" and fell into three categories -- skills, attitudes, and experiences. Additionally, three predictors for whether a student would call herself a physicist were identified -- satisfaction with her institution's physics department, belief in her future in physics, and the amount and type of negative feedback she has received from others. This project has led to the need and desire for a deeper examination of these students' identity formation, specifically how a student's experiences in the physics community affects her identity development, how a physics identity plays a role in career choice, and whether developing a physics identity can help retain women in physics.

  • • Dealing with Still More Climate Myths

    • PST2E03
    • Mon 01/05, 8:30PM - 9:15PM
    • by Gordon Aubrecht
    • Type: Poster
    • Many scientists understand that climate change has a sociopolitical aspect, but some scientists are unwilling to address the issue lest they be perceived as political themselves. Nevertheless, when we scientists find climate myths, I think it is our duty as scientists to be willing to debunk them. Posters at Orlando and Minneapolis on this topic were well received. This poster exhibits some more climate myths and contrasts them with the science.

  • • Anomalous Effects in Crookes' Radiometer

    • PST2E05
    • Mon 01/05, 8:30PM - 9:15PM
    • by Timothy Heumier
    • Type: Poster
    • When the vanes of a Crookes' radiometer are subjected to constant illumination (thereby differentially heating the black and white sides of the vanes), they begin to spin, reaching an equilibrium rotation rate. Upon removal of the light source, the vanes coast to a stop, sometimes reversing direction briefly. In contrast, if the vanes are caused to rotate without illumination (e.g., by shaking in a swirling motion), they take longer to coast to a stop from the same initial rotation rate, with no reversal. This suggests that there is a reverse force acting on the vanes after the illumination is removed, and possibly even during the forward motion. We show the experimental configuration and display data illustrating this effect. We also discuss the ongoing attempts to extract the temporal behavior of the thermal forces from the vane position data.

  • • Using the Peer Review to Help Students Understand their Physics Laboratory

    • PST2E07
    • Mon 01/05, 8:30PM - 9:15PM
    • by Mark Masters
    • Type: Poster
    • Students often fail to understand their physics laboratory. This is in part because, like "All the king's horses and all the king's men" the students fail to put together the humpty dumpty of physics involved in their laboratory investigation. When students write a laboratory paper they direct the paper to the Instructor who will fill in all the gaps. This inhibits student sense making of their laboratory investigations. To correct this we created JAUPLI; the Journal of the Advanced Undergraduate Physics Laboratory Investigation. In this journal the students write for peers at other universities, perform peer review on the student manuscripts with complete anonymity. We present our results from our most recent experiences with this process.

  • • Student Response to “Equality Through Awareness” Club at CSM

    • PST2E02
    • Mon 01/05, 9:15PM - 10:00PM
    • by Libby Booton
    • Type: Poster
    • The physics student-run club Equality Through Awareness (ETA) is entering its second year of existence at Colorado School of Mines (CSM). The club aims to promote equality in STEM by spreading awareness about the issues faced by underrepresented groups. One of the club’s three main components is a weekly, student-only discussion group, where students discuss articles they’ve read about various topics related to underrepresented groups in STEM. This poster will describe the topics discussed, and the results from an anonymous survey of students’ reactions to this discussion group.

  • • Interdisciplinary Nanomaterials Research for Undergraduate Students

    • PST2E04
    • Mon 01/05, 9:15PM - 10:00PM
    • by Michelle Chen
    • Type: Poster
    • With this poster I will share my experience involving undergraduate students of all levels on interdisciplinary nanomaterials research at a primarily undergraduate institution. I will present projects on carbon nanotube / graphene synthesis and their interactions with biological cells that were carried out by both lower- and upper-level undergraduate researchers. Collaborations with major research institutions that were instrumental for our research will also be discussed.

  • • Different Faces of Crackpottery

    • PST2E06
    • Mon 01/05, 9:15PM - 10:00PM
    • by Sadri Hassani
    • Type: Poster
    • Traditionally, crackpot science was the prerogative of people whose most advanced scientific knowledge came from watching programs on the Discovery Channel and Nova or reading articles in Reader’s Digest and Popular Mechanics. Recently, however, more and more professionals have been attracted to crackpottery. This poster shows some examples of crackpottery in physics and points out some of its main characteristics. Among the people with tendencies toward crackpot ideas are some well known physicists, whose strange ideas are discussed in the poster.

  • • Clouds From Other Worlds: Example - Titan Methane Cloud Droplet Microphysics.

    • PST2E08
    • Mon 01/05, 9:15PM - 10:00PM
    • by Tersi Arias-Young
    • Type: Poster
    • One of the most interesting aspects of Titan having an atmosphere is the formation of clouds. On Earth, the atmosphere contains significant concentrations of particles – aerosols – of micron and sub-micron size which have an affinity for water and serve as centers for droplet condensation or cloud condensation nuclei. On Titan, the atmosphere contains a large amount of the so called tholins – a photochemical byproduct of nitrogen and methane – which are believed to serve as cloud droplet nuclei. Like for water droplets on Earth, methane droplets on Titan will need to be formed by heterogeneous nucleation for the liquid phase. We approximate a value for the supersaturation needed for pure methane droplets to form and confirm that homogeneous nucleation is most likely not found in Titan’s atmosphere and, we present the microphysics needed for insoluble heterogeneous nucleation – known as Fletcher theory – of methane cloud droplets with tholins as nuclei.

• Physics Education Research

  • • The Item Response Curves of the FMCE and Conceptual Dynamics

    • PST1B01
    • Mon 01/05, 8:00AM - 8:45AM
    • by Michi Ishimoto
    • Type: Poster
    • The item response curve (IRC), a simplistic form of item response theory, was introduced as a way to examine items on the Force Concept Inventory (FCI) (1). The IRC relates the percentage of students at each ability level to each answer choice. This study used the total scores of 1633 students on the Force and Motion Conceptual Evaluation (FMCE) as a proxy for ability level as used on the FCI. A comparison of the IRCs of the pre-instruction test to those of the post-instruction test showed that the total score functioned reasonably as an invariant. The IRCs also showed that some incorrect responses were favored by students with certain ability levels. The results were consistent with the responses indicated in conceptual dynamics by Thornton (2), which identifies a sequence of intermediate states of concept learning.

  • • A Taxonomy of Conceptions about Buoyancy

    • PST1B05
    • Mon 01/05, 8:00AM - 8:45AM
    • by DJ Wagner
    • Type: Poster
    • Numerous studies, dating back at least as far as Piaget, have used buoyancy to probe students' understanding of density. A few studies have instead probed students' understanding of buoyancy in terms of pressure, buoyant force and Archimedes' principle. In this talk, we present an overview of our buoyancy conception taxonomy. Included conceptions were collected both from prior studies involving subjects having a variety of ages, and from our own interviews and assessments given to college students.

  • • Do Sinusoidal Graphs of Pressure Variation in Pipes Mislead Students?

    • PST1B07
    • Mon 01/05, 8:00AM - 8:45AM
    • by Deva O´Neil
    • Type: Poster
    • This study examines whether students are misled by sound wave diagrams that represent pressure variation by a sinusoidal curve inside a pipe. This representation is at odds with the physical reality of sound waves as compression of the medium. After instruction in introductory physics courses about properties of sound waves, students were prompted to identify sound waves as transverse or longitudinal, and to represent the waves pictorially. Exposure to sinusoidal diagrams of pressure variation led a small proportion of students (about 10%) to change their correct answers to responses that were less consistent with the longitudinal nature of sound waves. This effect was observed both in physics majors taking calculus-based physics courses as well as non-majors taking algebra-based physics.

  • • Self-Explanations Influencing Reasoning on Tasks with Feedback or Visual Cues*

    • PST1B09
    • Mon 01/05, 8:00AM - 8:45AM
    • by Elise Agra
    • Type: Poster
    • Research has demonstrated that visual cues and correctness feedback can influence the kinds of cognitive resources that learners activate on conceptual physics tasks. In this study, we investigate the effect of self-explanations in solving conceptual physics tasks containing a diagram. Students enrolled in an introductory mechanics course were individually interviewed. Using the self-explanation method, students worked through four sets of problems containing a diagram. Each problem set contained an initial problem, six isomorphic training problems, a near transfer problem, and a far transfer problem. The students provided verbal responses to the problems. Students in the cued conditions saw visual cues on the training problems, and students in the feedback conditions were told whether their responses were correct or incorrect. We discuss the influence of self-explanations on students' reasoning resources in the training and transfer problems with respect to the cue and feedback conditions.

  • • Complex Relationships From a Trivial Math Test

    • PST1B11
    • Mon 01/05, 8:00AM - 8:45AM
    • by Thomas Foster
    • Type: Poster
    • A two-part math test was given to University Physics students during theirfirst semester of the course. The test had an arithmetic (numbers) portion and an algebraic (symbolic) portion where the solution-steps to the questions on each portion of the test should have been the same (isomorphic). Theoretically, the performance should have been identical on each portion of the test, instead it mattered which test was given first as to how the students would perform. Students given the algebra test first did better on the subsequent arithmetic test. Interpretations surrounding this finding and implication for problem-solving instruction will be discussed.

