Why Some Stay: A Study of Factors Contributing to Persistence In Undergraduate Physics.

ERIC Educational Resources Information Center

Vazquez-Abad, Jesus; And Others

This paper reports on research undertaken to provide information about the factors influencing student persistence in undergraduate physics programs at the University of Montreal in Quebec, Canada. Data collection methods included student interviews, faculty and staff interviews, and two separate questionnaire administrations to students enrolled…

The Role of Humor in Learning Physics: A Study of Undergraduate Students

ERIC Educational Resources Information Center

Berge, Maria

2017-01-01

We all know that they do it, but what do students laugh "about" when learning science together? Although research has shown that students do use humor when they learn science, the role of humor in science education has received little attention. In this study, undergraduate students' laughter during collaborative work in physics has been…

Connecting Self-Efficacy and Views about the Nature of Science in Undergraduate Research Experiences

ERIC Educational Resources Information Center

Quan, Gina M.; Elby, Andrew

2016-01-01

Undergraduate research can support students' more central participation in physics. We analyze markers of two coupled shifts in participation: changes in students' views about the nature of science coupled to shifts in self-efficacy toward physics research. Students in the study worked with faculty and graduate student mentors on research projects…

Examining Problem Solving in Physics-Intensive Ph.D. Research

ERIC Educational Resources Information Center

Leak, Anne E.; Rothwell, Susan L.; Olivera, Javier; Zwickl, Benjamin; Vosburg, Jarrett; Martin, Kelly Norris

2017-01-01

Problem-solving strategies learned by physics undergraduates should prepare them for real-world contexts as they transition from students to professionals. Yet, graduate students in physics-intensive research face problems that go beyond problem sets they experienced as undergraduates and are solved by different strategies than are typically…

Phys21:Preparing Physics Students for 21st Century Careers

NASA Astrophysics Data System (ADS)

McCormack, Elizabeth

2017-04-01

The Phys21: Preparing Physics Students for 21st Century Careersreport was commissioned by the APS and the AAPT and prepared by the Joint Task Force on Undergraduate Physics Programs (J-TUPP). It addresses the question: What skills and knowledge should the next generation of undergraduate physics majors possess to be well prepared for a diverse set of careers? J-TUPP members were particularly interested to understand better the needs of students who do not plan to pursue academic research careers. The major findings of the report and a summary of the guidelines that were developed for revising the undergraduate curriculum, addressing the needs of an increasingly diverse population of students, providing professional skills development, and enhancing student engagement through high impact teaching practices will be presented.

Should I Take Further Mathematics? Physics Undergraduates' Experiences of Post-Compulsory Mathematics

ERIC Educational Resources Information Center

Bowyer, Jessica; Darlington, Ellie

2017-01-01

It is essential that physics undergraduates are appropriately prepared for the mathematical demands of their course. This study investigated physics students' perceptions of post-compulsory mathematics as preparation for their degree course. 494 physics undergraduates responded to an online questionnaire about their experiences of A-level…

The Associations of Physical and Sexual Assault with Suicide Risk in Nonclinical Military and Undergraduate Samples

ERIC Educational Resources Information Center

Bryan, Craig J.; McNaugton-Cassill, Mary; Osman, Augustine; Hernandez, Ann Marie

2013-01-01

The associations of various forms of sexual and physical assault with a history of suicide attempts and recent suicide ideation were studied in two distinct samples: active duty military and undergraduate students. A total of 273 active duty Air Force personnel and 309 undergraduate students anonymously completed self-report surveys of assault…

What Works for Women in Undergraduate Physics?

NASA Astrophysics Data System (ADS)

Whitten, Barbara L.; Dorato, Shannon R.; Foster, Suzanne R.; Duncombe, Margaret L.

2005-10-01

The physics community in the U.S. has been concerned about the low participation by women for many years. Although some progress has been made, the percentage of undergraduate women in physics is still less than half that in mathematics and chemistry. While the percentage of women in physics declines at every step up the academic ladder, the largest decrease occurs in the undergraduate years. Therefore it is worthwhile to look at how undergraduate physics departments might make women students comfortable. We have conducted a study of undergraduate physics departments in order to learn "what works" in attracting and retaining women in the undergraduate physics major. With a team of women physicists, we visited nine undergraduate physics departments, five with high participation by women and four with average participation. We also visited six departments in women's colleges, which are known for producing accomplished women in all fields, including science. Three of the 15 schools are historically Black colleges, which produce disproportionate numbers of African-American women scientists. We found that the most important factor in a female-friendly physics department is a warm and inclusive culture that reaches out to introductory students. We also discuss the effects of curriculum, pedagogy, and institutional policy.

Comparison of Career Concerns among College Women and Men Enrolled in Biological and Physical Sciences

NASA Astrophysics Data System (ADS)

Dodson, Maria

The underrepresentation of women enrolled in the physical sciences continues to challenge academic leaders despite over 40 years of programming to promote gender equity within these curricula. This study employed a quantitative, causal comparative method to explore if and to what extent career concerns differed among female and male undergraduate physical and biological science students. The theory of planned behavior and life-span, life-space theory served as the theoretical framework for the study. Quantitative survey data were collected from 43 students at four institutions across the United States. The findings indicated that undergraduate women in physical science programs of study had a significantly different level of concern about the Innovating sub-category of the third stage of career development, Maintenance, as compared to undergraduate women in biological science curricula [F(1,33) = 6.244, p = 0.018]. Additionally, there was a statistically significant difference between female undergraduate physical science students and undergraduate male science students in the sub-categories of Implementation [F(1,19) = 7.228, p = 0.015], Advancing [F(1,19) = 11.877, p = 0.003], and Innovating [F(1,19) = 11.782, p = 0.003] within the first three stages of career development (Exploration, Establishment, and Maintenance). The comparative differences among the study groups offers new information about undergraduate career concerns that may contribute to the underrepresentation of women enrolled in the physical sciences. Suggestions for future research and programs within higher education targeted at reducing the career concerns of current and prospective female students in physical science curricula are discussed.

[The physical therapy undergraduate students' responses to the gross human anatomy subjects].

PubMed

Anahara, Reiko; Kawashiro, Yukiko; Matsuno, Yoshiharu; Mori, Chisato; Kohno, Toshihiko

2008-09-01

Instruction in gross human anatomy is one of the important items in the subject for co-medical students of the physical therapist course. The physical therapy undergraduate students are required to have a solid understanding of the structure and formation of the human body. Therefore, their good-understanding of the course on the gross human anatomy and their experience of the gross human anatomy laboratory (observation practice) are acquired to improve their knowledge of the human body. To clarify the student responses to the gross human anatomy course including the gross human anatomy laboratory, several questionnaires were administered to the freshman physical therapy undergraduate student for two years. We found that more than 80% of the students, who felt a negative attitude for gross human anatomy before the course started, had a positive attitude about the gross human anatomy after going through the course. The experience of the gross human anatomy laboratory increased the students' activity of learning and they thought more about the dignity of being human after the course than before viewing. In addition, the results suggested that the multiple experiences of the gross human anatomy course are useful for the physical therapy undergraduate students to improve the quality of their understanding of the human body.

The Impact of Nintendo Wii to Physical Education Students' Balance Compared to the Traditional Approaches

ERIC Educational Resources Information Center

Vernadakis, Nikolaos; Gioftsidou, Asimenia; Antoniou, Panagiotis; Ioannidis, Dionysis; Giannousi, Maria

2012-01-01

The purpose of this study was to determine whether there is a difference between an exergame-based and a traditional balance training program, in undergraduate Physical Education students. Thirty two third-year undergraduate students at the Democritus University of Thrace were randomly divided into two training program groups of 16 students each,…

Evolution of Physical Education Undergraduate Majors in Higher Education in China

ERIC Educational Resources Information Center

Jiahong, Wang; Xiang, Ping; Dazhi, Zhang; Liu, Weidong; Gao, Xiaofeng

2017-01-01

Physical education (PE) undergraduate programs in higher education in China have evolved over the last 100 years. As a result, a comprehensive system of physical education undergraduate majors in higher education has been established in today's colleges/universities in China. The large number of students who have completed a physical education…

What Does a Physics Undergraduate Education Give You? A Perspective from Australian Physics

ERIC Educational Resources Information Center

Sharma, Manjula; Pollard, Judith; Mendez, Alberto; Mills, David; O'Byrne, John; Scott, Dale; Hagon, Sue; Gribble, Joan; Kirkup, Les; Livett, Michelle; Low, David; Merchant, Alex; Rayner, Anton; Swan, Geoff; Zadnik, Marjan; Zealey, Willam

2008-01-01

In a study to assess how effectively undergraduate physics studies have prepared students for the workplace, we attempted to locate and interview traditional 3-year or 4-year physics students who had graduated in the past five years (2000 to 2004), and the employers of these graduates. The study was limited to recent graduates who have majored in…

A New Cost-Effective Diode Laser Polarimeter Apparatus Constructed by Undergraduate Students

ERIC Educational Resources Information Center

Lisboa, Pedro; Sotomayor, Joo; Ribeiro, Paulo

2010-01-01

The construction of a diode laser polarimeter apparatus by undergraduate students is described. The construction of the modular apparatus by undergraduate students gives them an insight into how it works and how the measurement of a physical or chemical property is conducted. The students use the polarimeter to obtain rotation angle values for the…

Comparing the influence of physical and virtual manipulatives in the context of the Physics by Inquiry curriculum: The case of undergraduate students' conceptual understanding of heat and temperature

NASA Astrophysics Data System (ADS)

Zacharia, Zacharias C.; Constantinou, Constantinos P.

2008-04-01

We compare the effect of experimenting with physical or virtual manipulatives on undergraduate students' conceptual understanding of heat and temperature. A pre-post comparison study design was used to replicate all aspects of a guided inquiry classroom except the mode in which students performed their experiments. This study is the first on physical and virtual manipulative experimentation in physics in which the curriculum, method of instruction, and resource capabilities were explicitly controlled. The participants were 68 undergraduates in an introductory course and were randomly assigned to an experimental or a control group. Conceptual tests were administered to both groups to assess students' understanding before, during, and after instruction. The result indicates that both modes of experimentation are equally effective in enhancing students' conceptual understanding. This result is discussed in the context of an ongoing debate on the relative importance of virtual and real laboratory work in physics education.

An IYPT-based undergraduate physics tournament in China

NASA Astrophysics Data System (ADS)

Li, Chuanyong; Song, Feng; Liu, Yubin; Sun, Qian

2013-03-01

International Young Physicists' Tournament (IYPT) is a team-oriented scientific competition of secondary school students. The participants present their solutions to scientific problems they have prepared over several months and discuss their solutions with other teams. It can also be implemented in university level as its physics problems are all open questions and have no standard answers, especially suitable for undergraduates' ability training in China. The annual tournament of physics learning of undergraduates in our school of physics was started in 2008. Each year, there are 15-18 teams, 20 more student volunteers and 30 more faculty jurors involved. The students benefited in different ways. It is project-based, requiring students to solve the problems in a research way. Team work is developed in both experimenting and discussing stages. The knowledge learned in classrooms can be used to solve these practical and life-related problems, raising their interest and initiative in physics learning. Finally, they are building up their skills in scientific presentation and communication. An IYPT-based program called CUPT (China undergraduate physics tournament) was launched in 2010 and annually attracts about 40 universities to attend. It gains its important role in physics education. National Fund for Talent Training in Basic Sciences (J1103208)

Success Stories of Undergraduate Retention: A Pathways Study of Graduate Students in Solar and Space Physics

NASA Astrophysics Data System (ADS)

Morrow, C. A.; Stoll, W.; Moldwin, M.; Gross, N. A.

2012-12-01

This presentation describes results from an NSF-funded study of the pathways students in solar and space physics have taken to arrive in graduate school. Our Pathways study has documented results from structured interviews conducted with graduate students attending two, week-long, NSF-sponsored scientific workshops during the summer of 2011. Our research team interviewed 48 solar and space physics students (29 males and 19 females currently in graduate programs at US institutions,) in small group settings regarding what attracted and retained them along their pathways leading to grad school. This presentation addresses what these students revealed about the attributes and influences that supported completion of their undergraduate experience and focused their aspirations toward graduate school. In advance of the interview process, we collected 125 on-line survey responses from students at the two workshops. This 20-item survey included questions about high school and undergraduate education, as well as about research and graduate experience. A subset of the 125 students who completed this on-line survey volunteered to be interviewed. Two types of interview data were collected from the 48 interviewees: 1) written answers to a pre-interview questionnaire; and 2) detailed notes taken by researchers during group interviews. On the pre-interview questionnaire, we posed the question: "How did you come to be a graduate student in your field?" Our findings to date are based on an analysis of responses to this question, cross correlated with the corresponding on-line survey data. Our analysis reveals the importance of early research experiences. About 80% of the students participating in the Pathways study cited formative undergraduate research experiences. Moreover, about 50% of participants reported undergraduate research experiences that were in the field of their current graduate studies. Graduate students interviewed frequently cited a childhood interest in science that grew through high school and undergraduate science courses on into trying out research as an undergraduate. Reasons cited for finding space physics more attractive than, say astronomy or cosmology, included: 1) the domain of physical reality being studied (near-Earth space) can be accessed by humans; 2) the research content is easier to explain to family and friends; and 3) the research has more societal relevance. Our data also suggest the pivotal role of undergraduate professors and research advisors in supporting student persistence.

Time and space: undergraduate Mexican physics in motion

NASA Astrophysics Data System (ADS)

Candela, Antonia

2010-09-01

This is an ethnographic study of the trajectories and itineraries of undergraduate physics students at a Mexican university. In this work learning is understood as being able to move oneself and, other things (cultural tools), through the space-time networks of a discipline (Nespor in Knowledge in motion: space, time and curriculum in undergraduate physics and management. Routledge Farmer, London, 1994). The potential of this socio-cultural perspective allows an analysis of how students are connected through extended spaces and times with an international core discipline as well as with cultural features related to local networks of power and construction. Through an example, I show that, from an actor-network-theory (Latour in Science in action. Harvard University Press, Cambridge, 1987), that in order to understand the complexities of undergraduate physics processes of learning you have to break classroom walls and take into account students' movements through complex spatial and temporal traces of the discipline of physics. Mexican professors do not give classes following one textbook but in a moment-to-moment open dynamism tending to include undergraduate students as actors in classroom events extending the teaching space-time of the classroom to the disciplinary research work of physics. I also find that Mexican undergraduate students show initiative and display some autonomy and power in the construction of their itineraries as they are encouraged to examine a variety of sources including contemporary research articles, unsolved physics problems, and even to participate in several physicists' spaces, as for example being speakers at the national congresses of physics. Their itineraries also open up new spaces of cultural and social practices, creating more extensive networks beyond those associated with a discipline. Some economic, historical and cultural contextual features of this school of sciences are analyzed in order to help understanding the particular way students are encouraged to develop their autonomy.

A community of educators: professional development for graduate students within the Berkeley Compass Project

NASA Astrophysics Data System (ADS)

Schwab, Josiah; Roth, Nathaniel; Berkeley Compass Project

2015-01-01

The Berkeley Compass Project is a self-formed group of graduate and undergraduate students in the physical sciences at UC Berkeley. Our goals are to improve undergraduate physics education, provide opportunities for professional development, and increase retention of students from populations typically underrepresented in the physical sciences. Graduate students, together with upper-level undergraduates, design and run all Compass programs. We strive to create a community of educators that incorporates best practices from the science education literature. Along the way, we develop experience in curriculum development, fundraising, grant writing, interfacing with university administration, and other aspects of running an effective organization. Our experience in Compass leaves us better poised to be successful researchers, teachers, and mentors.

Growing a Science Internship One Year at a Time: Updates to the Science Undergraduate Laboratory Internship Program D. Ortiz-Arias, A. Dominguez, A. Zwicker, S. Greco

NASA Astrophysics Data System (ADS)

Ortiz, Deedee; Dominguez, Arturo; Zwicker, Andrew; Greco, Shannon

2016-10-01

Between 1993-2014, the National Undergraduate Fellowship (NUF) program, sponsored by the DOE Office of Fusion Energy Sciences, provided summer research internships for outstanding undergraduate students from around the country. Since then, the NUF program was merged into the Science Undergraduate Laboratory Internship (SULI) program, sponsored by the DOE Office of Workforce Development for Teachers and Students. While there were many similarities between the two programs, the SULI program did not include the one-week introductory course in plasma physics or the opportunity for participants to present their summer research results at this meeting. In the past two years, working with representatives from both OFES and WDTS, we have again implemented some of the most important components of the NUF program. The week-long, introductory course in plasma physics is included and streamed live- especially important since most undergraduate physics students have not taken a plasma physics course before they begin their research. Students are again able to present their research to our community, a critical component of a full research experience and plans are underway to obtain additional funding to once again include universities as eligible host sites.

Conceptualization, Development and Validation of an Instrument for Investigating Elements of Undergraduate Physics Laboratory Learning Environments: The UPLLES (Undergraduate Physics Laboratory Learning Environment Survey)

ERIC Educational Resources Information Center

Thomas, Gregory P; Meldrum, Al; Beamish, John

2013-01-01

First-year undergraduate physics laboratories are important physics learning environments. However, there is a lack of empirically informed literature regarding how students perceive their overall laboratory learning experiences. Recipe formats persist as the dominant form of instructional design in these sites, and these formats do not adequately…

Interactive Computation for Undergraduates: The Next Generation

NASA Astrophysics Data System (ADS)

Kolan, Amy J.

2017-05-01

A generation ago (29 years ago), Leo Kadanoff and Michael Vinson created the Computers, Chaos, and Physics course. A major pedagogical thrust of this course was to help students form and test hypotheses via computer simulation of small problems in physics. Recently, this aspect of the 1987 course has been revived for use with first year physics undergraduate students at St. Olaf College.

Developing Early Undergraduate Research at a Two-Year College

ERIC Educational Resources Information Center

Sibbernsen, Kendra

2013-01-01

Two-year college (TYC) physics teachers are not often required to provide student research experiences as a part of their contracted duties. However, some TYC physics faculty members are interested in developing research opportunities for their freshman- and sophomore-level students, often called "early undergraduate research" (EUR).…

Prevalence and Effects of Life Event Exposure among Undergraduate and Community College Students

ERIC Educational Resources Information Center

Anders, Samantha L.; Frazier, Patricia A.; Shallcross, Sandra L.

2012-01-01

The purposes of this study were to assess lifetime and recent exposure to various life events among undergraduate and community college students and to assess the relation between event exposure and a broad range of outcomes (i.e., mental and physical health, life satisfaction, grade point average). Undergraduate students from a midwestern…

The Conferences for Undergraduate Women in Physics

NASA Astrophysics Data System (ADS)

Blessing, Susan

2014-03-01

The APS Conferences for Undergraduate Women in Physics (CUWiP) are the continuation of a grass-roots collaborative effort that began 2006. The goals of the conferences are to increase retention and improve career outcomes of undergraduate women in physics. I will discuss the conferences, including organization and participant response, and encourage participation--of both students and institutions.

REU Students' Initial Perceptions of Scientific Ethics

NASA Astrophysics Data System (ADS)

Murphy, Sytil; Zollman, Dean

2010-10-01

One goal of undergraduate research, particularly Research Experience for Undergraduates (REU) programs, is to help students become aware of the importance of ethical conduct in research. The Survey of Undergraduate Research Experiences (SURE) indicates that biology students believe they learn more about ethical conduct from their research experiences than physics students. Motivated by this, we initiated a study of both biology and physics REU students at Kansas State University consisting of pre- and post-interviews regarding their understanding of ethics with results to be compared to the SURE. This paper presents the students' initial perceptions (from the pre-interview) of how ethical issues impact science in general as well as their own specific work. We also discuss the differences in the interview responses of the two groups.

Perceptions of Environmental Supports on the Physical Activity Behaviors of University Men and Women: A Preliminary Investigation

ERIC Educational Resources Information Center

Reed, Julian; Ainsworth, Barbara

2007-01-01

Objective: To examine perception differences between genders of university sidewalks and safety from crime on the physical activity (PA) behaviors of undergraduate students. Participants: Five hundred and sixty undergraduate students participated in this study. Methods: The authors derived questions from the South Carolina Environmental Supports…

Undergraduate Research in Physics as an Educational Tool

NASA Astrophysics Data System (ADS)

Hakim, Toufic M.; Garg, Shila

2001-03-01

The National Science Foundation's 1996 report "Shaping the Future: New Expectations for Undergraduate Education in Science, Mathematics, Engineering and Technology" urged that in order to improve SME&T education, decisive action must be taken so that "all students have access to excellent undergraduate education in science .... and all students learn these subjects by direct experience with the methods and processes of inquiry." Research-related educational activities that integrate education and research have been shown to be valuable in improving the quality of education and enhancing the number of majors in physics departments. Student researchers develop a motivation to continue in science and engineering through an appreciation of how science is done and the excitement of doing frontier research. We will address some of the challenges of integrating research into the physics undergraduate curriculum effectively. The departmental and institutional policies and infrastructure required to help prepare students for this endeavor will be discussed as well as sources of support and the establishment of appropriate evaluation procedures.

A model for undergraduate physics major outcomes objectives

NASA Astrophysics Data System (ADS)

Taylor, G. R.; Erwin, T. Dary

1989-06-01

Concern with assessment of student outcomes of undergraduate physics major programs is rapidly rising. The Southern Association of Colleges and Schools and many other regional and state organizations are requiring explicit outcomes assessment in the accrediting process. The first step in this assessment process for major programs is the establishment of student outcomes objectives. A model and set of physics outcomes (educational) objectives that were developed by the faculty in the Physics Department at James Madison University are presented.

They Won't All Grow Up to Be You: Preparing Students for Diverse Careers

NASA Astrophysics Data System (ADS)

McNeil, Laurie

The Joint Task Force on Undergraduate Physics Programs (J-TUPP) was formed in response to a growing awareness in the physics community that undergraduate physics majors pursue a wide range of careers after graduation, with very few ending up employed as physics professors. The task force was charged to identify the skills and knowledge that undergraduate physics degree holders should possess to be well prepared for a diverse set of careers, and to provide guidance on how physicists could revise the undergraduate curriculum to improve the education of a diverse student population. Our report (issued in October 2016) is the result of the task force's reviews of employment data, surveys of employers, and reports generated by other disciplines, as well as meetings with physicists in selected industries and interviews with recent physics graduates employed in the private sector. As part of our study we also identified exemplary programs that provide models of how physics departments can ensure that all of their students are well prepared to pursue a wide range of career paths. I will summarize and illustrate the findings and recommendations contained in the task force's report.

Understanding Female Students' Physics Identity Development

NASA Astrophysics Data System (ADS)

Hazari, Zahra

2017-01-01

While the gender gap in physics participation is a known problem, practical strategies that may improve the situation are not well understood. As physics education researchers, we draw on evidence to help inform us of what may or may not be working. To this end, physics identity has proven to be a useful framework for understanding and predicting participation in physics. Drawing on data from national surveys of college students, case studies in physics classes, and surveys of undergraduate women in physics, we identify strategies that are predictive of female students' physics identity development from their high school and undergraduate physics experiences. These findings will be discussed as well as future directions for using this research to increase the recruitment of women to physics-related careers. NSF Grant # 1431846.

Sense of Place and Student Engagement among Undergraduate Students at a Major Public Research University

ERIC Educational Resources Information Center

Okoli, Daniel T.

2013-01-01

The purpose of this study was to explore the relationship between sense of place and student engagement among undergraduate students, in order to influence how higher education institutions view the role of the physical environment in fostering student engagement, learning, and personal development. Student engagement, a very important predictor…

Guidelines for Undergraduate Exercise Physiology in a Physical Education Teacher Education Program. Guidance Document

ERIC Educational Resources Information Center

National Association for Sport and Physical Education, 2006

2006-01-01

A course in Exercise Physiology is a common requirement among undergraduate students preparing for a career in physical education, adult fitness, or athletic training. Often, such courses are taught to an assortment of students from a variety of disciplines (Van Donselaar & Leslie, 1990) with an emphasis on physiological principles applied to…

Physical Activity and the Common Cold in Undergraduate University Students: Implications for Health Professionals

ERIC Educational Resources Information Center

Vossen, Deborah P.; McArel, Heather; Vossen, Jeffery F.; Thompson, Angela M.

2004-01-01

Objective: The common cold, known as upper respiratory tract infection (URTI), is the world's most prevalent illness. The purpose of this study was to determine if physical activity is linked to the incidence and/or duration of the common cold. Method: Undergraduate university students (n=200) were asked to complete two questionnaires. The…

Physics in ;Real Life;: Accelerator-based Research with Undergraduates

NASA Astrophysics Data System (ADS)

Klay, J. L.

All undergraduates in physics and astronomy should have access to significant research experiences. When given the opportunity to tackle challenging open-ended problems outside the classroom, students build their problem-solving skills in ways that better prepare them for the workplace or future research in graduate school. Accelerator-based research on fundamental nuclear and particle physics can provide a myriad of opportunities for undergraduate involvement in hardware and software development as well as ;big data; analysis. The collaborative nature of large experiments exposes students to scientists of every culture and helps them begin to build their professional network even before they graduate. This paper presents an overview of my experiences - the good, the bad, and the ugly - engaging undergraduates in particle and nuclear physics research at the CERN Large Hadron Collider and the Los Alamos Neutron Science Center.

Sexual Harassment Reported Among a Sample of Undergraduate Women in Physics

NASA Astrophysics Data System (ADS)

Aycock, Lauren M.; Brewe, Eric; Clancy, Kathryn B. H.; Goertzen, Renee Michelle; Hazari, Zarha; Hodapp, Theodore

2016-05-01

The field of physics lags behind most other scientific fields in gender parity of students earning bachelor's degrees. The transition from enrollment in high school physics to graduating with physics degree represents the biggest decrease in the proportion of female students for any step in physics educational attainment. Sexual harassment contributes to an unwelcome climate. It is unknown how prevalent sexual harassment is in the field of physics and whether it's a contributing factor to the field's inability to recruit and retain female students. Our goal was to measure a quantitative baseline for sexual harassment--associated with physics--observed and experienced by a sample of female undergraduate students. As part of a larger conference evaluation survey, we conducted an internet-based survey (n = 632) of attendees of the APS Conference for Undergraduate Women in Physics to measure the extent to which they personally experienced or observed sexual harassment in a context associated with physics. We will present results from this survey. Opinions, findings, or conclusions expressed in this work do not necessarily reflect the views of the NSF, DOE, or APS. This work was supported in part by the National Science Foundation (PHY-1346627) and by the Department of Energy (DE-SC0011076).

Undergraduate Research in Physics as a course for Engineering and Computer Science Majors

NASA Astrophysics Data System (ADS)

O'Brien, James; Rueckert, Franz; Sirokman, Greg

2017-01-01

Undergraduate research has become more and more integral to the functioning of higher educational institutions. At many institutions undergraduate research is conducted as capstone projects in the pure sciences, however, science faculty at some schools (including that of the authors) face the challenge of not having science majors. Even at these institutions, a select population of high achieving engineering students will often express a keen interest in conducting pure science research. Since a foray into science research provides the student the full exposure to the scientific method and scientific collaboration, the experience can be quite rewarding and beneficial to the development of the student as a professional. To this end, the authors have been working to find new contexts in which to offer research experiences to non- science majors, including a new undergraduate research class conducted by physics and chemistry faculty. An added benefit is that these courses are inherently interdisciplinary. Students in the engineering and computer science fields step into physics and chemistry labs to solve science problems, often invoking their own relevant expertise. In this paper we start by discussing the common themes and outcomes of the course. We then discuss three particular projects that were conducted with engineering students and focus on how the undergraduate research experience enhanced their already rigorous engineering curriculum.

Radioactivity teaching: Environmental consequences of the radiological accident in Goiânia (Brazil)

NASA Astrophysics Data System (ADS)

Anjos, R. M.; Facure, A.; Lima, E. L. N.; Gomes, P. R. S.; Santos, M. S.; Brage, J. A. P.; Okuno, E.; Yoshimura, E. M.; Umisedo, N. K.

2001-03-01

Ionizing radiation and its effects on human beings, radiation protection, and radiological accident prevention are topics usually not included in the physics courses at the Brazilian universities. As a consequence, high school teachers are not able to enlighten their students when radiological or nuclear accidents occur. This paper presents a teaching program on ionizing radiation physics, to be applied to undergraduate physics students and to physics high school teachers. It is based on the environmental consequences of the 1987 radiological accident in Goiânia. This program was applied to two undergraduate physics students, in 1999, at the Universidade Federal Fluminense, Brazil. Results of the gamma ray spectrometry measurements of samples collected in Goiânia by the students are presented.

Mineral Physics Educational Modules for Advanced Undergraduates and Graduate Students

NASA Astrophysics Data System (ADS)

Burnley, P. C.; Thomas, S.; Honn, D. K.

2011-12-01

We are assembling a group of web-based educational modules for a course entitled "Introduction to Mineral Physics". Although the modules are designed to function as part of a full semester course, each module will also be able to stand alone. The modules are targeted at entry level graduate students and advanced undergraduate students. Learning outcomes for the course are being developed in consultation with educators throughout the mineral physics community. Potential users include mineral physicists teaching "bricks and mortar" graduate classes at their own institutions, mineral physicists teaching graduate classes in a distance education setting, mineralogy teachers interested in including supplementary material in their undergraduate mineralogy class, undergraduates doing independent study projects and graduate students and colleagues in other subdisciplines who wish to brush up on mineral physics topics. The modules reside on the Science Education Resource Center at Carleton College web site in the On the Cutting Edge - Teaching Mineralogy collection. Links to the materials will be posted on the Consortium for Materials Properties Research in Earth Sciences website. The modules will be piloted in a graduate level distance education course in mineral physics taught from UNLV during the spring 2012 semester. This course and others like it can address the current problems faced by faculty in state universities where rising minimum enrollments are making it difficult to teach a suitable graduate course to incoming students.

Investigation of the Reasons of Negative Perceptions of Undergraduate Students Regarding the Modern Physics Course

ERIC Educational Resources Information Center

Aksakalli, Ayhan; Salar, Riza; Turgut, Umit

2016-01-01

In this research, the negative perceptions of undergraduate students regarding modern physics course and the causes of their negative perceptions have been investigated. For this investigation, a qualitative and quantitative method (mix method) was chosen for data collection and analysis. The study group of the research consists of a total of 169…

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.

Interprofessional Peer Teaching of Pharmacy and Physical Therapy Students.

PubMed

Sadowski, Cheryl A; Li, Johnson Ching-hong; Pasay, Darren; Jones, C Allyson

2015-12-25

To evaluate an interprofessional peer-teaching activity during which physical therapy students instructed undergraduate pharmacy students on 3 ambulatory devices (canes, crutches, walkers). The pre/post evaluation of 2 pharmacy undergraduate classes included 220 students, 110 per year. After pharmacy students completed a 10-point, knowledge-based pretest, they participated in a hands-on activity with physical therapy students teaching them about sizing, use, and safety of canes, crutches, and walkers. A 10-point posttest was completed immediately afterward. The mean difference of pre/post scores was 3.5 (SD 1.9) for the peer-led teaching, and 3.8 (SD 2.2) for the peer learning group. Students had positive responses regarding the learning exercise and recommended further peer teaching. The peer-learning activity involving physical therapy students teaching pharmacy students was an effective method of improving knowledge and skills regarding basic ambulatory devices.

Interprofessional Peer Teaching of Pharmacy and Physical Therapy Students

PubMed Central

Sadowski, Cheryl A.; Li, Johnson Ching-hong; Pasay, Darren

2015-01-01

Objective. To evaluate an interprofessional peer-teaching activity during which physical therapy students instructed undergraduate pharmacy students on 3 ambulatory devices (canes, crutches, walkers). Design. The pre/post evaluation of 2 pharmacy undergraduate classes included 220 students, 110 per year. After pharmacy students completed a 10-point, knowledge-based pretest, they participated in a hands-on activity with physical therapy students teaching them about sizing, use, and safety of canes, crutches, and walkers. A 10-point posttest was completed immediately afterward. Assessment. The mean difference of pre/post scores was 3.5 (SD 1.9) for the peer-led teaching, and 3.8 (SD 2.2) for the peer learning group. Students had positive responses regarding the learning exercise and recommended further peer teaching. Conclusion. The peer-learning activity involving physical therapy students teaching pharmacy students was an effective method of improving knowledge and skills regarding basic ambulatory devices. PMID:26889067

Developing Effective Undergraduate Research Experience

NASA Astrophysics Data System (ADS)

Evans, Michael; Ilie, Carolina C.

