Success in introductory college physics: The role of gender, high school preparation, and student learning perceptions

NASA Astrophysics Data System (ADS)

Chen, Jean Chi-Jen

Physics is fundamental for science, engineering, medicine, and for understanding many phenomena encountered in people's daily lives. The purpose of this study was to investigate the relationships between student success in college-level introductory physics courses and various educational and background characteristics. The primary variables of this study were gender, high school mathematics and science preparation, preference and perceptions of learning physics, and performance in introductory physics courses. Demographic characteristics considered were age, student grade level, parents' occupation and level of education, high school senior grade point average, and educational goals. A Survey of Learning Preference and Perceptions was developed to collect the information for this study. A total of 267 subjects enrolled in six introductory physics courses, four algebra-based and two calculus-based, participated in the study conducted during Spring Semester 2002. The findings from the algebra-based physics courses indicated that participant's educational goal, high school senior GPA, father's educational level, mother's educational level, and mother's occupation in the area of science, engineering, or computer technology were positively related to performance while participant age was negatively related. Biology preparation, mathematics preparation, and additional mathematics and science preparation in high school were also positively related to performance. The relationships between the primary variables and performance in calculus-based physics courses were limited to high school senior year GPA and high school physics preparation. Findings from all six courses indicated that participant's educational goal, high school senior GPA, father's educational level, and mother's occupation in the area of science, engineering, or computer technology, high school preparation in mathematics, biology, and the completion of additional mathematics and science courses were positively related to performance. No significant performance differences were found between male and female students. However, there were significant gender differences in physics learning perceptions. Female participants tended to try to understand physics materials and relate the physics problems to real world situations while their male counterparts tended to rely on rote learning and equation application. This study found that participants performed better by trying to understand the physics material and relate physics problems to real world situations. Participants who relied on rote learning did not perform well.

Modifying ``Six Ideas that Shaped Physics'' for a Life-Science major audience at Hope College

NASA Astrophysics Data System (ADS)

Mader, Catherine

2005-04-01

The ``Six Ideas That Shaped Physics'' textbook has been adapted and used for use in the algebra-based introductory physics course for non-physics science majors at Hope College. The results of the first use will be presented. Comparison of FCI for pre and post test scores will be compared with results from 8 years of results from both the algebra-based course and the calculus-based course (when we first adopted ``Six Ideas that Shaped Physcs" for the Calculus-based course). In addition, comparison on quantitative tests and homework problems with prior student groups will also be made. Because a large fraction of the audience in the algebra-based course is life-science majors, a goal of this project is to make the material relevant for these students. Supplemental materials that emphasize the connection between the life sciences and the fundamental physics concepts are being be developed to accompany the new textbook. Samples of these materials and how they were used (and received) during class testing will be presented.

Exploring student learning profiles in algebra-based studio physics: A person-centered approach

NASA Astrophysics Data System (ADS)

Pond, Jarrad W. T.; Chini, Jacquelyn J.

2017-06-01

In this study, we explore the strategic self-regulatory and motivational characteristics of students in studio-mode physics courses at three universities with varying student populations and varying levels of success in their studio-mode courses. We survey students using questions compiled from several existing questionnaires designed to measure students' study strategies, attitudes toward and motivations for learning physics, organization of scientific knowledge, experiences outside the classroom, and demographics. Using a person-centered approach, we utilize cluster analysis methods to group students into learning profiles based on their individual responses to better understand the strategies and motives of algebra-based studio physics students. Previous studies have identified five distinct learning profiles across several student populations using similar methods. We present results from first-semester and second-semester studio-mode introductory physics courses across three universities. We identify these five distinct learning profiles found in previous studies to be present within our population of introductory physics students. In addition, we investigate interactions between these learning profiles and student demographics. We find significant interactions between a student's learning profile and their experience with high school physics, major, gender, grade expectation, and institution. Ultimately, we aim to use this method of analysis to take the characteristics of students into account in the investigation of successful strategies for using studio methods of physics instruction within and across institutions.

The Effect of a Math Emporium Course Redesign in Developmental and Introductory Mathematics Courses on Student Achievement and Students' Attitudes toward Mathematics at a Two-Year College

ERIC Educational Resources Information Center

Bishop, Amy Renee

2010-01-01

The purpose of this research was to determine the effect of computer-based instruction on student mathematics achievement and students' attitudes toward mathematics in developmental and introductory mathematics courses, namely Elementary Algebra, Intermediate Algebra, and College Algebra, at a community college. The researcher also examined the…

Alignment of TAs' beliefs with practice and student perception

NASA Astrophysics Data System (ADS)

Chini, Jacquelyn J.; Al-Rawi, Ahlam

2013-01-01

Graduate teaching assistants (TAs) play an important role in introductory physics courses, particularly in large enrollment courses where the TA may be viewed as more approachable and accessible than the lecture instructor. Thus, while TAs may still be in the process of developing their views on teaching physics, their practices directly influence a large number of introductory students. As the first steps in reforming our introductory courses and TA training program, we collected multiple types of data on TAs teaching in traditional algebra-based physics laboratories. Drawing on prior work on TAs' pedagogical knowledge, we explore how the beliefs expressed by TAs in interviews align with their practices during a laboratory video-taped mid-semester. Additionally, we explore how both the TAs' expressed beliefs and practices align with students' responses to an end-of-semester TA evaluation survey.

A Study of the Relationship between Student Placement Test Scores and Final Grades in Physics 121 at Pima College.

ERIC Educational Resources Information Center

Iadevaia, David G.

A study was conducted at Pima Community College to determine the relationship between the final grade received by students in an introductory, algebra-based physics course (PHY 121) and their scores on the reading, writing, and mathematics portions of the college's nonmandatory assessment test. Between 1983 and 1988, 639 students obtained a final…

Physics Almost Saved the President! Electromagnetic Induction and the Assassination of James Garfield: A Teaching Opportunity in Introductory Physics

NASA Astrophysics Data System (ADS)

Overduin, James; Molloy, Dana; Selway, Jim

2014-03-01

Electromagnetic induction is probably one of the most challenging subjects for students in the introductory physics sequence, especially in algebra-based courses. Yet it is at the heart of many of the devices we rely on today. To help students grasp and retain the concept, we have put together a simple and dramatic classroom demonstration that combines sight and sound with a compelling personal story from U.S. history. Other classroom activities dealing with induction have been discussed in this journal, but we believe that this one will be especially likely to attract and retain student interest, particularly in courses geared toward medical, biological, and other non-physics majors.

Using isomorphic problems to learn introductory physics

NASA Astrophysics Data System (ADS)

Lin, Shih-Yin; Singh, Chandralekha

2011-12-01

In this study, we examine introductory physics students’ ability to perform analogical reasoning between two isomorphic problems which employ the same underlying physics principles but have different surface features. Three hundred sixty-two students from a calculus-based and an algebra-based introductory physics course were given a quiz in the recitation in which they had to first learn from a solved problem provided and take advantage of what they learned from it to solve another problem (which we call the quiz problem) which was isomorphic. Previous research suggests that the multiple-concept quiz problem is challenging for introductory students. Students in different recitation classes received different interventions in order to help them discern and exploit the underlying similarities of the isomorphic solved and quiz problems. We also conducted think-aloud interviews with four introductory students in order to understand in depth the difficulties they had and explore strategies to provide better scaffolding. We found that most students were able to learn from the solved problem to some extent with the scaffolding provided and invoke the relevant principles in the quiz problem. However, they were not necessarily able to apply the principles correctly. Research suggests that more scaffolding is needed to help students in applying these principles appropriately. We outline a few possible strategies for future investigation.

Innovative Interactive Lecture Demonstrations Using Wireless Force Sensors and Accelerometers for Introductory Physics Courses

NASA Astrophysics Data System (ADS)

Yoder, G.; Cook, J.

2010-12-01

Interactive lecture demonstrations1-6 (ILDs) are a powerful tool designed to help instructors bring state-of-the-art teaching pedagogies into the college-level introductory physics classroom. ILDs have been shown to improve students' conceptual understanding, and many examples have been created and published by Sokoloff and Thornton.6 We have used the new technology of Vernier's Wireless Dynamics Sensor System (WDSS)7 to develop three new ILDs for the first-semester introductory physics (calculus-based or algebra-based) classroom. These three are the Force Board, to demonstrate the vector nature of forces, addition of vectors, and the first condition of equilibrium; the Torque Board, to demonstrate torque and the second condition for equilibrium; and the Circular Motion Board, to discover the nature of the acceleration an object exhibiting uniform circular motion. With the WDSS, all three of these ILDs are easy to set up and use in any classroom or laboratory situation, and allow more instructors to utilize the technique of interactive lecture demonstrations.

A cognitive framework for analyzing and describing introductory students' use and understanding of mathematics in physics

NASA Astrophysics Data System (ADS)

Tuminaro, Jonathan

Many introductory, algebra-based physics students perform poorly on mathematical problem solving tasks in physics. There are at least two possible, distinct reasons for this poor performance: (1) students simply lack the mathematical skills needed to solve problems in physics, or (2) students do not know how to apply the mathematical skills they have to particular problem situations in physics. While many students do lack the requisite mathematical skills, a major finding from this work is that the majority of students possess the requisite mathematical skills, yet fail to use or interpret them in the context of physics. In this thesis I propose a theoretical framework to analyze and describe students' mathematical thinking in physics. In particular, I attempt to answer two questions. What are the cognitive tools involved in formal mathematical thinking in physics? And, why do students make the kinds of mistakes they do when using mathematics in physics? According to the proposed theoretical framework there are three major theoretical constructs: mathematical resources, which are the knowledge elements that are activated in mathematical thinking and problem solving; epistemic games, which are patterns of activities that use particular kinds of knowledge to create new knowledge or solve a problem; and frames, which are structures of expectations that determine how individuals interpret situations or events. The empirical basis for this study comes from videotaped sessions of college students solving homework problems. The students are enrolled in an algebra-based introductory physics course. The videotapes were transcribed and analyzed using the aforementioned theoretical framework. Two important results from this work are: (1) the construction of a theoretical framework that offers researchers a vocabulary (ontological classification of cognitive structures) and grammar (relationship between the cognitive structures) for understanding the nature and origin of mathematical use in the context physics, and (2) a detailed understanding, in terms of the proposed theoretical framework, of the errors that students make when using mathematics in the context of physics.

The Effects of Peer Instruction on Students' Conceptual Learning and Motivation

ERIC Educational Resources Information Center

Gok, Tolga

2012-01-01

The aim of this study was to investigate the effects of peer instruction on college students' conceptual learning, motivation, and self-efficacy in an algebra-based introductory physics course for nonmajors. Variables were studied via a quasi-experiment, Solomon four-group design on 123 students. Treatment groups were taught by peer instruction.…

Assessing students' conceptual knowledge of electricity and magnetism

NASA Astrophysics Data System (ADS)

McColgan, Michele W.; Finn, Rose A.; Broder, Darren L.; Hassel, George E.

2017-12-01

We present the Electricity and Magnetism Conceptual Assessment (EMCA), a new assessment aligned with second-semester introductory physics courses. Topics covered include electrostatics, electric fields, circuits, magnetism, and induction. We have two motives for writing a new assessment. First, we find other assessments such as the Brief Electricity and Magnetism Assessment and the Conceptual Survey on Electricity and Magnetism not well aligned with the topics and content depth of our courses. We want to test introductory physics content at a level appropriate for our students. Second, we want the assessment to yield scores and gains comparable to the widely used Force Concept Inventory (FCI). After five testing and revision cycles, the assessment was finalized in early 2015 and is available online. We present performance results for a cohort of 225 students at Siena College who were enrolled in our algebra- and calculus-based physics courses during the spring 2015 and 2016 semesters. We provide pretest, post-test, and gain analyses, as well as individual question and whole test statistics to quantify difficulty and reliability. In addition, we compare EMCA and FCI scores and gains, and we find that students' FCI scores are strongly correlated with their performance on the EMCA. Finally, the assessment was piloted in an algebra-based physics course at George Washington University (GWU). We present performance results for a cohort of 130 GWU students and we find that their EMCA scores are comparable to the scores of students in our calculus-based physics course.

Examining students' views about validity of experiments: From introductory to Ph.D. students

NASA Astrophysics Data System (ADS)

Hu, Dehui; Zwickl, Benjamin M.

2018-06-01

We investigated physics students' epistemological views on measurements and validity of experimental results. The roles of experiments in physics have been underemphasized in previous research on students' personal epistemology, and there is a need for a broader view of personal epistemology that incorporates experiments. An epistemological framework incorporating the structure, methodology, and validity of scientific knowledge guided the development of an open-ended survey. The survey was administered to students in algebra-based and calculus-based introductory physics courses, upper-division physics labs, and physics Ph.D. students. Within our sample, we identified several differences in students' ideas about validity and uncertainty in measurement. The majority of introductory students justified the validity of results through agreement with theory or with results from others. Alternatively, Ph.D. students frequently justified the validity of results based on the quality of the experimental process and repeatability of results. When asked about the role of uncertainty analysis, introductory students tended to focus on the representational roles (e.g., describing imperfections, data variability, and human mistakes). However, advanced students focused on the inferential roles of uncertainty analysis (e.g., quantifying reliability, making comparisons, and guiding refinements). The findings suggest that lab courses could emphasize a variety of approaches to establish validity, such as by valuing documentation of the experimental process when evaluating the quality of student work. In order to emphasize the role of uncertainty in an authentic way, labs could provide opportunities to iterate, make repeated comparisons, and make decisions based on those comparisons.

The effect of the flipped model on achievement in an introductory college physics course

NASA Astrophysics Data System (ADS)

Winter, Joshua Brian

The flipped or inverted classroom model is one in which the time and place for traditional lecture and homework are reversed. Traditional lecture is replaced by online videos assigned as homework. This frees up time in class to be spent with more student centered activities such as discussion based concept questions and group problem solving. While growing in popularity, research on the effectiveness of this format is sparse. In this quasi-experimental study, two sections of an introductory algebra-based college physics course were examined over a five week period. Each section was taught with either the traditional or flipped model and physics knowledge achieved was compared using independent samples t-tests on both the instructor's unit exam and the Mechanics Baseline Test pre/posttest normalized gain. Results indicated that there was no statistically significant difference between the flipped model and the traditional lecture format. Avenues for further research are discussed.

Do prescribed prompts prime sensemaking during group problem solving?

NASA Astrophysics Data System (ADS)

Martinuk, Mathew "Sandy"; Ives, Joss

2012-02-01

Many researchers and textbooks have promoted the use of rigid prescribed strategies for encouraging development of expert-like problem-solving behavior in novice students. The University of British Columbia's introductory algebra-based course for non-physics majors uses Context-Rich problems with a prescribed six-step strategy. We have coded audio recordings of group problem-solving sessions to analyze students' epistemological framing based on the implicit goal of their discussions. By treating the goal of "understanding the physics of the situation" as sensemaking, we argue that prescribed problem-solving prompts are not sufficient to induce subsequent sensemaking discussion.

The Effect of Scheduling Models for Introductory Algebra on 9th-Grade Students, Test Scores and Grades

ERIC Educational Resources Information Center

O'Hanlon, Angela L.

2011-01-01

The purpose of the study was to determine the effect of pacing and scheduling of algebra coursework on assigned 9th-grade students who traditionally would qualify for pre-algebra instruction and same course 9th-grade students who traditionally would qualify for standard algebra instruction. Students were selected based on completion of first-year…

Promoting Success in the Physical Sciences: The University of Wisconsin's Physics Learning Program

NASA Astrophysics Data System (ADS)

Nossal, S. M.; Jacob, A. T.

2002-05-01

The Physics Learning Program at the University of Wisconsin-Madison provides small group, academic and mentoring support for students enrolled in algebra-based introductory physics courses. Those students accepted into our program are potentially at-risk academically in their physics course or for feeling isolated at the University. They include, among others, students who have not taken high school physics, returning adults, minority students, students with disabilities, and students with English as a second language. A core component of the program is the peer-lead teaching and mentoring groups that match upper level undergraduate physics majors with students potentially at-risk in introductory physics. The tutors receive ongoing training and supervision throughout the year. The program has expanded over the years to include staff tutors, the majority of whom are scientists who seek additional teaching experience. The Physics Peer Mentor Tutor Program is run in collaboration with a similar chemistry program at the University of Wisconsin's Chemistry Learning Center. We will describe our Physics Learning Programs and discuss some of the challenges, successes, and strategies used to work with our tutors and students.

Using Biomedically Relevant Multimedia Content in an Introductory Physics Course for Life Science and Pre-health Students

NASA Astrophysics Data System (ADS)

Mylott, Elliot; Kutschera, Ellynne; Dunlap, Justin C.; Christensen, Warren; Widenhorn, Ralf

2016-04-01

We will describe a one-quarter pilot algebra-based introductory physics course for pre-health and life science majors. The course features videos with biomedical experts and cogent biomedically inspired physics content. The materials were used in a flipped classroom as well as an all-online environment where students interacted with multimedia materials online and prior to engaging in classroom activities. Pre-lecture questions on both the medical content covered in the video media and the physics concepts in the written material were designed to engage students and probe their understanding of physics. The course featured group discussion and peer-lead instruction. Following in-class instruction, students engaged with homework assignments which explore the connections of physics and the medical field in a quantitative manner. Course surveys showed a positive response by the vast majority of students. Students largely indicated that the course helped them to make a connection between physics and the biomedical field. The biomedical focus and different course format were seen as an improvement to previous traditional physics instruction.

Consideration of learning orientations as an application of achievement goals in evaluating life science majors in introductory physics

NASA Astrophysics Data System (ADS)

Mason, Andrew J.; Bertram, Charles A.

2018-06-01

When considering performing an Introductory Physics for Life Sciences course transformation for one's own institution, life science majors' achievement goals are a necessary consideration to ensure the pedagogical transformation will be effective. However, achievement goals are rarely an explicit consideration in physics education research topics such as metacognition. We investigate a sample population of 218 students in a first-semester introductory algebra-based physics course, drawn from 14 laboratory sections within six semesters of course sections, to determine the influence of achievement goals on life science majors' attitudes towards physics. Learning orientations that, respectively, pertain to mastery goals and performance goals, in addition to a learning orientation that does not report a performance goal, were recorded from students in the specific context of learning a problem-solving framework during an in-class exercise. Students' learning orientations, defined within the context of students' self-reported statements in the specific context of a problem-solving-related research-based course implementation, are compared to pre-post results on physics problem-solving items in a well-established attitudinal survey instrument, in order to establish the categories' validity. In addition, mastery-related and performance-related orientations appear to extend to overall pre-post attitudinal shifts, but not to force and motion concepts or to overall course grade, within the scope of an introductory physics course. There also appears to be differentiation regarding overall course performance within health science majors, but not within biology majors, in terms of learning orientations; however, health science majors generally appear to fare less well on all measurements in the study than do biology majors, regardless of learning orientations.

Development and Assessment of a Preliminary Randomization-Based Introductory Statistics Curriculum

ERIC Educational Resources Information Center

Tintle, Nathan; VanderStoep, Jill; Holmes, Vicki-Lynn; Quisenberry, Brooke; Swanson, Todd

2011-01-01

The algebra-based introductory statistics course is the most popular undergraduate course in statistics. While there is a general consensus for the content of the curriculum, the recent Guidelines for Assessment and Instruction in Statistics Education (GAISE) have challenged the pedagogy of this course. Additionally, some arguments have been made…

Physics of Health Sciences

NASA Astrophysics Data System (ADS)

Baublitz, Millard; Goldberg, Bennett

A one-semester algebra-based physics course is being offered to Boston University students whose major fields of study are in allied health sciences: physical therapy, athletic training, and speech, language, and hearing sciences. The classroom instruction incorporates high-engagement learning techniques including worksheets, student response devices, small group discussions, and physics demonstrations instead of traditional lectures. The use of pre-session exercises and quizzes has been implemented. The course also requires weekly laboratory experiments in mechanics or electricity. We are using standard pre- and post-course concept inventories to compare this one-semester introductory physics course to ten years of pre- and post-course data collected on students in the same majors but who completed a two-semester course.

Patterns of Incorrect Responses on the FCI and Course Success

NASA Astrophysics Data System (ADS)

Wells, James; Mokaya, Fridah; Valente, Diego

The Force Concept Inventory (FCI) is often used to measure the effectiveness of instructional pedagogy in introductory physics courses both at the algebra- and calculus-based level. Scores on the FCI are correlated with the performance of students in a class, as measured by their final course grade. We have collected data from several semesters of first-semester introductory mechanics courses at a public 4-year university, taught in large-scale classrooms with pedagogy including elements of Just-in-Time Teaching pedagogy along with active learning course components. The data collected includes pre- and post-test FCI scores, midterm exam grades, and final course grades. We examine whether certain patterns of incorrect answers on the FCI post-test are predictive of course grades, indicating whether certain specific student preconceptions are more detrimental than others to the success of students in an introductory mechanics course. Funding from UConn - College of Liberal Arts and Sciences (CLAS).

Curbing "Math Anxiety" with Galileo While Teaching Physicists, too

NASA Astrophysics Data System (ADS)

Schwartz, Brian P.

2006-12-01

Carthage College's introductory physics course caters to both freshmen in our program and students in general education. While "Understandings of Physics" is a conceptual overview of our discipline, physical science is necessarily quantitative. Galileo's "Dialogue Concerning the Two New Sciences" provides us with a novel way to teach the fundamentals of motion both to students who "fear" mathematics, as well as those who are adept at solving algebraic equations.

Cognitive development in introductory physics: A research-based approach to curriculum reform

NASA Astrophysics Data System (ADS)

Teodorescu, Raluca Elena

This project describes the research on a classification of physics problems in the context of introductory physics courses. This classification, called the Taxonomy of Introductory Physics Problems (TIPP), relates physics problems to the cognitive processes required to solve them. TIPP was created for designing and clarifying educational objectives, for developing assessments that can evaluate individual component processes of the problem-solving process, and for guiding curriculum design in introductory physics courses, specifically within the context of a "thinking-skills" curriculum. TIPP relies on the following resources: (1) cognitive research findings adopted by physics education research, (2) expert-novice research discoveries acknowledged by physics education research, (3) an educational psychology taxonomy for educational objectives, and (4) various collections of physics problems created by physics education researchers or developed by textbook authors. TIPP was used in the years 2006--2008 to reform the first semester of the introductory algebra-based physics course (called Phys 11) at The George Washington University. The reform sought to transform our curriculum into a "thinking-skills" curriculum that trades "breadth for depth" by focusing on fewer topics while targeting the students' cognitive development. We employed existing research on the physics problem-solving expert-novice behavior, cognitive science and behavioral science findings, and educational psychology recommendations. Our pedagogy relies on didactic constructs such as the GW-ACCESS problem-solving protocol, learning progressions and concept maps that we have developed and implemented in our introductory physics course. These tools were designed based on TIPP. Their purpose is: (1) to help students build local and global coherent knowledge structures, (2) to develop more context-independent problem-solving abilities, (3) to gain confidence in problem solving, and (4) to establish connections between everyday phenomena and underlying physics concepts. We organize traditional and research-based physics problems such that students experience a gradual increase in complexity related to problem context, problem features and cognitive processes needed to solve the problem. The instructional environment that we designed allows for explicit monitoring, control and measurement of the cognitive processes exercised during the instruction period. It is easily adaptable to any kind of curriculum and can be readily adjusted throughout the semester. To assess the development of students' problem-solving abilities, we created rubrics that measure specific aspects of the thinking involved in physics problem solving. The Colorado Learning Attitudes about Science Survey (CLASS) was administered pre- and post-instruction to determine students' shift in dispositions towards learning physics. The Force Concept Inventory (FCI) was administered pre- and post-instruction to determine students' level of conceptual understanding. The results feature improvements in students' problem-solving abilities and in their attitudes towards learning physics.

Using an isomorphic problem pair to learn introductory physics: Transferring from a two-step problem to a three-step problem

NASA Astrophysics Data System (ADS)

Lin, Shih-Yin; Singh, Chandralekha

2013-12-01

In this study, we examine introductory physics students’ ability to perform analogical reasoning between two isomorphic problems which employ the same underlying physics principles but have different surface features. 382 students from a calculus-based and an algebra-based introductory physics course were administered a quiz in the recitation in which they had to learn from a solved problem provided and take advantage of what they learned from it to solve another isomorphic problem (which we call the quiz problem). The solved problem provided has two subproblems while the quiz problem has three subproblems, which is known from previous research to be challenging for introductory students. In addition to the solved problem, students also received extra scaffolding supports that were intended to help them discern and exploit the underlying similarities of the isomorphic solved and quiz problems. The data analysis suggests that students had great difficulty in transferring what they learned from a two-step problem to a three-step problem. Although most students were able to learn from the solved problem to some extent with the scaffolding provided and invoke the relevant principles in the quiz problem, they were not necessarily able to apply the principles correctly. We also conducted think-aloud interviews with six introductory students in order to understand in depth the difficulties they had and explore strategies to provide better scaffolding. The interviews suggest that students often superficially mapped the principles employed in the solved problem to the quiz problem without necessarily understanding the governing conditions underlying each principle and examining the applicability of the principle in the new situation in an in-depth manner. Findings suggest that more scaffolding is needed to help students in transferring from a two-step problem to a three-step problem and applying the physics principles appropriately. We outline a few possible strategies for future investigation.

Partially Flipped Linear Algebra: A Team-Based Approach

ERIC Educational Resources Information Center

Carney, Debra; Ormes, Nicholas; Swanson, Rebecca

2015-01-01

In this article we describe a partially flipped Introductory Linear Algebra course developed by three faculty members at two different universities. We give motivation for our partially flipped design and describe our implementation in detail. Two main features of our course design are team-developed preview videos and related in-class activities.…

Alternative Delivery Systems for Introductory Algebra.

ERIC Educational Resources Information Center

Keating, John; And Others

Since 1988, Massachusetts' Massasoit Community College has offered two alternative introductory algebra courses for students receiving low scores on mathematics admission tests. One alternative course provides 5 hours of instruction per week, rather than the 3 hours per week in the traditional course, while the other segments the traditional…

Moving beyond Solving for "x": Teaching Abstract Algebra in a Liberal Arts Mathematics Course

ERIC Educational Resources Information Center

Cook, John Paul

2015-01-01

This paper details an inquiry-based approach for teaching the basic notions of rings and fields to liberal arts mathematics students. The task sequence seeks to encourage students to identify and comprehend core concepts of introductory abstract algebra by thinking like mathematicians; that is, by investigating an open-ended mathematical context,…

Experiences in Evaluating Outcomes in Tool-Based, Competence Building Education in Dynamical Systems Using Symbolic Computer Algebra

ERIC Educational Resources Information Center

Perram, John W.; Andersen, Morten; Ellekilde, Lars-Peter; Hjorth, Poul G.

2004-01-01

This paper discusses experience with alternative assessment strategies for an introductory course in dynamical systems, where the use of computer algebra and calculus is fully integrated into the learning process, so that the standard written examination would not be appropriate. Instead, students' competence was assessed by grading three large…

Student satisfaction in interactive engagement-based physics classes

NASA Astrophysics Data System (ADS)

Gaffney, Jon D. H.; Gaffney, Amy L. Housley

2016-12-01

Interactive engagement-based (IE) physics classes have the potential to invigorate and motivate students, but students may resist or oppose the pedagogy. Understanding the major influences on student satisfaction is a key to successful implementation of such courses. In this study, we note that one of the major differences between IE and traditional physics classes lies in the interpersonal relationships between the instructor and students. Therefore, we introduce the interpersonal communication constructs of instructor credibility and facework as possible frameworks for understanding how instructors and students navigate the new space of interactions. By interpreting survey data (N =161 respondents in eight sections of an IE introductory algebra-based physics course), we found both frameworks to be useful in explaining variance in student ratings of their satisfaction in the course, although we are unable to distinguish at this point whether instructor credibility acts as a mediating variable between facework and course satisfaction.

Indicators of Student Engagement: What Teachers Notice during Introductory Algebra Lessons

ERIC Educational Resources Information Center

Nyman, Rimma

2015-01-01

This article presents results from an empirical study of how student engagement is visible during introductory algebra. Previously, the notion of engagement in mathematics has been studied from students' and researchers' perspectives. This study is instead focused on teachers' perspectives on student engagement. Eight teachers in grade 6-7 have…

Analytical derivation: An epistemic game for solving mathematically based physics problems

NASA Astrophysics Data System (ADS)

Bajracharya, Rabindra R.; Thompson, John R.

2016-06-01

Problem solving, which often involves multiple steps, is an integral part of physics learning and teaching. Using the perspective of the epistemic game, we documented a specific game that is commonly pursued by students while solving mathematically based physics problems: the analytical derivation game. This game involves deriving an equation through symbolic manipulations and routine mathematical operations, usually without any physical interpretation of the processes. This game often creates cognitive obstacles in students, preventing them from using alternative resources or better approaches during problem solving. We conducted hour-long, semi-structured, individual interviews with fourteen introductory physics students. Students were asked to solve four "pseudophysics" problems containing algebraic and graphical representations. The problems required the application of the fundamental theorem of calculus (FTC), which is one of the most frequently used mathematical concepts in physics problem solving. We show that the analytical derivation game is necessary, but not sufficient, to solve mathematically based physics problems, specifically those involving graphical representations.

Internet-Based Laboratory Immersion: When The Real Deal is Not Available

NASA Astrophysics Data System (ADS)

Meisner, Gerald; Hoffman, Harol

2004-11-01

Do you want all of your students to investigate equilibrium conditions in the physics lab, but don't have time for lab investigations? Do your under-prepared students need basic, careful and detailed remedial work to help them succeed? LAAPhysics provides an answer to these questions by means of robust online physics courseware based on: (1) a sound, research-based pedagogy (2) a rich laboratory environment with skills and operational knowledge transferable to the wet lab' and (3) a paradigm which is economically scalable. LAAPhysics provides both synchronous and asynchronous learning experiences for an introductory, algebra-based course for students (undergraduate, AP High School, seekers of a second degree), those seeking career changes, and pre-service and in-service teachers. We have developed a simulated physics laboratory comprised of virtual lab equipment and instruments, associated curriculum modules and virtual guidance for real time feedback, formative assessment and collaborative learning.

Assessing the Impact of Representational and Contextual Problem Features on Student Use of Right-Hand Rules

ERIC Educational Resources Information Center

Kustusch, Mary Bridget

2016-01-01

Students in introductory physics struggle with vector algebra and these challenges are often associated with contextual and representational features of the problems. Performance on problems about cross product direction is particularly poor and some research suggests that this may be primarily due to misapplied right-hand rules. However, few…

Identifying and addressing student difficulties with the ideal gas law

NASA Astrophysics Data System (ADS)

Kautz, Christian Hans

This dissertation reports on an in-depth investigation of student understanding of the ideal gas law. The research and curriculum development were mostly conducted in the context of algebra- and calculus-based introductory physics courses and a sophomore-level thermal physics course. Research methods included individual demonstration interviews and written questions. Student difficulties with the quantities: pressure, volume, temperature, and the number of moles were identified. Data suggest that students' incorrect and incomplete microscopic models about gases contribute to the difficulties they have in answering questions posed in macroscopic terms. In addition, evidence for general reasoning difficulties is presented. These research results have guided the development of curriculum to address the student difficulties that have been identified.

Reaching Out: The Bachelor of Arts Degree In Physics

NASA Astrophysics Data System (ADS)

Hobson, Art

1996-05-01

Physics degrees are not only for physicists. Our department believes that it would be healthy if attorneys, physicians, journalists, politicians, businesspeople, and others had undergraduate degrees in physics. Thus, we have begun offering a Bachelor of Arts degree in physics, for students who want to study physics as a background for other fields such as law (patents, environmental law), medical school, business (high-tech firms), journalism (science reporting, environmental reporting), music (accoustics, electronic music), and essentially any other profession. The program reaches outward, outside of physics, rather than pointing toward further work in physics. It begins with the algebra-based introductory course rather than the calculus-based course for future physicists and engineers. Two new courses are being created to provide these pre-professional students with broad science literacy and knowledge of physics-related technologies. The program is more flexible and less technical than the traditional Bachelor of Science program, allowing students time for outside electives and professional requirements in other fields.

Is classical mechanics a prerequisite for learning physics of the 20th century?

NASA Astrophysics Data System (ADS)

Walwema, Godfrey B.; French, Debbie A.; Verley, Jim D.; Burrows, Andrea C.

2016-11-01

Physics of the 20th century has contributed significantly to modern technology, and yet many physics students are never availed the opportunity to study it as part of the curriculum. One of the possible reasons why it is not taught in high school and introductory physics courses could be because curriculum designers believe that students need a solid background in classical mechanics and calculus in order to study physics of the 20th century such as the photoelectric effect, special and general relativity, the uncertainty principle, etc. This presumption may not be justifiable or valid. The authors of this paper contend that teaching physics of the 20th century aids students in relating physics to modern technology and the real world, making studying physics exciting. In this study, the authors correlated scores for matched questions in the Mechanics Baseline Test and a physics of the 20th century test in order to examine the trend of the scores. The participants included undergraduate students attending an introductory algebra-based physics course with no intention of taking physics at a higher level. The analysis of the scores showed no significant correlation for any of the matched pairs of questions. The purpose of this article is to recommend that even without a solid background in classical mechanics, teachers can introduce physics of the 20th century to their students for increased interest.

Assessment of student knowledge of the weak and strong nuclear forces

NASA Astrophysics Data System (ADS)

Shakya, Pramila

The purpose of this study was to determine if the use of active-learning activities to teach weak force and strong force to students enrolled in various courses at The University of Southern Mississippi, Hattiesburg campus and Gulf Park campus at different class times would increase their knowledge. There were eighty-six students that took part in this study. The study was conducted in the lab classes of an introductory astronomy survey course (AST 111), an introductory algebra-based physics course (PHY 112), and an introductory calculus-based physics course (PHY 202) during fall semester, 2014. Each class was randomly assigned as active-learning or direct instruction. A pretest followed by lecture was administered to all groups. The active-learning group performed four activities whereas the direct group watched a video irrelevant to the lesson. At the end of the lesson, the same post-test was given to all groups. Various statistical methods were used to analyze the differences in mean pretest and posttest scores. Overall, results show that the mean posttest scores were higher than the mean pretest scores. Findings support the use of active-learning activities work to the small number of students or the equal number of students in a group. The mean posttest scores of the direct instruction classes were higher than those of the active-learning groups.

Using Topic Order to Reinforce Student Algebra Skills in a Community College Introductory Chemistry Course

ERIC Educational Resources Information Center

Blakely, Alan W.

2011-01-01

This article describes the impact of starting with gases in an introductory chemistry course at a community college. Students in the author's class frequently are very weak in algebra skills, and this has a cumulative impact over time that culminates in student struggles when moles and reaction stoichiometry are discussed. The rationale behind…

The Physics Learning Center at the University of Wisconsin-Madison

NASA Astrophysics Data System (ADS)

Nossal, S. M.; Watson, L. E.; Hooper, E.; Huesmann, A.; Schenker, B.; Timbie, P.; Rzchowski, M.

2013-03-01

The Physics Learning Center at the University of Wisconsin-Madison provides academic support and small-group supplemental instruction to students studying introductory algebra-based and calculus-based physics. These classes are gateway courses for majors in the biological and physical sciences, pre-health fields, engineering, and secondary science education. The Physics Learning Center offers supplemental instruction groups twice weekly where students can discuss concepts and practice with problem-solving techniques. The Center also provides students with access on-line resources that stress conceptual understanding, and to exam review sessions. Participants in our program include returning adults, people from historically underrepresented racial/ethnic groups, students from families in lower-income circumstances, students in the first generation of their family to attend college, transfer students, veterans, and people with disabilities, all of whom might feel isolated in their large introductory course and thus have a more difficult time finding study partners. We also work with students potentially at-risk for having academic difficulty (due to factors academic probation, weak math background, low first exam score, or no high school physics). A second mission of the Physics Learning Center is to provide teacher training and leadership experience for undergraduate Peer Mentor Tutors. These Peer Tutors lead the majority of the weekly group sessions in close supervision by PLC staff members. We will describe our work to support students in the Physics Learning Center, including our teacher-training program for our undergraduate Peer Mentor Tutors

Constraint-Referenced Analytics of Algebra Learning

ERIC Educational Resources Information Center

Sutherland, Scot M.; White, Tobin F.

2016-01-01

The development of the constraint-referenced analytics tool for monitoring algebra learning activities presented here came from the desire to firstly, take a more quantitative look at student responses in collaborative algebra activities, and secondly, to situate those activities in a more traditional introductory algebra setting focusing on…

Developing a magnetism conceptual survey and assessing gender differences in student understanding of magnetism

NASA Astrophysics Data System (ADS)

Li, Jing; Singh, Chandralekha

2012-02-01

We discuss the development of a research-based conceptual multiple-choice survey of magnetism. We also discuss the use of the survey to investigate gender differences in students' difficulties with concepts related to magnetism. We find that while there was no gender difference on the pre-test. However, female students performed significantly worse than male students when the survey was given as a post-test in traditionally taught calculus-based introductory physics courses with similar results in both the regular and honors versions of the course. In the algebra-based courses, the performance of female and male students has no statistical difference on the pre-test or the post-test.

A Fresh Look at Longitudinal Standing Waves on a Spring

NASA Astrophysics Data System (ADS)

Rutherford, Casey

2013-01-01

Transverse standing waves produced on a string, as shown in Fig. 1, are a common demonstration of standing wave patterns that have nodes at both ends. Longitudinal standing waves can be produced on a helical spring that is mounted vertically and attached to a speaker, as shown in Fig. 2, and used to produce both node-node (NN) and node-antinode (NA) standing waves. The resonant frequencies of the two standing wave patterns are related with theory that is accessible to students in algebra-based introductory physics courses, and actual measurements show good agreement with theoretical predictions.

Student Performance in Measuring Distance with Wavelengths in Various Settings

NASA Astrophysics Data System (ADS)

White, Gary

2015-04-01

When physics students are asked to measure the distance between two fixed locations using a pre-defined wavelength as a ruler, there is a surprising failure rate, at least partially due to the fact that the ``ruler'' to be used is not fixed in length (see ``Is a Simple Measurement Task a Roadblock to Student Understanding of Wave Phenomena?,'' by and references therein). I will show some data from introductory classes (algebra- and calculus-based) that replicate this result, and also show some interesting features when comparing a setting involving slinkies with a setting involving surface waves on water.

Graduate teaching assistants in a reformed introductory physics course: Synthesis of quantitative analyses of instructor action and qualitative analyses of instructor attitudes and perspectives

NASA Astrophysics Data System (ADS)

Calder, Austin Michael

Physics Education Research (PER) has shown us that when students have opportunities to make sense of concepts they tend to remember them better and can apply them more appropriately to new situations. PER has also revealed that an interactive, cooperative, small group environment is more conducive to achieving this than traditional lecture and recitation sections. It is useful to consider the aims of reformed instruction from the point of view of the graduate teaching assistants (GTAs) in physics, who are facilitating the instruction. The data in this dissertation comes from audio-recordings of GTAs teaching in an algebra-based introductory course; I develop a rubric for assessing the teaching practices of the GTAs which separates teaching into five categories according to the reformed practices present. The rubric and technique developed here could be used as a diagnostic for GTAs new to a reformed classroom. I also conducted surveys of the GTA participants, as well as semi-structured interviews to gain more information about the attitudes and perspectives toward reformed physics instruction. Results from this work include: (1) A diagnostic tool for teaching improvement and (2) a detailed understanding of the GTA facilitators' teaching practices in the reformed physics laboratory.

Quantitative critical thinking: Student activities using Bayesian updating

NASA Astrophysics Data System (ADS)

Warren, Aaron R.

2018-05-01

One of the central roles of physics education is the development of students' ability to evaluate proposed hypotheses and models. This ability is important not just for students' understanding of physics but also to prepare students for future learning beyond physics. In particular, it is often hoped that students will better understand the manner in which physicists leverage the availability of prior knowledge to guide and constrain the construction of new knowledge. Here, we discuss how the use of Bayes' Theorem to update the estimated likelihood of hypotheses and models can help achieve these educational goals through its integration with evaluative activities that use hypothetico-deductive reasoning. Several types of classroom and laboratory activities are presented that engage students in the practice of Bayesian likelihood updating on the basis of either consistency with experimental data or consistency with pre-established principles and models. This approach is sufficiently simple for introductory physics students while offering a robust mechanism to guide relatively sophisticated student reflection concerning models, hypotheses, and problem-solutions. A quasi-experimental study utilizing algebra-based introductory courses is presented to assess the impact of these activities on student epistemological development. The results indicate gains on the Epistemological Beliefs Assessment for Physical Science (EBAPS) at a minimal cost of class-time.

Lecture Notes on Topics in Accelerator Physics

DOE Office of Scientific and Technical Information (OSTI.GOV)

Chao, Alex W.

These are lecture notes that cover a selection of topics, some of them under current research, in accelerator physics. I try to derive the results from first principles, although the students are assumed to have an introductory knowledge of the basics. The topics covered are: (1) Panofsky-Wenzel and Planar Wake Theorems; (2) Echo Effect; (3) Crystalline Beam; (4) Fast Ion Instability; (5) Lawson-Woodward Theorem and Laser Acceleration in Free Space; (6) Spin Dynamics and Siberian Snakes; (7) Symplectic Approximation of Maps; (8) Truncated Power Series Algebra; and (9) Lie Algebra Technique for nonlinear Dynamics. The purpose of these lectures ismore » not to elaborate, but to prepare the students so that they can do their own research. Each topic can be read independently of the others.« less

Motivating students to read the textbook before class

NASA Astrophysics Data System (ADS)

Pepper, Rachel E.

2016-11-01

Many faculty in STEM courses assign textbook reading in advance of lecture, yet evidence shows few students actually read the textbook. Those students that do read often do so only after the material has been presented in class. Preparing for class by reading the textbook beforehand improves student learning and is particularly critical for classes that employ active engagement strategies. Here I present strategies I have used to successfully motivate my students to read the textbook before class in physics classes ranging from introductory algebra-based physics to advanced courses for physics majors. In the introductory course, I used pre-class reading quizzes, a common strategy that has been shown effective in previous studies, but one that is somewhat time-consuming to implement. In my more advanced courses I used reading reflections, which required considerably less time. While it was typical for less than 25% of students to read the textbook before I implemented reading quizzes or reflections, after implementing these strategies 70-90% of students reported reading the textbook before class most of the time. Students also report finding both the readings themselves and the quizzes and reflections valuable for their learning.

Student Logical Implications and Connections between Symbolic Representations of a Linear System within the Context of an Introductory Linear Algebra Course Employing Inquiry-Oriented Teaching and Traditional Lecture

ERIC Educational Resources Information Center

Payton, Spencer D.

2017-01-01

This study aimed to explore how inquiry-oriented teaching could be implemented in an introductory linear algebra course that, due to various constraints, may not lend itself to inquiry-oriented teaching. In particular, the course in question has a traditionally large class size, limited amount of class time, and is often coordinated with other…

Total Quality Management in the Classroom: Applications to University-Level Mathematics.

ERIC Educational Resources Information Center

Williams, Frank

1995-01-01

Describes a Total Quality Management-based system of instruction that is used in a variety of undergraduate mathematics courses. The courses that incorporate this approach include mathematics appreciation, introductory calculus, and advanced applied linear algebra. (DDR)

Examining gender differences on FCI performance in algebra and calculus based physics courses

NASA Astrophysics Data System (ADS)

Kreutzer, Kimberley; Boudreaux, Andrew

2009-05-01

The Force Concept Inventory (FCI) has been widely used to asses student understanding of Newtonian principles. Studies have shown a marked difference in the performance of men and women on both pre- and post-tests [1,2] and also indicate that experiential based instruction may lead to a reduction in this gender gap [1,3]. This poster presents FCI data collected at Western Washington University. Initial analysis of gender differences are consistent with those reported nationally. We also discuss factors that may contribute to the differences in performance and propose instructional strategies that are designed to address the gender gap. [4pt] [1] M. Lorenzo, et. al., ``Reducing the gender gap in the physics classroom,'' AJP 74(2), 118-122 (2006) [0pt] [2] J. Docktor and K. Heller, ``Gender Differences in Both Force Concept Inventory and Introductory Physics Performance,'' Proceedings at the 2008 PERC [0pt] [3] S. Pollack, et. al., ``Reducing the gender gap in the physics classroom: How sufficient is interactive engagement?'' PRST-PER 3 (2007)

It's a Wonderful Life: Using Public Domain Cinema Clips To Teach Affective Objectives and Illustrate Real-World Algebra Applications.

ERIC Educational Resources Information Center

Palmer, Loretta

A basic algebra unit was developed at Utah Valley State College to emphasize applications of mathematical concepts in the work world, using video and computer-generated graphics to integrate textual material. The course was implemented in three introductory algebra sections involving 80 students and taught algebraic concepts using such areas as…

Math 3013--Developmental Mathematics I and II. Course Outline.

ERIC Educational Resources Information Center

New York Inst. of Tech., Old Westbury.

This document contains the course syllabus and 12 independent practice modules for an introductory college algebra course that requires some previous knowledge of algebra and the ability to work at a rapid pace. Topics include the basic operations with signed integers; fractions; decimals; literal expressions; algebraic fractions; radicals;…

Activities for Students: Biology as a Source for Algebra Equations--The Heart

ERIC Educational Resources Information Center

Horak, Virginia M.

2005-01-01

The high school course that integrated first year algebra with an introductory environmental biology/anatomy and physiology course, in order to solve algebra problems is discussed. Lessons and activities for the course were taken by identifying the areas where mathematics and biology content intervenes may help students understand biology concepts…

Foundations of Algebra: 2009-10. Implementation Insights. E&R Report No. 10.28

ERIC Educational Resources Information Center

Paeplow, Colleen

2010-01-01

This report examined the implementation of Foundations of Algebra, a course designed to provide high school students with low mathematics performance an extra opportunity to review and study foundational mathematics concepts prior to enrolling in Introductory Mathematics and subsequently Algebra I. In the fall of 2009, 877 high school students…

Commentary on A General Curriculum in Mathematics for Colleges.

ERIC Educational Resources Information Center

Committee on the Undergraduate Program in Mathematics, Berkeley, CA.

