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Agenda Preview

Posters

• Astronomy Poster

  • • The North American Solar Eclipse at Charleston, S.C.

    • PST1A01
    • Mon 02/20, 8:00AM - 8:45AM

    • by Joel Berlinghieri,, Patrick Briggs

    • Type: Poster
    • The August 2017 total solar eclipse will finish its path across the North American continent as it crosses into the Atlantic just north of Charleston, SC. Totality will last about two and a half minutes in our area. The Physics Department at The Citadel will be sponsoring undergraduate student developed experiments, conducting middle and high school safe viewing events, and presenting seminars open to the public.

  • • Modern Eddington Experiment

    • PST1A03
    • Mon 02/20, 8:00AM - 8:45AM
    • by William Dittrich,
    • Type: Poster
    • On August 21, 1917 Eddington's experiment to verify gravitational lensing due to Newtonian and General relativistic shifts was attempted and failed. The second retry (1919) was successful and Einstein became an instant sensation worldwide. This famous experiment will be repeated exactly 100 years to the day later. This Modern Eddington Experiment (MEE) will be performed by faculty, undergraduate students, and citizen scientists at several locations along the 2017 eclipse path using modern amateur astronomical equipment. The recent availability of large pixel CCD cameras enable this experiment to be performed at an accuracy 20-100 times more accurately than all past attempts. The research method and equipment will be discussed. What will you and your students be doing on August 21? For a reasonable sum, the equipment for the MEE can be purchased and your team can help improve the accuracy of this exciting multiple team experimental recreation, the Modern Eddington Experiment.

  • • Quasi-Static Plasma Flow Along the Pole of a Neutron Star

    • PST1A05
    • Mon 02/20, 8:00AM - 8:45AM

    • by Kelli Little,*, Dr. Truong Le,, Vedant Mehta,, Brinkley Edge,

    • Type: Poster
    • A neutron star is an astronomical object formed by the gravitational collapse of a massive star after a supernova. It is believed that a neutron star of a solar mass has a radius of about 10-16 km. The surrounding matter (plasma) ranges in temperature from 10^5?10^6 K, therefore possessing high electric conductivity while also attaining powerful magnetic fields with surface strengths ranging from 10^12 – 10^13 G. Consequently, the necessary consideration of both the gravitational and magnetic fields eliminates a solely hydrodynamic description of the accretion of matter towards the surface of a neutron star. This research investigates the accretion of matter as it flows from the space surrounding a neutron star to its surface along the magnetic poles using magnetohydrodynamics (MHD), utilizing both hydrodynamics equations and Maxwell's equations, through zero-order approximation. The results of the particles dynamics will be presented in this talk.

  • • Plans for the Solar Eclipse on August 21, 2017

    • PST1A04
    • Mon 02/20, 8:45AM - 9:30AM

    • by Bob Powell,, Ben Jenkins,

    • Type: Poster
    • The first total solar eclipse visible in the southeastern United States since March 7, 1970 will occur on August 21, 2017. This eclipse will be observed at two locations. One is on campus in Carrollton, GA. About 95% of the solar disk will be covered at mid-eclipse. As a public service which has been a major role of the West Georgia Observatory since 1979, telescopes equipped with solar filters will be available for students, faculty and staff, and the community to observe the eclipse; photographs will be made of the partial eclipse. The second location is along the path of totality. Although the extreme northeastern section of the State of Georgia will be totally eclipsed, the most readily accessible locations from the campus are in South Carolina via I-20 or I-85. A group of West Georgia faculty and students will travel to the path of totality for observations and photography.

  • • Using Interactive Java-free Web-based Interactive Simulations in Astro 101 Labs

    • PST1A06
    • Mon 02/20, 8:45AM - 9:30AM

    • by Jeff Saul,, Rebecca Lindell,

    • Type: Poster
    • Often Astronomy 101 courses include an associated indoor laboratory, whichforces instructors to create indoor laboratory activities that allow students to take, and analyze data as well as visualize key concepts. We found the solution to this problem by utilizing web-based laboratory experiences that make heavy use of interactive simulations (applets embedded in webpages). Initially, the Java-based applets were either linked from other websites or incorporated into local webpages. Starting in 2013 Java security fixes started making it harder and harder to run the applets. In 2014 a student programmer began rewriting the applets in JavaScript and HTML 5. Almost all applets have been redone and include simulations for the inverse square law for stars of different luminosity, retrograde motion, the Milky Way galaxy, and identifying Cepheid Variable stars. This poster discusses the difficulties of creating the Java-free applets and how to use the applets in lab activities. Please find the online Astro 101 at http://physics.unm.edu/Courses/Rand/applets/ .

• Engaging the Public with Festivals

  • • Texas A&M Physics & Engineering Festival

    • GE01
    • Mon 02/20, 8:30AM - 10:30AM
    • by Tatiana Erukhimova,
    • Type: Poster
    • Texas A&M Physics & Engineering Festival attracts 5000-6000 visitors annually. People come not only from Texas but also from other states. The festival features over 200 interactive exhibits displayed by faculty and students, public lectures by world-renowned scientists and astronauts, professional bubble shows, and many other activities. I will report on the structure of the festival as well as strategies for involving undergraduate and graduate students and faculty in public outreach. I will further discuss the results of an independent evaluation of the 2016 Festival by the NSF-funded EvalFest program.

  • • Family Physics Night at Texas Lutheran University

    • GE02
    • Mon 02/20, 8:30AM - 10:30AM

    • by Toni Sauncy,, Erin Scanlon,

    • Type: Poster
    • Texas Lutheran University is located in a small town in south central Texas. Each fall, the Society of Physics Students and the Department of Physics work together to present an evening of hands-on physics activities to which the community is invited. This event draws hundreds of visitors from the rural communities in the area, spurred by the strong enthusiasm of high school physics teachers, along with middle and elementary science teachers, many of whom encourage their students to attend for enrichment (and extra credit). The success of the program, which has grown steadily each year, can be attributed to directed communication with the K-12 teachers in the area and the support of the TLU marketing team. In this poster, we will present the history of the event, secrets for success, and highlights of thematic activities presented over the past three years.

  • • Puzzles, Mysteries and Demonstrations

    • GE03
    • Mon 02/20, 8:30AM - 10:30AM
    • by Juan Burciaga,
    • Type: Poster
    • The National Society of Hispanic Physicists (NSHP, www.hispanicphysicists.org) has been an active participant of all four USA Science and Engineering Festivals. In particular we have hosted a table “Puzzles, Mysteries and Demonstrations” during the closing weekend extravaganza in Washington, D.C. This past year we hosted our own table and contributed to the AIP Big Top Physics booth. The poster will focus on the objectives of our outreach, the activities/demonstrations selected for the table, some of the challenges we have encountered, and the particular needs that we are trying to address.

  • • Science Across the Bluegrass: A Just-Add-Science initiative by SKy Science Festival

    • GE04
    • Mon 02/20, 8:30AM - 10:30AM

    • by Richard Gelderman,, Michael Carini,

    • Type: Poster
    • The SKy Science Festival was founded to bring science out where the peopleare, instead of having them come to our labs. Our successful EXPO Day runs all day on Saturday at a large downtown park featuring a carnival atmosphere with food, music, art, stage performances and booths with interactive hands-on experiences. However, we discovered from our surveys that people attending our EXPO Day are still choosing to attend a science event rather than a festival event. So we decided to infiltrate music, art, and culture festivals with our science activities, not otherwise interested in seeking out opportunities to explore science. With assistance from the Science Festival Alliance, our Just-Add-Science tent has traveled to reaches a greater number of minorities & women, people who are underrepresented in science, math & engineering.

• Labs/Apparatus

  • • Wind Tunnel Measurements in the Undergraduate Optics Laboratory

    • PST1B01
    • Mon 02/20, 8:00AM - 8:45AM

    • by Joel Berlinghieri,, Alexander Nagel,, Jared Turnage,

    • Type: Poster
    • Schlieren and shadowgraph optical techniques are used to visualize phenomena in transparent media. Qualitative and quantitative measurements are made on wind tunnel models as part of the undergraduate optics laboratory.

  • • Common Difficulties in Causal Reasoning*

    • PST1B03
    • Mon 02/20, 8:00AM - 8:45AM

    • by Lindsay Owens,, Kathy Koenig,, Lei Bao,

    • Type: Poster
    • Students use causal reasoning in their everyday lives to generate hypotheses as to why an event occurred, or to create predictions about future events based on personal experience and/or data. Yet, students in introductory physics labs quickly demonstrated difficulties in causal reasoning when interacting with story-based scenarios and data. Qualitative think-aloud interviews were conducted with a variety of both algebra-based and calculus-based students; students verbally reasoned through causal scenarios which featured causal mechanisms, covariation data, or both. Students were categorized into low, medium, or high reasoning subgroups using additional questions given as part of a pre-test in the laboratory class. Common difficulties were noted among the group of students with low-causal reasoning skills, while a different set of difficulties were noted among the group of students with medium-causal reasoning abilities. Identification and frequency of these difficulties within each level of causal reasoning will be presented.

  • • Lab Activities Developed for Introductory Physics*

    • PST1B05
    • Mon 02/20, 8:00AM - 8:45AM

    • by Dwain Desbien,, Thomas O'Kuma,

    • Type: Poster
    • Twenty-five laboratory activities for introductory physics were developed by groups of two-year college and high school physics faculty during the last five years. In this poster, we will describe the process used, the testing and editing that was done, and list the 25 lab activities. The lab activities are available online for free and are modifiable to fit local needs. Examples of the labs will be available for viewing.