  • • Innovative Experiments for Large-Enrollment General Physics Course

    • PST1B13
    • Mon 01/05, 8:00AM - 8:45AM
    • by Kasey Wagoner
    • Type: Poster
    • We have developed a series of innovative, inquiry-based labs for our large-enrollment, active-learning, introductory physics course. In our talk we outlined the philosophy behind our predict-experiment-assess labs which connect class content to the students' experiences by experimenting with familiar objects (bicycles, Christmas lights, speakers, etc.). Here we show the subjects, learning goals, and experimental procedures for a representative sample of the 18 novel labs we developed for our two-semester introductory physics sequence. We will provide an excerpt of our lab manual for a direct illustration of our approach. Additionally, we will present the extra materials we have developed to help our teaching assistants effectively implement the new labs (rubric, In-Lab guide, wiki, etc.). Finally, we will present feedback which indicates these labs are a significant enhancement to our introductory physics course.

  • • Investigation of Spin-first Versus Wavefunction Approach in Teaching Quantum Mechanics

    • PST1B15
    • Mon 01/05, 8:00AM - 8:45AM
    • by Homeyra Sadaghiani
    • Type: Poster
    • We are investigating student learning of quantum mechanics in two different contexts. In one approach, postulates of quantum mechanics are introduced in the context of the wavefunction of a particle in potential wells with continuous bases of position probability densities. The second approach uses the context of Stern-Gerlach experiments with discrete spin bases. We have measured student learning of the core concepts in courses using these approaches with common exam questions and Quantum Mechanics Concept Assessment (QMCA). Preliminary data suggest a small but positive impact on students' scores on topics related to quantum mechanical measurement in the classes taught using the discrete bases in the second approach. Preliminary data also suggest that using the discrete bases approach may shift student focus from computation to more sense making by providing concrete experimental evidence and simplifying the mathematical calculation processes. We will discuss the implications of this study for choices of initial context, the order, and emphasis of content being taught.

  • • Student Interactions Within an Online Homework Forum in Introductory Physics

    • PST1B17
    • Mon 01/05, 8:00AM - 8:45AM
    • by Brandon Kawata
    • Type: Poster
    • Student conversations in an online homework forum (Social Homework) for introductory physics were examined to see how students interact in this new type of setting. With the ability to "like" posts and make comments to a discussion (as with Facebook), Social Homework was designed so students in a large lecture hall could participate in small learning groups. Initial analysis of the most liked discussions revealed that most of the posts are related to physics, however, most of these posts were procedural (e.g. Here is the formula we should use) as opposed to conceptual (the net force includes friction). Further research found that most of the contribution within these online discussions came from 1-2 students. Social Homework provides an opportunity for students and instructors to contribute to physics discourse but some modifications may be needed to support a more meaningful learning experience.

  • • Teaching Assistant-Student Interactions in Problem Solving: The Issues Framework

    • PST1B19
    • Mon 01/05, 8:00AM - 8:45AM
    • by Meghan Westlander
    • Type: Poster
    • Graduate Teaching Assistants (GTAs) have the opportunity to promote an interactive environment in their classrooms through their interactions with students. Research on students' ideas and behaviors within and surrounding those interactions is valuable to obtaining a more complete understanding of how GTAs promote an interactive environment. This research is growing but limited. The Issues Framework was developed to address this area by examining how GTA-student interactions are situated in students' processes during physics problem-solving activities. The framework is focused on the procedural moves students make and physics content they express while working through physics problems. The framework is general in nature with a visually friendly design that makes it a useful tool for consolidating complex data and quickly pattern-matching important pieces of a complex process. I introduce the Issues Framework and show some results of the insight it can provide.

  • • Outcomes of an REU Cohort Model in Discipline-based Education Research*

    • PST1B21
    • Mon 01/05, 8:00AM - 8:45AM
    • by Warren Christensen
    • Type: Poster
    • Growing up STEM at North Dakota State University is one of the first REU programs in the nation to focus on discipline-based education research (DBER). The goal of our REU is to foster the retention and recruitment of talented students to graduate programs in DBER. Through 10-weeks of immersive research, students build a cohort of like-minded peers and develop as scholars. Results from our first two years indicate participants were deeply engaged, motivated, and committed to their research while on campus. Several participants are matriculating into graduate programs in DBER and nearly all of our remaining participants plan to continue on to graduate programs in STEM. As the program matures, we seek to increase the diversity of our applicants and aim to track these students as they progress in their graduate careers and beyond.

  • • Tutorial Curricula for Advanced High School Physics

    • PST1B23
    • Mon 01/05, 8:00AM - 8:45AM
    • by Michael Gearen
    • Type: Poster
    • There is a dearth of tutorial materials available for high school physics courses. Mike Gearen, with support from the University of Washington Physics Education Group, has produced two full curricula for AP Physics 1-2, and AP Physics C based exclusively on tutorial instruction. In these courses, students construct knowledge using carefully sequenced series of questions, thought experiments, and problems rooted in research into student learning. This poster will expand on the brief contributed talk by making the complete tutorial curricula available for examination and discussion. Mike Gearen and Steve Kaback will provide more in-depth information on the implementation of these curricula.

  • • Previous Ideas About Electricity in Mexican Preschool Boys

    • PST1B25
    • Mon 01/05, 8:00AM - 8:45AM
    • by Mario Ramirez Diaz
    • Type: Poster
    • We show previous ideas kids have about electricity, its origin and use. Tomake this activity, the teacher was trained in a physics workshop built by doctors in physics. As a result, the workshop was elaborated as an indagation cycle, rubrics and the activity was video recorded to analyze. The result of the implementation of indagation cycle, the boys express their previous ideas answering guiding questions like this: "What do some devices often used in regular life have in common?" "Where do you think electricity came from?," and, "What do you want to know about electricity?" In every case, they expressed their own hypothesis orally, in writing, or in cartoon form. Finally, for an end activity, the teacher did a recount of new words learned and their relationship with the environment.

  • • A Concept Inventory for Momentum, Energy, and Rotational Dynamics: An Examination of Student Reasoning

    • PST1B02
    • Mon 01/05, 8:45AM - 9:30AM
    • by Alex Chediak
    • Type: Poster
    • For over 20 years, David Hestenes' diagnostic, the Force Concept Inventory(FCI), has been used in college physics courses to gauge student understanding of Newtonian concepts. While the FCI has proven invaluable for this purpose, semester-long physics courses generally cover topics that go beyond the scope of the test. In order to broaden coverage, items addressing energy, momentum, and rotational dynamics have been created to fit seamlessly with the FCI. An Item Response Theory (IRT) analysis of initial results, presented at AAPT 2013 in New Orleans, found that the distractors for the new questions were not optimized. In this poster, we will present the concept inventory and an analysis of free response answers we collected in order to better understand student reasoning. From this analysis, better distractors (and possibly revised test items) will be written.

  • • How Do Verbal and Visual Cueing Affect Student Reasoning?

    • PST1B08
    • Mon 01/05, 8:45AM - 9:30AM
    • by Xian Wu
    • Type: Poster
    • Our previous study shows visual cueing and feedback together can help students solve physics problem decently. In this study, instead of giving students feedback, we were interested in seeing how a verbal hint might help students solve a conceptual physics task. Participants solved four sets of conceptual tasks, each of them containing one initial task, six training tasks, one near transfer task, and one far transfer task. They were asked to use a "think aloud" protocol in solving each task and their spoken answers have been analyzed. Our study explored the relationship between the modality of cueing and students' task-solving performance. This study can shed light on creating effective cueing in computer-based instruction. This research is supported in part by the U.S. National Science Foundation under Grants 1138697 and 1348857. Opinions expressed are those of the authors and not necessarily those of the Foundation. Additional author: John Hutson from Kansas State University.

  • • Mapping Student Attitudes and Network Positioning in Introductory Physics

    • PST1B10
    • Mon 01/05, 8:45AM - 9:30AM
    • by Adrienne Traxler
    • Type: Poster
    • Student networks of cooperation and information-sharing in a course form an important but often unmeasured dimension of the learning environment. Physics education researchers have recently begun to explore links between student positions in classroom social networks and various learning outcomes. Here I present a preliminary investigation of the interaction between student attitudes toward physics and their study partner networks in a large introductory physics course. I will investigate the development of the network structure over the semester, and also ask whether students' pre- or post-course attitudes toward science are related to their initial or eventual position in the network.

  • • Comparing Inquiry Labs to Traditional Labs in Introductory College Physics

    • PST1B12
    • Mon 01/05, 8:45AM - 9:30AM
    • by Erin Sutherland
    • Type: Poster
    • This study investigates the impact of replacing "cookbook" labs with Inquiry labs and using predominantly basic equipment instead of the more complicated and expensive equipment normally used in physics I labs. This study involves three Physics I labs taught by the same professor during the summer of 2013. Two of the classes were taught using the standard lab book and equipment. The third class was taught using the reformatted labs to teach the same physics concepts. We theorized that students would understand the physics behind the labs more clearly if they did not have to spend a large portion of the lab learning to use the equipment and getting it to work correctly. We found that students enjoyed the inquiry labs more and looked forward to the next assignment. Furthermore students spent less time getting the equipment to work which resulted in more time learning the physics concepts.