2011-03-01

Undergraduate research is a valuable educational tool for students pursuing a degree in physics, but these experiences can become problematic and ineffective if not handled properly. Undergraduate research should be planned as an immersive learning experience in which the student has the opportunity to develop his/her skills in accordance with their interests. Effective undergraduate research experiences are marked by clear, measurable objectives and frequent student-professor collaboration. These objectives should reflect the long and short-term goals of the individual undergraduates, with a heightened focus on developing research skills for future use. 1. Seymour, E., Hunter, A.-B., Laursen, S. L. and DeAntoni, T. (2004), ``Establishing the benefits of research experiences for undergraduates in the sciences: First findings from a three-year study''. Science Education, 88: 493--534. 2. Behar-Horenstein, Linda S., Johnson, Melissa L. ``Enticing Students to Enter Into Undergraduate Research: The Instrumentality of an Undergraduate Course.'' Journal of College Science Teaching 39.3 (2010): 62-70.

Testing the development of student conceptual and visualization understanding in quantum mechanics through the undergraduate career

NASA Astrophysics Data System (ADS)

Robinett, Richard

2003-04-01

In order to probe various aspects of student understanding of some of the core ideas of quantum mechanics, and especially how they develop over the undergraduate curriculum, we have developed an assessment instrument designed to test conceptual and visualization understanding in quantum theory. We report data obtained from students ranging from sophomore-level modern physics courses, through junior-senior level quantum theory classes, to first year graduate quantum mechanics courses in what may be the first such study of the development of student understanding in this important core subject of physics through the undergraduate career. We discuss the results and their possible relevance to the standard curriculum as well as to the development of new curricular materials.

Assessment of the benefits of a summer undergraduate research program for physics and chemistry majors

NASA Astrophysics Data System (ADS)

Hughes, Chris; MacDonald, Gina

2006-11-01

Presently at James Madison University, there are slightly more than 100 physics majors and 150 chemistry majors. Each summer, a significant fraction of these students participate in either the chemistry or interdisciplinary materials science Research Experiences for Undergraduates (REU) program on campus. This provides a large pool of students from which to draw data comparing the influence of undergraduate research on both classroom performance and attitudes toward science as a profession. By analyzing the grade point averages of chemistry and physics majors, we have shown slightly larger increases from spring semester to fall semester for students who participated in the REU than those who did not. We have also measured changes in attitudes using surveys of the students both at the beginning and at the end of the summer experience. An analysis of these surveys will be presented.

Physics Reality Show

NASA Astrophysics Data System (ADS)

Erukhimova, Tatiana

The attention span of K-12 students is very short; they are used to digesting information in short snippets through social media and TV. To get the students interested in physics, we created the Physics Reality Show: a series of staged short videos with duration no longer than a few minutes. Each video explains and illustrates one physics concept or law through a fast-paced sequence of physics demonstrations and experiments. The cast consists entirely of physics undergraduate students with artistic abilities and substantial experience in showing physics demonstrations at current outreach events run by the department: Physics Shows and Physics & Engineering Festival. Undergraduate students are of almost the same age as their high-school audience. They are in the best position to connect with kids and convey their fascination with physics. The PI and other faculty members who are involved in the outreach advise and coach the cast. They help students in staging the episodes and choosing the most exciting and relevant demonstrations. Supported by the APS mini-outreach Grant.

Report on the American Association of Medical Physics Undergraduate Fellowship Programs

PubMed Central

Avery, Stephen; Gueye, Paul; Sandison, George A.

2013-01-01

The American Association of Physicists in Medicine (AAPM) sponsors two summer undergraduate research programs to attract top performing undergraduate students into graduate studies in medical physics: the Summer Undergraduate Fellowship Program (SUFP) and the Minority Undergraduate Summer Experience (MUSE). Undergraduate research experience (URE) is an effective tool to encourage students to pursue graduate degrees. The SUFP and MUSE are the only medical physics URE programs. From 2001 to 2012, 148 fellowships have been awarded and a total of $608,000 has been dispersed to fellows. This paper reports on the history, participation, and status of the programs. A review of surveys of past fellows is presented. Overall, the fellows and mentors are very satisfied with the program. The efficacy of the programs is assessed by four metrics: entry into a medical physics graduate program, board certification, publications, and AAPM involvement. Sixty‐five percent of past fellow respondents decided to pursue a graduate degree in medical physics as a result of their participation in the program. Seventy percent of respondents are currently involved in some educational or professional aspect of medical physics. Suggestions for future enhancements to better track and maintain contact with past fellows, expand funding sources, and potentially combine the programs are presented. PACS number: 01.10.Hx PMID:23318397

Integrating Undergraduate Students in Faculty-Driven Motor Behavior Research

ERIC Educational Resources Information Center

Robinson, Leah E.

2013-01-01

This article described the faculty-sponsored, faculty-driven approach to undergraduate research (UGR) at Auburn University. This approach is centered around research in the Pediatric Movement and Physical Activity Laboratory, and students can get elective course credit for their participation in UGR. The article also describes how students' roles…

The Influence of Parents on Undergraduate and Graduate Students' Entering the STEM Disciplines and STEM Careers

ERIC Educational Resources Information Center

Craig, Cheryl J.; Verma, Rakesh; Stokes, Donna; Evans, Paige; Abrol, Bobby

2018-01-01

This research examines the influence of parents on students' studying the STEM disciplines and entering STEM careers. Cases of two graduate students (one female, one male) and one undergraduate student (male) are featured. The first two students in the convenience sample are biology and physics majors in a STEM teacher education programme; the…

Building Undergraduate Physics Programs for the 21st Century

NASA Astrophysics Data System (ADS)

Hilborn, Robert

2001-04-01

Undergraduate physics programs in the United States are under stress because of changes in the scientific and educational environment in which they operate. The number of undergraduate physics majors is declining nationwide; there is some evidence that the "best" undergraduate students are choosing majors other than physics, and funding agencies seem to be emphasizing K-12 education. How can physics departments respond creatively and constructively to these changes? After describing some of the details of the current environment, I will discuss the activities of the National Task Force on Undergraduate Physics, supported by the American Institute of Physics, the America Physical Society, the American Association of Physics Teachers and the ExxonMobil Foundation. I will also present some analysis of Task Force site visits to departments that have thriving undergraduate physics programs, pointing out the key features that seem to be necessary for success. Among these features are department-wide recruitment and retention efforts that are the theme of this session.

Examining problem solving in physics-intensive Ph.D. research

NASA Astrophysics Data System (ADS)

Leak, Anne E.; Rothwell, Susan L.; Olivera, Javier; Zwickl, Benjamin; Vosburg, Jarrett; Martin, Kelly Norris

2017-12-01

Problem-solving strategies learned by physics undergraduates should prepare them for real-world contexts as they transition from students to professionals. Yet, graduate students in physics-intensive research face problems that go beyond problem sets they experienced as undergraduates and are solved by different strategies than are typically learned in undergraduate coursework. This paper expands the notion of problem solving by characterizing the breadth of problems and problem-solving processes carried out by graduate students in physics-intensive research. We conducted semi-structured interviews with ten graduate students to determine the routine, difficult, and important problems they engage in and problem-solving strategies they found useful in their research. A qualitative typological analysis resulted in the creation of a three-dimensional framework: context, activity, and feature (that made the problem challenging). Problem contexts extended beyond theory and mathematics to include interactions with lab equipment, data, software, and people. Important and difficult contexts blended social and technical skills. Routine problem activities were typically well defined (e.g., troubleshooting), while difficult and important ones were more open ended and had multiple solution paths (e.g., evaluating options). In addition to broadening our understanding of problems faced by graduate students, our findings explore problem-solving strategies (e.g., breaking down problems, evaluating options, using test cases or approximations) and characteristics of successful problem solvers (e.g., initiative, persistence, and motivation). Our research provides evidence of the influence that problems students are exposed to have on the strategies they use and learn. Using this evidence, we have developed a preliminary framework for exploring problems from the solver's perspective. This framework will be examined and refined in future work. Understanding problems graduate students face and the strategies they use has implications for improving how we approach problem solving in undergraduate physics and physics education research.

Enhancing interdisciplinary, mathematics, and physical science in an undergraduate life science program through physical chemistry.

PubMed

Pursell, David P

2009-01-01

BIO2010 advocates enhancing the interdisciplinary, mathematics, and physical science components of the undergraduate biology curriculum. The Department of Chemistry and Life Science at West Point responded by developing a required physical chemistry course tailored to the interests of life science majors. To overcome student resistance to physical chemistry, students were enabled as long-term stakeholders who would shape the syllabus by selecting life science topics of interest to them. The initial 2 yr of assessment indicates that students have a positive view of the course, feel they have succeeded in achieving course outcome goals, and that the course is relevant to their professional future. Instructor assessment of student outcome goal achievement via performance on exams and labs is comparable to that of students in traditional physical chemistry courses. Perhaps more noteworthy, both student and instructor assessment indicate positive trends from year 1 to year 2, presumably due to the student stakeholder effect.

Enhancing Interdisciplinary, Mathematics, and Physical Science in an Undergraduate Life Science Program through Physical Chemistry

PubMed Central

2009-01-01

BIO2010 advocates enhancing the interdisciplinary, mathematics, and physical science components of the undergraduate biology curriculum. The Department of Chemistry and Life Science at West Point responded by developing a required physical chemistry course tailored to the interests of life science majors. To overcome student resistance to physical chemistry, students were enabled as long-term stakeholders who would shape the syllabus by selecting life science topics of interest to them. The initial 2 yr of assessment indicates that students have a positive view of the course, feel they have succeeded in achieving course outcome goals, and that the course is relevant to their professional future. Instructor assessment of student outcome goal achievement via performance on exams and labs is comparable to that of students in traditional physical chemistry courses. Perhaps more noteworthy, both student and instructor assessment indicate positive trends from year 1 to year 2, presumably due to the student stakeholder effect. PMID:19255133

The Effect of Problem-Based Learning on Undergraduate Students' Learning about Solutions and Their Physical Properties and Scientific Processing Skills

ERIC Educational Resources Information Center

Tosun, Cemal; Taskesenligil, Yavuz

2013-01-01

The aim of this study was to investigate the effect of Problem-Based Learning (PBL) on undergraduate students' learning about solutions and their physical properties, and on their scientific processing skills. The quasi experimental study was carried out through non-equivalent control and comparison groups pre-post test design. The data were…

Nationwide Survey of the Undergraduate Physical Chemistry Course

ERIC Educational Resources Information Center

Fox, Laura J.; Roehrig, Gillian H.

2015-01-01

A nationwide survey of the undergraduate physical chemistry course was conducted to investigate the depth and breadth of content that is covered, how content is delivered, how student understanding is assessed, and the experiences and beliefs of instructors. The survey was administered to instructors of physical chemistry (N = 331) at American…

The Role of Humor in Learning Physics: a Study of Undergraduate Students

NASA Astrophysics Data System (ADS)

Berge, Maria

2017-04-01

We all know that they do it, but what do students laugh about when learning science together? Although research has shown that students do use humor when they learn science, the role of humor in science education has received little attention. In this study, undergraduate students' laughter during collaborative work in physics has been investigated. In order to do this, a framework inspired by conversation analysis has been used. Empirical data was drawn from two video-recorded sessions in which first-year engineering students solved physics problems together. The analysis revealed that the students' use of humor was almost exclusively related to physics. Five themes identified summarize the role of humor in the group discussions: Something is obvious, Something is difficult, Something said might be wrong, Something is absurd, and Something said is not within informal norms.

Health perceptions, self and body image, physical activity and nutrition among undergraduate students in Israel.

PubMed

Korn, Liat; Gonen, Ester; Shaked, Yael; Golan, Moria

2013-01-01

This study examines health perceptions, self and body image, physical exercise and nutrition among undergraduate students. A structured, self-reported questionnaire was administered to more than 1500 students at a large academic institute in Israel. The study population was heterogenic in both gender and fields of academic study. High correlations between health perceptions, appropriate nutrition, and positive self and body image were found. The relationships between these variables differed between the subpopulation in the sample and the different genders. Engagement in physical exercise contributed to positive body image and positive health perceptions more than engagement in healthy nutrition. Nutrition students reported higher frequencies of positive health perceptions, positive self and body image and higher engagement in physical exercise in comparison to all other students in the sample. This study suggests, as have many before, that successful health promotion policy should reflect a collectivist rather than an individualist ethos by providing health prerequisites through a public policy of health-promotion, where the academic settings support a healthy lifestyle policy, by increasing availability of a healthy, nutritious and varied menu in the cafeterias, and offering students various activities that enhance healthy eating and exercise. IMPLICATIONS AND CONTRIBUTION: This study examined health perceptions, self-image, physical exercise and nutrition among undergraduate students and found high correlations between these topics. Nutrition students reported higher frequencies of positive health perceptions, and positive self and body image and engaged more in physical exercise when compared with all other students in the sample.

Impact of the Joint Task Force on Undergraduate Physics Programs for Innovation and Entrepreneurship Education in Physics

NASA Astrophysics Data System (ADS)

Arion, Douglas

The Joint Task Force on Undergraduate Physics Programs has worked diligently to develop recommendations for what physics programs could and should be doing to prepare graduates for 21st century careers. While the `traditional' physics curriculum has served for many years, the demands of the new workforce, and the recognition that only a few percent of physics students actually become faculty - the vast majority entering the workforce and applying their skills to a very diverse range of problems, projects, and products - implies that a review of the education undergraduates receives is in order. The outcomes of this study point to the need to provide greater connection between the education process and the actual skills, knowledge, and abilities that the workplace demands. This presentation will summarize these considerations, and show how entrepreneurship and innovation programs and curricula are a particularly effective means of bringing these elements to physics students.

Teaching Sustainability in Introductory Physics

NASA Astrophysics Data System (ADS)

Coffey, David

Guiding students to a better understanding of sustainability is a key part of a modern undergraduate education. Since 2014, Warren Wilson College has incorporated a sustainability component into our introductory physics courses. Students perform energy audits and abatement plans for a business or building. In the process, students strengthen their competency with basic physics concepts including energy, power, units, and conservation of energy but also gain an appreciation of the complexity of sustainability as well as the need for quantitative understanding. These courses are taught to mostly undergraduate science majors. The challenges and opportunities of incorporating such a broad and personalized educational component will be discussed.

How Students Use Physics to Reason about Calculus Tasks

ERIC Educational Resources Information Center

Marrongelle, Karen A.

2004-01-01

The present research study investigates how undergraduate students in an integrated calculus and physics class use physics to help them solve calculus problems. Using Zandieh's (2000) framework for analyzing student understanding of derivative as a starting point, this study adds detail to her "paradigmatic physical" context and begins to address…

Journal of Undergraduate Research, Volume VIII, 2008

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

Stiner, K. S.; Graham, S.; Khan, M.

Th e Journal of Undergraduate Research (JUR) provides undergraduate interns the opportunity to publish their scientific innovation and to share their passion for education and research with fellow students and scientists. Fields in which these students worked include: Biology; Chemistry; Computer Science; Engineering; Environmental Science; General Sciences; Materials Sciences; Medical and Health Sciences; Nuclear Sciences; Physics; Science Policy; and Waste Management.

Methods of teaching the physics of climate change in undergraduate physics courses

NASA Astrophysics Data System (ADS)

Sadler, Michael

2015-04-01

Although anthropogenic climate change is generally accepted in the scientific community, there is considerable skepticism among the general population and, therefore, in undergraduate students of all majors. Students are often asked by their peers, family members, and others, whether they ``believe'' climate change is occurring and what should be done about it (if anything). I will present my experiences and recommendations for teaching the physics of climate change to both physics and non-science majors. For non-science majors, the basic approach is to try to develop an appreciation for the scientific method (particularly peer-reviewed research) in a course on energy and the environment. For physics majors, the pertinent material is normally covered in their undergraduate courses in modern physics and thermodynamics. Nevertheless, it helps to review the basics, e.g. introductory quantum mechanics (discrete energy levels of atomic systems), molecular spectroscopy, and blackbody radiation. I have done this in a separate elective topics course, titled ``Physics of Climate Change,'' to help the students see how their knowledge gives them insight into a topic that is very volatile (socially and politically).

Combining research-enhanced and technology-enhanced teaching approaches in module design: A case study of an undergraduate course in Solar Physics

NASA Astrophysics Data System (ADS)

Tong, V.

2011-12-01

There is a growing emphasis on the research-teaching nexus, and there are many innovative ways to incorporate research materials and methods in undergraduate teaching. Solar Physics is a cross-disciplinary subject and offers the ideal opportunity for research-enhanced teaching (1). In this presentation, I outline i) how student-led teaching of research content and methods is introduced in an undergraduate module in Solar Physics, and ii) how electronic learning and teaching can be used to improve students' learning of mathematical concepts in Solar Physics. More specifically, I discuss how research literature reviewing and reporting methods can be embedded and developed systematically throughout the module with aligned assessments. Electronic feedback and feedforward (2) are given to the students in order to enhance their understanding of the subject and improve their research skills. Other technology-enhanced teaching approaches (3) are used to support students' learning of the more quantitative components of the module. This case study is particularly relevant to a wide range of pedagogical contexts (4) as the Solar Physics module is taught to students following undergraduate programs in Geology, Earth Sciences, Environmental Geology as well as Planetary Science with Astronomy in the host Department. Related references: (1) Tong, C. H., Let interdisciplinary research begin in undergraduate years, Nature (2010) v. 463, p. 157. (2) Tong, V. C. H., Linking summative assessments? Electronic feedback and feedforward in module design, British Journal of Educational Technology (2011), accepted for publication. (3) Tong, V. C. H., Using asynchronous electronic surveys to help in-class revision: A case study, British Journal of Educational Technology (2011), doi:10.1111/j.1467-8535.2011.01207.x (4) Tong, V. C. H. (ed.), Geoscience Research and Education, Springer, Dordrecht (2012)

Content of Curriculum in Physical Education Teacher Education: Expectations of Undergraduate Physical Education Students

ERIC Educational Resources Information Center

Spittle, Michael; Spittle, Sharna

2016-01-01

This study explored the perceptions of university physical education students of the importance of physical education curriculum content areas and how those perceptions related to the reasons for course choice and motivation. Physical education degree students (n = 188) completed measures of their perceptions of physical education content areas,…

Influence of High School Physical Education on University Student's Physical Activity

ERIC Educational Resources Information Center

Kimball, Jessica; Jenkins, Jayne; Wallhead, Tristan

2009-01-01

The purpose of this study was to use the Lifelong Physical Activity (LLPA) framework to examine the influence of high school physical education (PE) on university students' level of physical activity (PA). Participants included 365 undergraduate students from the Rocky Mountain West of the USA enrolled in a university physical activity course.…

Students' epistemological beliefs, expectations, and learning physics: An international comparison

NASA Astrophysics Data System (ADS)

Sharma, Sapna; Ahluwalia, P. K.; Sharma, S. K.

2013-06-01

It has been established by physics education researchers that there is a correlation between the learner’s behavior, their epistemological beliefs with which they come to the classrooms, and their success in a course. This study of Indian students and teachers explores expectations and beliefs in learning physics at the secondary and tertiary levels by making use of the Maryland Physics Expectation (MPEX) survey, which has been tested for both its validity and its reliability. The MPEX was administered to a sample of 265 Indian students at three different levels of study: (i) XII standard (high school), (ii) undergraduate (Bachelor of Science), and (iii) master’s degree (Master of Science in Physics, MS). In India, a pre-post instruction difference between the attitudes of class XII, undergraduate, and master’s students is observed with favorable improvement in master’s students as compared to deterioration in both class XII and undergraduate students. A comparison of these results with those reported in similar studies conducted in four other countries (U.S., Turkey, Philippines, and Thailand) indicates that there is a difference between the U.S. students and those of the other three countries and also between U.S. experts and Indian teachers. In all countries (U.S., India, Turkey, Thailand, and Philippines) the basic trend of expectation from pre to post test remained the same—there was a deterioration observed in all levels of students. Indian MS students were an exception. A significant difference was observed in the expectations of U.S. experts and Indian teachers. The score of favorable views of Indian class XII and undergraduate students was observed to be less than U.S. students in many clusters. No significant difference was found between Indian male and female students’ expectations at any level of study. This study shows that most Indian students have nowhere near an expert’s expectations even after instruction, which might affect their motivation and success in physics courses and may have long-term implications on the quality of physics education in schools, colleges. and universities and the scientific research aspirations of the country.

Why I think Computational Physics has been the most valuable part of my undergraduate physics education

NASA Astrophysics Data System (ADS)

Parsons, Matthew

2015-04-01

Computational physics is a rich and vibrant field in its own right, but often not given the attention that it should receive in the typical undergraduate physics curriculum. It appears that the partisan theorist vs. experimentalist view is still pervasive in academia, or at least still portrayed to students, while in fact there is a continuous spectrum of opportunities in between these two extremes. As a case study, I'll give my perspective as a graduating physics student with examples of computational coursework at Drexel University and research opportunities that this experience has led to.

The Viability of E-Textbooks in Developing Countries: Ghanaian University Students' Perceptions

ERIC Educational Resources Information Center

Asunka, Stephen

2013-01-01

As higher education institutions the world over are gradually transitioning to e-textbooks, this study explored Ghanaian undergraduate students' awareness, experiences and perceptions of e-books, particularly with regard to their acceptance of e-textbooks as eventual replacements of physical textbooks. A total of 253 undergraduate students at a…

Categorization of Alternative Conceptions in Electricity and Magnetism: The Case of Ethiopian Undergraduate Students

ERIC Educational Resources Information Center

Dega, Bekele Gashe; Kriek, Jeanne; Mogese, Temesgen Fereja

2013-01-01

The purpose of this study was to categorize 35 Ethiopian undergraduate physics students' alternative conceptions in the concepts of electric potential and energy. A descriptive qualitative research design was used to categorize the students' alternative conceptions. Four independently homogeneous ability focus groups were formed to elicit the…

Big Physics at Small Places: The Mongol Horde Model of Undergraduate Research

ERIC Educational Resources Information Center

Voss, Philip J.; Finck, Joseph E.; Howes, Ruth H.; Brown, James; Baumann, Thomas; Schiller, Andreas; Thoennessen, Michael; DeYoung, Paul A.; Peaslee, Graham F.; Hinnefeld, Jerry; Luther, Bryan; Pancella, Paul V.; Rogers, Warren F.

2008-01-01

A model for engaging undergraduates in cutting-edge experimental nuclear physics research at a national user facility is discussed. Methods to involve students and examples of their success are presented. (Contains 2 figures and 3 tables.)

Undergraduate/Postgraduate Astronomy in Cambridge--A Student's Perspective.

ERIC Educational Resources Information Center

Williams, Robin

1991-01-01

Described is the undergraduate curriculum in physics and its relationship to astronomy at Cambridge University. Discussed are the astronomical research and research establishments at Cambridge. Personal views of a student on the postgraduate research being done at Cambridge are also included. (KR)

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 Comparison of Self-Efficacy Belief Levels on Anatomy Education between the Undergraduate Students from Physical Therapy and Rehabilitation Department and the Associate Students from Vocational School of Health Services in Western Black Sea Region

ERIC Educational Resources Information Center

Acar, Derya; Colak, Tuncay; Colak, Serap; Gungor, Tugba; Yener, Deniz M.; Aksu, Elif; Guzelordu, Dilsat; Sivri, Ismail; Colak, Enis; Ors, Abdullah

2017-01-01

Physical Therapy and Rehabilitation (PTR) undergraduate degree departments and Vocational School of Health Services (VSHS) associate degree departments train healthcare professionals, which is important for both continuance of human health and treatment of various illnesses. Anatomic structures underlie the illnesses that these departments treat…

An investigation into the impact of question structure on the performance of first year physics undergraduate students at the University of Cambridge

NASA Astrophysics Data System (ADS)

Gibson, Valerie; Jardine-Wright, Lisa; Bateman, Elizabeth

2015-07-01

We describe a study of the impact of exam question structure on the performance of first year Natural Sciences physics undergraduates from the University of Cambridge. The results show conclusively that a student’s performance improves when questions are scaffolded compared with university style questions. In a group of 77 female students we observe that the average exam mark increases by 13.4% for scaffolded questions, which corresponds to a 4.9 standard deviation effect. The equivalent observation for 236 male students is 9% (5.5 standard deviations). We also observe a correlation between exam performance and A2-level marks for UK students, and that students who receive their school education overseas, in a mixed gender environment, or at an independent school are more likely to receive a first class mark in the exam. These results suggest a mis-match between the problem-solving skills and assessment procedures between school and first year university and will provide key input into the future teaching and assessment of first year undergraduate physics students.

A Cross-cultural Study of the Back Pain Beliefs of Female Undergraduate Healthcare Students.

PubMed

Burnett, Angus; Sze, Ching Ching; Tam, Suet May; Yeung, Ka Man; Leong, Michelle; Wang, Wendy Tj; Tan, B-K; O'sullivan, Peter

2009-01-01

To determine if country (Australia, Taiwan, Singapore), undergraduate healthcare course (physiotherapy, nursing), low back pain (LBP) history, and year of course influenced various back pain beliefs in undergraduate female healthcare students. Three hundred and 82 female undergraduate nursing and physiotherapy students completed questionnaires examining; the inevitability of future life with low back trouble, the LBP beliefs held by healthcare providers and fear avoidance beliefs related to physical activity. Also participants completed questionnaires to determine their LBP status. General linear models were used to determine whether differences existed for back beliefs scores. Differences were evident in the future consequence of LBP between countries (P<0.001), undergraduate course (P<0.001), and LBP status (P=0.021). Healthcare provider beliefs were found to be significantly influenced by course only (P<0.001). Fear avoidance beliefs related to physical activity were influenced by country (P=0.002) and undergraduate course (P<0.001). When compared with white Australians, Taiwanese and Singaporean Chinese displayed more negative back beliefs regarding the future consequence of LBP (P<0.001) and more fear avoidant beliefs toward physical activity (P=0.021 and P<0.001, respectively). Further, nursing students had more negative back pain beliefs than physiotherapy students (P<0.001) and, the experience of LBP was associated with more positive beliefs on the future consequence of back trouble (P=0.021). Findings of this study highlight the importance of country, education, and LBP experience on back pain beliefs. The more negative back pain beliefs found in Taiwan and Singapore may reflect current pain beliefs and management attitudes.

The Effect of Modeling and Visualization Resources on Student Understanding of Physical Hydrology

ERIC Educational Resources Information Center

Marshall, Jilll A.; Castillo, Adam J.; Cardenas, M. Bayani

2015-01-01

We investigated the effect of modeling and visualization resources on upper-division, undergraduate and graduate students' performance on an open-ended assessment of their understanding of physical hydrology. The students were enrolled in one of five sections of a physical hydrology course. In two of the sections, students completed homework…

Physics Enrollments in Two-Year Colleges: Results from the 2012 Survey of Physics in Two-Year Colleges. Focus On

ERIC Educational Resources Information Center

White, Susan; Chu, Raymond

2013-01-01

This "Focus On" first considers the role two-year colleges (TYCs) play in post-secondary physics education. In their 2007 Survey of Undergraduate Seniors in degree-granting physics departments, the authors asked students if they had begun their post-secondary education at a TYC. Nine percent of the physics undergraduate seniors in 2007…

Promoting Physical and Mental Health among College Students: A Needs Assessment

ERIC Educational Resources Information Center

Bezyak, Jill; Clark, Alena

2016-01-01

Purpose: To conduct an initial needs assessment of physical and mental health behavior among college students to improve understanding of physical and mental health needs among future helping professionals. Method: A sample of 24 undergraduate students was used to provide a description of mental health, physical activity, and healthy eating…

Barriers to Undergraduate Peer-Physical Examination of the Lower Limb in the Health Sciences and Strategies to Improve Inclusion: A Review

ERIC Educational Resources Information Center

Hendry, Gordon James

2013-01-01

Peer-physical examination is a widely adopted and an integral component of the undergraduate curriculum for many health science programs. Unwillingness or perceived inability to participate in peer-physical examination classes may have a negative impact upon students' abilities to competently conduct physical examinations of patients in…

Joint Task Force on Undergraduate Physics Programs (J-TUPP): Overview and Major Findings

NASA Astrophysics Data System (ADS)

Heron, Paula

2016-03-01

The Joint Task Force on Undergraduate Physics Programs (JTUPP) was formed in response to growing awareness in the physics community that physics majors pursue a wide range of careers after graduation, with very few ending up in academia. The task force is charged with identifying the skills and knowledge that undergraduate physics degree holders should possess to be well prepared for a diverse set of careers, and providing guidance for physicists considering revising the undergraduate curriculum to improve the education of a diverse student population. Task force members represent large and small universities, professional societies, and industry, and have expertise in a broad range of areas including entrepreneurship, physics education research and systemic change in education. We reviewed employment data, surveys of employers, and reports generated by other disciplines. We also met with physicists in selected industries to get their views on the strengths and weaknesses of physics graduates, commissioned a series of interviews with recent physics graduates employed in the private sector, and identified exemplary programs that ensure that all of their students are well prepared to pursue a wide range of career paths. The findings and recommendations will be summarized.

Peer Development of Undergraduate Astronomers and Physicists at the University of Wisconsin - Madison

NASA Astrophysics Data System (ADS)

Abler, Melissa; UW-Madison, Physics Club of

2014-01-01

The physics club at the University of Wisconsin - Madison is actively engaged in many peer-led activities that foster development of career-oriented skills. Peer mentoring through drop-in tutoring provides peer support to promote retention in the astronomy and physics majors, as well as developing valuable teaching and communication strategies. The physics club is also heavily involved in outreach and education through demonstrations on campus, strengthening student connections to and aiding in retention of classroom information. Public demonstrations also develop valuable communication skills which will be required as a professional. Application-oriented development of students is further enhanced by semiannual visits to research facilities in the surrounding area which provide interested students the opportunity to see non-university facilities firsthand. Close contact with faculty - a valuable resource for undergraduates - is achieved through faculty attendance at club events and presentation of faculty research to interested students. Undergraduates also have the opportunity through the physics club to speak with the weekly colloquium presenter, learning more about each presenter’s experiences with graduate school, research, and career path.

Exploring the Impact of Undergraduate Intramural Sports on Undergraduate Students' Perceived Sense of Community: A Multiple Regression Analysis

ERIC Educational Resources Information Center

Penland, Nathan Paul

2017-01-01

Research has shown benefits to the student experience for college students when they participate in intramural sports on university campuses. These benefits include improved physical and social health as well as academic performance. This non-experimental, predictive correlational study sought to understand if a relationship exists between the…

Health Perceptions, Self and Body Image, Physical Activity and Nutrition among Undergraduate Students in Israel

PubMed Central

Korn, Liat; Gonen, Ester; Shaked, Yael; Golan, Moria

2013-01-01

Purpose This study examines health perceptions, self and body image, physical exercise and nutrition among undergraduate students. Methods A structured, self-reported questionnaire was administered to more than 1500 students at a large academic institute in Israel. The study population was heterogenic in both gender and fields of academic study. Results High correlations between health perceptions, appropriate nutrition, and positive self and body image were found. The relationships between these variables differed between the subpopulation in the sample and the different genders. Engagement in physical exercise contributed to positive body image and positive health perceptions more than engagement in healthy nutrition. Nutrition students reported higher frequencies of positive health perceptions, positive self and body image and higher engagement in physical exercise in comparison to all other students in the sample. Conclusions This study suggests, as have many before, that successful health promotion policy should reflect a collectivist rather than an individualist ethos by providing health prerequisites through a public policy of health-promotion, where the academic settings support a healthy lifestyle policy, by increasing availability of a healthy, nutritious and varied menu in the cafeterias, and offering students various activities that enhance healthy eating and exercise. Implications and contribution This study examined health perceptions, self-image, physical exercise and nutrition among undergraduate students and found high correlations between these topics. Nutrition students reported higher frequencies of positive health perceptions, and positive self and body image and engaged more in physical exercise when compared with all other students in the sample. PMID:23516503

The Impact of Work and Volunteer Hours on the Health of Undergraduate Students.