This document constitutes a complete revision of the report of the same name first published in 1965. A new list of basic courses is described, consisting of Calculus I, Calculus II, Elementary Linear Algebra, Multivariable Calculus I, Linear Algebra, and Introductory Modern Algebra. Commentaries outline the content and spirit of these courses in…

Teaching Physics to Future Presidents

NASA Astrophysics Data System (ADS)

Jacobsen, Bob

2015-03-01

We present Berkeley's ``Physics for Future Presidents'' course. Created by Prof. Richard Muller, this is an introductory course aimed at preparing our students to make decisions in a physical, technological world. Organized around large topical areas like ``Energy,'' ``Gravity and Force,'' ``Nuclei and Radioactivity,'' and ``Invisible Light,'' we can cover in some depth the scientific issues involved in large-scale energy production via renewable and non-renewable resources, satellites including capabilities and limitations, nuclear power production including risk and waste, UV exposure including discussion of the ozone layer and cancer risk, etc. Although only a small bit of algebra is used, it's a deeply quantitative course. The class is structured around (1) traditional text readings and homework for basic material (2) demo- and discussion-based lectures and (3) readings and essays based on current articles and events. This third component raises student engagement and improves their reasoning & skeptical skills. It also makes the course challenging for both STEM and non-STEM students, and for future teachers.

A collaborative learning approach for service-oriented introductory physics

NASA Astrophysics Data System (ADS)

Smith, Michael R.

1997-03-01

I have taught algebra-based introductory physics for six years to liberal arts students. It was primarily a service course for students majoring in Athletic Training, Physical Therapy, Geology, Biology, and Pre-Med. The typical student was characterized by having a minimal math and problem-solving proficiency. There also was a pattern of students being predisposed to memorizing facts and formulas, and attempting to solve problems by finding the correct formula and "plugging in" numbers to get an answer. The students seemed to have a minimal ability in deductive reasoning and problem solving, starting from basic principles. It is no wonder that they entered the introductory physics service course with extreme trepidation, based upon a strongly perceived physics phobia. A standard lecture format was used for the class size of approximately 25-30 students; and an attempt was always made to engage the students through the Socratic approach, by asking leading questions during the course of the lecture. The students were relatively unprepared and couldn't participate in the class, and often responded antagonistically. They indicated they didn't want to be asked to think about an issue, but would rather just be told the facts so they could take specific notes for subsequent memorization. It was clear from the results of the open book exams given during the semester that the majority of students could not approach problem solving using deductive reasoning based on basic principles, but relied on attempting to force-fit the problem into a worked example in the text (often out of context, with illogical results). The absentee rate in the classroom was usually around 30-40%. The academic administration of my liberal arts university has the policy of formal course evaluations by the students at the end of each semester. The evaluation questionnaire appears to be primarily a measurement of the stress level of the student during the course, and the evaluation score I received for the service physics course was typically on the order of 3 out of a possible 5; a score considered unsatisfactory by the administration.

Interactive, Collaborative, Electronic Learning Logs in the Physics Classroom

NASA Astrophysics Data System (ADS)

Gosling, Chris

2006-12-01

I describe my experiences using Hickman's Interactive Collaborative Electronic Learning Logs teaching HS Physics. ICE Learning Logs are written in student groups to answer questions posed by the instructor, who then in turn responds to each group’s entry before the next class. These logs were used with non-physics majors in both algebra and calculus-based introductory physics courses, and also at the high school level. I found ICE Learning Logs were found to be a clear improvement over traditional student journals. Excerpts from group entries will be presented to demonstrate the group identities that formed as well as the utility of the journals to probe for conceptual understanding. In addition, the ICE Learning Logs served as an excellent resource for students to review before exams and also to examine for critical moments to reflect on in formal essays. Hickman, P. (2000). Assessing student understanding with interactive-electronic-collaborative learning logs. ENC Focus, 7(2), 24-27. Sponsored by the National Science Foundation DUE0302097 and SUNY-Buffalo State Physics

Applicability of the Newtonian gravity concept inventory to introductory college physics classes

NASA Astrophysics Data System (ADS)

Williamson, Kathryn; Prather, Edward E.; Willoughby, Shannon

2016-06-01

The study described here extends the applicability of the Newtonian Gravity Concept Inventory (NGCI) to college algebra-based physics classes, beyond the general education astronomy courses for which it was originally developed. The four conceptual domains probed by the NGCI (Directionality, Force Law, Independence of Other Forces, and Threshold) are well suited for investigating students' reasoning about gravity in both populations, making the NGCI a highly versatile instrument. Classical test theory statistical analysis with physics student responses pre-instruction (N = 1,392) and post-instruction (N = 929) from eight colleges and universities across the United States indicate that the NGCI is composed of items with appropriate difficulty and discrimination and is reliable for this population. Also, expert review and student interviews support the NGCI's validity for the physics population. Emergent similarities and differences in how physics students reason about gravity compared to astronomy students are discussed, as well as future directions for analyzing the instrument's item parameters across both populations.

Peer Learning as a Tool to Strengthen Math Skills in Introductory Chemistry Laboratories

ERIC Educational Resources Information Center

Srougi, Melissa C.; Miller, Heather B.

2018-01-01

Math skills vary greatly among students enrolled in introductory chemistry courses. Students with weak math skills (algebra and below) tend to perform poorly in introductory chemistry courses, which is correlated with increased attrition rates. Previous research has shown that retention of main ideas in a peer learning environment is greater when…

Advanced Mathematics Online: Assessing Particularities in the Online Delivery of a Second Linear Algebra Course

ERIC Educational Resources Information Center

Montiel, Mariana; Bhatti, Uzma

2010-01-01

This article presents an overview of some issues that were confronted when delivering an online second Linear Algebra course (assuming a previous Introductory Linear Algebra course) to graduate students enrolled in a Secondary Mathematics Education program. The focus is on performance in one particular aspect of the course: "change of basis" and…

Curricular Reforms That Improve Students' Attitudes and Problem-Solving Performance

ERIC Educational Resources Information Center

Teodorescu, Raluca E.; Bennhold, Cornelius; Feldman, Gerald; Medsker, Larry

2014-01-01

We present the most recent steps undertaken to reform the introductory algebra-based course at The George Washington University. The reform sought to help students improve their problem-solving performance. Our pedagogy relies on didactic constructs such as the" GW-ACCESS problem-solving protocol," "instructional sequences" and…

Conceptual physics differences by pedagogy and gender: Questioning the deficit model

NASA Astrophysics Data System (ADS)

Majors, Twanelle Deann Walker

The differences in physics performance between males and females have been studied extensively (Blue & Heller, 2003; Coletta, 2015; Madsen, McKagan, & Sayre 2013; McCullough, 2002, 2004, 2011; Pollock, Finkelstein, & Kost, 2007; Zohar & Sela, 2003). The purpose of this study was to look at the ways teaching methods and assessment choices have fabricated a gender gap. Deficit ways of thinking have further marginalized women by renegotiating prior acts of power that initiated and perpetuated marginalization. Outside of the deficit model, the blame for the underperformance of females has been attributed to discourses of power as well as less-than-critical ways of evaluating learning and schooling. Students in introductory algebra-based physics courses from 2008-2014 at Tennessee Technological University were self-enrolled in PHYS2010 sections that were taught using either a traditional or constructivist, interactive-engagement Learner-centered Environment for Algebra-based Physics (LEAP) pedagogy. Propensity scoring on all feasible and relevant independent variables was used to adjust for the probability of students choosing either LEAP or traditional sections. The Force Concept Inventory (FCI) and Gender Force Concept Inventory (GFCI) were used as the measures to gauge students' performance on physics concepts. The results showed that there were no differences in the FCI or GFCI performance of males and females. Results also showed that when accounting for pretest performance and the likelihood of choosing a LEAP section, LEAP pedagogy accounted for roughly 30% of performance differences. Not only was this true on the average, it was true for both genders. This meant that the main effect of LEAP pedagogy was even stronger and more generalizable. Gender did not moderate pedagogy, indicating that a pedagogy gap focus was more appropriate for evaluating physics learners.

Increasing Student Success in Large Survey Science Courses via Supplemental Instruction in Learning Centers

NASA Astrophysics Data System (ADS)

Hooper, Eric Jon; Nossal, S.; Watson, L.; Timbie, P.

2010-05-01

Large introductory astronomy and physics survey courses can be very challenging and stressful. The University of Wisconsin-Madison Physics Learning Center (PLC) reaches about 10 percent of the students in four introductory physics courses, algebra and calculus based versions of both classical mechanics and electromagnetism. Participants include those potentially most vulnerable to experiencing isolation and hence to having difficulty finding study partners as well as students struggling with the course. They receive specially written tutorials, conceptual summaries, and practice problems; exam reviews; and most importantly, membership in small groups of 3 - 8 students which meet twice per week in a hybrid of traditional teaching and tutoring. Almost all students who regularly participate in the PLC earn at least a "C,” with many earning higher grades. The PLC works closely with other campus programs which seek to increase the participation and enhance the success of underrepresented minorities, first generation college students, and students from lower-income circumstances; and it is well received by students, departmental faculty, and University administration. The PLC staff includes physics education specialists and research scientists with a passion for education. However, the bulk of the teaching is conducted by undergraduates who are majoring in physics, astronomy, mathematics, engineering, and secondary science teaching (many have multiple majors). The staff train these enthusiastic students, denoted Peer Mentor Tutors (PMTs) in general pedagogy and mentoring strategies, as well as the specifics of teaching the physics covered in the course. The PMTs are among the best undergraduates at the university. While currently there is no UW-Madison learning center for astronomy courses, establishing one is a possible future direction. The introductory astronomy courses cater to non-science majors and consequently are less quantitative. However, the basic structure of small groups focusing on fundamental understanding taught mostly by dedicated undergraduates should transfer well.

A calculus based on a q-deformed Heisenberg algebra

DOE PAGES

Cerchiai, B. L.; Hinterding, R.; Madore, J.; ...

1999-04-27

We show how one can construct a differential calculus over an algebra where position variables $x$ and momentum variables p have be defined. As the simplest example we consider the one-dimensional q-deformed Heisenberg algebra. This algebra has a subalgebra generated by cursive Greek chi and its inverse which we call the coordinate algebra. A physical field is considered to be an element of the completion of this algebra. We can construct a derivative which leaves invariant the coordinate algebra and so takes physical fields into physical fields. A generalized Leibniz rule for this algebra can be found. Based on thismore » derivative differential forms and an exterior differential calculus can be constructed.« less

Gendered Socialization with an Embodied Agent: Creating a Social and Affable Mathematics Learning Environment for Middle-Grade Females

ERIC Educational Resources Information Center

Kim, Yanghee; Lim, Jae Hoon

2013-01-01

This study examined whether or not embodied-agent-based learning would help middle-grade females have more positive mathematics learning experiences. The study used an explanatory mixed methods research design. First, a classroom-based experiment was conducted with one hundred twenty 9th graders learning introductory algebra (53% male and 47%…

Case of two electrostatics problems: Can providing a diagram adversely impact introductory physics students' problem solving performance?

NASA Astrophysics Data System (ADS)

Maries, Alexandru; Singh, Chandralekha

2018-06-01

Drawing appropriate diagrams is a useful problem solving heuristic that can transform a problem into a representation that is easier to exploit for solving it. One major focus while helping introductory physics students learn effective problem solving is to help them understand that drawing diagrams can facilitate problem solution. We conducted an investigation in which two different interventions were implemented during recitation quizzes in a large enrollment algebra-based introductory physics course. Students were either (i) asked to solve problems in which the diagrams were drawn for them or (ii) explicitly told to draw a diagram. A comparison group was not given any instruction regarding diagrams. We developed rubrics to score the problem solving performance of students in different intervention groups and investigated ten problems. We found that students who were provided diagrams never performed better and actually performed worse than the other students on three problems, one involving standing sound waves in a tube (discussed elsewhere) and two problems in electricity which we focus on here. These two problems were the only problems in electricity that involved considerations of initial and final conditions, which may partly account for why students provided with diagrams performed significantly worse than students who were not provided with diagrams. In order to explore potential reasons for this finding, we conducted interviews with students and found that some students provided with diagrams may have spent less time on the conceptual analysis and planning stage of the problem solving process. In particular, those provided with the diagram were more likely to jump into the implementation stage of problem solving early without fully analyzing and understanding the problem, which can increase the likelihood of mistakes in solutions.

Inquiry experiences as a lecture supplement for preservice elementary teachers and general education students

NASA Astrophysics Data System (ADS)

Marshall, Jill A.; Dorward, James T.

2000-07-01

The study reported here was designed to substantiate the findings of previous research on the use of inquiry-based laboratory activities in introductory college physics courses. The authors sought to determine whether limited use of inquiry activities as a supplement to a traditional lecture and demonstration curriculum would improve student achievement in introductory classes for preservice teachers and general education students. Achievement was measured by responses to problems designed to test conceptual understanding as well as overall course grades. We analyzed the effect on selected student outcome measures in a preliminary study in which some students engaged in inquiry activities and others did not, and interviewed students about their perceptions of the inquiry activities. In the preliminary study, preservice elementary teachers and female students showed significantly higher achievement after engaging such activities, but only on exam questions relating directly to the material covered in the exercises. In a second study we used a common exam problem to compare the performance of students who had engaged in a revised version of the inquiry activities with the performance of students in algebra and calculus-based classes. The students who had engaged in inquiry investigations significantly outperformed the other students.

Cooperative Learning in a Community College Setting: Developmental Coursework in Mathematics

ERIC Educational Resources Information Center

Rivera, Natalie

2013-01-01

This action research study, set in a community college in the southwestern United States, was designed to investigate the effects of implementing cooperative learning strategies in a developmental mathematics course. Introductory algebra was formerly taught in a lecture based format, and as such regularly had a low course completion rate. To…

A Hypothetical Learning Trajectory for Conceptualizing Matrices as Linear Transformations

ERIC Educational Resources Information Center

Andrews-Larson, Christine; Wawro, Megan; Zandieh, Michelle

2017-01-01

In this paper, we present a hypothetical learning trajectory (HLT) aimed at supporting students in developing flexible ways of reasoning about matrices as linear transformations in the context of introductory linear algebra. In our HLT, we highlight the integral role of the instructor in this development. Our HLT is based on the "Italicizing…

The ALARM Experiment

ERIC Educational Resources Information Center

Gerhardt, Ira

2015-01-01

An experiment was conducted over three recent semesters of an introductory calculus course to test whether it was possible to quantify the effect that difficulty with basic algebraic and arithmetic computation had on individual performance. Points lost during the term were classified as being due to either algebraic and arithmetic mistakes…

Experts Question California's Algebra Edict

ERIC Educational Resources Information Center

Cavanagh, Sean

2008-01-01

Business leaders from important sectors of the American economy have been urging schools to set higher standards in math and science--and California officials, in mandating that 8th graders be tested in introductory algebra, have responded with one of the highest such standards in the land. Still, many California educators and school…

A Linear Algebraic Approach to Teaching Interpolation

ERIC Educational Resources Information Center

Tassa, Tamir

2007-01-01

A novel approach for teaching interpolation in the introductory course in numerical analysis is presented. The interpolation problem is viewed as a problem in linear algebra, whence the various forms of interpolating polynomial are seen as different choices of a basis to the subspace of polynomials of the corresponding degree. This approach…

Math 3008--Developmental Mathematics II. Course Outline.

ERIC Educational Resources Information Center

New York Inst. of Tech., Old Westbury.

This document contains the course syllabus and 12 independent practice modules for an introductory college algebra course designed to develop student proficiency in the basic algebraic skills. This is designed as the second of a two-semester sequence. Topics include performing operations with radicals and exponents; learning to solve equations;…

Math 3007--Developmental Mathematics I. Course Outline.

ERIC Educational Resources Information Center

New York Inst. of Tech., Old Westbury.

This document contains the course syllabus and 12 independent practice modules for an introductory college algebra course designed to develop student proficiency in the basic algebraic skills. This course is designed as the first of a two-semester sequence. Topics include operations with signed numbers; simple operations on monomials and…

Reasoning with alternative explanations in physics: The cognitive accessibility rule

NASA Astrophysics Data System (ADS)

Heckler, Andrew F.; Bogdan, Abigail M.

2018-06-01

A critical component of scientific reasoning is the consideration of alternative explanations. Recognizing that decades of cognitive psychology research have demonstrated that relative cognitive accessibility, or "what comes to mind," strongly affects how people reason in a given context, we articulate a simple "cognitive accessibility rule", namely that alternative explanations are considered less frequently when an explanation with relatively high accessibility is offered first. In a series of four experiments, we test the cognitive accessibility rule in the context of consideration of alternative explanations for six physical scenarios commonly found in introductory physics curricula. First, we administer free recall and recognition tasks to operationally establish and distinguish between the relative accessibility and availability of common explanations for the physical scenarios. Then, we offer either high or low accessibility explanations for the physical scenarios and determine the extent to which students consider alternatives to the given explanations. We find two main results consistent across algebra- and calculus-based university level introductory physics students for multiple answer formats. First, we find evidence that, at least for some contexts, most explanatory factors are cognitively available to students but not cognitively accessible. Second, we empirically verify the cognitive accessibility rule and demonstrate that the rule is strongly predictive, accounting for up to 70% of the variance of the average student consideration of alternative explanations across scenarios. Overall, we find that cognitive accessibility can help to explain biases in the consideration of alternatives in reasoning about simple physical scenarios, and these findings lend support to the growing number of science education studies demonstrating that tasks relevant to science education curricula often involve rapid, automatic, and potentially predictable processes and outcomes.

Mainstreaming Remedial Mathematics Students in Introductory Statistics: Results Using a Randomized Controlled Trial

ERIC Educational Resources Information Center

Logue, Alexandra W.; Watanabe-Rose, Mari

2014-01-01

This study used a randomized controlled trial to determine whether students, assessed by their community colleges as needing an elementary algebra (remedial) mathematics course, could instead succeed at least as well in a college-level, credit-bearing introductory statistics course with extra support (a weekly workshop). Researchers randomly…

Principal Component Analysis: Resources for an Essential Application of Linear Algebra

ERIC Educational Resources Information Center

Pankavich, Stephen; Swanson, Rebecca

2015-01-01

Principal Component Analysis (PCA) is a highly useful topic within an introductory Linear Algebra course, especially since it can be used to incorporate a number of applied projects. This method represents an essential application and extension of the Spectral Theorem and is commonly used within a variety of fields, including statistics,…

Transforming an Introductory Linear Algebra Course with a TI-92 Hand-Held Computer.

ERIC Educational Resources Information Center

Quesada, Antonio R.

2003-01-01

Describes how the introduction of the TI-92 transformed a traditional first semester linear algebra course into a matrix-oriented course that emphasized conceptual understanding, relevant applications, and numerical issues. Indicates an increase in students' overall performance as they found the calculator very useful, believed it helped them…

Enumerating Small Sudoku Puzzles in a First Abstract Algebra Course

ERIC Educational Resources Information Center

Lorch, Crystal; Lorch, John

2008-01-01

Two methods are presented for counting small "essentially different" sudoku puzzles using elementary group theory: one method (due to Jarvis and Russell) uses Burnside's counting formula, while the other employs an invariant property of sudoku puzzles. Ideas are included for incorporating this material into an introductory abstract algebra course.…

STUDY OF VARIABLES ASSOCIATED WITH FINAL GRADES IN MATHEMATICS COURSES.

ERIC Educational Resources Information Center

DAVIS, ELTON C.; RISSER, JOHN J.

THIS STUDY WAS CONDUCTED IN ORDER TO DETERMINE THE RELATIVE VALUE OF PREVIOUS GRADES IN MATHEMATICS COURSES, THE OVERALL HIGH SCHOOL GRADE POINT AVERAGE, AND THE PLACEMENT TEST IN MATHEMATICS DEVELOPED AT THE COLLEGE AS PREDICTORS OF ACHIEVEMENT IN INTRODUCTORY AND INTERMEDIATE ALGEBRA, IN COLLEGE ALGEBRA, IN TRIGONOMETRY, AND IN ANALYTIC GEOMETRY…

Transversality of Electromagnetic Waves in the Calculus--Based Introductory Physics Course

NASA Astrophysics Data System (ADS)

Burko, Lior M.

2009-05-01

Introductory calculus--based physics textbooks state that electromagnetic waves are transverse and list many of their properties, but most such textbooks do not bring forth arguments why this is so. Both physical and theoretical arguments are at a level appropriate for students of courses based on such books, and could be readily used by instructors of such courses. Here, we discuss two physical arguments (based on polarization experiments and on lack of monopole electromagnetic radiation), and the full argument for the transversality of (plane) electromagnetic waves based on the integral Maxwell equations. We also show, at a level appropriate for the introductory course, why the electric and magnetic fields in a wave are in phase and the relation of their magnitudes. We have successfully integrated this approach in the calculus--based introductory physics course at the University of Alabama in Huntsville.

On equivalent resistance of electrical circuits

NASA Astrophysics Data System (ADS)

Kagan, Mikhail

2015-01-01

While the standard (introductory physics) way of computing the equivalent resistance of nontrivial electrical circuits is based on Kirchhoff's rules, there is a mathematically and conceptually simpler approach, called the method of nodal potentials, whose basic variables are the values of the electric potential at the circuit's nodes. In this paper, we review the method of nodal potentials and illustrate it using the Wheatstone bridge as an example. We then derive a closed-form expression for the equivalent resistance of a generic circuit, which we apply to a few sample circuits. The result unveils a curious interplay between electrical circuits, matrix algebra, and graph theory and its applications to computer science. The paper is written at a level accessible by undergraduate students who are familiar with matrix arithmetic. Additional proofs and technical details are provided in appendices.

Do evidence-based active-engagement courses reduce the gender gap in introductory physics?

NASA Astrophysics Data System (ADS)

Karim, Nafis I.; Maries, Alexandru; Singh, Chandralekha

2018-03-01

Prior research suggests that using evidence-based pedagogies can not only improve learning for all students, it can also reduce the gender gap. We describe the impact of physics education research-based pedagogical techniques in flipped and active-engagement non-flipped courses on the gender gap observed with validated conceptual surveys. We compare male and female students’ performance in courses which make significant use of evidence-based active-engagement (EBAE) strategies with courses that primarily use lecture-based (LB) instruction. All courses had large enrolment and often had more than 100 students. The analysis of data for validated conceptual surveys presented here includes data from two-semester sequences of algebra-based and calculus-based introductory physics courses. The conceptual surveys used to assess student learning in the first and second semester courses were the force concept inventory and the conceptual survey of electricity and magnetism, respectively. In the research discussed here, the performance of male and female students in EBAE courses at a particular level is compared with LB courses in two situations: (I) the same instructor taught two courses, one of which was an EBAE course and the other an LB course, while the homework, recitations and final exams were kept the same; (II) student performance in all of the EBAE courses taught by different instructors was averaged and compared with LB courses of the same type also averaged over different instructors. In all cases, on conceptual surveys we find that students in courses which make significant use of active-engagement strategies, on average, outperformed students in courses of the same type using primarily lecture-based instruction even though there was no statistically significant difference on the pre-test before instruction. However, the gender gap persisted even in courses using EBAE methods. We also discuss correlations between the performance of male and female students on the validated conceptual surveys and the final exam, which had a heavy weight on quantitative problem solving.

Analysis of the Impact of Introductory Physics on Engineering Students at Texas A&M University

NASA Astrophysics Data System (ADS)

Perry, Jonathan; Bassichis, William

Introductory physics forms a major part of the foundational knowledge of engineering majors, independent of discipline and institution. While the content of introductory physics courses is consistent from institution to institution, the manner in which it is taught can vary greatly due to professor, textbook, instructional method, and overall course design. This work attempts to examine variations in student success, as measured by overall academic performance in an engineering major, and matriculation rates, based on the type of introductory physics a student took while enrolled in an engineering degree at Texas A&M University. Specific options for introductory physics at Texas A&M University include two calculus based physics courses, one traditional (UP), and one more mathematically rigorous (DP), transfer credit, and high school (AP or dual) credit. In order to examine the impact of introductory physics on a student's degree progression, data mining analyses are performed on a data set of relatively comprehensive academic records for all students enrolled as an engineering major for a minimum of one academic term. Student data has been collected for years of entering freshman beginning in 1990 and ending in 2010. Correlations will be examined between freshman level courses, including introductory physics, and follow on engineering courses, matriculation rates, and time to graduation.

8th Grade Algebra Teachers in Arkansas to Need State Nod

ERIC Educational Resources Information Center

Cavanagh, Sean

2008-01-01

Lindsay E. Carlton has taught mathematics to students at different grades, with different ability levels. Now, the young educator's state wants to recognize her ability to work with one group in particular: 8th graders enrolled in introductory algebra. Carlton is one of many math educators across Arkansas who plan to acquire a new, unusual state…

Like Terms: What's in a Name?

ERIC Educational Resources Information Center

de Groot, Cornelis; Boyajian, Meredith

2015-01-01

In introductory algebra and later mathematics courses, students seem to struggle with the concepts of like terms and combining like terms with algebraic expressions. These ideas appear to be unfamiliar to students and do not seem to relate to any mathematics that they have done in the past. In an attempt to link with something that the students do…

A Method for Using Adjacency Matrices to Analyze the Connections Students Make within and between Concepts: The Case of Linear Algebra

ERIC Educational Resources Information Center

Selinski, Natalie E.; Rasmussen, Chris; Wawro, Megan; Zandieh, Michelle

2014-01-01

The central goals of most introductory linear algebra courses are to develop students' proficiency with matrix techniques, to promote their understanding of key concepts, and to increase their ability to make connections between concepts. In this article, we present an innovative method using adjacency matrices to analyze students' interpretation…

Surveying Turkish high school and university students' attitudes and approaches to physics problem solving

NASA Astrophysics Data System (ADS)

Balta, Nuri; Mason, Andrew J.; Singh, Chandralekha

2016-06-01

Students' attitudes and approaches to physics problem solving can impact how well they learn physics and how successful they are in solving physics problems. Prior research in the U.S. using a validated Attitude and Approaches to Problem Solving (AAPS) survey suggests that there are major differences between students in introductory physics and astronomy courses and physics experts in terms of their attitudes and approaches to physics problem solving. Here we discuss the validation, administration, and analysis of data for the Turkish version of the AAPS survey for high school and university students in Turkey. After the validation and administration of the Turkish version of the survey, the analysis of the data was conducted by grouping the data by grade level, school type, and gender. While there are no statistically significant differences between the averages of various groups on the survey, overall, the university students in Turkey were more expertlike than vocational high school students. On an item by item basis, there are statistically differences between the averages of the groups on many items. For example, on average, the university students demonstrated less expertlike attitudes about the role of equations and formulas in problem solving, in solving difficult problems, and in knowing when the solution is not correct, whereas they displayed more expertlike attitudes and approaches on items related to metacognition in physics problem solving. A principal component analysis on the data yields item clusters into which the student responses on various survey items can be grouped. A comparison of the responses of the Turkish and American university students enrolled in algebra-based introductory physics courses shows that on more than half of the items, the responses of these two groups were statistically significantly different, with the U.S. students on average responding to the items in a more expertlike manner.

Transversality of Electromagnetic Waves in the Calculus-Based Introductory Physics Course

ERIC Educational Resources Information Center

Burko, Lior M.

2008-01-01

Introductory calculus-based physics textbooks state that electromagnetic waves are transverse and list many of their properties, but most such textbooks do not bring forth arguments why this is so. Both physical and theoretical arguments are at a level appropriate for students of courses based on such books, and could be readily used by…

Implementing and Assessing Computational Modeling in Introductory Mechanics

ERIC Educational Resources Information Center

Caballero, Marcos D.; Kohlmyer, Matthew A.; Schatz, Michael F.

2012-01-01

Students taking introductory physics are rarely exposed to computational modeling. In a one-semester large lecture introductory calculus-based mechanics course at Georgia Tech, students learned to solve physics problems using the VPython programming environment. During the term, 1357 students in this course solved a suite of 14 computational…

Class and Homework Problems: The Break-Even Radius of Insulation Computed Using Excel Solver and WolframAlpha

ERIC Educational Resources Information Center

Foley, Greg

2014-01-01

A problem that illustrates two ways of computing the break-even radius of insulation is outlined. The problem is suitable for students who are taking an introductory module in heat transfer or transport phenomena and who have some previous knowledge of the numerical solution of non- linear algebraic equations. The potential for computer algebra,…

Transversality of electromagnetic waves in the calculus-based introductory physics course

NASA Astrophysics Data System (ADS)

Burko, Lior M.

2008-11-01

Introductory calculus-based physics textbooks state that electromagnetic waves are transverse and list many of their properties, but most such textbooks do not bring forth arguments why this is so. Both physical and theoretical arguments are at a level appropriate for students of courses based on such books, and could be readily used by instructors of such courses. Here, we discuss two physical arguments (based on polarization experiments and on lack of monopole electromagnetic radiation) and the full argument for the transversality of (plane) electromagnetic waves based on the integral Maxwell equations. We also show, at a level appropriate for the introductory course, why the electric and magnetic fields in a wave are in phase and the relation of their magnitudes.

The effects of an integrated Algebra 1/physical science curriculum on student achievement in Algebra 1, proportional reasoning and graphing abilities

NASA Astrophysics Data System (ADS)

Lawrence, Lettie Carol

1997-08-01

The purpose of this investigation was to determine if an integrated curriculum in algebra 1/physical science facilitates acquisition of proportional reasoning and graphing abilities better than a non-integrated, traditional, algebra 1 curriculum. Also, this study was to ascertain if the integrated algebra 1/physical science curriculum resulted in greater student achievement in algebra 1. The curriculum used in the experimental class was SAM 9 (Science and Mathematics 9), an investigation-based curriculum that was written to integrate physical science and basic algebra content. The experiment was conducted over one school year. The subjects in the study were 61 ninth grade students. The experimental group consisted of one class taught concurrently by a mathematics teacher and a physical science teacher. The control group consisted of three classes of algebra 1 students taught by one mathematics teacher and taking physical science with other teachers in the school who were not participating in the SAM 9 program. This study utilized a quasi-experimental non-randomized control group pretest-posttest design. The investigator obtained end-of-algebra 1 scores from student records. The written open-ended graphing instruments and the proportional reasoning instrument were administered to both groups as pretests and posttests. The graphing instruments were also administered as a midtest. A two sample t-test for independent means was used to determine significant differences in achievement on the end-of-course algebra 1 test. Quantitative data from the proportional reasoning and graphing instruments were analyzed using a repeated measures analysis of variance to determine differences in scores over time for the experimental and control groups. The findings indicate no significant difference between the experimental and control groups on the end-of-course algebra 1 test. Results also indicate no significant differences in proportional reasoning and graphing abilities between the two groups over time. However, all subjects (experimental and control groups) made significant improvement in graphing abilities over one school year. In this study, students participating in an investigation-based curriculum integrating algebra 1 and physical science performed as well on the instruments as the students in the traditional curriculum. Therefore, an argument can be made that instruction using an integrated curriculum (algebra l/physical science) is a viable alternative to instruction using a more traditional algebra 1 curriculum. Finally, the integrated curriculum adheres to the constructivist theoretical perspective (Krupnik-Gotlieb, 1995) and is more consistent with recommendations in the NCTM Standards (1992) than the traditional curriculum.

Lecture Notes on Multigrid Methods

DOE Office of Scientific and Technical Information (OSTI.GOV)

Vassilevski, P S

The Lecture Notes are primarily based on a sequence of lectures given by the author while been a Fulbright scholar at 'St. Kliment Ohridski' University of Sofia, Sofia, Bulgaria during the winter semester of 2009-2010 academic year. The notes are somewhat expanded version of the actual one semester class he taught there. The material covered is slightly modified and adapted version of similar topics covered in the author's monograph 'Multilevel Block-Factorization Preconditioners' published in 2008 by Springer. The author tried to keep the notes as self-contained as possible. That is why the lecture notes begin with some basic introductory matrix-vectormore » linear algebra, numerical PDEs (finite element) facts emphasizing the relations between functions in finite dimensional spaces and their coefficient vectors and respective norms. Then, some additional facts on the implementation of finite elements based on relation tables using the popular compressed sparse row (CSR) format are given. Also, typical condition number estimates of stiffness and mass matrices, the global matrix assembly from local element matrices are given as well. Finally, some basic introductory facts about stationary iterative methods, such as Gauss-Seidel and its symmetrized version are presented. The introductory material ends up with the smoothing property of the classical iterative methods and the main definition of two-grid iterative methods. From here on, the second part of the notes begins which deals with the various aspects of the principal TG and the numerous versions of the MG cycles. At the end, in part III, we briefly introduce algebraic versions of MG referred to as AMG, focusing on classes of AMG specialized for finite element matrices.« less

Impact Crater Experiments for Introductory Physics and Astronomy Laboratories

ERIC Educational Resources Information Center

Claycomb, J. R.

2009-01-01

Activity-based collisional analysis is developed for introductory physics and astronomy laboratory experiments. Crushable floral foam is used to investigate the physics of projectiles undergoing completely inelastic collisions with a low-density solid forming impact craters. Simple drop experiments enable determination of the average acceleration,…

Are our textbooks too good to be good? Let students own their textbooks to own the skills

NASA Astrophysics Data System (ADS)

Tao, Xiuping

The two new yearlong high school courses, AP Physics 1 and 2, are equivalent to the two-semester algebra-based introductory Physics college course. The AP courses have more than 300 instruction hours, while the college course less than 100. This partially explains why college instructors always struggle to cover the important topics to not necessarily prepared students. To make it worse, many college students are not buying or reading textbooks and rely on instructors to get the course content. The fragmented reception is preventing students from getting a complete picture of the course. Not that there is a shortage of textbooks. There are many 1000-page tomes costing 200 or more, too good to be good. All the struggles contribute to U.S. students' relatively low STEM skills. I propose to let students own their books to own the skills. Students need much shorter (thus manageable) and much more affordable books, and they need to own it for good. Cross-culture comparison reveals that students learn better when they truly own their books (without planning to resell).

Using a Dual Safeguard Web-Based Interactive Teaching Approach in an Introductory Physics Class

ERIC Educational Resources Information Center

Li, Lie-Ming; Li, Bin; Luo, Ying

2015-01-01

We modified the Just-in-Time Teaching approach and developed a dual safeguard web-based interactive (DGWI) teaching system for an introductory physics course. The system consists of four instructional components that improve student learning by including warm-up assignments and online homework. Student and instructor activities involve activities…

Peer Discussions in Lecture-Based Tutorials in Introductory Physics

ERIC Educational Resources Information Center

Leinonen, Risto; Asikainen, Mervi A.; Hirvonen, Pekka E.

2017-01-01

This study analyzes the types of peer discussion that occur during lecture-based tutorial sessions. It focuses in particular on whether discussions of this kind have certain characteristics that might indicate success in the post-testing phase. The data were collected during an introductory physics course. The main data set was gathered with the…

Teaching Electrostatics and Entropy in Introductory Physics

NASA Astrophysics Data System (ADS)

Reeves, Mark

Entropy changes underlie the physics that dominates biological interactions. Indeed, introductory biology courses often begin with an exploration of the qualities of water that are important to living systems. However, one idea that is not explicitly addressed in most introductory physics or biology courses is important contribution of the entropy in driving fundamental biological processes towards equilibrium. I will present material developed to teach electrostatic screening in solutions and the function of nerve cells where entropic effects act to counterbalance electrostatic attraction. These ideas are taught in an introductory, calculus-based physics course to biomedical engineers using SCALEUP pedagogy. Results of student mastering of complex problems that cross disciplinary boundaries between biology and physics, as well as the challenges that they face in learning this material will be presented.

Web-Based vs. Paper-Based Homework to Evaluate Students' Performance in Introductory Physics Courses and Students' Perceptions: Two Years Experience

ERIC Educational Resources Information Center

Demirci, Neset

2010-01-01

The main aim of this study was to assess and compare undergraduate students' homework performance using a web-based testing system with paper-based, hand-graded one in introductory physics courses. Students' perceptions about each method were then investigated. Every semester during the two-year period, one of the two identical sections of…

Relationships between Undergraduates' Argumentation Skills, Conceptual Quality of Problem Solutions, and Problem Solving Strategies in Introductory Physics

ERIC Educational Resources Information Center

Rebello, Carina M.

2012-01-01

This study explored the effects of alternative forms of argumentation on undergraduates' physics solutions in introductory calculus-based physics. A two-phase concurrent mixed methods design was employed to investigate relationships between undergraduates' written argumentation abilities, conceptual quality of problem solutions, as well…

An algebra of discrete event processes

NASA Technical Reports Server (NTRS)

Heymann, Michael; Meyer, George

1991-01-01

This report deals with an algebraic framework for modeling and control of discrete event processes. The report consists of two parts. The first part is introductory, and consists of a tutorial survey of the theory of concurrency in the spirit of Hoare's CSP, and an examination of the suitability of such an algebraic framework for dealing with various aspects of discrete event control. To this end a new concurrency operator is introduced and it is shown how the resulting framework can be applied. It is further shown that a suitable theory that deals with the new concurrency operator must be developed. In the second part of the report the formal algebra of discrete event control is developed. At the present time the second part of the report is still an incomplete and occasionally tentative working paper.

Using Categorization of Problems as an Instructional Tool to Help Introductory Students Learn Physics

ERIC Educational Resources Information Center

Mason, Andrew; Singh, Chandralekha

2016-01-01

The ability to categorize problems based upon underlying principles, rather than contexts, is considered a hallmark of expertise in physics problem solving. With inspiration from a classic study by Chi, Feltovich, and Glaser, we compared the categorization of 25 introductory mechanics problems based upon similarity of solution by students in large…

Aesthetic Physics Education: A Symmetry Based, Physics and Fine Arts Curriculum

NASA Astrophysics Data System (ADS)

van der Veen, Jatila; Lubin, P. M.; Cook-Gumperz, J.; Raley, J. D.; Mazur, E.

2006-12-01

Physics education research in the past two decades has focused almost entirely on pedagogical methods, but the curriculum content remains unchanged. In a recent editorial in Physics Today (July, 2006, p. 10) the ability of physicists to “imagine new realities” is correlated with what are traditionally considered non-scientific skills, including imagination and creativity, qualities which are usually associated with fine arts. In view of the new developments in physics of the 21st Century, the importance of developing creativity and imagination through education is gaining recognition. We are investigating the effectiveness of teaching introductory physics from the viewpoint of symmetry, including the foundations of General Relativity and modern cosmology, without the need for the full tensor treatment. We will pilot a new course at UCSB in Winter Quarter, 2007 entitled Symmetry and Aesthetics in Introductory Physics. Our pedagogical model is based on three premises: that the introductory curriculum needs to be modernized; that mathematics should be presented as a language; and that theoretical physics has, at its core, a great deal in common with music, art, and dance. In this talk we will present the contents of our new course, and the means by which we plan to evaluate it in comparison to “regular” introductory courses. It is our hope that this modernized and integrated approach to introductory physics can also serve as a course for future teachers of primary and secondary school. This work is supported by NASA grant #20070268 and the Planck Explorer Mission.

Students' Difficulties with Integration in Electricity

ERIC Educational Resources Information Center

Nguyen, Dong-Hai; Rebello, N. Sanjay

2011-01-01

This study investigates the common difficulties that students in introductory physics experience when solving problems involving integration in the context of electricity. We conducted teaching-learning interviews with 15 students in a second-semester calculus-based introductory physics course on several problems involving integration. We found…

From "F = ma" to Flying Squirrels: Curricular Change in an Introductory Physics Course

ERIC Educational Resources Information Center

O'Shea, Brian; Terry, Laura; Benenson, Walter

2013-01-01

We present outcomes from curricular changes made to an introductory calculus-based physics course whose audience is primarily life sciences majors, the majority of whom plan to pursue postbaccalaureate studies in medical and scientific fields. During the 2011-2012 academic year, we implemented a Physics of the Life Sciences curriculum centered on…

Instructional Strategies for Online Introductory College Physics Based on Learning Styles

ERIC Educational Resources Information Center

Ekwue, Eleazer U.

2013-01-01

The practical nature of physics and its reliance on mathematical presentations and problem solving pose a challenge toward presentation of the course in an online environment for effective learning experience. Most first-time introductory college physics students fail to grasp the basic concepts of the course and the problem solving skills if the…

Examining issues of underrepresented minority students in introductory physics

NASA Astrophysics Data System (ADS)

Watkins, Jessica Ellen

In this dissertation we examine several issues related to the retention of under-represented minority students in physics and science. In the first section, we show that in calculus-based introductory physics courses, the gender gap on the FCI is diminished through the use of interactive techniques, but in lower-level introductory courses, the gap persists, similar to reports published at other institutions. We find that under-represented racial minorities perform similar to their peers with comparable academic preparation on conceptual surveys, but their average exam grades and course grades are lower. We also examine student persistence in science majors; finding a significant relationship between pedagogy in an introductory physics course and persistence in science. In the second section, we look at student end-of-semester evaluations and find that female students rate interactive teaching methods a full point lower than their male peers. Looking more deeply at student interview data, we find that female students report more social issues related to the discussions in class and both male and female students cite feeling pressure to obtain the correct answer to clicker questions. Finally, we take a look an often-cited claim for gender differences in STEM participation: cognitive differences explain achievement differences in physics. We examine specifically the role of mental rotations in physics achievement and problem-solving, viewing mental rotations as a tool that students can use on physics problems. We first look at student survey results for lower-level introductory students, finding a low, but significant correlation between performance on a mental rotations test and performance in introductory physics courses. In contrast, we did not find a significant relationship for students in the upper-level introductory course. We also examine student problem-solving interviews to investigate the role of mental rotations on introductory problems.

Problem-Based Labs and Group Projects in an Introductory University Physics Course

ERIC Educational Resources Information Center

Kohnle, Antje; Brown, C. Tom A.; Rae, Cameron F.; Sinclair, Bruce D.

2012-01-01

This article describes problem-based labs and analytical and computational project work we have been running at the University of St Andrews in an introductory physics course since 2008/2009. We have found the choice of topics, scaffolding of the process, timing in the year and facilitator guidance decisive for the success of these activities.…

Case-study experiments in the introductory physics curriculum

NASA Astrophysics Data System (ADS)

Arion, D. N.; Crosby, K. M.; Murphy, E. A.

2000-09-01

Carthage College added inquiry-based case study activities to the traditional introductory physics laboratory. Student teams designed, constructed, and executed their own experiments to study real-world phenomena, through which they gained understanding both of physic principles and methods of physics research. Assessment results and student feedback through teacher evaluations indicate that these activities improved student attitudes about physics as well as their ability to solve physics problems relative to previous course offerings that did not include case study.

Spherical Rare-Earth Magnets in Introductory Physics

ERIC Educational Resources Information Center

Adams, Al

2007-01-01

Permanent magnets have long been used in both traditional laboratory exercises and in inquiry-based learning activities. These pedagogical applications are typically timed to correspond to the early coverage of magnetism in the second-semester sequence of introductory physics. At the initial level the concepts relate to the magnetic field of the…

Assessing Expertise in Introductory Physics Using Categorization Task

ERIC Educational Resources Information Center

Mason, Andrew; Singh, Chandralekha

2011-01-01

The ability to categorize problems based upon underlying principles, rather than surface features or contexts, is considered one of several proxy predictors of expertise in problem solving. With inspiration from the classic study by Chi, Feltovich, and Glaser, we assess the distribution of expertise among introductory physics students by asking…

Restructuring Introductory Physics by Adapting an Active Learning Studio Model

ERIC Educational Resources Information Center

Gatch, Delena

2010-01-01

Despite efforts to engage students in the traditional lecture environment, faculty in Georgia Southern University's Physics Department became dissatisfied with lecture as the primary means of instruction. During the fall semester of 2006, our department began adapting the studio model to suit the needs of introductory calculus-based physics…

Replicating effective pedagogical approaches from introductory physics to improve student learning of quantum mechanics

NASA Astrophysics Data System (ADS)

Sayer, Ryan Thomas

Upper-level undergraduate students entering a quantum mechanics (QM) course are in many ways similar to students entering an introductory physics course. Numerous studies have investigated the difficulties that novices face in introductory physics as well as the pedagogical approaches that are effective in helping them overcome those difficulties. My research focuses on replicating effective approaches and instructional strategies used in introductory physics courses to help advanced students in an upper-level QM course. I have investigated the use of Just-in-time Teaching (JiTT) and peer discussion involving clicker questions in an upper-level quantum mechanics course. The JiTT approach including peer discussions was effective in helping students overcome their difficulties and improve their understanding of QM concepts. Learning tools, such as a Quantum Interactive Learning Tutorial (QuILT) based on the Doubleslit Experiment (DSE) which I helped develop, have been successful in helping upper-level undergraduate students improve their understanding of QM. Many students have also demonstrated the ability to transfer knowledge from a QuILT based on the Mach-Zehnder interferometer while working on the DSE QuILT. In addition, I have been involved in implementing research-based activities during our semester-long professional development course for teaching assistants (TAs). In one intervention, TAs were asked to grade student solutions to introductory physics problems first using their choice of method, then again using a rubric designed to promote effective problem-solving approaches, then once more at the end of the semester using their choice of method. This intervention found that many TAs have ingrained beliefs about the purposes of grading which include placing the burden of proof on the instructor as well as a belief that grading cannot serve as a formative assessment. I also compared TAs grading practices and considerations when grading student solutions to QM problems versus when grading student solutions to introductory physics. Many TAs penalized students for not explicating the problem solving process more often in the QM context than in the introductory physics context. The implications of these interventions for promoting student learning in QM are discussed.

GRIPs (Group Investigation Problems) for Introductory Physics

NASA Astrophysics Data System (ADS)

Moore, Thomas A.

2006-12-01

GRIPs lie somewhere between homework problems and simple labs: they are open-ended questions that require a mixture of problem-solving skills and hands-on experimentation to solve practical puzzles involving simple physical objects. In this talk, I will describe three GRIPs that I developed for a first-semester introductory calculus-based physics course based on the "Six Ideas That Shaped Physics" text. I will discuss the design of the three GRIPs we used this past fall, our experience in working with students on these problems, and students' response as reported on course evaluations.