  • • Investigating Students' Epistemological Changes in Physics Experiments

    • PST1B14
    • Mon 01/05, 8:45AM - 9:30AM
    • by Dehui Hu
    • Type: Poster
    • There is a need for tools that assess the growth of students' laboratory skills, attitudes, and expectations across the whole undergraduate curriculum, ranging from introductory labs to research experiences. Building on results from the Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS), we are focusing on students' changes in epistemology across the whole undergraduate curriculum. In summer 2014, we conducted a pilot study to explore students' views about nature of doing physics experiments in lab courses and research. We conducted eight open-ended individual interviews with students enrolled in introductory algebra-based physics courses, calculus-based courses, upper-division physics majors, and graduates students in physics-related disciplines. We identify emergent themes in students' discussions of physics experiments and in the past experiences they use to support their ideas. Results will be used to design refined assessments of students' epistemology and expectations in physics laboratory classes.

  • • Simulating Nanoscale Magnetism in a Single Domain

    • PST1B16
    • Mon 01/05, 8:45AM - 9:30AM
    • by David Sederberg
    • Type: Poster
    • High school and even undergraduate students' explanations of magnetic phenomena seldom involve the dynamic alignment of fundamental structural 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 moments of the atoms on the surface of the domain, relative to those comprising 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.

  • • Synergy Between PhysTEC and LA Program Impacts Learning Outcome

    • PST1B18
    • Mon 01/05, 8:45AM - 9:30AM
    • by Homeyra Sadaghiani
    • Type: Poster
    • The Cal Poly Pomona PhysTEC Program utilizes the Learning Assistant program as a mechanism for recruiting and preparing physics and engineering majors for careers in teaching. The Learning Assistant program does not only provide potential future teachers with early teaching experiences, but the program also promotes interactive engagement among students enrolled in the introductory physics courses. We have used pre-/ post-diagnostic test scores to study the impact of the LA program in the Cal Poly Pomona undergraduate physics program. This poster will report preliminary data on student FCI and CSEM gain as well as the LAs own learning gains on topics for which they were Learning Assistants.

  • • Access to and Awareness of Undergraduate Research Opportunities at a Large Research University

    • PST1B20
    • Mon 01/05, 8:45AM - 9:30AM
    • by Heather Lewandowski
    • Type: Poster
    • The American Physical Society has recently endorsed a statement that "calls upon the nation's four-year colleges and universities and their physics and astronomy departments to provide or facilitate access to research experiences for all undergraduate physics and astronomy majors." The first step in reaching this goal is to understand, from both the student and faculty member perspective, the awareness of research opportunities and the available access to significant research experiences. We present a study of these issues at a large research university where the number of undergraduate physics majors outnumber the number of faculty by over five to one.

• Post-deadline Abstract (Poster)

  • • Is Angular Displacement a Vector Quantity?

    • PST3A01
    • Tue 01/06, 3:30PM - 4:15PM
    • by William Dittrich
    • Type: Poster
    • A fundamental aspect of rotational motion has been found to be false. Thiscasts the entire subjects of rotational kinematics and dynamics into doubt unless the mistake is corrected. The vector nature of angular velocity, acceleration, torque, and angular momentum are then in jeopardy of becoming scalars, which would have disastrous effects on the entire structure of physics. A new vector definition of angular displacement is introduced, preserving the vector nature of all quantities mentioned above. From this new definition, all subsequent rotational kinematic and dynamic equations can be derived, and it improves and completes the symmetry between rotational and linear equations. This new definition of angular displacement is the subject of a submitted paper to The Physics Teacher, and will be described and discussed at this poster session. Co-Author(s): Robert Drosd, Portland Community College; Leonid Minkin, Portland Community College; Alexander S. Shapovalov, Saratov State University (Russia)

  • • Formscanner: Open-source Solution to Processing Bubble Forms

    • PST3A03
    • Tue 01/06, 3:30PM - 4:15PM
    • by Chadwick Young
    • Type: Poster
    • The multiple-choice exam remains a staple for many introductory physics courses. Grading these exams typically involves a scanner enabled with optical mark recognition software. However, these tools are often inflexible and prohibitively expensive. Formscanner is a new open-source software--free and without advertising--created to process multiple-choice "bubble" forms. With just a few simple steps, faculty can scan, interpret, and analyze the results from multiple-choice exams.

  • • International Cosmic Day Experience at Cowley College

    • PST3A05
    • Tue 01/06, 3:30PM - 4:15PM
    • by Martin Shaffer
    • Type: Poster
    • The 3rd Annual International Cosmic Day was held on Oct 8, 2014. This event, sponsored by DESY and Fermilab, invited cosmic ray detector users to collaborate in a worldwide event to conduct an entry-level investigation for students using their cosmic ray detectors. Cowley College in Arkansas City, KS, has participated for the last two years in this event. This poster presentation shows the final products of the investigations done and shared among the participating high schools, two-year colleges, and universities.

  • • Structural Features of Quantum Notations and Representational Fluency

    • PST3A07
    • Tue 01/06, 3:30PM - 4:15PM
    • by Elizabeth Gire
    • Type: Poster
    • Quantum mechanics is rich with different notational systems for representing quantum systems, including Dirac notation, algebraic wavefunction notation, and matrix notation. Mastery in quantum mechanics includes being able to coordinate these notational systems while performing computations. We identify four structural features of these notational systems: individuation, degree of externalization, compactness, and structural support for computation. We discuss how these structural features mediate students' reasoning when representing a particular quantum system and calculating the expectation value of the energy of that system. In particular, the structural features of Dirac notation support student reasoning and translating to other notational systems.

  • • New Physics Teacher Workshops - Southern California

    • PST3A09
    • Tue 01/06, 3:30PM - 4:15PM
    • by James Lincoln
    • Type: Poster
    • SCAAPT has been offering free New Physics Teacher Workshops for the past four years with a very successful turnout and enthusiastic response from participants. Three times annually teachers meet to be trained in hands-on laboratory and lecture-based demonstrations. This poster session introduces the structure and individuals involved in the program that make it a success.

  • • Cheap Audio Tricks: Inexpensive Earbud-based Sound Experiments

    • PST3A11
    • Tue 01/06, 3:30PM - 4:15PM
    • by James Vesenka
    • Type: Poster
    • A suite of economical sound laboratory experiments are described using "earbuds," inexpensive supplies and free software available for pcs or mobile devices. Two interference laboratories (beat frequency and two-speaker interference), two resonance labs and a Doppler shift lab are described. Typical data is provided along with supporting simulations. The resonance labs are inexpensive variations of the classic quarter and half wavelength tuning fork frequencies vests cavity length tube experiments. The half wavelength resonance condition can be easily detected by generating surprisingly loud frequencies through the use of free signal generator apps on a mobile device attached to earbuds. The Doppler Shift experiments detect the frequency shift of the earbud(s) spinning at the end of the cables near the pc's internal microphone. The captured audio signal is analyzed on free spectral analysis software. The slopes of many of the experiments incorporate the unifying theme of the speed of sound in air.

  • • Astrobiology Applications for Physics Classes

    • PST3A15
    • Tue 01/06, 3:30PM - 4:15PM
    • by Mary Ann Kadooka
    • Type: Poster
    • Astrobiology, the search for life in the universe, has been a wonderful way to integrate learning all the sciences. This mystery has fascinated people throughout history. Is physics a part of this search? YES! Physics principles in optics, electromagnetic radiation, mechanics, and thermodynamics form the basis for so many investigations in astrobiology. Astronomers look for Earth-like habitable planets using methods based upon Doppler shift to light transits from telescope images. Physicists study cosmic rays and its behavior through planetary atmospheres so biologists can research its impact on life on other planets. They learn how electromagnetic radiation affects the Earth. Microbial oceanographers study bacteria living beneath the ocean floor in extreme temperatures, both very hot and very cold. Astrobiology national workshops conducted in Hawaii have shown science teachers how to motivate students to learn more physics as necessary background for all the other sciences.

  • • A New Way to Measure Student Engagement

    • PST3A17
    • Tue 01/06, 3:30PM - 4:15PM
    • by Rebecca Lindell
    • Type: Poster
    • We know that engagement is important in any instructional setting; however, engagement in the classroom is often determined by the colloquial statement, “I know it when I see it.” Instruments, such as the Reformed Teaching Observation Protocol (RTOP), focus on in-class observation and are thus limited to what occurs in the classroom. The question now becomes: are there other ways to measure student engagement outside of just observation. One such tool that we believe can be utilized to measure student engagement outside of the classroom is CourseNetworking (The CN), available at http://thecn.com. The CN is an academically focused social media platform with some course management capabilities. Unlike most CMS’s that only transmit information, The CN encourages students to engage with the material and with each other. In this poster, we will give an overview of the software as well as discuss our research on how to measure student engagement.