  • • Ohm’s Law and I-V Characteristics with Current and Voltage Sensors

    • PST1B07
    • Mon 02/20, 8:00AM - 8:45AM
    • by Ponn Maheswaranathan,
    • Type: Poster
    • Ohm’s law is introduced with electric circuits in introductory physics courses. In the laboratory it is verified and unknown resistances are determined by measuring the voltage across and the current through them. Current-Voltage (I-V) characteristics of diodes are introduced as an extension but seldom in the laboratory due to its complexities in measuring small currents and voltages, simultaneously. Observing and studying the I-V characteristics is much easier and straightforward with currently available interfaces and current & voltage sensors in an introductory physics laboratory. We use PASCO’s 850 interface with its current and voltage sensors to observe the I-V characteristics of various circuit elements with ease and elegant results are obtained. The “Keep Mode” feature of the Capstone software is used to control the data. Data and curves are displayed instantly as the current and voltage are changed using a variable power supply. Current-Voltage characteristics of a resistor, an incandescent light bulb, and a silicon diode will be presented.

  • • Assessing Communication Skills in Laboratory Courses

    • PST1B02
    • Mon 02/20, 8:45AM - 9:30AM
    • by Patricia Allen,
    • Type: Poster
    • As described in the AAPT Recommendations for the Undergraduate Laboratory Curriculum, a learning outcome is Communicating Physics - "present results and ideas with reasoned arguments supported by experimental evidence and utilizing appropriate and authentic written and verbal forms." During the capstone experiences at Appalachian State University, physics majors are required to communicate to departmental faculty multiple ways: formal written reports in AIP format, poster sessions, and oral presentations. Faculty evaluate student communication skills through in-house rubrics that are used both for generating student grades and assessing the health of the Physics and Astronomy program. Sample rubrics will be presented, along with areas in which students struggle when communicating physics to others. In addition, past and current efforts in the department to improve communication skills will be described.

  • • Including Wrist Flexion in the Human Arm Model Changes Everything!

    • PST1B04
    • Mon 02/20, 8:45AM - 9:30AM

    • by William Laing,, Austin Johnson,, Albert Gonzalez,, Chris Hansen,

    • Type: Poster
    • Does your introductory physics laboratory experiment that analyzes the human arm as a lever assume an inflexible wrist? If so, the analysis of the biceps force required to perform a biceps curl will lead to results that contradict experience: one does not expect the required biceps force to decrease as the mass is raised. We will show that allowing for wrist flexion leads to agreement with empirical data: that the required force does increase as the mass is raised if the wrist angle is allowed to be optimal.

  • • Learning Circuits With Fans

    • PST1B06
    • Mon 02/20, 8:45AM - 9:30AM

    • by Robert Ekey,, Brandon Mitchell,, Andrea Edwards,, Roy McCullough,, William Reitz,

    • Type: Poster
    • This poster demonstrates a novel hands-on experience of learning simple resistive circuits using low-voltage computer fans. The magnitude of current through a fan is related to the frequency of the rotating fan blades, which can be seen, heard, and felt. Sample combination fan circuits will be demonstrated and compared to traditional incandescent bulb circuits. With incandescent bulbs being replaced by more efficient compact fluorescent light bulbs and light emitting diodes, students will become less familiar with incandescent bulbs. Without familiarity, the pedagogical value of using them to teach circuits decreases. Ultimately, small computer fans are widely accessible, affordable, and easy to use. These qualities make them an ideal replacement for incandescent light bulbs while, at the same time, keeping alive the pedagogical spirit that makes bulbs so successful.

  • • Simulated Research Experiences as an Alternative to the Mechanics Laboratory

    • PST1B08
    • Mon 02/20, 8:45AM - 9:30AM

    • by Robert Jaspersohn,, Michael Ramsdell,, Joshua Geary,

    • Type: Poster
    • We have developed a project-based alternative to the traditional introductory mechanics laboratory course, including a semester-long “simulated research experience” where students analyze all aspects of a dynamics problem, including experimental design, mathematical modeling, and numerical prediction. Teams of students complete a progression of laboratories that explore different aspects of a single problem throughout the semester. The mechanical problem includes analysis of the motion of a foam dart fired from an elastic launcher. The role of the spring force, launch angle, release position and air resistance on the dart’s flight is investigated. These parameters are employed to predict the dart’s trajectory. Finally, teams compete in a series of challenges to see who most successfully predicts the performance of their dart launcher. Challenges include striking a bull’s-eye, clearing a barrier, and colliding with a pendulum. Implementation and assessment of simulated research experiences as an alternative to the traditional laboratory will be presented.

• Lecture/Classroom

  • • Create Better Working Teams in Introductory Classes with Cooperative Learning

    • PST1C01
    • Mon 02/20, 8:00AM - 8:45AM

    • by Jeff Saul,, Rebecca Lindell,, Robert Beichner,

    • Type: Poster
    • Many introductory physics courses now incorporate student in-class teamwork. Commonly these in-class activities can range from Peer Instruction (polling with discussion) to more open-ended activities such as actual hands-on activities. However, in many classes, the student teams perform more like teams playing pick-up games of basketball rather than teams that practice working together well. To create better working teams in introductory physics classes, we applied the five key elements of cooperative learning: Positive Interdependence, Individual Accountability, Face-to-Face Interaction, Interpersonal Skills, and Group Reflection to develop in-class activities including brainstorming, team contracts, group roles, cooperative problem solving, and jigsaw activities. We have also applied these strategies to the other aspects of the course, including classroom design and classroom management techniques. Although optimized for SCALE-UP classes, many of these activities can be used in more traditional introductory physics and astronomy classes.

  • • Is Angular Displacement a Vector QUantity

    • PST1C03
    • Mon 02/20, 8:00AM - 8:45AM

    • by William Dittrich,, Leonid Minkin,, Robert Drosd,, Alexander Shapolov,

    • Type: Poster
    • There are many reasons why angular displacement cannot be considered to bea scalar quantity. A new vector definition of angular displacement is introduced. The many reasons why this definition should be adopted in undergraduate physics courses is discussed, and the reasons why this misconception has persisted for over a hundred years. Like mathematics, physics pedagogy must be consistent from the very basic definitions to the advanced theories. It is argued that presenting angular displacement not only corrects these inconsistencies, but it is a far better way to teach rotational kinematics and dynamics.

  • • Kirchhoff’s Rules: Fundamental Principles vs. Rules of Thumb

    • PST1C02
    • Mon 02/20, 8:45AM - 9:30AM
    • by Mikhail Agrest,
    • Type: Poster
    • Educating is creating ability to draw conclusions. Success in English 101 doesn’t make a World Writer, neither Physics 101 is expected to make a Rocket Scientist. Narrowing Teaching to practical applications as apposed to comprehending the Fundamental Principles, may lead to “Rules of Thumb” sometimes resulting into misconception. “Know How guarantees a Job, Know Why makes the Boss.” The Kirchhoff’s rules imply fundamental concepts of conservation of Energy and Charge into practical algorithms [1-4] for solving electrical circuits. It is important that students understand the concepts behind the formulas for parallel and/or series connections of elements. Unnecessary oversimplification of the algorithm for the general case can form rules of Thumb, which in turn lead to misunderstanding of the fundamental concepts, and therefore polluting the world outlook with pseudo-concepts.

  • • With All Due Respect: Physics Students Speak to Physics Teachers

    • PST1C04
    • Mon 02/20, 8:45AM - 9:30AM

    • by Paul Hutchison,, Christian Clark,, Jessica Daly,, Jason Jennings,, Major May,

    • Type: Poster
    • The primary authors of this study are six undergraduate students who took a non-traditional introductory physics class. The class is a type that some call a “responsive science class”. We will briefly describe the characteristics of the class. Then we present our investigation into aspects of the class that were important to our positive experience in it. We collected and analyzed after-the-fact reflections on the course written by us and a couple of other students from our class. Three key themes emerged in our analysis of those reflections: the importance of learning to talk about our understanding, the role of changing our expectations about knowledge, and truly collaborative inquiry. We make the case physics students at all levels will benefit if more physics teachers incorporate aspects of responsive science teaching in their pedagogy.

• New Resources and Pedagogy for the IPLS Course

  • • An Investigation of Peer Tutoring in an IPLS Course

    • CC06
    • Sun 02/19, 5:20PM - 6:00PM

    • by Sarah Johnson,, Stephan Struve,, Azadeh Akhtari Zavareh,

    • Type: Poster
    • In the fall of 2014 the Physics Department at Simon Fraser University began a peer tutoring program to support the students enrolled in our two IPLS courses. Four undergraduate students who earned high grades in these courses were recruited to be volunteer peer tutors and run weekly drop-in tutoring sessions. We specifically chose students majoring in the life sciences and/or planning to attend medical school so that they would be true peers to the students in these courses. In the spring of 2016 we conducted a study to determine the impact of this peer tutoring program on both the students being tutored and the tutors themselves. We surveyed and conducted focus groups and interviews with both tutors and tutees. In addition we looked at the impact of peer tutoring on the academic performance of students who attended tutoring sessions. The results of these investigations will be presented.

  • • Biologically Oriented Lab Experiments at the St. Louis College Of Pharmacy

    • CC07
    • Sun 02/19, 5:20PM - 6:00PM
    • by Juan Rodriguez,
    • Type: Poster
    • St. Louis College of Pharmacy recently added an IPLS course to support a new undergraduate major in Health Sciences. This presentation details some of the unique lab experiments that have been developed for this course. They include experiments on the physics of: diffusion (modeling and experimental); protein folding (Python coding and Molecular Dynamics simulations); thermoregulation, DNA electrophoresis; drug metabolism; spectra of bio-molecules. Additional experiments under development include nerve impulse propagation in worms and PET imaging using coincidence counting.

  • • Community Development of IPLS Course Materials

    • CC08
    • Sun 02/19, 5:20PM - 6:00PM
    • by Juan Burciaga,
    • Type: Poster
    • Recently AAPT and eight colleges and universities were awarded inter-linked IUSE grants to pursue a revolutionary next step in curricular design, development, and dissemination. The primary distribution structure for the newly developed curricular materials will be "IPLS-Portal" based in ComPADRE. The site will serve as a resource for professional development in educational scholarship; provide a development environment for curricular materials; maintain an archive of peer-reviewed and tested instructional materials; and serve as a dissemination outlet of instructional materials for diverse Introductory Physics for the Life Sciences (IPLS) courses. But its greatest contribution may be as a model of an online, community-driven (by IPLS faculty and educational researchers) environment for the research, design, development, archiving and dissemination of instructional materials.