PubMed

Lederer, Alyssa M; Autry, Dana M; Day, Carol R T; Oswalt, Sara B

2015-01-01

To examine the impact of work and volunteer hours on 4 health issues among undergraduate college students. Full-time undergraduate students (N = 70,068) enrolled at 129 institutions who participated in the Spring 2011 American College Health Association-National College Health Assessment II survey. Multiple linear regression and binary logistic regression were used to examine work and volunteer hour impact on depression, feelings of being overwhelmed, sleep, and physical activity. The impact of work and volunteer hours was inconsistent among the health outcomes. Increased work hours tended to negatively affect sleep and increase feelings of being overwhelmed. Students who volunteered were more likely to meet physical activity guidelines, and those who volunteered 1 to 9 hours per week reported less depression. College health professionals should consider integrating discussion of students' employment and volunteering and their intersection with health outcomes into clinical visits, programming, and other services.

Enhancing Women's Undergraduate Experience in Physics and Chemistry Through a PUI/MRSEC Collaboration Emphasizing Materials Research

NASA Astrophysics Data System (ADS)

Goldberg, Velda; Malliaras, George; Schember, Helene; Singhota, Nevjinder

2002-04-01

This three-year collaboration between a predominately undergraduate women's college (Simmons College) and a NSF-supported Materials Research Science and Engineering Center (the Cornell Center for Materials Research (CCMR)) provides opportunities for physics and chemistry students to participate in materials-related research throughout their undergraduate careers, have access to sophisticated instrumentation, and gain related work experience in industrial settings. As part of the project, undergraduate students are involved in all aspects of a collaborative Simmons/Cornell research program concentrating on degradation processes in electroluminescent materials. This work is particularly interesting because an understanding and control of these processes will ultimately influence the use of these materials in various types of consumer products.

An Inquiry-Based Approach to Teaching Space Weather to Undergraduate Non-Science Majors

NASA Astrophysics Data System (ADS)

Cade, W. B., III

2016-12-01

Undergraduate Space Weather education is an important component of creating a society that is knowledgeable about space weather and its societal impacts. The space physics community has made great strides in providing academic education for students, typically physics and engineering majors, who are interested in pursuing a career in the space sciences or space weather. What is rarely addressed, however, is providing a broader space weather education to undergraduate students as a whole. To help address this gap, I have created an introductory space weather course for non-science majors, with the idea of expanding exposure to space weather beyond the typical physics and engineering students. The philosophy and methodologies used in this course will be presented, as well as the results of the first attempts to teach it. Using an approach more tailored to the non-scientist, courses such as this can be an effective means of broadening space weather education and outreach.

Improvement or selection? A longitudinal analysis of students' views about experimental physics in their lab courses

NASA Astrophysics Data System (ADS)

Wilcox, Bethany R.; Lewandowski, H. J.

2017-12-01

Laboratory courses represent a unique and potentially important component of the undergraduate physics curriculum, which can be designed to allow students to authentically engage with the process of experimental physics. Among other possible benefits, participation in these courses throughout the undergraduate physics curriculum presents an opportunity to develop students' understanding of the nature and importance of experimental physics within the discipline as a whole. Here, we present and compare both a longitudinal and pseudolongitudinal analysis of students' responses to a research-based assessment targeting students' views about experimental physics—the Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS)—across multiple, required lab courses at a single institution. We find that, while pseudolongitudinal averages showed increases in students' E-CLASS scores in each consecutive course, analysis of longitudinal data indicates that this increase was not driven by a cumulative impact of laboratory instruction. Rather, the increase was driven by a selection effect in which students who persisted into higher-level lab courses already had more expertlike beliefs, attitudes, and expectations than their peers when they started the lower-level courses.

Barriers to and Facilitators of Health for Latina Undergraduate Students

ERIC Educational Resources Information Center

Mount, Jill

2015-01-01

Latina undergraduate students' barriers and facilitators of health are examined: Barriers to psychological health--separating from family, pressure to succeed, and racism; Barriers to physical health--lacking health insurance, and discomfort using campus sports facilities; and Facilitators of psychological health--membership in Latina student…

Study of Local Radon Occurrence as an Interdisciplinary Undergraduate Research Project.

ERIC Educational Resources Information Center

Purdom, William Berlin; And Others

1990-01-01

Described is an undergraduate interdisciplinary project encompassing physics, computer science, and geology and involving a number of students from several academic departments. The project used the topic of the occurrence of in-home radon. Student projects, radon sampling, and results are discussed. (CW)

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

ERIC Educational Resources Information Center

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…

Physics and Astronomy Senior Report: Class of 1998. AIP Report.

ERIC Educational Resources Information Center

Neuschatz, Michael; Mulvey, Patrick J.; Nicholson, Starr

This report provides data on students earning physics and astronomy bachelor's degrees for the 1997-98 academic year. The report notes that: (1) after many years of steady decline, the number of undergraduates earning physics bachelor's degrees has stabilized, with 3,821 degrees awarded in l997-98; (2) declines in undergraduate degrees persist at…

Prospective Elementary Teachers' Analysis of Children's Science Talk in an Undergraduate Physics Course

ERIC Educational Resources Information Center

Harlow, Danielle B.; Swanson, Lauren H.; Otero, Valerie K.

2014-01-01

We investigated how prospective teachers used physics content knowledge when analyzing the talk of elementary children during special activities in an undergraduate physics content course designed for prospective teachers. We found that prospective teachers used content knowledge to reflect on their own learning and to identify students'…

Outreach to Underrepresented Groups in Plasma Physics

NASA Astrophysics Data System (ADS)

Dominguez, A.; Zwicker, A.; Ortiz, D.; Greco, S. L.

2017-10-01

Physics, and specifically plasma physics, has a recruitment and retention problem for women and historically underrepresented minorities at all levels of their academic careers. For example, women make up approximately 8% of the APS-DPP membership while making up 13% of APS membership at large. In this presentation, we describe outreach activities we have undertaken targeting retention of these groups after their undergraduate careers. These include: Targeted recruitment visits for undergraduate research internships, as well as plasma physics workshops aimed at undergraduate women in physics, faculty members of minority serving institutions, and underrepresented undergraduates. After the first year of implementation, we have already seen results, including students reached through these programs participating in SULI undergraduate internships at PPPL. This work was support by a Grant from the DOE Office of Workforce Development for Teachers and Scientists (WDTS).

What Works for Women in Undergraduate Physics?

NASA Astrophysics Data System (ADS)

Whitten, Barbara L.

2004-03-01

The participation of women in physics has increased in recent years, but the percentage of women in undergraduate physics is still less than half that in mathematics and chemistry. This is due in large part to the "leaky pipeline" - the participation of women in physics decreases with every step up the academic ladder. The largest decrease occurs between high school and college graduation, so it is worthwhile looking at how undergraduate physics departments try to make women undergraduates comfortable. With a team of women physicists, I visited nine undergraduate physics departments and compared those that are successful in producing a large percentage of women with those that are more typical of the national average. We found that the most important factor is a warm and female-friendly department culture that reaches out to introductory students. I'll discuss the factors that make up a female-friendly culture, and describe other results of our research.

An Introduction to Atmospheric Physics

NASA Astrophysics Data System (ADS)

Andrews, David G.

2000-09-01

This advanced undergraduate textbook clearly details how physics can be used to understand many important aspects of atmospheric behavior. Coverage presents a broad overview of atmospheric physics, including atmospheric thermodynamics, radiative transfer, atmospheric fluid dynamics and elementary atmospheric chemistry. Armed with an understanding of these topics, the interested student will be able to grasp the essential physics behind issues of current concern, such as the enhanced greenhouse effect and associated questions of climate change, the Antarctic ozone hole and global ozone depletion, as well as more familiar processes such as the formation of raindrops and the development of weather systems. This introductory textbook is ideal for advanced undergraduates studying atmospheric physics as part of physics, meteorology or environmental science courses. It will also be useful for graduate students studying atmospheric physics for the first time and for students of applied mathematics, physical chemistry and engineering who have an interest in the atmosphere.

Creation and application of three-dimensional computer-graphic animations for introduction to radiological physics and technology.

PubMed

Hasegawa, Tomoyuki; Kojima, Haruna; Masu, Chisato; Fukushima, Yasuhiro; Kojima, Hironori; Konokawa, Kiminori; Isobe, Tomonori; Sato, Eisuke; Murayama, Hideo; Maruyama, Koichi; Umeda, Tokuo

2010-01-01

Physics-related subjects are important in the educational fields of radiological physics and technology. However, conventional teaching tools, for example texts, equations, and two-dimensional figures, are not very effective in attracting the interest of students. Therefore, we have created several multimedia educational materials covering radiological physics and technology. Each educational presentation includes several segments of high-quality computer-graphic animations designed to attract students' interest. We used personal computers (PCs) and commercial software to create and compile these. Undergraduate and graduate students and teachers and related professionals contributed to the design and creation of the educational materials as part of student research. The educational materials can be displayed on a PC monitor and manipulated with popular free software. Opinion surveys conducted in undergraduate courses at Kitasato University support the effectiveness of our educational tools in helping students gain a better understanding of the subjects offered and in raising their interest.

6th Annual Midwest Conference for Undergraduate Women in Physics, January 18-20, 2013, Urbana, Illinois

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

Pitts, Kevin T.

This document is the program for the 6th Annual Midwest Conference for Undergraduate Women in Physics, which was held at the University of Illinois at Urbana-Champaign on January 18-20, 2013. The goals of the conference were to foster a culture in which undergraduate women are encouraged and supported to pursue, and also to succeed in, higher education in physics; to provide career information to students in physics and related fields; to give women the resources, motivation, and confidence to apply to graduate school and successfully complete a Ph.D. program in Physics; to provide information and dispel misconceptions about the applicationmore » process for graduate school and the diverse employment opportunities in physics and related fields, enabling women to make more informed decisions about their goals and attain them; and to connect female physics students with successful female physicists to whom they can relate and who can act as inspirational role models and mentors.« less

Bullying and Victimization Trends in Undergraduate Medical Students - A Self-Reported Cross-Sectional Observational Survey.

PubMed

Kapoor, Shrea; Ajinkya, Shaunak; Jadhav, Pradeep R

2016-02-01

Bullying is a form of behaviour that can negatively impact a person. It can lead to several deleterious consequences like low self-confidence, drop in academic performance and depression. Studies have shown that bullying behaviour exists amongst medical students also. In the medical field, it is known to negatively impact dispensing of health care and attitudes of medical students towards becoming doctors. It is very difficult for medical students to cope with such a menace as they are already burdened with a vast curriculum and rigorous schedules. There exists paucity of studies regarding bullying amongst undergraduate medical students in Indian context. To study prevalence of peer-based bullying and victimization along with their associated factors in undergraduate medical students. Four hundred randomly chosen undergraduate medical students were included in the study. Socio-demographic and personal details including history of substance use were recorded in a self-designed case record form. Illinois Bullying Scale was used to assess bullying behaviours. Out of total 400 students, 383 completed the survey and this data was analysed. In this study, 98.69% participants self-reported to having indulged in bullying while 88.77% reported feeling victimized. Physical (p<0.001) as well as verbal (p=0.001) bullying was found to be of significantly greater severity in males as compared to females. Students of the third year of medical school indulged in significantly (p=0.034) greater severity of physical bullying than those of other years. Alcohol consumption (p=0.001) and cigarette smoking (p<0.001) were significantly associated with physical bullying. Peer-based bullying and victimization was found to be highly prevalent amongst undergraduate medical students. There is an urgent need for more detailed studies on bullying in medical students so that remedial measures can be initiated and steps to limit such behaviours can be looked at seriously.

Teaching climate change in undergraduate courses

NASA Astrophysics Data System (ADS)

Sadler, Michael

2013-04-01

Although anthropogenic climate change is generally accepted in the scientific community, there is considerable skepticism among the general population and, therefore, in undergraduate students of all majors. Students are often asked by their peers, family members, and others, whether they ``believe'' climate change is occurring and what should be done about it (if anything). I will present my experiences and recommendations for teaching the physics of climate change to both physics and non-science majors. For non-science majors, the basic approach is to try to develop an appreciation for the scientific method (particularly peer-reviewed research) in a course on energy and the environment. For physics majors, the pertinent material is normally covered in their undergraduate courses in modern physics and thermodynamics. Nevertheless, it helps to review the basics, e.g. introductory quantum mechanics (discrete energy levels of atomic systems), molecular spectroscopy, and blackbody radiation. I have done this in a separate elective topics course, titled ``Physics of Climate Change,'' to help the students see how their knowledge gives them insight into a topic that is very volatile (socially and politically).

Joint Task Force on Undergraduate Physics Programs: Implications for physics programs and why you should care

NASA Astrophysics Data System (ADS)

Hodapp, Theodore

2016-03-01

The content of undergraduate physics programs has not changed appreciably in 50 years, however, the jobs our students take have changed dramatically. Preparing students for careers they are likely to encounter requires physics programs to rethink and in some cases retool to provide an education that will not only educate an individual in the habits of mind and keen sense of how to solve complex technical problems, but also what related skills they will need to be effective in those careers. Do you teach your student how to read or create a budget? How about dealing with a low-performing member of an R&D team? This talk will explore driving forces behind this report, potential implications for physics departments, and practical steps faculty members can take to continue to consider improvements in experiences for our students. This work is supported in part by the National Science Foundation (NSF-1540570).

Introducing Research Methods to Undergraduate Majors Through an On-Campus Observatory with The University of Toledo's Ritter Observatory

NASA Astrophysics Data System (ADS)

Richardson, Noel; Hardegree-Ullman, Kevin; Bjorkman, Jon Eric; Bjorkman, Karen S.; Ritter Observing Team

2017-01-01

With a 1-m telescope on the University of Toledo (OH) main campus, we have initiated a grad student-undergraduate partnership to help teach the undergraduates observational methods and introduce them to research through peer mentorship. For the last 3 years, we have trained up to 21 undergraduates (primarily physics/astronomy majors) in a given academic semester, ranging from freshman to seniors. Various projects are currently being conducted by undergraduate students with guidance from graduate student mentors, including constructing three-color images, observations of transiting exoplanets, and determination of binary star orbits from echelle spectra. This academic year we initiated a large group research project to help students learn about the databases, journal repositories, and online observing tools astronomers use for day-to-day research. We discuss early inclusion in observational astronomy and research of these students and the impact it has on departmental retention, undergraduate involvement, and academic success.

Open-ended versus guided laboratory activities:Impact on students' beliefs about experimental physics

NASA Astrophysics Data System (ADS)

Wilcox, Bethany R.; Lewandowski, H. J.

2016-12-01

Improving students' understanding of the nature of experimental physics is often an explicit or implicit goal of undergraduate laboratory physics courses. However, lab activities in traditional lab courses are typically characterized by highly structured, guided labs that often do not require or encourage students to engage authentically in the process of experimental physics. Alternatively, open-ended laboratory activities can provide a more authentic learning environment by, for example, allowing students to exercise greater autonomy in what and how physical phenomena are investigated. Engaging in authentic practices may be a critical part of improving students' beliefs around the nature of experimental physics. Here, we investigate the impact of open-ended activities in undergraduate lab courses on students' epistemologies and expectations about the nature of experimental physics, as well as their confidence and affect, as measured by the Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS). Using a national data set of student responses to the E-CLASS, we find that the inclusion of some open-ended lab activities in a lab course correlates with more expertlike postinstruction responses relative to courses that include only traditional guided lab activities. This finding holds when examining postinstruction E-CLASS scores while controlling for the variance associated with preinstruction scores, course level, student major, and student gender.

Advanced Undergraduate and Early Graduate Physics Students' Misconception about Solar Wind Flow: Evidence of Students' Difficulties in Distinguishing Paradigms

ERIC Educational Resources Information Center

Gross, Nicholas A.; Lopez, Ramon E.

2009-01-01

Anecdotal evidence has suggested that advanced undergraduate students confuse the spiral structure of the interplanetary magnetic field with the flow of the solar wind. Though it is a small study, this paper documents this misconception and begins to investigate the underlying issues behind it. We present evidence that the traditional presentation…

Assessment of Student and Faculty Mentor Perceptions of an International Undergraduate Research Program in Physical Geography

ERIC Educational Resources Information Center

Houser, Chris; Cahill, Anthony; Lemmons, Kelly

2014-01-01

In this study, we assess whether students and their faculty mentors in a Research Experience for Undergraduates program have similar perceptions about the relative importance of different outcomes of their study abroad experience. Results of a Q-analysis reveal a significant difference of opinion between the students and the faculty mentors. It is…

Frequency of depression, anxiety and stress among the undergraduate physiotherapy students.

PubMed

Syed, Annosha; Ali, Syed Shazad; Khan, Muhammad

2018-01-01

To assess the frequency of Depression, Anxiety and Stress (DAS) among the undergraduate physiotherapy students. A descriptive cross sectional study was conducted in various Physiotherapy Institutes in Sindh, Pakistan among undergraduate physiotherapy students. The total duration of this study was 4 months from September, 2016 to January, 2017. Data was collected from 267 students with no physical and mental illness; more than half were female students 75.3%. They were selected through Non probability purposive sampling technique. A self-administered standardized DASS (depression, anxiety and stress scale) was used to collect data and result was analyzed using its severity rating index. Data was entered and analyzed by using SPSS version 21. Descriptive statistics including the frequency of depression, anxiety, stress and demographic characteristic of the participant was collected. The mean age of students was 19.3371±1.18839 years. The Frequency of depression, anxiety and stress found among undergraduates Physiotherapy students was 48.0%, 68.54% and 53.2%, respectively. It was observed that the frequency of depression, anxiety and stress among physiotherapy undergraduates students were high. It suggests the urgent need of carrying out evidence based Psychological health promotion for undergraduate Physiotherapy students to control this growing problem.

The Assessment of the Impact of REU Programs on Student Classroom Performance

NASA Astrophysics Data System (ADS)

Hughes, Chris

2009-03-01

Supporters of undergraduate research claim that the research experience enhances the success of students in their classes and promotes their progress toward completing a science major. Since there are many other variables that can influence a student's progress through a curriculum, it is frequently difficult to compare students from undergraduate research programs with a suitable control group. At James Madison University, a significant number of chemistry and physics majors participate in summer REU programs on campus. However, since JMU is among the top 10% of undergraduate institutions in the US in undergraduate physics enrollment, there are also a significant number who choose not to stay on campus for summer research. Using several years worth of data, we have determined the change in the GPAs of REU students (N=75) from the semester before the REU to the semester after the REU and compared these with the students who did not participate in summer research (N=663). We have found that the REU students' average GPA increased by a statistically significant amount while the non-REU students' average GPA was unchanged to within a standard deviation. We will also discuss other assessment methods used at JMU and some of the limitations in the interpretation of this study.

Factors associated with stress among medical students.

PubMed

Qamar, Khadija; Khan, Najamus Saqib; Bashir Kiani, Muhammad Rizwan

2015-07-01

To determine the probable factors responsible for stress among undergraduate medical students. The qualitative descriptive study was conducted at a public-sector medical college in Islamabad, Pakistan, from January to April 2014. Self-administered open-ended questionnaires were used to collect data from first year medical students in order to study the factors associated with the new environment. There were 115 students in the study with a mean age of 19±6.76 years. Overall, 35(30.4%) students had mild to moderate physical problems, 20(17.4%) had severe physical problems and 60(52.2%) did not have any physical problem. Average stress score was 19.6±6.76. Major elements responsible for stress identified were environmental factors, new college environment, student abuse, tough study routines and personal factors. Majority of undergraduate students experienced stress due to both academic and emotional factors.

Ethics Instruction in Undergraduate Astronomy and Physics

NASA Astrophysics Data System (ADS)

Pilachowski, Catherine A.; van Zee, L.; Bacher, A. D.; Durisen, R. H.

2009-01-01

Instruction in research ethics is now included as part of the formal undergraduate curriculum in astronomy and physics at Indiana University. Traditionally, students learn research ethics through informal mentoring by research advisors. However, a more formal approach is encouraged by funding agencies, professional societies, and common sense. Following the booklet, "On Being a Scientist: Responsible Conduct in Research" (1995, National Academy Press), our ethics program is built around a "case study" approach using scenarios involving real life situations that students are likely to encounter as undergraduates or beginning graduate students. Students discuss possible resolutions of the ethical questions involved. Discussion topics include reporting data, data rights, credit for ideas, and professional behavior. Scenarios for graduate students involve ethical concerns more appropriate for their career stage, including conflicts of interest, authorship, and collaboration. The answers are not clear-cut, and students must grapple with shades of gray to help them define what the limits of ethical behavior are. The scenarios are available on the Web at www.astro.indiana.edu/education/ethics.html

Physics Problem Workbook, Instructor Manual.

ERIC Educational Resources Information Center

Jones, John L.

This publication of Computer Oriented Materials Production for Undergraduate Teaching (COMPUTe), is intended to aid in the development of an autotutorial program for college-level undergraduate physics. Particularly in the area of mechanics, the author feels there is a need for a tutorial program which enables students to use a variety of…

Psychology of Physical Activity: What Should Students Know?

ERIC Educational Resources Information Center

McCullagh, Penny; Wilson, Gabriel

2007-01-01

The assignment for the 76th Annual Meeting of the American Academy of Kinesiology and Physical Education was to define the psychology subdiscipline of kinesiology. Ten undergraduate sport and exercise psychology textbooks, 27 undergraduate course syllabi, and three articles which examined the most popular contents of prominent journals were…

Open-Ended versus Guided Laboratory Activities: Impact on Students' Beliefs about Experimental Physics

ERIC Educational Resources Information Center

Wilcox, Bethany R.; Lewandowski, H. J.

2016-01-01

Improving students' understanding of the nature of experimental physics is often an explicit or implicit goal of undergraduate laboratory physics courses. However, lab activities in traditional lab courses are typically characterized by highly structured, guided labs that often do not require or encourage students to engage authentically in the…

What Attracts High-Achieving Socioeconomically Disadvantaged Students to the Physical Sciences and Engineering?

ERIC Educational Resources Information Center

Conrad, Sarah; Canetto, Silvia Sara; MacPhee, David; Farro, Samantha

2009-01-01

Socioeconomically disadvantaged (SED) students are less likely to major in physical sciences or engineering. To guide recruitment and retention of a diversity of talent, this study examined what attracts high-achieving SED students to these fields. Participants were 50 undergraduates majoring in physical sciences or engineering enrolled in the…

Knowledge and Attitudes towards Children with Special Needs by Physical Education Students

ERIC Educational Resources Information Center

Mousouli, Maria; Kokaridas, Dimitrios; Angelopoulou-Sakadami, Nicoletta; Aristotelous, Maria

2009-01-01

The purpose of this study was to examine the knowledge and attitudes of physical education undergraduate students towards children with special needs. A questionnaire of seven questions was submitted to 140 physical education students. Questions concerned the knowledge about the different kinds of disability, the acceptance of children with…

The Importance of High School Physics Teachers for Female Students' Physics Identity and Persistence

ERIC Educational Resources Information Center

Hazari, Zahra; Brewe, Eric; Goertzen, Renee Michelle; Hodapp, Theodore

2017-01-01

Given the historic and continued underrepresentation of women in physics, it is important to understand the role that high school physics might play in attracting female students to physics careers. Drawing on data from over 900 female undergraduates in physics, we examine when these women became interested in physics careers and different sources…

Memories of Physical Education

ERIC Educational Resources Information Center

Sidwell, Amy M.; Walls, Richard T.

2014-01-01

The purpose of this investigation was to explore college students' autobiographical memories of physical education (PE). Questionnaires were distributed to students enrolled in undergraduate Introduction to PE and Introduction to Communications courses. The 261 participants wrote about memories of PE. These students recalled events from Grades…

Learning physical biology via modeling and simulation: A new course and textbook for science and engineering undergraduates

NASA Astrophysics Data System (ADS)

Nelson, Philip

To a large extent, undergraduate physical-science curricula remain firmly rooted in pencil-and-paper calculation, despite the fact that most research is done with computers. To a large extent, undergraduate life-science curricula remain firmly rooted in descriptive approaches, despite the fact that much current research involves quantitative modeling. Not only does our pedagogy not reflect current reality; it also creates a spurious barrier between the fields, reinforcing the narrow silos that prevent students from connecting them. I'll describe an intermediate-level course on ``Physical Models of Living Systems.'' The prerequisite is first-year university physics and calculus. The course is a response to rapidly growing interest among undergraduates in a broad range of science and engineering majors. Students acquire several research skills that are often not addressed in traditional undergraduate courses: •Basic modeling skills; •Probabilistic modeling skills; •Data analysis methods; •Computer programming using a general-purpose platform like MATLAB or Python; •Pulling datasets from the Web for analysis; •Data visualization; •Dynamical systems, particularly feedback control. Partially supported by the NSF under Grants EF-0928048 and DMR-0832802.

Gamification: using elements of video games to improve engagement in an undergraduate physics class

NASA Astrophysics Data System (ADS)

Rose, J. A.; O'Meara, J. M.; Gerhardt, T. C.; Williams, M.

2016-09-01

Gamification has been extensively implemented and studied in corporate settings and has proven to be more effective than traditional employee-training programs, however, few classroom studies of gamification have been reported in the literature. Our study explored the potential of gamified on-line undergraduate physics content as a mechanism to enhance student learning and motivation. Specifically, the main objective of this work was to determine whether extrinsic motivation indicators commonly used in video games could increase student engagement with course content outside of the classroom. Life Science students taking an introductory physics course were provided access to gamified multiple choice quizzes as part of their course assessment. The quizzes incorporated common gaming elements such as points, streaks, leaderboards and achievements, as well as some gamified graphical enhancements and feedback. Student attitudes and performance among those using the gamified quizzes were examined and compared to non-gamified control groups within the same course. Student engagement was quantified through examining student participation above and beyond the minimum course requirements. The results showed that gaming techniques are significantly correlated with increased engagement with course material outside of the classroom. These results may assist instructors in engaging and motivating students outside the classroom through carefully designed online and distance-delivered undergraduate physics content. Furthermore, the gaming elements incorporated in this study were not specifically tied to the physics content and can be easily translated to any educational setting.

Teaching undergraduate biomechanics with Just-in-Time Teaching.

PubMed

Riskowski, Jody L

2015-06-01

Biomechanics education is a vital component of kinesiology, sports medicine, and physical education, as well as for many biomedical engineering and bioengineering undergraduate programmes. Little research exists regarding effective teaching strategies for biomechanics. However, prior work suggests that student learning in undergraduate physics courses has been aided by using the Just-in-Time Teaching (JiTT). As physics understanding plays a role in biomechanics understanding, the purpose of study was to evaluate the use of a JiTT framework in an undergraduate biomechanics course. This two-year action-based research study evaluated three JiTT frameworks: (1) no JiTT; (2) mathematics-based JiTT; and (3) concept-based JiTT. A pre- and post-course assessment of student learning used the biomechanics concept inventory and a biomechanics concept map. A general linear model assessed differences between the course assessments by JiTT framework in order to evaluate learning and teaching effectiveness. The results indicated significantly higher learning gains and better conceptual understanding in a concept-based JiTT course, relative to a mathematics-based JiTT or no JiTT course structure. These results suggest that a course structure involving concept-based questions using a JiTT strategy may be an effective method for engaging undergraduate students and promoting learning in biomechanics courses.

Self-Efficacy for Coping with Barriers Helps Students Stay Physically Active during Transition to Their First Year at a University

ERIC Educational Resources Information Center

Bray, Steven R.

2007-01-01

The present study examined undergraduate students' physical activity during transition from high school to first-year university. Students' (N = 127) self-efficacy for coping with barriers to physical activity was investigated both as a predictor of physical activity and mediator of the relationship between pretransition and first-year physical…

Developing Skills versus Reinforcing Concepts in Physics Labs: Insight from a Survey of Students' Beliefs about Experimental Physics

ERIC Educational Resources Information Center

Wilcox, Bethany R.; Lewandowski, H. J.

2017-01-01

Physics laboratory courses have been generally acknowledged as an important component of the undergraduate curriculum, particularly with respect to developing students' interest in, and understanding of, experimental physics. There are a number of possible learning goals for these courses including reinforcing physics concepts, developing…

Exploring Indigenous Game-Based Physics Activities in Pre-Service Physics Teachers' Conceptual Change and Transformation of Epistemic Beliefs

ERIC Educational Resources Information Center

Morales, Marie Paz Escaño

2017-01-01

"Laro-ng-Lahi" (Indigenous Filipino game) based physics activities invigorated the integration of culture in the pre-service physics education to develop students' epistemic beliefs and the notion of conceptual understanding through conceptual change. The study conveniently involved 28 pre-service undergraduate physics students enrolled…

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.

A conference experience for undergraduates

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

Collins, L.A.; Magee, N.H.; Bryant, H.C.

1999-08-01

Programs launched by many universities and the federal government expose many undergraduate students in the physical sciences to research early in their careers. However, in their research experiences, undergraduates are not usually introduced to the modes by which scientific knowledge, which they may have helped gather, is communicated and evaluated by working scientists. Nor is it always made clear where the research frontiers really lie. To this end, we guided a selected group of undergraduates through a national scientific conference, followed by a week of tutorials and discussions to help them better understand what had transpired. The program complemented themore » basic undergraduate research endeavors by emphasizing the importance of disseminating results both to other scientists and to society in general. Tutors and discussion leaders in the second week were experts in their fields and included some of the invited speakers from the main meeting. A considerable improvement in the understanding of the issues and prospects for a career in physics was discernible among the students after their two-week experience. {copyright} {ital 1999 American Association of Physics Teachers.}« less

The simulated clinical environment: Cognitive and emotional impact among undergraduates.

PubMed

Tremblay, Marie-Laurence; Lafleur, Alexandre; Leppink, Jimmie; Dolmans, Diana H J M

2017-02-01

Simulated clinical immersion (SCI) is used in undergraduate healthcare programs to expose the learner to real-life situations in authentic simulated clinical environments. For novices, the environment in which the simulation occurs can be distracting and stressful, hence potentially compromising learning. This study aims to determine whether SCI (with environment) imposes greater extraneous cognitive load and stress on undergraduate pharmacy students than simulated patients (SP) (without environment). It also aims to explore how features of the simulated environment influence students' perception of learning. In this mixed-methods study, 143 undergraduate pharmacy students experienced both SCI and SP in a crossover design. After the simulations, participants rated their cognitive load and emotions. Thirty-five students met in focus groups to explore their perception of learning in simulation. Intrinsic and extraneous cognitive load and stress scores in SCI were significantly but modestly higher compared to SP. Qualitative findings reveal that the physical environment in SCI generated more stress and affected students? focus. In SP, students concentrated on clinical reasoning. SCI stimulated a focus on data collection but impeded in-depth problem solving processes. The physical environment in simulation influences what and how students learn. SCI was reported as more cognitively demanding than SP. Our findings emphasize the need for the development of adapted instructional design guidelines in simulation for novices.

Identifying Taiwanese University Students' Physics Learning Profiles and Their Role in Physics Learning Self-Efficacy

ERIC Educational Resources Information Center

Lin, Tzung-Jin; Liang, Jyh-Chong; Tsai, Chin-Chung

2015-01-01

The main purposes of this study were to identify Taiwanese university students' physics learning profiles in terms of their critical conceptions of learning physics and to compare their physics learning self-efficacy with the different learning profiles. A total of 250 Taiwanese undergraduates who were majoring in physics participated in this…

Out of Sight, Out of Mind: Do Repeating Students Overlook Online Course Components?