Affine.m—Mathematica package for computations in representation theory of finite-dimensional and affine Lie algebras

NASA Astrophysics Data System (ADS)

Nazarov, Anton

2012-11-01

In this paper we present Affine.m-a program for computations in representation theory of finite-dimensional and affine Lie algebras and describe implemented algorithms. The algorithms are based on the properties of weights and Weyl symmetry. Computation of weight multiplicities in irreducible and Verma modules, branching of representations and tensor product decomposition are the most important problems for us. These problems have numerous applications in physics and we provide some examples of these applications. The program is implemented in the popular computer algebra system Mathematica and works with finite-dimensional and affine Lie algebras. Catalogue identifier: AENA_v1_0 Program summary URL:http://cpc.cs.qub.ac.uk/summaries/AENB_v1_0.html Program obtainable from: CPC Program Library, Queen’s University, Belfast, UK Licensing provisions: Standard CPC licence, http://cpc.cs.qub.ac.uk/licence/licence.html No. of lines in distributed program, including test data, etc.: 24 844 No. of bytes in distributed program, including test data, etc.: 1 045 908 Distribution format: tar.gz Programming language: Mathematica. Computer: i386-i686, x86_64. Operating system: Linux, Windows, Mac OS, Solaris. RAM: 5-500 Mb Classification: 4.2, 5. Nature of problem: Representation theory of finite-dimensional Lie algebras has many applications in different branches of physics, including elementary particle physics, molecular physics, nuclear physics. Representations of affine Lie algebras appear in string theories and two-dimensional conformal field theory used for the description of critical phenomena in two-dimensional systems. Also Lie symmetries play a major role in a study of quantum integrable systems. Solution method: We work with weights and roots of finite-dimensional and affine Lie algebras and use Weyl symmetry extensively. Central problems which are the computations of weight multiplicities, branching and fusion coefficients are solved using one general recurrent algorithm based on generalization of Weyl character formula. We also offer alternative implementation based on the Freudenthal multiplicity formula which can be faster in some cases. Restrictions: Computational complexity grows fast with the rank of an algebra, so computations for algebras of ranks greater than 8 are not practical. Unusual features: We offer the possibility of using a traditional mathematical notation for the objects in representation theory of Lie algebras in computations if Affine.m is used in the Mathematica notebook interface. Running time: From seconds to days depending on the rank of the algebra and the complexity of the representation.

Reducing the failure rate in introductory physics classes

NASA Astrophysics Data System (ADS)

Saul, Jeff; Coulombe, Patrick; Lindell, Rebecca

2017-01-01

Calculus-based introductory physics courses are often among the most difficult at many colleges and universities. With the national movement to increase STEM majors, the introductory calculus-based courses need to be less of a weed-out course and more of a course that propels students forward into successful majors. This talk discusses two approaches to reduce DFW rates and improve student retention: studio courses and parachute courses. Studio courses integrate lecture/laboratory into one course where the primary mode of instruction is small group activities. Typically, any students enrolled in the college or university can enroll in a studio version of the course. Parachute courses on the other hand, focus on the poor performing students. Designed so that students not doing well in an introductory physics course can switch into the parachute class mid-semester without harm to their GPA. In addition, the parachute course focuses on helping students build the knowledge and skills necessary for success when retaking the calculus-based Physics course. The studio course format has been found to reduce DFW rates at several universities by 40-60% compared with separate lecture and laboratory format versions of the same courses, while parachutes courses were less successful. At one university, the parachute course succeeded in helping 80% of students maintain their GPA, but only helped 20% successfully pass the calculus-based physics course.

Conditional Independence in Applied Probability.

ERIC Educational Resources Information Center

Pfeiffer, Paul E.

This material assumes the user has the background provided by a good undergraduate course in applied probability. It is felt that introductory courses in calculus, linear algebra, and perhaps some differential equations should provide the requisite experience and proficiency with mathematical concepts, notation, and argument. The document is…

Projectile motion without calculus

NASA Astrophysics Data System (ADS)

Rizcallah, Joseph A.

2018-07-01

Projectile motion is a constant theme in introductory-physics courses. It is often used to illustrate the application of differential and integral calculus. While most of the problems used for this purpose, such as maximizing the range, are kept at a fairly elementary level, some, such as determining the safe domain, involve not so elementary techniques, which can hardly be assumed of the targeted audience. In the literature, several attempts have been undertaken to avoid calculus altogether and keep the exposition entirely within the realm of algebra and/or geometry. In this paper, we propose yet another non-calculus approach which uses the projectile’s travel times to shed new light on these problems and provide instructors with an alternate method to address them with their students.

Workshop Physics Activity Guide, Module 4: Electricity and Magnetism

NASA Astrophysics Data System (ADS)

Laws, Priscilla W.

2004-05-01

The Workshop Physics Activity Guide is a set of student workbooks designed to serve as the foundation for a two-semester calculus-based introductory physics course. It consists of 28 units that interweave text materials with activities that include prediction, qualitative observation, explanation, equation derivation, mathematical modeling, quantitative experiments, and problem solving. Students use a powerful set of computer tools to record, display, and analyze data, as well as to develop mathematical models of physical phenomena. The design of many of the activities is based on the outcomes of physics education research. The Workshop Physics Activity Guide is supported by an Instructor's Website that: (1) describes the history and philosophy of the Workshop Physics Project; (2) provides advice on how to integrate the Guide into a variety of educational settings; (3) provides information on computer tools (hardware and software) and apparatus; and (4) includes suggested homework assignments for each unit. Log on to the Workshop Physics Project website at http://physics.dickinson.edu/ Workshop Physics is a component of the Physics Suite--a collection of materials created by a group of educational reformers known as the Activity Based Physics Group. The Physics Suite contains a broad array of curricular materials that are based on physics education research, including:

Understanding Physics, by Cummings, Laws, Redish and Cooney (an introductory textbook based on the best-selling text by Halliday/Resnick/Walker) RealTime Physics Laboratory Modules Physics by Inquiry (intended for use in a workshop setting) Interactive Lecture Demonstration Tutorials in Introductory Physics Activity Based Tutorials (designed primarily for use in recitations)

• Some applications of mathematics in theoretical physics - A review

  DOE Office of Scientific and Technical Information (OSTI.GOV)

  Bora, Kalpana

  2016-06-21

  Mathematics is a very beautiful subject−very much an indispensible tool for Physics, more so for Theoretical Physics (by which we mean here mainly Field Theory and High Energy Physics). These branches of Physics are based on Quantum Mechanics and Special Theory of Relativity, and many mathematical concepts are used in them. In this work, we shall elucidate upon only some of them, like−differential geometry, infinite series, Mellin transforms, Fourier and integral transforms, special functions, calculus, complex algebra, topology, group theory, Riemannian geometry, functional analysis, linear algebra, operator algebra, etc. We shall also present, some physics issues, where these mathematical toolsmore » are used. It is not wrong to say that Mathematics is such a powerful tool, without which, there can not be any Physics theory!! A brief review on our research work is also presented.« less

• Some applications of mathematics in theoretical physics - A review

  NASA Astrophysics Data System (ADS)

  Bora, Kalpana

  2016-06-01

  Mathematics is a very beautiful subject-very much an indispensible tool for Physics, more so for Theoretical Physics (by which we mean here mainly Field Theory and High Energy Physics). These branches of Physics are based on Quantum Mechanics and Special Theory of Relativity, and many mathematical concepts are used in them. In this work, we shall elucidate upon only some of them, like-differential geometry, infinite series, Mellin transforms, Fourier and integral transforms, special functions, calculus, complex algebra, topology, group theory, Riemannian geometry, functional analysis, linear algebra, operator algebra, etc. We shall also present, some physics issues, where these mathematical tools are used. It is not wrong to say that Mathematics is such a powerful tool, without which, there can not be any Physics theory!! A brief review on our research work is also presented.

• Training Undergraduate Physics Peer Tutors

  NASA Astrophysics Data System (ADS)

  Nossal, S. M.; Jacob, A. T.

  2004-05-01

  The University of Wisconsin's Physics Peer Mentor Tutor Program matches upper level undergraduate physics students in small study groups with students studying introductory algebra-based physics. We work with students who are potentially at-risk for having academic trouble with the course. They include students with a low exam score, learning disabilities, no high school physics, weak math backgrounds, and/or on academic probation. We also work with students from groups under represented in the sciences and who may be feeling isolated or marginal on campus such as minority, returning adult, and international students. The tutors provide a supportive learning environment, extra practice problems, and an overview of key concepts. In so doing, they help our students to build confidence and problem solving skills applicable to physics and other areas of their academic careers. The Physics Peer Mentor Tutor Program is modeled after a similar program for chemistry created by the University of Wisconsin's Chemistry Learning Center. Both programs are now run in collaboration. The tutors are chosen for their academic strength and excellent communication skills. Our tutors are majoring in physics, math, and secondary-level science education. The tutors receive ongoing training and supervision throughout the year. They attend weekly discipline-specific meetings to discuss strategies for teaching the content currently being discussed in the physics course. They also participate in a weekly teaching seminar with science tutors from chemistry and biochemistry to discuss teaching methods, mentoring, and general information relating to the students with whom we work. We will describe an overview of the Physics Peer Mentor Tutor Program with a focus on the teacher training program for our undergraduate tutors.

• Introductory Physics Gender Gaps: Pre- and Post-Studio Transition

  NASA Astrophysics Data System (ADS)

  Kohl, Patrick B.; Kuo, H. Vincent

  2009-11-01

  Prior work has characterized the gender gaps present in college-level introductory physics courses. Such work has also shown that research-based interactive engagement techniques can reduce or eliminate these gender gaps. In this paper, we study the gender gaps (and lack thereof) in the introductory calculus-based electricity and magnetism course at the Colorado School of Mines. We present eight semesters' worth of data, totaling 2577 students, with four semesters preceding a transition to Studio physics, and four following. We examine gender gaps in course grades, DFW (D grade, fail, or withdrawal) rates, and normalized gains on the Conceptual Survey of Electricity and Magnetism (CSEM), and consider factors such as student ACT scores and grades in prior math classes. We find little or no gap in male/female course grades and DFW rates, but substantial gaps in CSEM gains that are reduced somewhat by the transition to Studio physics.

• Cultivating Deductive Thinking with Angle Chasing

  ERIC Educational Resources Information Center

  Edwards, Michael todd; Quinlan, James; Harper, Suzanne R.; Cox, Dana C.; Phelps, Steve

  2014-01-01

  Despite Common Core State Standards for Mathematics (CCSSI 2010) recommendations, too often students' introduction to proof consists of the study of formal axiomatic systems--for example, triangle congruence proofs--typically in an introductory geometry course with no connection back to previous work in earlier algebra courses. Van Hiele…

• Using Google Earth and Satellite Imagery to Foster Place-Based Teaching in an Introductory Physical Geology Course

  ERIC Educational Resources Information Center

  Monet, Julie; Greene, Todd

  2012-01-01

  Students in an introductory physical geology course often have difficulty making connections between basic course topics and assembling key concepts (beyond textbook examples) to interpret how geologic processes shape the characteristics of the local and regional natural environment. As an approach to address these issues, we designed and…

• Framework and Implementation for Improving Physics Essential Skills via Computer-Based Practice: Vector Math

  ERIC Educational Resources Information Center

  Mikula, Brendon D.; Heckler, Andrew F.

  2017-01-01

  We propose a framework for improving accuracy, fluency, and retention of basic skills essential for solving problems relevant to STEM introductory courses, and implement the framework for the case of basic vector math skills over several semesters in an introductory physics course. Using an iterative development process, the framework begins with…

• Mediating relationship of differential products in understanding integration in introductory physics

  NASA Astrophysics Data System (ADS)

  Amos, Nathaniel; Heckler, Andrew F.

  2018-01-01

  In the context of introductory physics, we study student conceptual understanding of differentials, differential products, and integrals and possible pathways to understanding these quantities. We developed a multiple choice conceptual assessment employing a variety of physical contexts probing physical understanding of these three quantities and administered the instrument to over 1000 students in first and second semester introductory physics courses. Using a regression-based mediation analysis with conceptual understanding of integration as the dependent variable, we found evidence consistent with a simple mediation model: the relationship between differentials scores and integral scores may be mediated by the understanding of differential products. The indirect effect (a quantifiable metric of mediation) was estimated as a b =0.29 , 95% CI [0.25, 0.33] for N =1102 Physics 1 students, and a b =0.27 , 95% CI [0.14, 0.48] for N =65 Physics 2 students. We also find evidence that the physical context of the questions can be an important factor. These results imply that for introductory physics courses, instructional emphasis first on differentials then on differential products in a variety of contexts may in turn promote better integral understanding.

• Quantifying the Level of Inquiry in a Reformed Introductory Geology Lab Course

  ERIC Educational Resources Information Center

  Moss, Elizabeth; Cervato, Cinzia

  2016-01-01

  As part of a campus-wide effort to transform introductory science courses to be more engaging and more accurately convey the excitement of discovery in science, the curriculum of an introductory physical geology lab course was redesigned. What had been a series of ''cookbook'' lab activities was transformed into a sequence of activities based on…

• Topics in elementary particle physics

  NASA Astrophysics Data System (ADS)

  Jin, Xiang

  The author of this thesis discusses two topics in elementary particle physics: n-ary algebras and their applications to M-theory (Part I), and functional evolution and Renormalization Group flows (Part II). In part I, Lie algebra is extended to four different n-ary algebraic structure: generalized Lie algebra, Filippov algebra, Nambu algebra and Nambu-Poisson tensor; though there are still many other n-ary algebras. A natural property of Generalized Lie algebras — the Bremner identity, is studied, and proved with a totally different method from its original version. We extend Bremner identity to n-bracket cases, where n is an arbitrary odd integer. Filippov algebras do not focus on associativity, and are defined by the Fundamental identity. We add associativity to Filippov algebras, and give examples of how to construct Filippov algebras from su(2), bosonic oscillator, Virasoro algebra. We try to include fermionic charges into the ternary Virasoro-Witt algebra, but the attempt fails because fermionic charges keep generating new charges that make the algebra not closed. We also study the Bremner identity restriction on Nambu algebras and Nambu-Poisson tensors. So far, the only example 3-algebra being used in physics is the BLG model with 3-algebra A4, describing two M2-branes interactions. Its extension with Nambu algebra, BLG-NB model, is believed to describe infinite M2-branes condensation. Also, there is another propose for M2-brane interactions, the ABJM model, which is constructed by ordinary Lie algebra. We compare the symmetry properties between them, and discuss the possible approaches to include these three models into a grand unification theory. In Part II, we give an approximate solution for Schroeder's equations, based on series and conjugation methods. We use the logistic map as an example, and demonstrate that this approximate solution converges to known analytical solutions around the fixed point, around which the approximate solution is constructed. Although the closed-form solutions for Schroeder's equations can not always be approached analytically, by fitting the approximation solutions, one can still obtain closed-form solutions sometimes. Based on Schroeder's theory, approximate solutions for trajectories, velocities and potentials can also be constructed. The approximate solution is significantly useful to calculate the beta function in renormalization group trajectory. By "wrapping" the series solutions with the conjugations from different inverse functions, we generate different branches of the trajectory, and construct a counterexample for a folk theorem about limited cycles.

• Algebras Generated by Geometric Scalar Forms and their Applications in Physics and Social Sciences

  DOE Office of Scientific and Technical Information (OSTI.GOV)

  Keller, Jaime

  2008-09-17

  The present paper analyzes the consequences of defining that the geometric scalar form is not necessarily quadratic, but in general K-atic, that is obtained from the K{sup th} power of the linear form, requiring {l_brace}e{sub i};i = 1,...,N;(e{sub i}){sup K} = 1{r_brace} and d-vector {sigma}{sub i}x{sub i}e{sub i}. We consider the algebras which are thus generated, for positive integer K, a generalization of the geometric algebras we know under the names of Clifford or Grassmann algebras. We then obtain a set of geometric K-algebras. We also consider the generalization of special functions of geometry which corresponds to the K-order scalarmore » forms (as trigonometric functions and other related geometric functions which are based on the use of quadratic forms). We present an overview of the use of quadratic forms in physics as in our general theory, we have called START. And, in order to give an introduction to the use of the more general K-algebras and to the possible application to sciences other than physics, the application to social sciences is considered.For the applications to physics we show that quadratic spaces are a fundamental clue to understand the structure of theoretical physics (see, for example, Keller in ICNAAM 2005 and 2006)« less

• A Functional Analytic Approach to Computer-Interactive Mathematics

  ERIC Educational Resources Information Center

  Ninness, Chris; Rumph, Robin; McCuller, Glen; Harrison, Carol; Ford, Angela M.; Ninness, Sharon K.

  2005-01-01

  Following a pretest, 11 participants who were naive with regard to various algebraic and trigonometric transformations received an introductory lecture regarding the fundamentals of the rectangular coordinate system. Following the lecture, they took part in a computer-interactive matching-to-sample procedure in which they received training on…

• A Unified Introduction to Ordinary Differential Equations

  ERIC Educational Resources Information Center

  Lutzer, Carl V.

  2006-01-01

  This article describes how a presentation from the point of view of differential operators can be used to (partially) unify the myriad techniques in an introductory course in ordinary differential equations by providing students with a powerful, flexible paradigm that extends into (or from) linear algebra. (Contains 1 footnote.)

• Workshop Physics Activity Guide, Module 2: Mechanics II, Momentum, Energy, Rotational and Harmonic Motion, and Chaos (Units 8 - 15)

  NASA Astrophysics Data System (ADS)

  Laws, Priscilla W.

  2004-05-01

  The Workshop Physics Activity Guide is a set of student workbooks designed to serve as the foundation for a two-semester calculus-based introductory physics course. It consists of 28 units that interweave text materials with activities that include prediction, qualitative observation, explanation, equation derivation, mathematical modeling, quantitative experiments, and problem solving. Students use a powerful set of computer tools to record, display, and analyze data, as well as to develop mathematical models of physical phenomena. The design of many of the activities is based on the outcomes of physics education research. The Workshop Physics Activity Guide is supported by an Instructor's Website that: (1) describes the history and philosophy of the Workshop Physics Project; (2) provides advice on how to integrate the Guide into a variety of educational settings; (3) provides information on computer tools (hardware and software) and apparatus; and (4) includes suggested homework assignments for each unit. Log on to the Workshop Physics Project website at http://physics.dickinson.edu/ Workshop Physics is a component of the Physics Suite--a collection of materials created by a group of educational reformers known as the Activity Based Physics Group. The Physics Suite contains a broad array of curricular materials that are based on physics education research, including:

  Understanding Physics, by Cummings, Laws, Redish and Cooney (an introductory textbook based on the best-selling text by Halliday/Resnick/Walker) RealTime Physics Laboratory Modules Physics by Inquiry (intended for use in a workshop setting) Interactive Lecture Demonstration Tutorials in Introductory Physics Activity Based Tutorials (designed primarily for use in recitations)

  • Enhancing student performance in introductory physics in topics related to electricity and magnetism through the use of voluntary workshops

    NASA Astrophysics Data System (ADS)

    DeSilva, L. Ajith; Pullen, Adam; Hasbun, J. E.

    2018-05-01

    This article examines the effect of voluntary workshops on students’ performance in a university for algebra-based introductory physics on the topics of electricity, magnetism and related areas. A workshop is an optional one-hour-per-week session that promotes a small group’s peer instruction and co-operative learning, in order to enhance the conceptual understanding of physical principles and to improve problem-solving skills. During the workshops, a small group of students were encouraged to exchange ideas in a co-operative learning environment. Most students enrolled were poorly motivated, underprepared, and did not possess the prerequisite mathematics needed. For those who attended workshops, the result of scores on a standardized conceptual survey in electricity and magnetism showed a pre-test-post-test gain of 21% in the number of correct responses. This is to be contrasted with a 5% increase for those students who did not attend workshops. Further, we present a breakdown of the final letter grades obtained by students who attended workshops versus those who did not. Since the introduction of the workshops (out of 374 students), 95% of those who attended made a ‘C’ or better in the course. This compares to only 50% of the students who did not attend workshops and making a ‘C’ or better. The workshops have been offered since the Fall of 2010, but analyzed data includes fourteen years of student letter grades from 2001 to 2014 in order to study the effects on the workshops of the D, F, or W grades (DFW rate). We report a 7% reduction of the DFW rates, which we attribute to the incorporation of the workshops. The workshops are easy to implement and relatively inexpensive, yet appear to be an effective instructional method that enhances the success of underprepared students.

  • Illustrations and Supporting Texts for Sound Standing Waves of Air Columns in Pipes in Introductory Physics Textbooks

    ERIC Educational Resources Information Center

    Zeng, Liang; Smith, Chris; Poelzer, G. Herold; Rodriguez, Jennifer; Corpuz, Edgar; Yanev, George

    2014-01-01

    In our pilot studies, we found that many introductory physics textbook illustrations with supporting text for sound standing waves of air columns in open-open, open-closed, and closed-closed pipes inhibit student understanding of sound standing wave phenomena due to student misunderstanding of how air molecules move within these pipes. Based on…

  • Toward equity through participation in Modeling Instruction in introductory university physics

    NASA Astrophysics Data System (ADS)

    Brewe, Eric; Sawtelle, Vashti; Kramer, Laird H.; O'Brien, George E.; Rodriguez, Idaykis; Pamelá, Priscilla

    2010-06-01

    We report the results of a five year evaluation of the reform of introductory calculus-based physics by implementation of Modeling Instruction (MI) at Florida International University (FIU), a Hispanic-serving institution. MI is described in the context of FIU’s overall effort to enhance student participation in physics and science broadly. Our analysis of MI from a “participationist” perspective on learning identifies aspects of MI including conceptually based instruction, culturally sensitive instruction, and cooperative group learning, which are consistent with research on supporting equitable learning and participation by students historically under-represented in physics (i.e., Black, Hispanic, women). This study uses markers of conceptual understanding as measured by the Force Concept Inventory (FCI) and odds of success as measured by the ratio of students completing introductory physics and earning a passing grade (i.e., C- or better) by students historically under-represented in physics to reflect equity and participation in introductory physics. FCI pre and post scores for students in MI are compared with lecture-format taught students. Modeling Instruction students outperform students taught in lecture-format classes on post instruction FCI (61.9% vs 47.9%, p<0.001 ), where these benefits are seen across both ethnic and gender comparisons. In addition, we report that the odds of success in MI are 6.73 times greater than in lecture instruction. Both odds of success and FCI scores within Modeling Instruction are further disaggregated by ethnicity and by gender to address the question of equity within the treatment. The results of this disaggregation indicate that although ethnically under-represented students enter with lower overall conceptual understanding scores, the gap is not widened during introductory physics but instead is maintained, and the odds of success for under-represented students is not different from majority students. Women, similarly enter with scores indicating lower conceptual understanding, and over the course of MI this understanding gap increases, yet we do not find differences in the odds of success between men and women. Contrasting these results with the participationist view on learning indicates a movement toward greater equity in introductory physics but also indicates that the instructional environment can be improved.

  • Mathematical vs. conceptual understanding: Where do we draw the line?

    NASA Astrophysics Data System (ADS)

    Sadaghiani, Homeyra; Aguilera, Nicholas

    2013-01-01

    This research involved high school physics students and how they learn to understand Newton's laws as they relate to falling bodies and projectile motion. Students in introductory, algebra-based, high school physics classes were evaluated based on their prior knowledge through a pretest, designed to assess their initial comprehension of the motion of falling bodies and projectiles. Groups were divided and taught separately with an emphasis on either mathematical derivation of equations, followed by brief conceptual discussions, or on thorough conceptual analysis, followed by a brief mathematical verification. After a posttest was given, an evaluation of the responses and explanations of each group of students was used to determine which method of instruction was more effective. Results indicate that after the conceptual group and math groups achieved similar scores on the pretest, the conceptual group obtained a slightly higher normalized gain of 25% on the posttest, compared to the mathematical group's normalized gain of 16% (unpaired two-tailed t-test P value for posttest results was 0.1037) and, while within standard deviations, also achieved higher overall scores on all posttest questions and higher normalized gains on all but one posttest question. Further, most students, even thoes in the mathematically-instructed group, were more inclined to give conceptually-based responses on postest questions than mathematically-based ones. In the context of this topic, the dominating difficulty for both groups was in analyzing two-dimensional projectile motion and, more specifically, the behavior of each onedimensional component of such motion.

Student Selection of the Textbook for an Introductory Physics Course

ERIC Educational Resources Information Center

Dake, L. S.

2007-01-01

Several years ago I had to select a new textbook for my calculus-based introductory physics class. I subscribe to Just-in-Time Teaching methods,1 which require students to read the book before the material is covered in class. Thus, the readability of the text by the students is critical. However, I did not feel that I was the best judge of this…

Gender differences in introductory university physics performance: The influence of high school physics preparation and affect

NASA Astrophysics Data System (ADS)

Hazari, Zahra Sana

The attrition of females studying physics after high school is a concern to the science education community. Most undergraduate science programs require introductory physics coursework. Thus, success in introductory physics is necessary for students to progress to higher levels of science study. Success also influences attitudes; if females are well-prepared, feel confident, and do well in introductory physics, they may be inclined to study physics further. This quantitative study using multilevel modeling focused on determining factors from high school physics preparation (content, pedagogy, and assessment) and the affective domain that influenced female and male performance in introductory university physics. The study controlled for some university/course level characteristics as well as student demographic and academic background characteristics. The data consisted of 1973 surveys from 54 introductory physics courses within 35 universities across the US. The results highlight high school physics and affective experiences that differentially influenced female and male performance. These experiences include: learning requirements, computer graphing/analysis, long written problems, everyday world examples, community projects, cumulative tests/quizzes, father's encouragement, family's belief that science leads to a better career, and the length of time students believed that high school physics would help in university physics. There were also experiences that had a similar influence on female and male performance. Positively related to performance were: covering fewer topics for longer periods of time, the history of physics as a recurring topic, physics-related videos, and test/quiz questions that involved calculations and/or were drawn from standardized tests. Negatively related to performance were: student-designed projects, reading/discussing labs the day before performing them, microcomputer based laboratories, discussion after demonstrations, and family's belief that science is a series of courses to pass. This study is a unique and noteworthy addition to the literature. The results paint a dynamic picture of the factors from high school physics and within the affective domain that influence students' future physics performance. The implication is that there are many aspects to the teaching of physics in high school that, although widely used and thought to be effective, need reform in their implementation in order to be beneficial to females and males in university.

Group Theory with Applications in Chemical Physics

NASA Astrophysics Data System (ADS)

Jacobs, Patrick

2005-10-01

Group Theory is an indispensable mathematical tool in many branches of chemistry and physics. This book provides a self-contained and rigorous account on the fundamentals and applications of the subject to chemical physics, assuming no prior knowledge of group theory. The first half of the book focuses on elementary topics, such as molecular and crystal symmetry, whilst the latter half is more advanced in nature. Discussions on more complex material such as space groups, projective representations, magnetic crystals and spinor bases, often omitted from introductory texts, are expertly dealt with. With the inclusion of numerous exercises and worked examples, this book will appeal to advanced undergraduates and beginning graduate students studying physical sciences and is an ideal text for use on a two-semester course. An introductory and advanced text that comprehensively covers fundamentals and applications of group theory in detail Suitable for a two-semester course with numerous worked examples and problems Includes several topics often omitted from introductory texts, such as rotation group, space groups and spinor bases

What is Your Time Worth? A Meaningful Introductory Project in Algebra

ERIC Educational Resources Information Center

Courtney, Scott A.; Gibson, Jessica

2017-01-01

There have been many recent policy and program changes in K-12 education across the United States, particularly in area of mathematics. Changes, such as the Common Core State Standards for Mathematics and standards-aligned year-end summative assessments, require an increase in student-centered, cognitively demanding activities in the classroom.…

Three Interpretations of the Matrix Equation Ax = b

ERIC Educational Resources Information Center

Larson, Christine; Zandieh, Michelle

2013-01-01

Many of the central ideas in an introductory undergraduate linear algebra course are closely tied to a set of interpretations of the matrix equation Ax = b (A is a matrix, x and b are vectors): linear combination interpretations, systems interpretations, and transformation interpretations. We consider graphic and symbolic representations for each,…

An investigation of student thinking regarding calorimetry, entropy, and the second law of thermodynamics

NASA Astrophysics Data System (ADS)

Christensen, Warren Michael

This thesis constitutes an investigation into student understanding of concepts in thermal physics in an introductory calculus-based university physics course. Nearly 90% of students enrolled in the course had previous exposure to thermodynamics concepts in chemistry and/or high-school physics courses. The two major thrusts of this work are (1) an exploration of student approaches to solving calorimetry problems involving two substances with differing specific heats, and (2) a careful probing of student ideas regarding certain aspects of entropy and the second law of thermodynamics. We present extensive free-response, interview, and multiple-choice data regarding students' ideas, collected both before and after instruction from a diverse set of course semesters and instructors. For topics in calorimetry, we found via interviews that students frequently get confused by, or tend to overlook, the detailed proportional reasoning or algebraic procedures that could lead to correct solutions. Instead, students often proceed with semi-intuitive reasoning that at times may be productive, but more often leads to inconsistencies and non-uniform conceptual understanding. Our investigation of student thinking regarding entropy suggests that prior to instruction, students have consistent and distinct patterns of incorrect or incomplete responses that often persist despite deliberate and focused efforts by the instructor. With modified instruction based on research-based materials, significant learning gains were observed on certain key concepts, e.g., that the entropy of the universe increases for all non-ideal processes. The methodology for our work is described, the data are discussed and analyzed, and a description is given of goals for future work in this area.

Three Important Taylor Series for Introductory Physics

DTIC Science & Technology

2009-09-01

series by the sum of its first few terms is useful throughout an introductory physics course . Example applications [1, 2] include estimating square...Lat. Am. J. Phys. Educ. Vol. 3, No. 3, Sept. 2009 535 http://www.journal.lapen.org.mx Three Important Taylor Series for Introductory Physics...one dimension, which instructively ties the mathematical development to physics concepts already presented in introductory courses . Keywords

Implementation and Results of a Learning Assistant Program

NASA Astrophysics Data System (ADS)

Bogue, Thomas B.; Seeley, L.; Vokos, S.

2006-12-01

The Physics Department at Seattle Pacific University has recently completed a three-year CCLI grant to integrate Tutorials in Introductory Physics , Activity Based Physics , and Real Time Physics into our one-year introductory curriculum. One of the difficulties encountered in doing this at a small undergraduate university was the need for additional instructors. This need is met through the use of undergraduate learning assistants. The development of recruitment and implementation methods will be discussed, along with the advantages to physics education, and the challenges encountered. We will also discuss several strategies we have identified as critical to a successful learning assistant program.

Investigating and improving introductory physics students’ understanding of symmetry and Gauss’s law

NASA Astrophysics Data System (ADS)

Li, Jing; Singh, Chandralekha

2018-01-01

We discuss an investigation of student difficulties with symmetry and Gauss’s law and how the research on students’ difficulties was used as a guide to develop a tutorial related to these topics to help students in the calculus-based introductory physics courses learn these concepts. During the development of the tutorial, we interviewed students individually at various stages of development and administered written tests in the free-response and multiple-choice formats on these concepts to learn about common student difficulties. We also obtained feedback from physics instructors who teach introductory physics courses regularly in which these concepts were covered. The students in several ‘equivalent’ sections worked on the tutorial after traditional lecture-based instruction. We discuss the performance of students on the written pre-test (administered after lecture-based instruction in relevant concepts) and post-test given after students worked on the tutorial. We find that on the pre-test, all sections of the course performed comparably regardless of the instructor. Also, on average, student performance on the post-test after working on the tutorial is significantly better than on the pre-test after lecture-based instruction. We also compare the post-test performance of introductory students in sections of the course in which the tutorial was used versus not used and find that sections in which students engaged with the tutorial outperformed those in which students did not engage with it.

New Approach to Analyzing Physics Problems: A Taxonomy of Introductory Physics Problems

ERIC Educational Resources Information Center

Teodorescu, Raluca E.; Bennhold, Cornelius; Feldman, Gerald; Medsker, Larry

2013-01-01

This paper describes research on a classification of physics problems in the context of introductory physics courses. This classification, called the Taxonomy of Introductory Physics Problems (TIPP), relates physics problems to the cognitive processes required to solve them. TIPP was created in order to design educational objectives, to develop…

LETTERS AND COMMENTS: Energy in one-dimensional linear waves in a string

NASA Astrophysics Data System (ADS)

Burko, Lior M.

2010-09-01

We consider the energy density and energy transfer in small amplitude, one-dimensional waves on a string and find that the common expressions used in textbooks for the introductory physics with calculus course give wrong results for some cases, including standing waves. We discuss the origin of the problem, and how it can be corrected in a way appropriate for the introductory calculus-based physics course.

Linking Quantum Mechanics to Freshman Physics

NASA Astrophysics Data System (ADS)

Vandegrift, Guy

1998-10-01

First-year quantum mechanics can be linked to introductory physics. One example is the Mossbauer effect, which is explained using a simple solution to Schrodinger's equation involving the Dirac delta function. Generalization to N coupled harmonic oscillators shows that the equality of the forces exerted by winner and loser in the game of "tug-of-war" is only an approximation because Newton's third law of motion is not valid (unless phonon momentum is considered). Another example is a treatment of the Gaussian wavepacket which involves less algebra than found in standard textbooks, yet shows that the peak moves according to the familiar equation of motion x = vt + (1/2)at^2 when the applied force is uniform. Finally, a rendition of "Turkey in the Straw" on the viola illustrates Heisenberg's uncertainty principle, which can be written in the less mysterious form, f=(N+-.1)/T , where N cycles are counted in T seconds. Students experience this uncertainty as they try to measure the frequency of a stretched slinky.

On the structure of quantum L∞ algebras

NASA Astrophysics Data System (ADS)

Blumenhagen, Ralph; Fuchs, Michael; Traube, Matthias

2017-10-01

It is believed that any classical gauge symmetry gives rise to an L∞ algebra. Based on the recently realized relation between classical W algebras and L∞ algebras, we analyze how this generalizes to the quantum case. Guided by the existence of quantum W algebras, we provide a physically well motivated definition of quantum L∞ algebras describing the consistency of global symmetries in quantum field theories. In this case we are restricted to only two non-trivial graded vector spaces X 0 and X -1 containing the symmetry variations and the symmetry generators. This quantum L∞ algebra structure is explicitly exemplified for the quantum W_3 algebra. The natural quantum product between fields is the normal ordered one so that, due to contractions between quantum fields, the higher L∞ relations receive off-diagonal quantum corrections. Curiously, these are not present in the loop L∞ algebra of closed string field theory.

Improving the Laboratory Experience for Introductory Geology Students Using Active Learning and Evidence-Based Reform

NASA Astrophysics Data System (ADS)

Oien, R. P.; Anders, A. M.; Long, A.

2014-12-01

We present the initial results of transitioning laboratory activities in an introductory physical geology course from passive to active learning. Educational research demonstrates that student-driven investigations promote increased engagement and better retention of material. Surveys of students in introductory physical geology helped us identify lab activities which do not engage students. We designed new lab activities to be more collaborative, open-ended and "hands-on". Student feedback was most negative for lab activities which are computer-based. In response, we have removed computers from the lab space and increased the length and number of activities involving physical manipulation of samples and models. These changes required investment in lab equipment and supplies. New lab activities also include student-driven exploration of data with open-ended responses. Student-evaluations of the new lab activities will be compiled during Fall 2014 and Spring 2015 to allow us to measure the impact of the changes on student satisfaction and we will report on our findings to date. Modification of this course has been sponsored by NSF's Widening Implementation & Demonstration of Evidence Based Reforms (WIDER) program through grant #1347722 to the University of Illinois. The overall goal of the grant is to increase retention and satisfaction of STEM students in introductory courses.

Pre-Service Physics Teachers' Opinions about the Difficulties in Understanding Introductory Quantum Physics Topics

ERIC Educational Resources Information Center

Kizilcik, Hasan Sahin; Yavas, Pervin Ünlü

2017-01-01

The aim of this study is to identify the opinions of pre-service physics teachers about the difficulties in introductory quantum physics topics. In this study conducted with twenty-five pre-service physics teachers, the case study method was used. The participants were interviewed about introductory quantum physics topics. The interviews were…

Spaghetti Sine Curves: Virtual Environments for Reasoning and Sense Making

ERIC Educational Resources Information Center

Özgün-Koca, S. Asli; Edwards, Michael Todd; Meagher, Michael

2013-01-01

In a recent collaboration with an area high school teacher, the authors were asked to develop an introductory sinusoidal curves lesson for a group of second-year algebra students. Because the topic was abstract and unfamiliar to these tenth graders, they looked for hands-on lessons to support their learning. One lesson that they found, which they…

Conceptualizing Matrix Multiplication: A Framework for Student Thinking, an Historical Analysis, and a Modeling Perspective

ERIC Educational Resources Information Center

Larson, Christine

2010-01-01

Little is known about the variety of ways students conceptualize matrix multiplication, yet this is a fundamental part of most introductory linear algebra courses. My dissertation follows a three-paper format, with the three papers exploring conceptualizations of matrix multiplication from a variety of viewpoints. In these papers, I explore (1)…

Exceptional quantum geometry and particle physics

NASA Astrophysics Data System (ADS)

Dubois-Violette, Michel

2016-11-01

Based on an interpretation of the quark-lepton symmetry in terms of the unimodularity of the color group SU (3) and on the existence of 3 generations, we develop an argumentation suggesting that the "finite quantum space" corresponding to the exceptional real Jordan algebra of dimension 27 (the Euclidean Albert algebra) is relevant for the description of internal spaces in the theory of particles. In particular, the triality which corresponds to the 3 off-diagonal octonionic elements of the exceptional algebra is associated to the 3 generations of the Standard Model while the representation of the octonions as a complex 4-dimensional space C ⊕C3 is associated to the quark-lepton symmetry (one complex for the lepton and 3 for the corresponding quark). More generally it is suggested that the replacement of the algebra of real functions on spacetime by the algebra of functions on spacetime with values in a finite-dimensional Euclidean Jordan algebra which plays the role of "the algebra of real functions" on the corresponding almost classical quantum spacetime is relevant in particle physics. This leads us to study the theory of Jordan modules and to develop the differential calculus over Jordan algebras (i.e. to introduce the appropriate notion of differential forms). We formulate the corresponding definition of connections on Jordan modules.

Vision and change in introductory physics for the life sciences

NASA Astrophysics Data System (ADS)

Mochrie, S. G. J.

2016-07-01

Since 2010, our physics department has offered a re-imagined calculus-based introductory physics sequence for the life sciences. These courses include a selection of biologically and medically relevant topics that we believe are more meaningful to undergraduate premedical and biological science students than those found in a traditional course. In this paper, we highlight new aspects of the first-semester course, and present a comparison of student evaluations of this course versus a more traditional one. We also present the effect on student perception of the relevance of physics to biology and medicine after having taken this course.

Tutorials in Introductory Physics: The Pain and the Gain

ERIC Educational Resources Information Center

Cruz, Emerson; O'Shea, Brian; Schaffenberger, Werner; Wolf, Steven; Kortemeyer, Gerd

2010-01-01

In an introductory physics sequence with a large enrollment of premedical students, traditional recitation sessions were replaced by "Tutorials in Introductory Physics," developed by the Physics Education Group at the University of Washington. Initially, summative test scores (as well as FCI scores) dramatically increased, but so did…

Teaching Introductory Physics with an Environmental Focus

ERIC Educational Resources Information Center

Martinuk, Mathew; Moll, Rachel F.; Kotlicki, Andrzej

2010-01-01

Throughout North America the curriculum of introductory physics courses is nearly standardized. In 1992, Tobias wrote that four texts dominate 90% of the introductory physics market and current physics education research is focusing on how to sustain educational reforms. The instructional team at the University of British Columbia (UBC) recently…

A Framework for Understanding the Patterns of Student Difficulties in Quantum Mechanics

NASA Astrophysics Data System (ADS)

Singh, Chandralekha

2015-04-01

Compared with introductory physics, relatively little is known about the development of expertise in advanced physics courses, especially in the case of quantum mechanics. We describe a theoretical framework for understanding the patterns of student reasoning difficulties and how students develop expertise in quantum mechanics. The framework posits that the challenges many students face in developing expertise in quantum mechanics are analogous to the challenges introductory students face in developing expertise in introductory classical mechanics. This framework incorporates the effects of diversity in students' prior preparation, goals and motivation for taking upper-level physics courses in general as well as the ``paradigm shift'' from classical mechanics to quantum mechanics. The framework is based on empirical investigations demonstrating that the patterns of reasoning, problem-solving, and self-monitoring difficulties in quantum mechanics bear a striking resemblance to those found in introductory classical mechanics. Examples from research in quantum mechanics and introductory classical mechanics will be discussed to illustrate how the patterns of difficulties are analogous as students learn to unpack the respective principles and grasp the formalism in each knowledge domain during the development of expertise. Embracing such a theoretical framework and contemplating the parallels between the difficulties in these two knowledge domains can enable researchers to leverage the extensive literature for introductory physics education research to guide the design of teaching and learning tools for helping students develop expertise in quantum mechanics. Support from the National Science Foundation is gratefully acknowledged.

Unpacking Gender Differences in Students' Perceived Experiences in Introductory Physics

NASA Astrophysics Data System (ADS)

Kost, Lauren E.; Pollock, Steven J.; Finkelstein, Noah D.

2009-11-01

Prior research has shown, at our institution: 1) males outperform females on conceptual assessments (a gender gap), 2) the gender gap persists despite the use of research-based reforms, and 3) the gender gap is correlated with students' physics and mathematics background and prior attitudes and beliefs [Kost, et al. PRST-PER, 5, 010101]. Our follow-up work begins to explore how males and females experience the introductory course differently and how these differences relate to the gender gap. We gave a survey to students in the introductory course in which we investigated students' physics identity and self-efficacy. We find there are significant gender differences in each of these three areas, and further find that these measures are weakly correlated with student conceptual performance, and moderately correlated with course grade.

Instructional strategies for online introductory college physics based on learning styles

NASA Astrophysics Data System (ADS)

Ekwue, Eleazer U.

The practical nature of physics and its reliance on mathematical presentations and problem solving pose a challenge toward presentation of the course in an online environment for effective learning experience. Most first-time introductory college physics students fail to grasp the basic concepts of the course and the problem solving skills if the instructional strategy used to deliver the course is not compatible with the learners' preferred learning styles. This study investigates the effect of four instructional strategies based on four learning styles (listening, reading, iconic, and direct-experience) to improve learning for introductory college physics in an online environment. Learning styles of 146 participants were determined with Canfield Learning Style inventory. Of the 85 learners who completed the study, research results showed a statistically significant increase in learning performance following the online instruction in all four learning style groups. No statistically significant differences in learning were found among the four groups. However, greater significant academic improvement was found among learners with iconic and direct-experience modes of learning. Learners in all four groups expressed that the design of the unit presentation to match their individual learning styles contributed most to their learning experience. They were satisfied with learning a new physics concept online that, in their opinion, is either comparable or better than an instructor-led classroom experience. Findings from this study suggest that learners' performance and satisfaction in an online introductory physics course could be improved by using instructional designs that are tailored to learners' preferred ways of learning. It could contribute toward the challenge of providing viable online physics instruction in colleges and universities.

Dissociative Conceptual and Quantitative Problem Solving Outcomes across Interactive Engagement and Traditional Format Introductory Physics

ERIC Educational Resources Information Center

McDaniel, Mark A.; Stoen, Siera M.; Frey, Regina F.; Markow, Zachary E.; Hynes, K. Mairin; Zhao, Jiuqing; Cahill, Michael J.

2016-01-01

The existing literature indicates that interactive-engagement (IE) based general physics classes improve conceptual learning relative to more traditional lecture-oriented classrooms. Very little research, however, has examined quantitative problem-solving outcomes from IE based relative to traditional lecture-based physics classes. The present…

Gender Differences in Introductory University Physics Performance: The Influence of High School Physics Preparation and Affective Factors

ERIC Educational Resources Information Center

Hazari, Zahra; Tai, Robert H.; Sadler, Philip M.

2007-01-01

The attrition of females studying physics after high school is a growing concern to the science education community. Most undergraduate science programs require introductory physics coursework. Thus, success in introductory physics is usually necessary for students to progress to higher levels of science study. Success also influences attitudes;…

An "unreasonable effectiveness" of Hilbert transform for the transition phase behavior in an Aharonov-Bohm two-path interferometer

NASA Astrophysics Data System (ADS)

Englman, R.

2016-08-01

The recent phase shift data of Takada et al. (Phys. Rev. Lett. 113 (2014) 126601) for a two level system are reconstructed from their current intensity curves by the method of Hilbert transform, for which the underlying Physics is the principle of causality. An introductory algebraic model illustrates pedagogically the working of the method and leads to newly derived relationships involving phenomenological parameters, in particular for the sign of the phase slope between the resonance peaks. While the parametrization of the experimental current intensity data in terms of a few model parameters shows only a qualitative agreement for the phase shift, due to the strong impact of small, detailed variations in the experimental intensity curve on the phase behavior, the numerical Hilbert transform yields a satisfactory reproduction of the phase.

RealTime Physics: Active learning laboratory

NASA Astrophysics Data System (ADS)

Thornton, Ronald K.; Sokoloff, David R.

1997-03-01

Our research shows that student learning of physics concepts in introductory physics courses is enhanced by the use of special guided discovery laboratory curricula which embody the results of educational research and which are supported by the use of the Tools for Scientific Thinking microcomputer-based laboratory (MBL) tools. In this paper we first describe the general characteristics of the research-based RealTime Physics laboratory curricula developed for use in introductory physics classes in colleges, universities and high schools. We then describe RealTime Physics Mechanics in detail. Finally we examine student learning of dynamics in traditional physics courses and in courses using RealTime Physics Mechanics, primarily by the use of correlated questions on the Force and Motion Conceptual Evaluation. We present considerable evidence that students who use the new laboratory curricula demonstrate significantly improved learning and retention of dynamics concepts compared to students taught by traditional methods.