  • • Engineering Practices in the Physics Classroom

    • PST3A19
    • Tue 01/06, 3:30PM - 4:15PM
    • by Kathleen Agnostak
    • Type: Poster
    • For our poster, we would like to address the idea of incorporating engineering into the physics classroom. The new common core standards have introduced the new standard of engineering design practices however, it can be difficult to incorporate these practices into the existing curriculum and how should the students be introduced to these ideas. We plan to propose some different engineering design projects that can be used in the classroom to teach physics concepts. Additionally, we will present an engineering design process that can be given to the students as a guide. This process is like the scientific method, but for engineering. It will be a guide for the students to use when engaging in engineering tasks.

  • • Physics Demonstration Seminar for Graduate Students

    • PST3A21`
    • Tue 01/06, 3:30PM - 4:15PM
    • by Marcelo Saba
    • Type: Poster
    • Monthly seminars on physics are presented for graduate students on varioustopics of classical physics (electricity, optics, thermodynamics, acoustics and mechanics) and modern physics. This seminar series has had a good attendance from graduate students and researchers from different areas of the Brazilian National Institute for Space Research - INPE. In each seminar physics demonstrations related to topics that are under research at INPE and some related scientific curiosities are presented. The idea is to show the physics behind topics that are being studied by graduated students of the institute. It is therefore an opportunity to see the physical phenomena as they appear in nature and not only in theory or in mathematical equations. Some graduate students have a very little background on practical physics and sometimes have never seen an elementary demonstration. Therefore the demonstrations are focused on basic concepts that can be learned through a few demonstrations. Most of their learning was based on theoretical classes or just what is found in textbooks. Most have never had the opportunity (in high school or college) to visualize the formation of the rainbow, electrical discharges in gases or see different materials immersed in liquid nitrogen. In this presentation the content and style used in these seminars to grasp the attention of the attendants will be presented.

  • • Assessing Student Understanding of Measurement Uncertainty in Introductory Lab Classes

    • PST3A23
    • Tue 01/06, 3:30PM - 4:15PM
    • by Ian Schanning
    • Type: Poster
    • A simplified statistical approach for non-major lab classes is presented that still contains some important ideas from more rigorous statistics: data as a range with uncertainty, comparisons of different data sets, and propagation of uncertainties. Students were taught the techniques as a part of their physics lab classes and used them in written lab data analysis. Student understanding (pre- and post-instruction) of uncertainty is assessed via a survey containing estimation and comparison problems, including a short answer section. Student responses and self-reported justifications for them are categorized on a point vs spread basis.

  • • DALITE: Asynchronous Online Peer Instruction

    • PST3A25
    • Tue 01/06, 3:30PM - 4:15PM
    • by Nathaniel Lasry
    • Type: Poster
    • Approaches such as Peer Instruction (PI) have resulted in improved conceptual understanding. PI engages students in discussion at the conceptual level and focuses their attention on explanation and reflection. The Distributed Active Learning and Interactive Technology Environment (DALITE) is a virtual learning environment, conceived from principles of PI. We report on this design experiment and the ongoing efforts to improve DALITE’s functionality for instructors as well as its impact on student’s conceptual learning.

  • • Investigating Student Responses to the Grading by Category Assessment Method

    • PST3A27
    • Tue 01/06, 3:30PM - 4:15PM
    • by Annie Chase
    • Type: Poster
    • Instructors who teach large courses have difficulty providing assessment feedback for students when using free-response questions because they take more time to grade than multiple-choice questions. Studies show that assessment feedback provided by the instructor is important for student learning. Instructor feedback helps students become better self-regulators (i.e., students who have the ability to create an effective learning environment for themselves). Students who have high levels of self-regulation perform better than students who do not self-regulate. However, little is known about how assessment feedback affects student academic performance. This research examines student performance on assessments and how self-regulation correlates with achievement on those assessments. We analyze student responses to instructor feedback and identify differences in student perceptions and achievement on assessments that occur between two feedback methods used in two introductory college-level physics courses. This method of individualized feedback may help instructors support students’ self-regulation practices.

  • • Bouncing Ball Lab Introduces Models and Foreshadow Future Physics Concepts

    • PST3A02
    • Tue 01/06, 4:15PM - 5:00PM
    • by Lee Trampleasure
    • Type: Poster
    • In my high school physics classes (both AP and college prep), I begin witha lab that challenges students to determine how high a ball will bounce if dropped from 1.5 meters, but they only have the ball and one meter stick. We develop procedures as a class, then they collect data, analyze it, and make their prediction. After testing their prediction, they all get greater than 90% accuracy, showing that physics experiments can work! But then they are asked to calculate how high the ball will bounce if dropped from 5 meters, and we test this from the second floor next to a stairway. Their accuracy tends to correlate to the density of the ball. This leads to questions, which foreshadow terminal velocity, air resistance, and energy concepts. When we address these topics in the future, we always return to the ball lab. My curriculum follows the Modeling Instruction pedagogy.

  • • Exercises for Connecting Math Methods Topics to Physical Problems

    • PST3A04
    • Tue 01/06, 4:15PM - 5:00PM
    • by Gary Felder
    • Type: Poster
    • Many physics curricula include a "math methods" course, a brief introduction to a variety of math topics that students will use in later courses. Under the auspices of an NSF grant, we have developed a set of "motivational exercises" connecting each mathematical topic to the physical topics where it is applied. For example, Taylor series are introduced with an exercise (for homework or in class) in which students write down the equation of motion for an atom in a crystal and recognize that they can't solve it. Then they are handed a linear approximation for the acceleration, plug in some numbers to verify that this new formula approximates the true acceleration well, and easily solve the resulting equation. At the end of the exercise they are told that in this chapter they will learn how to derive the approximation they just used.

  • • Introductory Physics Workshops Enhance Student's Performance in Electricity and Magnetism

    • PST3A06
    • Tue 01/06, 4:15PM - 5:00PM
    • by Adam Pullen
    • Type: Poster
    • In the US, it is a common occurrence to teach introductory physics in a traditional format. We study the effects of one-hour optional workshops, which were offered outside the class, at the University of West Georgia. The workshops employed inquiry-based learning techniques that align with the lecture classes. Data, compiled since the workshops began in 2010, included D, F, and withdrawal (DFW) rates. Breakdowns of the letter grades were compared with and without workshops; the comparison-included pre-/post-tests scores on a conceptual survey in electricity and magnetism. The results showed that the DFW rate has fallen by 7% when compared to 10 years of institutional data without offering workshops. The pre-/post-tests results show that the workshops enhanced the students' understanding of related topics, and the process involved in the workshops increased the students' problem solving ability. The authors acknowledge the financial support from UWise (UWG Institutional STEM Excellence Initiative).

  • • Demonstrating Phase with Binaural Hearing from Stereo Speakers

    • PST3A08
    • Tue 01/06, 4:15PM - 5:00PM
    • by James McLean
    • Type: Poster
    • A relatively simple electronic circuit duplicates an audio signal shited by a variable phase difference. When these two signals are delivered to a pair of stereo speakers, the apparent sound source position can be manipulated. When teaching about waves, phase is often an abstract and difficult subject for students. This is partly because there are many situations in which phase is irrelevant; waves carry information and energy without reference to phase. Binaural hearing offers a case where phase matters. For frequencies below approximately 1000 Hz (that is, wavelengths longer than the width of a human head), directional hearing is primarily based on the phase difference (or time delay) between the sound reaching the two ears. Classroom demonstration of the effect offers an interesting, concrete phenomenon with which to motivate discussion of phase differences. Deeper investigation can illustrate limitations on stereo imaging based on interference patterns.

  • • Drop Tower Physics

    • PST3A10
    • Tue 01/06, 4:15PM - 5:00PM
    • by William Dittrich
    • Type: Poster
    • A drop tower is a way to produce micro gravity for a short period of time by dropping a box and air shield for a distance of 100 m or more. The Dryden Drop Tower on the campus of Portland State University allows a micro gravity environment for 2.1 seconds. Drop Tower Physics is a discussion of how basic physics demonstrations like a pendulum, floating cork, mass spring oscillator, gyroscope and conical pendulum would behave if gravity suddenly went to zero. The resulting discussion is exciting and challenging to students in introductory physics courses, especially calculus physics. This is from an article published in The Physics Teacher in October 2014. What would a stack of coins do when dropped? The provided experimental videos might surprise you!

  • • Scientific Reasoning Skills in Physical Science Course for Non-Majors

    • PST3A12
    • Tue 01/06, 4:15PM - 5:00PM
    • by Teresa Burns
    • Type: Poster
    • In this poster, we will describe a semester-long study of the effect of incorporating explicit scientific reasoning training in a science course for non-majors. PHYS 103 is a physical science course for non-science majors that can be used to satisfy general education requirements and is a physical science choice for elementary education majors. For both of these populations, improvement in scientific reasoning is a desirable learning outcome. In this study, students are trained to construct scientific arguments using If-And-Then statements. Student performance on the Lawson Classroom Test of Scientific Reasoning is measured pre- and post-instruction, and compared to a section that received no formal reasoning instruction. Results will be presented and discussed.