ERIC Educational Resources Information Center

Holland, Jane; Clarke, Eric; Glynn, Mark

2016-01-01

E-Learning is becoming an integral part of undergraduate medicine, with many curricula incorporating a number of online activities and resources, in addition to more traditional teaching methods. This study examines physical attendance, online activity, and examination outcomes in a first-year undergraduate medical program. All 358 students who…

The Development, Evaluation, and Validation of a Financial Stress Scale for Undergraduate Students

ERIC Educational Resources Information Center

Northern, Jebediah J.; O'Brien, William H.; Goetz, Paul W.

2010-01-01

Financial stress is commonly experienced among college students and is associated with adverse academic, mental health, and physical health outcomes. Surprisingly, no validated measures of financial stress have been developed for undergraduate populations. The present study was conducted to generate and evaluate a measure of financial stress for…

Teaching Bioprocess Engineering to Undergraduates: Multidisciplinary Hands-On Training in a One-Week Practical Course

ERIC Educational Resources Information Center

Henkel, Marius; Zwick, Michaela; Beuker, Janina; Willenbacher, Judit; Baumann, Sandra; Oswald, Florian; Neumann, Anke; Siemann-Herzberg, Martin; Syldatk, Christoph; Hausmann, Rudolf

2015-01-01

Bioprocess engineering is a highly interdisciplinary field of study which is strongly benefited by practical courses where students can actively experience the interconnection between biology, engineering, and physical sciences. This work describes a lab course developed for 2nd year undergraduate students of bioprocess engineering and related…

The Effective and Evolving Role of Graduate Students in the SURFO REU Program

NASA Astrophysics Data System (ADS)

Pockalny, R. A.

2005-12-01

The Summer Undergraduate Research Fellowships in Oceanography (SURFO) program is a 10-week research/educational program designed to expose 9 undergraduates per year to cutting-edge, authentic oceanographic research at the Graduate School of Oceanography/University of Rhode Island. The SURFO program primarily focuses on the more quantitative aspects of oceanography (e.g., physical oceanography, geophysical fluid dynamics and marine geophysics), which closely parallel the strengths of GSO/URI. Thus, the primary undergraduate population targeted by the program includes students from various disciplines, but with strong backgrounds in math, physics, computer science, and engineering. Over its 20-year existence, the SURFO program has continuously evolved; however, three basics goals of the program have been maintained: 1) expose students to the breadth and depth of oceanography, 2) provide students with an authentic research experience, and 3) integrate/assimilate students into the lifestyle and community of a graduate research institution. An integral component for achieving these goals has been the inclusion of graduate students as workshop leaders/instructors, research mentors, and social directors. In these roles the graduate students act as a 'big brother/sister' to transition the undergraduates into the academic and research community. The graduate students also initially behave as liaisons between the senior researcher and the SURFO participant by fielding questions and concerns the undergraduate may be too intimidated to voice. As the summer progresses, the graduate students typically evolve into a lead research advisor and begin to learn effective techniques for advising students. Responses from SURFO participants on exit questionnaires frequently comment on how their experience and research project were directly affected by the extent of graduate student participation during the summer. Anecdotal evidence also indicates the participating graduate students gain maturity in their approach to research and become more willing advisees.

Greater Research Opportunities (GRO) Undergraduate Fellowships

EPA Pesticide Factsheets

By enhancing and supporting quality environmental education for undergraduate students, the GRO supported fellows have provided new environmental research in the physical, biological, health, and social sciences as well as in engineering.

Research Experiences for Undergraduates.

ERIC Educational Resources Information Center

Rettig, Terrence W.; And Others

1990-01-01

Reviewed are six programs at different colleges and universities which provide research opportunities for undergraduate students in physics, astronomy, marine biology, meteorology, and anthropology. Background, features, and accomplishments of the programs are discussed. (CW)

Rolling friction—models and experiment. An undergraduate student project

NASA Astrophysics Data System (ADS)

Vozdecký, L.; Bartoš, J.; Musilová, J.

2014-09-01

In this paper the rolling friction (rolling resistance) model is studied theoretically and experimentally in undergraduate level fundamental general physics courses. Rolling motions of a cylinder along horizontal or inclined planes are studied by simple experiments, measuring deformations of the underlay or of the rolling body. The rolling of a hard cylinder on a soft underlay as well as of a soft cylinder on a hard underlay is studied. The experimental data are treated by the open source software Tracker, appropriate for use at the undergraduate level of physics. Interpretation of results is based on elementary considerations comprehensible to university students—beginners. It appears that the commonly accepted model of rolling resistance based on the idea of a warp (little bulge) on the underlay in front of the rolling body does not correspond with experimental results even for the soft underlay and hard rolling body. The alternative model of the rolling resistance is suggested in agreement with experiment and the corresponding concept of the rolling resistance coefficient is presented. In addition to the obtained results we can conclude that the project can be used as a task for students in practical exercises of fundamental general physics undergraduate courses. Projects of similar type effectively contribute to the development of the physical thinking of students.

SCALE-UP Your Astronomy and Physics Undergraduate Courses to Incorporate Heliophysics

NASA Astrophysics Data System (ADS)

Al-Rawi, Ahlam N.; Cox, Amanda; Hoshino, Laura; Fitzgerald, Cullen; Cebulka, Rebecca; Rodriguez Garrigues, Alvar; Montgomery, Michele; Velissaris, Chris; Flitsiyan, Elena

2016-01-01

Although physics and astronomy courses include heliophysics topics, students still leave these courses without knowing what heliophysics is and how heliophysics relates to their daily lives. To meet goals of NASA's Living With a Star Program of incorporating heliophysics into undergraduate curriculum, UCF Physics has modified courses such as Astronomy (for non-science majors), Astrophysics, and SCALE-UP: Electricity and Magnetism for Engineers and Scientists to incorporate heliophysics topics. In this presentation, we discuss these incorporations and give examples that have been published in NASA Wavelength. In an associated poster, we present data on student learnin

Promoting Physical Understanding through Peer Mentoring

NASA Astrophysics Data System (ADS)

Nossal, S. M.; Huesmann, A.; Hooper, E.; Moore, C.; Watson, L.; Trestrail, A.; Weber, J.; Timbie, P.; Jacob, A.

2015-12-01

The Physics Learning Center at the University of Wisconsin-Madison provides a supportive learning community for students studying introductory physics, as well as teaching and leadership experience for undergraduate Peer Mentor Tutors who receive extensive training and supervision. Many of our Peer Tutors were former Physics Learning Center participants. A central goal of the Physics Learning Center is to address achievement/equity gaps (e.g. race, gender, socio-economic status, disability, age, transfer status, etc.) for undergraduate students pursuing majors and coursework in STEM fields. Students meet twice a week in small learning teams of 3-8 students, facilitated by a trained Peer Mentor Tutor or staff member. These active learning teams focus on discussing core physical concepts and practicing problem-solving. The weekly training of the tutors addresses both teaching and mentoring issues in science education such as helping students to build confidence, strategies for assessing student understanding, and fostering a growth mindset. A second weekly training meeting addresses common misconceptions and strategies for teaching specific physics topics. For non-science majors we have a small Peer Mentor Tutor program for Physics in the Arts. We will discuss the Physics Learning Center's approaches to promoting inclusion, understanding, and confidence for both our participants and Peer Mentor Tutors, as well as examples from the geosciences that can be used to illustrate introductory physics concepts.

Introduction of Entropy via the Boltzmann Distribution in Undergraduate Physical Chemistry: A Molecular Approach

ERIC Educational Resources Information Center

Kozliak, Evguenii I.

2004-01-01

A molecular approach for introducing entropy in undergraduate physical chemistry course and incorporating the features of Davies' treatment that meets the needs of the students but ignores the complexities of statistics and upgrades the qualitative, intuitive approach of Lambert for general chemistry to a semiquantitative treatment using Boltzmann…

Time and Space: Undergraduate Mexican Physics in Motion

ERIC Educational Resources Information Center

Candela, Antonia

2010-01-01

This is an ethnographic study of the trajectories and itineraries of undergraduate physics students at a Mexican university. In this work learning is understood as being able to move oneself and, other things (cultural tools), through the space-time networks of a discipline (Nespor in Knowledge in motion: space, time and curriculum in…

Some Student Conceptions of Electromagnetic Induction

ERIC Educational Resources Information Center

Thong, Wai Meng; Gunstone, Richard

2008-01-01

Introductory electromagnetism is a central part of undergraduate physics. Although there has been some research into student conceptions of electromagnetism, studies have been sparse and separated. This study sought to explore second year physics students' conceptions of electromagnetism, to investigate to what extent the results from the present…

The Exercise Physiology Laboratory--A Source of Health Promotion.

ERIC Educational Resources Information Center

Norris, William; Norred, Robert

1988-01-01

A visit to the Exercise Physiology Laboratory at the University of Tennessee is part of a physical education class required of all undergraduate students. The laboratory demonstration stimulates student interest and enrollment in physical education. Benefits to students, the laboratory, and the school are described. (MT)

Frequency of depression, anxiety and stress among the undergraduate physiotherapy students

PubMed Central

Syed, Annosha; Ali, Syed Shazad; Khan, Muhammad

2018-01-01

Objectives: To assess the frequency of Depression, Anxiety and Stress (DAS) among the undergraduate physiotherapy students. Methods: A descriptive cross sectional study was conducted in various Physiotherapy Institutes in Sindh, Pakistan among undergraduate physiotherapy students. The total duration of this study was 4 months from September, 2016 to January, 2017. Data was collected from 267 students with no physical and mental illness; more than half were female students 75.3%. They were selected through Non probability purposive sampling technique. A self-administered standardized DASS (depression, anxiety and stress scale) was used to collect data and result was analyzed using its severity rating index. Data was entered and analyzed by using SPSS version 21. Descriptive statistics including the frequency of depression, anxiety, stress and demographic characteristic of the participant was collected. Results: The mean age of students was 19.3371±1.18839 years. The Frequency of depression, anxiety and stress found among undergraduates Physiotherapy students was 48.0%, 68.54% and 53.2%, respectively. Conclusions: It was observed that the frequency of depression, anxiety and stress among physiotherapy undergraduates students were high. It suggests the urgent need of carrying out evidence based Psychological health promotion for undergraduate Physiotherapy students to control this growing problem. PMID:29805428

Teaching advanced science concepts through Freshman Research Immersion

NASA Astrophysics Data System (ADS)

Wahila, M. J.; Amey-Proper, J.; Jones, W. E.; Stamp, N.; Piper, L. F. J.

2017-03-01

We have developed a new introductory physics/chemistry programme that teaches advanced science topics and practical laboratory skills to freshmen undergraduate students through the use of student-led, bona fide research activities. While many recent attempts to improve college-level physics education have focused on integrating interactive demonstrations and activities into traditional passive lectures, we have taken the idea of active-learning several steps further. Working in conjunction with several research faculty at Binghamton University, we have created a programme that puts undergraduate students on an accelerated path towards working in real research laboratories performing publishable research. Herein, we describe in detail the programme goals, structure, and educational content, and report on our promising initial student outcomes.

KSC-2012-6221

NASA Image and Video Library

2012-11-08

CAPE CANAVERAL, Fla. -- Inside the Applied Physics Laboratory in the Operations and Checkout Building at NASA’s Kennedy Space Center in Florida, lead researcher Dr. Bob Youngquist demonstrates a technology developed for the Space Shuttle Program to a group of Society of Physics students. About 800 graduate and undergraduate physics students toured Kennedy facilities. A group of about 40 students toured laboratories in the Operations and Checkout Building and the EDL during their visit. The physics students were in Orlando for the 2012 Quadrennial Physics Congress. Photo credit: NASA/Cory Huston

KSC-2012-6220

NASA Image and Video Library

2012-11-08

CAPE CANAVERAL, Fla. -- Inside the Applied Physics Laboratory in the Operations and Checkout Building at NASA’s Kennedy Space Center in Florida, lead researcher Dr. Bob Youngquist describes technologies developed for the Space Shuttle Program to a group of Society of Physics students. About 800 graduate and undergraduate physics students toured Kennedy facilities. A group of about 40 students toured laboratories in the Operations and Checkout Building and the EDL during their visit. The physics students were in Orlando for the 2012 Quadrennial Physics Congress. Photo credit: NASA/Cory Huston

A photovoltaics module for incoming science, technology, engineering and mathematics undergraduates

NASA Astrophysics Data System (ADS)

Dark, Marta L.

2011-05-01

Photovoltaic-cell-based projects have been used to train eight incoming undergraduate women who were part of a residential summer programme at a women's college. A module on renewable energy and photovoltaic cells was developed in the physics department. The module's objectives were to introduce women in science, technology, engineering and mathematics (STEM) majors to physical phenomena, to develop quantitative literacy and communication skills, and to increase the students' interest in physics. The students investigated the performance of commercially available silicon semiconductors through experiments they designed, carried out and analysed. They fabricated and tested organic dye-based solar cells. This article describes the programme, the solar cell module, and presents some experimental results obtained by the students.

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…

Consistent Results with the Consistency Hypothesis? The Effects of Epistemic Beliefs on Metacognitive Processing

ERIC Educational Resources Information Center

Muis, Krista Renee; Kendeou, Panayiota; Franco, Gina M.

2011-01-01

We explored relations between students' trade; epistemic beliefs, metacognitive monitoring and recall performance in the context of learning physics through metaphor. Eighty-three university undergraduate students completed questionnaires designed to measure their epistemic beliefs and prior knowledge about Newtonian physics. Students were…

Academic Excellence: The Role of Research in the Physical Sciences at Undergraduate Institutions.

ERIC Educational Resources Information Center

Doyle, Michael P., Ed.

Chapters of this collection show that students benefit from a research-based teaching environment, and that students who have the opportunity for research complete their science programs in greater numbers than those who do not. The chapters of section 1, "Achieving Excellence," are: (1) "The Role of Research at Undergraduate Institution: Why Is…

Integrating Chemistry Laboratory Instrumentation into the Industrial Internet: Building, Programming, and Experimenting with an Automatic Titrator

ERIC Educational Resources Information Center

Famularo, Nicole; Kholod, Yana; Kosenkov, Dmytro

2016-01-01

This project is designed to improve physical chemistry and instrumental analysis laboratory courses for undergraduate students by employing as teaching tools novel technologies in electronics and data integration using the industrial Internet. The project carried out by upper-division undergraduates is described. Students are exposed to a complete…

Linking Physical and Numerical Modelling in Hydrogeology Using Sand Tank Experiments and Comsol Multiphysics

ERIC Educational Resources Information Center

Singha, Kamini; Loheide, Steven P., II

2011-01-01

Visualising subsurface processes in hydrogeology and building intuition for how these processes are controlled by changes in forcing is hard for many undergraduate students. While numerical modelling is one way to help undergraduate students explore outcomes of multiple scenarios, many codes are not user-friendly with respect to defining domains,…

Identity Statuses in Upper-Division Physics Students

ERIC Educational Resources Information Center

Irving, Paul W.; Sayre, Eleanor C.

2016-01-01

We use the theories of identity statuses and communities of practice to describe three different case studies of students finding their paths through undergraduate physics and developing a physics subject-specific identity. Each case study demonstrates a unique path that reinforces the link between the theories of communities of practice and…

Effectiveness of Point-Based Physical Activity Intervention

ERIC Educational Resources Information Center

Largo-Wight, Erin; Todorovich, John R.; O'Hara, Brian K.

2008-01-01

Understanding and promoting physical activity is critical to combat the growing obesity epidemic in the U.S. This study was designed to compare two 10-week physical activity programs among college students. One hundred and thirty-six undergraduate college students participated in this randomized posttest only control group study. Seventy-seven…

Diagnosing alternative conceptions of Fermi energy among undergraduate students

NASA Astrophysics Data System (ADS)

Sharma, Sapna; Ahluwalia, Pardeep Kumar

2012-07-01

Physics education researchers have scientifically established the fact that the understanding of new concepts and interpretation of incoming information are strongly influenced by the preexisting knowledge and beliefs of students, called epistemological beliefs. This can lead to a gap between what students actually learn and what the teacher expects them to learn. In a classroom, as a teacher, it is desirable that one tries to bridge this gap at least on the key concepts of a particular field which is being taught. One such key concept which crops up in statistical physics/solid-state physics courses, and around which the behaviour of materials is described, is Fermi energy (εF). In this paper, we present the results which emerged about misconceptions on Fermi energy in the process of administering a diagnostic tool called the Statistical Physics Concept Survey developed by the authors. It deals with eight themes of basic importance in learning undergraduate solid-state physics and statistical physics. The question items of the tool were put through well-established sequential processes: definition of themes, Delphi study, interview with students, drafting questions, administration, validity and reliability of the tool. The tool was administered to a group of undergraduate students and postgraduate students, in a pre-test and post-test design. In this paper, we have taken one of the themes i.e. Fermi energy of the diagnostic tool for our analysis and discussion. Students’ responses and reasoning comments given during interview were analysed. This analysis helped us to identify prevailing misconceptions/learning gaps among students on this topic. How spreadsheets can be effectively used to remove the identified misconceptions and help appreciate the finer nuances while visualizing the behaviour of the system around Fermi energy, normally sidestepped both by the teachers and learners, is also presented in this paper.

What Works for Women in Undergraduate Physics?

NASA Astrophysics Data System (ADS)

Whitten, Barbara L.

2004-05-01

The participation of women in physics has increased in recent years, but the percentage of women in physics is still less than half that in mathematics and chemistry. This is due in large part to the "leaky pipeline" the participation of women in physics decreases with every step up the academic ladder. The largest decrease occurs between high school and college graduation, so it is worthwhile looking at how undergraduate physics departments try to make women undergraduates comfortable. With a team of women physicists, I visited nine undergraduate physics departments and compared those that are successful in producing a large percentage of women with those that are more typical of the national average. We found that the most important factor is a warm and female-friendly department culture that reaches out to introductory students. I'll discuss the factors that make up a female-friendly culture, and describe other results of our research.

Toolboxes and Handing Students a Hammer: The Effects of Cueing and Instruction on Getting Students to Think Critically

ERIC Educational Resources Information Center

Holmes, N. G.; Kumar, Dhaneesh; Bonn, D. A.

2017-01-01

Developing critical thinking skills is a common goal of an undergraduate physics curriculum. How do students make sense of evidence and what do they do with it? In this study, we evaluated students' critical thinking behaviors through their written notebooks in an introductory physics laboratory course. We compared student behaviors in the…

Self-Consistent-Field Calculation on Lithium Hydride for Undergraduates.

ERIC Educational Resources Information Center

Rioux, Frank; Harriss, Donald K.

1980-01-01

Describes a self-consistent-field-linear combination of atomic orbitals-molecular orbital calculation on the valence electrons of lithium hydride using the method of Roothaan. This description is intended for undergraduate physics students.

Multimedia as a Means to Enhance Teaching Technical Vocabulary to Physics Undergraduates in Rwanda

ERIC Educational Resources Information Center

Rusanganwa, Joseph

2013-01-01

This study investigates whether the integration of ICT in education can facilitate teaching and learning. An example of such integration is computer assisted language learning (CALL) of English technical vocabulary by undergraduate physics students in Rwanda. The study draws on theories of cognitive load and multimedia learning to explore learning…

Evaluation of a Voluntary Tutoring Program in Chemistry, Physics and Mathematics for First-Year Undergraduates at Universidad Andres Bello, Chile

ERIC Educational Resources Information Center

Jiménez, Verónica A.; Acuña, Fabiola C.; Quiero, Felipe J.; López, Margarita; Zahn, Carmen I.

2015-01-01

This work describes the preliminary results of a tutoring program that provides personalized academic assistance to first-year undergraduates enrolled in introductory chemistry, physics and mathematics courses at Universidad Andres Bello (UNAB), in Concepción, Chile. Intervened courses have historically large enrolments, diverse student population…

Ab Initio Determinations of Photoelectron Spectra Including Vibronic Features: An Upper-Level Undergraduate Physical Chemistry Laboratory

ERIC Educational Resources Information Center

Lord, Richard L.; Davis, Lisa; Millam, Evan L.; Brown, Eric; Offerman, Chad; Wray, Paul; Green, Susan M. E.

2008-01-01

We present a first-principles determination of the photoelectron spectra of water and hypochlorous acid as a laboratory exercise accessible to students in an undergraduate physical chemistry course. This paper demonstrates the robustness and user-friendliness of software developed for the Franck-Condon factor calculation. While the calculator is…

Introducing Taiwanese undergraduate students to the nature of science through Nobel Prize stories

NASA Astrophysics Data System (ADS)

Eshach, Haim; Hwang, Fu-Kwun; Wu, Hsin-Kai; Hsu, Ying-Shao

2013-06-01

Although there is a broad agreement among scientists and science educators that students should not only learn science, but also acquire some sense of its nature, it has been reported that undergraduate students possess an inadequate grasp of the nature of science (NOS). The study presented here examined the potential and effectiveness of Nobel Prize stories as a vehicle for teaching NOS. For this purpose, a 36-hour course, “Albert Einstein’s Nobel Prize and the Nature of Science,” was developed and conducted in Taiwan Normal University. Ten undergraduate physics students participated in the course. Analysis of the Views of Nature of Science questionnaires completed by the students before and after the course, as well as the students’ own presentations of Nobel Prize stories (with an emphasis on how NOS characteristics are reflected in the story), showed that the students who participated in the course enriched their views concerning all aspects of NOS. The paper concludes with some suggestions for applying the novel idea of using Nobel Prize stories in physics classrooms.

Refraction law and Fermat principle: a project using the ant colony optimization algorithm for undergraduate students in physics

NASA Astrophysics Data System (ADS)

Vuong, Q. L.; Rigaut, C.; Gossuin, Y.

2018-07-01

A programming project for undergraduate students in physics is proposed in this work. Its goal is to check the Snell–Descartes law of refraction using the Fermat principle and the ant colony optimization algorithm. The project involves basic mathematics and physics and is adapted to students with basic programming skills. More advanced tools can be used (but are not mandatory) as parallelization or object-oriented programming, which makes the project also suitable for more experienced students. We propose two tests to validate the program. Our algorithm is able to find solutions which are close to the theoretical predictions. Two quantities are defined to study its convergence and the quality of the solutions. It is also shown that the choice of the values of the simulation parameters is important to efficiently obtain precise results.

Using Student Peer Review of Experiment Reports in an Undergraduate Physics Class

ERIC Educational Resources Information Center

Moran, Timothy; Van Hook, Stephen J.

2006-01-01

A class centered on student design of experiments and peer review of the resulting reports is described. Thirteen students in an honors seminar section of an introductory physics class designed experiments to test various types of paranormal phenomena. Each experimental report was evaluated and ranked by several other students. To give them…

A community engagement project in an undergraduate oceanography course to increase engagement and representation in marine science among high school students

NASA Astrophysics Data System (ADS)

Clark, C. D.; Prairie, J. C.; Walters, S. A.

2016-02-01

In the context of undergraduate education in oceanography, we are constantly striving for innovative ways to enhance student learning and enthusiasm for marine science. Community engagement is a form of experiential education that not only promotes a better understanding of concepts among undergraduate students but also allows them to interact with the community in a way that is mutually beneficial to both parties. Here I present on my experience in incorporating a community engagement project in my undergraduate physical oceanography course at the University of San Diego (USD) in collaboration with Mission Bay High School (MBHS), a local Title 1 International Baccalaureate high school with a high proportion of low-income students and students from underrepresented groups in STEM. As part of this project, the undergraduate students from my physical oceanography course were challenged to develop interactive workshops to present to the high school students at MBHS on some topic in oceanography. Prior to the workshops, the USD students met with the high school students at MBHS during an introductory meeting in which they could learn about each other's interests and backgrounds. The USD students then worked in teams of three to design a workshop proposal in which they outlined their plan for a workshop that was interactive and engaging, relying on demonstrations and activities rather than lecture. Each of the three teams then presented their workshops on separate days in the Mission Bay High School classroom. Finally, the USD students met again with the high school students at MBHS for a conclusion day in which both sets of students could discuss their experiences with the community engagement project. Through the workshop itself and a reflection essay written afterwards, the USD students learned to approach concepts in oceanography from a different perspective, and think about how student backgrounds can inform teaching these concepts. I will describe preliminary outcomes of this project and discuss the potential of community engagement projects in general to positively impact and integrate both undergraduate and high school education in ocean science.

What does a physics undergraduate education give you? A perspective from Australian physics

NASA Astrophysics Data System (ADS)

Sharma, Manjula; Pollard, Judith; Mendez, Alberto; Mills, David; O'Byrne, John; Scott, Dale; Hagon, Sue; Gribble, Joan; Kirkup, Les; Livett, Michelle; Low, David; Merchant, Alex; Rayner, Anton; Swan, Geoff; Zadnik, Marjan; Zealey, Willam

2008-01-01

In a study to assess how effectively undergraduate physics studies have prepared students for the workplace, we attempted to locate and interview traditional 3-year or 4-year physics students who had graduated in the past five years (2000 to 2004), and the employers of these graduates. The study was limited to recent graduates who have majored in physics and not obtained further or concurrent degrees. Overseas studies of the destinations of physics graduates referred to in this paper have not isolated the group we interviewed as a distinct group. A major finding was that the number of these graduates was unexpectedly low. Indeed, most physics graduates have two degrees. Interviews with graduates and employers suggest that physics graduates have particular strengths in problem solving and are good at applying their skills at the workplace.

Retention at Departments of Physics

NASA Astrophysics Data System (ADS)

Muller, Rafael; Rosa, Luis

2013-03-01

A thriving physics department is the end result of many actions, taken over time, that results in the development of a sense of community between the faculty and the students. As part of this sense of community, gifted students must receive special attention and innovative ideas must be incorporated to successfully accommodate the needs of these students. We have found that the best retention strategy for gifted undergraduates is the total involvement of them in undergraduate research projects and also the development of leadership in extracurricular activities within the department. A careful employment strategy is needed to secure a faculty committed to the goals of the community.

How can we improve problem solving in undergraduate biology? Applying lessons from 30 years of physics education research.

PubMed

Hoskinson, A-M; Caballero, M D; Knight, J K

2013-06-01

If students are to successfully grapple with authentic, complex biological problems as scientists and citizens, they need practice solving such problems during their undergraduate years. Physics education researchers have investigated student problem solving for the past three decades. Although physics and biology problems differ in structure and content, the instructional purposes align closely: explaining patterns and processes in the natural world and making predictions about physical and biological systems. In this paper, we discuss how research-supported approaches developed by physics education researchers can be adopted by biologists to enhance student problem-solving skills. First, we compare the problems that biology students are typically asked to solve with authentic, complex problems. We then describe the development of research-validated physics curricula emphasizing process skills in problem solving. We show that solving authentic, complex biology problems requires many of the same skills that practicing physicists and biologists use in representing problems, seeking relationships, making predictions, and verifying or checking solutions. We assert that acquiring these skills can help biology students become competent problem solvers. Finally, we propose how biology scholars can apply lessons from physics education in their classrooms and inspire new studies in biology education research.

Involving Undergraduates in Solar Physics Research

NASA Astrophysics Data System (ADS)

Lopresto, James C.; Jenkins, Nancy

1996-05-01

Via a combination of local funding, Cottrell Research Corporation and a pending NSF proposal, I am actively involved in including undergraduates in solar physics research. Severl undergraduates, about 2-3 per academic year over the past several years have participated in a combination of activities. This project has been ongoing since November of 1992. Student involvement includes; 1)acquiring image and other data via the INTERNET, 2) reducing dat via inhouse programs and image processing, 3) traveling to Kitt Peak to obtain solar spectral index data.

Epistemic Beliefs about Justification Employed by Physics Students and Faculty in Two Different Problem Contexts

ERIC Educational Resources Information Center

Mercan, Fatih Caglayan

2012-01-01

This study examines the epistemic beliefs about justification employed by physics undergraduate and graduate students and faculty in the context of solving a standard classical physics problem and a frontier physics problem. Data were collected by a think-aloud problem solving session followed by a semi-structured interview conducted with 50…

Effects of Online Games on Student Performance in Undergraduate Physics

ERIC Educational Resources Information Center

Sadiq, Irfan

2010-01-01

The present state of physics teaching and learning is a reflection of the difficulty of the subject matter which has resulted in students' low motivation toward physics as well as lack of meaningful and deeper learning experiences. In light of an overall decline in interest in physics, an investigation of alternate teaching and learning methods…

Relationship between Academic Performance with Physical, Psychosocial, Lifestyle, and Sociodemographic Factors in Female Undergraduate Students

PubMed Central

Dubuc, Marie-Maude; Aubertin-Leheudre, Mylène; Karelis, Antony D.

2017-01-01

Background: The purpose of this study was to investigate the relationship between physical, psychosocial, lifestyle and sociodemographic factors with academic performance in female undergraduate students. Methods: One hundred undergraduate female students from the Faculty of Science at the University of Quebec at Montreal participated in this study (mean age = 24.4 ± 4.6 years old). All participants provided their university transcript and had to complete at least 45 course credits from their bachelor degree. Body composition (DXA), handgrip strength, estimated maximal oxygen consumption (VO2 max) (Bruce Protocol) and blood pressure were measured. Participants also completed a questionnaire on their psychosocial, academic motivation, lifestyle and sociodemographic profile. Results: Significant correlations were observed between GPA with estimated VO2 max (r = 0.32), intrinsic motivation toward knowledge (r = 0.23), intrinsic motivation toward accomplishment (r = 0.27) and external regulation (r = -0.30, P = 0.002). In addition, eating breakfast every morning and being an atheist was positively associated with academic performance (P < 0.05). Finally, a stepwise linear regression analysis showed that external regulation, intrinsic motivation toward accomplishment, VO2 max levels and eating a daily breakfast explained 28.5 % of the variation in the GPA in our cohort. Conclusions: Results of the present study indicate that motivational, physical and lifestyle factors appear to be predictors of academic performance in female undergraduate students. PMID:28479964

Experiences Gained Creating a Biophysics Major at a Predominately Undergraduate Institution

NASA Astrophysics Data System (ADS)

Link, Justin; Herbert, Steven

2014-03-01

Xavier University, a liberal arts predominately undergraduate institution (PUI) located in Cincinnati, OH, implemented a Biophysics major in the Department of Physics in spring 2012. The program is built upon foundational physics courses and is unique due to the possible selection of upper-division courses that students elect to take towards their undergraduate degree. A capstone course is offered to bring all prior knowledge in the fundamental sciences together to approach complex problems in biology. Due to the flexibility of the program, it serves students well who are interested in pursuing advanced degrees in Biophysics or Biomedical Engineering. It also offers students interested in the health professions an alternate path towards medical school which can be advantageous in the application process. This session will express some of the advantages and challenges to creating such a program at a liberal arts PUI and discuss the capstone course within the major.

Open-Inquiry Driven Overcoming of Epistemological Difficulties in Engineering Undergraduates: A Case Study in the Context of Thermal Science

ERIC Educational Resources Information Center

Pizzolato, Nicola; Fazio, Claudio; Sperandeo Mineo, Rosa Maria; Persano Adorno, Dominique

2014-01-01

This paper addresses the efficacy of an open-inquiry approach that allows students to build on traditionally received knowledge. A sample of thirty engineering undergraduates, having already attended traditional university physics instruction, was selected for this study. The students were involved in a six-week long learning experience of…

Qualitative Investigation into Students' Use of Divergence and Curl in Electromagnetism

ERIC Educational Resources Information Center

Bollen, Laurens; van Kampen, Paul; Baily, Charles; De Cock, Mieke

2016-01-01

Many students struggle with the use of mathematics in physics courses. Although typically well trained in rote mathematical calculation, they often lack the ability to apply their acquired skills to physical contexts. Such student difficulties are particularly apparent in undergraduate electrodynamics, which relies heavily on the use of vector…

Morehouse Physics & Dual Degree Engineering Program: We C . A . R . E . Approach

NASA Astrophysics Data System (ADS)

Rockward, Willie S.