A Mathematics Entrance Exam for General (Non-Majors) Physics

ERIC Educational Resources Information Center

Chediak, Alex

2010-01-01

In a previous issue of "The Physics Teacher", John Hubisz explained how a mathematics background check has been used at three different colleges to determine the appropriate physics sequence for incoming students. Based on their performance, students are placed into either calculus-based physics (CBP), algebra-trig physics (ATP), or a year of…

Investigating and improving introductory physics students’ understanding of the electric field and superposition principle

NASA Astrophysics Data System (ADS)

Li, Jing; Singh, Chandralekha

2017-09-01

We discuss an investigation of the difficulties that students in a university introductory physics course have with the electric field and superposition principle and how that research was used as a guide in the development and evaluation of a research-validated tutorial on these topics to help students learn these concepts better. The tutorial uses a guided enquiry-based approach to learning and involved an iterative process of development and evaluation. During its development, we obtained feedback both from physics instructors who regularly teach introductory physics in which these concepts are taught and from students for whom the tutorial is intended. The iterative process continued and the feedback was incorporated in the later versions of the tutorial until the researchers were satisfied with the performance of a diverse group of introductory physics students on the post-test after they worked on the tutorial in an individual one-on-one interview situation. Then the final version of the tutorial was administered in several sections of the university physics course after traditional instruction in relevant concepts. We discuss the performance of students in individual interviews and on the pre-test administered before the tutorial (but after traditional lecture-based instruction) and on the post-test administered after the tutorial. We also compare student performance in sections of the class in which students worked on the tutorial with other similar sections of the class in which students only learned via traditional instruction. We find that students performed significantly better in the sections of the class in which the tutorial was used compared to when students learned the material via only lecture-based instruction.

Impacts of curricular change: Implications from 8 years of data in introductory physics

NASA Astrophysics Data System (ADS)

Pollock, Steven J.; Finkelstein, Noah

2013-01-01

Introductory calculus-based physics classes at the University of Colorado Boulder were significantly transformed beginning in 2004. They now regularly include: interactive engagement using clickers in large lecture settings, Tutorials in Introductory Physics with use of undergraduate Learning Assistants in recitation sections, and a staffed help-room setting where students work on personalized CAPA homework. We compile and summarize conceptual (FMCE and BEMA) pre- and post-data from over 9,000 unique students after 16 semesters of both Physics 1 and 2. Within a single institution with stable pre-test scores, we reproduce results of Hake's 1998 study that demonstrate the positive impacts of interactive engagement on student performance. We link the degree of faculty's use of interactive engagement techniques and their experience levels on student outcomes, and argue for the role of such systematic data collection in sustained course and institutional transformations.

An Introductory Calculus-Based Mechanics Investigation

ERIC Educational Resources Information Center

Allen, Bradley

2017-01-01

One challenge for the introductory physics teacher is incorporating calculus techniques into the laboratory setting. It can be difficult to strike a balance between presenting an experimental task for which calculus is essential and making the mathematics accessible to learners who may be apprehensive about applying it. One-dimensional kinematics…

Preliminary Investigation of Instructor Effects on Gender Gap in Introductory Physics

ERIC Educational Resources Information Center

Kreutzer, Kimberley; Boudreaux, Andrew

2012-01-01

Gender differences in student learning in the introductory, calculus-based electricity and magnetism course were assessed by administering the Conceptual Survey of Electricity and Magnetism pre- and postcourse. As expected, male students outgained females in traditionally taught sections as well as sections that incorporated interactive engagement…

DOE Office of Scientific and Technical Information (OSTI.GOV)

Buchstaber, V M; Ustinov, A V

We describe the coefficient rings of universal formal group laws which arise in algebraic geometry, algebraic topology and their application to mathematical physics. We also describe the homomorphisms of these coefficient rings coming from reductions of one formal group law to another. The proofs are based on the number-theoretic properties of binomial coefficients. Bibliography: 37 titles.

Equity Investigation of Attitudinal Shifts in Introductory Physics

ERIC Educational Resources Information Center

Traxler, Adrienne; Brewe, Eric

2015-01-01

We report on seven years of attitudinal data using the Colorado Learning Attitudes about Science Survey from University Modeling Instruction (UMI) sections of introductory physics at Florida International University. University Modeling Instruction is a curricular and pedagogical transformation of introductory university physics that engages…

Student Blogging about Physics

NASA Astrophysics Data System (ADS)

Daniels, Karen E.

2010-09-01

In traditional introductory physics classes, there is often limited opportunity for students to contribute their own ideas, interests, and experiences as they engage with the subject matter. This situation is exacerbated in university lecture-format classes, where students may not feel comfortable speaking during class. In the last few years, Internet blogs have become a decentralized format for diarists, independent journalists, and opinion makers to both post entries and allow commentary from their readers. Below, I will describe some techniques for using student blogging about physics to engage students from two different classroom environments: a calculus-based introductory mechanics class for scientists and engineers, and an honors seminar for first-year students. These assignments required them to make their own connections between classroom knowledge and situations where it might find applications. A second goal of including blogging in the introductory physics course was to induce students to write about the physics content of the class in a more substantive way than was previously part of the class.

Documenting the conversion from traditional to Studio Physics formats at the Colorado School of Mines: Process and early results

NASA Astrophysics Data System (ADS)

Kohl, Patrick B.; Kuo, H. Vincent; Ruskell, Todd G.

2008-10-01

The Colorado School of Mines (CSM) has taught its first-semester introductory physics course using a hybrid lecture/Studio Physics format for several years. Over the past year we have converted the second semester of our calculus-based introductory physics course (Physics II) to a Studio Physics format, starting from a traditional lecture-based format. In this paper, we document the early stages of this conversion in order to better understand which features succeed and which do not, and in order to develop a model for switching to Studio that keeps the time and resource investment manageable. We describe the recent history of the Physics II course and of Studio at Mines, discuss the PER-based improvements that we are implementing, and characterize our progress via several metrics, including pre/post Conceptual Survey of Electricity and Magnetism (CSEM) scores, Colorado Learning About Science Survey scores (CLASS), solicited student comments, failure rates, and exam scores.

Studio Physics at the Colorado School of Mines: A model for iterative development and assessment

NASA Astrophysics Data System (ADS)

Kohl, Patrick; Kuo, Vincent

2009-05-01

The Colorado School of Mines (CSM) has taught its first-semester introductory physics course using a hybrid lecture/Studio Physics format for several years. Based on this previous success, over the past 18 months we have converted the second semester of our traditional calculus-based introductory physics course (Physics II) to a Studio Physics format. In this talk, we describe the recent history of the Physics II course and of Studio at Mines, discuss the PER-based improvements that we are implementing, and characterize our progress via several metrics, including pre/post Conceptual Survey of Electricity and Magnetism (CSEM) scores, Colorado Learning About Science Survey scores (CLASS), failure rates, and exam scores. We also report on recent attempts to involve students in the department's Senior Design program with our course. Our ultimate goal is to construct one possible model for a practical and successful transition from a lecture course to a Studio (or Studio-like) course.

MULTIVARIATERESIDUES : A Mathematica package for computing multivariate residues

NASA Astrophysics Data System (ADS)

Larsen, Kasper J.; Rietkerk, Robbert

2018-01-01

Multivariate residues appear in many different contexts in theoretical physics and algebraic geometry. In theoretical physics, they for example give the proper definition of generalized-unitarity cuts, and they play a central role in the Grassmannian formulation of the S-matrix by Arkani-Hamed et al. In realistic cases their evaluation can be non-trivial. In this paper we provide a Mathematica package for efficient evaluation of multivariate residues based on methods from computational algebraic geometry.

Contrasting Grading Approaches in Introductory Physics and Quantum Mechanics: The Case of Graduate Teaching Assistants

ERIC Educational Resources Information Center

Marshman, Emily; Sayer, Ryan; Henderson, Charles; Singh, Chandralekha

2017-01-01

At large research universities, physics graduate teaching assistants (TAs) are often responsible for grading in courses at all levels. However, few studies have focused on TAs' grading practices in introductory and advanced physics courses. This study was designed to investigate whether physics graduate TAs grade students in introductory physics…

Assessing students' ability to solve introductory physics problems using integrals in symbolic and graphical representations

NASA Astrophysics Data System (ADS)

Khan, Neelam; Hu, Dehui; Nguyen, Dong-Hai; Rebello, N. Sanjay

2012-02-01

Integration is widely used in physics in electricity and magnetism (E&M), as well as in mechanics, to calculate physical quantities from other non-constant quantities. We designed a survey to assess students' ability to apply integration to physics problems in introductory physics. Each student was given a set of eight problems, and each set of problems had two different versions; one consisted of symbolic problems and the other graphical problems. The purpose of this study was to investigate students' strategies for solving physics problems that use integrals in first and second-semester calculus-based physics. Our results indicate that most students had difficulty even recognizing that an integral is needed to solve the problem.

From Arithmetic to Algebra: Sequences and Patterns as an Introductory Lesson in Seventh Grade Mathematics

ERIC Educational Resources Information Center

Aniban, Diana Grace; Chua, Von Christopher; Garcia, Jellen; Elipane, Levi Esteban

2014-01-01

Guided by the principles of lesson study as applied to microteaching, this paper discusses the results and conclusions of a series of activities done by some graduate students of De La Salle University, Philippines, in an attempt to test the applicability of the lesson--Sequence and Patterns--to facilitate the transition of seventh graders from…

Students' Ways of Thinking about Two-Variable Functions and Rate of Change in Space

ERIC Educational Resources Information Center

Weber, Eric David

2012-01-01

This dissertation describes an investigation of four students' ways of thinking about functions of two variables and rate of change of those two-variable functions. Most secondary, introductory algebra, pre-calculus, and first and second semester calculus courses do not require students to think about functions of more than one variable. Yet…

Function Plotters for Secondary Math Teachers. A MicroSIFT Quarterly Report.

ERIC Educational Resources Information Center

Weaver, Dave; And Others

This report examines mathematical graphing utilities or function plotters for use in introductory algebra classes of more advanced courses. Each product selected for inclusion in this report is able to construct the graph of a given equation on the screen and serves as a utility which may be used by the student for an open-ended exploration of a…

An Inquiry-Oriented Approach to Span and Linear Independence: The Case of the Magic Carpet Ride Sequence

ERIC Educational Resources Information Center

Wawro, Megan; Rasmussen, Chris; Zandieh, Michelle; Sweeney, George Franklin; Larson, Christine

2012-01-01

In this paper we present an innovative instructional sequence for an introductory linear algebra course that supports students' reinvention of the concepts of span, linear dependence, and linear independence. Referred to as the Magic Carpet Ride sequence, the problems begin with an imaginary scenario that allows students to build rich imagery and…

Dynamical systems defined on infinite dimensional lie algebras of the ''current algebra'' or ''Kac-Moody'' type

NASA Astrophysics Data System (ADS)

Hermann, Robert

1982-07-01

Recent work by Morrison, Marsden, and Weinstein has drawn attention to the possibility of utilizing the cosymplectic structure of the dual of the Lie algebra of certain infinite dimensional Lie groups to study hydrodynamical and plasma systems. This paper treats certain models arising in elementary particle physics, considered by Lee, Weinberg, and Zumino; Sugawara; Bardacki, Halpern, and Frishman; Hermann; and Dolan. The lie algebras involved are associated with the ''current algebras'' of Gell-Mann. This class of Lie algebras contains certain of the algebras that are called ''Kac-Moody algebras'' in the recent mathematics and mathematical physics literature.

Framework for understanding the patterns of student difficulties in quantum mechanics

NASA Astrophysics Data System (ADS)

Marshman, Emily; Singh, Chandralekha

2015-12-01

[This paper is part of the Focused Collection on Upper Division Physics Courses.] Compared with introductory physics, relatively little is known about the development of expertise in advanced physics courses, especially in the case of quantum mechanics. Here, we describe a framework for understanding the patterns of student reasoning difficulties and how students develop expertise in quantum mechanics. The framework posits that the challenges many students face in developing expertise in quantum mechanics are analogous to the challenges introductory students face in developing expertise in introductory classical mechanics. This framework incorporates both the effects of diversity in upper-level students' prior preparation, goals, and motivation in general (i.e., the facts that even in upper-level courses, students may be inadequately prepared, have unclear goals, and have insufficient motivation to excel) as well as the "paradigm shift" from classical mechanics to quantum mechanics. The framework is based on empirical investigations demonstrating that the patterns of reasoning, problem-solving, and self-monitoring difficulties in quantum mechanics bear a striking resemblance to those found in introductory classical mechanics. Examples from research in quantum mechanics and introductory classical mechanics are discussed to illustrate how the patterns of difficulties are analogous as students learn to unpack the respective principles and grasp the formalism in each knowledge domain during the development of expertise. Embracing such a framework and contemplating the parallels between the difficulties in these two knowledge domains can enable researchers to leverage the extensive literature for introductory physics education research to guide the design of teaching and learning tools for helping students develop expertise in quantum mechanics.

Effect of Written Presentation on Performance in Introductory Physics

ERIC Educational Resources Information Center

Stewart, John; Ballard, Shawn

2010-01-01

This study examined the written work of students in the introductory calculus-based electricity and magnetism course at the University of Arkansas. The students' solutions to hourly exams were divided into a small set of countable features organized into three major categories, mathematics, language, and graphics. Each category was further divided…

Relationships between undergraduates' argumentation skills, conceptual quality of problem solutions, and problem solving strategies in introductory physics

NASA Astrophysics Data System (ADS)

Rebello, Carina M.

This study explored the effects of alternative forms of argumentation on undergraduates' physics solutions in introductory calculus-based physics. A two-phase concurrent mixed methods design was employed to investigate relationships between undergraduates' written argumentation abilities, conceptual quality of problem solutions, as well as approaches and strategies for solving argumentative physics problems across multiple physics topics. Participants were assigned via stratified sampling to one of three conditions (control, guided construct, or guided evaluate) based on gender and pre-test scores on a conceptual instrument. The guided construct and guided evaluate groups received tasks and prompts drawn from literature to facilitate argument construction or evaluation. Using a multiple case study design, with each condition serving as a case, interviews were conducted consisting of a think-aloud problem solving session paired with a semi-structured interview. The analysis of problem solving strategies was guided by the theoretical framework on epistemic games adapted by Tuminaro and Redish (2007). This study provides empirical evidence that integration of written argumentation into physics problems can potentially improve the conceptual quality of solutions, expand their repertoire of problem solving strategies and show promise for addressing the gender gap in physics. The study suggests further avenues for research in this area and implications for designing and implementing argumentation tasks in introductory college physics.

Characterizing, modeling, and addressing gender disparities in introductory college physics

NASA Astrophysics Data System (ADS)

Kost-Smith, Lauren Elizabeth

2011-12-01

The underrepresentation and underperformance of females in physics has been well documented and has long concerned policy-makers, educators, and the physics community. In this thesis, we focus on gender disparities in the first- and second-semester introductory, calculus-based physics courses at the University of Colorado. Success in these courses is critical for future study and careers in physics (and other sciences). Using data gathered from roughly 10,000 undergraduate students, we identify and model gender differences in the introductory physics courses in three areas: student performance, retention, and psychological factors. We observe gender differences on several measures in the introductory physics courses: females are less likely to take a high school physics course than males and have lower standardized mathematics test scores; males outscore females on both pre- and post-course conceptual physics surveys and in-class exams; and males have more expert-like attitudes and beliefs about physics than females. These background differences of males and females account for 60% to 70% of the gender gap that we observe on a post-course survey of conceptual physics understanding. In analyzing underlying psychological factors of learning, we find that female students report lower self-confidence related to succeeding in the introductory courses (self-efficacy) and are less likely to report seeing themselves as a "physics person". Students' self-efficacy beliefs are significant predictors of their performance, even when measures of physics and mathematics background are controlled, and account for an additional 10% of the gender gap. Informed by results from these studies, we implemented and tested a psychological, self-affirmation intervention aimed at enhancing female students' performance in Physics 1. Self-affirmation reduced the gender gap in performance on both in-class exams and the post-course conceptual physics survey. Further, the benefit of the self-affirmation was strongest for females who endorsed the stereotype that men do better than women in physics. The findings of this thesis suggest that there are multiple factors that contribute to the underperformance of females in physics. Establishing this model of gender differences is a first step towards increasing females' participation and performance in physics, and can be used to guide future interventions to address the disparities.

Archiving Student Solutions with Tablet PCs in a Discussion-based Introductory Physics Class

NASA Astrophysics Data System (ADS)

Price, Edward; De Leone, Charles

2008-10-01

Many active learning based physics courses use whiteboards as a space for groups to respond to prompts based on short lab activities, problem solving, or inquiry-oriented activities. Whiteboards are volatile; once erased, the material is lost. Tablet PCs and software such as Ubiquitous Presenter can be used as digital whiteboards in active learning classes. This enables automatic capture and archiving of student work for online review by students, instructors, and researchers. We studied the use of digital whiteboards in an active-learning introductory physics course at California State University, San Marcos. In this paper we examine the archival features of digital whiteboards', and characterize the use of these features by students and instructors, and explore possible uses for researchers and curriculum developers.

Social network analysis of a project-based introductory physics course

NASA Astrophysics Data System (ADS)

Oakley, Christopher

2016-03-01

Research suggests that students benefit from peer interaction and active engagement in the classroom. The quality, nature, effect of these interactions is currently being explored by Physics Education Researchers. Spelman College offers an introductory physics sequence that addresses content and research skills by engaging students in open-ended research projects, a form of Project-Based Learning. Students have been surveyed at regular intervals during the second semester of trigonometry-based course to determine the frequency of interactions in and out of class. These interactions can be with current or past students, tutors, and instructors. This line of inquiry focuses on metrics of Social Network analysis, such as centrality of participants as well as segmentation of groups. Further research will refine and highlight deeper questions regarding student performance in this pedagogy and course sequence.

Surveying college introductory physics students’ attitudes and approaches to problem solving

NASA Astrophysics Data System (ADS)

Mason, Andrew J.; Singh, Chandralekha

2016-09-01

Students’ attitudes and approaches to problem solving in physics can greatly impact their actual problem solving practices and also influence their motivation to learn and ultimately the development of expertise. We developed and validated an attitudes and approaches to problem solving (AAPS) survey and administered it to students in the introductory physics courses in a typical large research university in the US. Here, we discuss the development and validation of the survey and analysis of the student responses to the survey questions in introductory physics courses. The introductory physics students’ responses to the survey questions were also compared with those of physics faculty members and physics PhD students. We find that introductory students are in general less expert-like than the physics faculty members and PhD students. Moreover, on some AAPS survey questions, the responses of students and faculty have unexpected trends. Those trends were interpreted via individual interviews, which helped clarify reasons for those survey responses.

Interesting Guided-Inquiry Labs for a Large-Enrollment, Active Learning Physics II Course

NASA Astrophysics Data System (ADS)

Wagoner, Kasey; Hynes, K. Mairin; Flanagan, Daniel

2018-04-01

Introductory physics labs often focus on a series of common experiments intending to teach the student the measurement side of physics. While these experiments have the potential to be quite instructive, we observed that our students often consider them to be boring and monotonous, which often leads to them being uninstructive. To combat this, we have designed a series of labs with two major goals: the experiments should be relevant to the students' world, and the labs should gently guide the students to develop the experimental process on their own. Meeting these goals is difficult, particularly in a course with large enrollment where labs are instructed by graduate students. We have had success meeting these goals in our classroom, where over the last decade our introductory physics course has transformed from a traditional, lecture-learning class to a flipped class based on the textbook Six Ideas that Shaped Physics. Here we describe the structure of the new labs we have designed to capitalize on our classroom success while overcoming the aforementioned difficulties. These new labs are more engaging and instructive for our introductory physics students.

Problem Solving: Physics Modeling-Based Interactive Engagement

ERIC Educational Resources Information Center

Ornek, Funda

2009-01-01

The purpose of this study was to investigate how modeling-based instruction combined with an interactive-engagement teaching approach promotes students' problem solving abilities. I focused on students in a calculus-based introductory physics course, based on the matter and interactions curriculum of Chabay & Sherwood (2002) at a large state…

Beginning Introductory Physics with Two-Dimensional Motion

ERIC Educational Resources Information Center

Huggins, Elisha

2009-01-01

During the session on "Introductory College Physics Textbooks" at the 2007 Summer Meeting of the AAPT, there was a brief discussion about whether introductory physics should begin with one-dimensional motion or two-dimensional motion. Here we present the case that by starting with two-dimensional motion, we are able to introduce a considerable…

Contrasting grading approaches in introductory physics and quantum mechanics: The case of graduate teaching assistants

NASA Astrophysics Data System (ADS)

Marshman, Emily; Sayer, Ryan; Henderson, Charles; Singh, Chandralekha

2017-06-01

At large research universities, physics graduate teaching assistants (TAs) are often responsible for grading in courses at all levels. However, few studies have focused on TAs' grading practices in introductory and advanced physics courses. This study was designed to investigate whether physics graduate TAs grade students in introductory physics and quantum mechanics using different criteria and if so, why they may be inclined to do so. To investigate possible discrepancies in TAs' grading approaches in courses at different levels, we implemented a sequence of instructional activities in a TA professional development course that asked TAs to grade student solutions of introductory physics and upper-level quantum mechanics problems and explain why, if at all, their grading approaches were different or similar in the two contexts. We analyzed the differences in TAs' grading approaches in the two contexts and discuss the reasons they provided for the differences in their grading approaches in introductory physics and quantum mechanics in individual interviews, class discussions, and written responses. We find that a majority of the TAs graded solutions to quantum mechanics problems differently than solutions to introductory physics problems. In quantum mechanics, the TAs focused more on physics concepts and reasoning and penalized students for not showing evidence of understanding. The findings of the study have implications for TA professional development programs, e.g., the importance of helping TAs think about the difficulty of a problem from an introductory students' perspective and reflecting on the benefits of formative assessment.

Secondary analysis of teaching methods in introductory physics: A 50 k-student study

NASA Astrophysics Data System (ADS)

Von Korff, Joshua; Archibeque, Benjamin; Gomez, K. Alison; Heckendorf, Tyrel; McKagan, Sarah B.; Sayre, Eleanor C.; Schenk, Edward W.; Shepherd, Chase; Sorell, Lane

2016-12-01

Physics education researchers have developed many evidence-based instructional strategies to enhance conceptual learning of students in introductory physics courses. These strategies have historically been tested using assessments such as the Force Concept Inventory (FCI) and the Force and Motion Conceptual Evaluation (FMCE). We have performed a review and analysis of FCI and FMCE data published between 1995 and 2014. We confirm previous findings that interactive engagement teaching techniques are significantly more likely to produce high student learning gains than traditional lecture-based instruction. We also establish that interactive engagement instruction works in many settings, including those with students having a high and low level of prior knowledge, at liberal arts and research universities, and enrolled in both small and large classes.

Convergence of Sequences and Series 2: Interactions between Nonvisual Reasoning and the Learner's Beliefs about Their Own Role

ERIC Educational Resources Information Center

Alcock, Lara; Simpson, Adrian

2005-01-01

This paper examines the work of students who, when reasoning about real analysis, do so almost exclusively by means of verbal and algebraic reasoning, and tend not to incorporate visual images into their work. It examines the work of students from two parallel courses of introductory real analysis, whose reasoning ranges from those who introduce…

An Analysis of Final Course Grades in Two Different Entry Level Mathematics Courses between and among First Year College Students with Different Levels of High School Mathematics Preparation

ERIC Educational Resources Information Center

Muir, Carrie

2012-01-01

The purpose of this study was to compare the performance of first year college students with similar high school mathematics backgrounds in two introductory level college mathematics courses, "Fundamentals and Techniques of College Algebra and Quantitative Reasoning and Mathematical Skills," and to compare the performance of students…

Observed hierarchy of student proficiency with period, frequency, and angular frequency

NASA Astrophysics Data System (ADS)

Young, Nicholas T.; Heckler, Andrew F.

2018-01-01

In the context of a generic harmonic oscillator, we investigated students' accuracy in determining the period, frequency, and angular frequency from mathematical and graphical representations. In a series of studies including interviews, free response tests, and multiple choice tests developed in an iterative process, we assessed students in both algebra-based and calculus-based, traditionally instructed university-level introductory physics courses. Using the results, we categorized nine skills necessary for proficiency in determining period, frequency, and angular frequency. Overall results reveal that, postinstruction, proficiency is quite low: only about 20%-40% of students mastered most of the nine skills. Next, we used a semiquantitative, intuitive method to investigate the hierarchical structure of the nine skills. We also employed the more formal item tree analysis method to verify this structure and found that the skills form a multilevel, nonlinear hierarchy, with mastery of some skills being prerequisite for mastery in other skills. Finally, we implemented a targeted, 30-min group-work activity to improve proficiency in these skills and found a 1 standard deviation gain in accuracy. Overall, the results suggest that many students currently lack these essential skills, targeted practice may lead to required mastery, and that the observed hierarchical structure in the skills suggests that instruction should especially attend to the skills lower in the hierarchy.

Labatorials in introductory physics courses

NASA Astrophysics Data System (ADS)

Sobhanzadeh, Mandana; Kalman, Calvin S.; Thompson, R. I.

2017-11-01

Traditional lab sections in introductory physics courses at Mount Royal University were replaced by a new style of lab called ‘labatorials’ developed by the Physics Education Development Group at the University of Calgary. Using labatorials in introductory physics courses has lowered student anxiety and strengthened student engagement in lab sessions. Labatorials provide instant feedback to the students and instructors. Interviews with students who had completed Introductory Physics labatorials as well as the anonymous comments left by them showed that labatorials have improved student satisfaction. Students improved their understanding of concepts compared to students who had taken traditional labs in earlier years. Moreover a combination of labatorials and reflective writing can promote positive change in students’ epistemological beliefs.

Research as a guide for curriculum development: An example from introductory spectroscopy. II. Addressing student difficulties with atomic emission spectra

NASA Astrophysics Data System (ADS)

Ivanjek, L.; Shaffer, P. S.; McDermott, L. C.; Planinic, M.; Veza, D.

2015-02-01

This is the second of two closely related articles (Paper I and Paper II) that together illustrate how research in physics education has helped guide the design of instruction that has proved effective in improving student understanding of atomic spectroscopy. Most of the more than 1000 students who participated in this four-year investigation were science majors enrolled in the introductory calculus-based physics course at the University of Washington (UW) in Seattle, WA, USA. The others included graduate and undergraduate teaching assistants at UW and physics majors in introductory and advanced physics courses at the University of Zagreb, Zagreb, Croatia. About half of the latter group were preservice high school physics teachers. Paper I describes how several conceptual and reasoning difficulties were identified among university students as they tried to relate a discrete line spectrum to the energy levels of atoms in a light source. This second article (Paper II) illustrates how findings from this research informed the development of a tutorial that led to improvement in student understanding of atomic emission spectra.

Research as a guide for curriculum development: An example from introductory spectroscopy. I. Identifying student difficulties with atomic emission spectra

NASA Astrophysics Data System (ADS)

Ivanjek, L.; Shaffer, P. S.; McDermott, L. C.; Planinic, M.; Veza, D.

2015-01-01

This is the first of two closely related articles (Paper I and Paper II) that together illustrate how research in physics education has helped guide the design of instruction that has proved effective in improving student understanding of atomic spectroscopy. Most of the more than 1000 students who participated in this four-year investigation were science majors enrolled in the introductory calculus-based physics course at the University of Washington (UW) in Seattle, WA, USA. The others included graduate and undergraduate teaching assistants at UW and physics majors in introductory and advanced physics courses at the University of Zagreb, Zagreb, Croatia. About half of the latter group were preservice high school physics teachers. This article (Paper I) describes how several serious conceptual and reasoning difficulties were identified among students as they tried to relate a discrete line spectrum to the energy levels of atoms in a light source. Paper II illustrates how findings from this research informed the development of a tutorial that led to significant improvement in student understanding of atomic emission spectra.

Improving student learning and views of physics in a large enrollment introductory physics class

NASA Astrophysics Data System (ADS)

Salehzadeh Einabad, Omid

Introductory physics courses often serve as gatekeepers for many scientific and engineering programs and, increasingly, colleges are relying on large, lecture formats for these courses. Many students, however, leave having learned very little physics and with poor views of the subject. In interactive engagement (IE), classroom activities encourage students to engage with each other and with physics concepts and to be actively involved in their own learning. These methods have been shown to be effective in introductory physics classes with small group recitations. This study examined student learning and views of physics in a large enrollment course that included IE methods with no separate, small-group recitations. In this study, a large, lecture-based course included activities that had students explaining their reasoning both verbally and in writing, revise their ideas about physics concepts, and apply their reasoning to various problems. The questions addressed were: (a) What do students learn about physics concepts and how does student learning in this course compare to that reported in the literature for students in a traditional course?, (b) Do students' views of physics change and how do students' views of physics compare to that reported in the literature for students in a traditional course?, and (c) Which of the instructional strategies contribute to student learning in this course? Data included: pre-post administration of the Force Concept Inventory (FCI), classroom exams during the term, pre-post administration of the Colorado Learning Attitudes About Science Survey (CLASS), and student work, interviews, and open-ended surveys. The average normalized gain (=0.32) on the FCI falls within the medium-gain range as reported in the physics education literature, even though the average pre-test score was very low (30%) and this was the instructor's first implementation of IE methods. Students' views of physics remained relatively unchanged by instruction. Findings also indicate that the interaction of the instructional strategies together contributed to student learning. Based on these results, IE methods should be adopted in introductory physics classes, particularly in classes where students have low pre-test scores. It is also important to provide support for instructors new to IE strategies.

Instruction of Multidisciplinary Content in Introductory Courses

NASA Astrophysics Data System (ADS)

Shaibani, Saami J.

2017-01-01

There has been an ever-increasing emphasis on the integration of material in the areas of science, technology, engineering and mathematics during the past decade or so. However, there are two major requirements for accomplishing the effective delivery of such multidisciplinary content in the classroom: having high levels of expertise in all of the subjects; and, having the ability to combine the separate fields in a consistent manner without compromising academic purity. The research reported here involves a teacher with this skill set and it includes an example from kinematics, which is initially explored with standard treatment of concepts in mechanics and then developed with analysis employing algebra. As often happens, the non-trivial nature of the result in this case does not readily allow students to have a sense that the physics-based outcome is correct. This shortfall is remedied by adopting a complementary approach with geometry and calculus, which adds an independent perspective that reassures students by confirming the validity of the original answer. The enhanced quality of instruction achieved with the above methodology produces many benefits, including greater student understanding and more opportunities for active involvement by students in the learning process.

A MOOC for Introductory Physics

NASA Astrophysics Data System (ADS)

Schatz, Michael

2014-03-01

We describe an effort to develop and to implement a college-level introductory physics (mechanics) MOOC that offers bona fide laboratory experiences. We also discuss efforts to use MOOC curricular materials to ``flip'' the classroom in a large lecture introductory physics course offered on-campus at Georgia Tech. Preliminary results of assessments and surveys from both MOOC and on-campus students will be presented.

Guided Anarchy in an Introductory Physics Laboratory

ERIC Educational Resources Information Center

Heller, Kenneth

1973-01-01

Describes a physics laboratory course which operates without written instructions and with no required experiments. Course is based upon one- or two-week topics in mechanics, heat, electromagnetism and optics with a student-designed experiment in modern physics as an extended project. (DF)

Communicating physics and the design of textbooks

NASA Astrophysics Data System (ADS)

Barojas, J.; Trigueros, M.

1991-05-01

The cognitive domains of a communication scheme for learning physics are related to a framework based on epistemology, and the planning of an introductory calculus textbook in classical mechanics is shown as an example of application.

Integrating Mathematics into the Introductory Biology Laboratory Course

ERIC Educational Resources Information Center

White, James D.; Carpenter, Jenna P.

2008-01-01

Louisiana Tech University has an integrated science curriculum for its mathematics, chemistry, physics, computer science, biology-research track and secondary mathematics and science education majors. The curriculum focuses on the calculus sequence and introductory labs in biology, physics, and chemistry. In the introductory biology laboratory…

Iterants, Fermions and Majorana Operators

NASA Astrophysics Data System (ADS)

Kauffman, Louis H.

Beginning with an elementary, oscillatory discrete dynamical system associated with the square root of minus one, we study both the foundations of mathematics and physics. Position and momentum do not commute in our discrete physics. Their commutator is related to the diffusion constant for a Brownian process and to the Heisenberg commutator in quantum mechanics. We take John Wheeler's idea of It from Bit as an essential clue and we rework the structure of that bit to a logical particle that is its own anti-particle, a logical Marjorana particle. This is our key example of the amphibian nature of mathematics and the external world. We show how the dynamical system for the square root of minus one is essentially the dynamics of a distinction whose self-reference leads to both the fusion algebra and the operator algebra for the Majorana Fermion. In the course of this, we develop an iterant algebra that supports all of matrix algebra and we end the essay with a discussion of the Dirac equation based on these principles.

Promoting Metacognition in Introductory Calculus-based Physics Labs

NASA Astrophysics Data System (ADS)

Grennell, Drew; Boudreaux, Andrew

2010-10-01

In the Western Washington University physics department, a project is underway to develop research-based laboratory curriculum for the introductory calculus-based course. Instructional goals not only include supporting students' conceptual understanding and reasoning ability, but also providing students with opportunities to engage in metacognition. For the latter, our approach has been to scaffold reflective thinking with guided questions. Specific instructional strategies include analysis of alternate reasoning presented in fictitious dialogues and comparison of students' initial ideas with their lab group's final, consensus understanding. Assessment of student metacognition includes pre- and post- course data from selected questions on the CLASS survey, analysis of written lab worksheets, and student opinion surveys. CLASS results are similar to a traditional physics course and analysis of lab sheets show that students struggle to engage in a metacognitive process. Future directions include video studies, as well as use of additional written assessments adapted from educational psychology.

Using a dual safeguard web-based interactive teaching approach in an introductory physics class

NASA Astrophysics Data System (ADS)

Li, Lie-Ming; Li, Bin; Luo, Ying

2015-06-01

We modified the Just-in-Time Teaching approach and developed a dual safeguard web-based interactive (DGWI) teaching system for an introductory physics course. The system consists of four instructional components that improve student learning by including warm-up assignments and online homework. Student and instructor activities involve activities both in the classroom and on a designated web site. An experimental study with control groups evaluated the effectiveness of the DGWI teaching method. The results indicate that the DGWI method is an effective way to improve students' understanding of physics concepts, develop students' problem-solving abilities through instructor-student interactions, and identify students' misconceptions through a safeguard framework based on questions that satisfy teaching requirements and cover all of the course material. The empirical study and a follow-up survey found that the DGWI method increased student-teacher interaction and improved student learning outcomes.

Using Research-Based Interactive Video Vignettes to Enhance Out-of-Class Learning in Introductory Physics

NASA Astrophysics Data System (ADS)

Laws, Priscilla W.; Willis, Maxine C.; Jackson, David P.; Koenig, Kathleen; Teese, Robert

2015-02-01

Ever since the first generalized computer-assisted instruction system (PLATO1) was introduced over 50 years ago, educators have been adding computer-based materials to their classes. Today many textbooks have complete online versions that include video lectures and other supplements. In the past 25 years the web has fueled an explosion of online homework and course management systems, both as blended learning and online courses. Meanwhile, introductory physics instructors have been implementing new approaches to teaching based on the outcomes of Physics Education Research (PER). A common theme of PER-based instruction has been the use of active-learning strategies designed to help students overcome alternative conceptions that they often bring to the study of physics.2 Unfortunately, while classrooms have become more active, online learning typically relies on passive lecture videos or Kahn-style3 tablet drawings. To bring active learning online, the LivePhoto Physics Group has been developing Interactive Video Vignettes (IVVs) that add interactivity and PER-based elements to short presentations. These vignettes incorporate web-based video activities that contain interactive elements and typically require students to make predictions and analyze real-world phenomena.

Engaging Students In Modeling Instruction for Introductory Physics

NASA Astrophysics Data System (ADS)

Brewe, Eric

2016-05-01

Teaching introductory physics is arguably one of the most important things that a physics department does. It is the primary way that students from other science disciplines engage with physics and it is the introduction to physics for majors. Modeling instruction is an active learning strategy for introductory physics built on the premise that science proceeds through the iterative process of model construction, development, deployment, and revision. We describe the role that participating in authentic modeling has in learning and then explore how students engage in this process in the classroom. In this presentation, we provide a theoretical background on models and modeling and describe how these theoretical elements are enacted in the introductory university physics classroom. We provide both quantitative and video data to link the development of a conceptual model to the design of the learning environment and to student outcomes. This work is supported in part by DUE #1140706.

A real signal and its states

NASA Astrophysics Data System (ADS)

Basiladze, S. G.

2017-05-01

The paper describes the general physical theory of signals, carriers of information, which supplements Shannon's abstract classical theory and is applicable in much broader fields, including nuclear physics. It is shown that in the absence of classical noise its place should be taken by the physical threshold of signal perception for objects of both macrocosm and microcosm. The signal perception threshold allows the presence of subthreshold (virtual) signal states. For these states, Boolean algebra of logic ( A = 0/1) is transformed into the "algebraic logic" of probabilities (0 ≤ a ≤ 1). The similarity and difference of virtual states of macroand microsignals are elucidated. "Real" and "quantum" information for computers is considered briefly. The maximum information transmission rate is estimated based on physical constants.

Introductory labs; what they don't, should, and can teach (and why)

NASA Astrophysics Data System (ADS)

Wieman, Carl

2016-03-01

Introductory physics labs are widely used and expensive. They have a wide variety of potential learning goals, but these are seldom specified and less often measured if they are achieved. We cover three different research projects on introductory labs: 1) We have done cognitive task analyses of both experimental research in physics and instructional labs. The striking differences explain much of the unhappiness expressed by students with labs: 2) We have measured the effectiveness of two introductory physics lab courses specifically intended to teach the physics content covered in standard introductory courses on mechanics and E & M. As measured by course exams, the benefit is 0 +/-2% for both. 3) We show how it is possible to use lab courses to teach students to correctly evaluate physical models with uncertain data. Such quantitative critical thinking is an important skill that is not learned in typical lab courses, but is well learned by our modified lab instruction.

Navajo Area Health and Physical Education Curriculum Guidelines.

ERIC Educational Resources Information Center

Tomah, Kent; And Others

Based on health education needs of Navajo children as established by the Navajo Area health and physical education committees, this curriculum guideline for health and physical education is delineated into three phases reflecting emphasis of instructional techniques (introductory, exploration/extended learning, widened learning) and three levels…

Improving the Teaching of Science through Discipline-Based Education Research: An Example from Physics

ERIC Educational Resources Information Center

McDermott, Lillian C.

2013-01-01

Research on the learning and teaching of science is an important field for scholarly inquiry by faculty in science departments. Such research has proved to be an efficient means for improving the effectiveness of instruction in physics. A basic topic in introductory physics is used to illustrate how discipline-based education research has helped…

Exploring University Students' Expectations and Beliefs about Physics and Physics Learning in a Problem-Based Learning Context

ERIC Educational Resources Information Center

Sahin, Mehmet

2009-01-01

This paper reports the results of an exploratory study aimed to determine university students' expectations and beliefs in a problem-based introductory physics course, how those expectations compare to that of students in other universities, and change as a result of one semester of instruction. In total, 264 freshmen engineering students of Dokuz…

Introductory Biophysics Course: Presentation of Physics in a Biological Context

ERIC Educational Resources Information Center

Henderson, B. J.; Henderson, M. A.

1976-01-01

An introductory biophysics course for science students who have previously taken two quarters of noncalculus physics is described. Material covered emphasizes the physical principles of sound, light, electricity, energy, and information. (Author/CP)

Framework and implementation for improving physics essential skills via computer-based practice: Vector math

NASA Astrophysics Data System (ADS)

Mikula, Brendon D.; Heckler, Andrew F.

2017-06-01

We propose a framework for improving accuracy, fluency, and retention of basic skills essential for solving problems relevant to STEM introductory courses, and implement the framework for the case of basic vector math skills over several semesters in an introductory physics course. Using an iterative development process, the framework begins with a careful identification of target skills and the study of specific student difficulties with these skills. It then employs computer-based instruction, immediate feedback, mastery grading, and well-researched principles from cognitive psychology such as interleaved training sequences and distributed practice. We implemented this with more than 1500 students over 2 semesters. Students completed the mastery practice for an average of about 13 min /week , for a total of about 2-3 h for the whole semester. Results reveal large (>1 SD ) pretest to post-test gains in accuracy in vector skills, even compared to a control group, and these gains were retained at least 2 months after practice. We also find evidence of improved fluency, student satisfaction, and that awarding regular course credit results in higher participation and higher learning gains than awarding extra credit. In all, we find that simple computer-based mastery practice is an effective and efficient way to improve a set of basic and essential skills for introductory physics.

Gender-based performance differences in an introductory physics course

NASA Astrophysics Data System (ADS)

McKinnon, Mark Lee

Cognitive research has indicated that the difference between males and females is negligible. Paradoxically, in traditionally-taught college level introductory physics courses, males have outperformed females. UC Davis' Physics 7A (the first class of a three-quarter Introduction to Physics sequence for Life-Science students), however, counters this trend since females perform similarly to males. The gender-based performance difference within the other two quarters (Physics 7B & 7C) of the radically restructured, active-learning physics sequence still echo the traditionally-taught courses. In one experiment, I modified the laboratory activity instructions of the Physics 7C course to encourage further group interaction. These modifications did not affect the gender-based performance difference. In a later experiment, I compared students' performance on different forms of assessment for certain physics concepts during the Physics 7C course. Over 500 students took weekly quizzes at different times. The students were given different quiz questions on the same topics. Several quiz questions seemed to favor males while others were more gender equitable. I highlighted comparisons between a few pairs of questions that assessed students' understanding of the same physical concept. Males tended to perform better in responding to questions that seemed to require spatial visualization. Questions that required greater understanding of the physical concept or scientific model were more gender neutral.

Developing Critical Thinking in Undergraduate Courses: A Philosophical Approach.

ERIC Educational Resources Information Center

Kalman, Calvin S.

2002-01-01

Examines how 20th century philosophers of science have influenced current physics educational research. Examines the introduction of a study of these philosophers in several courses, including the calculus-based introductory physics course on optics and modern physics. Concludes that students seem to have made a marked improvement in their…

Active Learning Strategies for Introductory Light and Optics

ERIC Educational Resources Information Center

Sokoloff, David R.

2016-01-01

There is considerable evidence that traditional approaches are ineffective in teaching physics concepts, including light and optics concepts. A major focus of the work of the Activity Based Physics Group has been on the development of active learning curricula like RealTime Physics (RTP) labs and Interactive Lecture Demonstrations (ILDs). Among…

Understanding measurement in light of its origins.

PubMed

Humphry, Stephen

2013-01-01

During the course of history, the natural sciences have seen the development of increasingly convenient short-hand symbolic devices for denoting physical quantities. These devices ultimately took the form of physical algebra. However, the convenience of algebra arguably came at a cost - a loss of the clarity of direct insights by Euclid, Galileo, and Newton into natural quantitative relations. Physical algebra is frequently interpreted as ordinary algebra; i.e., it is interpreted as though symbols denote (a) numbers and operations on numbers, as opposed to (b) physical quantities and quantitative relations. The paper revisits the way in which Newton understood and expressed physical definitions and laws. Accordingly, it reviews a compact form of notation that has been used to denote both: (a) ratios of physical quantities; and (b) compound ratios, involving two or more kinds of quantity. The purpose is to show that it is consistent with historical developments to regard physical algebra as a device for denoting relations among ratios. Understood in the historical context, the objective of measurement is to establish that a physical quantity stands in a specific ratio to another quantity of the same kind. To clarify the meaning of measurement in terms of the historical origins of physics carries basic implications for the way in which measurement is understood and approached. Possible implications for the social sciences are considered.

Model-Based Reasoning in the Physics Laboratory: Framework and Initial Results

ERIC Educational Resources Information Center

Zwickl, Benjamin M.; Hu, Dehui; Finkelstein, Noah; Lewandowski, H. J.

2015-01-01

We review and extend existing frameworks on modeling to develop a new framework that describes model-based reasoning in introductory and upper-division physics laboratories. Constructing and using models are core scientific practices that have gained significant attention within K-12 and higher education. Although modeling is a broadly applicable…

Refined Characterization of Student Perspectives on Quantum Physics

ERIC Educational Resources Information Center

Baily, Charles; Finkelstein, Noah D.

2010-01-01

The perspectives of introductory classical physics students can often negatively influence how those students later interpret quantum phenomena when taking an introductory course in modern physics. A detailed exploration of student perspectives on the interpretation of quantum physics is needed, both to characterize student understanding of…

Introductory Physics Students' Physics and Mathematics Epistemologies

ERIC Educational Resources Information Center

Scanlon, Erin M.

2017-01-01

The purpose of this three study dissertation is to investigate why students are enrolled in introductory physics courses experience difficulties in being successful; one possible source of their difficulties is related to their epistemology. In order to investigate students' epistemologies about mathematics and physics, students were observed…

Faraday's Principle and Air Travel in the Introductory Labs

ERIC Educational Resources Information Center

Abdul-Razzaq, Wathiq; Thakur, Saikat Chakraborty

2017-01-01

We all know that we must improve the quality of teaching in science at all levels. Not only physicists but also many students from other areas of study take the introductory physics courses in college. Physics introductory laboratories (labs) can be one of the best tools to help these students understand applications of scientific principles that…

Fourier Analysis in Introductory Physics

ERIC Educational Resources Information Center

Huggins, Elisha

2007-01-01

In an after-dinner talk at the fall 2005 meeting of the New England chapter of the AAPT, Professor Robert Arns drew an analogy between classical physics and Classic Coke. To generations of physics teachers and textbook writers, classical physics was the real thing. Modern physics, which in introductory textbooks "appears in one or more extra…

Challenge of engaging all students via self-paced interactive electronic learning tutorials for introductory physics

NASA Astrophysics Data System (ADS)

DeVore, Seth; Marshman, Emily; Singh, Chandralekha

2017-06-01

As research-based, self-paced electronic learning tools become increasingly available, a critical issue educators encounter is implementing strategies to ensure that all students engage with them as intended. Here, we first discuss the effectiveness of electronic learning tutorials as self-paced learning tools in large enrollment brick and mortar introductory physics courses and then propose a framework for helping students engage effectively with the learning tools. The tutorials were developed via research in physics education and were found to be effective for a diverse group of introductory physics students in one-on-one implementation. Instructors encouraged the use of these tools in a self-paced learning environment by telling students that they would be helpful for solving the assigned homework problems and that the underlying physics principles in the tutorial problems would be similar to those in the in-class quizzes (which we call paired problems). We find that many students in the courses in which these interactive electronic learning tutorials were assigned as a self-study tool performed poorly on the paired problems. In contrast, a majority of student volunteers in one-on-one implementation greatly benefited from the tutorials and performed well on the paired problems. The significantly lower overall performance on paired problems administered as an in-class quiz compared to the performance of student volunteers who used the research-based tutorials in one-on-one implementation suggests that many students enrolled in introductory physics courses did not effectively engage with the tutorials outside of class and may have only used them superficially. The findings suggest that many students in need of out-of-class remediation via self-paced learning tools may have difficulty motivating themselves and may lack the self-regulation and time-management skills to engage effectively with tools specially designed to help them learn at their own pace. We conclude by proposing a theoretical framework to help students with diverse prior preparations engage effectively with self-paced learning tools.