  • • Developing New STEM Outreach with the Alpha Magnetic Spectrometer (AMS-02)

    • PST3A14
    • Tue 01/06, 4:15PM - 5:00PM
    • by Kathryn Whitman
    • Type: Poster
    • The Alpha Magnetic Spectrometer (AMS-02) is a state-of-the-art particle detector that was installed onboard the International Space Station on May 19, 2011. With the formation of a new AMS-02 group in the University of Hawaii at Manoa Department of Physics and Astronomy, we have begun to design workshops based on this exciting instrument. AMS-02 can be used as a focal point to explore technology, particle physics, astrophysics, heliophysics, electricity and magnetism, and more, lending itself to STEM EPO in many ways. AMS-02’s primary science goals are on the forefront of particle physics and astrophysics and its design is a prime example of cutting- edge spaceborne technology. In this poster, we will detail science topics that can be explored with AMS-02 and present example curricula for student/teacher workshops.

  • • A Decade of ALI'I: Bringing Astrobiology into Science Classrooms

    • PST3A16
    • Tue 01/06, 4:15PM - 5:00PM
    • by Michael Nassir
    • Type: Poster
    • The young, interdisciplinary field of astrobiology — the intersection of astronomy, geology, chemistry, and biology, with special focus on origins — draws upon students’ natural curiosity about the possibility of extraterrestrial life, and provides an exciting supplement to almost any science curriculum. Every summer from 2004 to 2013, the ALI'I (Astrobiology Laboratory Institute for Instructors) workshop, sponsored by the University of Hawaii’s NASA Astrobiology Institute, introduced 15 secondary science teachers to astrobiology and ways to incorporate it into their classrooms. Professional development included daily lectures on current research by active UH scientists; field trips and lab tours; review of relevant background scientific concepts; demonstrations of hands-on activities and educational tools; and development of new astrobiology units tailored to participants’ own classrooms. Participants were encouraged to return multiple years to become master teachers and lead their own ALI'I sessions, and to form a lasting network for sharing new activities and best practices.

  • • Lightning Physics from High-speed Video Observations

    • PST3A20
    • Tue 01/06, 4:15PM - 5:00PM
    • by Marcelo Saba
    • Type: Poster
    • Most of what is known about the structure and time evolution of lightning was determined by high-speed photography. The first measurements were obtained using a two-lens streak camera, named Boys camera, after its inventor, in the beginning of the 20th century. In a streak camera a relative movement between the lens and the film is used to record the phases of a lightning discharge. Currently, robust and portable high-speed video cameras offer a wide range of frame rate and exposure options ranging from 1000 to over 300,000 images per second. With higher temporal resolution, processes that occur during a lightning flash can be visualized with detail. This work will show recent findings on negative cloud-to-ground lightning flashes, positive flashes, upward and bipolar lightning flashes.

  • • Calibrating Objective Scales for Knowledge Measurement

    • PST3A24
    • Tue 01/06, 4:15PM - 5:00PM
    • by Emanuela Ene
    • Type: Poster
    • An objective linear item-scale ranks a person's ability to operate with knowledge from a specific domain. The metric on the objective scale can be calibrated on a small sample. The scale may be used to compare learning gain across universities. The diagnose matrix may be utilized by instructors for choosing an optimal teaching approach and by students for remediation.

  • • Examining the Impact of Assessment Format on Student Problem Solving

    • PST3A26
    • Tue 01/06, 4:15PM - 5:00PM
    • by Andrew Reid
    • Type: Poster
    • Previous studies have determined that student performance on assessment measures in physics is dependent on the format of the question. Less is known, however, about the cognitive approaches students use to solve problems across different formats. In order to give educators better insight into how assessment format influences cognitive strategies chosen by students, a qualitative analysis of student problem-solving behavior is necessary. We interviewed students while solving problems in three formats: multiple-choice, free-response, and verbally stated. We present evidence suggesting that multiple-choice format encourages students to check each answer for correctness, but may unintentionally guide their reasoning process. The free-response format requires that students come up with their own answer, but does not necessarily encourage students to show their reasoning. In the verbal format, instructors get an opportunity to freely probe student thinking. We will discuss our findings in the context of differing student learning goals and outcomes.

  • • Using the Student Participation Observation Tool for Faculty Professional Development

    • PST3A28
    • Tue 01/06, 4:15PM - 5:00PM
    • by Cassandra Paul
    • Type: Poster
    • While educational research overwhelmingly indicates that interactive instructional techniques are superior to lecture for fostering student learning, the vast majority of higher education STEM courses are taught using a traditional lecture format. The Student Participation Observation (SPOT) tool was built to serve as a faculty professional development intervention with the purpose of catalyzing reform. SPOT is a computerized observation protocol that allows an observer to categorize and collect student actions in real-time. SPOT is: 1) Low inference (for users without formal training) 2) Illustrative (output includes color-coded plots) 3) connected to STEM best practices (i.e., student-centered, active). Use of the SPOT was implemented as a part of a professional development workshop series for STEM faculty, to determine how the tool impacted faculty reflection on teaching practice. Audio and video recordings of workshop meeting dicussions as well as pre- and post-workshop surveys are analyzed and preliminary results are discussed.

• Pre-college/Informal and Outreach

  • • Chespirito's Characters Helping to Physics Learning

    • PST2A01
    • Mon 01/05, 8:30PM - 9:15PM
    • by Mario Ramirez Diaz
    • Type: Poster
    • In Latin America, especially in Mexico since the '70s, the kids have fun with the characters created by Chespirito. An anti-hero like "Chapulin Colorado" or the adventures of a little boy "El Chavo del 8" provides fun for several generations. On the other hand, it is common in the last years to use superheroes or action movie characters to try to teach science, however these kind of personages have no relationship with the Latin America region. In this work we want to show the use of Chespirito's characters to present some themes of physics, for example waves and sound with the "Chicharra paralizadora" of Chapulin Colorado or equilibrium with the plays of Chavo del 8. The objective is showing to the kids some phenomena in a friendly form like a first step to introduce them to the physics themes.

  • • IYPT and USIYPT-- Physics Contests for High School Students

    • PST2A02
    • Mon 01/05, 9:15PM - 10:00PM
    • by Donald Franklin
    • Type: Poster
    • The International Young Physicists Tournament will be held June 27-July 3 in Nakhon Ratchasima, Thailand. One team can represent a country. I would like to see the U.S. develop a contest to select a team to compete each year. The USIYPT will be held at Woodberry Forest School, Woodberry Forest, VA. The dates are Jan. 30-31, 2015. This contest was designed for U.S. schools, but International school can also attend. Check both websites for more information on questions and information.

• SPS Undergraduate Research and Outreach Poster Session

  • • Fabrication of Nanofilm Capacitor for Use in a Portable EKG

    • SPS01
    • Sat 01/03, 8:00PM - 10:00PM
    • by Amiras Simeonides
    • Type: Poster
    • Methods of fabricating a thin, flexible EKG lead that can be integrated into clothing are investigated. Physical vapor deposition is used to add a thin gold film to a PDMS-coated silicon chip; the fabrication process is refined to create a surface that is sensitive to electric fields caused by cardiac myocytes.

  • • Multi-component Chalcogenide Gradient Index Materials Research

    • SPS02
    • Sat 01/03, 8:00PM - 10:00PM
    • by Stephanie Pettit
    • Type: Poster
    • Aberrations in lenses obscure images, and correcting these aberrations canbe costly and difficult. To work toward a new way to correct aberrations, refractive indices of optical lenses were studied. Using fused silica and silicon wafers with films made of several compositions of Ge2Se3-As2Se3-PbSe (GAPSe), experiments were done to study the effect of the optical properties of these materials when heated. To heat the samples, a rapid thermal annealer (RTA was used at various temperatures. Indices of refraction were measured with an ellipsometer for every sample. Results showed an increase in the sample's refractive index as the annealing temperature increased. These results were verified using TEM images, which showed crystal growth in the samples.

  • • Physics in Non-Inertial Reference Frames

    • SPS03
    • Sat 01/03, 8:00PM - 10:00PM
    • by Hallie Stidham
    • Type: Poster
    • This project focused on creating classroom-friendly videos of motion in non-inertial reference frames where fictitious forces are required in order to apply Newton's laws. To explore motion in a linearly accelerating frame, we attached a camera to a fan cart which accelerated down a track, and we recorded video of a neighboring fan cart accelerating down a parallel track at a lower rate. To explore motion in a rotating frame, we attached a camera to a rotating turntable and rolled a steel ball across the turntable. We collected data on the ball's motion from one video camera in the rotating reference frame and from a second camera in the lab frame. We analyzed the videos from each experiment using the video analysis software Tracker to determine mathematical models for each force. We created simulations of the motion in each frame in VPython.

  • • Using Integral Transforms to Evaluate Sums in Statistical and Quantum Mechanics

    • SPS04
    • Sat 01/03, 8:00PM - 10:00PM
    • by John Vastola
    • Type: Poster
    • Evaluating sums analytically is a problem that is easy to pose and to giveapproximate solutions to, but is difficult to exactly solve in general. A method is proposed of evaluating sums using integral transforms that can reproduce many results obtained using other techniques. In particular, representing polynomials as Laplace transform gives some nontrivial exact results. Some applications of the method are demonstrated, and extensions of the method using integral representations of frequently appearing functions are suggested. One useful representation of the gamma function is supplied, and used to provide both well-known and more obscure results. Interestingly, the application of this integral representation to evaluating sums suggests the introduction of a novel integral transform, which itself can be used to evaluate sums. Some physical problems involving the partition functions of statistical mechanics, and some infinite sums appearing in quantum mechanics, are considered.