2015-03-01

Growing the physics major at any undergraduate institution, especially Morehouse College - a private, all-male, liberal arts HBCU, can be very challenging. To address this challenge at Morehouse, the faculty and staff in the Department of Physics and Dual Degree Engineering Program (Physics & DDEP) are applying a methodology and pedagogical approach called ``We C . A . R . E '' which stands for Curriculum,Advisement,Recruitment/Retention/Research, andExtras. This approach utilizes an integrated strategy of cultural (family-orientated), collaborative (shared-governance), and career (personalized-pathways) modalities to provide the momentum of growing the physics major at Morehouse from 10-12 students to over 100 students in less than 5 years. Physics & DDEP at Morehouse, creatively, altered faculty course assignments, curriculum offerings, and departmental policies while expanding research projects, student organizations, and external collaborations. This method supplies a variety of meaningful, academic and research experiences for undergraduates at Morehouse and thoroughly prepares students for graduate studies or professional careers in STEM disciplines. Thus, a detailed overview of the ``We C . A . R . E . '' approach will be presented along with the Physics & DDEP vision, alterations and expansions in growing the physics major at Morehouse College. Department of Physics and Dual Degree Engineering Program, Atlanta, Georgia 30314.

Exploring problem-based cooperative learning in undergraduate physics labs: student perspectives

NASA Astrophysics Data System (ADS)

Bergin, S. D.; Murphy, C.; Shuilleabhain, A. Ni

2018-03-01

This study examines the potential of problem-based cooperative learning (PBCL) in expanding undergraduate physics students’ understanding of, and engagement with, the scientific process. Two groups of first-year physics students (n = 180) completed a questionnaire which compared their perceptions of learning science with their engagement in physics labs. One cohort completed a lab based on a PBCL approach, whilst the other completed the same experiment, using a more traditional, manual-based lab. Utilising a participant research approach, the questionnaire was co-constructed by researchers and student advisers from each cohort in order to improve shared meaning between researchers and participants. Analysis of students’ responses suggests that students in the PBCL cohort engaged more in higher-order problem-solving skills and evidenced a deeper understanding of the scientific process than students in the more traditional, manual-based cohort. However, the latter cohort responses placed more emphasis on accuracy and measurement in lab science than the PBCL cohort. The students in the PBCL cohort were also more positively engaged with their learning than their counterparts in the manual led group.

KSC-2012-6218

NASA Image and Video Library

2012-11-08

CAPE CANAVERAL, Fla. -- Inside a laboratory in the Engineering Development Laboratory, or EDL, at NASA’s Kennedy Space Center in Florida, research scientist Michael Hogue, in the green plaid shirt, describes several technologies to a group of Society of Physics students. About 800 graduate and undergraduate physics students toured Kennedy facilities. A group of about 40 students toured laboratories in the Operations and Checkout Building and the EDL during their visit. The physics students were in Orlando for the 2012 Quadrennial Physics Congress. Photo credit: NASA/Cory Huston

KSC-2012-6215

NASA Image and Video Library

2012-11-08

CAPE CANAVERAL, Fla. -- Inside a laboratory in the Engineering Development Laboratory, or EDL, at NASA’s Kennedy Space Center in Florida, research physicist Phil Metzger describes lunar excavators and soil processing technologies to a group of Society of Physics students. About 800 graduate and undergraduate physics students toured Kennedy facilities. A group of about 40 students toured laboratories in the Operations and Checkout Building and the EDL during their visit. The physics students were in Orlando for the 2012 Quadrennial Physics Congress. Photo credit: NASA/Cory Huston

KSC-2012-6217

NASA Image and Video Library

2012-11-08

CAPE CANAVERAL, Fla. -- – Inside a laboratory in the Engineering Development Laboratory, or EDL, at NASA’s Kennedy Space Center in Florida, research scientist Michael Johansen, in the blue polo shirt, describes dust mitigation technology to a group of Society of Physics students. About 800 graduate and undergraduate physics students toured Kennedy facilities. A group of about 40 students toured laboratories in the Operations and Checkout Building and the EDL during their visit. The physics students were in Orlando for the 2012 Quadrennial Physics Congress. Photo credit: NASA/Cory Huston

KSC-2012-6216

NASA Image and Video Library

2012-11-08

CAPE CANAVERAL, Fla. -- Inside a laboratory in the Engineering Development Laboratory, or EDL, at NASA’s Kennedy Space Center in Florida, research physicist Phil Metzger describes lunar excavators and soil processing technologies to a group of Society of Physics students. About 800 graduate and undergraduate physics students toured Kennedy facilities. A group of about 40 students toured laboratories in the Operations and Checkout Building and the EDL during their visit. The physics students were in Orlando for the 2012 Quadrennial Physics Congress. Photo credit: NASA/Cory Huston

The Primary Student Teachers' Views about a Blended Learning Application in a Basic Physics Course

ERIC Educational Resources Information Center

Taskin Ekici, Fatma; Kara, Izzet; Ekici, Erhan

2012-01-01

In this study we present an overview of the undergraduate blended Physics course that has been supported by the Moodle platform. The course that has been applied is a basic physics course for primary student teachers. The aim of Moodle is to create an online learning environment which helps students to have a virtual space where they can share…

Fear, an unpleasant experience among undergraduate midwifery students: A qualitative study.

PubMed

Ahmadi, Golnoosh; Shahriari, Mohsen; Kohan, Shahnaz; Keyvanara, Mahmood

2018-03-01

Fear is a normal emotion that can evoke an appropriate response when facing threat. However, sometimes the consequences of fear can lead to responses that are maladaptive. Fear can have negative effects on learning. Research has focused on the experience of fear and its consequences among midwifery students during their undergraduate program. A qualitative analysis was conducted of interviews with ten midwifery students in different years of an undergraduate program. The data was analyzed through a content analysis approach. Two main categories and five subcategories emerged. The first category, areas of fear in midwifery students, consisted of the following subcategories: fear of doing harm, fear of encountering their first childbirth, and fear of penalties. The second category, consequences of fear, consisted of the following subcategories: general physical and psychological consequences and interference in adopting the professional role. In this study, fear not only raised the students' stress levels thereby, leading to physical and psychological issues but also hindered their adoption of their professional role. These findings will potentially inform support and retention strategies within midwifery undergraduate programs in the future. Maternity care in Iran is provided mainly within a medical model of care. The majority of women give birth in hospital, where care is provided by midwives who work under the direction and supervision of an obstetrician. Midwives within the medically dominated system lack autonomy and have very little opportunity to gain experience in providing continuity of care for women as midwife-led models of care are rare. This practice context means that midwifery students have very little opportunity to gain experience in autonomous midwifery practice. Midwifery undergraduate program in Iran is for four years. Admission to the undergraduate program is implemented via a direct entry route. Nearly all of the midwifery students are school leavers with their first exposure to university and hospital systems. Most of the midwifery students have chosen this career without sufficient understanding about midwifery and the work that it involves (Arfaee et al., 2008). The midwifery undergraduate program comprises theoretical and clinical elements. After the first semester, students enter clinical settings under the supervision of their clinical instructors. Copyright © 2017 Elsevier Ltd. All rights reserved.

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

ERIC Educational Resources Information Center

Dou, Remy

2017-01-01

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,…

I Can Play Too: Disability Awareness Activities for Your Physical Education Class

ERIC Educational Resources Information Center

Fittipaldi-Wert, Jeanine; Brock, Sheri J.

2007-01-01

Students with disabilities are now more than ever being included in physical education classes. However, most physical educators feel they have not received adequate preparation in their undergraduate programs regarding teaching students with disabilities. There are many factors that go into providing a positive inclusive setting, such as using…

Undergraduate Physical Activity and Depressive Symptoms: A National Study

ERIC Educational Resources Information Center

Elliot, Catherine A.; Kennedy, Catherine; Morgan, George; Anderson, Sharon K.; Morris, Debra

2012-01-01

Objective: To study the effects of college students' physical activity and gender on depressive and suicidal symptoms. Method: The National College Health Assessment survey was administered to college students nationwide. Data were analyzed with 4x2 ANOVAs and Games-Howell post hoc tests when appropriate. Results: More frequent physical activity…

A Presentation of the Black Hole Stretching Effect

ERIC Educational Resources Information Center

Kontomaris, Stylianos Vasileios; Malamou, Anna

2018-01-01

Black holes and the physics behind them is a fascinating topic for students of all levels. The exotic conditions which prevail near a black hole should be discussed and presented to undergraduate students in order to increase their interest in studying physics and to provide useful insights into basic physics concepts, such as non-uniform…

Teaching Astrophysics to Upper Level Undergraduates

NASA Astrophysics Data System (ADS)

Van Dorn Bradt, Hale

2010-03-01

A Socratic peer-instruction method for teaching upper level undergraduates is presented. Basically, the instructor sits with the students and guides their presentations of the material. My two textbooks* (on display) as well as many others are amenable to this type of teaching. *Astronomy Methods - A Physical Approach to Astronomical Observations (CUP 2004) *Astrophysics Processes-The Physics of Astronomical Phenomena (CUP 2008)

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.

Undergraduate Student Involvement in International Research - The IRES Program at MAX-lab, Sweden

NASA Astrophysics Data System (ADS)

Briscoe, William; O'Rielly, Grant; Fissum, Kevin

2014-03-01

Undergraduate students associated with The George Washington University and UMass Dartmouth have had the opportunity to participate in nuclear physics research as a part of the PIONS@MAXLAB Collaboration performing experiments at MAX-lab at Lund University in Sweden. This project has supported thirteen undergraduate students during 2009 - 2011. The student researchers are involved with all aspects of the experiments performed at the laboratory, from set-up to analysis and presentation at national conferences. These experiments investigate the dynamics responsible for the internal structure of the nucleon through the study of pion photoproduction off the nucleon and high-energy Compton scattering. Along with the US and Swedish project leaders, members of the collaboration (from four different countries) have contributed to the training and mentoring of these students. This program provides students with international research experiences that prepare them to operate successfully in a global environment and encourages them to stay in areas of science, technology, engineering and math (STEM) that are crucial for our modern, technology-dependent society. We will present the history, goals and outcomes in both physics results and student success that have come from this program. This work supported by NSF OISE/IRES award 0553467.

Women in Physics in Perú

NASA Astrophysics Data System (ADS)

Loayza, María Luisa Cerón; Vásquez, Yezeña Huaypar; Cabrejos, Jorge Aurelio Bravo

2009-04-01

The numbers of women receiving undergraduate and master's degrees in physics from San Marcos National University and undergraduate physics degrees from San Luis Gonzaga National University in Perú are reported. The number of undergraduate degrees in physics has increased for women in San Marcos University, but not for women earning master's degrees. Why don't women complete their post-degree studies? Economics and gender stereotypes are factors that women in Perú have to fight each day. Perú does not have a good scholar program in science, so few students are interested in beginning their university careers in science. Improvements in science education are needed for our country to reach its potential.

Introducing Undergraduates to a Research Laboratory

ERIC Educational Resources Information Center

Weinberg, Robert

1974-01-01

Discusses a student project which is intended to teach undergraduates concepts and techniques of nuclear physics, experimental methods used in particle detection, and provide experience in a functioning research environment. Included are detailed procedures for carrying out the project. (CC)

Leveraging Online Learning Resources to Teach Core Research Skills to Undergraduates at a Diverse Research University.

PubMed

McFARLIN, Brian K; Breslin, Whitney L; Carpenter, Katie C; Strohacker, Kelley; Weintraub, Randi J

2010-01-01

Today's students have unique learning needs and lack knowledge of core research skills. In this program report, we describe an online approach that we developed to teach core research skills to freshman and sophomore undergraduates. Specifically, we used two undergraduate kinesiology (KIN) courses designed to target students throughout campus (KIN1304: Public Health Issues in Physical Activity and Obesity) and specifically kinesiology majors (KIN1252: Foundations of Kinesiology). Our program was developed and validated at the 2 nd largest ethnically diverse research university in the United States, thus we believe that it would be effective in a variety of student populations.

Advanced Physics Labs and Undergraduate Research: Helping Them Work Together

NASA Astrophysics Data System (ADS)

Peterson, Richard W.

2009-10-01

The 2009 Advanced Lab Topical Conference in Ann Arbor affirmed the importance of advanced labs that teach crucial skills and methodologies by carefully conducting a time-honored experiment. Others however argued that such a constrained experiment can play a complementary role to more open-ended, project experiences. A genuine ``experiment'' where neither student or faculty member is exactly sure of the best approach or anticipated result can often trigger real excitement, creativity, and career direction for students while reinforcing the advanced lab and undergraduate research interface. Several examples are cited in areas of AMO physics, optics, fluids, and acoustics. Colleges and universities that have dual-degree engineering, engineering physics, or applied physics programs may especially profit from interdisciplinary projects that utilize optical, electromagnetic, and acoustical measurements in conjunction with computational physics and simulation.

Pedagogical approaches, contextual variables, and the development of student self-efficacy in undergraduate physics courses

NASA Astrophysics Data System (ADS)

Fencl, Heidi S.; Scheel, Karen R.

2004-09-01

Self-efficacy, or a person's situation-specific belief that s/he can succeed in a given task, has been successful in a variety of educational studies for predicting behaviors such as perseverance and success (grades), and for understanding which behaviors are attempted or avoided. The focus of this study was to examine if classroom factors such as teaching strategies and classroom climate contribute to students' physics self-efficacy. 121 undergraduates in first semester, calculus-based introductory physics courses completed surveys assessing course experiences, self-efficacy and other outcome variables, and demographic information. Students in sections including a mix of teaching strategies did significantly better than students in the traditional section on outcome variables including self-efficacy. When individual strategies were examined, the strongest relationships were found between cooperative learning strategies and all sources of self-efficacy, and between climate variables and all sources of efficacy.

The physical, behavioral, and psychosocial consequences of Internet use in college students.

PubMed

Clark, Deborah J; Frith, Karen H; Demi, Alice S

2004-01-01

The purposes of this study were to identify the physical, behavioral, and psychosocial consequences of Internet use in undergraduate college students; and to evaluate whether time, social norms, and adopter category predict the consequences of Internet use. Rogers' model for studying consequences of innovation was adapted for this study. A descriptive, correlational design was used. Convenience sampling yielded 293 undergraduate students who answered the online survey. Consequences of Internet use were assessed with the researcher-developed instrument, the Internet Consequences Scale (ICONS). Mean scores on the behavioral and psychosocial subscales of the ICONS indicated positive consequences of Internet use, while the physical consequences subscale revealed negative consequences. Multiple regression analyses revealed a small, but significant, amount of variance in consequences of Internet use that could be explained by time, social norms, and adopter category, thus supporting the adapted model for the study of consequences of Internet use in college students.

What Works for Women in Undergraduate Physics and What We Can Learn from Women's Colleges

NASA Astrophysics Data System (ADS)

Whitten, Barbara L.; Dorato, Shannon R.; Duncombe, Margaret L.; Allen, Patricia E.; Blaha, Cynthia A.; Butler, Heather Z.; Shaw, Kimberly A.; Taylor, Beverley A. P.; Williams, Barbara A.

We are studying the recruitment and retention of women in undergraduate physics by conducting site visits to physics departments. In this second phase of the project, we visited six physics departments in women's colleges. We compared these departments to each other and to the nine departments in coeducational schools that we visited in phase 1 of the project (Whitten, Foster, & Duncombe, 2003a; Whitten et al., 2003b; Whitten et al., 2004). We learned that women's colleges, much more than coed schools, try to recruit students into the physics major. This has led us to criticize the "leaky pipeline" metaphor often used to describe women in physics and to call attention to women dropping in to the physics pipeline. We discuss our results for students and pedagogy and for faculty and institutions, and we offer some advice on how to make a physics department more female friendly.

Physical Dimensions of College Classroom Environments.

ERIC Educational Resources Information Center

Farrenkopf, Toni

A project was undertaken at two state universities to investigate the physical dimensions of college classroom environments and their effects on student attitudes and the determining factors of such attitudes. The attitudes of 789 undergraduate, introductory psychology students toward 11 college classrooms were surveyed through administration of…

Intertwining evidence- and model-based reasoning in physics sensemaking: An example from electrostatics

NASA Astrophysics Data System (ADS)

Russ, Rosemary S.; Odden, Tor Ole B.

2017-12-01

Our field has long valued the goal of teaching students not just the facts of physics, but also the thinking and reasoning skills of professional physicists. The complexity inherent in scientific reasoning demands that we think carefully about how we conceptualize for ourselves, enact in our classes, and encourage in our students the relationship between the multifaceted practices of professional science. The current study draws on existing research in the philosophy of science and psychology to advocate for intertwining two important aspects of scientific reasoning: using evidence from experimentation and modeling. We present a case from an undergraduate physics course to illustrate how these aspects can be intertwined productively and describe specific ways in which these aspects of reasoning can mutually reinforce one another in student learning. We end by discussing implications for this work for instruction in introductory physics courses and for research on scientific reasoning at the undergraduate level.

Asking the next generation: the implementation of pre-university students’ ideas about physics laboratory preparation exercises

NASA Astrophysics Data System (ADS)

Dunnett, K.; Bartlett, P. A.

2018-01-01

It was planned to introduce online pre-laboratory session activities to a first-year undergraduate physics laboratory course to encourage a minimum level of student preparation for experiments outside the laboratory environment. A group of 16 and 17 year old laboratory work-experience students were tasked to define and design a pre-laboratory activity based on experiments that they had been undertaking. This informed the structure, content and aims of the activities introduced to a first year physics undergraduate laboratory course, with the particular focus on practising the data handling. An implementation study showed how students could try to optimise high grades, rather than gain efficiency-enhancing experience if careful controls were not put in place by assessors. However, the work demonstrated that pre-university and first-year physics students can take an active role in developing scaffolding activities that can help to improve the performance of those that follow their footsteps.

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

A comparative cross-cultural study of the prevalence and nature of misconceptions in physics amongst English and Chinese undergraduate students

NASA Astrophysics Data System (ADS)

Abrahams, Ian; Homer, Matt; Sharpe, Rachael; Zhou, Mengyuan

2015-01-01

Background:Despite the large body of literature regarding student misconceptions, there has been relatively little cross-cultural research to directly compare the prevalence of common scientific misconceptions amongst students from different cultural backgrounds. Whilst previous research does suggest the international nature of many misconceptions, there is little evidence as to whether the prevalence of such common misconceptions varies from culture to culture. Purpose:To undertake a preliminary examination of the prevalence and reasons for some previously studied scientific misconceptions amongst English and Chinese undergraduate students so as to ascertain whether there is any evidence of cultural difference. Such a finding could help to identify teaching approaches in either country that are more effective in reducing the prevalence of common student misconceptions. Sample:The study involved a convenience sample of 40 undergraduate students - 20 English and 20 Chinese drawn equally from two universities in the North of England - whose formal science education ended at ages 16 and 15 respectively. Design and methods:The study employed semi-structured interview schedule containing eight questions. Results:Whilst similar misconceptions existed amongst both English and Chinese undergraduates, their prevalence was significantly higher amongst the English students (Overall mean score for scientifically correct answers amongst Chinese students was 27.7% higher, p < .01, r = .64). Often when English and Chinese undergraduates had similar misconceptions, they tended to explain these by drawing upon very similar erroneous analogies and these appear to be only nominally culturally independent in that they are based on globally shared everyday experiences. Conclusion:Differences in the prevalence of misconceptions amongst English and Chinese undergraduates appear to arise from differences in the way in which specific areas of physics are taught in both countries. It might be possible to reduce the prevalence of misconceptions in both countries if a better understanding could be developed of how, and why, undergraduates use certain erroneous analogies, and why some teaching approaches seem more effective in reducing the prevalence of misconceptions than others.

Gravitation, Symmetry and Undergraduates

NASA Astrophysics Data System (ADS)

Jorgensen, Jamie

2001-04-01

This talk will discuss "Project Petrov" Which is designed to investigate gravitational fields with symmetry. Project Petrov represents a collaboration involving physicists, mathematicians as well as graduate and undergraduate math and physics students. An overview of Project Petrov will be given, with an emphasis on students' contributions, including software to classify and generate Lie algebras, to classify isometry groups, and to compute the isometry group of a given metric.

An Exploratory Study of the Relationship among Perceived Personal and Social Competence, Health Risk Behaviors, and Academic Achievement of Selected Undergraduate Students

ERIC Educational Resources Information Center

Rhodes, Darson L.

2009-01-01

A sample of 656 undergraduate students from multiple sections of an introductory nutrition course, a personal health course, and a physical fitness course at a large Midwestern University completed one of four surveys. Using matrix sampling, each participant completed a survey measuring one of four personal and social competence constructs; coping…

Proceedings of the ninth national conference on undergraduate research, 1995. Volume 2

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

Yearout, R.D.

1995-07-01

The Ninth National Conference on Undergraduate Research (NCUR 95) was held at Union College in Schenectady, New York. This annual celebration of undergraduate scholarly activity continues to elicit strong nation-wide support and enthusiasm among both students and faculty. Attendance was nearly 1,650, which included 1,213 student oral and poster presenters. For the second year in a row, many student papers had to be rejected for presentation at NCUR due to conference size limitations. Thus, submitted papers for presentation at NCUR 95 were put through a careful review process before acceptance. Those students who have been selected to have their papermore » appear in these Proceedings have been through yet a second review process. As a consequence, their work has been judged to represent an impressive level of achievement at the undergraduate level. Volume 2 contains papers related to Engineering and Mathematics (41 papers) and Physical Science (18 papers).« less

Diagnostic Tests for Entering and Departing Undergraduate Students

NASA Astrophysics Data System (ADS)

Waltham, Chris; Kotlicki, A.

2006-12-01

A diagnostic test administered at the start of a class should test basic concepts which are recognized as course prerequisites. The questions should not be over-packaged: e.g. students should be required to create models, rather than this being done for them each time. Students should be allowed great latitude in their answers, so we can discover what they are thinking. When administered at the end of a class the goals should be similar: testing concepts taught in the class itself and the retention of necessary concepts from previous classes. Great care has to be taken to avoid teaching to the test. In assessing an entire program, for example an undergraduate majors degree in physics, then one looks for very general skills and knowledge not specific to any one course. The purpose of an undergraduate degree in physics (or indeed any science) is to equip the students with a set of problem-solving skills and basic knowledge which can be applied in a large variety of workplace settings and to allow that student to contribute to civic society as a science-literate person. The creator of any diagnostic test should always have these big goals in mind. We have developed a set of questions which we think fulfill these criteria, yet are not specific to any particular level of science education. They have been administered to students in secondary schools across Canada, incoming first-year science students and final-year physics students at the University of British Columbia. The results will be presented.

The Undergraduate ALFALFA Team: Outcomes for Over 250 Undergraduate Participants

NASA Astrophysics Data System (ADS)

Troischt, Parker; Koopmann, Rebecca A.; Haynes, Martha P.; ALFALFA Team

2016-01-01

The NSF-sponsored Undergraduate ALFALFA (Arecibo Legacy Fast ALFA) Team (UAT) is a consortium of 19 institutions founded to promote undergraduate research and faculty development within the extragalactic ALFALFA HI blind survey project and follow-up programs. In this talk we present outcomes for the more than 250 undergraduate students who have who have participated in the program during the 8 years of funding. 40% of these students have been women and members of underrepresented groups. To date 148 undergraduate students have attended annual workshops at Arecibo Observatory, interacting with faculty, graduate students, their peers, and Arecibo staff in lectures, group activities, tours, and observing runs. Team faculty have supervised 159 summer research projects and 120 academic year (e.g., senior thesis) projects. 68 students have traveled to Arecibo Observatory for observing runs and 55 have presented their results at national meetings such as the AAS. Through participation in the UAT, students are made aware of career paths they may not have previously considered. More than 90% of alumni are attending graduate school and/or pursuing a career in STEM. 42% of those pursuing graduate degrees in Physics or Astronomy are women. This work has been supported by NSF grants AST-0724918/0902211, AST-075267/0903394, AST-0725380, and AST-1211005

Using Student Centred Evaluation for Curriculum Enhancement: An Examination of Undergraduate Physiotherapy Education in Relation to Physical Activity and Exercise Prescription

ERIC Educational Resources Information Center

O'Donoghue, Grainne; Doody, Catherine; Cusack, Tara

2011-01-01

The purpose of this study was to examine physiotherapy students' perceptions of current education content of entry-level physiotherapy programmes in terms of physical activity (PA) and exercise promotion and prescription (EPP). Sixty-two physiotherapy students from three Irish Universities participated. Three Structured Group Feedback Sessions…

Students' Reactions to Undergraduate Science. Higher Education Learning Project (h.e.l.p.) - Physics.

ERIC Educational Resources Information Center

Ogborn, Jon, Ed.; And Others

The transcripts of interviews with 115 physics students from ten different British universities are analyzed. Each student was encouraged to tell about one good learning experience and one bad learning experience. The characteristics of the good and bad stories are discussed and some general comments are made. The interview model explained in this…

Challenges in a Physics Course: Introducing Student-Centred Activities for Increased Learning

ERIC Educational Resources Information Center

Hernandez, Carola; Ravn, Ole; Forero-Shelton, Manu

2014-01-01

This article identifies and analyses some of the challenges that arose in a development process of changing from a content-based teaching environment to a student-centred environment in an undergraduate physics course for medicine and biology students at Universidad de los Andes. Through the use of the Critical Research model proposed by Skovsmose…

Introduction of Vertical Integration and Case-Based Learning in Anatomy for Undergraduate Physical Therapy and Occupational Therapy Students

ERIC Educational Resources Information Center

Parmar, Suresh K.; Rathinam, Bertha A. D.

2011-01-01

The purpose of the present pilot study was to evaluate the benefits of innovative teaching methodologies introduced to final year occupational and physical therapy students in Christian Medical College in India. Students' satisfactions along the long-term retention of knowledge and clinical application of the respiratory anatomy have been…

Exploration of Factors that Affect the Comparative Effectiveness of Physical and Virtual Manipulatives in an Undergraduate Laboratory

ERIC Educational Resources Information Center

Chini, Jacquelyn J.; Madsen, Adrian; Gire, Elizabeth; Rebello, N. Sanjay; Puntambekar, Sadhana

2012-01-01

Recent research results have failed to support the conventionally held belief that students learn physics best from hands-on experiences with physical equipment. Rather, studies have found that students who perform similar experiments with computer simulations perform as well or better on measures of conceptual understanding than their peers who…

STAIRSTEP -- a research-oriented program for undergraduate students at Lamar University

NASA Astrophysics Data System (ADS)

Bahrim, Cristian

2011-03-01

The relative low number of undergraduate STEM students in many science disciplines, and in particular in physics, represents a major concern for our faculty and the administration at Lamar University. Therefore, a collaborative effort between several science programs, including computer science, chemistry, geology, mathematics and physics was set up with the goal of increasing the number of science majors and to minimize the retention rate. Lamar's Student Advancing through Involvement in Research Student Talent Expansion Program (STAIRSTEP) is a NSF-DUE sponsored program designed to motivate STEM students to graduate with a science degree from one of these five disciplines by involving them in state-of-the-art research projects and various outreach activities organized on-campus or in road shows at the secondary and high schools. The physics program offers hands-on experience in optics, such as computer-based experiments for studying the diffraction and interference of light incident on nettings or electronic wave packets incident on crystals, with applications in optical imaging, electron microscopy, and crystallography. The impact of the various activities done in STAIRSTEP on our Physics Program will be discussed.

Physical Attractiveness, Locus of Control, Sex Role, and Conversational Assertiveness.

ERIC Educational Resources Information Center

Campbell, Keith F.; And Others

1990-01-01

Analyzes the relationship among physical attractiveness, locus of control, sex role orientation, and assertiveness in undergraduate students. Reviews videotapes of mixed-sex student groups engaged in discussion. Finds an internal locus of control positively correlated with assertiveness. Uses a behavioral measure of assertiveness rather than…

The Symmetry of Natural Laws.

ERIC Educational Resources Information Center

Brown, Laurie M.

This document is a monograph intended for advanced undergraduate students, or beginning graduate students, who have some knowledge of modern physics as well as classical physics, including the elementary quantum mechanical treatment of the hydrogen atom and angular momentum. The first chapter introduces symmetry and relates it to the mathematical…

Narratives of Experiential Learning: Students' Engagement in a Physical Activity-Based Service-Learning Course

ERIC Educational Resources Information Center

Whitley, Meredith A.; Walsh, David; Hayden, Laura; Gould, Daniel

2017-01-01

Purpose: Three undergraduate students' experiences in a physical activity-based service learning course are chronicled using narrative inquiry. Method: Data collection included demographics questionnaires, pre- and postservice interviews, reflection journals, postservice written reflections, and participant observations. The data were analyzed…

Undergraduate physics course innovations and their impact on student learning

NASA Astrophysics Data System (ADS)

Iverson, Heidi Louise

Over the last several decades, the efficacy of the traditional lecture-based instructional model for undergraduate physics courses has been challenged. As a result, a large number of reform-oriented instructional innovations have been developed, enacted, and studied in undergraduate physics courses around the globe---all with the intended purpose of improving student learning. This thesis satisfies the need for a comprehensive synthesis of the effectiveness of these course innovations by analyzing: (1) the types of innovations that have been enacted, (2) the impact of these innovations on student learning, and (3) the common features of effective innovations. An exhaustive literature search for studies published after 1990 on undergraduate physics course innovations yielded 432 articles which were then coded with respect to the characteristics of the innovations used as well as the methodological characteristics of the studies. These codes facilitated a descriptive analysis which characterized the features of the pool of studies. These studies were then meta-analyzed in order to evaluate the effect of innovations on student learning. Finally, a case-study analysis was conducted in order to identify the critical characteristics of effective innovations. Results indicate that most innovations focus on introductory mechanics and use some combination of conceptually oriented tasks, collaborative learning, and technology. The overall effect of course innovations has been positive, but with the caveat that a large number of studies suffer from poor methodological designs and potential threats to validity. In addition, over half of the studies had to be eliminated from the meta-analysis because they did not report the data necessary for an effect size to be calculated. Despite these limitations the results of the meta-analysis indicated that there was one innovation which had particularly high effect sizes---Workshop/Studio Physics---an innovation which involves an integrated classroom environment in which there is minimal or no lectures and class time focuses on collaborative student activities involving the use of technology.

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…

Investigating the Usability and Efficacy of Customizable Computer Coaches for Introductory Physics Problem Solving

NASA Astrophysics Data System (ADS)

Aryal, Bijaya

2016-03-01

We have studied the impacts of web-based Computer Coaches on educational outputs and outcomes. This presentation will describe the technical and conceptual framework related to the Coaches and discuss undergraduate students' favorability of the Coaches. Moreover, its impacts on students' physics problem solving performance and on their conceptual understanding of physics will be reported. We used a qualitative research technique to collect and analyze interview data from 19 undergraduate students who used the Coaches in the interview setting. The empirical results show that the favorability and efficacy of the Computer Coaches differ considerably across students of different educational backgrounds, preparation levels, attitudes and epistemologies about physics learning. The interview data shows that female students tend to have more favorability supporting the use of the Coach. Likewise, our assessment suggests that female students seem to benefit more from the Coaches in their problem solving performance and in conceptual learning of physics. Finally, the analysis finds evidence that the Coach has potential for increasing efficiency in usage and for improving students' educational outputs and outcomes under its customized usage. This work was partially supported by the Center for Educational Innovation, Office of the Senior Vice President for Academic Affairs and Provost, University of Minnesota.

Undergraduate Breakfast, Career Workshop, and Awards

NASA Astrophysics Data System (ADS)

2017-01-01

Undergraduate students can enjoy a hearty breakfast and learn about how to prepare for a wide variety of careers in physics outside of academia. Topics of this interactive workshop will include planning and self-assessment, inventorying transferable skills, finding out more about career opportunities, and successfully applying for jobs. Immediately following the workshop, top presenters from the Undergraduate Research/SPS sessions will be recognized. All presenters in the undergraduate sessions will receive certificates acknowledging their scientific accomplishments.