Connecting Symbolic Integrals to Physical Meaning in Introductory Physics

NASA Astrophysics Data System (ADS)

Amos, Nathaniel R.

This dissertation presents a series of studies pertaining to introductory physics students' abilities to derive physical meaning from symbolic integrals (e.g., the integral of vdt) and their components, namely differentials and differential products (e.g., dt and vdt, respectively). Our studies focus on physical meaning in the form of interpretations (e.g., "the total displacement of an object") and units (e.g., "meters"). Our first pair of studies independently attempted to identify introductory-level mechanics students' common conceptual difficulties with and unproductive interpretations of physics integrals and their components, as well as to estimate the frequencies of these difficulties. Our results confirmed some previously-observed incorrect interpretations, such as the notion that differentials are physically meaningless; however, we also uncovered two new conceptualizations of differentials, the "rate" (differentials are "rates" or "derivatives") and "instantaneous value" (differentials are values of physical variables "at an instant") interpretations, which were exhibited by more than half of our participants at least once. Our next study used linear regression analysis to estimate the strengths of the inter-connections between the abilities to derive physical meaning from each of differentials, differential products, and integrals in both first- and second-semester, calculus-based introductory physics. As part of this study, we also developed a highly reliable, multiple choice assessment designed to measure students' abilities to connect symbolic differentials, differential products, and integrals with their physical interpretations and units. Findings from this study were consistent with statistical mediation via differential products. In particular, students' abilities to extract physical meaning from differentials were seen to be strongly related to their abilities to derive physical meaning from differential products, and similarly differential products to integrals; there was seen to be almost no direct connection between the abilities to derive physical meaning from differentials and the abilities to derive physical meaning from integrals. Our final pair of studies intended to implement and quantitatively assess the efficacy of specially-designed instructional tutorials in controlled experiments (with several treatment factors that may impact performance, most notably the effect of feedback during training) for the purpose of promoting better connection between symbolic differentials, differential products, and integrals with their corresponding physical meaning. Results from both experiments consistently and conclusively demonstrated that the ability to connect verbal and symbolic representations of integrals and their components is greatly improved by the provision of electronic feedback during training. We believe that these results signify the first instance of a large, controlled experiment involving introductory physics students that has yielded significantly stronger connection of physics integrals and their components to physical meaning, compared to untrained peers.

Advantages and challenges of using physics curricula as a model for reforming an undergraduate biology course.

PubMed

Donovan, D A; Atkins, L J; Salter, I Y; Gallagher, D J; Kratz, R F; Rousseau, J V; Nelson, G D

2013-06-01

We report on the development of a life sciences curriculum, targeted to undergraduate students, which was modeled after a commercially available physics curriculum and based on aspects of how people learn. Our paper describes the collaborative development process and necessary modifications required to apply a physics pedagogical model in a life sciences context. While some approaches were easily adapted, others provided significant challenges. Among these challenges were: representations of energy, introducing definitions, the placement of Scientists' Ideas, and the replicability of data. In modifying the curriculum to address these challenges, we have come to see them as speaking to deeper differences between the disciplines, namely that introductory physics--for example, Newton's laws, magnetism, light--is a science of pairwise interaction, while introductory biology--for example, photosynthesis, evolution, cycling of matter in ecosystems--is a science of linked processes, and we suggest that this is how the two disciplines are presented in introductory classes. We illustrate this tension through an analysis of our adaptations of the physics curriculum for instruction on the cycling of matter and energy; we show that modifications of the physics curriculum to address the biological framework promotes strong gains in student understanding of these topics, as evidenced by analysis of student work.

Mediating Relationship of Differential Products in Understanding Integration in Introductory Physics

ERIC Educational Resources Information Center

Amos, Nathaniel; Heckler, Andrew F.

2018-01-01

In the context of introductory physics, we study student conceptual understanding of differentials, differential products, and integrals and possible pathways to understanding these quantities. We developed a multiple choice conceptual assessment employing a variety of physical contexts probing physical understanding of these three quantities and…

Exploring Magnetic Fields with a Compass

NASA Astrophysics Data System (ADS)

Lunk, Brandon; Beichner, Robert

2011-01-01

A compass is an excellent classroom tool for the exploration of magnetic fields. Any student can tell you that a compass is used to determine which direction is north, but when paired with some basic trigonometry, the compass can be used to actually measure the strength of the magnetic field due to a nearby magnet or current-carrying wire. In this paper, we present a series of simple activities adapted from the Matter & Interactions textbook for doing just this. Interestingly, these simple measurements are comparable to predictions made by the Bohr model of the atom. Although antiquated, Bohr's atom can lead the way to a deeper analysis of the atomic properties of magnets. Although originally developed for an introductory calculus-based course, these activities can easily be adapted for use in an algebra-based class or even at the high school level.

Success in Introductory College Physics: The Role of High School Preparation.

ERIC Educational Resources Information Center

Sadler, Philip M.; Tai, Robert H.

2001-01-01

Examines the extent to which a high school physics course prepares students for college physics success. In this study of 1,933 introductory college physics students, demographic and schooling factors account for a large fraction of the variation in college physics grades at 18 colleges and universities from around the nation. (Author/SAH)

Examining Physics Graduate Teaching Assistants' Pedagogical Content Knowledge for Teaching a New Physics Curriculum

ERIC Educational Resources Information Center

Seung, Eulsun; Bryan, Lynn A.; Haugan, Mark P.

2012-01-01

In this study, we investigated the pedagogical content knowledge (PCK) that physics graduate teaching assistants (TAs) developed in the context of teaching a new introductory physics curriculum, "Matter and Interactions" ("M&I"). "M&I" is an innovative introductory physics course that emphasizes a unified framework for understanding the world and…

Personality types and student performance in an introductory physics course

NASA Astrophysics Data System (ADS)

Harlow, Jason J. B.; Harrison, David M.; Justason, Michael; Meyertholen, Andrew; Wilson, Brian

2017-12-01

We measured the personality type of the students in a large introductory physics course of mostly life science students using the True Colors instrument. We found large correlations of personality type with performance on the precourse Force Concept Inventory (FCI), both term tests, the postcourse FCI, and the final examination. We also saw correlations with the normalized gain on the FCI. The personality profile of the students in this course is very different from the profile of the physics faculty and graduate students, and also very different from the profile of students taking the introductory physics course intended for physics majors and specialists.

Comparing the efficacy of multimedia modules with traditional textbooks for learning introductory physics content

NASA Astrophysics Data System (ADS)

Stelzer, Timothy; Gladding, Gary; Mestre, José P.; Brookes, David T.

2009-02-01

We compared the efficacy of multimedia learning modules with traditional textbooks for the first few topics of a calculus-based introductory electricity and magnetism course. Students were randomly assigned to three groups. One group received the multimedia learning module presentations, and the other two received the presentations via written text. All students were then tested on their learning immediately following the presentations as well as 2weeks later. The students receiving the multimedia learning modules performed significantly better on both tests than the students experiencing the text-based presentations.

Improving Student Learning and Views of Physics in a Large Enrollment Introductory Physics Class

ERIC Educational Resources Information Center

Shan, Kathy J.

2013-01-01

Introductory physics courses often serve as gatekeepers for many scientific and engineering programs and, increasingly, colleges are relying on large, lecture formats for these courses. Many students, however, leave having learned very little physics and with poor views of the subject. In interactive engagement (IE), classroom activities encourage…

The Process of Physics Teaching Assistants' Pedagogical Content Knowledge Development

ERIC Educational Resources Information Center

Seung, Eulsun

2013-01-01

This study explored the process of physics teaching assistants' (TAs) PCK development in the context of teaching a new undergraduate introductory physics course. "Matter and Interactions" (M&I) has recently adopted a new introductory physics course that focuses on the application of a small number of fundamental physical…

Comparing Three Methods for Teaching Newton's Third Law

ERIC Educational Resources Information Center

Smith, Trevor I.; Wittman, Michael C.

2007-01-01

Although guided-inquiry methods for teaching introductory physics have been individually shown to be more effective at improving conceptual understanding than traditional lecture-style instruction, researchers in physics education have not studied differences among reform-based curricula in much detail. Several researchers have developed…

Comparing three methods for teaching Newton's third law

NASA Astrophysics Data System (ADS)

Smith, Trevor I.; Wittmann, Michael C.

2007-12-01

Although guided-inquiry methods for teaching introductory physics have been individually shown to be more effective at improving conceptual understanding than traditional lecture-style instruction, researchers in physics education have not studied differences among reform-based curricula in much detail. Several researchers have developed University of Washington style tutorial materials, but the different curricula have not been compared against each other. Our study examines three tutorials designed to improve student understanding of Newton’s third law: the University of Washington’s Tutorials in Introductory Physics (TIP), the University of Maryland’s Activity-Based Tutorials (ABT), and the Open Source Tutorials (OST) also developed at the University of Maryland. Each tutorial was designed with different goals and agendas, and each employs different methods to help students understand the physics. We analyzed pretest and post-test data, including course examinations and data from the Force and Motion Conceptual Evaluation (FMCE). Using both FMCE and course data, we find that students using the OST version of the tutorial perform better than students using either of the other two.

“Workshop Astronomy” at Dickinson College

NASA Astrophysics Data System (ADS)

Morgan, Windsor A., Jr.

2006-12-01

Dickinson College, a 2400-student liberal arts college in Carlisle, Pennsylvania, is recognized for the development of Workshop Physics. This innovative, calculus-based introductory course combines physics lectures and laboratories with integrated hands-on, small-group sessions. It allows students to do experiments, so that they will make their own observations and, with the guidance of the professor discover the principles of physics themselves. Since spring 2006, I have been developing an introductory solar-system astronomy course in the “Workshop” format at Dickinson. Students participate in discussions with their classmates and investigate astronomical concepts with computer simulations and guided inquiry. I emphasize “practical” astronomy (such as lunar phases, sky motions, and seasons) and physics concepts (such as density and Doppler shift); thus, my students become familiar with the basics of astronomy before developing a better understanding of the solar system. In my paper, I will discuss class activities and will evaluate their efficacy based on a comparison with traditionally-taught astronomy courses.

Lunatics in Introductory Physics: Using Collectivized Student Moon Position Observations To Teach Basic Orbital Mechanics In Calculus Based Introductory Physics.

NASA Astrophysics Data System (ADS)

Bottorff, Mark

2012-01-01

A large (74 student) calculus based physics class was required to make observations of the moon over two lunar cycles using a small telescope equipped with mechanical setting circles. The data was collectivized and then analyzed in the laboratory to determine the period of the moon and to search for evidence of the eccentricity of the moon's orbit. These results were used in conjunction with the simple pendulum experiment in which the students inferred the acceleration due to gravity. The student inferred lunar orbital period and acceleration due to gravity (augmented with the radius of the Earth) enabled the students to infer the average Earth to moon distance. Class lectures, activities, and homework on gravitation and orbits were tailored to this observational activity thereby forming a learning module. A basic physics and orbital mechanics knowledge questionnaire was administered before and after the learning module. The resulting learning gains are reported here.

Computer Based Collaborative Problem Solving for Introductory Courses in Physics

NASA Astrophysics Data System (ADS)

Ilie, Carolina; Lee, Kevin

2010-03-01

We discuss collaborative problem solving computer-based recitation style. The course is designed by Lee [1], and the idea was proposed before by Christian, Belloni and Titus [2,3]. The students find the problems on a web-page containing simulations (physlets) and they write the solutions on an accompanying worksheet after discussing it with a classmate. Physlets have the advantage of being much more like real-world problems than textbook problems. We also compare two protocols for web-based instruction using simulations in an introductory physics class [1]. The inquiry protocol allowed students to control input parameters while the worked example protocol did not. We will discuss which of the two methods is more efficient in relation to Scientific Discovery Learning and Cognitive Load Theory. 1. Lee, Kevin M., Nicoll, Gayle and Brooks, Dave W. (2004). ``A Comparison of Inquiry and Worked Example Web-Based Instruction Using Physlets'', Journal of Science Education and Technology 13, No. 1: 81-88. 2. Christian, W., and Belloni, M. (2001). Physlets: Teaching Physics With Interactive Curricular Material, Prentice Hall, Englewood Cliffs, NJ. 3. Christian,W., and Titus,A. (1998). ``Developing web-based curricula using Java Physlets.'' Computers in Physics 12: 227--232.

Test on the Effectiveness of the Sum over Paths Approach in Favoring the Construction of an Integrated Knowledge of Quantum Physics in High School

ERIC Educational Resources Information Center

Malgieri, Massimiliano; Onorato, Pasquale; De Ambrosis, Anna

2017-01-01

In this paper we present the results of a research-based teaching-learning sequence on introductory quantum physics based on Feynman's sum over paths approach in the Italian high school. Our study focuses on students' understanding of two founding ideas of quantum physics, wave particle duality and the uncertainty principle. In view of recent…

Student Selection of the Textbook for an Introductory Physics Course

NASA Astrophysics Data System (ADS)

Dake, L. S.

2007-10-01

Several years ago I had to select a new textbook for my calculus-based introductory physics class. I subscribe to Just-in-Time Teaching methods, which require students to read the book before the material is covered in class. Thus, the readability of the text by the students is critical. However, I did not feel that I was the best judge of this factor, so I turned the textbook selection into a class project. The students unanimously chose one textbook, which I have now successfully used for three years. The project was decidedly worthwhile, and I gained considerable insight into what students prefer in a textbook.

Student Self-Efficacy in Introductory Project-Based Learning Courses

NASA Astrophysics Data System (ADS)

Pleiss, Geoffrey; Zastavker, Yevgeniya V.

2012-02-01

This study investigates first-year engineering students' self-efficacy in two introductory Project-Based Learning (PjBL) courses -- Physics (Mechanics) Laboratory and Engineering Design -- taught at a small technical institution. Twelve students participated in semi-structured open-ended interviews about their experiences in both courses. Analysis was performed using grounded theory. Results indicate that students had lower self-efficacy in Physics Lab than in Engineering Design. In Physics Lab, students reported high levels of faculty-supported scaffolding related to final project deliverables, which in turn established perceptions of an outcome-based course emphasis. Conversely, in Engineering Design, students observed high levels of scaffolding related to the intermediate project deliverables, highlighting process-centered aspects of the course. Our analyses indicate that this difference in student perceptions of course emphases -- resulting from the differences in scaffolding -- is a primary factor for the discrepancy in self-efficacy between Physics Lab and Engineering Design. Future work will examine how other variables (e.g., academic background, perception of community, gender) affect students' self-efficacy and perception of scaffolding in these PjBL courses.

Explicit reflection in an introductory physics course

NASA Astrophysics Data System (ADS)

Scott, Michael Lee

This dissertation details a classroom intervention that supplements assigned in-class problems in weekly problem sets with reflective activities that are aimed to assist in knowledge integration. Using the framework of cognitive load theory, this intervention should assist in schema acquisition leading to (1) students recognizing the use and appropriately applying physical concepts across different problem contexts, and (2) enhanced physics understanding of students resulting in improved class performance. The intervention was embedded in the discussion component of an introductory, university physics course, and spanned a 14-week period. Evaluation of the intervention was based on the relative performance between a control and treatment group. Instruments used in this study to assess performance included the Force Concept Inventory (FCI), a physics problem categorization test, and four class exams. A full discussion of this implementation and the accompanying measures will be given. Possible limitations to this study and lines of future research will be proposed.

Black Holes and Pulsars in the Introductory Physics Course

ERIC Educational Resources Information Center

Orear, Jay; Salpeter, E. E.

1973-01-01

Discusses the phenomenon of formation of white dwarfs, neutron stars, and black holes from dying stars for the purpose of providing college teachers with materials usable in the introductory physics course. (CC)

Determining Which Introductory Physics Topics Pre-Service Physics Teachers Have Difficulty Understanding and What Accounts for These Difficulties

ERIC Educational Resources Information Center

Sahin, Esin; Yagbasan, Rahmi

2012-01-01

This study aims at diagnosing which subjects pre-service physics teachers have difficulty understanding in introductory physics courses and what accounts for these difficulties. A questionnaire consisting of two qualitative questions was used to collect data for this study. The questionnaire was administered to 101 pre-service physics teachers who…

Understanding student use of mathematics in IPLS with the Math Epistemic Games Survey

NASA Astrophysics Data System (ADS)

Eichenlaub, Mark; Hemingway, Deborah; Redish, Edward F.

2017-01-01

We present the Math Epistemic Games Survey (MEGS), a new concept inventory on the use of mathematics in introductory physics for the life sciences. The survey asks questions that are often best-answered via techniques commonly-valued in physics instruction, including dimensional analysis, checking special or extreme cases, understanding scaling relationships, interpreting graphical representations, estimation, and mapping symbols onto physical meaning. MEGS questions are often rooted in quantitative biology. We present preliminary data on the validation and administration of the MEGS in a large, introductory physics for the life sciences course at the University of Maryland, as well as preliminary results on the clustering of questions and responses as a guide to student resource activation in problem solving. This material is based upon work supported by the US National Science Foundation under Award No. 15-04366.

The Pythagorean Roots of Introductory Physics

ERIC Educational Resources Information Center

Clarage, James B.

2013-01-01

Much of the mathematical reasoning employed in the typical introductory physics course can be traced to Pythagorean roots planted over two thousand years ago. Besides obvious examples involving the Pythagorean theorem, I draw attention to standard physics problems and derivations which often unknowingly rely upon the Pythagoreans' work on…

Algebra and topology for applications to physics

NASA Technical Reports Server (NTRS)

Rozhkov, S. S.

1987-01-01

The principal concepts of algebra and topology are examined with emphasis on applications to physics. In particular, attention is given to sets and mapping; topological spaces and continuous mapping; manifolds; and topological groups and Lie groups. The discussion also covers the tangential spaces of the differential manifolds, including Lie algebras, vector fields, and differential forms, properties of differential forms, mapping of tangential spaces, and integration of differential forms.

Advantages and Challenges of Using Physics Curricula as a Model for Reforming an Undergraduate Biology Course

PubMed Central

Donovan, D. A.; Atkins, L. J.; Salter, I. Y.; Gallagher, D. J.; Kratz, R. F.; Rousseau, J. V.; Nelson, G. D.

2013-01-01

We report on the development of a life sciences curriculum, targeted to undergraduate students, which was modeled after a commercially available physics curriculum and based on aspects of how people learn. Our paper describes the collaborative development process and necessary modifications required to apply a physics pedagogical model in a life sciences context. While some approaches were easily adapted, others provided significant challenges. Among these challenges were: representations of energy, introducing definitions, the placement of Scientists’ Ideas, and the replicability of data. In modifying the curriculum to address these challenges, we have come to see them as speaking to deeper differences between the disciplines, namely that introductory physics—for example, Newton's laws, magnetism, light—is a science of pairwise interaction, while introductory biology—for example, photosynthesis, evolution, cycling of matter in ecosystems—is a science of linked processes, and we suggest that this is how the two disciplines are presented in introductory classes. We illustrate this tension through an analysis of our adaptations of the physics curriculum for instruction on the cycling of matter and energy; we show that modifications of the physics curriculum to address the biological framework promotes strong gains in student understanding of these topics, as evidenced by analysis of student work. PMID:23737629

Re-Envisioning the Introductory Physics Sequence at Georgia Gwinnett College (GGC)

NASA Astrophysics Data System (ADS)

Thompson, Scott J.; Sales, Kenneth B.

2013-03-01

GGC is a new, 4-year, open-access institution located in the northeast of Atlanta. As an open access college, many of the students who take the introductory physics sequence do not have a strong mathematical background. A large percentage of the students have significant work or family obligations in addition to being full-time students. To better serve these students, the first semester of the trig-based introductory physics sequence was modified in a manner that focuses and structures the material to be completed by the students both outside and inside of class such that the time spent outside of class can be reduced. Specifically, focused notes were provided to the students with an online assignment prior to class in place of reading from a textbook. Class time was then focused on a deeper understanding of the concepts to be covered instead of an initial (or secondary) introduction to the material. Data was collected for specific exam questions and compared with the results from previous classes taught by the same instructors. An overview of the results and observations of the instructors using this method will be discussed.

Impact of Simulator-Based Instruction on Diagramming in Geometrical Optics by Introductory Physics Students.

ERIC Educational Resources Information Center

Reiner, Miriam; And Others

1995-01-01

Observations of high school physics students in an instructional experiment with an interactive learning environment in geometrical optics indicated that students in the Optics Dynagrams Project went through major conceptual developments as reflected in the diagrams they constructed. (Author/MKR)

Basic Guidelines to Introduce Electric Circuit Simulation Software in a General Physics Course

ERIC Educational Resources Information Center

Moya, A. A.

2018-01-01

The introduction of electric circuit simulation software for undergraduate students in a general physics course is proposed in order to contribute to the constructive learning of electric circuit theory. This work focuses on the lab exercises based on dc, transient and ac analysis in electric circuits found in introductory physics courses, and…

Electromagnetism Unit of an Introductory University Physics Course: The Influence of a Reform-Based Tutorial

ERIC Educational Resources Information Center

Barrett, Sarah Elizabeth; Hazari, Zahra; Fatholahzadeh, Baharak; Harrison, David M.

2012-01-01

Many students enrolled in university physics have little interest in the subject matter, a trend more pronounced in females. This study assesses students' conceptual understanding and interest during the electrochemistry unit of a physics course for nonphysics majors that was revised in light of consistently low ratings from its students. The…

An Exploratory Study of Objective Attainment in the Divergent Physics Laboratory.

ERIC Educational Resources Information Center

Lerch, Robert Donald

Students enrolled in the introductory physics laboratory at New Mexico State University participated in this study. A stated set of objectives, developed by Dr. John M. Fowler of the Commission on College Physics, was used in the laboratory. This study attempted to measure student achievement based on the use of these objectives as opposed to the…

Changes are Afoot in Physics Introductory Texts of Today

ERIC Educational Resources Information Center

Khoon, Koh Aik; Jalal, Azman; Daud, Abdul Razak; Abd-Shukor, Roslan; Samat, Supian; Talib, Ibrahim Abu; Othman, Mazlan; Yatim, Baharudin

2008-01-01

Among the many changes that have taken place in physics education in recent years is the fact that physics introductory texts have undergone some drastic changes in layout, content, approach and presentation. It is a total breath of fresh air compared with the drab physics texts of yesteryear. This paper takes a closer look on the changes that…

Systems with outer constraints. Gupta-Bleuler electromagnetism as an algebraic field theory

NASA Astrophysics Data System (ADS)

Grundling, Hendrik

1988-03-01

Since there are some important systems which have constraints not contained in their field algebras, we develop here in a C*-context the algebraic structures of these. The constraints are defined as a group G acting as outer automorphisms on the field algebra ℱ, α: G ↦ Aut ℱ, α G ⊄ Inn ℱ, and we find that the selection of G-invariant states on ℱ is the same as the selection of states ω on M( G M(Gmathop × limits_α F) ℱ) by ω( U g)=1∨ g∈ G, where U g ∈ M ( G M(Gmathop × limits_α F) ℱ)/ℱ are the canonical elements implementing α g . These states are taken as the physical states, and this specifies the resulting algebraic structure of the physics in M( G M(Gmathop × limits_α F) ℱ), and in particular the maximal constraint free physical algebra ℛ. A nontriviality condition is given for ℛ to exist, and we extend the notion of a crossed product to deal with a situation where G is not locally compact. This is necessary to deal with the field theoretical aspect of the constraints. Next the C*-algebra of the CCR is employed to define the abstract algebraic structure of Gupta-Bleuler electromagnetism in the present framework. The indefinite inner product representation structure is obtained, and this puts Gupta-Bleuler electromagnetism on a rigorous footing. Finally, as a bonus, we find that the algebraic structures just set up, provide a blueprint for constructive quadratic algebraic field theory.

Active Learning Strategies for Introductory Light and Optics

NASA Astrophysics Data System (ADS)

Sokoloff, David R.

2016-01-01

There is considerable evidence that traditional approaches are ineffective in teaching physics concepts, including light and optics concepts. A major focus of the work of the Activity Based Physics Group has been on the development of active learning curricula like RealTime Physics (RTP) labs and Interactive Lecture Demonstrations (ILDs). Among the characteristics of these curricula are: (1) use of a learning cycle in which students are challenged to compare predictions—discussed with their peers in small groups—to observations of the physical world, (2) use of guided hands-on work to construct basic concepts from observations, and (3) use of computer-based tools. It has been possible to change the lecture and laboratory learning environments at a large number of universities, colleges, and high schools without changing the structure of the introductory course. For example, in the United States, nearly 200 physics departments have adopted RTP, and many others use pre-publication, open-source versions or have adopted the RTP approach to develop their own labs. Examples from RTP and ILDs (including optics magic tricks) are described in this paper.

The Measurement of e/k in the Introductory Physics Laboratory

ERIC Educational Resources Information Center

Inman, Fred W.; Miller, Carl E.

1973-01-01

The ratio of electronic charge to Boltzmann's constant can be easily determined by measuring the short-circuit collector current versus the emitter-base voltage characteristic of a silicon transistor connected in the common-base mode. (Author/DF)

Students' Attitudes toward Introductory Physics Course

ERIC Educational Resources Information Center

Demirci, Neset

2004-01-01

The problem examined in this study deals with students' attitude toward physics among the freshmen and sophomore students who were taking first introductory physics course. In the study there were 176 students, and they were chosen sample of convenience from Florida Institute of Technology, Melbourne, Florida. 125 subjects were male students, and…

MRI Experiments for Introductory Physics

ERIC Educational Resources Information Center

Taghizadeh, Sanaz; Lincoln, James

2018-01-01

The introductory physics classroom has long educated students about the properties of the atom and the nucleus. But absent from these lessons has been an informed discussion of magnetic resonance imaging (MRI) and its parent science nuclear magnetic resonance (NMR). Physics teachers should not miss the opportunity to instruct upon this highly…

Teachers' Beliefs about Improving Transfer of Algebraic Skills from Mathematics into Physics in Senior Pre-University Education

ERIC Educational Resources Information Center

Tursucu, Süleyman; Spandaw, Jeroen; Flipse, Steven; de Vries, Marc J.

2017-01-01

Students in senior pre-university education encounter difficulties in the application of mathematics into physics. This paper presents the outcome of an explorative qualitative study of teachers' beliefs about improving the transfer of algebraic skills from mathematics into physics. We interviewed 10 mathematics and 10 physics teachers using a…

Helping Students to Think Like Scientists in Socratic Dialogue-Inducing Labs

ERIC Educational Resources Information Center

Hake, Richard

2012-01-01

Socratic dialogue-inducing (SDI) labs are based on Arnold Arons' half-century of ethnographic research, listening carefully to students' responses to probing Socratic questions on physics, science, and ways of thinking, and culminating in his landmark "Teaching Introductory Physics." They utilize "interactive engagement" methods and are designed,…

Experiments with Helium-Filled Balloons

ERIC Educational Resources Information Center

Zable, Anthony C.

2010-01-01

The concepts of Newtonian mechanics, fluids, and ideal gas law physics are often treated as separate and isolated topics in the typical introductory college-level physics course, especially in the laboratory setting. To bridge these subjects, a simple experiment was developed that utilizes computer-based data acquisition sensors and a digital gram…

Teaching Integration with Layers and Representations: A Case Study

ERIC Educational Resources Information Center

Von Korff, Joshua; Rebello, N. Sanjay

2012-01-01

We designed a sequence of seven lessons to facilitate learning of integration in a physics context. We implemented this sequence with a single college sophomore, "Amber," who was concurrently enrolled in a first-semester calculus-based introductory physics course which covered topics in mechanics. We outline the philosophy underpinning these…

Impact of the Second Semester University Modeling Instruction Course on Students' Representation Choices

ERIC Educational Resources Information Center

McPadden, Daryl; Brewe, Eric

2017-01-01

Representation use is a critical skill for learning, problem solving, and communicating in science, especially in physics where multiple representations often scaffold the understanding of a phenomenon. University Modeling Instruction, which is an active-learning, research-based introductory physics curriculum centered on students' use of…

Vector Knowledge of Beginning Physics Students.

ERIC Educational Resources Information Center

Knight, Randall D.

1995-01-01

Presents the Vector Knowledge Test that was designed to see if beginning physics students possess the minimal basic knowledge of vectors that will allow them to proceed with a study of Newtonian mechanics. Concludes that only one-third of the students in a calculus-based introductory course at California Polytechnic had sufficient vector…

A hypothetical learning trajectory for conceptualizing matrices as linear transformations

NASA Astrophysics Data System (ADS)

Andrews-Larson, Christine; Wawro, Megan; Zandieh, Michelle

2017-08-01

In this paper, we present a hypothetical learning trajectory (HLT) aimed at supporting students in developing flexible ways of reasoning about matrices as linear transformations in the context of introductory linear algebra. In our HLT, we highlight the integral role of the instructor in this development. Our HLT is based on the 'Italicizing N' task sequence, in which students work to generate, compose, and invert matrices that correspond to geometric transformations specified within the problem context. In particular, we describe the ways in which the students develop local transformation views of matrix multiplication (focused on individual mappings of input vectors to output vectors) and extend these local views to more global views in which matrices are conceptualized in terms of how they transform a space in a coordinated way.

An Algebra-Based Introductory Computational Neuroscience Course with Lab.

PubMed

Fink, Christian G

2017-01-01

A course in computational neuroscience has been developed at Ohio Wesleyan University which requires no previous experience with calculus or computer programming, and which exposes students to theoretical models of neural information processing and techniques for analyzing neural data. The exploration of theoretical models of neural processes is conducted in the classroom portion of the course, while data analysis techniques are covered in lab. Students learn to program in MATLAB and are offered the opportunity to conclude the course with a final project in which they explore a topic of their choice within computational neuroscience. Results from a questionnaire administered at the beginning and end of the course indicate significant gains in student facility with core concepts in computational neuroscience, as well as with analysis techniques applied to neural data.

Introductory physics in biological context: An approach to improve introductory physics for life science students

NASA Astrophysics Data System (ADS)

Crouch, Catherine H.; Heller, Kenneth

2014-05-01

We describe restructuring the introductory physics for life science students (IPLS) course to better support these students in using physics to understand their chosen fields. Our courses teach physics using biologically rich contexts. Specifically, we use examples in which fundamental physics contributes significantly to understanding a biological system to make explicit the value of physics to the life sciences. This requires selecting the course content to reflect the topics most relevant to biology while maintaining the fundamental disciplinary structure of physics. In addition to stressing the importance of the fundamental principles of physics, an important goal is developing students' quantitative and problem solving skills. Our guiding pedagogical framework is the cognitive apprenticeship model, in which learning occurs most effectively when students can articulate why what they are learning matters to them. In this article, we describe our courses, summarize initial assessment data, and identify needs for future research.

Chronicling a successful secondary implementation of Studio Physics

NASA Astrophysics Data System (ADS)

Kohl, Patrick B.; Vincent Kuo, H.

2012-09-01

The Colorado School of Mines (CSM) has taught its first-semester calculus-based introductory physics course (Physics I) using a hybrid lecture/Studio Physics format since the spring of 1997. Starting in the fall of 2007, we have been converting the second semester of our calculus-based introductory physics course (Physics II) to a hybrid lecture/Studio Physics format, beginning from a traditional lecture/lab/recitation course. In this paper, we document the stages of this transformation, highlighting what has worked and what has not, and the challenges and benefits associated with the switch to Studio Physics. A major goal in this study is to develop a method for secondary implementations of Studio physics that keeps the time and resource investments manageable. We describe the history of Studio at CSM and characterize our progress via several metrics, including pre/post Conceptual Survey of Electricity and Magnetism (CSEM) scores, Colorado Learning About Science Survey scores (CLASS), exam scores, failure rates, and a variety of qualitative observations. Results suggest that Studio has increased student performance and satisfaction despite an aggressive expansion of class sizes in the past few years. Gains have been concentrated mostly in problem-solving skills and exam performance (as opposed to conceptual survey gains), in contrast to what has sometimes been seen in other studies.

Exophysics--A New Introductory Physics Course

ERIC Educational Resources Information Center

Mitchell, G. E.

1976-01-01

Provides the outline of an introductory college-level physics course which combines astronomy, astrophysics, relativity and communications with a study of civilizations and the conditions necessary for life. Student comments and an informal evaluation of the course are included. (CP)

Enhancing Direct Instruction on Introductory Physics for Supporting Students' Mental-Modeling Ability

ERIC Educational Resources Information Center

Mansyur, Jusman; Darsikin

2016-01-01

This paper describes an instructional design for introductory physics that integrates previous research results of physics problem-solving and the use of external representation into direct instruction (DI). The research is a part of research in obtaining an established instructional design to support mental-modeling ability. By integrating with…

Teaching Quantum Interpretations: Revisiting the Goals and Practices of Introductory Quantum Physics Courses

ERIC Educational Resources Information Center

Baily, Charles; Finkelstein, Noah D.

2015-01-01

Most introductory quantum physics instructors would agree that transitioning students from classical to quantum thinking is an important learning goal, but may disagree on whether or how this can be accomplished. Although (and perhaps because) physicists have long debated the physical interpretation of quantum theory, many instructors choose to…

Consideration of Learning Orientations as an Application of Achievement Goals in Evaluating Life Science Majors in Introductory Physics

ERIC Educational Resources Information Center

Mason, Andrew J.; Bertram, Charles A.

2018-01-01

When considering performing an Introductory Physics for Life Sciences course transformation for one's own institution, life science majors' achievement goals are a necessary consideration to ensure the pedagogical transformation will be effective. However, achievement goals are rarely an explicit consideration in physics education research topics…

Three Pedagogical Approaches to Introductory Physics Labs and Their Effects on Student Learning Outcomes

ERIC Educational Resources Information Center

Chambers, Timothy

2014-01-01

This dissertation presents the results of an experiment that measured the learning outcomes associated with three different pedagogical approaches to introductory physics labs. These three pedagogical approaches presented students with the same apparatus and covered the same physics content, but used different lab manuals to guide students through…

Exploring the Relationship between Self-Efficacy and Retention in Introductory Physics

ERIC Educational Resources Information Center

Sawtelle, Vashti; Brewe, Eric; Kramer, Laird H.

2012-01-01

The quantitative results of Sources of Self-Efficacy in Science Courses-Physics (SOSESC-P) are presented as a logistic regression predicting the passing of students in introductory Physics with Calculus I, overall as well as disaggregated by gender. Self-efficacy as a theory to explain human behavior change [Bandura [1977] "Psychological…

Understanding Introductory Students' Application of Integrals in Physics from Multiple Perspectives

ERIC Educational Resources Information Center

Hu, Dehui

2013-01-01

Calculus is used across many physics topics from introductory to upper-division level college courses. The concepts of differentiation and integration are important tools for solving real world problems. Using calculus or any mathematical tool in physics is much more complex than the straightforward application of the equations and algorithms that…

Effect of Scaffolding on Helping Introductory Physics Students Solve Quantitative Problems Involving Strong Alternative Conceptions

ERIC Educational Resources Information Center

Lin, Shih-Yin; Singh, Chandralekha

2015-01-01

It is well known that introductory physics students often have alternative conceptions that are inconsistent with established physical principles and concepts. Invoking alternative conceptions in the quantitative problem-solving process can derail the entire process. In order to help students solve quantitative problems involving strong…

Introductory Minicourse, Career Oriented Pre-Technical Physics. Preliminary Edition.

ERIC Educational Resources Information Center

Bullock, Bob; And Others

This minicourse was prepared for use with secondary physics students in the Dallas Independent School District. This is an introductory minicourse aimed at acquainting the student with the realm of physics so that the student can pursue further study by selecting those minicourses most relevant to his career needs and interests. The minicourse was…

African-American College Student Attitudes toward Physics and Their Effect on Achievement

ERIC Educational Resources Information Center

Drake, Carl Timothy

2009-01-01

The purpose of this study was to investigate factors affecting the attitudes that African-American college students have towards introductory college physics. The population targeted for this study consisted of African-American males and females enrolled in introductory college physics classes at an urban public historical black college or…

MAUVE: A New Strategy for Solving and Grading Physics Problems

ERIC Educational Resources Information Center

Hill, Nicole Breanne

2016-01-01

MAUVE (magnitude, answer, units, variables, and equations) is a framework and rubric to help students and teachers through the process of clearly solving and assessing solutions to introductory physics problems. Success in introductory physics often derives from an understanding of units, a command over dimensional analysis, and good bookkeeping.…

Learning as Accessing a Disciplinary Discourse: Integrating Academic Literacy into Introductory Physics through Collaborative Partnership

ERIC Educational Resources Information Center

Marshall, Delia; Conana, Honjiswa; Maclon, Rohan; Herbert, Mark; Volkwyn, Trevor

2011-01-01

This paper examines a collaborative partnership between discipline lecturers and an academic literacy practitioner in the context of undergraduate physics. Gee's sociocultural construct of Discourse is used as a framework for the design of an introductory physics course, explicitly framed around helping students access the disciplinary discourse…

Examining the Gender Gap in Introductory Physics

NASA Astrophysics Data System (ADS)

Kost, Lauren; Pollock, Steven; Finkelstein, Noah

2009-05-01

Our previous research[1] showed that despite the use of interactive engagement techniques in the introductory physics course, the gap in performance between males and females on a mechanics conceptual learning survey persisted from pre- to post-test, at our institution. Such findings were counter to previously published work[2]. Follow-up studies[3] identified correlations between student performance on the conceptual learning survey and students' prior physics and math knowledge and their incoming attitudes and beliefs about physics and learning physics. The results indicate that the gender gap at our institution is predominantly associated with differences in males' and females' previous physics and math knowledge, and attitudes and beliefs. Our current work extends these results in two ways: 1) we look at the gender gap in the second semester of the introductory sequence and find results similar to those in the first semester course and 2) we identify ways in which males and females differentially experience several aspects of the introductory course. [1] Pollock, et al, Phys Rev: ST: PER 3, 010107. [2] Lorenzo, et al, Am J Phys 74, 118. [3] Kost, et al, PERC Proceedings 2008.

Algebraic geometry and Bethe ansatz. Part I. The quotient ring for BAE

NASA Astrophysics Data System (ADS)

Jiang, Yunfeng; Zhang, Yang

2018-03-01

In this paper and upcoming ones, we initiate a systematic study of Bethe ansatz equations for integrable models by modern computational algebraic geometry. We show that algebraic geometry provides a natural mathematical language and powerful tools for understanding the structure of solution space of Bethe ansatz equations. In particular, we find novel efficient methods to count the number of solutions of Bethe ansatz equations based on Gröbner basis and quotient ring. We also develop analytical approach based on companion matrix to perform the sum of on-shell quantities over all physical solutions without solving Bethe ansatz equations explicitly. To demonstrate the power of our method, we revisit the completeness problem of Bethe ansatz of Heisenberg spin chain, and calculate the sum rules of OPE coefficients in planar N=4 super-Yang-Mills theory.

Overcoming Students' Misconceptions Concerning Thermal Physics with the Aid of Hints and Peer Interaction during a Lecture Course

ERIC Educational Resources Information Center

Leinonen, Risto; Asikainen, Mervi A.; Hirvonen, Pekka E.

2013-01-01

As has been shown by previous research, students may possess various misconceptions in the area of thermal physics. In order to help them overcome misconceptions observed prior to instruction, we implemented a one-hour lecture-based intervention in their introductory thermal physics course. The intervention was held after the conventional lectures…

Students' Understanding and Application of the Area under the Curve Concept in Physics Problems

ERIC Educational Resources Information Center

Nguyen, Dong-Hai; Rebello, N. Sanjay

2011-01-01

This study investigates how students understand and apply the area under the curve concept and the integral-area relation in solving introductory physics problems. We interviewed 20 students in the first semester and 15 students from the same cohort in the second semester of a calculus-based physics course sequence on several problems involving…

Measurement theory in local quantum physics

DOE Office of Scientific and Technical Information (OSTI.GOV)

Okamura, Kazuya, E-mail: okamura@math.cm.is.nagoya-u.ac.jp; Ozawa, Masanao, E-mail: ozawa@is.nagoya-u.ac.jp

In this paper, we aim to establish foundations of measurement theory in local quantum physics. For this purpose, we discuss a representation theory of completely positive (CP) instruments on arbitrary von Neumann algebras. We introduce a condition called the normal extension property (NEP) and establish a one-to-one correspondence between CP instruments with the NEP and statistical equivalence classes of measuring processes. We show that every CP instrument on an atomic von Neumann algebra has the NEP, extending the well-known result for type I factors. Moreover, we show that every CP instrument on an injective von Neumann algebra is approximated bymore » CP instruments with the NEP. The concept of posterior states is also discussed to show that the NEP is equivalent to the existence of a strongly measurable family of posterior states for every normal state. Two examples of CP instruments without the NEP are obtained from this result. It is thus concluded that in local quantum physics not every CP instrument represents a measuring process, but in most of physically relevant cases every CP instrument can be realized by a measuring process within arbitrary error limits, as every approximately finite dimensional von Neumann algebra on a separable Hilbert space is injective. To conclude the paper, the concept of local measurement in algebraic quantum field theory is examined in our framework. In the setting of the Doplicher-Haag-Roberts and Doplicher-Roberts theory describing local excitations, we show that an instrument on a local algebra can be extended to a local instrument on the global algebra if and only if it is a CP instrument with the NEP, provided that the split property holds for the net of local algebras.« less

Developing Web-Oriented Homework System to Assess Students' Introductory Physics Course Performance and Compare to Paper-Based Peer Homework

ERIC Educational Resources Information Center

Demirci, Neset

2006-01-01

The World Wide Web influences education and our lives in many ways. Nowadays, Web-based homework has been becoming widespread practice in physics courses and some other courses as well. Although are some disputes whether this is an encouraging or risky development for student learning, there is limited research assessing the pedagogical effect of…

Effectiveness of different tutorial recitation teaching methods and its implications for TA training

NASA Astrophysics Data System (ADS)

Endorf, Robert

2008-04-01

We present results from a comparative study of student understanding for students who attended recitation classes that used different teaching methods. The purpose of the study was to evaluate which teaching methods would be the most effective for recitation classes associated with large lectures in introductory physics courses. Student volunteers from our introductory calculus-based physics course at the University of Cincinnati attended a special recitation class that was taught using one of four different teaching methods. A total of 272 students were divided into approximately equal groups for each method. Students in each class were taught the same topic, ``Changes in Energy and Momentum,'' from ``Tutorials in Introductory Physics'' by Lillian McDermott, Peter Shaffer and the Physics Education Group at the University of Washington. The different teaching methods varied in the amount of student and teacher engagement. Student understanding was evaluated through pretests and posttests. Our results demonstrate the importance of the instructor's role in teaching recitation classes. The most effective teaching method was for students working in cooperative learning groups with the instructors questioning the groups using Socratic dialogue. In addition, we investigated student preferences of modes of instruction through an open-ended survey. Our results provide guidance and evidence for the teaching methods which should be emphasized in training course instructors.

Numerical algebraic geometry: a new perspective on gauge and string theories

NASA Astrophysics Data System (ADS)

Mehta, Dhagash; He, Yang-Hui; Hauensteine, Jonathan D.

2012-07-01

There is a rich interplay between algebraic geometry and string and gauge theories which has been recently aided immensely by advances in computational algebra. However, symbolic (Gröbner) methods are severely limited by algorithmic issues such as exponential space complexity and being highly sequential. In this paper, we introduce a novel paradigm of numerical algebraic geometry which in a plethora of situations overcomes these shortcomings. The so-called `embarrassing parallelizability' allows us to solve many problems and extract physical information which elude symbolic methods. We describe the method and then use it to solve various problems arising from physics which could not be otherwise solved.

Laboratory Activity: Specific Heat by Change in Internal Energy of Silly Putty

ERIC Educational Resources Information Center

Koser, John

2011-01-01

Students in introductory physics courses often don't study thermodynamics or thermodynamic events. If any thermal physics is taught in introductory courses (e.g., Physics 101 for Liberal Arts Majors), it usually involves the concepts of specific heat and various temperature scales. Seldom are the first and second laws of thermodynamics taught in…

Yangians in Integrable Field Theories, Spin Chains and Gauge-String Dualities

NASA Astrophysics Data System (ADS)

Spill, Fabian

In the following paper, which is based on the author's PhD thesis submitted to Imperial College London, we explore the applicability of Yangian symmetry to various integrable models, in particular, in relation with S-matrices. One of the main themes in this work is that, after a careful study of the mathematics of the symmetry algebras one finds that in an integrable model, one can directly reconstruct S-matrices just from the algebra. It has been known for a long time that S-matrices in integrable models are fixed by symmetry. However, Lie algebra symmetry, the Yang-Baxter equation, crossing and unitarity, which constrain the S-matrix in integrable models, are often taken to be separate, independent properties of the S-matrix. Here, we construct scattering matrices purely from the Yangian, showing that the Yangian is the right algebraic object to unify all required symmetries of many integrable models. In particular, we reconstruct the S-matrix of the principal chiral field, and, up to a CDD factor, of other integrable field theories with 𝔰𝔲(n) symmetry. Furthermore, we study the AdS/CFT correspondence, which is also believed to be integrable in the planar limit. We reconstruct the S-matrices at weak and at strong coupling from the Yangian or its classical limit. We give a pedagogical introduction into the subject, presenting a unified perspective of Yangians and their applications in physics. This paper should hence be accessible to mathematicians who would like to explore the application of algebraic objects to physics as well as to physicists interested in a deeper understanding of the mathematical origin of physical quantities.