  • • Improving Student Attitudes and Beliefs with Primary Literature

    • CC09
    • Sun 02/19, 5:20PM - 6:00PM
    • by Mariel Meier,
    • Type: Poster
    • It is well established that the majority of students in IPLS courses exhibit novice-like beliefs about physics at the beginning of the course, and that those beliefs tend to degrade over time. This can effect content learning gains and attitude towards physics long-term. In the first-semester IPLS course at Oglethorpe University, we have attempted to address this problem by incorporating primary source literature readings into the curriculum. Articles are chosen that illustrate the application of course content to research in biology and related fields. Students are asked to discuss the articles in a journal-club style lecture period. Questions related to the readings are included on each midterm exam to promote student engagement with the texts. Student gains on the Colorado Learning Attitudes about Science Survey are used to measure attitudinal shifts towards physics over the course of the semester.

• Other Poster

  • • The NEIU Peer Enhanced Experiential Research in STEM (PEERS) Project

    • PST1D01
    • Mon 02/20, 8:00AM - 8:45AM

    • by Sudha Srinivas,, Paulo Acioli,, Elisabet Head,, Joseph Hibdon,, Rachel Trana,

    • Type: Poster
    • Northeastern Illinois University, a comprehensive public Hispanic serving institution in Chicago, recently received a National Science Foundation Improving Undergraduate STEM Education (NSF IUSE) grant to enhance the academic engagement and learning experience of its undergraduate STEM majors. The PEERS project is a cross-cutting, curricular initiative that embeds open-ended enquiry-based mini “research” modules into entry-level courses in Physics, Chemistry, Earth Science, Mathematics and Computer Science, using a scale-up, scale-down strategy of engaging a larger group of students in guided research activities within a classroom setting through mini research projects incorporated across the curricula. Students from upper-level courses are selected to serve as peer leaders in the PEERS modified courses, are trained in peer led team learning through a new multidisciplinary STEM workshop course and guide students through discussions, activities and research. Results from the first round of implementation and assessments of learning gains in the modified courses will be presented.

  • • Equity in the IMPRESS Program

    • PST1D03
    • Mon 02/20, 8:00AM - 8:45AM

    • by Florian Genz,, Ben Archibeque,, Paul Hutchison,, Maxwell Franklin,, Eleanor Sayre,

    • Type: Poster
    • We are interested in how student groups’ minority composition affect how equitable their discourse is. We follow several case study groups, chosen to have a broad range of students, to operationalize how discourse may be equitable. We look for moments when individuals are included or excluded and how the prevalence of those moments can create a more or less equitable environment during activities. We compare these qualitative measures of equity with quantitative measures of who speaks when. We found that when white men are in a group they tend to marginalize other group members. The groups for our case study came from the IMPRESS program, which is a two week, pre-college program that prepares first generation and deaf/hard-of-hearing students to major in a STEM field. In this program, students focus on improving their metacognitive skills and cultural preparation for college life within a context of model building and climate change.

  • • An Emerging Scholars Program (ESP) Engaging Underrepresented Students*

    • PST1D02
    • Mon 02/20, 8:45AM - 9:30AM

    • by Joshua Grossman,, Erin De Pree,

    • Type: Poster
    • St. Mary’s College of Maryland offers an Emerging Scholars Program (ESP) to first-year students in physics, along with ESPs in other STEM disciplines. The physics ESP targets underrepresented groups in physics, including women, members of racial/ethnic minorities, low-income students, and first-generation students, along with students taking calculus concurrently with physics. These programs support and engage students by involving them in collaborative work to solve problems more difficult than those discussed in class, by connecting students through social networks, and by encouraging them to establish relationships with faculty. ESPs are modeled on programs started at UC Berkeley by Uri Treisman. ESP programs at St. Mary’s and across the nation have improved persistence and success relative to students with equivalent backgrounds who do not participate in an ESP. *Support from NSF S-STEM grant DUE-1154315.

  • • Hiring a TEACHING Assistant Professor

    • PST1D04
    • Mon 02/20, 8:45AM - 9:30AM
    • by Steven Iona,
    • Type: Poster
    • The University of Denver has established a non-tenure track Teaching Professor series with multi-year continuing contracts. The Physics and Astronomy Department recently made a new hire. The hiring process will be outlined including how we sought the video analysis of the teaching of others, comments about inclusive excellence, and the on-site teaching requests. This rigorous process by a team including a graduate student and teaching professor from biology narrowed the field from over 100 applicants to our final candidate.

• Physics Education Research

  • • Utilizing IRT to Investigate Gender Difference on the FCI

    • PST2A01
    • Mon 02/20, 8:30PM - 9:15PM

    • by Rebecca Lindell,, Alexis Papak,, John Stewart,, Adrienne Traxler,

    • Type: Poster
    • Item Response Theory (IRT) describes methods and procedures for evaluatingtest items based on individuals item responses to their overall performances on the entire test. It goes beyond classical test theoretical models to evaluate individual items for appropriateness and fairness of the individual items. In previous research, we utilized classical test theory to flag 13 unfair items on the FCI that were poorly functioning for female students. In the next stage of the research, we utilized IRT to discover if the remaining 17 items on the FCI are also poorly functioning. In this portion of the research we greatly increased our sample size. As with the previous study, we chose to create two different samples, one with only female students and the other with only male students, to reduce the affects of the gender-imbalance inherent in a single sample of all physics students.

  • • Analytical Methods for Measuring Student Learning

    • PST2A03
    • Mon 02/20, 8:30PM - 9:15PM

    • by Jayson Nissen,, Ben Van Dusen,, Amreen Nasim,, Robert Talbot,

    • Type: Poster
    • We will discuss implications that researcher’s choice between three commonly used methods for analyzing concept inventories has on making claims about student learning. These three methods are: normalized learning gains using class averages, normalized learning gains using individual student scores, and Cohen’s d. Historically physics education research has used the first two whereas other fields primarily use Cohen’s d. Data for the analyses came from the Learning Assistant Supported Student Outcomes (LASSO) database and included pre and/or post-test scores from more than 16,000 students on physics, chemistry, biology, and math concept inventories from 210 courses at 22 institutions across the country. The three methods were compared in aggregate across concept inventories. We will discuss advantages and disadvantages of the different methods and how the choice of method might lead to different inferences about student learning in a course.

  • • The Impact of Paired Teaching on the Teaching Practices of Faculty

    • PST2A05
    • Mon 02/20, 8:30PM - 9:15PM

    • by Jared Stang,, Linda Strubbe,

    • Type: Poster
    • Paired (or co-) teaching is an arrangement in which two faculty are collaboratively responsible for all aspects of teaching a course. By pairing an instructor experienced in research-based instructional strategies (RBIS) with an instructor with little or no experience in RBIS, paired teaching can be used to promote the adoption of RBIS. Through interviews pre- and post-paired teaching, we investigate how paired teaching impacts the participants' approach to teaching and evaluate the efficacy of paired teaching for the dissemination of RBIS. We present preliminary results of this qualitative analysis.

  • • Differences in Students’ Treatment of Forces on Solid and Liquid Objects

    • PST2A07
    • Mon 02/20, 8:30PM - 9:15PM

    • by Shannon Armstrong,, Peter Shaffer,

    • Type: Poster
    • Many introductory physics classes introduce the concept of pressure by discussing the forces acting in a fluid. In order to accurately analyze these forces, students need to be able to treat a section of a fluid as an object and identify the forces acting on that object in the same way they would for a solid object. We do not know of any research that investigates student abilities to complete this task. We developed a question requiring students to compare forces acting on a solid object and an object made of a liquid. This question was given to students in a calculus-based introductory class, after a lecture introduction to pressure but before completing all instruction on fluids. This poster discusses the results from this question, which show that a significant portion of students do not treat the liquid object the same way that they would treat a solid object.

  • • Student Attitudes, Network Positions, and Conceptual Gains in Introductory Physics

    • PST2A09
    • Mon 02/20, 8:30PM - 9:15PM

    • by Adrienne Traxler,, Raym Alzahrani,

    • Type: Poster
    • We compare students' attitudinal shifts with their initial and final positions in a classroom collaborative network for several sections of introductory calculus-based physics. Attitudes toward physics typically worsen over the first semester of introductory physics, as measured by instruments like the Colorado Learning Attitudes about Science Survey (CLASS). Larger courses are particularly linked with these negative shifts, with positive shifts mostly measured in smaller courses using active learning. However, students in all course sizes may have very different experiences depending on whether they work in isolation or in collaborative groups. We will use the tools of social network analysis to distinguish between isolated and well-connected students within the same course and examine this possible latent variable in attitudinal shifts. Where available, we will also compare CLASS scores and shifts to students' conceptual gains to form a more complete picture of their physics experience over the semester.

  • • Impact of Contrasting Cases Scaffolds on Students' Problem Solving

    • PST2A11
    • Mon 02/20, 8:30PM - 9:15PM

    • by Carina Rebello,, David Beardmore,, Bryce Towle,

    • Type: Poster
    • Research has shown that the inclusion of contrasting cases can potentiallyimprove students' conceptual understanding and reasoning skills. However, research has also shown that the success of such tasks depends on how the cases are appropriately scaffolded. We investigate three forms of scaffolds – one designed to facilitate comparisons among multiple problem cases, another designed to prompt students to produce a general explanation of how to approach solving problems that would work across all provided cases, and one designed to facilitate evaluation of multiple general explanations to produce an argument for a "good" general explanation. We integrated these scaffolds within physics problems utilized during calculus-based physics recitations, and assessed their impact on students' learning. Results of these investigations will be presented.