Quantum interactive learning tutorial on the double-slit experiment to improve student understanding of quantum mechanics

NASA Astrophysics Data System (ADS)

Sayer, Ryan; Maries, Alexandru; Singh, Chandralekha

2017-06-01

Learning quantum mechanics is challenging, even for upper-level undergraduate and graduate students. Research-validated interactive tutorials that build on students' prior knowledge can be useful tools to enhance student learning. We have been investigating student difficulties with quantum mechanics pertaining to the double-slit experiment in various situations that appear to be counterintuitive and contradict classical notions of particles and waves. For example, if we send single electrons through the slits, they may behave as a "wave" in part of the experiment and as a "particle" in another part of the same experiment. Here we discuss the development and evaluation of a research-validated Quantum Interactive Learning Tutorial (QuILT) which makes use of an interactive simulation to improve student understanding of the double-slit experiment and strives to help students develop a good grasp of foundational issues in quantum mechanics. We discuss common student difficulties identified during the development and evaluation of the QuILT and analyze the data from the pretest and post test administered to the upper-level undergraduate and first-year physics graduate students before and after they worked on the QuILT to assess its effectiveness. These data suggest that on average, the QuILT was effective in helping students develop a more robust understanding of foundational concepts in quantum mechanics that defy classical intuition using the context of the double-slit experiment. Moreover, upper-level undergraduates outperformed physics graduate students on the post test. One possible reason for this difference in performance may be the level of student engagement with the QuILT due to the grade incentive. In the undergraduate course, the post test was graded for correctness while in the graduate course, it was only graded for completeness.

How Can We Improve Problem Solving in Undergraduate Biology? Applying Lessons from 30 Years of Physics Education Research

PubMed Central

Hoskinson, A.-M.; Caballero, M. D.; Knight, J. K.

2013-01-01

If students are to successfully grapple with authentic, complex biological problems as scientists and citizens, they need practice solving such problems during their undergraduate years. Physics education researchers have investigated student problem solving for the past three decades. Although physics and biology problems differ in structure and content, the instructional purposes align closely: explaining patterns and processes in the natural world and making predictions about physical and biological systems. In this paper, we discuss how research-supported approaches developed by physics education researchers can be adopted by biologists to enhance student problem-solving skills. First, we compare the problems that biology students are typically asked to solve with authentic, complex problems. We then describe the development of research-validated physics curricula emphasizing process skills in problem solving. We show that solving authentic, complex biology problems requires many of the same skills that practicing physicists and biologists use in representing problems, seeking relationships, making predictions, and verifying or checking solutions. We assert that acquiring these skills can help biology students become competent problem solvers. Finally, we propose how biology scholars can apply lessons from physics education in their classrooms and inspire new studies in biology education research. PMID:23737623

Quantum mechanical wavefunction: visualization at undergraduate level

NASA Astrophysics Data System (ADS)

Chhabra, Mahima; Das, Ritwick

2017-01-01

Quantum mechanics (QM) forms the most crucial ingredient of modern-era physical science curricula at undergraduate level. The abstract ideas involved in QM related concepts pose a challenge towards appropriate visualization as a consequence of their counter-intuitive nature and lack of experiment-assisted visualization tools. At the heart of the quantum mechanical formulation lies the concept of ‘wavefunction’, which forms the basis for understanding the behavior of physical systems. At undergraduate level, the concept of ‘wavefunction’ is introduced in an abstract framework using mathematical tools and therefore opens up an enormous scope for alternative conceptions and erroneous visualization. The present work is an attempt towards exploring the visualization models constructed by undergraduate students for appreciating the concept of ‘wavefunction’. We present a qualitative analysis of the data obtained from administering a questionnaire containing four visualization based questions on the topic of ‘wavefunction’ to a group of ten undergraduate-level students at an institute in India which excels in teaching and research of basic sciences. Based on the written responses, all ten students were interviewed in detail to unravel the exact areas of difficulty in visualization of ‘wavefunction’. The outcome of present study not only reveals the gray areas in students’ conceptualization, but also provides a plausible route to address the issues at the pedagogical level within the classroom.

Careers in Patent Law for Physics Majors

NASA Astrophysics Data System (ADS)

Oliver, Douglas L.

2010-11-01

An important question that many undergraduate physics students ask is, "What can one do with a physics degree?" Of course there are many answers to this question. Often a general reference to becoming a lawyer is given as a possible answer. This paper is intended to explain the field of patent law and how a physics degree can lead to an interesting and potentially lucrative career as a patent examiner, a patent agent, or a patent attorney. This information may be of interest to physics students as well as those who recruit or counsel physics students.

Remote-controlled optics experiment for supporting senior high school and undergraduate teaching

NASA Astrophysics Data System (ADS)

Choy, S. H.; Jim, K. L.; Mak, C. L.; Leung, C. W.

2017-08-01

This paper reports the development of a remote laboratory (RemoteLab) platform for practising technologyenhanced learning of optics. The development of RemoteLab enhances students' understanding of experimental methodologies and outcomes, and enable students to conduct experiments everywhere at all times. While the initial goal of the system was for physics major undergradutes, the sytem was also made available for senior secondary school students. To gauge the impact of the RemoteLab, we evaluated two groups of students, which included 109 physics 1st-year undergraduates and 11 students from a local secondary school. After the experiments, evaluation including questionnaire survey and interviews were conducted to collect data on students' perceptions on RemoteLab and implementation issues related to the platform. The surveys focused on four main topics, including user interface, experiment setup, booking system and learning process. The survey results indicated that most of the participants' views towards RemoteLab was positive.

Contributions to Educational Structures that Promote Undergraduate Research

NASA Technical Reports Server (NTRS)

Sepikas, John; Mijic, Milan; Young, Don; Gillam, Steve

1997-01-01

The opportunities for community college and traditionally underrepresented minority students to participate in research experiences are typically rare. Further, what research experiences that are available often underutilizes the students' potential and do not have follow-up programs. The Physics Outreach Program (POP) working in conjunction with the Jet Propulsion Laboratory is designed to reach out to this segment of the student population and encourage them to consider careers in physics and astronomy. The program is special in that it creates a "vertical" consortium or pipeline of schools whereby students graduating from one participating institution will then transfer to another. This helps to insure that participating students will experience continuity and, with the assistance of JPL equipment and staff, a quality of instruction that they would otherwise not be able to afford. Key words. educational outreach, undergraduate research, community college research, underrepresented minority student research

Impact of Interdisciplinary Undergraduate Research in Mathematics and Biology on the Development of a New Course Integrating Five STEM Disciplines

PubMed Central

Caudill, Lester; Hill, April; Lipan, Ovidiu

2010-01-01

Funded by innovative programs at the National Science Foundation and the Howard Hughes Medical Institute, University of Richmond faculty in biology, chemistry, mathematics, physics, and computer science teamed up to offer first- and second-year students the opportunity to contribute to vibrant, interdisciplinary research projects. The result was not only good science but also good science that motivated and informed course development. Here, we describe four recent undergraduate research projects involving students and faculty in biology, physics, mathematics, and computer science and how each contributed in significant ways to the conception and implementation of our new Integrated Quantitative Science course, a course for first-year students that integrates the material in the first course of the major in each of biology, chemistry, mathematics, computer science, and physics. PMID:20810953

Impact of Interdisciplinary Undergraduate Research in mathematics and biology on the development of a new course integrating five STEM disciplines.

PubMed

Caudill, Lester; Hill, April; Hoke, Kathy; Lipan, Ovidiu

2010-01-01

Funded by innovative programs at the National Science Foundation and the Howard Hughes Medical Institute, University of Richmond faculty in biology, chemistry, mathematics, physics, and computer science teamed up to offer first- and second-year students the opportunity to contribute to vibrant, interdisciplinary research projects. The result was not only good science but also good science that motivated and informed course development. Here, we describe four recent undergraduate research projects involving students and faculty in biology, physics, mathematics, and computer science and how each contributed in significant ways to the conception and implementation of our new Integrated Quantitative Science course, a course for first-year students that integrates the material in the first course of the major in each of biology, chemistry, mathematics, computer science, and physics.

KSC-2012-6219

NASA Image and Video Library

2012-11-08

CAPE CANAVERAL, Fla. -- Inside a laboratory in the Operations and Checkout Building at NASA’s Kennedy Space Center in Florida, research chemist Mary Coan describes components of the Regolith and Environment Science and Oxygen and Lunar Volatiles Extraction, or RESOLVE, rover to a group of Society of Physics students. About 800 graduate and undergraduate physics students toured Kennedy facilities. A group of about 40 students toured laboratories in the Operations and Checkout Building and the EDL during their visit. The physics students were in Orlando for the 2012 Quadrennial Physics Congress. Photo credit: NASA/Cory Huston

Grief Experiences Among Female American and Arab Undergraduate College Students.

PubMed

Varga, Mary Alice; McClam, Tricia M; Hassane, Sofoh

2015-01-01

The purpose of this study was to compare the incidence of grief among American and Arab female undergraduate students, the effects of their grief, and risk of prolonged grief disorder. A total of 471 female undergraduate students, 308 (65.4%) from the United Arab Emirates and 163 (34.6%) from the United States, completed a survey about their grief experiences. Students experiencing a significant loss also completed the Prolonged Grief Disorder Questionnaire. Findings revealed that overall approximately 38.4% (n = 181) of all 471 students experienced the loss of a significant person in their lives within the past 24 months; a similar percentage was found in each sub group. Students reported various grief effects with American students experiencing more effects related to sleep, relationships, academics, physical well-being, religion/spirituality, and outlook on life than Arab students. Only a small number (10, 5.52%) of students met the criteria for prolonged grief disorder; however, most students were female Arab students. Limitations of the study and recommendations for future research are provided.

Building Your Undergraduate Physics Career

NASA Astrophysics Data System (ADS)

2014-03-01

In this interactive event for undergraduates, students will learn important lessons about career preparation, including skill building, networking, and developing ``soft skills.'' Our expert panel of working physicists will be on hand to answer questions, offer advice, and share their stories. Light refreshments will be served.

Insights into teaching quantum mechanics in secondary and lower undergraduate education

NASA Astrophysics Data System (ADS)

Krijtenburg-Lewerissa, K.; Pol, H. J.; Brinkman, A.; van Joolingen, W. R.

2017-06-01

This study presents a review of the current state of research on teaching quantum mechanics in secondary and lower undergraduate education. A conceptual approach to quantum mechanics is being implemented in more and more introductory physics courses around the world. Because of the differences between the conceptual nature of quantum mechanics and classical physics, research on misconceptions, testing, and teaching strategies for introductory quantum mechanics is needed. For this review, 74 articles were selected and analyzed for the misconceptions, research tools, teaching strategies, and multimedia applications investigated. Outcomes were categorized according to their contribution to the various subtopics of quantum mechanics. Analysis shows that students have difficulty relating quantum physics to physical reality. It also shows that the teaching of complex quantum behavior, such as time dependence, superposition, and the measurement problem, has barely been investigated for the secondary and lower undergraduate level. At the secondary school level, this article shows a need to investigate student difficulties concerning wave functions and potential wells. Investigation of research tools shows the necessity for the development of assessment tools for secondary and lower undergraduate education, which cover all major topics and are suitable for statistical analysis. Furthermore, this article shows the existence of very diverse ideas concerning teaching strategies for quantum mechanics and a lack of research into which strategies promote understanding. This article underlines the need for more empirical research into student difficulties, teaching strategies, activities, and research tools intended for a conceptual approach for quantum mechanics.

Attitudes toward Physical Activity among College Students.

ERIC Educational Resources Information Center

Mowatt, Marilyn; And Others

1988-01-01

Attitudes toward physical activity among 564 undergraduate and graduate students were primarily influenced by gender, year in school, activity class enrollment, and the passage of time. An experimental group, which received mini-lectures on the scientific bases of exercise, showed little significant change in attitude. The survey instrument is…

Preparing physics students for careers outside of academia

NASA Astrophysics Data System (ADS)

Redmond, Kendra; Czujko, Roman; Sauncy, Toni

2014-03-01

Most undergraduate physics programs focus on preparing students for physics graduate school, but in reality around 40% of physics bachelor's degree recipients go directly into the workforce. In response to calls for more STEM workers and a desire to see more students of all ambitions benefit from a physics education, the American Institute of Physics has been exploring how physics departments can better prepare their students to enter the STEM workforce after the bachelor's degree, and how students can better prepare themselves to enter the STEM workforce. This poster will include results from this NSF-funded Career Pathways Project, including an overview of common features of departments that successfully prepare students to enter the workforce and a career toolbox we have created for physics students. Work supported by NSF award 1011829.

A Simple Raman Spectrometer.

ERIC Educational Resources Information Center

Blond, J. P.; Boggett, D. M.

1980-01-01

Discusses some basic physical ideas about light scattering and describes a simple Raman spectrometer, a single prism monochromator and a multiplier detector. This discussion is intended for British undergraduate physics students. (HM)

An undergraduate program for astronomy in México

NASA Astrophysics Data System (ADS)

Bravo-Alfaro, Hector; Migenes, Victor

Astronomy in Mexico has an ancient tradition, reinforced during the XXth century by groups working in theoretical and observational astronomy. During the 90s, the Great Millimeter Telescope (a single 50-m antenna) has been approved, and a 6-m infrared telescope is under study. Graduate and undergraduate programs must be improved to prepare future Mexican and Latin American astronomers to take advantage of these facilities. To meet the challenge, two traditional Mexican programs (Instituto de Astronomia-UNAM and Instituto Nacional de Astrofisica, Optica y Electronica-INAOE) are updating their graduate programs for. Similarly, the Departamento de Astronomia de la Universidad de Guanajuato is joining physicists in the first undergraduate program in Mexico in Physics and Engineering with an option in Astrophysics. This will prepare students so that they can choose between industry, academia or national laboratories, either in Physics or Astronomy. Jobs in academia have been scarce; many students had to give up their goals after one or two postdoctoral positions. Graduate and undergraduate programs must adjust, by broadening the scope of present programs so that students are better prepared for other job opportunities. We present a BSc program designed by astronomers and physicists to try to address some of these concerns and prepare the students for either continuing with graduate studies or finding employment in an ever-changing job market.

A Comparative Study of Students' Happiness Levels and Thinking Styles in Physical Education and Sport Teaching, and Other Departments, in Turkey

ERIC Educational Resources Information Center

Tingaz, Emre Ozan; Hazar, Muhsin; Baydar, Hacer Özge; Gökyürek, Belgin; Çakiroglu, Temel

2018-01-01

The objectives of this research were to compare the happiness and thinking styles of undergraduate students in the Physical Education and Sports Teaching Department and different departments, and to examine the relations between the students' happiness levels and their thinking styles. Using the correlational study design 661, undergraduate…

An Examination of Variables Which Influence High School Students to Enroll in an Undergraduate Engineering or Physical Science Major

ERIC Educational Resources Information Center

Porter, Christopher H.

2011-01-01

The purpose of this study was to examine the variables which influence a high school student to enroll in an engineering discipline versus a physical science discipline. Data was collected utilizing the High School Activities, Characteristics, and Influences Survey, which was administered to students who were freshmen in an engineering or physical…

Asking the Next Generation: The Implementation of Pre-University Students' Ideas about Physics Laboratory Preparation Exercises

ERIC Educational Resources Information Center

Dunnett, K.; Bartlett, P. A.

2018-01-01

It was planned to introduce online pre-laboratory session activities to a first-year undergraduate physics laboratory course to encourage a minimum level of student preparation for experiments outside the laboratory environment. A group of 16 and 17 year old laboratory work-experience students were tasked to define and design a pre-laboratory…

A Study on the Necessity of Introducing Teaching-Plan-Telling into Physical Education Undergraduates' Courses in Normal Universities

ERIC Educational Resources Information Center

Sun, Guodong

2011-01-01

The cultivation target of physical education major in normal universities is mainly physical teachers' qualification in basic education. Training of teaching-plan-telling on students of sports teaching major in normal universities has significant meaning to enhance the quality of students in a comprehensive way, realize the target of professional…

Comics in Modern Physics: Learning Blackbody Radiation through Quasi-History of Physics

ERIC Educational Resources Information Center

Ozdemir, Ertugrul

2017-01-01

The purpose of this study is to create a short comic story about historical emergence of Planck's explanation of blackbody radiation and to investigate what students learn from it and what they think about the usage of comics in modern physics course. The participants are a small group of undergraduate students studying at department of science…

Healthy Active Living: A Residence Community-Based Intervention to Increase Physical Activity and Healthy Eating during the Transition to First-Year University

ERIC Educational Resources Information Center

Brown, Denver M. Y.; Bray, Steve R.; Beatty, Kevin R.; Kwan, Matthew Y. W.

2014-01-01

Objective: To examine the effects of a Healthy Active Living (HAL) community intervention on moderate-to-vigorous physical activity (MVPA), fruit and vegetable consumption (FVC), and psychosocial mediators of physical activity among students transitioning into university. Methods: Sixty undergraduate students were assigned to reside in either the…

The Importance of Science Policy and its Challenges

NASA Astrophysics Data System (ADS)

Preis, Benjamin

2015-03-01

I worked for physicist and Congressman Bill Foster (D-IL) as the Mather Public Policy Intern through the American Institute of Physics and the Society of Physics Students during the summer of 2014. This internship is meant to connect undergraduate physics students with the policy process in Washington DC. As a Mather Public Policy Intern, I worked for Congressman Foster researching policy initiatives such as science funding, STEM education, and environmental regulations. This talk will discuss my experience and many of the things that I learned as an undergraduate physicist working on Capitol Hill. For example, through my experience with the internship, I attended lectures and hearings that illuminated for me how members of Congress conceive of scientific research. I also met with many physicists on Capitol Hill working to improve government interest in physics research -- AAAS Fellows, Members of Congress, and Government Relations Specialists -- and I will talk about how I saw physicists impacting governmental policies relating to scientific research and development. This internship is part of the Society of Physics Students internship program and was funded by the John and Jane Mather Foundation for Science and the Arts. This work was part of the Society of Physics Students internship Program.

A computer-managed undergraduate physics laboratory

NASA Astrophysics Data System (ADS)

Kalman, C. S.

1987-01-01

Seventeen one-semester undergraduate laboratory courses are managed by a microcomputer system at Concordia University. Students may perform experiments at any time during operating hours. The computer administers pre- and post-tests. Considerable savings in manpower costs is achieved. The system also provides many pedagogical advantages.

Report on student participants at the 2003 Annual Meeting of the National Society of Black Physicists

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

Julius Dollison, Michael Neuchatz

The first meeting of African American physicists was held in 1973 at Fisk University in Nashville, Tennessee, with around 50 Black physicists in attendance. In 1977, this organization was formally established as the National Society of Black Physicists (NSBP) out of a need to address many concerns of African American physicists. During the ensuing years the Conference began to grow and was hosted by different institutions at various geographic locations. This year, the 2003 Annual Conference of the National Society of Black Physicists and Black Physics Students was hosted by Spelman College in Atlanta, Georgia during the weekend of Februarymore » 12th-15th, 2003. This Conference brought together over 500 African American physics students and working physicists. Also attending were corporate and graduate school recruiters, administrators, professional society representatives and others concerned with the small representation of minorities in the field of physics. The organizers of the Conference contracted with the Statistical Research Center of the American Institute of Physics to conduct a formal evaluative study of the meeting, resulting in this report. The evaluation questionnaire was designed by the organizers of the NSBP conference with input from the Statistical Research Center's staff. It included questions on the students' backgrounds and demographic characteristics, physics research experience, career goals, challenges faced in their academic pursuits, and ratings of various aspects of the conference. The questionnaire was distributed at the conference when the students signed in. Of the 330 students who were registered, roughly 304 attended and were given the four-page questionnaire to complete. Responses were collected on the last night of the conference, with 172 (approximately 57%) returning completed questionnaires. This low response rate could be attributed in part to the fact that respondents were asked to provide possibly sensitive personal information. Student participants at the conference were asked to provide data on various aspects of their backgrounds and demographic characteristics. We found that there were significantly more undergraduate participants than graduate participants present at the conference (65% versus 35%). More than two-thirds of the undergraduate student attendees were upperclassmen. On the other hand, close to half of the graduate student attendees were still in the early stages of their graduate career. The overall median age was 23 years. The median age for undergraduates was 21, while for graduate students it was 29 years. We found no age difference between undergraduate males and females. However, there was an age difference between graduate male and female students. While among females the median age was 27, for graduate males the median age was 30 years. As shown, we see that women were well represented at this year's conference. The overall proportion of female student respondents was 41%. Among undergraduates, the proportion of females was 48%. While comparable data on all Black physics students nationwide are not available, this number bachelors recipients going to women, as reported by Historically Black Colleges and Universities (HBCUs) on AIP's most recent ''Enrollments and Degrees Study''. HBCUs confer more than half of all physics degrees by African-Americans in the US. The proportion of females among graduate student participants at the NSBP conference was 29%.« less

Students' Mental Models of Atomic Spectra

ERIC Educational Resources Information Center

Körhasan, Nilüfer Didis; Wang, Lu

2016-01-01

Mental modeling, which is a theory about knowledge organization, has been recently studied by science educators to examine students' understanding of scientific concepts. This qualitative study investigates undergraduate students' mental models of atomic spectra. Nine second-year physics students, who have already taken the basic chemistry and…

Educational trajectories of graduate students in physics education research

NASA Astrophysics Data System (ADS)

Van Dusen, Ben; Barthelemy, Ramón S.; Henderson, Charles

2014-12-01

Physics education research (PER) is a rapidly growing area of PhD specialization. In this article we examine the trajectories that led respondents into a PER graduate program as well as their expected future trajectories. Data were collected in the form of an online survey sent to graduate students in PER. Our findings show a lack of visibility of PER as a field of study, a dominance of work at the undergraduate level, and a mismatch of future desires and expectations. We suggest that greater exposure is needed so PER is known as a field of inquiry for graduates, that more emphasis should be placed on research beyond the undergraduate level, and that there needs to be stronger communication to graduate students about potential careers.

Enhancing Undergraduate Education through Mentored Research and Practical Writing Experiences

NASA Astrophysics Data System (ADS)

Stephens, Denise C.; Hintz, Eric G.; Joner, Michael D.; Moody, J. Ward

2015-01-01

Twenty years ago I attended my very first AAS meeting as a 21-year old undergraduate physics major. At that meeting I presented the light curve of a variable star I had studied as part of a mentored research program at BYU. That opportunity to do mentored research, and to attend a professional meeting of astronomers, helped to set the foundation for my success today as an associate professor of physics and astronomy. Twenty years ago I was the student, now I am the mentor! I have eight undergraduate students whom I currently supervise in active research, four of which are presenting their senior projects at the 225th meeting of the AAS.My experience has shown me that the full impact of mentored research cannot be measured by yearly numbers or statistics. When we mentor a student, we influence their career path and choices for years to come. Where feasible, every undergraduate should have the opportunity to do research if they so choose. It is a sacrifice of our time and our effort that cannot be easily measured through numbers or results, and is only visible many years down the road as these students become the future leaders in astronomy and policy. In this poster, I will discuss the benefits of mentored research, the growth we have seen at BYU over the past twenty years with the introduction of a mentored research program, and ideas for implementing mentored research and writing into course curricula to enhance the undergraduate educational experience.

An Analysis of the Changes in Ability and Knowledge of Students Taking A-Level Physics and Mathematics over a 35 Year Period

ERIC Educational Resources Information Center

Barham, Peter J.

2012-01-01

New undergraduate students arriving to study physics at the University of Bristol from 1975 onwards have all taken the same test of their knowledge and understanding of physics and mathematics. Many of the questions test knowledge of material that has been in the A-level syllabus for maths or physics throughout this period. The ability of incoming…

Building an undergraduate physics program with Learning Assistants

NASA Astrophysics Data System (ADS)

Price, Edward

2013-04-01

In 2007, the CSUSM Physics Department began offering a B.S. in Applied Physics, its first physics bachelors degree program. The program has grown from 11 majors in 2008 to over 80 in 2012, due in part to recruiting students from local high schools and community colleges. More broadly, because most CSUSM students come from the local region, the longer-term health of the Department is coupled with the vitality and strength of local high school physics education. In addition, establishing a new physics degree required curriculum development and offered the opportunity to incorporate recent innovations in physics education when developing courses. A Learning Assistants (LA) Program, established by the Department in 2008, has been a critical component in these efforts to recruit students, build local educational networks, and implement innovative curricula. In an LA Program, undergraduate Learning Assistants assist faculty in class, meet regularly with the course instructor, and participate in a weekly seminar on teaching and learning, which provides guidance on effective instruction and an opportunity to reflect on their experiences in the classroom. The LA program promotes course transformation, improved student learning, and teacher recruitment. This talk will describe the CSUSM LA Program and its role in support of our growing applied physics degree program.

Conference for Undergraduate Women in Physics

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

Bonnie Fleming

2009-04-01

The Yale Conference for Undergraduate Women in Physics was held on January 18th and 19th, 2008. The conference, targeted toward undergraduates in the Northeast, was a huge success. It was well attended by both a slate of impressive speakers including Janet Conrad, Mildred Dresselhaus, Elsa Garmire, Howard Georgi, Liz Rhodes, Meg Urry and Wendy Zhang, and many interested attendees. Talks were on current research, about issues for women in physics, and on the application process for graduate school. There was also a career panel, student talks, and a student poster session. The conference ran concurrently with the third annual conferencemore » at USC, as well as a first annual conference at the University of Michigan. Our purpose in creating this conference was to provide a supportive atmosphere for young physicists to connect with peers and with successful women in the field. We hope that from this conference, attendees have become confident and knowledgeable about applying to graduate school and be further inspired to pursue a career in physics. The following describes the conference program, participation and impact, logistics of running the conference and plans for the future.« less

Particulate Air Contamination in Puerto Rico: A Student Involvement Project.

ERIC Educational Resources Information Center

Eckert, Richard R.

1979-01-01

Describes a research project undertaken by physics undergraduate students to monitor particulate air contamination in Ponce, Puerto Rico, and to determine the meteorological factors which contribute to it. (GA)

PEER DEVELOPMENT OF UNDERGRADUATE ASTRONOMERS AND PHYSICISTS AT THE UNIVERSITY OF WISCONSIN - MADISON

NASA Astrophysics Data System (ADS)

Abler, Melissa; UW-Madison, Physics Club of

2014-01-01

The physics club at the University of Wisconsin - Madison is actively engaged in many peer-led activities that foster development of career-oriented skills. The Garage Physics program utilizes old, unwanted laboratory equipment to enable students’ in-depth exploration of classroom experiments and to investigate their own ideas. The ability to explore individual interests independently further develops research skills and assists in students’ retention of classroom knowledge. The finished products are then presented to the public at various science education and outreach events throughout the community. Sharing self-motivated projects with the public not only enhances public knowledge, understanding, and interest, but also develops valuable communication skills in the students. A self-developed introductory research guidebook helps younger club members find a mentor in the astronomy or physics departments and begin working in a research group. Senior undergraduate students also facilitate a panel each semester to discuss their experiences in acquiring and maintaining an undergraduate research position.

Career preference theory: A grounded theory describing the effects of undergraduate career preferences on student persistence in engineering

NASA Astrophysics Data System (ADS)

Dettinger, Karen Marie

This study used grounded theory in a case study at a large public research university to develop a theory about how the culture in engineering education affects students with varying interests and backgrounds. According to Career Preference Theory, the engineering education system has evolved to meet the needs of one type of student, the Physical Scientist. While this educational process serves to develop the next generation of engineering faculty members, the majority of engineering undergraduates go on to work as practicing engineers, and are far removed from working as physical scientists. According to Career Preference Theory, students with a history of success in mathematics and sciences, and a focus on career, enter engineering. These students, who actually have a wide range of interests and values, each begin seeking an identity as a practicing engineer. Career Preference Theory is developed around a concept, Career Identity Type, that describes five different types of engineering students: Pragmatic, Physical Scientist, "Social" Scientist, Designer, and Educator. According to the theory, each student must develop an identity within the engineering education system if they are to persist in engineering. However, the current undergraduate engineering education system has evolved in such a way that it meets only the needs of the Physical Scientist. Pragmatic students are also likely to succeed because they tend to be extremely goal-focused and maintain a focus on the rewards they will receive once they graduate with an engineering degree. However, "Social" Scientists, who value interpersonal relationships and giving back to society; Designers, who value integrating ideas across disciplines to create aesthetically pleasing and useful products; and Educators, who have a strong desire to give back to society by working with young people, must make some connection between these values and a future engineering career if they are to persist in engineering. According to Career Preference Theory, "Social" Scientists, Designers, and Educators are likely to leave engineering, while Pragmatics and Physical Scientists are likely to persist.

Transforming Introductory Physics for Life Scientists: Researching the consequences for students

NASA Astrophysics Data System (ADS)

Turpen, Chandra

2011-10-01

In response to policy documents calling for dramatic changes in pre-medical and biology education [1-3], the physics and biology education research groups at the University of Maryland are rethinking how to teach physics to life science majors. As an interdisciplinary team, we are drastically reconsidering the physics topics relevant for these courses. We are designing new in-class tasks to engage students in using physical principles to explain aspects of biological phenomena where the physical principles are of consequence to the biological systems. We will present examples of such tasks as well as preliminary data on how students engage in these tasks. Lastly, we will share some barriers encountered in pursuing meaningful interdisciplinary education.[4pt] Co-authors: Edward F. Redish and Julia Svaboda [4pt] [1] National Research Council, Bio2010: Transforming Undergraduate Education for Future Research Biologists (NAP, 2003).[0pt] [2] AAMC-HHMI committee, Scientific Foundations for Future Physicians (AAMC, 2009).[0pt] [3] American Association for the Advancement of Science, Vision and Change in Undergraduate Biology Education: A Call to Action (AAAS, 2009).

Connecting Undergraduate Plant Cell Biology Students with the Scientists about Whom They Learn: A Bibliography.

ERIC Educational Resources Information Center

Wayne, Randy; Staves, Mark P.

1998-01-01

Details the teaching of an undergraduate plant-cell biology class in the manner proposed by Jean Baptiste Carnoy when he established the first institute of cellular biology. Integrates mathematics, astronomy, physics, chemistry, anatomy, physiology, and ecology. Contains 226 references. (DDR)

Classroom Tests and Achievement in Problem Solving in Physical Geography

ERIC Educational Resources Information Center

Monk, Janice J.; Stallings, William M.

1975-01-01

Two hundred students in an undergraduate physical geography course were assigned to a group which received either factually oriented quizzes or quizzes which stressed higher level behaviors such as application and analysis. Evaluation of the results indicated that the variation in testing procedures had no discernable effect on student scores in…

Levels and Characteristics of Physical Activity among a College Student Cohort

ERIC Educational Resources Information Center

Miller, Kim; Staten, Ruth R.; Rayens, Mary Kay; Noland, Melody

2005-01-01

The purpose of this study was to assess physical activity levels and the relationships between activity and personal characteristics among a cohort of college students and to determine personal characteristics that predict activity. A sample of 1,700 undergraduates was mailed a survey that requested demographic information and assessed health…

College Students' Attitudes towards Social, Physical and Political Deviancy.

ERIC Educational Resources Information Center

Fox, Louise W.

This study identifies the attitudes of college students toward a variety of persons, each of whom deviated from the normal in one specific way--either in terms of social status, physical condition, or political point of view. A questionnaire was devised, employing the Bogardus Social Distance Scale. Respondents included 184 undergraduates and 51…

The Effects of Discriminate Message Interventions on Behavioral Intentions to Engage in Physical Activities

ERIC Educational Resources Information Center

Jung, Taejin; Heald, Gary R.

2009-01-01

Objective: The authors attempt to show the usefulness of discriminate messages designed to increase college students' intentions to engage in physical activities. Participants: The authors selected a sample of undergraduate students enrolled in communication courses at a university in the southeastern United States for a baseline online survey (n…

On Their LEVEL: How Participation in a University Student Group Shapes Members' Perceptions of Disability

ERIC Educational Resources Information Center

Bialka, Christa S.; Brown, Kara S.; Morro, Danielle; Hannah, Gregory

2017-01-01

This qualitative case study examines the experiences of 27 university students participating in LEVEL, a campus-based group that pairs undergraduates (enactors) and their classmates, who self-identify as having physical disabilities (recipients). The purpose of this research was to understand how enactors' perceptions of physical disability were…

Understanding Probabilistic Interpretations of Physical Systems: A Prerequisite to Learning Quantum Physics.