  • • PTRA: The Next Generation

    • SPS05
    • Sat 01/03, 8:00PM - 10:00PM
    • by Caleb Heath
    • Type: Poster
    • The Physics Teaching Resource Agent Program (PTRA) is an AAPT initiative "to improve the teaching and learning of physics topics in pre-collegiate education for all teachers and students in the United States." The teacher-leaders of the PTRA accomplish this goal by developing and running workshops for other K-12 educators. These workshops particularly benefit elementary and middle school teachers and help them bring physics into their classrooms. The PTRA is well-suited to supply the increased demand for professional development in physics and engineering teaching necessitated by the Next Generation Science Standards. To make the most of this opportunity, the PTRA will need to continue to innovate its workshops. I will showcase current efforts by the program to incorporate links to the NGSS and to develop new engineering/design activities. I will also present proposals for new types of workshops aligned to these purposes.

  • • VPython Modeling to Design Artificial Cilia Platform Magnetics

    • SPS06
    • Sat 01/03, 8:00PM - 10:00PM
    • by Jacob Brooks
    • Type: Poster
    • Cilia are a biological structure found in a variety of locations in the human body, including the brain, lungs, and kidneys. These cilia oscillate in a metachronal pattern, which causes a traveling wave to propagate through the cilia, moving fluids throughout the body. Improper cilia movement and function can seriously impair health and contribute to a variety of ciliopathies, including primary ciliary dyskinesia (PCD) and nephronophthisis (which causes kidney failure). Additionally, cilia malfunction can affect embryonic development and left-right asymmetry determination in humans. As cilia drive fluids to one side continuously, they initiate asymmetrical development. Both synchronous and metachronal wave patterns in cilia result in fluid flow, and to increase our understanding of the effect of the metachronal wave patterns in cilia result in fluid flow, we are utilizing both a computer simulation and biomimetic cilia system. We hope to investigate cilia beat amplitude and frequency with an array of artificial cilia, where each cilium is a polymer rod with its upper portion surrounded by a magnetic tube. These cilia respond to the magnetic field from a permanent magnet moving above them. To construct a magnetic setup that results in metachronal waves arising in the cilia array, we developed a VPython computer program that simulates changing magnetic fields and in turn, cilia movement in response. The program assumes artificial cilia align with the magnetic field, allowing us to explore a variety of magnet configurations to understand beat patterns before exploring the artificial system experimentally. The program outputs the tilt angle for each cilium, magnet position, and net magnetic field at each cilium location, as well as a 3-D visual model of the system. This output is used to inform our experiment, and results of the simulation and progress in the experimental investigation will both be discussed.

  • • Optical Detection Device for Boltzmann Factor Demonstration with Bouncing Balls

    • SPS07
    • Sat 01/03, 8:00PM - 10:00PM
    • by Seong Joon Cho
    • Type: Poster
    • Bouncing balls contained in a rigid box is an ideal apparatus to demonstrate and visualize the exponential form of the Boltzmann factor. It is relatively simple to make and one can easily observe with his/her naked eye that smaller number of balls are at higher vertical position. However, it is not easy to record the exact number and show the exponential dependence as the balls are constantly moving very fast. We present an optical detection device to count the total number of balls passing through a horizontal line in a given time. The device consists of arrays of LEDs and photodiodes, and an electronic counter circuit. The circuit is carefully tuned that it does not miss any event. The apparatus uses only basic electronic components easily obtainable at an electronic shop and can be made by undergraduate students with a basic knowledge of electronics.

  • • Nonlinear Ion Trap Dynamics in an Undergraduate Laboratory

    • SPS08
    • Sat 01/03, 8:00PM - 10:00PM
    • by Robert Clark
    • Type: Poster
    • The surface-electrode multipole ion trap is a new type of rf (Paul) trap that creates a highly nonlinear trapping potential near the electric field null. Here, we present details of the design and characterization of such a trap. In particular, we measure upconversion of the oscillation frequency of a single confined charged particle. These experiments point to a new line of research in atomic ion trapping, as well as a relatively straightforward way to combine the subjects of charged particle optics and nonlinear dynamics in an undergraduate laboratory.

  • • Experimental Demonstration of the Boltzmann Factor for Undergraduate Laboratory

    • SPS09
    • Sat 01/03, 8:00PM - 10:00PM
    • by Jeong Seok Lee
    • Type: Poster
    • The Boltzmann factor is the basic quantity in statistical and thermodynamic physics. It can be used to understand both classical and quantum mechanical behavior of all systems exchanging energy with their environment. However, the mathematical derivation of the exponential form is not easy and the experimental demonstration is rarely done, even though the Boltzmann factor is a fundamental concept in physics. We present an experiment for the undergraduate laboratory to demonstrate directly and visualize the Boltzmann distribution. Easily available equipment such as plastic balls (BBs), a home audio, an acrylic glass container, and off-the-shelf electronic components are used. Plastic balls inside a container are excited by an audio speaker and the number of balls bouncing and crossing each height are measured with array of LEDs, photodiodes, and digital counters. The result shows excellent agreement with the theoretical calculation with Boltzmann factor.

  • • Magnetic Drag in a Friction Laboratory

    • SPS10
    • Sat 01/03, 8:00PM - 10:00PM
    • by Benjamin Catching
    • Type: Poster
    • Dry frictional forces are commonly investigated in introductory mechanics courses. We propose here an enrichment of such laboratories by measuring the "frictional" drag produced on a magnet sliding down an inclined aluminum ramp. This drag is quite distinct from that produced by the usual type of dry sliding friction. Rather than being characterized by coefficients of kinetic and static friction, we find the drag force to be proportional to the velocity of the magnet. The qualitative differences between dry and magnetic drag opens opportunities for discussion of the deeper conceptual issues, such as: what makes a force a frictional force.

• Teacher Training/Enhancement

  • • A Table of Specifications for a Physics Teaching PCK Instrument

    • PST2D01
    • Mon 01/05, 8:30PM - 9:15PM
    • by Alyssa Pauli
    • Type: Poster
    • As part of my graduate project in physics education, I am conducting a literature review and survey preparing a Table of Specifications for a possible instrument that could eventually assess the Pedagogical Content Knowledge (PCK) of HS physics teachers. This instrument might inform physics teacher candidate preparation or physics teacher professional development. For example, most introductory HS physics content includes significant mechanics, kinematics, some electrostatics, circuits, waves, sound and optics, so new teachers should know something about common student conceptual difficulties associated with these topics (like Aristotelian physics, confuting position, velocity and acceleration; graph reading, centripetal acceleration direction) as well as touchstone pedagogical measurements and activities (FCI and FMCE; developing kinematics equations from the motion of battery operated toys) and something of research-based introductory curricula. As part of my presentation I am seeking feedback and nominations of possible physics PCK topics for HS teachers (or specifications or even possible items).

  • • Action Research and Design-based Research for Physics Teacher Preparation: A Literature Review

    • PST2D03
    • Mon 01/05, 8:30PM - 9:15PM
    • by Joseph Heimburger
    • Type: Poster
    • We describe a literature review of Design Based Research and Action Research used for the preparation and development of physics teachers. AR projects have been widely used in the US for teacher development, notably by physics teachers enrolled at Arizona State University. This review was prepared to inform and guide an initiative creating a Transatlantic Design Based Research / Action Research Network for physics teacher preparation in German and U.S. schools. Authors will undertake DBR/AR projects with German physics teaching students during spring of 2015.

  • • Lessons From an Integrated Engineering and Physics Summer Course for K-12 Teachers

    • PST2D05
    • Mon 01/05, 8:30PM - 9:15PM
    • by Dan MacIsaac
    • Type: Poster
    • Since 2012 we have been developing and offering summer workshop courses integrating physics and engineering content following NGSS guidelines for K-12 teachers from a struggling LEA as part of an NSF-funded Math Science Partnership called ISEP (Integrated Science and Engineering Partnership). We describe the curriculum evolution to date, demographics of enrolled teachers and teachers aides, participant work samples and pre-post evaluation of participant efficacy and content knowledge. Comparisons to other teacher and education professional populations will also be presented, together with interpretations and lessons learned.

  • • Physics by Inquiry Programs for Grades K-5 and 5-12 Teachers*

    • PST2D09
    • Mon 01/05, 8:30PM - 9:15PM
    • by Robert Endorf
    • Type: Poster
    • We describe and evaluate the effectiveness of the Physical Science by Inquiry professional development programs that we have been conducting at the University of Cincinnati for teachers in grades K-5 and grades 5-12 every year since 1996. Separate graduate courses in Physics by Inquiry are offered each summer for teachers in grades 5-12 and for teachers in grades K-5 with follow-up academic-year seminars. The courses use modules from Physics by Inquiry1 developed by Lillian McDermott and the Physics Education Group at the University of Washington. Data will be presented from pretests and posttests taken by the participants that illustrate large gains in the teachers' science content knowledge, science process skills, and confidence in being able to prepare and teach inquiry-based science lessons.