  • • Network Analysis of Students' Representation Use in Mechanics and E&M

    • PST2A13
    • Mon 02/20, 8:30PM - 9:15PM

    • by Daryl McPadden,, Eric Brewe,

    • Type: Poster
    • In this study, we analyzed the representational tools that students in theModeling Instruction – Introductory E&M (MI–E&M) course use on introductory physics problems. Representational competence is a critical skill needed for students to develop and communicate a sophisticated understanding of science topics, particularly in physics where multiple representations are often used within a single problem. The Modeling Instruction curriculum highlights representation development as a part of the modeling process, making the MI-E&M course a rich context to collect data. In the spring 2015 and spring 2016 semesters, over 150 students total (from three sections of MI–E&M) were given a survey of 25 physics problem statements both pre- and post- instruction, covering both Newtonian Mechanics and Electricity and Magnetism (E&M), and asked which representations they would use in that given situation. Using network analysis, we compare how students use representations in Mechanics and E&M contexts.

  • • Comparison of Pedagogical Features of Introductory Physics Learning Environments

    • PST2A17
    • Mon 02/20, 8:30PM - 9:15PM

    • by Kevin Hartman,, Cassandra Paul,, Zairac Smith,, Eric Hickok,

    • Type: Poster
    • Instructor-researchers at San José State University (SJSU) have implemented the Collaborative Learning through Active Sense-making in Physics (CLASP) curriculum in our algebra-based, introductory physics course. Originally developed at UC Davis, CLASP is characterized by the use of models and integrated discussion-labs where hands-on, small-group activities promote sense-making and problem-solving skills. Using the Real-time Instructor Observing Tool, we examine classroom interactions in multiple contexts at SJSU, and compare those to the original RIOT observations at UC Davis. Preliminary results indicate that while classroom interactions fall on a spectrum depending on the instructor and given day, certain types of courses have pedagogical features identifiable by the RIOT.

  • • Can Lecture Be as Effective as SCALE-UP? Teaching Old Dogs New Tricks

    • PST2A04
    • Mon 02/20, 9:15PM - 10:00PM

    • by Ebru Oncul,, Zeynep Topdemir,, Brian Thoms,

    • Type: Poster
    • In 2008, GSU started offering algebra-based introductory physics courses using the SCALE-UP approach in addition to the traditional courses. To determine the effects on conceptual learning we have compared FCI normalized gains for traditional and SCALE-UP classes over the past seven years. Normalized gains improved rapidly in the first two years of the SCALE-UP implementation and remained relatively constant over the later years. By comparison, normalized gains increased slowly over seven years in the traditional classes, and have become similar to the gains of SCALE-UP classes in the last two years. We hypothesized that the reason behind this similarity was that instructors employed active learning strategies in their traditional classrooms similar to those used in SCALE-UP classes. To investigate this we have administered a web-based survey for instructors who teach both classes. This poster reports on the results of our survey of physics faculty regarding their actual classroom practices and the characteristics of their classrooms.

  • • Student Conceptual Resources for Understanding Wave Phenomena

    • PST2A06
    • Mon 02/20, 9:15PM - 10:00PM

    • by Lisa Goodhew,, Amy Robertson,, Paula Heron,, Rachel Scherr,

    • Type: Poster
    • Informed by a resources theory of knowledge, we describe some of the preliminary results from our analysis of written responses to questions given to introductory physics students across the United States. We describe some of the prevalent conceptual resources (i.e., the productive, potentially useful ideas) that students use to reason about wave phenomena. This research responds to a need for large-scale, resources-oriented research on students’ conceptual understanding and has the potential to support the development of an underexplored dimension of pedagogical content knowledge: the knowledge of student resources for understanding physics.

  • • Does Physics Instruction Enhance Identification of Physics Errors in Games?

    • PST2A08
    • Mon 02/20, 9:15PM - 10:00PM

    • by Theodore Sobolewski,, Stanley Sobolewski,

    • Type: Poster
    • Video games and computer simulations have become ubiquitous in teaching physics. It is possible for a student to take a course in physics where all of the demonstrations and examples are presented on a screen. While the models presented in a class correctly portray physical laws, this may not be true when the learner plays a video game. Video games may not accurately portray reality. We wonder if formal instruction in physics will allow the subject to identify physics errors in the game. Subjects are presented with a physics simulation video game where the rules of physics may be obeyed or ignored. Subjects are then asked if the parts of the video game correctly represented the real life situation. Preliminary findings indicate that students do not notice physics inaccuracies.

  • • Flight Physics Concept Inventory: Current Challenges and Design for the FliP-CoIn

    • PST2A10
    • Mon 02/20, 9:15PM - 10:00PM
    • by Florian Genz,
    • Type: Poster
    • The Flight Physics Concept Inventory (FliP-CoIn) provides feedback to college students, introductory physics courses and their teachers about common (mis)conceptions in fluid dynamics in the context of flight. Since this tool is still in development, the author is thankful for scientific exchange to concept inventory designers as well as PER and fluid dynamics experts. Also an online-based implementation is planned. Therefore individuals familiar with the implementation of auto-evaluated online diagnostic tests or researchers interested in new (open) question formats, which can be evaluated automatically, are welcome to engage in discussion with the presenter.

  • • Improving Student Performances with Remodeled Laboratory Practices

    • PST2A12
    • Mon 02/20, 9:15PM - 10:00PM
    • by Ravin Kodikara,
    • Type: Poster
    • Contemporary research in physics education has identified certain weaknesses in conventional physics teaching-laboratory practices. One such weakness of the "cookbook" structure is its inadequacy to promote critical thinking, creativity, design and innovation. Another common drawback is the lack of opportunity given to students to identify their failures, as most of the activities are designed to be fail-proof. Webster University's undergraduate physics labs were redesigned with the goal of addressing the above issues. Redesigned (new) labs were given to a group of students and the post-lab academic performances and retention were compared to the controlled group (students who received standard, conventional physics labs). The underlying hypothesis was that modifications to instructional delivery and approach enhances performance outcome. Quantitative comparisons between the two groups showed significant improvements among the students who received new labs.

  • • Sticky Liquids Make Things Float? Probing “Interesting” Buoyancy Conceptions.

    • PST2A14
    • Mon 02/20, 9:15PM - 10:00PM
    • by DJ Wagner,
    • Type: Poster
    • While developing a taxonomy of alternate conceptions about buoyancy, we identified over 100 different conceptions. Some of the conceptions identified by other researchers such as “sticky liquids make things float” [1], inspired us to investigate the reasoning behind the conception further. Other conceptions, such as the idea that the direction of the force by water on an object changes with depth, were identified in individual interviews or low-n studies, and we wondered how prevalent the conceptions were in the college population. We designed questions to probe selected “interesting” conceptions and asked those questions of students at both the University of Washington and Grove City College. This poster will discuss the conceptions, the questions, and the results.

  • • Statistical Correlations between Introductory Physics and Performance in Engineering Courses

    • PST2A16
    • Mon 02/20, 9:15PM - 10:00PM

    • by Jonathan Perry,, William Bassichis,

    • Type: Poster
    • Introductory physics forms part of the foundation of knowledge for all engineering majors, independent of field and institution. Instruction of introductory physics courses can vary greatly due to professor, textbook, and overall course design. This poster presents an examination of statistical correlations between introductory physics credits earned by engineering majors at Texas A&M with their performances in follow on, high enrollment, engineering courses, overall GPA, and matriculation rates. This work specifically focuses on variations in student performance based on whether their introductory physics credits were earned through high school credit, transfer credit from a community college, or completion of either of the two types of introductory physics offered at Texas A&M University.

  • • Examining the Utilities of Different Classroom Observational Protocols

    • PST2A15
    • Wed 02/22, 8:30PM - 9:15PM

    • by Cassandra Paul,, Kevin Hartman,, Zairac Smith,

    • Type: Poster
    • There are many different classroom observational protocols an observer canchoose from, depending on his/her goals. In order to choose the right protocol, an observer will consider the questions he/she wants to answer and weigh the affordances and constraints of each protocol in this context. However, it is not always easy for a researcher or agent of professional development to do diligent research to determine which protocol would best suit their needs. We present the results from three different observational protocols (COPUS, RIOT, and RTOP) used to observe the same classroom event. The comparison of these results will provide an illustration of the utility of each observation protocol, so that observers may make more informed choices regarding their observing instruments.

  • • Why Undergrads Leave STEM

    • PST2A02
    • Wed 02/22, 9:15PM - 10:00PM

    • by Chloe Chambers,, Kim Shaw,

    • Type: Poster
    • Inspired by the work of Elaine Seymour and Nancy M. Hewitt as well as our curiosity to know how things may or may not have changed since their work in the early 1990s, the purpose of this project is to determine why undergraduate students who initially declare a science, technology, engineering or mathematics (STEM) major leave their field of study, as well as investigating potential means to improve retention rates in STEM. After conducting multiple one-on-one interviews with students at two southern universities, one regional comprehensive and one state university, data was coded independently by researchers to find common themes, those with both positive and negative influences, among students who chose to remain a STEM major, or among those that chose to change to a non-STEM major. Common themes among STEM majors will be addressed as well as potential solutions for increasing the STEM retention rates.

• Post-deadline Posters

  • • AER and PER Resources from the NASA Heliophysics Education Consortium

    • PST1A02
    • Mon 02/20, 8:45AM - 9:30AM

    • by Ramon Lopez,, Janelle Bailey,, Shannon Willoughby,, Ximena Cid,, Brad Ambrose,

    • Type: Poster
    • Temple University, in coordination with the AAPT as a part of the NASA Heliophysics Education Consortium, has built a task force to develop astronomy and heliophysics resources for introductory and advanced astronomy and physics learning in higher education institutions (including for pre-service teacher education programs). High-quality resources have been developed based off of the work of the astronomy education research (AER) and physics education research (PER) communities. Early results from the task force's efforts will be shared, with special emphasis on resources developed to support content and skills associated with the upcoming summer 2017 total solar eclipse.