"Dissection" of a Hair Dryer

ERIC Educational Resources Information Center

Eisenstein, Stan; Simpson, Jeff

2008-01-01

The electrical design of the common hair dryer is based almost entirely on relatively simple principles learned in introductory physics classes. Just as biology students dissect a frog to see the principles of anatomy in action, physics students can "dissect" a hair dryer to see how principles of electricity are used in a real system. They can…

Secondary Implementation of Interactive Engagement Teaching Techniques: Choices and Challenges in a Gulf Arab Context

ERIC Educational Resources Information Center

Hitt, G. W.; Isakovic, A. F.; Fawwaz, O.; Bawa'aneh, M. S.; El-Kork, N.; Makkiyil, S.; Qattan, I. A.

2014-01-01

We report on efforts to design the "Collaborative Workshop Physics" (CWP) instructional strategy to deliver the first interactive engagement (IE) physics course at Khalifa University of Science, Technology and Research (KU), United Arab Emirates (UAE). To our knowledge, this work reports the first calculus-based, introductory mechanics…

Effects of Instructional Preparation Strategies on Problem Solving in a Web-Based Learning Environment

ERIC Educational Resources Information Center

Lee, Young-Jin

2010-01-01

This study reports the effects of different types of instructional preparation strategies on the problem solving performance of college students taking an introductory physics class. Students were divided into four equally skilled groups and solved the same physics problems after receiving different instructional preparations (engaging in…

Learning, Retention, and Forgetting of Newton's Third Law throughout University Physics

ERIC Educational Resources Information Center

Sayre, Eleanor C.; Franklin, Scott V.; Dymek, Stephanie; Clark, Jessica; Sun, Yifei

2012-01-01

We present data from a between-student study on student response to questions on Newton's third law given in two introductory calculus-based physics classes (Mechanics and Electromagnetism) at a large northeastern university. Construction of a response curve reveals subtle dynamics in student learning not capturable by pretesting and post-testing.…

Designing for Enhanced Conceptual Understanding in an Online Physics Course

ERIC Educational Resources Information Center

Dunlap, Joanna C.; Furtak, Thomas E.; Tucker, Susan A.

2009-01-01

The calculus-based, introductory physics course is the port of entry for any student interested in pursuing a college degree in the sciences, mathematics, or engineering. There is increasing demand for online delivery options that make the course more widely available, especially those that use best practices in student engagement. However,…

Gender Differences in Introductory University Physics Performance: The Influence of High School Physics Preparation and Affect

NASA Astrophysics Data System (ADS)

Hazari, Zahra

2006-12-01

The attrition of females studying physics after high school has been a continuing concern for the physics education community. If females are well prepared, feel confident, and do well in introductory college physics, they may be inclined to study physics further. This quantitative study uses HLM to identify factors from high school physics preparation (content, pedagogy, and assessment) and the affective domain that predict female and male performance in introductory college physics. The study includes controls for student demographic and academic background characteristics, and the final dataset consists of 1973 surveys from 54 introductory college physics classes. The results highlight high school physics and affective experiences that differentially predict female and male performance. These experiences include: learning requirements, computer graphing/analysis, long written problems, everyday world examples, community projects cumulative tests/quizzes, father's encouragement, family's belief that science leads to a better career, and the length of time students believe that high school physics would help in university physics. There were also experiences that similarly predict female and male performance. The results paint a dynamic picture of the factors from high school physics and the affective domain that influence the future physics performance of females and males. The implication is that there are many aspects to the teaching of physics in high school that, although widely used and thought to be effective, need reform in their implementation in order to be fully beneficial to females and/or males in college.

Physlets and Web-based Physics Curricular Material

NASA Astrophysics Data System (ADS)

Cain, L. S.; Boye, D. M.; Christian, W.

1998-11-01

The WWW provides the most uniformly standardized and stable mode of networked information sharing available to date. Physlets, scriptable Java applets specific to physics pedagogy, provide the source around which interactive exercises can be created across the physics curriculum. We have developed WWW-based curricular materials appropriate for courses at the introductory and intermediate level. These include interactive demonstrations, homework assignments, pre-lab and post-lab exercises. A variety of examples, which have been used in courses in musical technology, general physics, physics for non-science majors, and modern physics, will be discussed.

Examining the Conceptual Organization of Students in an Integrated Algebra and Physical Science Class.

ERIC Educational Resources Information Center

Westbrook, Susan L.

1998-01-01

Compares the conceptual organization of students in an integrated algebra and physical science class (SAM 9) with that of students in a discipline-specific physical science class (PSO). Analysis of students' concept maps indicates that the SAM9 students used a greater number of procedural linkages to connect mathematics and science concepts than…

From F = ma to Flying Squirrels: Curricular Change in an Introductory Physics Course

PubMed Central

O’Shea, Brian; Terry, Laura; Benenson, Walter

2013-01-01

We present outcomes from curricular changes made to an introductory calculus-based physics course whose audience is primarily life sciences majors, the majority of whom plan to pursue postbaccalaureate studies in medical and scientific fields. During the 2011–2012 academic year, we implemented a Physics of the Life Sciences curriculum centered on a draft textbook that takes a novel approach to teaching physics to life sciences majors. In addition, substantial revisions were made to the homework and hands-on components of the course to emphasize the relationship between physics and the life sciences and to help the students learn to apply physical intuition to life sciences–oriented problems. Student learning and attitudinal outcomes were assessed both quantitatively, using standard physics education research instruments, and qualitatively, using student surveys and a series of postsemester interviews. Students experienced high conceptual learning gains, comparable to other active learning–based physics courses. Qualitatively, a substantial fraction of interviewed students reported an increased interest in physics relative to the beginning of the semester. Furthermore, more than half of students self-reported that they could now relate physics topics to their majors and future careers, with interviewed subjects demonstrating a high level of ability to come up with examples of how physics affects living organisms and how it helped them to better understand content presented in courses in their major. PMID:23737630

From F = ma to flying squirrels: curricular change in an introductory physics course.

PubMed

O'Shea, Brian; Terry, Laura; Benenson, Walter

2013-06-01

We present outcomes from curricular changes made to an introductory calculus-based physics course whose audience is primarily life sciences majors, the majority of whom plan to pursue postbaccalaureate studies in medical and scientific fields. During the 2011-2012 academic year, we implemented a Physics of the Life Sciences curriculum centered on a draft textbook that takes a novel approach to teaching physics to life sciences majors. In addition, substantial revisions were made to the homework and hands-on components of the course to emphasize the relationship between physics and the life sciences and to help the students learn to apply physical intuition to life sciences-oriented problems. Student learning and attitudinal outcomes were assessed both quantitatively, using standard physics education research instruments, and qualitatively, using student surveys and a series of postsemester interviews. Students experienced high conceptual learning gains, comparable to other active learning-based physics courses. Qualitatively, a substantial fraction of interviewed students reported an increased interest in physics relative to the beginning of the semester. Furthermore, more than half of students self-reported that they could now relate physics topics to their majors and future careers, with interviewed subjects demonstrating a high level of ability to come up with examples of how physics affects living organisms and how it helped them to better understand content presented in courses in their major.

Does interactive instruction in introductory physics impact long-term outcomes for students?

NASA Astrophysics Data System (ADS)

Gordon, Vernita

Early college classroom experiences contribute greatly to students leaving STEM majors. Peer instruction is a research-based pedagogy in which students, in small groups in the classroom, discuss concepts and work short problems. A single study at Harvard found that taking peer-instruction introductory physics also increases persistence in science majors. To what degree, if at all, peer instruction helps retention and performance for STEM majors at large public institutions (like University of Texas, Austin) is not known. Here I describe the results of a retrospective pilot study comparing outcomes for students who took different sections of the same calculus-based introductory mechanics course in Fall 2012 and Fall 2014. Compared with traditional lecture sections, peer-instruction sections had a 50% lower drop rate, a 40% / 55% higher rate of enrollment in the 2nd/ 3rd courses in the sequence, and, for the Fall 2012 cohort, a 74% / 165% higher rate of graduating from UT Austin / the UT Austin College of Natural Sciences by Fall 2015. I will discuss weaknesses of this retrospective pilot study and present plans for an intentionally-designed study to be implemented beginning Fall 2017.

Assessing the impact of representational and contextual problem features on student use of right-hand rules

NASA Astrophysics Data System (ADS)

Kustusch, Mary Bridget

2016-06-01

Students in introductory physics struggle with vector algebra and these challenges are often associated with contextual and representational features of the problems. Performance on problems about cross product direction is particularly poor and some research suggests that this may be primarily due to misapplied right-hand rules. However, few studies have had the resolution to explore student use of right-hand rules in detail. This study reviews literature in several disciplines, including spatial cognition, to identify ten contextual and representational problem features that are most likely to influence performance on problems requiring a right-hand rule. Two quantitative measures of performance (correctness and response time) and two qualitative measures (methods used and type of errors made) were used to explore the impact of these problem features on student performance. Quantitative results are consistent with expectations from the literature, but reveal that some features (such as the type of reasoning required and the physical awkwardness of using a right-hand rule) have a greater impact than others (such as whether the vectors are placed together or separate). Additional insight is gained by the qualitative analysis, including identifying sources of difficulty not previously discussed in the literature and revealing that the use of supplemental methods, such as physically rotating the paper, can mitigate errors associated with certain features.

Exploring Student Learning Profiles in Algebra-Based Studio Physics: A Person-Centered Approach

ERIC Educational Resources Information Center

Pond, Jarrad W. T.; Chini, Jacquelyn J.

2017-01-01

In this study, we explore the strategic self-regulatory and motivational characteristics of students in studio-mode physics courses at three universities with varying student populations and varying levels of success in their studio-mode courses. We survey students using questions compiled from several existing questionnaires designed to measure…

Optimizing Introductory Physics for the Life Sciences: Placing Physics in Biological Context

NASA Astrophysics Data System (ADS)

Crouch, Catherine

2014-03-01

Physics is a critical foundation for today's life sciences and medicine. However, the physics content and ways of thinking identified by life scientists as most important for their fields are often not taught, or underemphasized, in traditional introductory physics courses. Furthermore, such courses rarely give students practice using physics to understand living systems in a substantial way. Consequently, students are unlikely to recognize the value of physics to their chosen fields, or to develop facility in applying physics to biological systems. At Swarthmore, as at several other institutions engaged in reforming this course, we have reorganized the introductory course for life science students around touchstone biological examples, in which fundamental physics contributes significantly to understanding biological phenomena or research techniques, in order to make explicit the value of physics to the life sciences. We have also focused on the physics topics and approaches most relevant to biology while seeking to develop rigorous qualitative reasoning and quantitative problem solving skills, using established pedagogical best practices. Each unit is motivated by and culminates with students analyzing one or more touchstone examples. For example, in the second semester we emphasize electric potential and potential difference more than electric field, and start from students' typically superficial understanding of the cell membrane potential and of electrical interactions in biochemistry to help them develop a more sophisticated understanding of electric forces, field, and potential, including in the salt water environment of life. Other second semester touchstones include optics of vision and microscopes, circuit models for neural signaling, and magnetotactic bacteria. When possible, we have adapted existing research-based curricular materials to support these examples. This talk will describe the design and development process for this course, give examples of materials, and present initial assessment data evaluating both content learning and student attitudes.

Beta-Test Data On An Assessment Of Textbook Problem Solving Ability: An Argument For Right/Wrong Grading?

NASA Astrophysics Data System (ADS)

Cummings, Karen; Marx, Jeffrey D.

2010-10-01

We have developed an assessment of students' ability to solve standard textbook style problems and are currently engaged in the validation and revision process. The assessment covers the topics of force and motion, conservation of momentum and conservation of energy at a level consistent with most calculus-based, introductory physics courses. This tool is discussed in more detail in an accompanying paper by Marx and Cummings. [1] Here we present preliminary beta-test data collected at four schools during the 2009/2010 academic year. Data include both pre- and post-instruction results for introductory physics courses as well as results for physics majors in later years. In addition, we present evidence that right/wrong grading may well be a perfectly acceptable grading procedure for a course-level assessment of this type.

First order error corrections in common introductory physics experiments

NASA Astrophysics Data System (ADS)

Beckey, Jacob; Baker, Andrew; Aravind, Vasudeva; Clarion Team

As a part of introductory physics courses, students perform different standard lab experiments. Almost all of these experiments are prone to errors owing to factors like friction, misalignment of equipment, air drag, etc. Usually these types of errors are ignored by students and not much thought is paid to the source of these errors. However, paying attention to these factors that give rise to errors help students make better physics models and understand physical phenomena behind experiments in more detail. In this work, we explore common causes of errors in introductory physics experiment and suggest changes that will mitigate the errors, or suggest models that take the sources of these errors into consideration. This work helps students build better and refined physical models and understand physics concepts in greater detail. We thank Clarion University undergraduate student grant for financial support involving this project.

MAUVE: A New Strategy for Solving and Grading Physics Problems

NASA Astrophysics Data System (ADS)

Hill, Nicole Breanne

2016-05-01

MAUVE (magnitude, answer, units, variables, and equations) is a framework and rubric to help students and teachers through the process of clearly solving and assessing solutions to introductory physics problems. Success in introductory physics often derives from an understanding of units, a command over dimensional analysis, and good bookkeeping. I developed MAUVE for an introductory-level environmental physics course as an easy-to-remember checklist to help students construct organized and thoughtful solutions to physics problems. Environmental physics is a core physics course for environmental and sustainability science (ESS) majors that teaches principles of radiation, thermodynamics, and mechanics within the context of the environment and sustainable energy systems. ESS student concentrations include environmental biology, applied ecology, biogeochemistry, and natural resources. The MAUVE rubric, inspired by nature, has encouraged my students to produce legible and tactical work, and has significantly clarified the grading process.

A note on derivations of Murray-von Neumann algebras.

PubMed

Kadison, Richard V; Liu, Zhe

2014-02-11

A Murray-von Neumann algebra is the algebra of operators affiliated with a finite von Neumann algebra. In this article, we first present a brief introduction to the theory of derivations of operator algebras from both the physical and mathematical points of view. We then describe our recent work on derivations of Murray-von Neumann algebras. We show that the "extended derivations" of a Murray-von Neumann algebra, those that map the associated finite von Neumann algebra into itself, are inner. In particular, we prove that the only derivation that maps a Murray-von Neumann algebra associated with a factor of type II1 into that factor is 0. Those results are extensions of Singer's seminal result answering a question of Kaplansky, as applied to von Neumann algebras: The algebra may be noncommutative and may even contain unbounded elements.

P3: a practice focused learning environment

NASA Astrophysics Data System (ADS)

Irving, Paul W.; Obsniuk, Michael J.; Caballero, Marcos D.

2017-09-01

There has been an increased focus on the integration of practices into physics curricula, with a particular emphasis on integrating computation into the undergraduate curriculum of scientists and engineers. In this paper, we present a university-level, introductory physics course for science and engineering majors at Michigan State University called P3 (projects and practices in physics) that is centred around providing introductory physics students with the opportunity to appropriate various science and engineering practices. The P3 design integrates computation with analytical problem solving and is built upon a curriculum foundation of problem-based learning, the principles of constructive alignment and the theoretical framework of community of practice. The design includes an innovative approach to computational physics instruction, instructional scaffolds, and a unique approach to assessment that enables instructors to guide students in the development of the practices of a physicist. We present the very positive student related outcomes of the design gathered via attitudinal and conceptual inventories and research interviews of students’ reflecting on their experiences in the P3 classroom.

Assessing Inquiry in Physical Geology Laboratory Manuals

ERIC Educational Resources Information Center

Ryker, Katherine D.; McConnell, David A.

2017-01-01

Many agencies, organizations, and researchers have called for the incorporation of inquiry-based learning in college classrooms. Providing inquiry-based activities in laboratory courses is one way to promote reformed, student-centered teaching in introductory geoscience courses. However, the literature on inquiry has relatively few geoscience…

How Gender and Reformed Introductory Physics Impacts Student Success in Advanced Physics Courses and Continuation in the Physics Major

ERIC Educational Resources Information Center

Rodriguez, Idaykis; Potvin, Geoff; Kramer, Laird H.

2016-01-01

Active-learning approaches to teaching introductory physics have been found to improve student learning and affective gains on short-term outcomes [S. Freeman et al., "Proc. Natl. Acad. Sci. U.S.A. 111," 8410 (2014)]; however, whether or not the benefits of active learning impact women to the same degree as men has been a point of…

Teaching introductory undergraduate physics using commercial video games

NASA Astrophysics Data System (ADS)

Mohanty, Soumya D.; Cantu, Sergio

2011-09-01

Commercial video games are increasingly using sophisticated physics simulations to create a more immersive experience for players. This also makes them a powerful tool for engaging students in learning physics. We provide some examples to show how commercial off-the-shelf games can be used to teach specific topics in introductory undergraduate physics. The examples are selected from a course taught predominantly through the medium of commercial video games.

Addressing Gender Disparity in Introductory Physics Courses: Are existing reforms enough?

NASA Astrophysics Data System (ADS)

Finkelstein, Noah; Pollock, Steven; Dubson, Michael

2007-03-01

Previously researchers have reported that by transforming teaching practices in introductory physics, it is possible to eliminate the disparity in achievement of males and females on measures of conceptual learning. [1] We follow-up on the studies of the original researchers by comparing achievement of male and female students on measures of conceptual learning in the introductory physics courses at a large public research university. Just as the original authors find, we observe that reform teaching practices, such as the use of Peer Instruction [2] increase the learning gains of all students in introductory physics. Additionally, we observe a significant reduction in this gender gap in learning gains in some but not all of our transformed courses. Notably, however, the gender gap does not completely disappear in any of our courses. In addition to discussing learning gains, we analyze shifts in student beliefs [3] and examine correlations between student beliefs and learning gains. [1] Lorenzo, M et al. (2006).Am. J. Phys. 74(2): 118-122 [2] Mazur, E. (1997). Peer Instruction (Prentice Hall). [3] Adams, W.K et al. Physical Review, ST:PER. 2,1,010101.

Barriers to Teaching Introductory Physical Geography Online

ERIC Educational Resources Information Center

Ritter, Michael E.

2012-01-01

Learning geography online is becoming an option for more students but not without controversy. Issues of faculty resources, logistics, professional recognition, and pedagogical concerns are cited as barriers to teaching online. Offering introductory physical geography online presents special challenges. As a general education course, an…

Improving students' understanding of quantum mechanics

NASA Astrophysics Data System (ADS)

Zhu, Guangtian

2011-12-01

Learning physics is challenging at all levels. Students' difficulties in the introductory level physics courses have been widely studied and many instructional strategies have been developed to help students learn introductory physics. However, research shows that there is a large diversity in students' preparation and skills in the upper-level physics courses and it is necessary to provide scaffolding support to help students learn advanced physics. This thesis explores issues related to students' common difficulties in learning upper-level undergraduate quantum mechanics and how these difficulties can be reduced by research-based learning tutorials and peer instruction tools. We investigated students' difficulties in learning quantum mechanics by administering written tests and surveys to many classes and conducting individual interviews with a subset of students. Based on these investigations, we developed Quantum Interactive Learning Tutorials (QuILTs) and peer instruction tools to help students build a hierarchical knowledge structure of quantum mechanics through a guided approach. Preliminary assessments indicate that students' understanding of quantum mechanics is improved after using the research-based learning tools in the junior-senior level quantum mechanics courses. We also designed a standardized conceptual survey that can help instructors better probe students' understanding of quantum mechanics concepts in one spatial dimension. The validity and reliability of this quantum mechanics survey is discussed.

Experimenting with brass musical instruments

NASA Astrophysics Data System (ADS)

Lo Presto, Michael C.

2003-07-01

With the aid of microcomputer hardware and software for the introductory physics laboratory, I have developed several experiments dealing with the properties of brass musical instruments that could be used when covering sound anywhere from an introductory physics laboratory to a course in musical acoustics, or even independent studies. The results of these experiments demonstrate in a quantitative fashion the effects of the mouthpiece and bell on the frequencies of the sound waves and thus the musical pitches produced. Most introductory sources only discuss these effects qualitatively.

Elliptic surface grid generation on minimal and parmetrized surfaces

NASA Technical Reports Server (NTRS)

Spekreijse, S. P.; Nijhuis, G. H.; Boerstoel, J. W.

1995-01-01

An elliptic grid generation method is presented which generates excellent boundary conforming grids in domains in 2D physical space. The method is based on the composition of an algebraic and elliptic transformation. The composite mapping obeys the familiar Poisson grid generation system with control functions specified by the algebraic transformation. New expressions are given for the control functions. Grid orthogonality at the boundary is achieved by modification of the algebraic transformation. It is shown that grid generation on a minimal surface in 3D physical space is in fact equivalent to grid generation in a domain in 2D physical space. A second elliptic grid generation method is presented which generates excellent boundary conforming grids on smooth surfaces. It is assumed that the surfaces are parametrized and that the grid only depends on the shape of the surface and is independent of the parametrization. Concerning surface modeling, it is shown that bicubic Hermite interpolation is an excellent method to generate a smooth surface which is passing through a given discrete set of control points. In contrast to bicubic spline interpolation, there is extra freedom to model the tangent and twist vectors such that spurious oscillations are prevented.

Student Understanding of Cross Product Direction and Use of Right-hand Rules: An Exploration of Representation and Context-dependence

NASA Astrophysics Data System (ADS)

Kustusch, Mary Bridget

2011-12-01

Students in introductory physics struggle with vector algebra and with cross product direction in particular. Some have suggested that this may be due to misapplied right-hand rules, but there are few studies that have had the resolution to explore this. Additionally, previous research on student understanding has noted several kinds of representation-dependence of student performance with vector algebra in both physics and non-physics (or math) contexts (e.g. Hawkins et al., 2009; Van Deventer, 2008). Yet with few exceptions (e.g. Scaife and Heckler, 2010), these findings have not been applied to cross product direction questions or the use of right-hand rules. Also, the extensive work in spatial cognition is particularly applicable to cross product direction due to the spatial and kinesthetic nature of the right-hand rule. A synthesis of the literature from these various fields reveals four categories of problem features likely to impact the understanding of cross product direction: (1) the type of reasoning required, (2) the orientation of the vectors, (3) the need for parallel transport, and (4) the physics context and features (or lack thereof). These features formed the basis of the present effort to systematically explore the context-dependence and representation- dependence of student performance on cross product direction questions. This study used a mix of qualitative and quantitative techniques to analyze twenty-seven individual think-aloud interviews. During these interviews, second semester introductory physics students answered 80-100 cross product direction questions in different contexts and with varying problem features. These features were then used as the predictors in regression analyses for correctness and response time. In addition, each problem was coded for the methods used and the errors made to gain a deeper understanding of student behavior and the impact of these features. The results revealed a wide variety of methods (including six different right-hand rules), many different types of errors, and significant context-dependence and representation-dependence for the features mentioned above. Problems that required reasoning backward to find A⃗ (for C⃗=A⃗ xB⃗ ) presented the biggest challenge for students. Participants who recognized the non-commutativity of the cross product would often reverse the order ( B⃗xA⃗ ) on these problems. Also, this error occurred less frequently when a Guess and Check method was used in addition to the right-hand rule. Three different aspects of orientation had a significant impact on performance: (1) the physical discomfort of using a right-hand rule, (2) the plane of the given vectors, and to a lesser extent, (3) the angle between the vectors. One participant was more likely to switch the order of the vectors for the physically awkward orientations than for the physically easy orientations; and there was evidence that some of the difficulty with vector orientations that were not in the xy-plane was due to misinterpretations of the into and out of the page symbols. The impact of both physical discomfort and the plane of the vectors was reduced when participants rotated the paper. Unlike other problem features, the issue of parallel transport did not appear to be nearly as prevalent for cross product direction as it is for vector addition and subtraction. In addition to these findings, this study confirmed earlier findings regarding physics difficulties with magnetic field and magnetic force, such as differences in performance based on the representation of magnetic field (Scaife and Heckler, 2010) and confusion between electric and magnetic fields (Maloney et al., 2001). It also provided evidence of physics difficulties with magnetic field and magnetic force that have been suspected but never explored, specifically the impact of the sign of the charge and the observation location. This study demonstrated that student difficulty with cross product direction is not as simple as misapplied right-hand rules, although this is an issue. Student behavior on cross product direction questions is significantly dependent on both the context of the question and the representation of various problem features. Although more research is necessary, particularly in regard to individual differences, this study represents a significant step forward in our understanding of student difficulties with cross product direction.

The Physlet Approach to Simulation Design

NASA Astrophysics Data System (ADS)

Christian, Wolfgang; Belloni, Mario; Esquembre, Francisco; Mason, Bruce A.; Barbato, Lyle; Riggsbee, Matt

2015-10-01

Over the past two years, the AAPT/ComPADRE staff and the Open Source Physics group have published the second edition of Physlet Physics and Physlet Quantum Physics, delivered as interactive web pages on AAPT/ComPADRE and as free eBooks available through iTunes and Google Play. These two websites, and their associated books, add over 1000 interactive exercises for the teaching of introductory physics, introductory and intermediate modern physics, and quantum mechanics to AAPT/ComPADRE.

Making the Introductory Meteorology Class Relevant in a Minority Serving Community College

NASA Astrophysics Data System (ADS)

Marchese, P. J.; Tremberger, G.; Bluestone, C.

2008-12-01

Queensborough Community College (QCC), a constituent campus of the City University of New York (CUNY), has modified the introductory Meteorology Class lecture and lab to include active learning activities and discovery based learning. The modules were developed at QCC and other 4 year colleges and designed to introduce basic physical concepts important in meteorology. The modules consisted of either interactive lecture demonstrations or discovery-based activities. The discovery based activities are intended to have students become familiar with scientific investigation. Students engage in formulating hypotheses, developing and carrying out experiments, and analyzing scientific data. These activities differ from traditional lab experiments in that they avoid "cookbook" procedures and emphasize having the students learn about physical concepts by applying the scientific method. During the interactive lecture demonstrations the instructor describes an experiment/phenomenon that is to be demonstrated in class. Students discuss the phenomenon based on their experiences and make a prediction about the outcome. The class then runs the experiment, makes observations, and compares the expected results to the actual outcome. As a result of these activities students in the introductory Meteorology class scored higher in exams questions measuring conceptual understanding, as well as factual knowledge. Lower scoring students demonstrated the greatest benefit, while the better students had little (or no) changes. All students also had higher self-efficacy scores after the intervention, compared to an unmodified class.

Evaluating Introductory Physics Classes in Light of the ABET Criteria: An Example from the SCALE-UP Project.

ERIC Educational Resources Information Center

Saul, Jeffery M.; Deardorff, Duane L.; Abbott, David S.; Allain, Rhett J.; Beichner, Robert J.

The Student-Centered Activities for Large Enrollment University Physics (SCALE-UP) project at North Carolina State University (NCSU) is developing a curriculum to promote learning through in-class group activities in introductory physics classes up to 100 students. The authors are currently in Phase II of the project using a specially designed…

Life Science Students' Attitudes, Interest, and Performance in Introductory Physics for Life Sciences: An Exploratory Study

ERIC Educational Resources Information Center

Crouch, Catherine H.; Wisittanawat, Panchompoo; Cai, Ming; Renninger, K. Ann

2018-01-01

In response to national calls for improved physical sciences education for students pursuing careers in the life sciences and medicine, reformed introductory physics for life sciences (IPLS) courses are being developed. This exploratory study is among the first to assess the effect of an IPLS course on students' attitudes, interest, and…

Too Early for Physics? Effect of Class Meeting Time on Student Evaluations of Teaching in Introductory Physics

ERIC Educational Resources Information Center

Tobin, R. G.

2017-01-01

This paper reports observations that show a significant effect of class meeting time on student evaluations of teaching for an introductory college physics class. Students in a lecture section with an early-morning meeting time gave the class and instructors consistently lower ratings than those in an otherwise nearly identical section that met an…

Semantics in Teaching Introductory Physics.

ERIC Educational Resources Information Center

Williams, H. Thomas

1999-01-01

Contends that the large vocabulary used for precise purposes in physics contains many words that have related but potentially confusing meanings in everyday usage. Analyzes the treatment of Newton's Laws of Motion in several well-known introductory textbooks for evidence of inconsistent language use. Makes teaching suggestions. (Contains 11…

A note on derivations of Murray–von Neumann algebras

PubMed Central

Kadison, Richard V.; Liu, Zhe

2014-01-01

A Murray–von Neumann algebra is the algebra of operators affiliated with a finite von Neumann algebra. In this article, we first present a brief introduction to the theory of derivations of operator algebras from both the physical and mathematical points of view. We then describe our recent work on derivations of Murray–von Neumann algebras. We show that the “extended derivations” of a Murray–von Neumann algebra, those that map the associated finite von Neumann algebra into itself, are inner. In particular, we prove that the only derivation that maps a Murray–von Neumann algebra associated with a factor of type II1 into that factor is 0. Those results are extensions of Singer’s seminal result answering a question of Kaplansky, as applied to von Neumann algebras: The algebra may be noncommutative and may even contain unbounded elements. PMID:24469831

Inquiry-Based Pre-Engineering Activities for K-4 Students

ERIC Educational Resources Information Center

Perrin, Michele

2004-01-01

This paper uses inquiry-based learning to introduce primary students to the concepts and terminology found in four introductory engineering courses: Differential Equations, Circuit Analysis, Thermodynamics, and Dynamics. Simple electronic sensors coupled with everyday objects, such as a troll doll, demonstrate and reinforce the physical principles…

Assessing the Effectiveness of E-learning Integration in College Physics in the Alamo Community Colleges District

NASA Astrophysics Data System (ADS)

Zhou, Qiaoying

Academic achievement and student participation in physics are lower than desired. Research has shown that there is a shortage of college students entering science and technology fields such as physics. E-learning may provide the technology-oriented Net Generation learner an option for taking courses such as physics in a course modality with which they are most comfortable thus garnering more participation and higher academic achievement. A quantitative ex-post facto study was performed to compare face-to-face and E-learning modalities on course completion and physics achievement for an entire introductory physics course. The theoretical framework for this study was based on the constructivist theory of education that implies a student-centered learning process. The sample consisted of 116 students enrolled in introductory physics courses at four 2-year community colleges in Texas. Course completion, SAT scores, Force Concept Inventory examination scores, as well as demographic information and employment information were examined. Linear and ordinal multiple regression analysis were used to determine if course modality is predictive of physics achievement while controlling for general scholastic aptitude, current employment, the presence of children in the home, and teacher evaluations. The results showed that students in the E-learning course performed better on the Force Concept Inventory than those in the traditional course both in the multiple regression analysis, beta = .61, p < .001, and in the ordinal regression analysis, Wald(1) = 18.83, p < .001. A chi-square test was used to determine if course completion rates differ between students in the two course modalities. The results showed no difference in course completion rates between students in the two course modalities, chi 2(1, n = 116) = 1.02, p = .312. It was concluded that students in an E-learning course modality had higher physics achievement but were no more likely to complete the introductory physics course than students were in a face-to-face modality. It was recommended that other colleges and universities should develop and test E-learning courses for introductory physics, that larger sample sizes should be used in future studies, and that additional outcome variables including the likelihood that a student chooses physics as a major or the likelihood that a student completes a physics degree should be examined.

From Random Walks to Brownian Motion, from Diffusion to Entropy: Statistical Principles in Introductory Physics

NASA Astrophysics Data System (ADS)

Reeves, Mark

2014-03-01

Entropy changes underlie the physics that dominates biological interactions. Indeed, introductory biology courses often begin with an exploration of the qualities of water that are important to living systems. However, one idea that is not explicitly addressed in most introductory physics or biology textbooks is dominant contribution of the entropy in driving important biological processes towards equilibrium. From diffusion to cell-membrane formation, to electrostatic binding in protein folding, to the functioning of nerve cells, entropic effects often act to counterbalance deterministic forces such as electrostatic attraction and in so doing, allow for effective molecular signaling. A small group of biology, biophysics and computer science faculty have worked together for the past five years to develop curricular modules (based on SCALEUP pedagogy) that enable students to create models of stochastic and deterministic processes. Our students are first-year engineering and science students in the calculus-based physics course and they are not expected to know biology beyond the high-school level. In our class, they learn to reduce seemingly complex biological processes and structures to be described by tractable models that include deterministic processes and simple probabilistic inference. The students test these models in simulations and in laboratory experiments that are biologically relevant. The students are challenged to bridge the gap between statistical parameterization of their data (mean and standard deviation) and simple model-building by inference. This allows the students to quantitatively describe realistic cellular processes such as diffusion, ionic transport, and ligand-receptor binding. Moreover, the students confront ``random'' forces and traditional forces in problems, simulations, and in laboratory exploration throughout the year-long course as they move from traditional kinematics through thermodynamics to electrostatic interactions. This talk will present a number of these exercises, with particular focus on the hands-on experiments done by the students, and will give examples of the tangible material that our students work with throughout the two-semester sequence of their course on introductory physics with a bio focus. Supported by NSF DUE.

Improving Critical Skills Using Wikis and CGPS in a Physics Classroom

ERIC Educational Resources Information Center

Mohottala, H. E.

2016-01-01

We report the combined use of Wikispaces (wikis) and collaborative group problem solving (CGPS) sessions conducted in introductory-level calculus-based physics classes. As a part of this new teaching tool, some essay-type problems were posted on the wiki page on a weekly basis and students were encouraged to participate in problem solving without…

Revisions of Physical Geology Laboratory Courses to Increase the Level of Inquiry: Implications for Teaching and Learning

ERIC Educational Resources Information Center

Grissom, April N.; Czajka, C. Douglas; McConnell, David A.

2015-01-01

The introductory physical geology laboratory courses taught at North Carolina State University aims to promote scientific thinking and learning through the use of scientific inquiry-based activities. A rubric describing five possible levels of inquiry was applied to characterize the laboratory activities in the course. Two rock and mineral…

Physics for Medicine and Biology: Determining Body Fat Content

NASA Astrophysics Data System (ADS)

Aaron, Ronald; Altman, Albert

2011-04-01

Hydrostatic weighing is a technique for determining body fat content that is based on Archimedes principle and varied applications of the ideal gas law. We use this procedure as an example of the types of physics material which should be presented in an introductory course for students that are interested in careers in biology and medicine.

Investigating Students' Reflective Thinking in the Introductory Physics Course

NASA Astrophysics Data System (ADS)

Boudreaux, Andrew

2010-10-01

Over the past 30 years, physics education research has guided the development of instructional strategies that can significantly enhance students' functional understanding of concepts in introductory physics. Recently, attention has shifted to instructional goals that, while widely shared by teachers of physics, are often more implicit than explicit in our courses. These goals involve the expectations and attitudes that students have about what it means to learn and understand physics, together with the behaviors and actions students think they should engage in to accomplish this learning. Research has shown that these ``hidden'' elements of the curriculum are remarkably resistant to instruction. In fact, traditional physics courses tend to produce movement away from expert-like behaviors. At Western Washington University, we are exploring ways of promoting metacognition, an aspect of the hidden curriculum that involves the conscious monitoring of one's own thinking and learning. We have found that making this reflective thinking an explicit part of the course may not be enough: adequate framing and scaffolding may be necessary for students to meaningfully engage in metacognition. We have thus taken the basic approach of developing metacognition, like conceptual understanding, through guided inquiry. During our teaching experiments, we have collected written and video data, with twin goals of guiding iterative modifications to the instruction as well as contributing to the knowledge base about student metacognition in introductory physics. This talk will provide examples of metacognition activities from course assignments and labs, and will present written data to assess the effectiveness of instruction and to illustrate specific modes of students' reflective thinking.

Introducing Physical Geography: A Laboratory Sourcebook for Community Colleges.

ERIC Educational Resources Information Center

California Univ., Los Angeles. Office of Academic Interinstitutional Programs.

This sourcebook contains a collection of laboratory exercises assembled for use in introductory physical geography classes taught at community colleges. Introductory sections address the origins of the sourcebook, the ways it differs from traditional laboratory manuals, and its form and anticipated use. Next, a list of terms or concepts,…

Effectiveness of "Tutorials for Introductory Physics" in Argentinean High Schools

ERIC Educational Resources Information Center

Benegas J.; Flores, J. Sirur

2014-01-01

This longitudinal study reports the results of a replication of "Tutorials in Introductory Physics" in high schools of a Latin-American country. The main objective of this study was to examine the suitability of "Tutorials" for local science education reform. Conceptual learning of simple resistive electric circuits was…

Autonomy and the Student Experience in Introductory Physics

ERIC Educational Resources Information Center

Hall, Nicholas Ron

2013-01-01

The role of autonomy in the student experience in a large-enrollment undergraduate introductory physics course was studied from a Self-Determination Theory perspective with two studies. Study I, a correlational study, investigated whether certain aspects of the student experience correlated with how autonomy supportive (vs. controlling) students…

Cultivating the Capacity for Formal Reasoning: Objectives and Procedures in an Introductory Physical Science Course

ERIC Educational Resources Information Center

Arons, A. B.

1976-01-01

Describes special factors and procedures which are utilized in an introductory physical science course for nonscience majors. It is designed to enable students who are at a concrete or transitional stage to attain the formal operational level of development. (Author/SL)

Arithmetic and Hyperbolic Structures in String Theory

NASA Astrophysics Data System (ADS)

Persson, Daniel

2010-01-01

This monograph is an updated and extended version of the author's PhD thesis. It consists of an introductory text followed by two separate parts which are loosely related but may be read independently of each other. In Part I we analyze certain hyperbolic structures arising when studying gravity in the vicinity of a spacelike singularity (the "BKL-limit"). In this limit, spatial points decouple and the dynamics exhibits ultralocal behaviour which may be described in terms of a (possibly chaotic) hyperbolic billiard. In all supergravities arising as low-energy limits of string theory or M-theory, the billiard dynamics takes place within the fundamental Weyl chambers of certain hyperbolic Kac-Moody algebras, suggesting that these algebras generate hidden infinite-dimensional symmetries of the theory. Part II of the thesis is devoted to a study of how (U-)dualities in string theory provide powerful constraints on perturbative and non-perturbative quantum corrections. These dualities are described by certain arithmetic groups G(Z) which are conjectured to be preserved in the effective action. The exact couplings are given by automorphic forms on the double quotient G(Z)G/K. We discuss in detail various methods of constructing automorphic forms, with particular emphasis on non-holomorphic Eisenstein series. We provide detailed examples for the physically relevant cases of SL(2,Z) and SL(3,Z), for which we construct their respective Eisenstein series and compute their (non-abelian) Fourier expansions. We also show how these techniques can be applied to hypermultiplet moduli spaces in type II Calabi-Yau compactifications, and we provide a detailed analysis for the universal hypermultiplet.

Assessing Student Expertise in Introductory Physics with Isomorphic Problems. II. Effect of Some Potential Factors on Problem Solving and Transfer

ERIC Educational Resources Information Center

Chandralekha; Singh

2008-01-01

In this paper, we explore the use of isomorphic problem pairs (IPPs) to assess introductory physics students' ability to solve and successfully transfer problem-solving knowledge from one context to another in mechanics. We call the paired problems "isomorphic" because they require the same physics principle to solve them. We analyze written…

Application of the K-W-L Teaching and Learning Method to an Introductory Physics Course

ERIC Educational Resources Information Center

Wrinkle, Cheryl Schaefer; Manivannan, Mani K.

2009-01-01

The K-W-L method of teaching is a simple method that actively engages students in their own learning. It has been used with kindergarten and elementary grades to teach other subjects. The authors have successfully used it to teach physics at the college level. In their introductory physics labs, the K-W-L method helped students think about what…

Tie Goes to the Runner: The Physics and Psychology of a Close Play

NASA Astrophysics Data System (ADS)

Starling, David J.; Starling, Sarah J.

2017-04-01

Since physics is often a service course for college students, it is important to incorporate everyday examples in the curriculum that inspire students of diverse backgrounds and interests. In this regard, baseball has been a workhorse for the physics classroom for a long time, taking the form of demonstrations and example problems. Here, we discuss how baseball can help bridge the physical and social sciences in an introductory physics course by analyzing a close play at first base.

Teaching Astronomy Using Tracker

ERIC Educational Resources Information Center

Belloni, Mario; Christian, Wolfgang; Brown, Douglas

2013-01-01

A recent paper in this journal presented a set of innovative uses of video analysis for introductory physics using Tracker. In addition, numerous other papers have described how video analysis can be a meaningful part of introductory courses. Yet despite this, there are few resources for using video analysis in introductory astronomy classes. In…

Model-based reasoning in the physics laboratory: Framework and initial results

NASA Astrophysics Data System (ADS)

Zwickl, Benjamin M.; Hu, Dehui; Finkelstein, Noah; Lewandowski, H. J.

2015-12-01

[This paper is part of the Focused Collection on Upper Division Physics Courses.] We review and extend existing frameworks on modeling to develop a new framework that describes model-based reasoning in introductory and upper-division physics laboratories. Constructing and using models are core scientific practices that have gained significant attention within K-12 and higher education. Although modeling is a broadly applicable process, within physics education, it has been preferentially applied to the iterative development of broadly applicable principles (e.g., Newton's laws of motion in introductory mechanics). A significant feature of the new framework is that measurement tools (in addition to the physical system being studied) are subjected to the process of modeling. Think-aloud interviews were used to refine the framework and demonstrate its utility by documenting examples of model-based reasoning in the laboratory. When applied to the think-aloud interviews, the framework captures and differentiates students' model-based reasoning and helps identify areas of future research. The interviews showed how students productively applied similar facets of modeling to the physical system and measurement tools: construction, prediction, interpretation of data, identification of model limitations, and revision. Finally, we document students' challenges in explicitly articulating assumptions when constructing models of experimental systems and further challenges in model construction due to students' insufficient prior conceptual understanding. A modeling perspective reframes many of the seemingly arbitrary technical details of measurement tools and apparatus as an opportunity for authentic and engaging scientific sense making.

The Interactions of Relationships, Interest, and Self-Efficacy in Undergraduate Physics

NASA Astrophysics Data System (ADS)

Dou, Remy

This collected papers dissertation explores students' academic interactions in an active learning, introductory physics settings as they relate to the development of physics self-efficacy and interest. The motivation for this work extends from the national call to increase participation of students in the pursuit of science, technology, engineering, and mathematics (STEM) careers. Self-efficacy and interest are factors that play prominent roles in popular, evidence-based, career theories, including the Social cognitive career theory (SCCT) and the identity framework. Understanding how these constructs develop in light of the most pervasive characteristic of the active learning introductory physics classroom (i.e., peer-to-peer interactions) has implications on how students learn in a variety of introductory STEM classrooms and settings structured after constructivist and sociocultural learning theories. I collected data related to students' in-class interactions using the tools of social network analysis (SNA). Social network analysis has recently been shown to be an effective and useful way to examine the structure of student relationships that develop in and out of STEM classrooms. This set of studies furthers the implementation of SNA as a tool to examine self-efficacy and interest formation in the active learning physics classroom. Here I represent a variety of statistical applications of SNA, including bootstrapped linear regression (Chapter 2), structural equation modeling (Chapter 3), and hierarchical linear modeling for longitudinal analyses (Chapter 4). Self-efficacy data were collected using the Sources of Self-Efficacy for Science Courses - Physics survey (SOSESC-P), and interest data were collected using the physics identity survey. Data for these studies came from the Modeling Instruction sections of Introductory Physics with Calculus offered at Florida International University in the fall of 2014 and 2015. Analyses support the idea that students' perceptions of one another impact the development of their social network centrality, which in turn affects their self-efficacy building experiences and their overall self-efficacy. It was shown that unlike career theories that emphasize causal relationships between the development of self-efficacy and the subsequent growth of student interest, in this context student interest takes precedence before the development of student self-efficacy. This outcome also has various implications for career theories.

What is special about the group of the standard model?

NASA Astrophysics Data System (ADS)

Nielsen, H. B.; Brene, N.

1989-06-01

The standard model is based on the algebra of U 1×SU 2×SU 3. The systematics of charges of the fundamental fermions seems to suggest the importance of a particular group having this algebra, viz. S(U 2×U 3). This group is distinguished from all other connected compact non semisimple groups with dimensionality up to 12 by a characteristic property: it is very “skew”. By this we mean that the group has relatively few “generalised outer automorphisms”. One may speculate about physical reasons for this fact.

Computer-Based Self-Instructional Modules. Final Technical Report.

ERIC Educational Resources Information Center

Weinstock, Harold

Reported is a project involving seven chemists, six mathematicians, and six physicists in the production of computer-based, self-study modules for use in introductory college courses in chemistry, physics, and mathematics. These modules were designed to be used by students and instructors with little or no computer backgrounds, in institutions…

Connecting Time and Frequency in the RC Circuit

NASA Astrophysics Data System (ADS)

Moya, A. A.

2017-04-01

Charging and discharging processes of a capacitor through a resistor, as well as the concept of impedance in alternating current circuits, are topics covered in introductory physics courses. The experimental study of the charge and discharge of a capacitor through a resistor is a well-established lab exercise that is used to introduce concepts such as exponential increase or decrease and time constant. Determining the time constant of the RC circuit has important practical applications because, for example, it can be used to measure unknown values of resistance or capacitance. The transient experiment can be done by using a voltmeter and stopwatch, signal generator and oscilloscope, or even low-cost data acquisition systems such as Arduino. An equivalent topic when studying alternating current circuits arises from the characterization of the impedance of the series or parallel combination of the capacitor and the resistor as a function of frequency. Determining the time constant of the RC circuit by means of impedance measurements for different frequencies is a known experimental technique that can be done using not only LCR meters but also basic instrumentation in the physics lab such as a signal generator, frequency counter, and multimeter. However, lab exercises dealing with RC circuits in alternating current usually focus on their use as filters, and the potential applications in the field of the electrical characterization of material systems are ignored. In this work, we describe a simple exercise showing how the time constant of the RC circuit can easily be determined in the introductory physics lab by means of impedance measurements as a function of frequency. This exercise allows students to learn experimental techniques that find application to characterize the time constants of the charge transport processes in material systems. Moreover, comparison of the time constants obtained from transient and frequency analysis allows us to relate the time and frequency domains, which plays a central role in the advanced analysis of electric circuits, once the concept of Laplace transform has been introduced in order to simplify the problem of dealing with differential equations in the time domain by converting them into algebraic equations within the frequency domain.

Experimental College Physics Course Based on Ausubel's Learning Theory.