ERIC Educational Resources Information Center

Bao, Lei; Redish, Edward F.

2002-01-01

Explains the critical role of probability in making sense of quantum physics and addresses the difficulties science and engineering undergraduates experience in helping students build a model of how to think about probability in physical systems. (Contains 17 references.) (Author/YDS)

The Effect of Using Concept Mapping on Student's Attitude and Achievement When Learning the Physics Topic of Circular and Rotational Motion

ERIC Educational Resources Information Center

Luchembe, Dennis; Chinyama, Kaumba; Jumbe, Jack

2014-01-01

The study was conducted to show the effectiveness of concept mapping as a teaching strategy to undergraduate students taking introductory physics course. A number of researchers have investigated the effectiveness of concept mapping on student academic achievement. The main focus of these studies have been on comparing the effectiveness of concept…

Research and Teaching: Does the Classroom Matter? How the Physical Space Affects Learning in Introductory Undergraduate Science Courses

ERIC Educational Resources Information Center

Young, Kaisa E.; Young, Chadwick H.; Beyer, Adam

2017-01-01

We compare student learning and perception data from astronomy, physics, and geology courses taught in a traditional classroom with individual desks to the same classes taught in a large auditorium. In a large student sample (1,593 students), there is no clear difference between rooms in measures of failure rates or average final grades. However,…

Health-Related Fitness Knowledge and Its Relation to Student Physical Activity Patterns at a Large U.S. Southern State University

ERIC Educational Resources Information Center

Keating, Xiaofen D.; Castro-Pinero, Jose; Centeio, Erin; Harrison, Louis, Jr.; Ramirez, Tere; Chen, Li

2010-01-01

This study examined student health-related fitness (HRF) knowledge and its relationship to physical activity (PA). The participants were undergraduate students from a large U.S. state university. HRF knowledge was assessed using a test consisting of 150 multiple choice items. Differences in HRF knowledge scores by sex, ethnicity, and years in…

Perceived images of disability: the reflections of two undergraduate medical students in a university in South Africa on life in a wheelchair.

PubMed

Amosun, Seyi L; Volmink, Lauren; Rosin, Rainer

2005-08-19

The purpose of this manuscript is to document the experiences of two undergraduate medical students at the University of Cape Town, South Africa, who registered for a 4-week special study module titled "Images of Disability", as part of the medical training programme. The objective of the module was to foster the development of positive attitudes toward persons with physical disability through role-playing. The special study module required that the students assumed they had mobility impairments and were physically confined to wheelchairs. The students were required to document their personal experiences of life in a wheelchair for five consecutive working days. The students had to deal with their perceptions of the attitudes of individuals they interacted with, which resulted in feeling of inferiority and lowered self-esteem. The students also identified obstacles in the environment which hindered integration. The students reported significant positive changes in their attitudes towards persons with disabilities.

Entering research: A course that creates community and structure for beginning undergraduate researchers in the STEM disciplines.

PubMed

Balster, Nicholas; Pfund, Christine; Rediske, Raelyn; Branchaw, Janet

2010-01-01

Undergraduate research experiences have been shown to enhance the educational experience and retention of college students, especially those from underrepresented populations. However, many challenges still exist relative to building community among students navigating large institutions. We developed a novel course called Entering Research that creates a learning community to support beginning undergraduate researchers and is designed to parallel the Entering Mentoring course for graduate students, postdocs, and faculty serving as mentors of undergraduate researchers. The course serves as a model that can be easily adapted for use across the science, technology, engineering, and mathematics (STEM) disciplines using a readily available facilitator's manual. Course evaluations and rigorous assessment show that the Entering Research course helps students in many ways, including finding a mentor, understanding their place in a research community, and connecting their research to their course work in the biological and physical sciences. Students in the course reported statistically significant gains in their skills, knowledge, and confidence as researchers compared with a control group of students, who also were engaged in undergraduate research but not enrolled in this course. In addition, the faculty and staff members who served as facilitators of the Entering Research course described their experience as rewarding and one they would recommend to their colleagues.

Journal of Undergraduate Research, Volume IX, 2009

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

Stiner, K. S.; Graham, S.; Khan, M.

Each year more than 600 undergraduate students are awarded paid internships at the Department of Energy’s (DOE) National Laboratories. Th ese interns are paired with research scientists who serve as mentors in authentic research projects. All participants write a research abstract and present at a poster session and/or complete a fulllength research paper. Abstracts and selected papers from our 2007–2008 interns that represent the breadth and depth of undergraduate research performed each year at our National Laboratories are published here in the Journal of Undergraduate Research. The fields in which these students worked included: Biology; Chemistry; Computer Science; Engineering; Environmentalmore » Science; General Science; Materials Science; Medical and Health Sciences; Nuclear Science; Physics; Science Policy; and Waste Management.« less

Growing Physics and Astronomy at James Madison University

NASA Astrophysics Data System (ADS)

Whisnant, C. Steven

2010-02-01

James Madison University is a public, primarily undergraduate institution with a student enrollment of over 18,000. We have a 10.8% minority population and a 60:40 female/male ratio. Drawing 29% of its students from other states, JMU serves a diverse student body. Since the mid '90's, the Department of Physics and Astronomy has grown to 110 majors. There are 15 tenured/tenure-track and 6 non-tenure-track full-time faculty in the department. Graduation rates have grown from five or fewer/year to typically 15-20/year. Eleven faculty are currently engaged in externally funded research with undergraduates. In the 2007-2008 academic year, 45 students were engaged in research. We produced a total of 89 publications and presentations that included 27 students as authors or co-authors. The growth of our department over the last decade is due to a variety of reforms. Foremost among the changes under the control of the department are the initiation of our multi-track BS and BA degree programs and a renewed focus on undergraduate research. These and other significant factors contributing to our success such as student recruiting, outreach, teaching and research integration/balance, promotion of a department culture, visibility on-and off-campus, and university support will be discussed. )

Correlation of admissions statistics to graduate student success in medical physics

PubMed Central

McSpadden, Erin; Rakowski, Joseph; Nalichowski, Adrian; Yudelev, Mark; Snyder, Michael

2014-01-01

The purpose of this work is to develop metrics for evaluation of medical physics graduate student performance, assess relationships between success and other quantifiable factors, and determine whether graduate student performance can be accurately predicted by admissions statistics. A cohort of 108 medical physics graduate students from a single institution were rated for performance after matriculation based on final scores in specific courses, first year graduate Grade Point Average (GPA), performance on the program exit exam, performance in oral review sessions, and faculty rating. Admissions statistics including matriculating program (MS vs. PhD); undergraduate degree type, GPA, and country; graduate degree; general and subject GRE scores; traditional vs. nontraditional status; and ranking by admissions committee were evaluated for potential correlation with the performance metrics. GRE verbal and quantitative scores were correlated with higher scores in the most difficult courses in the program and with the program exit exam; however, the GRE section most correlated with overall faculty rating was the analytical writing section. Students with undergraduate degrees in engineering had a higher faculty rating than those from other disciplines and faculty rating was strongly correlated with undergraduate country. Undergraduate GPA was not statistically correlated with any success metrics investigated in this study. However, the high degree of selection on GPA and quantitative GRE scores during the admissions process results in relatively narrow ranges for these quantities. As such, these results do not necessarily imply that one should not strongly consider traditional metrics, such as undergraduate GPA and quantitative GRE score, during the admissions process. They suggest that once applicants have been initially filtered by these metrics, additional selection should be performed via the other metrics shown here to be correlated with success. The parameters used to make admissions decisions for our program are accurate in predicting student success, as illustrated by the very strong statistical correlation between admissions rank and course average, first year graduate GPA, and faculty rating (p<0.002). Overall, this study indicates that an undergraduate degree in physics should not be considered a fundamental requirement for entry into our program and that within the relatively narrow range of undergraduate GPA and quantitative GRE scores of those admitted into our program, additional variations in these metrics are not important predictors of success. While the high degree of selection on particular statistics involved in the admissions process, along with the relatively small sample size, makes it difficult to draw concrete conclusions about the meaning of correlations here, these results suggest that success in medical physics is based on more than quantitative capabilities. Specifically, they indicate that analytical and communication skills play a major role in student success in our program, as well as predicted future success by program faculty members. Finally, this study confirms that our current admissions process is effective in identifying candidates who will be successful in our program and are expected to be successful after graduation, and provides additional insight useful in improving our admissions selection process. PACS number: 01.40.‐d PMID:24423842

Harvey Mudd College: Technology Integration Offers Unique Opportunities for Undergraduates.

ERIC Educational Resources Information Center

Barna, John; Winstead, Jim

1993-01-01

Describes undergraduate projects at Harvey Mudd College (California) that use advanced laboratory equipment and procedures normally reserved for graduate students. Examples are given in experimental biology (e.g., digital imaging and DNA analysis), in physics (e.g., using satellites to study earthquake faults), and in mathematics (e.g., teaching…

New Directions in Undergraduate and Graduate Education in Kinesiology and Physical Education

ERIC Educational Resources Information Center

Ennis, Catherine D.

2010-01-01

New opportunities exist in graduate and undergraduate kinesiology programs for both enhancement and innovation. Professional master's degrees prepare students for careers at the intersections of academic disciplines and the business world. Interdisciplinary study can result in opportunities not only for innovative research discoveries, but also…

Effectiveness Of Horizontal Peer-Assisted Learning In Physical Examination Performance.

PubMed

Shah, Inamullah; Mahboob, Usman; Shah, Sajida

2017-01-01

All students cannot be individually trained in physical examination skills due to faculty and time limitations. Peer-assisted learning (PAL) can solve this dilemma if it is used in undergraduate curriculum. Empirical effectiveness of horizontal peer-assisted learning model has not been reported previously. The objective of this study was to compare horizontal peer-assisted learning (PAL) with expert-assisted learning (EAL) in teaching of physical examination skills. This is a randomized controlled study (Solomon four group design) carried out at a medical school. A total of 120 undergraduate year 5 students were randomized into two groups to undergo training in four areas of physical examination. Stratified random sampling technique was used. Group 1 was trained by EAL while Group 2 by PAL. Half students from both groups were given a pre-test to assess the testing effect. Both groups were given a post-test in the form of an OSCE. Independent samples t-test and paired sample t-test were used as tests of significance. Group 2 scored significantly higher than Group 1. There was significant difference (p=.000) in mean post-test scores of Group-1 (69.98±5.6) and Group-2 (85.27±5.6). Difference in mean scores was not significant (p=.977) between students who had taken the pre-test and those who had not. This study has implications in curriculum development as it provides quantitative evidence indicating that horizontal PAL as a learning strategy can actually replace, rather than augment, expert-assisted learning in teaching clinical skills to undergraduate students.

An intermediate-level course on Biological Physics

NASA Astrophysics Data System (ADS)

Nelson, Phil

2004-03-01

I describe both undergraduate and graduate 1-semester courses designed to give a survey of Biological Physics. The courses cover classical as well as recent topics. The undergraduate version requires calculus-based first-year physics as its prerequisite. With this level of assumed background, we can arrive at topics such as molecular motors, manipulation of single molecules, and the propagation of nerve impulses. Students majoring in physics, chemistry, biochemistry, and every engineering major (as well as a few in biology), end up taking this course. The graduate course covers the same material but includes exercises with symbolic mathematics packages and data modeling.

Competency-based reforms of the undergraduate biology curriculum: integrating the physical and biological sciences.

PubMed

Thompson, Katerina V; Chmielewski, Jean; Gaines, Michael S; Hrycyna, Christine A; LaCourse, William R

2013-06-01

The National Experiment in Undergraduate Science Education project funded by the Howard Hughes Medical Institute is a direct response to the Scientific Foundations for Future Physicians report, which urged a shift in premedical student preparation from a narrow list of specific course work to a more flexible curriculum that helps students develop broad scientific competencies. A consortium of four universities is working to create, pilot, and assess modular, competency-based curricular units that require students to use higher-order cognitive skills and reason across traditional disciplinary boundaries. Purdue University; the University of Maryland, Baltimore County; and the University of Miami are each developing modules and case studies that integrate the biological, chemical, physical, and mathematical sciences. The University of Maryland, College Park, is leading the effort to create an introductory physics for life sciences course that is reformed in both content and pedagogy. This course has prerequisites of biology, chemistry, and calculus, allowing students to apply strategies from the physical sciences to solving authentic biological problems. A comprehensive assessment plan is examining students' conceptual knowledge of physics, their attitudes toward interdisciplinary approaches, and the development of specific scientific competencies. Teaching modules developed during this initial phase will be tested on multiple partner campuses in preparation for eventual broad dissemination.

Engaging undergraduate students in hadron physics research and instrumentation

NASA Astrophysics Data System (ADS)

Horn, Tanja

2017-09-01

Nuclear physics research is fundamental to our understanding of the visible universe and at the same time intertwined with our daily life. Nuclear physics studies the origin and structure of the atomic nuclei in terms of their basic constituents, the quarks and gluons. Atoms and molecules would not exist without underlying quark-gluon interactions, which build nearly all the mass of the visible universe from an assembly of massless gluons and nearly-massless quarks. The study of hadron structure with electromagnetic probes through exclusive and semi-inclusive scattering experiments carried out at the 12 GeV Jefferson Laboratory plays an important role in this effort. In particular, planned precision measurements of pion and kaon form factors and longitudinal-transverse separated deep exclusive pion and kaon electroproduction cross sections to the highest momentum transfers achievable play an important role in understanding hadron structure and masses and provide essential constraints for 3D hadron imaging. While a growing fraction of nuclear physics research is carried out at large international laboratories, individual university research groups play critical roles in the success of that research. These include data analysis projects and the development of state-of-the-art instrumentation demanded by increasingly sophisticated experiments. These efforts are empowered by the creativity of university faculty, staff, postdocs, and provide students with unique hands-on experience. As an example, an aerogel Cherenkov detector enabling strangeness physics research in Hall C at Jefferson Lab was constructed at the Catholic University of America with the help of 16 undergraduate and high school students. The ''Conference Experience for Undergraduates'' (CEU) provides a venue for these students who have conducted research in nuclear physics. This presentation will present the experiences of one of the participants in the first years of the CEU, her current research program in hadronic physics, and her current and former students who have been participating in more recent CEU events. Supported in part by NSF Grants PHY1714133, PHY1306227 and PHY1306418.

Brief 77 Health Physics Enrollments and Degrees Survey, 2015 Data

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

None, None

The 2015 Health Physics Enrollments and Degrees Survey reports degrees granted between September 1, 2014 and August 31, 2015. Enrollment information refers to the fall term 2015. Twenty-two academic programs were included in the survey universe, with all 22 programs providing data. The enrollments and degrees information comprises students majoring in health physics or in an option program equivalent to a major. The report includes enrollment information on undergraduate students and graduate students and information by degree level for post-graduation plans.

Development of Sudanese women in physics

NASA Astrophysics Data System (ADS)

Eassa, Nashwa; Elmardi, Maye; Adam, Buthaina; Elgadi, Mayada; Abass, Sara

2015-12-01

At Al Neelain University, Khartoum, Sudan, enrollment of female undergraduate physics students is significantly higher than that of males (double or more). However, most of the female staff in the Physics Department at this university hold lecturer positions because few women hold the necessary higher degrees. Sudanese students who seek higher qualifications must study abroad. Lack of financial support for such study affects both genders, but this situation imposes additional challenges on female students because of cultural and religious constraints that limit women's ability to study abroad.

A course treating ethical issues in physics.

PubMed

Thomsen, Marshall

2007-03-01

A course focusing on ethical issues in physics has been taught to undergraduate students at Eastern Michigan University since 1988. The course covers both responsible conduct of research and ethical issues associated with how physicists interact with the rest of society. Since most undergraduate physics majors will not have a career in academia, it is important that a course such as this address issues that will be relevant to physicists in a wide range of job situations. There is a wealth of published work that can be drawn on for reading assignments.

A Collaborative Effort to Increase Enrollment and Retention in Geoscience Majors in North Carolina

NASA Astrophysics Data System (ADS)

Thomas, C. J.; Fountain, J. C.; Bartek, C. S.; Tang, G.

2004-12-01

Under an NSF Opportunities for Enhancement of Diversity in Geosciences grant, the Department of Marine, Earth and Atmospheric Sciences at North Carolina State University partnered with NC A&T University, a HBCU, to implement a multi-faceted effort to increase enrollment and retention in geoscience majors, with particular emphasis on under represented groups. New student recruitment is facilitated by a trained graduate student who visits high schools and presents a multi-media presentation on research at NCSU and career opportunities in the geosciences. Interested high school students are then invited to participate in a hands-on, summer science camp. Community college students are recruited through a new introductory geology course developed for and offered at Robeson Community College (77% of students from under represented groups). NC A&T has developed a track in their physics curriculum to prepare students for a geophysics career. The track includes a planned semester in residence at NCSU. Students who choose to enroll at NCSU, register for an introductory course developed as part of our NSF STEP grant, Environmental Issues in Water Resources, during which geoscience careers are highlighted and in-class research focuses on a local watershed. The emphasis on undergraduate research continues with Environmental Geology, an upper division course in which the entire class studies water and sediment contamination on local watersheds. All courses developed build upon our physics department's successful model of integrating lectures and laboratories and engaging first-year students in group-oriented, undergraduate research (http://www.physics.ncsu.edu/physics_ed/). Following the group research courses, advanced undergraduate students are placed in traditional research labs with faculty mentors while participating in a career development seminar in which research methods, proposal writing and presentation skills are introduced. Tutoring and mentoring programs provide support for all majors. Formative assessment is ongoing, including pre and post surveys to assess course effectiveness and changes in attitudes toward science.

Do Trauma Symptoms Mediate the Relationship Between Childhood Physical Abuse and Adult Child Abuse Risk?

DTIC Science & Technology

2010-05-01

undergraduate students who participated in this study. References Balge, K., & Milner, J. S. (2000). Emotion-recognition ability in mothers at high...recruits (N=5,394) and college students (N=716) completed self-report measures of their history of child abuse (i.e., CPA and child sexual abuse [CSA...reported in undergraduate samples (e.g., Crouch, Milner, & Caliso, 1995; de Paul, Milner, & Mugica, 1995; de Paul, Perez-Albeniz, Paz, Alday, & Mocoroa

The Importance of High School Physics Teachers for Female Students' Physics Identity and Persistence

NASA Astrophysics Data System (ADS)

Hazari, Zahra; Brewe, Eric; Goertzen, Renee Michelle; Hodapp, Theodore

2017-02-01

Given the historic and continued underrepresentation of women in physics, it is important to understand the role that high school physics might play in attracting female students to physics careers. Drawing on data from over 900 female undergraduates in physics, we examine when these women became interested in physics careers and different sources of recognition (important for physics identity development) that may have affected their choices at certain time points. The results provide optimism since many of these female students, even those not previously intending science careers, began to intend physics careers in high school and recognition from high school physics teachers had a significant effect on predicting these intentions.

Non-physics peer demonstrators in undergraduate laboratories: a study of students’ perceptions

NASA Astrophysics Data System (ADS)

Braun, Michael; Kirkup, Les

2016-01-01

Laboratory demonstrators play a crucial role in facilitating students’ learning in physics subjects. Inspired by the success of peer-led activities, we introduced peer demonstrators to support student learning in first-year physics subjects that enrol students not intending to major in physics. Surveys were administered to 1700 students over 4 years in four subjects to examine student perceptions of how demonstrators assisted them in the laboratory. Scores awarded to peer demonstrators by students were no lower than those awarded to demonstrators traditionally employed in the first year physics laboratory. These latter demonstrators were drawn mainly from the ranks of physics research students. The findings validate the recruitment of peer demonstrators and will be used to inform the recruitment and support programmes for laboratory demonstrators.

Fermilab Science Education Office - Classroom Presentations

Science.gov Websites

| Fermilab Home | Employees | Students | Visitors | Undergraduates Fermilab Ed Site Search Google Custom and provide your students with the opportunity to meet a Fermilab scientist or engineer. We put on engaging interactive physics presentations. These presentations will expose students to Next Generation

Reinterpretation of Students' Ideas When Reasoning about Particle Model Illustrations

ERIC Educational Resources Information Center

Langbeheim, Elon

2015-01-01

The article, "Using Animations in Identifying General Chemistry Students' Misconceptions and Evaluating Their Knowledge Transfer Relating to Particle Position in Physical Changes" (Smith and Villarreal, 2015), reports that a substantial proportion of undergraduate students expressed misconceived ideas regarding the motion of particles in…

Seeking Scholarships: Application Tips for Graduate and Undergraduate Studies in Health and Physical Education.

ERIC Educational Resources Information Center

Okeke, Maria U.; Geiger, Brian F.

This collection of 31 presentation slides provides suggestions for students applying for health and physical education scholarships, offering guidelines and specific resource information. It focuses on myths (e.g., scholarships only go to the best students, obtaining a loan decreases the chances of receiving a scholarship, and paying for a…

Observing Tin-Lead Alloys by Scanning Electron Microscopy: A Physical Chemistry Experiment Investigating Macro-Level Behaviors and Micro-Level Structures

ERIC Educational Resources Information Center

Wang, Yue; Xu, Xinhua; Wu, Meifen; Hu, Huikang; Wang, Xiaogang

2015-01-01

Scanning electron microscopy (SEM) was introduced into undergraduate physical chemistry laboratory curriculum to help students observe the phase composition and morphology characteristics of tin-lead alloys and thus further their understanding of binary alloy phase diagrams. The students were captivated by this visual analysis method, which…

Students' Conceptual Change in Electricity and Magnetism Using Simulations: A Comparison of Cognitive Perturbation and Cognitive Conflict

ERIC Educational Resources Information Center

Dega, Bekele Gashe; Kriek, Jeanne; Mogese, Temesgen Fereja

2013-01-01

The purpose of this study was to investigate Ethiopian physics undergraduate students' conceptual change in the concepts of electric potential and energy (EPE) and electromagnetic induction (EMI). A quasi-experimental design was used to study the effect of cognitive perturbation using physics interactive simulations (CPS) in relation to cognitive…

Computer Simulations of Quantum Theory of Hydrogen Atom for Natural Science Education Students in a Virtual Lab

ERIC Educational Resources Information Center

Singh, Gurmukh

2012-01-01

The present article is primarily targeted for the advanced college/university undergraduate students of chemistry/physics education, computational physics/chemistry, and computer science. The most recent software system such as MS Visual Studio .NET version 2010 is employed to perform computer simulations for modeling Bohr's quantum theory of…

Doing Research in School: Physics Inquiry in the Zone of Proximal Development

ERIC Educational Resources Information Center

Kapon, Shulamit

2016-01-01

Research experience is increasingly considered an important component of science education at the secondary school and undergraduate levels. This paper presents a case study of students learning in a unique apprenticeship model in which students are engaged in long-term (18 month) open-ended research projects in physics that are done at the…

Closing the Theory-Practice Gap: Physical Education Students' Use of Jigsaw Learning in a Secondary School

ERIC Educational Resources Information Center

O'Leary, Nick; Wattison, Nicole; Edwards, Toni; Bryan, Kate

2015-01-01

Recognising that the theory-practice gap remains problematic in the preparation of physical education (PE) teachers, this study sought to explore three undergraduate students use of jigsaw learning teaching gymnastics during a secondary school placement. Specifically, the research attempted to identify those issues that arose using this learning…

Identifying and Addressing Student Difficulties with the Millikan Oil Drop Experiment

ERIC Educational Resources Information Center

Klassen, Stephen

2009-01-01

The Millikan oil drop experiment has been characterized as one of the "most beautiful" physics experiments of all time and, certainly, as one of the most frustrating of all the exercises in the undergraduate physics laboratory. A literature review reveals that work done on addressing student difficulties in performing the oil drop experiment has,…

Planning for Graduate Studies in Physics and Related Fields

ERIC Educational Resources Information Center

Henry, Dennis C., Ed.

2002-01-01

This brochure is written for students considering graduate work in physics or related fields such as astronomy, biophysics, and applied physics. It also provides some information for physics undergraduates who plan on pursuing postbaccalaureate studies in the fields of engineering, medicine, law, and other professions that attract significant…

Two-Year Colleges, Physics Majors, and Diversity

NASA Astrophysics Data System (ADS)

White, Susan C.

2013-10-01

Two-Year Colleges, Physics Majors, and Diversity As noted last month, we're taking a look at physics in two-year colleges (TYCs). We expect to have the first reports from our 2012-13 Nationwide Survey of High School Physics Teachers in the spring of 2014. Last month we noted that the high school physics experience of undergraduate physics majors was quite different for students who started at a TYC and those who did not. That is not the only difference we saw. Nine percent of the physics undergraduate seniors in 2007 had started their college education at a TYC. These students are more racially diverse: about 20% of those who started at a TYC were Hispanic or a non-Asian minority. (African Americans are included in this group.) While about one physics major in 11 started at a TYC, the ratio for Hispanic and non-Asian minorities was about one in six. The Hispanics and non-Asian minority physics majors were almost twice as likely to have started at a TYC. In the November issue, we'll look at physics offerings in TYCs.

Laser Communication--An Ideal Student Project.

ERIC Educational Resources Information Center

Leung, W. P.; And Others

1980-01-01

Describes a project on the application of the laser which aims to stimulate the interest of undergraduate students in applied physics and to demonstrate the interaction between light and ultrasonic waves by building a simple laser communication system. (SK)

A Thriving and Innovative Undergraduate Experiential Physics Program

NASA Astrophysics Data System (ADS)

Roughani, Bahram

2013-03-01

The thriving physics program at Kettering University has experienced a three-fold increase in the number of physics majors since 2002. Our unique physics program requires students alternate between on-campus academic terms and off-campus co-op work terms on a three months rotation format to complete their degree in 4.5 years that includes summer as either school or co-op term. Students complete a minimum of five terms (~15 months) of cooperative work terms, and two terms (~6 months) of senior thesis work. The IP of the thesis work done at a co-op site belongs to the company. This has attracted co-op sponsors for our program by removing the IP concerns. The cooperative and experiential education part of our program is required for graduation, without any credits assigned to it. At the end of every co-op term students' work performance is evaluated by their co-op supervisor, which should match expected performance standards. In addition to co-op and thesis, our programs include a senior capstone design project course, concentrations within physics (Acoustics, Optics, and Materials), a required technical sequence outside physics, as well as entrepreneurship across curriculum. The success of our student securing the highest paid jobs for undergraduate physics majors in the nation plus their success in graduate studies are the main ``Pull Factors'' that has lead to three fold increase the physics majors since 2002.

Assessing Learning in Small Sized Physics Courses

ERIC Educational Resources Information Center

Ene, Emanuela; Ackerson, Bruce J.

2018-01-01

We describe the construction, validation, and testing of a concept inventory for an "Introduction to Physics of Semiconductors" course offered by the department of physics to undergraduate engineering students. By design, this inventory addresses both content knowledge and the ability to interpret content via different cognitive…

Successful strategies for building thriving undergraduate physics programs at minority serving institutions

NASA Astrophysics Data System (ADS)

Williams, Quinton

2013-03-01

After having been pulled back from the brink of academic program deletion, Jackson State University (Jackson, Mississippi) is now the only HBCU (Historically Black College and University) listed as a top producer of B.S. degrees earned by African Americans in both fields of physics and geoscience. Very pragmatic, strategic actions were taken to enhance the undergraduate degree program which resulted in it becoming one of the most productive academic units at the university. Successful strategies will be shared for growing the enrollment of physics majors, building productive research/educational programs, and improving the academic performance of underprepared students. Despite myriad challenges faced by programs at minority serving institutions in a highly competitive 21st century higher education system, it is still possible for undergraduate physics programs to transition from surviving to thriving.

ALPhA Laboratory Immersion in Plasma Physics

NASA Astrophysics Data System (ADS)

Dominguez, A.; Zwicker, A.; Williams, J. D.

2016-10-01

According to the FESAC, as recently as 2014 there were a total of just 14 universities offering strong curricula in MFE sciences. Similarly, it was reported that 8 and 19 universities offer strong HEDPL and Discovery Plasma programs respectively. At the undergraduate level, there is also a lack of plasma physics in the curricula. This, regardless of its rich insights into the core subfields of physics, i.e., classical mechanics, electrodynamics, statistical mechanics and quantum phenomena. The coauthors have been leading a plasma physics workshop for the last 3 years directed at undergraduate physics professors and lecturers. The workshop is centered around a versatile and relatively inexpensive (< 10 k) plasma discharge experiment which lets students explore Panchen's Law, spectroscopy and Langmuir probes. The workshop is part of the Advanced Laboratory Physics Association (ALPhA) Laboratory Immersions, and its objective is for the participants to become familiar with the experiments and incorporate them into their home institution's curricula as junior labs, senior labs or independent student projects.

Introduction of vertical integration and case-based learning in anatomy for undergraduate physical therapy and occupational therapy students.

PubMed

Parmar, Suresh K; Rathinam, Bertha A D

2011-01-01

The purpose of the present pilot study was to evaluate the benefits of innovative teaching methodologies introduced to final year occupational and physical therapy students in Christian Medical College in India. Students' satisfactions along the long-term retention of knowledge and clinical application of the respiratory anatomy have been assessed. The final year undergraduate physical therapy and occupational therapy students had respiratory anatomy teaching over two sessions. The teaching involved case-based learning and integrated anatomy lectures (vertical integration) with the Anatomy department. Pretest and immediate and follow-up post-tests were conducted to assess the effectiveness of the innovative methods. A feedback questionnaire was marked to grade case-based learning. The method of integrated and case-based teaching was appreciated and found to be useful in imparting knowledge to the students. Students retained the gained knowledge adequately and the same was inferred by statistically significant improvement in both post-test scores. Vertical integration of anatomy in the final year reinforces their existing knowledge of anatomy. Case-based learning may facilitate the development of effective and clinically sound therapists. Copyright © 2011 American Association of Anatomists.

Undergraduate Teaching of Ideal and Real Fluid Flows: The Value of Real-World Experimental Projects

ERIC Educational Resources Information Center

Baldock, Tom E.; Chanson, Hubert

2006-01-01

This paper describes the pedagogical impact of real-world experimental projects undertaken as part of an advanced undergraduate fluid mechanics subject at an Australian university. The projects have been organized to complement traditional lectures and introduce students to the challenges of professional design, physical modelling, data collection…

"The Physics of Life," an Undergraduate General Education Biophysics Course

ERIC Educational Resources Information Center

Parthasarathy, Raghuveer

2015-01-01

Improving the scientific literacy of non-scientists is an important aim, both because of the ever-increasing impact of science on our lives and because understanding science enriches our experience of the natural world. One route to improving scientific literacy is via general education undergraduate courses--i.e. courses for students not majoring…

I Play, Therefore I Am: An Undergraduate Philosophical Action Research Project.

ERIC Educational Resources Information Center

Stoll, Sharon Kay; Beller, Jennifer M.; Mathews, Allison; Matthews, Julie; Trainer, Maria; Freitas, Brandon; McLaughlin, Casey; Milke, Mary

2000-01-01

Asked undergraduate students' opinions of Descartes' belief that the mind and body are separate, then had them conduct action research projects examining whether the mind-body dilemma might be overcome if teachers valued the essential nature of play and applied it to sport and physical education. Results supported the hypothesis that physical…

The challenges of developing computational physics: the case of South Africa

NASA Astrophysics Data System (ADS)

Salagaram, T.; Chetty, N.

2013-08-01

Most modern scientific research problems are complex and interdisciplinary in nature. It is impossible to study such problems in detail without the use of computation in addition to theory and experiment. Although it is widely agreed that students should be introduced to computational methods at the undergraduate level, it remains a challenge to do this in a full traditional undergraduate curriculum. In this paper, we report on a survey that we conducted of undergraduate physics curricula in South Africa to determine the content and the approach taken in the teaching of computational physics. We also considered the pedagogy of computational physics at the postgraduate and research levels at various South African universities, research facilities and institutions. We conclude that the state of computational physics training in South Africa, especially at the undergraduate teaching level, is generally weak and needs to be given more attention at all universities. Failure to do so will impact negatively on the countrys capacity to grow its endeavours generally in the field of computational sciences, with negative impacts on research, and in commerce and industry.