  • • College Research Experience for Students from High School: Inquiry-based Learning of Laboratory Sciences

    • PST3A01
    • Tue 02/21, 2:30PM - 3:15PM
    • by Firouzeh Sabri,
    • Type: Poster
    • Participating in scientific practices by engaging in authentic, laboratory-based research projects has been recognized as an effective approach for teaching and learning scientific methods. The MemphisCRESH program, a summer research internship program for high-school students held on the University of Memphis campus, offered a unique context for investigating the influence of this type of experiential learning on the acquisition and retention of scientific facts and methods. A total of 42 students, male and female, with no prior research experience were placed in an active scientific laboratory for 6-7 consecutive weeks and were integrated into the laboratory’s research dynamics as a contributing member. Results support the influence of several key factors in students’ impression of the importance of scientific inquiry and research. Namely, applicability and utilization of scientific formulae and methods taught in high school science courses. These results confirm the utility of using experiential learning to teach scientific concepts, even in students that are not yet in college.

  • • Developing a Model for Predictive Analytics to Signal Outlying Performance.

    • PST3A03
    • Tue 02/21, 2:30PM - 3:15PM

    • by David Hutchinson,, John Davis,, Andrew Gillick,, Nathaniel Kaminski,, David Kashinski,

    • Type: Poster
    • Our intent to develop a model for forecasting a student’s performance in an introductory physics program using previous performance metrics. Some of the metrics included will be achievement in other STEM coursework, entrance examination scores, major choices, and extracurricular participation. The predictive analytics can then be employed to provide an immediate indication of outlier performance. Identifying these atypical performances among individuals brings to attention situations that may otherwise go unnoticed. Identifying atypical performance across a test group within a larger population may also provide a metric for other pedagogical studies. This poster presents techniques for constructing the predictive analytics model, the parameters and relative weighting used, as well as possible applications and improvements.

  • • Differientiation in a Preservice Physics Class

    • PST3A05
    • Tue 02/21, 2:30PM - 3:15PM

    • by Richard Williams,, Karen King,

    • Type: Poster
    • While teaching at the pace of learning should always be the goal, a one-size fits all approach leaves room for disengagement of more advanced students. Differentiation is a method of designing and delivering instruction to best reach each student. Our university offers a physics course requirement for all early childhood and elementary education majors. It also enrolls middle school education majors, and recently was accepted as an elective for secondary physics majors. The course is aligned to NGSS, emphasizing scientific and engineering practices, especially developing and using models. To better fit the needs of our range of preservice teachers, methods of differentiation were applied to a unit on force and motion using Bybee’s 5E learning cycle as a framework.

  • • General Physics Instruction Interventions at SC State University*

    • PST3A07
    • Tue 02/21, 2:30PM - 3:15PM

    • by Daniel Smith Jr.,, Jennifer Cash,, Donald Walter,, Reginald Williams,

    • Type: Poster
    • As part of the NSF-sponsored “Targeted Infusion Project,” two interventions have been developed to enhance General Physics instruction at South Carolina State University: graphic invention instruction materials, and the flipped classroom. Graphic invention instruction materials are a variation of the “Invention Instruction” developed at Stanford, Rutgers, and New Mexico State University that lead students to invent a measurement outside of the physics topic area where a concept is needed so that transfer to the desired physics topic is more easily achieved. The Flipped Classroom component consists of pre-lecture video tutorials paired with pre-lecture quizzes so that the main concepts are delivered to students before class. Class time can then focus on application and problem solving practice. We will present details on these methods and initial evaluation results.

  • • Metacognitive Scaffolding of PhET-based Inquiry Activities

    • PST3A09
    • Tue 02/21, 2:30PM - 3:15PM

    • by Jonathan Massey-Allard,, Sarah Perez,, Joss Ives,, Ido Roll,

    • Type: Poster
    • PhETs are a family of science and mathematics interactive simulations thatleverage the concept of implicit scaffolding to support productive inquiry learning [1]. In classroom activities, studies have demonstrated that student interaction and exploration is maximized for lightly guided activities [2]. An important question remains: what type of scientific inquiry practices are actually fostered by such forms of guidance? Developing a domain-independent scaffold could also support students in acquiring specific inquiry strategies, such as those used by expert physicists, and for engaging in productive inquiry learning in PhET simulations. Here we propose a form of faded metacognitive scaffolding that adapt to learners and allows students to identify, explain, and reflect on strategies used while engaged in an otherwise minimally scaffolded PhET activity.

  • • Quantum Physics for HS Teachers

    • PST3A11
    • Tue 02/21, 2:30PM - 3:15PM

    • by Karen Jo Matsler,, Tom O'Kuma,

    • Type: Poster
    • Thanks to a grant provided by the American Institute of Physics, workshopstargeting quantum concepts were offered in the summer of 2016 at Lee College and UT Arlington. The PD format was unique in that both high school students and teachers attended the workshop. The curriculum used resources developed by the Perimeter Institute for Theoretical Physics. We will share the strengths and weaknesses of this model as well as the data.

  • • Students’ Resources for Solving a Partial Derivative Problem in Thermodynamics

    • PST3A13
    • Tue 02/21, 2:30PM - 3:15PM

    • by Rabindra Bajracharya,, Corinne Manogue,

    • Type: Poster
    • We investigated students' common knowledge resources while dealing with a partial derivative problem posed in multiple representations. We conducted structured-interviews with eight middle-division students in a restructured thermodynamics course. They were asked to determine a partial derivative using a contour map and a numerical table in a thermodynamic context. Since the partial derivative cannot be computed directly from the numerical data or the graph alone, one first needs to express it in terms of other computable partial derivatives or plot a constant pressure path on the graph using the numerical data. Although students did not exhibit much difficulty finding the individual partial derivatives from the table and the graph, they struggled substantially while deriving the above expression. They used both productive and unproductive knowledge resources including the ideal gas law, the cyclic chain rule, the first law of thermodynamics, total differentials of given variables, and tree diagrams.

  • • What Can You Do with Your Students' Smartphones While Teaching Physics?

    • PST3A15
    • Tue 02/21, 2:30PM - 3:15PM

    • by Arturo Marti,, Martin Monteiro,, Cecilia Cabeza,, Cecilia Stari,

    • Type: Poster
    • At present most of the students own smartphones and carry them everywhere and everytime. From the educator point of view, this fact set a challenge. It is impressive that smartphones usually incorporate several sensors, including accelerometer, gyroscope, magnetometer, and barometer. Although these sensors are not supplied with educational intentions in mind, they can be employed in a wide range of physical experiments, especially in high school or undergraduate laboratories. During the last years several experiments have been proposed using smartphones. In this poster we exhibit several simple experiments we have recently proposed which can be useful resources for physics educators. Additional information including references to our work can be found at http://smarterphysics.blogspot.com.

  • • Constructing Teams to Maximize Productivity and Enhance Conceptual Understanding

    • PST3A02
    • Tue 02/21, 3:15PM - 4:00PM

    • by Corey Gerving,*, Mark Haseman,, Andrew Gillick,, Carolann Koleci,

    • Type: Poster
    • At the United States Military Academy, teamwork is paramount and cadets inintroductory physics classes have diverse abilities and experiences in math and science. Research in team-based learning demonstrates that in the past 20 years, over 99.95% of teams have outperformed their best member by an average of almost 14%; moreover, the worst team typically outperforms the best student in class [1]. How can teams be crafted to maximize productivity and enhance conceptual understanding? What sort of predictive analytics or metrics can be applied to form such teams in the introductory physics classroom? How does one assess the success of these teams? We will explore the use of well-established metrics, in addition to peer and self-assessment rubrics. [1] Michaelsen, L., & Sweet, M. (2008). The essential elements of team-based learning. New Directions for Teaching and Learning, 2008(116), 7-27.

  • • Developing Project Based Labs for a Sophomore Level Electronics Course

    • PST3A04
    • Tue 02/21, 3:15PM - 4:00PM

    • by Muhammad Numan,, Andrew Zhou,

    • Type: Poster
    • Project Based Labs were introduced into our sophomore level Electronics course by challenging students with open-ended real world problems. Students acquired domain knowledge, critical-thinking ability, and problem solving skills by investigating and solving these problems, while developing practical hands-on skills. We describe the teaching methodology and present examples of the student projects along with initial assessment data and student feedback.

  • • Figuring Out What Works

    • PST3A06
    • Tue 02/21, 3:15PM - 4:00PM
    • by Irene Guerinot,
    • Type: Poster
    • Every physics instructor has heard the phrases: “I understand the concepts, I just cannot do the math”, or, “What does the equation mean”? Pre-health, biology, and exercise science students are required to take physics courses at Maryville College. The vast majority of these students do not have a very strong math background and unsatisfactory performance is a strong possibility. The last three years we have been working on modifying delivery of our courses in an attempt to mitigate this failure in a sustainable way. We will discuss our findings as well as student surveys analyzing how students perceive these modifications.

  • • Holographic Scaling in Newtonian Gravity

    • PST3A08
    • Tue 02/21, 3:15PM - 4:00PM
    • by Emma Machado,
    • Type: Poster
    • Many high school and college students are required to take physics, but few actually learn to discover the mysteries of the field because they are too busy trying to memorize equations and solve "plug and chug" style problems. Looking in to the calculations and equations of physics, a holography can be seen within the subject. By studying the duality that exists between electricity and gravity this holography can be discovered and made accessible to general physics students. Furthermore, the concept of mass in physics (ADM mass) can be calculated within this holography for various black holes along with orbits of massive and massless particles.

  • • Wave Superposition: Pseudo-Paradoxes and Energy Conservation

    • PST3A10
    • Tue 02/21, 3:15PM - 4:00PM
    • by David Chappell,
    • Type: Poster
    • The standard textbook treatment of the superposition of waves and total destructive or constructive interference can often lead to counterintuitive results that superficially appear to violate the laws of energy or momentum conservation. We survey simple examples of diffraction and interference for different types of waves that exploit these apparent paradoxes and present them as topics for active learning problems. In particular, we compare the double slit experiment to two closely spaced antennas in the limit where the distances between the slits or antennas is less than the wavelength of the electromagnetic waves.