ERIC Educational Resources Information Center

Moreira, Marco Antonio

1978-01-01

Compares the Ausubelian approach and the traditional one to the content organization of an introductory course in electromagnetism. States the differences between these approaches in terms of the student's ability to apply, relate, and differentiate electromagnetic concepts. (GA)

"MONSTROUS MOONSHINE" and Physics

NASA Astrophysics Data System (ADS)

Pushkin, A. V.

The report presents some results obtained by the author on the quantum gravitation theory. Algebraic structure of this theory proves to be related to the commutative nonassociative Griess algebra. The theory symmetry is the automorphism group of Griess algebra: "Monster" simple group. Knowledge of the theory symmetry allows to compute observed physical values in the `zero' approximation. The report presents such computed results for values {m_{p}}/{m_{c}} and α, for the latter the `zero' approximation accuracy, controlled by the theory, being one order of magnitude higher than the accuracy of modern measurements.

Assessing the flexibility of research-based instructional strategies: Implementing tutorials in introductory physics in the lecture environment

NASA Astrophysics Data System (ADS)

Kryjevskaia, Mila; Boudreaux, Andrew; Heins, Dustin

2014-03-01

Materials from Tutorials in Introductory Physics, originally designed and implemented by the Physics Education Group at the University of Washington, were used in modified form as interactive lectures under conditions significantly different from those suggested by the curriculum developers. Student learning was assessed using tasks drawn from the physics education research literature. Use of tutorials in the interactive lecture format yielded gains in student understanding comparable to those obtained through the canonical tutorial implementation at the University of Washington, suggesting that student engagement with the intellectual steps laid out in the tutorials, rather than the specific strategies used in facilitating such engagement, plays the central role in promoting student learning. We describe the implementation details and assessment of student learning for two different tutorials: one focused on mechanical waves, used at North Dakota State University, and one on Galilean relativity, used at Western Washington University. Also discussed are factors that may limit the generalizability of the results.

Teaching Physics from a Reduced Gravity Environment

NASA Astrophysics Data System (ADS)

Benge, Raymond D.; Young, C.; Davis, S.; Worley, A.; Smith, L.; Gell, A.

2010-01-01

This poster reports on an educational experiment flown in January 2009 as part of NASA's Microgravity University program. The experiment flown was an investigation into the properties of harmonic oscillators in reduced gravity. Harmonic oscillators are studied in every introductory physics class. The equation for the period of a harmonic oscillator does not include the acceleration due to gravity, so the period should be independent of gravity. However, the equation for the period of a pendulum does include the acceleration due to gravity, so the period of a pendulum should appear longer under reduced gravity (such as lunar or Martian gravity) and shorter under hyper-gravity. Typical homework problems for introductory physics classes ask questions such as "What would be the period of oscillation if this experiment were performed on the Moon or Mars?” This gives students a chance to actually see the effects predicted by the equations. These environments can be simulated aboard an aircraft. Video of the experiments being performed aboard the aircraft is to be used in introductory physics classes. Students will be able to record information from watching the experiment performed aboard the aircraft in a similar manner to how they collect data in the laboratory. They can then determine if the experiment matches theory. Video and an experimental procedure are being prepared based upon this flight, and these materials will be available for download by faculty anywhere with access to the internet who wish to use the experiment in their own classrooms in both college and high school physics classes.

Integrating writing research with curricular development in large-enrollment introductory physics

NASA Astrophysics Data System (ADS)

Demaree, Dedra

2008-05-01

Multiple research projects have been undertaken as part of an ongoing study to develop methods to do quantitative assessment of writing to learn within physics. The ability to make use of writing to learn at first glance appears limited in large-enrollment courses due to the time-intensive nature of essay writing and grading. However, effective ways to implement writing are quite possible. One study that will be discussed required students to do textbook summary writing in introductory physics in the 2007 spring semester of the ``Foundation Physics Course'' at the University of Cape Town. This course is a component of the special access program which contains mostly second language English speakers. Another use of writing will be reported that is currently being used in the introductory physics course at Oregon State University as a way to enhance problem solving. This project is also aimed at scaffolding students toward goals in our upper division courses. This talk will report on some of what we know about writing to learn, how we are working to improve ways to study it quantitatively, and how we are incorporating some aspects of it in accessible ways in large-enrollment introductory courses.

Current algebra, statistical mechanics and quantum models

NASA Astrophysics Data System (ADS)

Vilela Mendes, R.

2017-11-01

Results obtained in the past for free boson systems at zero and nonzero temperatures are revisited to clarify the physical meaning of current algebra reducible functionals which are associated to systems with density fluctuations, leading to observable effects on phase transitions. To use current algebra as a tool for the formulation of quantum statistical mechanics amounts to the construction of unitary representations of diffeomorphism groups. Two mathematical equivalent procedures exist for this purpose. One searches for quasi-invariant measures on configuration spaces, the other for a cyclic vector in Hilbert space. Here, one argues that the second approach is closer to the physical intuition when modelling complex systems. An example of application of the current algebra methodology to the pairing phenomenon in two-dimensional fermion systems is discussed.

A Semantic Differential Evaluation of Attitudinal Outcomes of Introductory Physical Science.

ERIC Educational Resources Information Center

Hecht, Alfred Roland

This study was designed to assess the attitudinal outcomes of Introductory Physical Science (IPS) curriculum materials used in schools. Random samples of 240 students receiving IPS instruction and 240 non-science students were assigned to separate Solomon four-group designs with non-equivalent control groups. Random samples of 60 traditional…

Introduction of Interactive Learning into French University Physics Classrooms

ERIC Educational Resources Information Center

Rudolph, Alexander L.; Lamine, Brahim; Joyce, Michael; Vignolles, Hélène; Consiglio, David

2014-01-01

We report on a project to introduce interactive learning strategies (ILS) to physics classes at the Université Pierre et Marie Curie, one of the leading science universities in France. In Spring 2012, instructors in two large introductory classes, first-year, second-semester mechanics, and second-year introductory electricity and magnetism,…

Transforming Common-Sense Beliefs into Newtonian Thinking through Just-in-Time Teaching

ERIC Educational Resources Information Center

Formica, Sarah P.; Easley, Jessica L.; Spraker, Mark C.

2010-01-01

To determine whether teaching an introductory physics course with a traditional lecture style or with Just-in-Time teaching (a student-centered, interactive-engagement style) will help students to better understand Newtonian concepts, such as Newton's Third Law, 222 students in introductory physics courses taught by traditional lecture styles and…

Personality Types and Student Performance in an Introductory Physics Course

ERIC Educational Resources Information Center

Harlow, Jason J. B.; Harrison, David M.; Justason, Michael; Meyertholen, Andrew; Wilson, Brian

2017-01-01

We measured the personality type of the students in a large introductory physics course of mostly life science students using the True Colors instrument. We found large correlations of personality type with performance on the precourse Force Concept Inventory (FCI), both term tests, the postcourse FCI, and the final examination. We also saw…

Vacuum Energy and Inflation: 1. A Liter of Vacuum Energy

ERIC Educational Resources Information Center

Huggins, Elisha

2013-01-01

In the popular press, diagrams showing the evolution of the universe begin with a great jump in size labeled "inflation." Can we explain the basic ideas behind inflation to our students who have taken our introductory physics course? Probably not. In our standard introductory physics courses, even those with special relativity, something…

"Reverse Engineering" in Introductory Physics Education

ERIC Educational Resources Information Center

Badraslioglu, Duruhan

2016-01-01

One of the intermediate goals of STEM education has been turning our students into problem solvers and critical thinkers who are equipped with better scientific analysis skills. In light of this initiative, it is imperative that we, the educators, modify the way we teach classic introductory physics topics, and in the long run all sciences, and…

Contractions from grading

NASA Astrophysics Data System (ADS)

Krishnan, Chethan; Raju, Avinash

2018-04-01

We note that large classes of contractions of algebras that arise in physics can be understood purely algebraically via identifying appropriate Zm-gradings (and their generalizations) on the parent algebra. This includes various types of flat space/Carroll limits of finite and infinite dimensional (A)dS algebras, as well as Galilean and Galilean conformal algebras. Our observations can be regarded as providing a natural context for the Grassmann approach of Krishnan et al. [J. High Energy Phys. 2014(3), 36]. We also introduce a related notion, which we call partial grading, that arises naturally in this context.

Application of polynomial su(1, 1) algebra to Pöschl-Teller potentials

DOE Office of Scientific and Technical Information (OSTI.GOV)

Zhang, Hong-Biao, E-mail: zhanghb017@nenu.edu.cn; Lu, Lu

2013-12-15

Two novel polynomial su(1, 1) algebras for the physical systems with the first and second Pöschl-Teller (PT) potentials are constructed, and their specific representations are presented. Meanwhile, these polynomial su(1, 1) algebras are used as an algebraic technique to solve eigenvalues and eigenfunctions of the Hamiltonians associated with the first and second PT potentials. The algebraic approach explores an appropriate new pair of raising and lowing operators K-circumflex{sub ±} of polynomial su(1, 1) algebra as a pair of shift operators of our Hamiltonians. In addition, two usual su(1, 1) algebras associated with the first and second PT potentials are derivedmore » naturally from the polynomial su(1, 1) algebras built by us.« less

Persistence of physics and engineering students via peer mentoring, active learning, and intentional advising

NASA Astrophysics Data System (ADS)

McCavit, K.; Zellner, N. E. B.

2016-11-01

Albion College, a private, undergraduate-only, liberal arts college in Michigan, USA, has developed and implemented a low-cost peer-mentoring programme that blends personal and academic support to help students achieve academic success in the introductory courses required for the Physics Major or the Dual-Degree Program in Engineering. This enhanced mentoring programme provides much-needed assistance for undergraduate students to master introductory physics and mathematics coursework, to normalise the struggle of learning hard material, and to accept their identity as physics or engineering students (among other goals). Importantly, this programme has increased retention among entering science, technology, engineering and mathematics students at Albion College as they move through the introductory classes, as shown by a 20% increase in retention from first-semester to third-semester physics courses compared to years when this programme was not in place.

The effect of mathematical model development on the instruction of acceleration to introductory physics students

NASA Astrophysics Data System (ADS)

Sauer, Tim Allen

The purpose of this study was to evaluate the effectiveness of utilizing student constructed theoretical math models when teaching acceleration to high school introductory physics students. The goal of the study was for the students to be able to utilize mathematical modeling strategies to improve their problem solving skills, as well as their standardized scientific and conceptual understanding. This study was based on mathematical modeling research, conceptual change research and constructivist theory of learning, all of which suggest that mathematical modeling is an effective way to influence students' conceptual connectiveness and sense making of formulaic equations and problem solving. A total of 48 students in two sections of high school introductory physics classes received constructivist, inquiry-based, cooperative learning, and conceptual change-oriented instruction. The difference in the instruction for the 24 students in the mathematical modeling treatment group was that they constructed every formula they needed to solve problems from data they collected. In contrast, the instructional design for the control group of 24 students allowed the same instruction with assigned problems solved with formulas given to them without explanation. The results indicated that the mathematical modeling students were able to solve less familiar and more complicated problems with greater confidence and mental flexibility than the control group students. The mathematical modeling group maintained fewer alternative conceptions consistently in the interviews than did the control group. The implications for acceleration instruction from these results were discussed.

A study of social interaction and teamwork in reformed physics laboratories

NASA Astrophysics Data System (ADS)

Gresser, Paul W.

It is widely accepted that, for many students, learning can be accomplished most effectively through social interaction with peers, and there have been many successes in using the group environment to improve learning in a variety of classroom settings. What is not well understood, however, are the dynamics of student groups, specifically how the students collectively apprehend the subject matter and share the mental workload. This research examines recent developments of theoretical tools for describing the cognitive states of individual students: associational patterns such as epistemic games and cultural structures such as epistemological framing. Observing small group interaction in authentic classroom situations (labs, tutorials, problem solving) suggests that these tools could be effective in describing these interactions. Though conventional wisdom tells us that groups may succeed where individuals fail, there are many reasons why group work may also run into difficulties, such as a lack or imbalance of knowledge, an inappropriate mix of learning styles, or a destructive power arrangement. This research explores whether or not inconsistent epistemological framing among group members can also be a cause of group failure. Case studies of group interaction in the laboratory reveal evidence of successful groups employing common framing, and unsuccessful groups failing from lack of a shared frame. This study was conducted in a large introductory algebra-based physics course at the University of Maryland, College Park, in a laboratory designed specifically to foster increased student interaction and cooperation. Videotape studies of this environment reveal that productive lab groups coordinate their efforts through a number of locally coherent knowledge-building activities, which are described through the framework of epistemic games. The existence of these epistemic games makes it possible for many students to participate in cognitive activities without a complete shared understanding of the specific activity's goal. Also examined is the role that social interaction plays in initiating, negotiating, and carrying out these epistemic games. This behavior is illustrated through the model of distributed cognition. An attempt is made to analyze this group activity using Tuckman's stage model, which is a prominent description of group development within educational psychology. However, the shortcomings of this model in dealing with specific cognitive tasks lead us to seek another explanation. The model used in this research seeks to expand existing cognitive tools into the realm of social interaction. In doing so, we can see that successful groups approach tasks in the lab by negotiating a shared frame of understanding. Using the findings from these case studies, recommendations are made concerning the teaching of introductory physics laboratory courses.

The Grasp of Physics Concepts of Motion: Identifying Particular Patterns in Students' Thinking

ERIC Educational Resources Information Center

Obaidat, Ihab; Malkawi, Ehab

2009-01-01

We have investigated the grasp of some of the basic concepts of motion by students taking the introductory physics course in Mechanics at United Arab Emirates University (UAEU). We have developed a short research-based multiple-choice test where we were able to extract some information about the state of knowledge of the students. In general, the…

Examining End-of-Chapter Problems across Editions of an Introductory Calculus-Based Physics Textbook

ERIC Educational Resources Information Center

Xiao, Bin

2016-01-01

End-Of-Chapter (EOC) problems have been part of many physics education studies. Typically, only problems "localized" as relevant to a single chapter were used. This work examines how well this type of problem represents all EOC problems and whether EOC problems found in leading textbooks have changed over the past several decades. To…

Using Computer-Assisted Personalized Assignment System in a Large-Enrollment General Physics

ERIC Educational Resources Information Center

Gok, Tolga

2010-01-01

The on-line tutoring system, LON-CAPA, was implemented in Introductory Calculus-Based Physics-II course at Colorado School of Mines in fall 2008 and spring 2009. In this paper, the features and the case study of the LON-CAPA implementation were described. The performance data obtained from the scores of students enrolled in the course represented…

Tarzan's Dilemma: A Challenging Problem for Introductory Physics Students

ERIC Educational Resources Information Center

Rave, Matthew; Sayers, Marcus

2013-01-01

The following kinematics problem was given to several students as a project in conjunction with a first-semester calculus-based physics course. The students were asked to keep a journal of all their work and were encouraged to keep even their scrap paper. The goal of the project was to expose the students to the process of doing theoretical…

Internal ballistics of a pneumatic potato cannon

NASA Astrophysics Data System (ADS)

Mungan, Carl E.

2009-05-01

Basic laws of thermodynamics and mechanics are used to analyse an air gun. Such devices are often employed in outdoor physics demonstrations to launch potatoes using compressed gas that is here assumed to expand reversibly and adiabatically. Reasonable agreement is found with reported muzzle speeds for such homebuilt cannons. The treatment is accessible to undergraduate students who have taken calculus-based introductory physics.

Use of Research-Based Instructional Strategies in Introductory Physics: Where Do Faculty Leave the Innovation-Decision Process?

ERIC Educational Resources Information Center

Henderson, Charles; Dancy, Melissa; Niewiadomska-Bugaj, Magdalena

2012-01-01

During the fall of 2008 a web survey, designed to collect information about pedagogical knowledge and practices, was completed by a representative sample of 722 physics faculty across the United States (50.3% response rate). This paper presents partial results to describe how 20 potential predictor variables correlate with faculty knowledge about…

An Integrated, Problem-Based Learning Material: The "Satellite" Module

ERIC Educational Resources Information Center

Selcuk, Gamze Sezgin; Emiroglu, Handan Byacioglu; Tarakci, Mehmet; Ozel, Mustafa

2011-01-01

The purpose of this study is to introduce a problem-based learning material, the Satellite Module, that has integrated some of the subjects included in the disciplines of physics and mathematics at an introductory level in undergraduate education. The reason why this modular and problem-based material has been developed is to enable students to…

A Paperless Lab Manual - Lessons Learned

NASA Astrophysics Data System (ADS)

Hatten, Daniel L.; Hatten, Maggie W.

1999-10-01

Every freshman entering Rose-Hulman Institute of Technology is equipped with a laptop computer and a software package that allow classroom and laboratory instructors the freedom to make computer-based assignments, publish course materials in electronic form, etc. All introductory physics laboratories and many of our classrooms are networked, and students routinely take their laptop computers to class/lab. The introductory physics laboratory manual was converted to HTML in the summer of 1997 and was made available to students over the Internet vice printing a paper manual during the 1998-99 school year. The aim was to reduce paper costs and allow timely updates of the laboratory experiments. A poll conducted at the end of the school year showed a generally positive student response to the online laboratory manual, with some reservations.

Preliminary investigation of instructor effects on gender gap in introductory physics

NASA Astrophysics Data System (ADS)

Kreutzer, Kimberley; Boudreaux, Andrew

2012-06-01

Gender differences in student learning in the introductory, calculus-based electricity and magnetism course were assessed by administering the Conceptual Survey of Electricity and Magnetism pre- and postcourse. As expected, male students outgained females in traditionally taught sections as well as sections that incorporated interactive engagement (IE) techniques. In two of the IE course sections, however, the gains of female students were comparable to those of male students. Classroom observations of the course sections involved were made over an extended period. In this paper, we characterize the observed instructor-student interactions using a framework from educational psychology referred to as wise schooling. Results suggest that instructor practices affect differential learning, and that wise schooling techniques may constitute an effective strategy for promoting gender equity in the physics classroom.

Using assessments to investigate and compare the nature of learning in undergraduate science courses.

PubMed

Momsen, Jennifer; Offerdahl, Erika; Kryjevskaia, Mila; Montplaisir, Lisa; Anderson, Elizabeth; Grosz, Nate

2013-06-01

Assessments and student expectations can drive learning: students selectively study and learn the content and skills they believe critical to passing an exam in a given subject. Evaluating the nature of assessments in undergraduate science education can, therefore, provide substantial insight into student learning. We characterized and compared the cognitive skills routinely assessed by introductory biology and calculus-based physics sequences, using the cognitive domain of Bloom's taxonomy of educational objectives. Our results indicate that both introductory sequences overwhelmingly assess lower-order cognitive skills (e.g., knowledge recall, algorithmic problem solving), but the distribution of items across cognitive skill levels differs between introductory biology and physics, which reflects and may even reinforce student perceptions typical of those courses: biology is memorization, and physics is solving problems. We also probed the relationship between level of difficulty of exam questions, as measured by student performance and cognitive skill level as measured by Bloom's taxonomy. Our analyses of both disciplines do not indicate the presence of a strong relationship. Thus, regardless of discipline, more cognitively demanding tasks do not necessarily equate to increased difficulty. We recognize the limitations associated with this approach; however, we believe this research underscores the utility of evaluating the nature of our assessments.

ZAP! Adapted: Incorporating design in the introductory electromagnetism lab

NASA Astrophysics Data System (ADS)

McNeil, J. A.

2002-04-01

In the last decade the Accreditation Board of Engineering and Technology(ABET) significantly reformed the criteria by which engineering programs are accredited. The new criteria are called Engineering Criteria 2000 (EC2000). Not surprisingly, engineering design constitutes an essential component of these criteria. The Engineering Physics program at the Colorado School of Mines (CSM) underwent an ABET general review and site visit in the fall of 2000. In preparation for this review and as part of a campus-wide curriculum reform the Physics Department was challenged to include elements of design in its introductory laboratories. As part of the background research for this reform, several laboratory programs were reviewed including traditional and studio modes as well as a course used by Cal Tech and MIT called "ZAP!" which incorporates design activities well-aligned with the EC2000 criteria but in a nontraditional delivery mode. CSM has adapted several ZAP! experiments to a traditional laboratory format while attempting to preserve significant design experiences. The new laboratory forms an important component of the reformed course which attempts to respect the psychological principles of learner-based education. This talk reviews the reformed introductory electromagnetism course and how the laboratories are integrated into the pedagogy along with design activities. In their new form the laboratories can be readily adopted by physics departments using traditional delivery formats.

Using Assessments to Investigate and Compare the Nature of Learning in Undergraduate Science Courses

PubMed Central

Momsen, Jennifer; Offerdahl, Erika; Kryjevskaia, Mila; Montplaisir, Lisa; Anderson, Elizabeth; Grosz, Nate

2013-01-01

Assessments and student expectations can drive learning: students selectively study and learn the content and skills they believe critical to passing an exam in a given subject. Evaluating the nature of assessments in undergraduate science education can, therefore, provide substantial insight into student learning. We characterized and compared the cognitive skills routinely assessed by introductory biology and calculus-based physics sequences, using the cognitive domain of Bloom's taxonomy of educational objectives. Our results indicate that both introductory sequences overwhelmingly assess lower-order cognitive skills (e.g., knowledge recall, algorithmic problem solving), but the distribution of items across cognitive skill levels differs between introductory biology and physics, which reflects and may even reinforce student perceptions typical of those courses: biology is memorization, and physics is solving problems. We also probed the relationship between level of difficulty of exam questions, as measured by student performance and cognitive skill level as measured by Bloom's taxonomy. Our analyses of both disciplines do not indicate the presence of a strong relationship. Thus, regardless of discipline, more cognitively demanding tasks do not necessarily equate to increased difficulty. We recognize the limitations associated with this approach; however, we believe this research underscores the utility of evaluating the nature of our assessments. PMID:23737631

Generalizing a categorization of students' interpretations of linear kinematics graphs

NASA Astrophysics Data System (ADS)

Bollen, Laurens; De Cock, Mieke; Zuza, Kristina; Guisasola, Jenaro; van Kampen, Paul

2016-06-01

We have investigated whether and how a categorization of responses to questions on linear distance-time graphs, based on a study of Irish students enrolled in an algebra-based course, could be adopted and adapted to responses from students enrolled in calculus-based physics courses at universities in Flanders, Belgium (KU Leuven) and the Basque Country, Spain (University of the Basque Country). We discuss how we adapted the categorization to accommodate a much more diverse student cohort and explain how the prior knowledge of students may account for many differences in the prevalence of approaches and success rates. Although calculus-based physics students make fewer mistakes than algebra-based physics students, they encounter similar difficulties that are often related to incorrectly dividing two coordinates. We verified that a qualitative understanding of kinematics is an important but not sufficient condition for students to determine a correct value for the speed. When comparing responses to questions on linear distance-time graphs with responses to isomorphic questions on linear water level versus time graphs, we observed that the context of a question influences the approach students use. Neither qualitative understanding nor an ability to find the slope of a context-free graph proved to be a reliable predictor for the approach students use when they determine the instantaneous speed.

Physics of epi-thermal boron neutron capture therapy (epi-thermal BNCT).

PubMed

Seki, Ryoichi; Wakisaka, Yushi; Morimoto, Nami; Takashina, Masaaki; Koizumi, Masahiko; Toki, Hiroshi; Fukuda, Mitsuhiro

2017-12-01

The physics of epi-thermal neutrons in the human body is discussed in the effort to clarify the nature of the unique radiologic properties of boron neutron capture therapy (BNCT). This discussion leads to the computational method of Monte Carlo simulation in BNCT. The method is discussed through two examples based on model phantoms. The physics is kept at an introductory level in the discussion in this tutorial review.

The Benefits of Completing Homework for Students with Different Aptitudes in an Introductory Electricity and Magnetism Course

DTIC Science & Technology

2015-02-17

this study, course exams were used to measure student learning rather than research -based concept tests like the Force Concept Inventory [ 19), the...Release Information: This art icles has been accepted by Physical Review Special Topics -- Physics Education Research fo r publication. Previous...portraying official policy. II signed // MONTE D. ANDERSON, Lt Col, USAF Deputy Department Head for Research Department of Physics Tabs 1

Systems Models for Transportation Problems : Volume 1. Introducing a Systems Science for Transportation Planning.

DOT National Transportation Integrated Search

1976-03-01

This introductory portion of a system science for tranportation planning, which is based on the statistical physics of ensembles, a foundations laid on how statistical mechanics, equilibrium thermodynamics, and near equilbrium thermodynamics can be u...

Understanding Pressure: Didactical Transpositions and Pupils' Conceptions.

ERIC Educational Resources Information Center

Kariotogloy, Petros; And Others

1990-01-01

Described are features of a theoretical model for fluid pressure. Analyzes six introductory physics textbooks based on an introduction and meaning of the pressure concept; characteristics of pressure; and liquid as a pressure transmitter. Presents three models of pupils' conceptions. (YP)

How gender and reformed introductory physics impacts student success in advanced physics courses and continuation in the physics major

NASA Astrophysics Data System (ADS)

Rodriguez, Idaykis; Potvin, Geoff; Kramer, Laird H.

2016-12-01

[This paper is part of the Focused Collection on Gender in Physics.] Active-learning approaches to teaching introductory physics have been found to improve student learning and affective gains on short-term outcomes [S. Freeman et al., Proc. Natl. Acad. Sci. U.S.A. 111, 8410 (2014)]; however, whether or not the benefits of active learning impact women to the same degree as men has been a point of concern [A. Madsen, S. B. McKagan, and E. C. Sayre, Phys. Rev. ST Phys. Educ. Res. 9, 020121 (2013)]. Further, the long-term impacts of active-learning experiences are also understudied. At Florida International University, a Hispanic-majority institution, we have implemented Modeling Instruction (MI) and the Integrated Science Learning Environment (ISLE) in introductory physics classes for the past decade. In this empirical paper, we report on a longitudinal investigation of student performance and persistence in upper level physics courses after having previously experienced MI or ISLE in their introductory physics courses, and disaggregate students by gender. Using survival analysis methods, we find women who declare physics as a major are more likely than men to graduate with a physics degree. Women are also just as likely as men to pass through the upper division courses, with the highest failure risk for both men and women occurring in the first semester of upper-division course taking. These results reinforce the need to expand considerations of performance outcomes to be longitudinal to measure the effectiveness of the entire physics experience.

Generalizing a Categorization of Students' Interpretations of Linear Kinematics Graphs

ERIC Educational Resources Information Center

Bollen, Laurens; De Cock, Mieke; Zuza, Kristina; Guisasola, Jenaro; van Kampen, Paul

2016-01-01

We have investigated whether and how a categorization of responses to questions on linear distance-time graphs, based on a study of Irish students enrolled in an algebra-based course, could be adopted and adapted to responses from students enrolled in calculus-based physics courses at universities in Flanders, Belgium (KU Leuven) and the Basque…

Care and Feeding of a Paperless, Calculus-based Physics Course

NASA Astrophysics Data System (ADS)

Moore, Christopher; Fuller, Robert; Plano-Clark, Vicki L.; Dunbar, Steven R.

1997-04-01

Technology is playing an increasing role in our lives at home, at work, and in the classroom. We have begun a calculus-based introductory physics course to integrate mathematics and multimedia with the traditional physics content. This course relies on the use of technology to teach physics. We formulated the following rule for the conduct of the course: ''No paper is transferred between instructional staff and students that contains course information or assignments for grading.'' Implementing and maintaining this physics course within the context of the instructor goals will be discussed. Preliminary results of feedback from the students and an evaluation team will be presented.

Workshop Physics Activity Guide, Module 3: Heat Temperature and Nuclear Radiation, Thermodynamics, Kinetic Theory, Heat Engines, Nuclear Decay, and Random Monitoring (Units 16 - 18 & 28)

NASA Astrophysics Data System (ADS)

Laws, Priscilla W.

2004-05-01

The Workshop Physics Activity Guide is a set of student workbooks designed to serve as the foundation for a two-semester calculus-based introductory physics course. It consists of 28 units that interweave text materials with activities that include prediction, qualitative observation, explanation, equation derivation, mathematical modeling, quantitative experiments, and problem solving. Students use a powerful set of computer tools to record, display, and analyze data, as well as to develop mathematical models of physical phenomena. The design of many of the activities is based on the outcomes of physics education research.

Situated Self-efficacy in Introductory Physics Students

NASA Astrophysics Data System (ADS)

Henderson, Rachel; DeVore, Seth; Michaluk, Lynnette; Stewart, John

2017-01-01

Within the general university environment, students' perceived self-efficacy has been widely studied and findings suggest it plays a role in student success. The current research adapted a self-efficacy survey, from the ``Self-Efficacy for Learning Performance'' subscale of the Motivated Learning Strategies Questionnaire and administered it to the introductory, calculus-based physics classes (N=1005) over the fall 2015 and spring 2016 semesters. This assessment measured students' self-efficacy in domains including the physics class, other science and mathematics classes, and their intended future career. The effect of gender was explored with the only significant gender difference (p < . 001) existing within the physics domain. A hierarchical linear regression analysis indicated that this gender difference was not explained by a student's performance which was measured by test average. However, a mediation analysis showed that students' overall academic self-efficacy, measured by their math and science self-efficacy, acts as a mediator for the effect of test average on self-efficacy towards the physics class domain. This mediation effect was significant for both female (p < . 01) and male students (p < . 001) however, it was more pronounced for male students.

Sixteen years of collaborative learning through active sense-making in physics (CLASP) at UC Davis

NASA Astrophysics Data System (ADS)

Potter, Wendell; Webb, David; Paul, Cassandra; West, Emily; Bowen, Mark; Weiss, Brenda; Coleman, Lawrence; De Leone, Charles

2014-02-01

This paper describes our large reformed introductory physics course at UC Davis, which bioscience students have been taking since 1996. The central feature of this course is a focus on sense-making by the students during the 5 h per week discussion/labs in which the students take part in activities emphasizing peer-peer discussions, argumentation, and presentations of ideas. The course differs in many fundamental ways from traditionally taught introductory physics courses. After discussing the unique features of CLASP and its implementation at UC Davis, various student outcome measures are presented that show increased performance by students who took the CLASP course compared to students who took a traditionally taught introductory physics course. Measures we use include upper-division GPAs, MCAT scores, FCI gains, and MPEX-II scores.

The Solar-Terrestrial Environment

NASA Astrophysics Data System (ADS)

Hargreaves, John Keith

1995-05-01

The book begins with three introductory chapters that provide some basic physics and explain the principles of physical investigation. The principal material contained in the main part of the book covers the neutral and ionized upper atmosphere, the magnetosphere, and structures, dynamics, disturbances, and irregularities. The concluding chapter deals with technological applications. The account is introductory, at a level suitable for readers with a basic background in engineering or physics. The intent is to present basic concepts, and for that reason, the mathematical treatment is not complex. SI units are given throughout, with helpful notes on cgs units where these are likely to be encountered in the research literature. This book is suitable for advanced undergraduate and graduate students who are taking introductory courses on upper atmospheric, ionospheric, or magnetospheric physics. This is a successor to The Upper Atmosphere and Solar-Terrestrial Relations, published in 1979.

Fourier Analysis in Introductory Physics

NASA Astrophysics Data System (ADS)

Huggins, Elisha

2007-01-01

In an after-dinner talk at the fall 2005 meeting of the New England chapter of the AAPT, Professor Robert Arns drew an analogy between classical physics and Classic Coke. To generations of physics teachers and textbook writers, classical physics was the real thing. Modern physics, which in introductory textbooks "appears in one or more extra chapters at the end of the book, … is a divertimento that we might get to if time permits." Modern physics is more like vanilla or lime Coke, probably a fad, while "Classic Coke is part of your life; you do not have to think about it twice."

NEXUS/Physics: An interdisciplinary repurposing of physics for biologists

NASA Astrophysics Data System (ADS)

Redish, E. F.; Bauer, C.; Carleton, K. L.; Cooke, T. J.; Cooper, M.; Crouch, C. H.; Dreyfus, B. W.; Geller, B. D.; Giannini, J.; Gouvea, J. S.; Klymkowsky, M. W.; Losert, W.; Moore, K.; Presson, J.; Sawtelle, V.; Thompson, K. V.; Turpen, C.; Zia, R. K. P.

2014-05-01

In response to increasing calls for the reform of the undergraduate science curriculum for life science majors and pre-medical students (Bio2010, Scientific Foundations for Future Physicians, Vision & Change), an interdisciplinary team has created NEXUS/Physics: a repurposing of an introductory physics curriculum for the life sciences. The curriculum interacts strongly and supportively with introductory biology and chemistry courses taken by life-science students, with the goal of helping students build general, multi-discipline scientific competencies. NEXUS/Physics stresses interdisciplinary examples and the content differs markedly from traditional introductory physics to facilitate this: it extends the discussion of energy to include interatomic potentials and chemical reactions, the discussion of thermodynamics to include enthalpy and Gibbs free energy and includes a serious discussion of random vs coherent motion including diffusion. The development of instructional materials is coordinated with careful education research. Both the new content and the results of the research are described in a series of papers for which this paper serves as an overview and context.

Accelerated Integrated Science Sequence (AISS): An Introductory Biology, Chemistry, and Physics Course

ERIC Educational Resources Information Center

Purvis-Roberts, Kathleen L.; Edwalds-Gilbert, Gretchen; Landsberg, Adam S.; Copp, Newton; Ulsh, Lisa; Drew, David E.

2009-01-01

A new interdisciplinary, introductory science course was offered for the first time during the 2007-2008 school year. The purpose of the course is to introduce students to the idea of working at the intersections of biology, chemistry, and physics and to recognize interconnections between the disciplines. Interdisciplinary laboratories are a key…

The "Nut-Drop" Experiment--Bringing Millikan's Challenge to Introductory Students

ERIC Educational Resources Information Center

McCann, Lowell I.; Blodgett, Earl D.

2009-01-01

One of the difficulties in teaching 20th-century physics ideas in introductory physics is that many seminal experiments that are discussed in textbooks are difficult or expensive for students to access experimentally. In this paper, we discuss an analogous exercise to Millikan's oil-drop experiment that lets students experience some of the physics…

Data Analysis and Graphing in an Introductory Physics Laboratory: Spreadsheet versus Statistics Suite

ERIC Educational Resources Information Center

Peterlin, Primoz

2010-01-01

Two methods of data analysis are compared: spreadsheet software and a statistics software suite. Their use is compared analysing data collected in three selected experiments taken from an introductory physics laboratory, which include a linear dependence, a nonlinear dependence and a histogram. The merits of each method are compared. (Contains 7…

Teaching a Chemistry MOOC with a Virtual Laboratory: Lessons Learned from an Introductory Physical Chemistry Course

ERIC Educational Resources Information Center

O'Malley, Patrick J.; Agger, Jonathan R.; Anderson, Michael W.

2015-01-01

An analysis is presented of the experience and lessons learned of running a MOOC in introductory physical chemistry. The course was unique in allowing students to conduct experimental measurements using a virtual laboratory constructed using video and simulations. A breakdown of the student background and motivation for taking the course is…

Making Sense of Confusion: Relating Performance, Confidence, and Self-Efficacy to Expressions of Confusion in an Introductory Physics Class

ERIC Educational Resources Information Center

Dowd, Jason E.; Araujo, Ives; Mazur, Eric

2015-01-01

Although confusion is generally perceived to be negative, educators dating as far back as Socrates, who asked students to question assumptions and wrestle with ideas, have challenged this notion. Can confusion be productive? How should instructors interpret student expressions of confusion? During two semesters of introductory physics that…

Energy and Matter: Differences in Discourse in Physical and Biological Sciences Can Be Confusing for Introductory Biology Students

ERIC Educational Resources Information Center

Hartley, Laurel M.; Momsen, Jennifer; Maskiewicz, April; D'Avanzo, Charlene

2012-01-01

Biology majors often take introductory biology, chemistry, and physics courses during their first two years of college. The various and sometimes conflicting discourse about and explanations of matter and energy in these courses may contribute to confusion and alternative conceptions (those that differ from scientific consensus) in biology…

Innovative Interactive Lecture Demonstrations Using Wireless Force Sensors and Accelerometers for Introductory Physics Courses

ERIC Educational Resources Information Center

Yoder, G.; Cook, J.

2010-01-01

Interactive lecture demonstrations (ILDs) are a powerful tool designed to help instructors bring state-of-the-art teaching pedagogies into the college-level introductory physics classroom. ILDs have been shown to improve students' conceptual understanding, and many examples have been created and published by Sokoloff and Thornton. We have used the…

Physical Activity Intervention Using Fitbits in an Introductory College Health Course

ERIC Educational Resources Information Center

Rote, Aubrianne E

2017-01-01

Objective: This study took the form of an intervention examining change in physical activity and quality of experience among students in an introductory health course who were asked to wear a Fitbit activity monitor throughout the semester. Method: College students (N = 56) took part in this controlled trial. Students enrolled in an introductory…

Can Graduate Teaching Assistants Teach Inquiry-Based Geology Labs Effectively?

ERIC Educational Resources Information Center

Ryker, Katherine; McConnell, David

2014-01-01

This study examines the implementation of teaching strategies by graduate teaching assistants (GTAs) in inquiry-based introductory geology labs at a large research university. We assess the degree of inquiry present in each Physical Geology lab and compare and contrast the instructional practices of new and experienced GTAs teaching these labs. We…

A Comparison of Inquiry and Worked Example Web-Based Instruction Using Physlets

ERIC Educational Resources Information Center

Lee, Kevin M.; Nicoll, Gayle; Brooks, David W.

2004-01-01

This paper compares two protocols for web-based instruction using simulations in an introductory physics class. The Inquiry protocol allowed students to control input parameters while the Worked Example protocol did not. Students in the Worked Example group performed significantly higher on a common assessment. The ramifications of this study are…

A "Bit" of Quantum Mechanics

ERIC Educational Resources Information Center

Oss, Stefano; Rosi, Tommaso

2015-01-01

We have developed an app for iOS-based smart-phones/tablets that allows a 3-D, complex phase-based colorful visualization of hydrogen atom wave functions. Several important features of the quantum behavior of atomic orbitals can easily be made evident, thus making this app a useful companion in introductory modern physics classes. There are many…

The Elements of Teaching Nonscientists: Make it Conceptual, Social, Modern, and Interactive

NASA Astrophysics Data System (ADS)

Hobson, Art

2001-03-01

Physics literacy for all students should be a top priority for every physics department. Reasons include each department's self-interest, and the health of our profession. But most importantly, as the American Association for the Adancement of Science puts it, "Without a scientifically literate population, the outlook for a better world is not promising." Because nonscientists have little need and less desire for algebra-based physics problems, these courses should be conceptual (non-algebraic) although they should certainly be numerate. Since 1976, I have developed and taught a course of this type that includes most of the major principles of physics. Its success has stemmed from (1) a conceptual approach, (2) inclusion of relevant societal topics such as energy resources, scientific methodology, pseudoscience, global warming, and technological risk, (3) modern physics topics that occupy 50instruction techniques even in (especially in!) classes of over 200. I will describe this course and present interactive teaching ideas for one socially relevant topic: transportation and energy efficiency. A textbook is available: Physics: Concepts and Connections, by Art Hobson (Prentice Hall, 2nd Edition 1999). Further info: http://www.uark.edu/depts/physics/about/hobson.html

The Elements of Teaching Nonscientists: Make it Conceptual, Social, Modern, and Interactive

NASA Astrophysics Data System (ADS)

Hobson, Art

2000-04-01

Physics literacy for all students should be a top priority for every physics department. Reasons include each department's self-interest, and the health of our profession. But most importantly, as the American Association for the Adancement of Science puts it, "Without a scientifically literate population, the outlook for a better world is not promising." Because nonscientists have little need and less desire for algebra-based physics problems, these courses should be conceptual (non-algebraic) although they should certainly be numerate. Since 1976, I have developed and taught a course of this type that includes most of the major principles of physics. Its success has stemmed from (1) a conceptual approach, (2) inclusion of relevant societal topics such as energy resources, scientific methodology, pseudoscience, global warming, and technological risk, (3) modern physics topics that occupy 50instruction techniques even in (especially in!) classes of over 200. I will describe this course and conduct an "active learning" demonstration of ideas for teaching one socially relevant topic: transportation and energy efficiency. A textbook is available: Physics: Concepts and Connections, by Art Hobson (Prentice Hall, 2nd Edition 1999). Further info: http://www.uark.edu/depts/physics/about/hobson.html

Graphs in kinematics—a need for adherence to principles of algebraic functions

NASA Astrophysics Data System (ADS)

Sokolowski, Andrzej

2017-11-01

Graphs in physics are central to the analysis of phenomena and to learning about a system’s behavior. The ways students handle graphs are frequently researched. Students’ misconceptions are highlighted, and methods of improvement suggested. While kinematics graphs are to represent a real motion, they are also algebraic entities that must satisfy conditions for being algebraic functions. To be algebraic functions, they must pass certain tests before they can be used to infer more about motion. A preliminary survey of some physics resources has revealed that little attention is paid to verifying if the position, velocity and acceleration versus time graphs, that are to depict real motion, satisfy the most critical condition for being an algebraic function; the vertical line test. The lack of attention to this adherence shows as vertical segments in piecewise graphs. Such graphs generate unrealistic interpretations and may confuse students. A group of 25 college physics students was provided with such a graph and asked to analyse its adherence to reality. The majority of the students (N  =  16, 64%) questioned the graph’s validity. It is inferred that such graphs might not only jeopardize the function principles studied in mathematics but also undermine the purpose of studying these principles. The aim of this study was to bring this idea forth and suggest a better alignment of physics and mathematics methods.

Black holes, information, and the universal coefficient theorem

DOE Office of Scientific and Technical Information (OSTI.GOV)

Patrascu, Andrei T.

2016-07-15

General relativity is based on the diffeomorphism covariant formulation of the laws of physics while quantum mechanics is based on the principle of unitary evolution. In this article, I provide a possible answer to the black hole information paradox by means of homological algebra and pairings generated by the universal coefficient theorem. The unitarity of processes involving black holes is restored by the demanding invariance of the laws of physics to the change of coefficient structures in cohomology.

A Simple Mechanical Experiment on Exponential Growth

ERIC Educational Resources Information Center

McGrew, Ralph

2015-01-01

With a rod, cord, pulleys, and slotted masses, students can observe and graph exponential growth in the cord tension over a factor of increase as large as several hundred. This experiment is adaptable for use either in algebra-based or calculus-based physics courses, fitting naturally with the study of sliding friction. Significant parts of the…

The structure and Gel'fand patterns inherent in the Heisenberg supergenerator algebra of dual Liouville-space ||kq{K-tilde.}(k1 - kn)[lambda- tilde],scriptn>> tensors and the Cayley algebra of scalar invariants over a (k1 - kn) field

NASA Astrophysics Data System (ADS)

Temme, F. P.

1991-06-01

For many-body spin cluster problems, dual-symmetry recoupled tensors over Liouville space provide suitable bases for a generalized torque formalism using the Sn-adapted density operator in which to discuss NMR and related techniques. The explicit structure of such tensors is considered in the context of the Cayley algebra of scalar invariants over a field, specified by the inner ki rank labels of the Tkq(kl-kn)s. The pertinence of both lexical combinatorial architectures over inner rank sets and SU2 propagative topologies in specifying the structure of dual recoupling tensors is considered in the context of the Sn partitional aspects of spin clusters. The form of Heisenberg superoperator generators whose algebra underlies the Gel'fand pattern algebra of SU(2) and SU(2)×Sn tensor bases over Liouville space is presented together with both the related s-boson algebras and a description of the associated {||2k 0>>} pattern sets of CF29H carrier space under the appropriate symmetry. These concepts are correlated with recent work on SU(2)×Sn induced symmetry hierarchies over Liouville spin space. The pertinence of this theoretical work to an understanding of multiquantum NMR in Liouville space formalisms is stressed in a discussion of the nature of pathways for intracluster J coupling, which also gives a valuable physical insight into the nature of coherence transfer in more general spin-1/2 systems.

Hands-on-Entropy, Energy Balance with Biological Relevance

NASA Astrophysics Data System (ADS)

Reeves, Mark

2015-03-01

Entropy changes underlie the physics that dominates biological interactions. Indeed, introductory biology courses often begin with an exploration of the qualities of water that are important to living systems. However, one idea that is not explicitly addressed in most introductory physics or biology textbooks is important contribution of the entropy in driving fundamental biological processes towards equilibrium. From diffusion to cell-membrane formation, to electrostatic binding in protein folding, to the functioning of nerve cells, entropic effects often act to counterbalance deterministic forces such as electrostatic attraction and in so doing, allow for effective molecular signaling. A small group of biology, biophysics and computer science faculty have worked together for the past five years to develop curricular modules (based on SCALEUP pedagogy). This has enabled students to create models of stochastic and deterministic processes. Our students are first-year engineering and science students in the calculus-based physics course and they are not expected to know biology beyond the high-school level. In our class, they learn to reduce complex biological processes and structures in order model them mathematically to account for both deterministic and probabilistic processes. The students test these models in simulations and in laboratory experiments that are biologically relevant such as diffusion, ionic transport, and ligand-receptor binding. Moreover, the students confront random forces and traditional forces in problems, simulations, and in laboratory exploration throughout the year-long course as they move from traditional kinematics through thermodynamics to electrostatic interactions. This talk will present a number of these exercises, with particular focus on the hands-on experiments done by the students, and will give examples of the tangible material that our students work with throughout the two-semester sequence of their course on introductory physics with a bio focus. Supported by NSF DUE.

Photoelectrochemistry: Introductory Concepts.

ERIC Educational Resources Information Center

Finklea, Harry O.

1983-01-01

Photoelectrochemistry is based on the semiconductor electrode. It is the semiconductor's ability to absorb light and convert it to electrical and/or chemical energy that forms the basis for the semiconductor liquid-junction solar cell. To understand how this occurs, solid-state physics concepts are discussed. (Author/JN)

Thin Lens Ray Tracing.

ERIC Educational Resources Information Center

Gatland, Ian R.

2002-01-01

Proposes a ray tracing approach to thin lens analysis based on a vector form of Snell's law for paraxial rays as an alternative to the usual approach in introductory physics courses. The ray tracing approach accommodates skew rays and thus provides a complete analysis. (Author/KHR)

A Student-Centered, Inquiry-Based Approach to Young's Double-Slit Experiment (and Other Investigations of Light's Wave Character)

ERIC Educational Resources Information Center

Meyer, Daniel Z.