  • • The OK PhysTEC Collaborative*

    • PST2D11
    • Mon 01/05, 8:30PM - 9:15PM
    • by Steven Maier
    • Type: Poster
    • The OK PhysTEC Collaborative is a statewide effort to recruit HS and undergraduate students into HS physics certification programs among Oklahoma institutions. Efforts to achieve the goals of the program include a statewide marketing campaign, shared colloquia speakers, travel to high schools, support for HS teachers/advisors and higher education program collaborations. Currently, members of the collaborative include NWOSU, ECU, OSU and SWOSU. Funding for the program began in the fall of 2014. We will share our progress to date and welcome ideas for the future.

  • • Developing PCK in Physics Teachers: Collaboration Between Scientist and Educator

    • PST2D02
    • Mon 01/05, 9:15PM - 10:00PM
    • by William Stoll
    • Type: Poster
    • Effective pedagogical content knowledge (PCK) integrating the expertise ofphysics content knowledge with pedagogical methods is a challenge in pre-service science teacher preparation. A unique physics class designed to develop pre-service teachers' PCK focused on facilitating deep conceptual understanding in high-school physics students is the focus of this presentation. The course collaboratively developed and co-taught by physics and science education faculty integrated physics content with a conceptual change pedagogy in a modeled environment. In addition, the course was designed around providing students a practical teaching component -- leading mini-lessons in a SCALE-UP undergraduate physics class. First year results show the teacher candidates exhibiting a growing awareness of the important role students' ideas play in the teaching and learning of physics; an increase in both their physics conceptual knowledge and their confidence in understanding of physics; but limited confidence in applying teaching for conceptual change.

  • • Physics and the Berkeley Engineering Research Experiences for Teachers (BERET)

    • PST2D04
    • Mon 01/05, 9:15PM - 10:00PM
    • by Benedikt Harrer
    • Type: Poster
    • With the widespread adoption of the Next Generation Science Standards, engineering has moved into the center of K-12 science instruction. However, many science teachers are not well prepared to take on the challenge of engaging their students in authentic engineering practices. The Berkeley Engineering Research Experiences for Teachers (BERET) program provides pre- and in-service teachers with summer research fellowships and guides them to develop and teach lessons that connect engineering research to K-12 science and mathematics curricula in the classroom. We present the experiences of pre- and in-service physics teacher pairs in their respective research laboratory placements.

  • • PET, PSET and LPS Will Become NextGenPET

    • PST2D06
    • Mon 01/05, 9:15PM - 10:00PM
    • by Fred Goldberg
    • Type: Poster
    • For instructors who have taught using PET*, PSET* or LPS*, or for those who have not, this poster provides information about a new set of robust and flexible curriculum materials that build on the previous curricula, and are more explicitly aligned with the science and engineering practices and physical science core ideas of the Next Generation Science Standards. The Next Generation PET curricula consists of modules that focus on: (1) developing models for magnetism and static electricity; (2) energy; (3) forces; (4) waves; (5) matter and interactions; and (6) teaching and learning physical science. All or a subset of these modules could serve the needs of instructors and students in small-enrollment physics or physical science courses for prospective elementary or middle school teachers, large-enrollment general education courses, science methods courses, or workshops for in-service teachers. An extensive set of online tutorial-style homework assignments accompanies the printed materials.

  • • Social Context in a Physics Class for Future Elementary Teachers

    • PST2D08
    • Mon 01/05, 9:15PM - 10:00PM
    • by Claudia Fracchiolla
    • Type: Poster
    • We investigate how the pedagogy and tools utilized in a class affects students' attitudes towards science. There has been research on the self-determination theory and its impact on learning. In a physics class for future elementary teachers we have incorporated tools that allow students to express themselves and engage with other students in the class to make them feel more integrated into the classroom community. Typically students in this class have been known to be apprehensive about physics. We describe the extent to which the class pedagogy and tools creates an environment where students feel more comfortable expressing their ideas and transforms their negative attitudes toward physics and science into a positive experience. Supported in part by NSF grant 1140855.

  • • Project-based Instruction and Foundations in STEM

    • PST2D10
    • Mon 01/05, 9:15PM - 10:00PM
    • by Joel Berlinghieri
    • Type: Poster
    • The Master of Education in Interdisciplinary STEM Education at The Citadelis designed for current educators and others who seek to advance their skills in the STEM disciplines. The online program facilitates an appreciation of the interdisciplinary nature of STEM, a deeper knowledge of STEM content, and the use of a project-based approach for the teaching and learning of STEM content. Graduate students entering the program are exposed to physics, chemistry, biology, mathematics, and engineering/technology content through project-based instruction. Since student applicants come with a variety of science or engineering backgrounds two Foundation Courses are designed to even out content knowledge and preparation for other courses in the degree program. Presented here will be the project-based approach for covering content in physics, chemistry, and biology in the Foundations in STEM I course along with the challenges of an online course environment.

• Teaching Math Methods in the Upper Level UG Physics

  • • Kinetic Energy in Galilean and Special Relativity -- A Unified Derivation

    • CC05
    • Sun 01/04, 4:00PM - 6:00PM
    • by Roberto Salgado
    • Type: Poster
    • The expression for the relativistic kinetic energy bears little resemblance to its classical counterpart, as noted by Kleppner and Kolenkow in their mechanics textbook. Using Spacetime Trigonometry,* a unified presentation of Euclidean geometry and Galilean and Minkowskian spacetime geometries, we show that the kinetic energy can be expressed in terms of the Galilean and Minkowskian analogues of a now little-used trigonometric function: the Versed-Sine. Our derivation of the relativistic work-energy theorem becomes much shorter than that of Kleppner and Kolenkow.

  • • Teaching Quantum Mechanical Math Using an Elastic Solid Model

    • CC06
    • Sun 01/04, 4:00PM - 6:00PM
    • by Robert Close
    • Type: Poster
    • One difficulty in teaching quantum mechanics is that the concept of angular momentum density is not generally understood. This is primarily because the usual treatment of elastic waves in solids assumes infinitesimal rotations. We derive the equation of evolution of classical angular momentum density, which is independent of the choice of origin (and radius vector). Using a simple wave interpretation of Dirac bispinors (yes, simple!), we show that Dirac's equation of evolution for spin angular momentum density is a special case of our more general equation. We derive a Dirac Lagrangian and Hamiltonian and show that they have a familiar interpretation in terms of elastic and kinetic energy. Dynamical momentum and angular momentum operators are equivalent to those of quantum mechanics. Spin and orbital angular momentum are associated with motion of the solid medium and the wave, respectively.

• Teaching Sustainability in Non-major Courses

  • • Broadening Student Exposure to Sustainability: New Course Development

    • EE05
    • Mon 01/05, 3:30PM - 5:30PM
    • by Barbra Maher
    • Type: Poster
    • Incorporating sustainability into non-major science classes has been a focus of curriculum development at Red Rocks Community College. New labs have been written for physics classes of all levels that deal with sustainability. In addition to infusing existing curriculum, we developed several new course offerings to expand student exposure to sustainability and energy issues. Energy Science and Technology (PHY107) is an introductory level, lab-based course exploring many aspects of energy. Introduction to Climatology (MET151) is a new lecture course for non-science majors. Science and Society (SCI105) is a lecture course that focuses heavily on energy and climate change. Field Studies in Energy (PHY208) is a field course that will allow students to study energy topics in locations such as Iceland, Colorado, and Wyoming. These new offerings are generating student interest and excitement about energy, climate, and the relevance of sustainability in their lives.

  • • Curricular Goals for a General Education Course in Sustainability

    • EE06
    • Mon 01/05, 3:30PM - 5:30PM
    • by Juan Burciaga
    • Type: Poster
    • Sustainability issues will remain one of the most challenging social issues of the short-term and long-term future. But many physics departments have no course in sustainability -- or address these issues in courses for non-majors. What can physics contribute to the education of the public? What are the concepts, experiences, perspectives that will encourage an engaged, flexible, critical analysis by non-scientists as they grapple with these issues privately, publicly and commercially? This poster describes the curricular objectives of a non-majors course taught in the spring of 2014, the readings and experiences that framed the content, and the response of the students to the expectations and delivery of the course.

  • • Electricity: Generating Interest in Physics and Sustainability

    • EE07
    • Mon 01/05, 3:30PM - 5:30PM
    • by Chuck Winrich
    • Type: Poster
    • Babson College is a small private business school where no students can major in science. All science courses taught at Babson are interdisciplinary in nature, however two foundation courses include a significant discussion of electric power generation and distribution: Sustainable Energy Solutions and Electronics. We will present examples from class where we use sustainability as a theme to introduce issues beyond the physics of power generation, including renewable resources, managing distributed generation, and critically analyzing public policy decisions. The explicit discussion of sustainability applications engages the students more deeply with the physics content; and the complexity of the issues around sustainability promotes discussion of the nature of science.