  • • Redesign of an Introductory Physics Laboratory Program

    • PST3A12
    • Tue 02/21, 3:15PM - 4:00PM

    • by Corey Gerving,, Thomas Halverson,, Mark Haseman,, Carolann Koleci,

    • Type: Poster
    • The laboratory program of the introductory physics program at the United States Military Academy has been largely unchanged for many years. Combined with major changes to the introductory physics course, it is appropriate to conduct an assessment and restructure of the laboratory program that supports the course. This poster will introduce the initial planning process for the assessment of the program, as well as highlight other key elements of the planned redesign.

  • • The Influence of Experiential Learning of Applied Sciences on Scientific Skills and Career Interests

    • PST3A14
    • Tue 02/21, 3:15PM - 4:00PM

    • by Firouzeh Sabri,, Martina Sala Rodriguez,, Holland Aguayo,, Stephanie Ivey,

    • Type: Poster
    • In this study, the authors investigated the relationship between exposure to targeted career exploration activities and understanding of related scientific content and interest in specific disciplines among high school seniors and juniors. Students were exposed to Packaging Science, Materials Science, and Mathematical Sciences concurrently, both in an academic setting and industrial setting. Relevance of fundamental materials properties analysis and mathematical skills to advanced engineering packaging solutions were explored and tabulated. A survey model was utilized targeting student academic skills, understanding of the disciplines, and prior exposure to technological advances in the fields of interest. Although the number of students engaged was small, results suggest gender differences and may indicate that varied approaches are needed to encourage self-confidence and identity in packaging and materials sciences with both genders.

  • • A New App for Physics Simulations

    • PST3A16
    • Tue 02/21, 3:15PM - 4:00PM
    • by Sonia Tye,
    • Type: Poster
    • The CK-12 Foundation has generated over 85 free, HTML5-based interactive Physics Simulations (SIMs). The recent release of the free CK-12 Physics Simulations App for both iOS and Android tablets facilitates quick access to the SIMs and the added ability to download SIMs for offline use. This poster presentation is one part of our efforts to engage in a discussion with the physics education community about how these SIMs can be used to facilitate classroom instruction, challenge student misconceptions, and foster an interest in science.

• Pre-college/Informal and Outreach

  • • Teaching Physics at a Buddhist Monastery in India

    • PST2B01
    • Mon 02/20, 8:30PM - 9:15PM

    • by Todd Timberlake,, Chamaree de Silva,

    • Type: Poster
    • Come learn about the Emory-Tibet Science Initiative, a program that invites physics teachers to travel to India and teach a two-week course in physics to monks at a Buddhist monastery. This program supports His Holiness the Dalai Lama’s stated goal of incorporating modern science into the education of Tibetan Buddhist monks. ETSI is currently recruiting teachers for four different physics courses at several different monasteries for the summer 2017 physics program. The presenters will share their experiences teaching in this program and provide information to anyone interested in participating. Come find out about this exciting opportunity to share your love of physics with an eager and engaged, but underserved, audience. More information about ETSI can be found at https://tibet.emory.edu/emory-tibet-science-initiative/.

  • • Using Puns to Teach Physics Concepts

    • PST2B03
    • Mon 02/20, 8:30PM - 9:15PM
    • by Robert Close,
    • Type: Poster
    • Learning physics is generally considered an analytical, or “left-brain” activity. However, many students learn better through more creative “right-brain” activities. Since many physics terms have alternative “everyday” meanings, it is important for students to distinguish between the two. Rather than simply having students memorize definitions, I have written a story in which physics terms are intertwined with their everyday meanings in the form of puns. The task for students is to identify both meanings of each pun. This task builds association between physics concepts and the words used to describe them in a creative manner appropriate for “right-brain” learners.

  • • Launching Baseballs with Georgia Tech and the Atlanta Braves

    • PST2B05
    • Mon 02/20, 8:30PM - 9:15PM

    • by Jack Wood,*, Michael Knotts,

    • Type: Poster
    • The Atlanta Braves are partnering with the Georgia Tech Research Instituteto boost STEM excitement among metro-Atlanta middle schoolers. Together they are developing a year-long program centered around a custom baseball launcher. GTRI designed the launcher which was delivered to participating schools in kit form. The schools created after-school clubs to build the instruments then practice launching baseballs with an eye toward an end-of-the-year competition for bragging rights and a chance to demonstrate on the field before a Braves game. Teams will be judged on the accuracy of their ball launches. In fact, the goal is to launch a ball, analyze its proximity to a target, make adjustments to the instrument, then improve on the second shot. In addition, students will have curriculum-matching activities that reinforce their knowledge of relevant physics topics. In the end, teams will be judged on multiple aspects of the program, including notetaking and communication.

  • • The National Science Olympiad (NSO) /NASA Space Science STEM Outreach Network

    • PST2B02
    • Mon 02/20, 9:15PM - 10:00PM
    • by Donna Young,
    • Type: Poster
    • There are opportunities to become involved with the National Science Olympiad/NASA Universe of Learning; Astrophysics STEM Learning & Literacy Network. NSO is a national non-profit organization dedicated to improving the quality of K-12 science education, increasing interest in science for all students, creating a STEM-literate workforce, and providing recognition for outstanding achievement by students and educators. These goals are achieved by participating in events at invitational, regional, state and/or national Science Olympiad tournaments, and incorporating Science Olympiad events into classroom curricula. Events address the NGSS scientific practices, crosscutting concepts and core disciplinary ideas from every scientific discipline, including astronomy. Knowledgeable event supervisors and well-written events for all levels of competition are difficult to find for astronomy. Instructors and students can sponsor an invitational, write invitational, regional or state events, becoming event supervisors, or contribute questions to the test bank. The NSO website provides information on developing and/or supervising astronomy events.

  • • Fun with Photons -- An Interactive Learning Experience

    • PST2B04
    • Mon 02/20, 9:15PM - 10:00PM

    • by Felix Kaess,, Andrew Klump,, Qiang Guo,, Seunghyun Yoo,, Zlatko Sitar,

    • Type: Poster
    • Graduate students from the lecture "MSE704: Interaction of Photons with Solids" partnered with The Exploris School in Raleigh to create a mutual learning experience with a selected group of middle school students. The graduate students became teachers in the five-week long "Exploration" project and successfully transformed the rather abstract lecture materials into tangible scientific experiments and taught the 5th graders about the four different fields of photonics. This process of translating theoretical insights into practical demonstrations for a non-scientific audience helped the PhD candidates to reflect on their own research and role as scientists in society. As a result of this project, both sides learned a lot about science, education, and communication -- from each other. Furthermore, all participants got excited to keep studying the fascinating field of light and deepen their understanding of science when they grow up / finish graduate school.

  • • Making Music: Learning Physics and STEM Through Making Electric Guitars

    • PST2B06
    • Mon 02/20, 9:15PM - 10:00PM

    • by Debbie French,, R. Mark French,, Sean Hauze,, Thomas Singer,, Imelda Castenada-Emenaker,

    • Type: Poster
    • Many students may enter physics classes with a solid academic background, but have limited experience with making things and using appropriate tools. This study showcases the successes and challenges of having pre-college students make a solid-body electric guitar. The guitar is used as a vehicle to teach physics and integrated STEM concepts. Through guitar making, students solder circuits, learn woodworking skills, use hand and power tools, and implement guitar intonation techniques. Science and engineering practices such as design, problem-solving, analyzing and interpreting data, using mathematics and computational thinking, designing solutions are emphasized throughout the guitar build. Successes include increased student learning gains, interest and confidence in STEM, class attendance and registration, and number of female students in physics. Challenges include logistical issues, administrator support, and lack of curriculum maps including the guitar lessons. Direct participant quotes, student data, and teacher survey responses are used as evidence for these findings.

• SPS Undergraduate Research and Outreach Poster Session

  • • A Classical Demonstration of Avoided Crossing with Springs

    • SPS01
    • Sat 02/18, 8:00PM - 10:00PM

    • by Daniel Steinwachs,, Andrew Lockhart, Shawn Hilbert

    • Type: Poster
    • Avoided crossings are a phenomenon typically associated with quantum mechanics. Here we experimentally demonstrate the formation of an avoided crossing in a completely classical system—two coupled harmonic oscillators. We show that this avoided crossing can be created by a variation of mass as well as a variation of spring constant. We also look at effects on the strength of the avoided crossing in both cases by varying the coupling spring. This classical visualization of avoided crossing could make a great demonstration in quantum mechanics or classical mechanics a fine addition to an advanced lab course.

  • • An Acoustic Analog to Avoided Crossing of Energy Levels

    • SPS02
    • Sat 02/18, 8:00PM - 10:00PM

    • by Alexandria Skinner,, William Newman,, Shawn Hilbert,

    • Type: Poster
    • Avoided crossings are traditionally associated with quantum mechanical systems but they have been known to occur in classical systems. The emergence of an avoided crossing in traditionally classical systems has been observed in coupled systems. In our experiment, we explore the emergence of an avoided crossing in a coupled acoustic system. The acoustic system mimics the quantum system of an infinite square well split into two regions, one of fixed length and another of variable length, and separated by a delta potential well. The acoustic system was constructed with two PVC tube sections, one of fixed length and another of variable length. The tubes are separated by an aluminum diaphragm with a variable reflectivity controlling the coupling between the sections. By comparing the energy eigenvalues of the quantum system and the resonant frequencies of the acoustic system, we demonstrate that the quantum and acoustic systems exhibit similar avoided crossing behaviors.