2017-01-01

Young's double-slit experiment is one of the most historically significant works in physics, and one that is easily done in an introductory physics class. It is also an excellent example of an investigation that allows us to infer the nature of phenomena beyond direct observation. Unfortunately, perhaps because of this, it is often also an…

The Impact of NSF-funded Physics Education Research at the University of Washington

NASA Astrophysics Data System (ADS)

Heron, Paula

2015-03-01

It is now well known that many students who complete introductory physics courses are unable to apply fundamental concepts in situations that involve qualitative reasoning. Systematic investigations have helped researchers understand why so many students fail to develop robust and coherent conceptual frameworks, and have led to the development of new teaching practices and materials that are far more effective than conventional ones. The Physics Education Group at the University of Washington has played a leading role in raising awareness of the need to improve instruction, and in supporting physics faculty in their efforts to do so. With support from the National Science Foundation, the group has helped build a research base that instructors can draw on, and has produced practical, flexible instructional materials that promote deeper learning in physics classrooms. Both ``Tutorials in Introductory Physics'' (Pearson, 2002) and ``Physics by Inquiry'' (Wiley, 1996) have been developed in an iterative process in which ongoing assessment of student learning plays an integral role. These materials have had a widespread and significant impact on physics teaching and on student learning from kindergarten through graduate school. In this talk I will describe the role of research in curriculum development, and speculate on the next generation of tools and resources to support physics teaching and learning.

Laboratory Activity: Specific Heat by Change in Internal Energy of Silly Putty

NASA Astrophysics Data System (ADS)

Koser, John

2011-12-01

Students in introductory physics courses often don't study thermodynamics or thermodynamic events. If any thermal physics is taught in introductory courses (e.g., Physics 101 for Liberal Arts Majors), it usually involves the concepts of specific heat and various temperature scales. Seldom are the first and second laws of thermodynamics taught in detail. In this article, we look at a means to obtain real-time data that will lead to clarifying the first law.

Active Engagement Strategies for Introductory Physics

NASA Astrophysics Data System (ADS)

Kolitch, Shawn

2001-05-01

Evidence suggests that traditional lectures result in only minimal gains in student understanding of fundamental concepts in introductory physics. However, alternative approaches developed by physics education researchers seem to be more effective. In this talk I will review some of the evidence for these claims, discuss several possible alternatives to the traditional model of instruction, and describe some of the logistics involved in the implementation of such alternatives at both a large public university and a small liberal arts college.

Project REACH: A Competency-Based Manual for Camp Director Training. Appendix T. Camp Director Training Series.

ERIC Educational Resources Information Center

Vinton, Dennis A., Ed.; Farley, Elizabeth M., Ed.

Resulting from a 3 year project to develop and test competency based programs for camp personnel serving the physically handicapped, the document contains a manual for training the camp director. An introductory section gives an explanation of competency based instruction, a description of a module, and an overview of the camp director training…

Students' Pre-Knowledge as a Guideline in the Teaching of Introductory Thermal Physics at University

ERIC Educational Resources Information Center

Leinonen, Risto; Rasanen, Esa; Asikainen, Mervi; Hirvonen, Pekka E.

2009-01-01

This study concentrates on analysing university students' pre-knowledge of thermal physics. The students' understanding of the basic concepts and of the adiabatic compression of an ideal gas was studied at the start of an introductory level course. A total of 48 students participated in a paper-and-pencil test, and analysis of the responses…

Case of Two Electrostatics Problems: Can Providing a Diagram Adversely Impact Introductory Physics Students' Problem Solving Performance?

ERIC Educational Resources Information Center

Maries, Alexandru; Singh, Chandralekha

2018-01-01

Drawing appropriate diagrams is a useful problem solving heuristic that can transform a problem into a representation that is easier to exploit for solving it. One major focus while helping introductory physics students learn effective problem solving is to help them understand that drawing diagrams can facilitate problem solution. We conducted an…

An Exploration into the Use of Manipulatives to Develop Abstract Reasoning in an Introductory Science Course

ERIC Educational Resources Information Center

Fencl, Heidi; Butler, Angie Huenink

2007-01-01

Classical physics has a long history of using demonstrations and experiments to develop ideas in introductory courses. The purpose of this exploration is to examine the effectiveness of a desk-top activity for helping students develop abstract reasoning. In the pilot exploration, students in three laboratory sections of a single physics course…

Peer Instruction in Introductory Physics: A Method to Bring about Positive Changes in Students' Attitudes and Beliefs

ERIC Educational Resources Information Center

Zhang, Ping; Ding, Lin; Mazur, Eric

2017-01-01

This paper analyzes pre-post matched gains in the epistemological views of science students taking the introductory physics course at Beijing Normal University (BNU) in China. In this study we examined the attitudes and beliefs of science majors (n = 441) in four classes, one taught using traditional (lecture) teaching methods, and the other three…

Development and Calibration of a Concept Inventory to Measure Introductory College Astronomy and Physics Students' Understanding of Newtonian Gravity

ERIC Educational Resources Information Center

Williamson, Kathryn Elizabeth

2013-01-01

The topic of Newtonian gravity offers a unique vantage point from which to investigate and encourage conceptual change because it is something with which everyone has daily experience, and because it is taught in two courses that reach a wide variety of students--introductory-level college astronomy ("Astro 101") and physics ("Phys…

Deformation Theory and Physics Model Building

NASA Astrophysics Data System (ADS)

Sternheimer, Daniel

2006-08-01

The mathematical theory of deformations has proved to be a powerful tool in modeling physical reality. We start with a short historical and philosophical review of the context and concentrate this rapid presentation on a few interrelated directions where deformation theory is essential in bringing a new framework - which has then to be developed using adapted tools, some of which come from the deformation aspect. Minkowskian space-time can be deformed into Anti de Sitter, where massless particles become composite (also dynamically): this opens new perspectives in particle physics, at least at the electroweak level, including prediction of new mesons. Nonlinear group representations and covariant field equations, coming from interactions, can be viewed as some deformation of their linear (free) part: recognizing this fact can provide a good framework for treating problems in this area, in particular global solutions. Last but not least, (algebras associated with) classical mechanics (and field theory) on a Poisson phase space can be deformed to (algebras associated with) quantum mechanics (and quantum field theory). That is now a frontier domain in mathematics and theoretical physics called deformation quantization, with multiple ramifications, avatars and connections in both mathematics and physics. These include representation theory, quantum groups (when considering Hopf algebras instead of associative or Lie algebras), noncommutative geometry and manifolds, algebraic geometry, number theory, and of course what is regrouped under the name of M-theory. We shall here look at these from the unifying point of view of deformation theory and refer to a limited number of papers as a starting point for further study.

Illustrations and supporting texts for sound standing waves of air columns in pipes in introductory physics textbooks

NASA Astrophysics Data System (ADS)

Zeng, Liang; Smith, Chris; Poelzer, G. Herold; Rodriguez, Jennifer; Corpuz, Edgar; Yanev, George

2014-12-01

In our pilot studies, we found that many introductory physics textbook illustrations with supporting text for sound standing waves of air columns in open-open, open-closed, and closed-closed pipes inhibit student understanding of sound standing wave phenomena due to student misunderstanding of how air molecules move within these pipes. Based on the construct of meaningful learning from cognitive psychology and semiotics, a quasiexperimental study was conducted to investigate the comparative effectiveness of two alternative approaches to student understanding: a traditional textbook illustration approach versus a newly designed air molecule motion illustration approach. Thirty volunteer students from introductory physics classes were randomly assigned to two groups of 15 each. Both groups were administered a presurvey. Then, group A read the air molecule motion illustration handout, and group B read a traditional textbook illustration handout; both groups were administered postsurveys. Subsequently, the procedure was reversed: group B read the air molecule motion illustration handout and group A read the traditional textbook illustration handout. This was followed by a second postsurvey along with an exit research questionnaire. The study found that the majority of students experienced meaningful learning and stated that they understood sound standing wave phenomena significantly better using the air molecule motion illustration approach. This finding provides a method for physics education researchers to design illustrations for abstract sound standing wave concepts, for publishers to improve their illustrations with supporting text, and for instructors to facilitate deeper learning in their students on sound standing waves.

Open Source Software in Teaching Physics: A Case Study on Vector Algebra and Visual Representations

ERIC Educational Resources Information Center

Cataloglu, Erdat

2006-01-01

This study aims to report the effort on teaching vector algebra using free open source software (FOSS). Recent studies showed that students have difficulties in learning basic physics concepts. Constructivist learning theories suggest the use of visual and hands-on activities in learning. We will report on the software used for this purpose. The…

Marriages of mathematics and physics: A challenge for biology.

PubMed

Islami, Arezoo; Longo, Giuseppe

2017-12-01

The human attempts to access, measure and organize physical phenomena have led to a manifold construction of mathematical and physical spaces. We will survey the evolution of geometries from Euclid to the Algebraic Geometry of the 20th century. The role of Persian/Arabic Algebra in this transition and its Western symbolic development is emphasized. In this relation, we will also discuss changes in the ontological attitudes toward mathematics and its applications. Historically, the encounter of geometric and algebraic perspectives enriched the mathematical practices and their foundations. Yet, the collapse of Euclidean certitudes, of over 2300 years, and the crisis in the mathematical analysis of the 19th century, led to the exclusion of "geometric judgments" from the foundations of Mathematics. After the success and the limits of the logico-formal analysis, it is necessary to broaden our foundational tools and re-examine the interactions with natural sciences. In particular, the way the geometric and algebraic approaches organize knowledge is analyzed as a cross-disciplinary and cross-cultural issue and will be examined in Mathematical Physics and Biology. We finally discuss how the current notions of mathematical (phase) "space" should be revisited for the purposes of life sciences. Copyright © 2017. Published by Elsevier Ltd.

Developing Integrated Programs: A Transdisciplinary Approach for Early Intervention.

ERIC Educational Resources Information Center

Coling, Marcia Cain

This book presents an amalgam of early intervention ideas from the fields of education, occupational therapy, and physical therapy for children with developmental delays. An introductory chapter describes the approach's three theoretical bases: neurodevelopmental treatment (NDT), sensory integration, and Piagetian theory. Chapter 1 considers…

Development and evaluation of clicker methodology for introductory physics courses

NASA Astrophysics Data System (ADS)

Lee, Albert H.

Many educators understand that lectures are cost effective but not learning efficient, so continue to search for ways to increase active student participation in this traditionally passive learning environment. In-class polling systems, or "clickers", are inexpensive and reliable tools allowing students to actively participate in lectures by answering multiple-choice questions. Students assess their learning in real time by observing instant polling summaries displayed in front of them. This in turn motivates additional discussions which increase the opportunity for active learning. We wanted to develop a comprehensive clicker methodology that creates an active lecture environment for a broad spectrum of students taking introductory physics courses. We wanted our methodology to incorporate many findings of contemporary learning science. It is recognized that learning requires active construction; students need to be actively involved in their own learning process. Learning also depends on preexisting knowledge; students construct new knowledge and understandings based on what they already know and believe. Learning is context dependent; students who have learned to apply a concept in one context may not be able to recognize and apply the same concept in a different context, even when both contexts are considered to be isomorphic by experts. On this basis, we developed question sequences, each involving the same concept but having different contexts. Answer choices are designed to address students preexisting knowledge. These sequences are used with the clickers to promote active discussions and multiple assessments. We have created, validated, and evaluated sequences sufficient in number to populate all of introductory physics courses. Our research has found that using clickers with our question sequences significantly improved student conceptual understanding. Our research has also found how to best measure student conceptual gain using research-based instruments. Finally, we discovered that students need to have full access to the question sequences after lectures to reap the maximum benefit. Chapter 1 provides an introduction to our research. Chapter 2 provides a literature review relevant for our research. Chapter 3 discusses the creation of the clicker question sequences. Chapter 4 provides a picture of the validation process involving both physics experts and the introductory physics students. Chapter 5 describes how the sequences have been used with clickers in lectures. Chapter 6 provides the evaluation of the effectiveness of the clicker methodology. Chapter 7 contains a brief summary of research results and conclusions.

Using tablets for real-time formative assessment in large-enrollment introductory courses

NASA Astrophysics Data System (ADS)

Ruskell, Todd

2013-04-01

Many large-enrollment introductory physics courses now use personal response devices (clickers) to engage students during class and collect data for real-time formative assessment. However, most systems only allow for multiple-choice or in some cases numeric or simple text answers. A program called inkSurvey allows faculty to ask more open-ended questions and students can submit both text and graphical responses from tablet computers. This provides faculty much greater insight into a student's problem-solving process. In our pilot project standard clickers were used in the first half of a calculus-based physics I course, and in the second half of the semester, tablets and inkSurvey were used to collect formative assessment data. We will report on initial impressions of both the faculty and students regarding the relative utility and effectiveness of each tool.

Assessing gender differences in response system questions for an introductory physics course

NASA Astrophysics Data System (ADS)

Richardson, Chris T.; O'Shea, Brian W.

2013-03-01

In this work, we investigate whether gender differences are present in the iClicker student response system during introductory physics lectures in an engaged environment. We find that men and women are equally likely to respond to questions correctly and in the same amount of time. We also find that both genders make use of multiple responses in the same timescale, however, the average number of responses for a given question is significantly higher for men than women. Upon analyzing these responses, we also find men are slightly more likely than women to change their response, while the response base station is open. Both genders benefit from peer instruction by answering more quickly and correctly. The connection between previously documented timescale differences, differences in ungraded responses, and their implications for the classroom environment are discussed.

Computer problem-solving coaches for introductory physics: Design and usability studies

NASA Astrophysics Data System (ADS)

Ryan, Qing X.; Frodermann, Evan; Heller, Kenneth; Hsu, Leonardo; Mason, Andrew

2016-06-01

The combination of modern computing power, the interactivity of web applications, and the flexibility of object-oriented programming may finally be sufficient to create computer coaches that can help students develop metacognitive problem-solving skills, an important competence in our rapidly changing technological society. However, no matter how effective such coaches might be, they will only be useful if they are attractive to students. We describe the design and testing of a set of web-based computer programs that act as personal coaches to students while they practice solving problems from introductory physics. The coaches are designed to supplement regular human instruction, giving students access to effective forms of practice outside class. We present results from large-scale usability tests of the computer coaches and discuss their implications for future versions of the coaches.

Toward University Modeling Instruction—Biology: Adapting Curricular Frameworks from Physics to Biology

PubMed Central

Manthey, Seth; Brewe, Eric

2013-01-01

University Modeling Instruction (UMI) is an approach to curriculum and pedagogy that focuses instruction on engaging students in building, validating, and deploying scientific models. Modeling Instruction has been successfully implemented in both high school and university physics courses. Studies within the physics education research (PER) community have identified UMI's positive impacts on learning gains, equity, attitudinal shifts, and self-efficacy. While the success of this pedagogical approach has been recognized within the physics community, the use of models and modeling practices is still being developed for biology. Drawing from the existing research on UMI in physics, we describe the theoretical foundations of UMI and how UMI can be adapted to include an emphasis on models and modeling for undergraduate introductory biology courses. In particular, we discuss our ongoing work to develop a framework for the first semester of a two-semester introductory biology course sequence by identifying the essential basic models for an introductory biology course sequence. PMID:23737628

Toward university modeling instruction--biology: adapting curricular frameworks from physics to biology.

PubMed

Manthey, Seth; Brewe, Eric

2013-06-01

University Modeling Instruction (UMI) is an approach to curriculum and pedagogy that focuses instruction on engaging students in building, validating, and deploying scientific models. Modeling Instruction has been successfully implemented in both high school and university physics courses. Studies within the physics education research (PER) community have identified UMI's positive impacts on learning gains, equity, attitudinal shifts, and self-efficacy. While the success of this pedagogical approach has been recognized within the physics community, the use of models and modeling practices is still being developed for biology. Drawing from the existing research on UMI in physics, we describe the theoretical foundations of UMI and how UMI can be adapted to include an emphasis on models and modeling for undergraduate introductory biology courses. In particular, we discuss our ongoing work to develop a framework for the first semester of a two-semester introductory biology course sequence by identifying the essential basic models for an introductory biology course sequence.

Implementing Computer Based Laboratories

NASA Astrophysics Data System (ADS)

Peterson, David

2001-11-01

Physics students at Francis Marion University will complete several required laboratory exercises utilizing computer-based Vernier probes. The simple pendulum, the acceleration due to gravity, simple harmonic motion, radioactive half lives, and radiation inverse square law experiments will be incorporated into calculus-based and algebra-based physics courses. Assessment of student learning and faculty satisfaction will be carried out by surveys and test results. Cost effectiveness and time effectiveness assessments will be presented. Majors in Computational Physics, Health Physics, Engineering, Chemistry, Mathematics and Biology take these courses, and assessments will be categorized by major. To enhance the computer skills of students enrolled in the courses, MAPLE will be used for further analysis of the data acquired during the experiments. Assessment of these enhancement exercises will also be presented.

Undergraduate Students' Perceptions of an Inquiry-Based Physics Course

NASA Astrophysics Data System (ADS)

Ballone Duran, Lena; McArthur, Julia; van Hook, Stephen

2004-04-01

The purpose of this study was to examine middle childhood students'' perceptions of the learning environment in a reform-based physics course. A lecture-style, introductory physics course was modified into an inquiry-based course designed for preservice middle childhood teachers through the collaborative efforts of faculty in the Colleges of Education and Arts and Sciences. Focus group interviews were conducted to examine students'' perceptions. The results suggested that the students initially felt a level of frustration with a new constructivist experience; however, they were able to embrace the inquiry method and expressed a desire for additional specialized content courses for preservice teachers.

Long Live Traditional Textbook Problems!?--Constraints on Faculty Use of Research-Based Problems in Introductory Courses

ERIC Educational Resources Information Center

Ding, Lin

2014-01-01

Though many research-based problem types have been shown effective in promoting students' conceptual understanding and scientific abilities, the extent of their use in actual classrooms remains unclear. We interviewed and surveyed 16 physics and engineering faculty members at a large US Midwest research university to investigate how university…

A Tiny Adventure: The Introduction of Problem Based Learning in an Undergraduate Chemistry Course

ERIC Educational Resources Information Center

Williams, Dylan P.; Woodward, Jonathan R.; Symons, Sarah L.; Davies, David L.

2010-01-01

Year 1 of the chemistry degree at the University of Leicester has been significantly changed by the integration of a problem based learning (PBL) component into the introductory inorganic/physical chemistry module, "Chemical Principles". Small groups of 5-6 students were given a series of problems with real world scenarios and were then…

Using a Research-based Approach to Transform Upper-division Courses in Classical and Quantum Mechanics and E&M

NASA Astrophysics Data System (ADS)

Pollock, Steven

2013-04-01

At most universities, including the University of Colorado, upper-division physics courses are taught using a traditional lecture approach that does not make use of many of the instructional techniques that have been found to improve student learning at the introductory level. We are transforming several upper-division courses using principles of active engagement and learning theory, guided by the results of observations, interviews, and analysis of student work at CU and elsewhere. In this talk I outline these transformations, including the development of faculty consensus learning goals, clicker questions, tutorials, modified homeworks, and more. We present evidence of the effectiveness of these transformations relative to traditional courses, based on student grades, interviews, and through research-based assessments of student conceptual mastery and student attitudes. Our results suggest that many of the tools that have been effective in introductory courses are effective for our majors, and that further research is warranted in the upper-division environment. (See www.colorado.edu/sei/departments/physics.htm for materials)

DOE Office of Scientific and Technical Information (OSTI.GOV)

Miyadera, Takayuki; Imai, Hideki; Graduate School of Science and Engineering, Chuo University, 1-13-27 Kasuga, Bunkyo-ku, Tokyo 112-8551

This paper discusses the no-cloning theorem in a logicoalgebraic approach. In this approach, an orthoalgebra is considered as a general structure for propositions in a physical theory. We proved that an orthoalgebra admits cloning operation if and only if it is a Boolean algebra. That is, only classical theory admits the cloning of states. If unsharp propositions are to be included in the theory, then a notion of effect algebra is considered. We proved that an atomic Archimedean effect algebra admitting cloning operation is a Boolean algebra. This paper also presents a partial result, indicating a relation between the cloningmore » on effect algebras and hidden variables.« less

Affine Kac-Moody symmetric spaces related with A1^{(1)}, A2^{(1)},} A2^{(2)}

NASA Astrophysics Data System (ADS)

Nayak, Saudamini; Pati, K. C.

2014-08-01

Symmetric spaces associated with Lie algebras and Lie groups which are Riemannian manifolds have recently got a lot of attention in various branches of Physics for their role in classical/quantum integrable systems, transport phenomena, etc. Their infinite dimensional counter parts have recently been discovered which are affine Kac-Moody symmetric spaces. In this paper we have (algebraically) explicitly computed the affine Kac-Moody symmetric spaces associated with affine Kac-Moody algebras A1^{(1)}, A2^{(1)}, A2^{(2)}. We hope these types of spaces will play similar roles as that of symmetric spaces in many physical systems.

Physics instructors are not blank slates either: An exploratory study of introductory physics instruction

NASA Astrophysics Data System (ADS)

Mitchell, Willyetta Adele

2009-11-01

The purpose of the study was to investigate the views of the nature of science and the classroom practices of instructors who teach introductory physics at a research intensive university. A study of this nature is necessary because calls to change how science is taught have been made since the 1800's, yet the methods of instruction have remained virtually unchanged. The conflict between how science is taught and how students learn science can be remedied by effective professional development at the university. However, training on the change process is virtually nonexistent in teacher education programs and in teacher professional development workshops at all levels. The Views About Science Survey (VASS) was first administered to a sample of twenty-nine physics instructors and graduate assistants who have taught introductory physics courses within the last five years. To assess instructional practices in introductory physics at a research extensive university, a purposeful, stratified sample of 56 classes was observed. The interactions between the students and teachers were analyzed using the Flanders Interaction Analysis. The findings suggest that the physics instructors hold a mixed view of the nature of science. The instructors' views do not necessarily indicate how they teach physics. The results also showed that the professors reported that they use elements of effective teaching practices throughout their instruction. The results of the classroom observations revealed that non interactive lecture is the dominate instructional method used. The Flander's confirms that the majority of the class time is spent with the teacher talking and the student passively listening.

From Syllabus To Diagnostic Exam: Learnings from the New Faculty Workshop Applied In the Intro Physics Classroom

NASA Astrophysics Data System (ADS)

Tanoff, Michael

2009-03-01

Kalamazoo College offers a ``one-size-fits-all'' concept-based introductory physics sequence. The widely varying demographic composition of the class --- including majors in biology, chemistry, pre-med, physics, and math, along with occasional humanities majors --- adds obvious challenges to the successful learning experience. As such, educational techniques that apply across the demographic are required. Several ideas presented at the Fall 2005 New Faculty Workshop apply to the needs of this broad range of students at Kalamazoo College, including an ``organic'' course syllabus that has been allowed to grow to whatever extent necessary to address recurring student concerns and misunderstandings about course expectations, policies, and guidelines, and to provide advice on recurring themes; peer instruction for maximizing classroom value; and hiring teaching assistants with first hand experience in the course and the labs. Details on implementing these techniques, including developing a syllabus with unusual section headings such as ``Attendance and Homework Dramas'' and ``Introductory Physics Survival Requirements,'' will be presented. Success of the techniques, as evidenced by performance on diagnostic exams, class attendance, and comments from course evaluations, will be discussed.

Work Habits of Students in Traditional and Online Sections of an Introductory Physics Course: A Case Study

ERIC Educational Resources Information Center

Kortemeyer, Gerd

2016-01-01

The study compares the work habits of two student groups in an introductory physics course, one in traditional and one in online sections. Both groups shared the same online materials and online homework, as well as the same discussion boards and examinations, but one group in addition had traditional lectures. The groups were compared with…

Physics for Scientists and Engineers, 5th edition - Volume 1

NASA Astrophysics Data System (ADS)

Tipler, Paul A.; Mosca, Gene P.

For nearly 30 years, Paul Tipler's Physics for Scientists and Engineers has set the standard in the introductory calculus-based physics course for clarity, accuracy, and precision. In this fifth edition, Paul has recruited Gene Mosca to bring his years of teaching experience to bear on the text, to scrutinize every explanation and example from the perspective of the freshman student. The result is a teaching tool that retains its precision and rigor, but offers struggling students the support they need to solve problems strategically and to gain real understanding of physical concepts.

Student difficulties in translating between mathematical and graphical representations in introductory physics

NASA Astrophysics Data System (ADS)

Lin, Shih-Yin; Maries, Alexandru; Singh, Chandralekha

2013-01-01

We investigate introductory physics students' difficulties in translating between mathematical and graphical representations and the effect of scaffolding on students' performance. We gave a typical problem that can be solved using Gauss's law involving a spherically symmetric charge distribution (a conducting sphere concentric with a conducting spherical shell) to 95 calculus-based introductory physics students. We asked students to write a mathematical expression for the electric field in various regions and asked them to graph the electric field. We knew from previous experience that students have great difficulty in graphing the electric field. Therefore, we implemented two scaffolding interventions to help them. Students who received the scaffolding support were either (1) asked to plot the electric field in each region first (before having to plot it as a function of distance from the center of the sphere) or (2) asked to plot the electric field in each region after explicitly evaluating the electric field at the beginning, mid and end points of each region. The comparison group was only asked to plot the electric field at the end of the problem. We found that students benefited the most from intervention (1) and that intervention (2), although intended to aid students, had an adverse effect. Also, recorded interviews were conducted with a few students in order to understand how students were impacted by the aforementioned interventions.

Inexpensive Audio Activities: Earbud-Based Sound Experiments

ERIC Educational Resources Information Center

Allen, Joshua; Boucher, Alex; Meggison, Dean; Hruby, Kate; Vesenka, James

2016-01-01

Inexpensive alternatives to a number of classic introductory physics sound laboratories are presented including interference phenomena, resonance conditions, and frequency shifts. These can be created using earbuds, economical supplies such as Giant Pixie Stix® wrappers, and free software available for PCs and mobile devices. We describe two…

Using Time-on-Task Measurements to Understand Student Performance in a Physics Class: A Four-Year Study

ERIC Educational Resources Information Center

Stewart, John; Stewart, Gay; Taylor, Jennifer

2012-01-01

Student use of out-of-class time was measured for four years in the introductory second-semester calculus-based physics course at the University of Arkansas. Two versions of the course were presented during the time of the measurement. In both versions, the total out-of-class time a student invested in the course explained less than 1% of the…

Adding Resistances and Capacitances in Introductory Electricity

NASA Astrophysics Data System (ADS)

Efthimiou, C. J.; Llewellyn, R. A.

2005-09-01

All introductory physics textbooks, with or without calculus, cover the addition of both resistances and capacitances in series and in parallel as discrete summations. However, none includes problems that involve continuous versions of resistors in parallel or capacitors in series. This paper introduces a method for solving the continuous problems that is logical, straightforward, and within the mathematical preparation of students at the introductory level.

Expectations of Internet Education: Casper College's Experience.

ERIC Educational Resources Information Center

Nelson, Gerald E.

The Internet Based Distance Learning (IBDL) classes provided in Wyoming's Casper College have the potential to benefit all involved. The "Cyber Semester," which began in the spring of 1997, consisted of four typical freshman classes (Physical Geography, Precalculus Algebra, English Composition I, and Political Science) that were offered…

Computers as Cognitive Tools.

ERIC Educational Resources Information Center

Lajoie, Susanne P., Ed.; Derry, Sharon J., Ed.

This book provides exemplars of the types of computer-based learning environments represented by the theoretical camps within the field and the practical applications of the theories. The contributors discuss a variety of computer applications to learning, ranging from school-related topics such as geometry, algebra, biology, history, physics, and…

Novel characteristics of energy spectrum for 3D Dirac oscillator analyzed via Lorentz covariant deformed algebra

PubMed Central

Betrouche, Malika; Maamache, Mustapha; Choi, Jeong Ryeol

2013-01-01

We investigate the Lorentz-covariant deformed algebra for Dirac oscillator problem, which is a generalization of Kempf deformed algebra in 3 + 1 dimension of space-time, where Lorentz symmetry are preserved. The energy spectrum of the system is analyzed by taking advantage of the corresponding wave functions with explicit spin state. We obtained entirely new results from our development based on Kempf algebra in comparison to the studies carried out with the non-Lorentz-covariant deformed one. A novel result of this research is that the quantized relativistic energy of the system in the presence of minimal length cannot grow indefinitely as quantum number n increases, but converges to a finite value, where c is the speed of light and β is a parameter that determines the scale of noncommutativity in space. If we consider the fact that the energy levels of ordinary oscillator is equally spaced, which leads to monotonic growth of quantized energy with the increment of n, this result is very interesting. The physical meaning of this consequence is discussed in detail. PMID:24225900

Novel characteristics of energy spectrum for 3D Dirac oscillator analyzed via Lorentz covariant deformed algebra.

PubMed

Betrouche, Malika; Maamache, Mustapha; Choi, Jeong Ryeol

2013-11-14

We investigate the Lorentz-covariant deformed algebra for Dirac oscillator problem, which is a generalization of Kempf deformed algebra in 3 + 1 dimension of space-time, where Lorentz symmetry are preserved. The energy spectrum of the system is analyzed by taking advantage of the corresponding wave functions with explicit spin state. We obtained entirely new results from our development based on Kempf algebra in comparison to the studies carried out with the non-Lorentz-covariant deformed one. A novel result of this research is that the quantized relativistic energy of the system in the presence of minimal length cannot grow indefinitely as quantum number n increases, but converges to a finite value, where c is the speed of light and β is a parameter that determines the scale of noncommutativity in space. If we consider the fact that the energy levels of ordinary oscillator is equally spaced, which leads to monotonic growth of quantized energy with the increment of n, this result is very interesting. The physical meaning of this consequence is discussed in detail.

Hawking fluxes, fermionic currents, W{sub 1+{infinity}} algebra, and anomalies

DOE Office of Scientific and Technical Information (OSTI.GOV)

Bonora, L.; Cvitan, M.; Theoretical Physics Department, Faculty of Science, University of Zagreb Bijenicka cesta 32, HR-10002 Zagreb

2009-10-15

We complete the analysis carried out in previous papers by studying the Hawking radiation for a Kerr black hole carried to infinity by fermionic currents of any spin. We find agreement with the thermal spectrum of the Hawking radiation for fermionic degrees of freedom. We start by showing that the near-horizon physics for a Kerr black hole is approximated by an effective two-dimensional field theory of fermionic fields. Then, starting from two-dimensional currents of any spin that form a W{sub 1+{infinity}} algebra, we construct an infinite set of covariant currents, each of which carries the corresponding moment of the Hawkingmore » radiation. All together they agree with the thermal spectrum of the latter. We show that the predictive power of this method is based not on the anomalies of the higher-spin currents (which are trivial) but on the underlying W{sub 1+{infinity}} structure. Our results point toward the existence in the near-horizon geometry of a symmetry larger than the Virasoro algebra, which very likely takes the form of a W{sub {infinity}} algebra.« less

Evolution of Student Knowledge in a Traditional Introductory Classroom

NASA Astrophysics Data System (ADS)

Sayre, Eleanor C.; Heckler, Andrew F.

2008-10-01

In the physics education research community, a common format for evaluation is pre- and post-tests. In this study, we collect student test data many times throughout a course, allowing for the measurement of the changes of student knowledge with a time resolution on the order of a few days. The data cover the first two quarters (mechanics, E&M) of a calculus-based introductory sequence populated primarily by first- and second-year engineering majors. To avoid the possibility of test-retest effects, separate and quasi-random subpopulations of students are evaluated every week of the quarter on a variety of tasks. Unsurprisingly for a traditional introductory course, there is little change on many conceptual questions. However, the data suggest that some student ideas peak and decay rapidly during a quarter, a pattern consistent with memory research yet unmeasurable by pre-/post-testing.

Inquiry-based problem solving in introductory physics

NASA Astrophysics Data System (ADS)

Koleci, Carolann

What makes problem solving in physics difficult? How do students solve physics problems, and how does this compare to an expert physicist's strategy? Over the past twenty years, physics education research has revealed several differences between novice and expert problem solving. The work of Chi, Feltovich, and Glaser demonstrates that novices tend to categorize problems based on surface features, while experts categorize according to theory, principles, or concepts1. If there are differences between how problems are categorized, then are there differences between how physics problems are solved? Learning more about the problem solving process, including how students like to learn and what is most effective, requires both qualitative and quantitative analysis. In an effort to learn how novices and experts solve introductory electricity problems, a series of in-depth interviews were conducted, transcribed, and analyzed, using both qualitative and quantitative methods. One-way ANOVA tests were performed in order to learn if there are any significant problem solving differences between: (a) novices and experts, (b) genders, (c) students who like to answer questions in class and those who don't, (d) students who like to ask questions in class and those who don't, (e) students employing an interrogative approach to problem solving and those who don't, and (f) those who like physics and those who dislike it. The results of both the qualitative and quantitative methods reveal that inquiry-based problem solving is prevalent among novices and experts, and frequently leads to the correct physics. These findings serve as impetus for the third dimension of this work: the development of Choose Your Own Adventure Physics(c) (CYOAP), an innovative teaching tool in physics which encourages inquiry-based problem solving. 1Chi, M., P. Feltovich, R. Glaser, "Categorization and Representation of Physics Problems by Experts and Novices", Cognitive Science, 5, 121--152 (1981).

Using a flipped classroom in an algebra-based physics course

NASA Astrophysics Data System (ADS)

Smith, Leigh

2013-03-01

The algebra-based physics course is taken by Biology students, Pre-Pharmacy, Pre-Medical, and other health related majors such as medical imaging, physical therapy, and so on. Nearly 500 students take the course each Semester. Student learning is adversely impacted by poor math backgrounds as well as extensive work schedules outside of the classroom. We have been researching the use of an intensive flipped-classroom approach where students spend one to two hours each week preparing for class by reading the book, completing a series of conceptual problems, and viewing videos which describe the material. In class, the new response system Learning Catalytics is used which allows much richer problems to be posed in class and includes sketching figures, numerical or symbolic entries, short answers, highlighting text, etc in addition to the standard multiple choice questions. We make direct comparison of student learning for 1200 sudents who have taken the same tests, 25% of which used the flipped classroom approach, and 75% who took a more standard lecture. There is significant evidence of improvements in student learning for students taking the flipped classroom approach over standard lectures. These benefits appear to impact students at all math backgrounds.

MRI experiments for introductory physics

NASA Astrophysics Data System (ADS)

Taghizadeh, Sanaz; Lincoln, James

2018-04-01

The introductory physics classroom has long educated students about the properties of the atom and the nucleus. But absent from these lessons has been an informed discussion of magnetic resonance imaging (MRI) and its parent science nuclear magnetic resonance (NMR). Physics teachers should not miss the opportunity to instruct upon this highly relevant application of modern physics, especially with so many of our students planning to pursue a career in medicine. This article provides an overview of the physics of MRI and gives advice on how physics teachers can introduce this topic. Also included are some demonstration activities and a discussion of a desktop MRI apparatus that may be used by students in the lab or as a demo.

Affine group formulation of the Standard Model coupled to gravity

DOE Office of Scientific and Technical Information (OSTI.GOV)

Chou, Ching-Yi, E-mail: l2897107@mail.ncku.edu.tw; Ita, Eyo, E-mail: ita@usna.edu; Soo, Chopin, E-mail: cpsoo@mail.ncku.edu.tw

In this work we apply the affine group formalism for four dimensional gravity of Lorentzian signature, which is based on Klauder’s affine algebraic program, to the formulation of the Hamiltonian constraint of the interaction of matter and all forces, including gravity with non-vanishing cosmological constant Λ, as an affine Lie algebra. We use the hermitian action of fermions coupled to gravitation and Yang–Mills theory to find the density weight one fermionic super-Hamiltonian constraint. This term, combined with the Yang–Mills and Higgs energy densities, are composed with York’s integrated time functional. The result, when combined with the imaginary part of themore » Chern–Simons functional Q, forms the affine commutation relation with the volume element V(x). Affine algebraic quantization of gravitation and matter on equal footing implies a fundamental uncertainty relation which is predicated upon a non-vanishing cosmological constant. -- Highlights: •Wheeler–DeWitt equation (WDW) quantized as affine algebra, realizing Klauder’s program. •WDW formulated for interaction of matter and all forces, including gravity, as affine algebra. •WDW features Hermitian generators in spite of fermionic content: Standard Model addressed. •Constructed a family of physical states for the full, coupled theory via affine coherent states. •Fundamental uncertainty relation, predicated on non-vanishing cosmological constant.« less

Toward the classification of differential calculi on κ-Minkowski space and related field theories

NASA Astrophysics Data System (ADS)

Jurić, Tajron; Meljanac, Stjepan; Pikutić, Danijel; Štrajn, Rina

2015-07-01

Classification of differential forms on κ-Minkowski space, particularly, the classification of all bicovariant differential calculi of classical dimension is presented. By imposing super-Jacobi identities we derive all possible differential algebras compatible with the κ-Minkowski algebra for time-like, space-like and light-like deformations. Embedding into the super-Heisenberg algebra is constructed using non-commutative (NC) coordinates and one-forms. Particularly, a class of differential calculi with an undeformed exterior derivative and one-forms is considered. Corresponding NC differential calculi are elaborated. Related class of new Drinfeld twists is proposed. It contains twist leading to κ-Poincaré Hopf algebra for light-like deformation. Corresponding super-algebra and deformed super-Hopf algebras, as well as the symmetries of differential algebras are presented and elaborated. Using the NC differential calculus, we analyze NC field theory, modified dispersion relations, and discuss further physical applications.

A grid spacing control technique for algebraic grid generation methods

NASA Technical Reports Server (NTRS)

Smith, R. E.; Kudlinski, R. A.; Everton, E. L.

1982-01-01

A technique which controls the spacing of grid points in algebraically defined coordinate transformations is described. The technique is based on the generation of control functions which map a uniformly distributed computational grid onto parametric variables defining the physical grid. The control functions are smoothed cubic splines. Sets of control points are input for each coordinate directions to outline the control functions. Smoothed cubic spline functions are then generated to approximate the input data. The technique works best in an interactive graphics environment where control inputs and grid displays are nearly instantaneous. The technique is illustrated with the two-boundary grid generation algorithm.

Conceptual Mobility and Entrenchment in Introductory Geoscience Courses: New Questions Regarding Physics' and Chemistry's Role in Learning Earth Science Concepts

ERIC Educational Resources Information Center

Anderson, Steven W.; Libarkin, Julie C.

2016-01-01

Nationwide pre- and posttesting of introductory courses with the Geoscience Concept Inventory (GCI) shows little gain for many of its questions. Analysis of more than 3,500 tests shows that 22 of the 73 GCI questions had gains of <0.03, and nearly half of these focused on basic physics and chemistry. We also discovered through an assessment of…

Teaching Measurement and Uncertainty the GUM Way

ERIC Educational Resources Information Center

Buffler, Andy; Allie, Saalih; Lubben, Fred

2008-01-01

This paper describes a course aimed at developing understanding of measurement and uncertainty in the introductory physics laboratory. The course materials, in the form of a student workbook, are based on the probabilistic framework for measurement as recommended by the International Organization for Standardization in their publication "Guide to…

Teaching Thermodynamics with Physlets[R] in Introductory Physics

ERIC Educational Resources Information Center

Cox, Anne J.; Belloni, Mario; Dancy, Melissa; Christian, Wolfgang

2003-01-01

This paper describes the use of interactive, Physlet[R]-based curricular material designed to help students learn concepts of thermodynamics with a particular focus on the use of kinetic theory models. These exercises help students visualize ideal gas particle dynamics and engine cycles, make concrete connections between mechanics and…

A MOOC Based on Blended Pedagogy

ERIC Educational Resources Information Center

Rayyan, S.; Fredericks, C.; Colvin, K. F.; Liu, A.; Teodorescu, R.; Barrantes, A.; Pawl, A.; Seaton, D. T.; Pritchard, D. E.

2016-01-01

We describe three iterations of a Massive Open Online Course (MOOC) developed from online preparation materials for a reformed introductory physics classroom at the Massachusetts Institute of Technology, in which the teaching staff interact with small groups of students doing problems using an expert problem-solving pedagogy. The MOOC contains an…

University Student Conceptual Resources for Understanding Energy

ERIC Educational Resources Information Center

Sabo, Hannah C.; Goodhew, Lisa M.; Robertson, Amy D.

2016-01-01

We report some of the common, prevalent conceptual resources that students used to reason about energy, based on our analysis of written responses to questions given to 807 introductory physics students. These resources include, for example, associating forms of energy with indicators, relating forces and energy, and representing energy…

Using Research-Based Interactive Video Vignettes to Enhance Out-of-Class Learning in Introductory Physics

ERIC Educational Resources Information Center

Laws, Priscilla W.; Willis, Maxine C.; Jackson, David P.; Koenig, Kathleen; Teese, Robert

2015-01-01

Ever since the first generalized computer-assisted instruction system (PLATO) was introduced over 50 years ago, educators have been adding computer-based materials to their classes. Today many textbooks have complete online versions that include video lectures and other supplements. In the past 25 years the web has fueled an explosion of online…

Place-Based Education and Geographic Information Systems: Enhancing the Spatial Awareness of Middle School Students in Maine

ERIC Educational Resources Information Center

Perkins, Nancy; Hazelton, Eric; Erickson, Jeryl; Allan, Walter

2010-01-01

Spatial literacy is a new frontier in K-12 education. This article describes a place-based introductory GIS/GPS middle school curriculum unit in which students used measuring tools, GPS units, and My World GIS software to collect physical and spatial data of trees to create a schoolyard tree inventory. Maine students completed "memory…

Investigating and improving introductory physics students’ understanding of electric flux

NASA Astrophysics Data System (ADS)

Li, Jing; Singh, Chandralekha

2018-07-01

A solid grasp of the concept of electric flux is an important pre-requisite for appropriate use of Gauss’s law in solving electrostatics problems. As part of a broader investigation focusing on improving understanding of electrostatics concepts, we investigated the conceptual difficulties of college students in a traditionally taught calculus-based introductory physics course with the concept of electric flux and then the research on student difficulties was used as a guide in the development and evaluation of a research-validated tutorial which strives to help students learn this concept better. During the investigation of difficulties and the design and validation of the guided inquiry-based tutorial, college students in a calculus-based introductory physics course were given written questions to probe the common conceptual difficulties with the electric flux related concepts, and we also interviewed a subset of those students to get an in-depth account of the reasons behind the conceptual difficulties. The guided inquiry-based learning sequences in the tutorial were also iterated several times with instructors who regularly teach these courses. Here we discuss the common student difficulties with the electric flux found in our investigations, and the development and validation of a tutorial that strives to improve student understanding. We analyse how students performed on the pre-test (administered before the electric flux tutorial but after traditional instruction in the electric flux concepts) and on the post-test (administered after students in the tutorial group had engaged with the electric flux related tutorial). The performance of students in all sections of the course was comparable on the pre-test regardless of who taught that section. However, on the post-test, the performance of those in the sections of the course in which students engaged with the tutorial is significantly better that the section in which the tutorial was not used.

Facilitating Case Reuse during Problem Solving in Algebra-Based Physics

ERIC Educational Resources Information Center

Mateycik, Frances Ann

2010-01-01

This research project investigates students' development of problem solving schemata while using strategies that facilitate the process of using solved examples to assist with a new problem (case reuse). Focus group learning interviews were used to explore students' perceptions and understanding of several problem solving strategies. Individual…

A heuristic way of obtaining the Kerr metric

DOE Office of Scientific and Technical Information (OSTI.GOV)

Enderlein, J.

1997-09-01

An intuitive, straightforward way of finding the metric of a rotating black hole is presented, based on the algebra of differential forms. The representation obtained for the metric displays a simplicity which is not obvious in the usual Boyer{endash}Lindquist coordinates. {copyright} {ital 1997 American Association of Physics Teachers.}

A spatial operator algebra for manipulator modeling and control

NASA Technical Reports Server (NTRS)

Rodriguez, G.; Jain, A.; Kreutz-Delgado, K.

1991-01-01

A recently developed spatial operator algebra for manipulator modeling, control, and trajectory design is discussed. The elements of this algebra are linear operators whose domain and range spaces consist of forces, moments, velocities, and accelerations. The effect of these operators is equivalent to a spatial recursion along the span of a manipulator. Inversion of operators can be efficiently obtained via techniques of recursive filtering and smoothing. The operator algebra provides a high-level framework for describing the dynamic and kinematic behavior of a manipulator and for control and trajectory design algorithms. The interpretation of expressions within the algebraic framework leads to enhanced conceptual and physical understanding of manipulator dynamics and kinematics.

Effectiveness of Workshop Style Teaching in Students' Learning of Introductory Electricity and Magnetism

NASA Astrophysics Data System (ADS)

Mehta, Nirav; Cheng, Kelvin

2012-10-01

We have developed an interactive workshop-style course for our introductory calculus-based physics sequence at Trinity University. Lecture is limited to approximately 15 min. at the beginning of class, and the remainder of the 50-min. class is devoted to inquiry-based activities and problem solving. So far, lab is done separately and we have not incorporated the lab component into the workshop model. We use the Brief Electricity and Magnetism Assessment (BEMA) to compare learning gains between the workshop and traditional lecture-based course for the Spring 2012 semester. Both the workshop and lecture courses shared the same inquiry-based lab component that involved pre-labs, prediction-observation and post-lab activities. Our BEMA results indicate statistically significant improvement in overall learning gains compared to the traditional course. We compare our workshop BEMA scores both to traditional lecture scores here at Trinity and to those from other institutions.

A physics department's role in preparing physics teachers: The Colorado learning assistant model

NASA Astrophysics Data System (ADS)

Otero, Valerie; Pollock, Steven; Finkelstein, Noah

2010-11-01

In response to substantial evidence that many U.S. students are inadequately prepared in science and mathematics, we have developed an effective and adaptable model that improves the education of all students in introductory physics and increases the numbers of talented physics majors becoming certified to teach physics. We report on the Colorado Learning Assistant model and discuss its effectiveness at a large research university. Since its inception in 2003, we have increased the pool of well-qualified K-12 physics teachers by a factor of approximately three, engaged scientists significantly in the recruiting and preparation of future teachers, and improved the introductory physics sequence so that students' learning gains are typically double the traditional average.