  • • Teaching Scientific Modeling and Physics Content Using Alternative Energy

    • EE08
    • Mon 01/05, 3:30PM - 5:30PM
    • by Rachael Lancor
    • Type: Poster
    • We have developed a series of quantitative case studies that force students to examine real world issues through the lens of physics, with a particular emphasis on alternative sources of energy. Wind turbines give students a motivation to study kinetic energy, hydropower teaches gravitational potential energy, and solar panels teach the electromagnetic spectrum and blackbody radiation. Our goal is to help students develop a conceptual understanding of how energy conservation is a useful model for understanding real world systems. These case studies help students to gain practice analyzing data, interpreting graphs, building conceptual and mathematical models, and thinking about broader issues of science in society, all important Scientific Practices articulated in the Next Generation Science Standards. These case studies provide a way to give students use scientific thinking skills outside of the laboratory.

• Technologies

  • • Developing Interactive Simulations for Touch-Enabled Devices

    • PST1C01
    • Mon 01/05, 8:00AM - 8:45AM
    • by Daniel Loranz
    • Type: Poster
    • By leveraging the power of modern development environments and accompanying frameworks, an educator with a limited programming background can quickly create simple custom apps for use in his/her classroom. This poster will highlight tools and libraries useful for creating interactive simulations, with an emphasis on creating 2D and 3D interactive animations for iOS devices.

  • • Survey of Video Creation Technologies

    • PST1C05
    • Mon 01/05, 8:00AM - 8:45AM
    • by Jeff Stephens
    • Type: Poster
    • Whether you are interested in flipping your classroom, or not, you may benefit from the ability to create and distribute informative video content to your students. This work presents a survey of technologies including iOS and Android apps, traditional video technologies, and computer software. Each is capable of creating a quality video for student learners. We also offer a comparison of key features for each technology to help users fit their individual needs.

  • • Teaching Physics with iPads: The 1:1 Classroom

    • PST1C07
    • Mon 01/05, 8:00AM - 8:45AM
    • by Katie Page
    • Type: Poster
    • This session will give teachers a very specific grasp of how to begin to transform their physics classroom into a 1:1 environment with the iPad. I will show how I began by just using the ipad simply as a tool, to adding more and more interactive activities, to completely transforming my classroom to a 1:1 digital environment using the SAMR model. Since transforming my class to a 1:1 environment, students are more prepared, they have less Ds and Fs, and my classroom is more efficient with less transition time between activities. Since we are more efficient with the implementation of videos and flipping the classroom, there is more time for "doing" hands-on activities or practicing the content. Formative quizzing apps make for more effective teaching and learning through student self-assessment and teacher knowledge of student understanding.

  • • Two Simulation Tools to Promote Learning in Science

    • PST1C02
    • Mon 01/05, 8:45AM - 9:30AM
    • by Pamela Maher
    • Type: Poster
    • This study examines two simulation tools used in science education to answer the question, "Can simulations promote learning in science"? We compare the affordances of virtual reality headsets (VRH) with affordances offered in a fulldome planetarium. Each tool provides users with an interactive representation of a programmed environment. VRH has the ability to provide users with an interactive experience that conveys spatial relationships. VRH is used on an individual basis and until recently for gaming. The uses of the VRH are relatively unknown in traditional teaching and learning. Fulldome planetarium technology has been in use since the 20th century and offers an environment that affords multiple participants a similar experience. Both tools afford and are constrained by features inherent to their construction. We analyze each tool and its capacity for science content delivery. The research investigates how these tools facilitate development of, access to, and engagement in science concepts.

  • • LON-CAPA -- Online Homework for Increasing Out-of-Class Student Engagement and Learning

    • PST1C04
    • Mon 01/05, 8:45AM - 9:30AM
    • by Naresh Sen
    • Type: Poster
    • Physics education research (PER) shows that graded online homework that provides immediate feedback to students dramatically increases out-of-class student engagement and learning. However, commercial online homework systems can be prohibitively expensive. This poster discusses the author's introduction and administration at Cal Poly-SLO of LON-CAPA, an open-source online homework system. LON-CAPA was introduced in fall 2014 for two physics courses instructed by the author for a total of about 80 students. Cal Poly was approved as a new member of the LON-CAPA cluster, and work has begun for on-campus installation and implementation of LON-CAPA for wider student use -- for all sections of introductory physics courses. When fully implemented, student use is expected to be about 5000-7000 students each year for several years. The cost to students is zero, an important factor compared to commercial online homework systems. Administration cost to the physics department is minimal, approximately $600 per year.

  • • Approaches to the Online Lab Problem in Physical Science

    • PST1C06
    • Mon 01/05, 8:45AM - 9:30AM
    • by Robert Collins
    • Type: Poster
    • Adapting a physical science core course for online delivery has been challenging. Currently, integrated labs give students experience with the scientific method, scientific writing, quantitative literacy, and help sustain interest levels. Our first online plan envisioned a "lab in your car" approach with students recording and analyzing real-world driving data from OBD2 data loggers in their car or location information from cell phones. While offering real pedagogical advantages, concern about student safety (and university liability) from possible distracted driving was a serious issue. Keeping the high-interest focus on cars, we addressed safety concerns by recording data for students and helping them access the rich body of publicly available data from motor sports, such as drag racing. Simple numerical strategies using Euler's method permit students to explore interesting motion models of increasing complexity by adapting spreadsheets. Students use computer animation to visualize motion models and collaborate on a group research project.

  • • The Effect of Online Lecture on Persistence in a Physics Class

    • PST1C08
    • Mon 01/05, 8:45AM - 9:30AM
    • by John Stewart
    • Type: Poster
    • This poster will examine the difference in the rate students successfully complete a physics class between students attending lecture in person and students choosing to watch the lecture on video as part of an online class. The option to watch the lecture on video was implemented mid-semester in fall 2012 so that the performance of the same set of students could be compared. A fully online lecture section was introduced in spring 2013, but students were allowed to select the lecture viewing option. The online lecture section was continued in the fall 2013 and spring 2014 semesters; however, students were no longer allowed the choice of lecture viewing option. Higher than expect withdrawal rates have been experienced in the online sections of the class. This poster will examine this effect using both data gathered from the performance on required assignments and the rate those assignments were submitted for grading. Differences in student self-reports of examination preparation behavior and time-on-task will also be presented to develop a detailed model of the differences in student behavior between a blended class and a fully face-to-face class.

• Updates and Resources for Introductory Physics for Life Sciences

  • • A Kinesthetic Circulatory System Model for Teaching Fluid Dynamics

    • DI04
    • Mon 01/05, 11:00AM - 12:30PM
    • by James Vesenka
    • Type: Poster
    • Previous research has shown that life science students at the University of New England have difficulty applying what they have learned in the physics classroom to concepts of anatomy and physiology, primarily fluid dynamics as they pertain to the circulatory system. To help integrate multiple disciplines into our introductory physics course, we are developing a kinesthetic circulatory system model. Using this model consisting of common hardware tubing and connectors, we hope to improve the students understanding of the equation of continuity, Bernoulli's and Hagen-Poiseuille's principles, and hydrostatic pressure as they apply to the cardiovascular system. The impact of this model on improved student understanding of these concepts has been assessed through a combination of pre- and post-test conceptual assessments and open-ended questions. Preliminary studies indicate students had a better perspective for conservation of mass, hydrostatic pressure, and pressure differences due to local (Bernoulli) and global (Hagen-Poiseuille) conditions.

  • • Biomechanics Lab Activities and Worksheets

    • DI05
    • Mon 01/05, 11:00AM - 12:30PM
    • by Nancy Beverly
    • Type: Poster
    • For the many institutions that have a sizeable pre-physical therapy or exercise science population in their ILPS course, teaching mechanics in the context of biomechanics can easily make the course more relevant and meaningful. Pre-meds and pre-vets also benefit from this approach. A large set of biomechanics lab activity ideas with associated student worksheets, developed at Mercy College, is now available on a website to be easily adapted for use at other institutions. The laboratory activities at Mercy College are integrated with the other classroom activities, so these are not the typical stand-alone labs. However, these activities could be bundled and modified for a more traditional lab format. The materials are in a state of continual progress, but are usable/adaptable in their present condition, with updates coming in the future.

  • • Using Openstaxcollege Online Textbooks

    • DI06
    • Mon 01/05, 11:00AM - 12:30PM
    • by Donald Franklin
    • Type: Poster
    • Openstaxcollege has a collection of online science textbooks. Using them you can design a syllabus that combines biology and physics. This brings reality to the students that physics is a pre-med science, not a memorization course.

  • • Considerations for Multiple Science Majors: Attitudes and Cognition

    • DI07
    • Mon 01/05, 11:00AM - 12:30PM
    • by Andrew Mason
    • Type: Poster
    • Data taken in the spring 2014 semester of an introductory algebra-based physics course suggests that different science majors exhibit different goal orientations towards a metacognitive problem-solving framework activity, which in turn seems to affect the likelihood of attitudinal gains and to some extent conceptual gains. A preliminary classification of framework orientation vs. performance orientation appears to extend to a population of non-physics science majors, and may suggest an empirical link between learner identity, attitudinal gains on the CLASS, and conceptual understanding gains on the FCI for a course population at a regional PUI physics course. Relative interest with respect to major, academic performance within the course, and additional variables are discussed considered with respect to utilizing metacognition more optimally for respective majors.