  • • Band Structure from Atomic Orbital Analogs

    • SPS03
    • Sat 02/18, 8:00PM - 10:00PM

    • by Parker Roberts, Alexandria Skinner,, Shawn Hilbert,, Scott Carr,

    • Type: Poster
    • According to quantum mechanics, electrons in an atom are confined to a particular set of discrete energy levels, which are consistent for identical atoms. Coupling of two atoms, such as in the formation of a crystalline solid, results in a splitting of these levels. As more atoms are coupled, the energy levels continue to split. With enough atoms coupled, the number of levels become large enough and the level spacing small enough that the allowed states essentially form a continuum, or band. Because the electronic wave functions in atoms have harmonic oscillator solutions, classical oscillators directly mirror atomic energy levels. A single oscillator has a discrete set of resonant frequencies, while coupling between oscillators will induce resonance splitting. In this presentation we will discuss the validity of this analogy from a theoretical perspective and demonstrate experimentally the construction of resonance bands from coupled mechanical oscillators.

  • • Band Structure in Coupled Oscillators

    • SPS04
    • Sat 02/18, 8:00PM - 10:00PM

    • by Tadan Cobb, Daniel Steinwachs,, Scott Carr,, Shawn Hilbert,

    • Type: Poster
    • Band structure and level splitting are concepts typically dealt with in quantum mechanics. This project explores these quantum phenomena using a classical system of masses connected to springs. A single oscillator produces a single resonant frequency. Each mass added to the system causes an additional resonant frequency to appear. When a large number of masses are introduced, a large number of corresponding resonances begin to overlap. These resonances form a band of allowed frequencies. Frequencies not in this band are forbidden, meaning the system cannot oscillate at these resonances. These bands are useful for predicting a range of allowable frequencies that a system can produce from additional level splitting. We will also analyze how changing the system’s physical parameters affects the band structure. This analog is cost effective and can be used for lab demonstration in undergraduate labs.

  • • Continuous and Episodic Relativistic Outflows in Advection-Dominated Accretion Flows

    • SPS05
    • Sat 02/18, 8:00PM - 10:00PM

    • by William Newman,, Troung Le,, Elizabeth Edge,

    • Type: Poster
    • Previously, Le et al. (2004, 2005, 2007) demonstrated that particle acceleration in the vicinity of a shock in an advection-dominated accretion disk can extract enough energy to power a relativistic jet from a supermassive black hole. However, to maintain a steady jet, a stable shock location is required. Employing the Chevalier & Imamura linearization method and the Nakayama instability boundary conditions, Le et al. (2016) showed that a region of the energy and angular momentum parameter space in which disk/shocks with outflows can be either stable or unstable. In unstable regions, the velocity profiles that exhibit pre-shock deceleration and acceleration are unstable to the zeroth mode with zero frequency of oscillation, but are stable for the fundamental and the overtones. Continuing, we use the parameterized space for when the zeroth mode transitions between stable and unstable to explain observations of continuous and episodic jets in M87 and Sgr A*, respectively.

  • • Cosmic Ray Study: Effect of Detector Area on Shower Rates

    • SPS06
    • Sat 02/18, 8:00PM - 10:00PM

    • by Kamryn Abraskin,*, Brian Burke,, Kendall Crispin,, Anthony Valsamis,

    • Type: Poster
    • Cosmic rays are immensely high-energy particles originating mainly from outside our solar system. Although they have been studied since the early 20th century, much remains unknown about their origin, properties, and behavior. These primary cosmic rays produce secondary particle showers through interaction with Earth’s upper atmosphere. Using QuarkNet cosmic ray detectors, an investigation was conducted to measure the amount of cosmic ray events per hour as a function of detector area; both indoors and outdoors. Three counters placed in a triangular array were tested within a one-story building and inside of a greenhouse with a thin plastic roof. The data collected suggests that roofing material affects the measured shower rates.

  • • Development of Gamma Camera Model to Teach Nuclear Medicine

    • SPS07
    • Sat 02/18, 8:00PM - 10:00PM

    • by Adam Sova,, Nancy Donaldson,

    • Type: Poster
    • As an undergraduate Medical Physics Major, the field of nuclear medicine for both imaging and therapy will be central to my studies and future career as a medical physicist. Working with my mentor, my research is focused in the following areas: 1) construction of a hands-on Gamma Camera apparatus that uses optical principles to model the detection of gamma ray photons in the formation of an image (Lowe, Spiro, 2015); 2) development of an active learning curriculum to teach the basics of nuclear medicine to Physics of Medicine students; and, 3) extending modeled principles to current developments in nuclear medicine.

  • • Progress Report on Exciting Non-Harmonic Resonances

    • SPS08
    • Sat 02/18, 8:00PM - 10:00PM

    • by Andrew Lockhart,, Erin Bassett,, Shawn Hilbert,

    • Type: Poster
    • In a single tube, multiple resonances form, each of them being a harmonic of the fundamental resonance. When exciting the fundamental, each of the harmonics are also excited. In this project we explore a way to excite non-harmonic resonances while exciting the fundamental resonance. To do this, we use a system that has a pair of resonances that are close together (with a frequency different of a few hundred Hertz) where the higher-frequency resonance is not a harmonic of the lower-frequency resonance. This is done by utilizing the level splitting from a pair of coupled tube sections. By driving the system with a mixture of two frequencies: the fundamental frequency and the frequency difference between the frequency pair, we attempt to excite the higher frequency resonance. Applying this to a laser system could provide another method for laser tuning.

  • • Qualitative Analysis of the Conversion to SCALE-UP: Listening to Students

    • SPS09
    • Sat 02/18, 8:00PM - 10:00PM

    • by Nikita Moore,*, Jennifer Blue,

    • Type: Poster
    • The Department of Physics at Miami University moved to a new building in the fall of 2014. We seized this opportunity and designed ourselves large, flat classrooms. This means we can teach both our algebra-based and calculus-based introductory courses in the SCALE-UP (Student-Centered Active Learning Environment with Upside-Down Pedagogies) model. We are now in year three of SCALE-UP, and continuing our evaluation. We have given an informal midterm survey during the middle of the fall semesters, where students give qualitative feedback on the course, including what they see as strengths of the course and suggestions for improvement. We will present results of these surveys.

  • • Slow Sound Via Dispersion in a Closed Tube

    • SPS10
    • Sat 02/18, 8:00PM - 10:00PM

    • by Rachel Bibbey,, Eric Vanderwolf,, Shawn Hilbert,

    • Type: Poster
    • This project mimics slow light using sound. The experiment uses sound waves inside a PVC tube with aluminum end caps. A frequency sweep in the tube demonstrates a phase shift over each resonance in the tube. These phase shifts are indicative of dispersion effects. The dispersion curve over these resonances match in slope the dispersion curve for light in atomic resonances with electromagnetically induced transparency. The sound system has the advantage that amplitude increases over a resonance; therefore, no transparency trick is required. The slope of the dispersion curve is used to estimate the group velocity of a Gaussian pulse inside the tube. The actual velocity is determined by sending a pulse through the tube and measuring the travel time in the tube. Our system produced speeds down to 26 m/s. We also analyze the effect of tuning the frequency around the resonance and varying wall reflectivities.

  • • Untangling the Coefficients of the Lorentz-Violating Standard-Model Extension

    • SPS11
    • Sat 02/18, 8:00PM - 10:00PM

    • by Kenneth Amandolia,*, Charles Lane,

    • Type: Poster
    • The Lorentz-Violating Standard-Model Extension provides a list of coefficients to describe each of the known Lorentz violation factors. While there are many coefficients where the value they contribute to this Lorentz violation is clear, there are other cases where instead a linear combination of these coefficients describes these effects. The goal of this project is to unpack these equations, so that the individual sensitivity to each of these coefficients can be found.

  • • Using Physics to Explore the Psychology of Small Mammal Behavior

    • SPS12
    • Sat 02/18, 8:00PM - 10:00PM

    • by Ashton Levry,, Ciara Alvis,, Catherine Potin,, Chamaree de Silva,, Jarred Jenkins,

    • Type: Poster
    • As part of the research component of a year-long freshman integrative science program at Mercer University, we used kinematics to gain insight on Optimal Escape Theory, which states that animals moderate their flight responses according to the level of risk represented by a potential predator. We examined how this theory applies to squirrels on our campus by exploring how three different human approach speeds affect squirrels’ flight accelerations. Our procedure involves approaching squirrels at each speed and recording their flight with a high-speed video camera. Video analysis was then performed using Logger Pro software to calculate the acceleration of each squirrel. In addition, we measured the Flight Initiation Distance; the distance between the human and the squirrel when the squirrel flees. In this study, we combine physics, biology, statistics, and the psychology of small mammal behavior to explore the integrative aspect of science as a whole.

  • • Testing and Modeling a Physical Galton Board

    • SPS14
    • Sat 02/18, 8:00PM - 10:00PM
    • by Brandon Inscoe,
    • Type: Poster
    • In this project we created a physical model of a Galton board where the ball's path is determined by physical collisions with each peg and by actual physical parameters of the ball, pegs, and board. To test the model, we built a Galton board and compared results with the computational model. The model produced similar distributions of drift time and final bin position. However, the statistical variation in the model completely depended on random variation in the initial position of the ball, and the statistical variation in the experiment depended on the apparent variation of physical parameters of the ball and board (because its initial position was nearly constant). The computational model is similar enough to the actual board that the model can be used to investigate how the statistical distribution of the ball depends on various parameters. The Galton board is an instrument that involves statistics and many fundamental and classical physics concepts such as collisions, angular momentum, Newton’s second law of motion and conservation of energy. Thus, the board has educational value and can also be used as an analogy for DC current in a wire.

  • • The Impact of Studio Mode on Conceptual Understanding and Physics Identity Development

    • SPS15
    • Sat 02/18, 8:00PM - 10:00PM

    • by Zackary Hutchens,, Robynne Lock,

    • Type: Poster
    • Studio physics is an innovative pedagogy that uses interactive-engagement to teach introductory calculus-based physics. Over a span of four semesters at Texas A&M University-Commerce, data was collected in both traditional and studio physics courses using the BEMA and FMCE concept inventories and the CUPID physics identity survey. The results demonstrate that studio mode is a highly effective method of teaching calculus-based physics, with 24.06 and 19.64 percent higher mean normalized gain for PHYS 2425 and PHYS 2426 respectively. The results of CUPID show that studio mode generates some improvement in physics identities for first-semester physics, but show no significant change in second-semester physics.

  • • Homemade Diode for Physics and Engineering Labs*

    • SPS16
    • Sat 02/18, 8:00PM - 10:00PM

    • by Travis King,, L. Ajith DeSilva,, J. Hasbun,, R. Kulasiri,

    • Type: Poster
    • We constructed a simple diode from commercially available compound semiconductors, namely n-TiO 2 and p-CuI. The diode is a semiconductor p-n junction, the most basic device of all electronics. The entire diode can be made within 10 minutes without any sophisticated instruments. The current-voltage characteristics showed a similar behavior to a regular Si diode. We use a non-linear fitting procedure to analyze the experimental results. The fitting non-linear model used is based on the work of Danielson and Depoy [1] with slightly fewer parameters. Diode characteristics and rectification properties are discussed and compared with a regular Si diode. [1]"Accurate Method for Forward and Reverse Bias Curve Fitting of TPV I-V Data,” L. R. Danielson and D. M. Depoy, (2006, http://www.osti.gov/scitech/servlets/purl/882557).

  • • Measurement of Radial Buoyant Force in a Rotating Fluid

    • SPS17
    • Sat 02/18, 8:00PM - 10:00PM
    • by Amiras Simeonides,
    • Type: Poster
    • We constructed an apparatus that uses pressure sensors to measure the pressure difference between two sides of a container of water that is in uniform circular motion. We then demonstrate how to use this pressure difference to explain the radial buoyant force on a fishing bobber suspended in the water. Finally, we compare these calculations to the theoretical buoyant force obtained by analyzing a video of the apparatus in motion.

• Teacher Training/Enhancement

  • • Designing a "Lab-on-a-Ship": The Floating Physics of Fluid Dynamics

    • PST2C01
    • Mon 02/20, 8:30PM - 9:15PM

    • by Andre Bresges,, Florian Genz,

    • Type: Poster
    • We are applying U Stanford's “Design Thinking” approach to convert a 200ftship into a swimming science lab. The Ship combines a research center for large river ecosystems with a training facility for teacher trainees, and a bionic lab where classes can study the impact of fluid dynamics on marine ecology, geography, and the design of ships and airplanes. Design Thinking applies on several levels. We declared the design process of the Science Lab a part of our “Future Strategy for Teacher Training”. Space on a ship is always a precious resource, as is the time of the classes visiting the lab. Using the “Fail early, fail often” principle, teacher education students work closely with students of neighboring schools to develop, test and evaluate various prototypes. Thus, they combine theory and research to untangle all the problems and constrains, and to provide an rich, interesting and meaningful environment for students.

  • • Special Physics Teaching Major and Minor at Vassar College

    • PST2C03
    • Mon 02/20, 8:30PM - 9:15PM

    • by Cindy Schwarz,, Brittany Tompkins,, Alexandra Trunnell,

    • Type: Poster
    • At Vassar, we have a unique program for physics majors planning to get Physics Teaching Certification. Physics majors who wish to obtain Secondary Certification in physics must complete three additional courses beyond the six core courses. An independent project focused on physics education, independent work of Lab Development (developing and building three labs for HS physics) and Lab Apprenticeship (where they help the lab tech set up all the intro physics labs for the full year introductory physics course). Physics Minor with Teaching Emphasis is intended for those with other majors: students complete the following coursework above the introductory level, modern physics, classical mechanics, Lab Apprenticeship and, Lab Development and Senior Independent Work on physics education. Both programs also have recommended and required education courses. This poster will be presented by Professor Schwarz, the advisor for the program and two seniors who are currently enrolled in the program.

  • • Rowan's PhysTEC Program: Successes and Challenges

    • PST2C02
    • Mon 02/20, 9:15PM - 10:00PM

    • by Trevor Smith,, Issam Abi-El-Mona,, Philip La Porta,, Patrick Chestnut,, Karen Magee-Sauer,

    • Type: Poster
    • Rowan University is in the middle of a three-year PhysTEC project to increase our production of highly qualified physics teachers for New Jersey schools. We have seen a rapid growth in our physics major population in recent years, and we are working to translate this into increased numbers of teacher candidates as well. The main thrusts of the project are holding targeted advising and information sessions for physics majors, providing research opportunities for undergraduates focusing on physics education, creating a Rowan Area Physics Teachers network, and growing the learning assistant (LA) program in physics (including placing two LAs in a local high school classroom). We report on the various successes and challenges of these efforts. We are particularly interested in the effects of the LA program both on the LAs (in terms of content understanding and dispositions toward teaching) and on the students in classes that have an LA.

• Technologies

  • • iPad Schlieren System

    • PST1E01
    • Mon 02/20, 8:00AM - 8:45AM

    • by Bradley Gearhart,, Dan MacIsaac,, Allen Chan,, Chris Kohler,

    • Type: Poster
    • Using Schlieren imaging for visualizing transparent gas density variationsprovides unique opportunities where typically unseen phenomena are able to be imaged and experimented with in real time. Traditional Schlieren systems require expensive equipment (DSLR camera, telephoto lens, and several high-quality mirrors) and are difficult to set up. We outline a simplified approach to constructing a Schlieren system that uses only a single telescope mirror, an LED flashlight, and an iPad without any practical loss in sensitivity. Examples will be shown to highlight using this system to teach topics in high school science. This project was supported by Buffalo State College, Praxair, and the National Science Foundation (NSF)* funded Interdisciplinary Science and Engineering Partnership (ISEP) MSP project.

  • • Integrating Programming into Modeling for Physics First

    • PST1E03
    • Mon 02/20, 8:00AM - 8:45AM

    • by Rebecca Vieyra,, Colleen Megowan-Romanowicz,

    • Type: Poster
    • This poster will describe an ongoing pilot study by the AAPT, AMTA, STEMteachersNYC, and the Bootstrap team of Brown University to integrate computational modeling into Physics First courses using the Modeling Method of Instruction. Funded by both 100Kin10 and an NSF STEM+C grant, investigators of this project hypothesize that the use of computational modeling in the context of lower-grade, algebra-based Physics First courses improve underrepresented students’ access to opportunities to learn and apply computational thinking practices in service of learning physics and solving physics problems. The first round of professional development for and curriculum development by 12 middle school and high school teachers occurred in the summer of 2016, and results associated with teacher change in computational skills and perceptions and initial implementation will be shared.

  • • Using iPads to Create Learner-Generated Physics Videos

    • PST1E05
    • Mon 02/20, 8:00AM - 8:45AM

    • by Andrew Roberts,, Dan MacIsaac,, David Abbott,, Brad Gearhart,, Kathleen Falconer,

    • Type: Poster
    • We describe the continual development of the iPad video physics project inthe teacher preparation program at SUNY Buffalo State College. For the second consecutive summer, pre- and in-service teachers were tasked with explaining concepts and/or experiments through the creation of learner-generated physics videos. These bear many similarities to videos on the YouTube channels MinutePhysics and Veritasium, but conceptual learning is the intended outcome rather than professional quality. Videos are produced on the iPads using filming, editing, and voiceover features of apps like iMovie and iMotion. We will present and discuss suggestions, rubrics, guidance, and lessons learned for teachers wishing to assign and evaluate expository physics videos produced by students for credit. This work was supported by the NSF, SUNY IITG and the University of Cologne as well as SUNY Buffalo State Physics.

  • • Video Games Being Implemented Educationally in Physics and Teacher Preparation Classrooms

    • PST1E02
    • Mon 02/20, 8:45AM - 9:30AM

    • by David Rosengrant,, Tracey Beyer,, Berkil Alexander,, Philip Money,

    • Type: Poster
    • Video games whether console or desktop systems is a near $75 billion global market. Users spend on average about 24 minutes per day playing some type of game. This market is continuing to grow with virtual reality becoming cheaper and smart phones become more powerful. These games are a natural hook for many physics concepts and lessons since the games, to be realistic, adhere to the laws of physics. This interactive presentation shows: a) multiple ways to purposefully incorporate games into the classroom, b) student results on using games to supplement classroom instruction, and c) how pre-service candidates feel about using this in their own future classrooms. You will also learn how we created the lessons and vignettes so that you can use them in your own classroom.

  • • Interacting with Simulated Charges and Fields via Augmented Reality

    • PST1E04
    • Mon 02/20, 8:45AM - 9:30AM
    • by Steven Binz,
    • Type: Poster
    • Electric and magnetic fields can be difficult for students to understand because they cannot directly see the fields or physically manipulate individual charges. Computer simulations and videos have helped, however they have been limited to a 2D screen. Using recently developed augmented reality devices it is possible to assign real-world objects a simulated charge or current, and to see the changes in the fields as those values are changed or as the objects are moved around the room. The user can walk around the charges and currents to see the fields from any direction, as well as introduce simulated test charges. The intent is that student understanding will improve if the students can control the simulation intuitively and see the fields and forces in all three dimensions. Mixed reality recordings of the simulation will be shown and the limits and possibilities of the underlying technology will be discussed.

• Upper Division and Graduate

  • • The Classical Theory of Spin Angular Momentum

    • PST2D01
    • Mon 02/20, 8:30PM - 9:15PM
    • by Robert Close,
    • Type: Poster
    • One difficulty in teaching quantum mechanics is that students are not first taught to understand classical wave angular momentum. In the classical physics of elastic shear waves, orbital angular momentum is associated with wave propagation (i.e. derivatives of the wave amplitude), and spin angular momentum is associated with rotational motion of the medium that carries the wave. Specifically, spin density is the quantity whose curl is equal to twice the momentum density. In this poster we will derive the equation of evolution of classical spin density in vector and Dirac form. The Dirac equation for elementary particles is evidently a special case of the more general classical equation for spin. We will also derive the associated Lagrangian, Hamiltonian, and dynamical operators, which are essentially identical to their quantum counterparts. We will also investigate other similarities between classical and quantum spin angular momentum.

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