Developing and validating a conceptual survey to assess introductory physics students’ understanding of magnetism

NASA Astrophysics Data System (ADS)

Li, Jing; Singh, Chandralekha

2017-03-01

Development of validated physics surveys on various topics is important for investigating the extent to which students master those concepts after traditional instruction and for assessing innovative curricula and pedagogies that can improve student understanding significantly. Here, we discuss the development and validation of a conceptual multiple-choice survey related to magnetism suitable for introductory physics courses. The survey was developed taking into account common students’ difficulties with magnetism concepts covered in introductory physics courses found in our investigation and the incorrect choices to the multiple-choice questions were designed based upon those common student difficulties. After the development and validation of the survey, it was administered to introductory physics students in various classes in paper-pencil format before and after traditional lecture-based instruction in relevant concepts. We compared the performance of students on the survey in the algebra-based and calculus-based introductory physics courses before and after traditional lecture-based instruction in relevant magnetism concepts. We discuss the common difficulties of introductory physics students with magnetism concepts we found via the survey. We also administered the survey to upper-level undergraduates majoring in physics and PhD students to benchmark the survey and compared their performance with those of traditionally taught introductory physics students for whom the survey is intended. A comparison with the base line data on the validated magnetism survey from traditionally taught introductory physics courses and upper-level undergraduate and PhD students discussed in this paper can help instructors assess the effectiveness of curricula and pedagogies which is especially designed to help students integrate conceptual and quantitative understanding and develop a good grasp of the concepts. In particular, if introductory physics students’ average performance in a class is significantly better than those of students in traditionally taught courses described here (and particularly when it is comparable to that of physics PhD students’ average performance discussed here), the curriculum or pedagogy used in that introductory class can be deemed effective. Moreover, we discuss the use of the survey to investigate gender differences in student performance.

Applications of a constrained mechanics methodology in economics

NASA Astrophysics Data System (ADS)

Janová, Jitka

2011-11-01

This paper presents instructive interdisciplinary applications of constrained mechanics calculus in economics on a level appropriate for undergraduate physics education. The aim of the paper is (i) to meet the demand for illustrative examples suitable for presenting the background of the highly expanding research field of econophysics even at the undergraduate level and (ii) to enable the students to gain a deeper understanding of the principles and methods routinely used in mechanics by looking at the well-known methodology from the different perspective of economics. Two constrained dynamic economic problems are presented using the economic terminology in an intuitive way. First, the Phillips model of the business cycle is presented as a system of forced oscillations and the general problem of two interacting economies is solved by the nonholonomic dynamics approach. Second, the Cass-Koopmans-Ramsey model of economical growth is solved as a variational problem with a velocity-dependent constraint using the vakonomic approach. The specifics of the solution interpretation in economics compared to mechanics is discussed in detail, a discussion of the nonholonomic and vakonomic approaches to constrained problems in mechanics and economics is provided and an economic interpretation of the Lagrange multipliers (possibly surprising for the students of physics) is carefully explained. This paper can be used by the undergraduate students of physics interested in interdisciplinary physics applications to gain an understanding of the current scientific approach to economics based on a physical background, or by university teachers as an attractive supplement to classical mechanics lessons.

Psychological stress and health in undergraduate dental students: fifth year outcomes compared with first year baseline results from five European dental schools.

PubMed

Gorter, R; Freeman, R; Hammen, S; Murtomaa, H; Blinkhorn, A; Humphris, G

2008-05-01

Psychological stress in undergraduate dental students: fifth year outcomes compared with first year baseline results from five European dental schools. To compare the levels of a series of health-related indicators from a cohort of fifth year dental students from five European schools with their first year scores, and to investigate the relationship between these follow-up measures. Burnout was measured using the Maslach Burnout Inventory (MBI), consisting of three scales: Emotional Exhaustion (EE, alpha = 0.90), Depersonalisation (alpha = 0.80) and Personal Accomplishment (alpha = 0.72). Physical health was measured by the Physical Symptoms Questionnaire (alpha = 0.82), psychological distress was measured using the General Health Questionnaire (GHQ, alpha = 0.89) and student stress was captured using seven subscales of the Dental Environment Stress questionnaire (DES, alpha = 0.92). A total of 132 fifth year students responded from five dental schools (Manchester, Belfast, Cork, Helsinki and Amsterdam), a 51% response. Fifth year students showed relatively high mean MBI scores when compared with first year results, especially on EE; 39% could be labelled 'high scorers'; 44% of the students met the criteria for 'cases' on the GHQ. Highest mean scores on the DES were obtained on the subscales: Study Obligations, Patient-Related Aspects and Study Pressure respectively. Between schools interesting differences were detected on all variables. As hypothesised, a clear direct effect of stress on both burnout and physical symptoms was shown. An indirect effect of stress on mental health via burnout was shown. Dental students showed a negative development through the years from first to fifth year with regard to EE and psychological distress. Both burnout constructs related to physical and mental health. It is recommended that dental faculty focus on the importance of prevention and intervention of stress amongst undergraduates.

Astronomy: Social Representations of the Integrated High School Students and Graduates in Physics

NASA Astrophysics Data System (ADS)

Barbosa, J. I. L.

The topics related to Astronomy are spread through almost all levels of basic education in Brazil and are also disseminated through the mass media, activities that do not always occur in the proper way. However, their students form their explanations about the phenomena studied by Astronomy, that is, they begin to construct their opinions, their beliefs and their attitudes regarding this object or this situation. In this sense, this work was divided in two fronts, which have the following objectives: (1) To identify the social representations of Astronomy elaborated by students of Integrated secondary education and undergraduate students in Physics; (2) To verify to what extent the social representations developed by the investigated students are equivalent; (3) To Investigate if the social representations designed per undergraduate students in Physics about Astronomy undergo changes after these participate in a course on basic subjects of Astronomy, in comparison with those exposed before the mentioned event. On the first front there is a research of a basic nature, where the data were obtained through of survey, and analysed in accordance with the methodologies pertinent to Central Nucleus Theory, the second front deals with an investigation of an applied nature, and the data obtained were explored through statistical analyses. The results indicate that the researchers have been involved in social representations of the object Astronomy, which are based on elements of the formal education space, and also disclosed in the media, in addition, demonstrate that the students have information about Astronomy and a valuation position in relation to this Science. On the second front, the results indicate that there were changes in the social representations of the undergraduate students in Physics about the term inductor Astronomy, after the course, that is, several elements evoked before the course were replaced by others, which were worked during the event.

Providing Real Research Opoportunities to Undergraduates

NASA Astrophysics Data System (ADS)

Ragozzine, Darin

2016-01-01

The current approach to undergraduate education focuses on teaching classes which provide the foundational knowledge for more applied experiences such as scientific research. Like most programs, Florida Institute of Technology (Florida Tech or FIT) strongly encourages undergraduate research, but is dominated by content-focused courses (e.g., "Physical Mechanics"). Research-like experiences are generally offered through "lab" classes, but these are almost always reproductions of past experiments: contrived, formulaic, and lacking the "heart" of real (i.e., potentially publishable) scientific research. Real research opportunities 1) provide students with realistic insight into the actual scientific process; 2) excite students far more than end-of-chapter problems; 3) provide context for the importance of learning math, physics, and astrophysics concepts; and 4) allow unique research progress for well-chosen problems. I have provided real research opportunities as an "Exoplanet Lab" component of my Introduction to Space Science (SPS1020) class at Florida Tech, generally taken by first-year majors in our Physics, Astronomy & Astrophysics, Planetary Science, and Astrobiology degree programs. These labs are a hybrid between citizen science (e.g., PlanetHunters) and simultaneously mentoring ~60 undergraduates in similar small research projects. These projects focus on problems that can be understood in the context of the course, but which benefit from "crowdsourcing". Examples include: dividing up the known planetary systems and developing a classification scheme and organizing them into populations (Fall 2013); searching through folded light curves to discover new exoplanets missed by previous pipelines (Fall 2014); and fitting n-body models to all exoplanets with known Transit Timing Variations to estimate planet masses (Fall 2015). The students love the fact that they are doing real potentially publishable research: not many undergraduates can claim to have discovered new exoplanets! Based on these experiences, I will present practical insights into successfully organizing real research opportunities. By employing some of these best practices, we can truly educate students and make scientific progress.

Positioning Theory: Kinesiology Students' Experiences Teaching in an Adapted Aquatics Practicum

ERIC Educational Resources Information Center

Sato, Takahiro; Haegele, Justin

2017-01-01

The purpose of this study was to describe and explain undergraduate students' positions of teaching and assisting students with disabilities during adapted aquatics practicum experiences. The participants were eight kinesiology students who enrolled in an introductory adapted physical education (APE) course at a public university in the Midwest…

Comfort and Convenience? Why Students Choose Alternatives to the Library

ERIC Educational Resources Information Center

Vondracek, Ruth

2007-01-01

Oregon State University (OSU) researchers surveyed 3,227 undergraduate students to identify how many students use or do not use the physical and virtual OSU libraries. Most importantly, we wanted to determine the alternatives to the library that students choose for typical library activities, such as studying, research, and research assistance,…

K-12 Neuroscience Education Outreach Program: Interactive Activities for Educating Students about Neuroscience.

PubMed

Deal, Alex L; Erickson, Kristen J; Bilsky, Edward J; Hillman, Susan J; Burman, Michael A

2014-01-01

The University of New England's Center for Excellence in the Neurosciences has developed a successful and growing K-12 outreach program that incorporates undergraduate and graduate/professional students. The program has several goals, including raising awareness about fundamental issues in neuroscience, supplementing science education in area schools and enhancing undergraduate and graduate/professional students' academic knowledge and skill set. The outreach curriculum is centered on core neuroscience themes including: Brain Safety, Neuroanatomy, Drugs of Abuse and Addiction, Neurological and Psychiatric Disorders, and Cognition and Brain Function. For each theme, lesson plans were developed based upon interactive, small-group activities. Additionally, we've organized our themes in a "Grow-up, Grow-out" approach. Grow-up refers to returning to a common theme, increasing in complexity as we revisit students from early elementary through high school. Grow-out refers to integrating other scientific fields into our lessons, such as the chemistry of addiction, the physics of brain injury and neuronal imaging. One of the more successful components of our program is our innovative team-based model of curriculum design. By creating a team of undergraduate, graduate/professional students and faculty, we create a unique multi-level mentoring opportunity that appears to be successful in enhancing undergraduate students' skills and knowledge. Preliminary assessments suggest that undergraduates believe they are enhancing their content knowledge and professional skills through our program. Additionally, we're having a significant, short-term impact on K-12 interest in science. Overall, our program appears to be enhancing the academic experience of our undergraduates and exciting K-12 students about the brain and science in general.

Examining Physics Career Interests: Recruitment and Persistence into College

NASA Astrophysics Data System (ADS)

Lock, R. M.; Hazari, Z.; Sadler, P. M.; Sonnert, G.

2012-03-01

Compared to the undergraduate population, the number of students obtaining physics degrees has been declining since the 1960s. This trend continues despite the increasing number of students taking introductory physics courses in high school and college. Our work uses an ex-post facto design to study the factors that influence students' decision to pursue a career in physics at the beginning of college. These factors include high school physics classroom experiences, other science-related experiences, and students' career motivations. The data used in this study is drawn from the Persistence Research in Science and Engineering (PRiSE) Project, a large-scale study that surveyed a nationally representative sample of college/university students enrolled in introductory English courses about their interests and prior experiences in science.

An Experimental Introduction to Acoustics

NASA Astrophysics Data System (ADS)

Black, Andy Nicholas; Magruder, Robert H.

2017-11-01

Learning and understanding physics requires more than studying physics texts. It requires doing physics. Doing research is a key opportunity for students to connect physical principles with their everyday experience. A powerful way to introduce students to research and technique is through subjects in which they might find interest. Presented is an experiment that serves to introduce an advanced undergraduate or high school student to conducting research in acoustics via an experiment involving a standard dreadnought acoustic guitar, recording industry-related equipment, and relevant industrial analysis software. This experimental process is applicable to a wide range of acoustical topics including both acoustic and electric instruments. Also, the student has a hands-on experience with relevant audio engineering technology to study physical principles.

Physics Education Research and its Impact on Classroom Instruction

NASA Astrophysics Data System (ADS)

Meltzer, David E.

2006-05-01

In recent years systematic investigations into student learning of physics have been carried out at an increasing pace, particularly at the undergraduate level. This work, broadly known as ``physics education research,'' involves exploring the process by which students come to understand physics concepts, and uncovering the difficulties and obstacles encountered by students as they learn. The ultimate outcome of this work is the development of new and more effective instructional materials and pedagogical strategies. I will outline the principal goals and methods of this research and show how it can lead to improved learning in the classroom. I will illustrate the process by discussing an ongoing investigation into student learning of thermal physics.

Student Reception, Awards Ceremony, and Dance Party

NASA Astrophysics Data System (ADS)

2014-03-01

In the first part of this event, SPS will award winning undergraduate students for outstanding oral and poster presentations. New this year-Club Physics! Join us for a fun dance party after the awards ceremony. Light refreshments will be served.

GRAD-MAP: A Joint Physics and Astronomy Diversity Initiative at the University of Maryland

NASA Astrophysics Data System (ADS)

Steele, Amy; Smith, Robyn; Wilkins, Ashlee; Jameson, Katie

2018-01-01

Graduate Resources for Advancing Diversity with Maryland’s Astronomy and Physics (GRAD-MAP), builds connections between UMD and mid-Atlantic HBCUs, Minority-Serving Institutions (MSIs), and community colleges. We use seminars, forums, and workshops to foster a diverse community of undergraduates prepared to succeed in graduate school, inclusion-minded graduate student mentors, and faculty versed in the experiences of students at MSIs and the need for changes in the fields of physics and astronomy. Now in its fifth year, GRAD-MAP remains a graduate-student-powered initiative with a three-pronged approach: 1) Fall Collaborative Seminars, 2) A Winter Workshop, and 3) A Summer Scholars Program. This coherent set of programming allows GRAD-MAP to do more than just increase the numbers of minority students participating in astronomy and physics research (or worse, simply shuffle around students who already are or would be active in research). GRAD-MAP is committed to identifying students who are otherwise underserved or overlooked by the traditional academic pipeline, not only to get them on the path to be successful undergraduate researchers and eventual graduate applicants, but also to make substantial, sustainable efforts toward making the climate of academic physics and astronomy more inclusive to them and all other underrepresented minority students. We will describe the key elements of our program, highlight successes and lessons learned, and describe future directions for program elements. GRAD-MAP can serve as a model for other universities committed to diversity and inclusion.

Assessing Program Learning Objectives to Improve Undergraduate Physics Education

NASA Astrophysics Data System (ADS)

Menke, Carrie

2014-03-01

Our physics undergraduate program has five program learning objectives (PLOs) focusing on (1) physical principles, (2) mathematical expertise, (3) experimental technique, (4) communication and teamwork, and (5) research proficiency. One PLO is assessed each year, with the results guiding modifications in our curriculum and future assessment practices; we have just completed our first cycle of assessing all PLOs. Our approach strives to maximize the ease and applicability of our assessment practices while maintaining faculty's flexibility in course design and delivery. Objectives are mapped onto our core curriculum with identified coursework collected as direct evidence. We've utilized mostly descriptive rubrics, applying them at the course and program levels as well as sharing them with the students. This has resulted in more efficient assessment that is also applicable to reaccreditation efforts, higher inter-rater reliability than with other rubric types, and higher quality capstone projects. We've also found that the varied quality of student writing can interfere with our assessment of other objectives. This poster outlines our processes, resources, and how we have used PLO assessment to strengthen our undergraduate program.

Overview and History of CUWiP

NASA Astrophysics Data System (ADS)

Pitts, Kevin

2014-03-01

The APS Conferences for Undergraduate Women in Physics (CUWiP) are a continuation of a grass-roots collaborative effort of physicists from around the country that has provided conferences for undergraduate women annually since 2006. The goals of the CUWiP effort are to increase retention and improve career outcomes of undergraduate women in physics by (i) communicating the breadth of education and career paths open to physics majors; (ii) disseminating information and advice on applying for summer research, graduate school and professional employment; and (iii) providing opportunities to share experiences, advice and ideas with women at different stages of their education or career paths. Since the first conference in 2006, the number of CUWiP locations has grown from one in the first two years to six in 2012 and 2013. The number of participants has shown more than commensurate growth--increasing from 29 students to approximately 650 in the first seven years. Close to 900 women attended the 2013 conferences and almost 300 applicants had to be turned away. The 2014 Conferences again saw record number of applicants and attendees, with 1300 students participated in conferences at eight different sites.

Intimate partner violence, health, sexuality, and academic performance among a national sample of undergraduates.

PubMed

Brewer, Nathan; Thomas, Kristie A; Higdon, Julia

2018-03-22

To determine the association between intimate partner violence (IPV) and academic performance among heterosexual and sexual minority undergraduates, including whether health mediates this relationship. A national sample of undergraduate students aged 18-24 years old who completed the 2011-2014 National College Health Assessment IIb (N = 85,071). We used structural equation modeling to create a latent variable of IPV victimization (stalking, physical, sexual, and emotional violence) in order to test its relationship with health (physical and mental) and two indicators of academic performance (GPA and perceived academic difficulties), according to participants' sexual identity (heterosexual, lesbian, gay, bisexual, and unsure). Regardless of sexual identity, undergraduates who reported IPV were more likely to have lower GPA and increased academic difficulties. Health mediates this relationship, such that IPV reduces health, which negatively affects performance. IPV poses a serious threat to undergraduates' health and educational success. Findings warrant universal prevention and intervention.

Imaging Spectrograph as a Tool to Enhance the Undergraduate Student Research Experience

NASA Astrophysics Data System (ADS)

Williams, B.; Nielsen, K.; Johnson, S.

2015-12-01

Undergraduate students often engage in research activities that are part of a larger project outlined by research faculty, while it is less common for students to explore and define their own research project. The later has been shown to have tremendous impact on the learning outcome of the students and provide a stronger sense of pride and ownership of the research project. It is unrealistic to expect starting undergraduate students to define transformative research projects. However, with the proper training and guidance student-driven transformative research is possible for upper division students. We have instituted a student research paradigm with focus on the development of student research skills in coordination with their course progress. We present here a specific student project that engage students in aeronomy research activities and provide them with a solid base to establish their own research projects for senior year. The core of the project is an imaging spectrograph, which is constructed, tested, and calibrated by the students. The instrument provides unique opportunities student research projects across subject such as optics, quantum mechanics, and how these subjects are applied in the geosciences of aeronomy and space physics.

Practice of Physical Activity among Future Doctors: A Cross Sectional Analysis

PubMed Central

Rao, Chythra R; Darshan, BB; Das, Nairita; Rajan, Vinaya; Bhogun, Meemansha; Gupta, Aditya

2012-01-01

Background: Non communicable diseases (NCD) will account for 73% of deaths and 60% of the global disease burden by 2020. Physical activity plays a major role in the prevention of these non-communicable diseases. The stress involved in meeting responsibilities of becoming a physician may adversely affect the exercise habits of students. So, the current study aimed to study the practice of physical activity among undergraduate medical students. Methods: A cross sectional study was conducted among 240 undergraduate medical students. Quota sampling method was used to identify 60 students from each of the four even semesters. A pre-tested, semi-structured questionnaire was used to collect the data. Statistical Package for Social Sciences (SPSS) version 16 was used for data entry and analysis and results are expressed as percentages and proportions. Results: In our study, 55% were 20 to 22 years old. Over half of the students were utilizing the sports facilities provided by the university in the campus. Majority of students 165 (69%) had normal body mass index (BMI), (51) 21% were overweight, while 7 (3%) were obese. Of the 62% who were currently exercising, the practice of physical activity was more among boys as compared to girls (62% v/s 38%). Lack of time 46 (60.5%), laziness (61.8%), and exhaustion from academic activities (42%) were identified as important hindering factors among medical students who did not exercise. Conclusion: A longitudinal study to follow-up student behavior throughout their academic life is needed to identify the factors promoting the practice of physical activity among students. PMID:22708033

Health-related quality of life of medical students in a Brazilian student loan programme.

PubMed

Lins, Liliane; Carvalho, Fernando Martins; Menezes, Marta Silva; Porto-Silva, Larissa; Damasceno, Hannah

2016-08-01

This study aimed to evaluate the health-related quality of life of medical students participating in a large Brazilian government loan programme for undergraduate students in private schools.A cross-sectional study in a stratified sample of students from a private medical school in Salvador, Brazil, evaluated their health-related quality of life by using a Brazilian Portuguese version of the 36-item Short Form Health Survey questionnaire (SF-36).Students supported by the loan programme consistently presented lower mean scores in all SF-36 domains and in the physical and mental component summary scores than those who were not in the programme. Students supported by the loan programme presented systematically lower physical and mental component mean scores, after stratification by age, gender, school year, physical activity, sleepiness, headache, having a car, having a housemaid, living with family, and living in a rented house.The loan programme has enabled less wealthy undergraduate students to attend private medical schools in Brazil. However, this support is insufficient to improve students' health-related quality of life during medical school, as compared with students who do not participate in the programme. Because of a poorer health-related quality of life, students supported by the loan programme deserve special attention from private medical schools.

Developing and Assessing Curriculum on the Physics of Medical Instruments

ERIC Educational Resources Information Center

Christensen, Warren; Johnson, James K.; Van Ness, Grace R.; Mylott, Elliot; Dunlap, Justin C.; Anderson, Elizabeth A.; Widenhorn, Ralf

2013-01-01

Undergraduate educational settings often struggle to provide students with authentic biologically or medically relevant situations and problems that simultaneously improve their understanding of physics. Through exercises and laboratory activities developed in an elective Physics in Biomedicine course for upper-level biology or pre-health majors…

Informal science participation positively affects the communication and pedagogical skills of university physics students

NASA Astrophysics Data System (ADS)

Hinko, Kathleen; Finkelstein, Noah

2013-04-01

Many undergraduate and graduate physics students choose to participate in an informal science program at the University of Colorado Boulder (Partnerships for Informal Science Education in the Community (PISEC)). They coach elementary and middle school students in inquiry-based physics activities during weekly, afterschool sessions. Observations from the afterschool sessions, field notes from the students, and pre/post surveys are collected. University students are also pre/post- videotaped explaining a textbook passage on a physics concept to an imagined audience for the Communications in Everyday Language assessment (CELA). We present findings from these data that indicate informal experiences improve the communication and pedagogical skills of the university student as well as positively influence their self-efficacy as scientific communicators and teachers.

A Comparison Between Teacher-Directed Instruction and Student Self-Directed Study in Physical Science for Undergraduate Elementary Education Majors.

ERIC Educational Resources Information Center

Magnus, Douglas Leslie

This research was conducted to compare the learning which occurred in a preservice elementary education course using two teaching-learning methods (teacher-directed instruction and student self-directed study). Areas investigated were: (1) knowledge of physical science content, (2) development and application of the processes of science, (3)…

Blending Physical and Virtual Manipulatives: An Effort to Improve Students' Conceptual Understanding through Science Laboratory Experimentation

ERIC Educational Resources Information Center

Olympiou, Georgios; Zacharia, Zacharias C.

2012-01-01

This study aimed to investigate the effect of experimenting with physical manipulatives (PM), virtual manipulatives (VM), and a blended combination of PM and VM on undergraduate students' understanding of concepts in the domain of "Light and Color." A pre-post comparison study design was used for the purposes of this study that involved 70…

Comparing Levels of Anti-Fat Bias between American and Mexican Athletes and Undergraduate Physical Education and Exercise Science Students

ERIC Educational Resources Information Center

Alameda, Miriam Wood; Whitehead, James R.

2015-01-01

Stigmatization consequent to anti-fat bias (AFB) may affect the services people who are obese receive from health professionals, including physical education and exercise science (PEX) professionals. In this study, we compared AFB levels of American and Mexican PEX students and Mexican athletes. We also investigated if socially desirable (SD)…

Approaching the Thermodynamic View of Protein Folding through the Reproduction of Anfinsen's Experiment by Undergraduate Physical Biochemistry Students

ERIC Educational Resources Information Center

Fernandez-Reche, Andres; Cobos, Eva S.; Luque, Irene; Ruiz-Sanz, Javier; Martinez, Jose C.

2018-01-01

In 1972 Christian B. Anfinsen received the Nobel Prize in Chemistry for "…his work on ribonuclease, especially concerning the connection between the amino acid sequence and the biologically active conformation." The understanding of this principle is crucial for physical biochemistry students, since protein folding studies, bio-computing…

Using a Physics Experiment in a Lecture Setting to Engage Biology Students with the Concepts of Poiseuille's Law

ERIC Educational Resources Information Center

Breckler, Jennifer L.; Christensen, Tina; Sun, Wendy

2013-01-01

Biology students enrolled in a typical undergraduate physiology course encounter Poiseuille's law, a physics equation that describes the properties governing the flow of blood through the circulation. According to the equation, a small change in vessel radius has an exponential effect on resistance, resulting in a larger than expected change in…

GRAD-MAP: A Joint Physics and Astronomy Diversity Initiative at the University of Maryland

NASA Astrophysics Data System (ADS)

Wilkins, Ashlee N.; Jameson, Katherine; Taylor, Corbin James; Anderson, Neil; Megson, Peter; Roberg-Clark, Gareth; Sheppard, Kyle; Uher, Tim; Hammer, Donna; Vogel, Stuart N.

2016-01-01

Graduate Resources for Advancing Diversity with Maryland's Astronomy and Physics (GRAD-MAP), builds connections between UMD and mid-Atlantic HBCUs, Minority-Serving Institutions, and community colleges, and uses seminars, forums, and workshops to foster a diverse community of undergraduates prepared to succeed in graduate school, and is now in its third year. GRAD-MAP launched with a three-pronged approach: 1) Collaborative Seminars, 2) A Winter Workshop, and 3) A Spring Symposium. This program allows GRAD-MAP to do more than just increase the numbers of minority students participating in astronomy and physics research (or, worse, simply shuffle around students who already are or would be); it is committed to identifying students who are otherwise underserved or overlooked by the traditional academic pipeline, not only to get them on the path to be successful undergraduate researchers and eventual graduate applicants, but also to make the climate of academic physics and astronomy more inclusive to them and all other underrepresented minority students. Our poster describes the key elements of our program, and highlights successes and lessons learned; GRAD-MAP can serve as a model for other universities committed to diversity and inclusion.

A Comparison of Student Academic Motivations across Three Course Disciplines

ERIC Educational Resources Information Center

Maurer, Trent W.; Allen, Deborah; Gatch, Delena Bell; Shankar, Padmini; Sturges, Diana

2013-01-01

Intrinsic and extrinsic motivations of undergraduate students enrolled in human anatomy and physiology, physics, and nutrition courses were explored with course discipline-specific adapted versions of the Academic Motivation Scale. Information on students' study habits and efforts, and final course grades were also collected. Results revealed the…

Categorization of Quantum Mechanics Problems by Professors and Students

ERIC Educational Resources Information Center

Lin, Shih-Yin; Singh, Chandralekha

2010-01-01

We discuss the categorization of 20 quantum mechanics problems by physics professors and undergraduate students from two honours-level quantum mechanics courses. Professors and students were asked to categorize the problems based upon similarity of solution. We also had individual discussions with professors who categorized the problems. Faculty…

More than Meets the Eye--Infrared Cameras in Open-Ended University Thermodynamics Labs

ERIC Educational Resources Information Center

Melander, Emil; Haglund, Jesper; Weiszflog, Matthias; Andersson, Staffan

2016-01-01

Educational research has found that students have challenges understanding thermal science. Undergraduate physics students have difficulties differentiating basic thermal concepts, such as heat, temperature, and internal energy. Engineering students have been found to have difficulties grasping surface emissivity as a thermal material property.…

Diagnosing Alternative Conceptions of Fermi Energy among Undergraduate Students

ERIC Educational Resources Information Center

Sharma, Sapna; Ahluwalia, Pardeep Kumar

2012-01-01

Physics education researchers have scientifically established the fact that the understanding of new concepts and interpretation of incoming information are strongly influenced by the preexisting knowledge and beliefs of students, called epistemological beliefs. This can lead to a gap between what students actually learn and what the teacher…

The Health and Wellbeing of International Students at an Australian University

ERIC Educational Resources Information Center

Rosenthal, Doreen Anne; Russell, Jean; Thomson, Garry

2008-01-01

A representative sample of undergraduate and postgraduate international students at a large Australian university (n=979, 64% females) completed a mail-back survey of their health and wellbeing. Most students evaluated their current and previous physical and mental health positively. Health-related risk practices such as unprotected sexual…

Lessons from High-Achieving Students of Color in Physics

ERIC Educational Resources Information Center

Fries-Britt, Sharon L.; Younger, Toyia K.; Hall, Wendell D.

2010-01-01

Despite changing demographics in the United States, students of color have remained woefully underrepresented in science, technology, engineering, and mathematics (STEM) fields. While African American, Native Americans, and Latinos make up over 30 percent of the undergraduate student population in this country, less than 12 percent of…

The Preparation of Regular Physical Educators for Mainstreaming. Final Report.

ERIC Educational Resources Information Center

Winnick, Joseph P., Ed.; Hurwitz, Jan, Ed.

The monograph reports on a 3-year project to develop competencies in physical education teachers for dealing with mainstream exceptional students. Results of a survey of physical educators on the types of competencies needed to teach in mainstreamed settings are presented. Adjustments made to the undergraduate physical education program at State…

A Comparison of Online, Video Synchronous, and Traditional Learning Modes for an Introductory Undergraduate Physics Course

NASA Astrophysics Data System (ADS)

Faulconer, E. K.; Griffith, J.; Wood, B.; Acharyya, S.; Roberts, D.

2018-05-01

While the equivalence between online and traditional classrooms has been well-researched, very little of this includes college-level introductory Physics. Only one study explored Physics at the whole-class level rather than specific course components such as a single lab or a homework platform. In this work, we compared the failure rate, grade distribution, and withdrawal rates in an introductory undergraduate Physics course across several learning modes including traditional face-to-face instruction, synchronous video instruction, and online classes. Statistically significant differences were found for student failure rates, grade distribution, and withdrawal rates but yielded small effect sizes. Post-hoc pair-wise test was run to determine differences between learning modes. Online students had a significantly lower failure rate than students who took the class via synchronous video classroom. While statistically significant differences were found for grade distributions, the pair-wise comparison yielded no statistically significance differences between learning modes when using the more conservative Bonferroni correction in post-hoc testing. Finally, in this study, student withdrawal rates were lowest for students who took the class in person (in-person classroom and synchronous video classroom) than online. Students that persist in an online introductory Physics class are more likely to achieve an A than in other modes. However, the withdrawal rate is higher from online Physics courses. Further research is warranted to better understand the reasons for higher withdrawal rates in online courses. Finding the root cause to help eliminate differences in student performance across learning modes should remain a high priority for education researchers and the education community as a whole.

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.

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 examination of college student wellness: A research and liberal arts perspective

PubMed Central

Baldwin, Debora R; Towler, Kerry; Oliver, Michael D; Datta, Subimal

2017-01-01

Promoting wellness within academia reduces disease frequency and enhances overall health. This study examined wellness factors among undergraduate students attending a research university (n = 85) or a small liberal arts college (n = 126). Participants were administered surveys which measured physical, emotional, social, intellectual, and occupational wellness. Significant institutional differences emerged on measures of physical and social wellness. When collapsed across academic institutions, students who were gainfully employed reported greater self-efficacy compared with unemployed students. Gender differences emerged on measures of physical and social well-being. Our findings support the need for targeted interventions that facilitate enhanced college student development and well-being. PMID:29379611

An examination of college student wellness: A research and liberal arts perspective.

PubMed

Baldwin, Debora R; Towler, Kerry; Oliver, Michael D; Datta, Subimal

2017-01-01

Promoting wellness within academia reduces disease frequency and enhances overall health. This study examined wellness factors among undergraduate students attending a research university ( n  = 85) or a small liberal arts college ( n  = 126). Participants were administered surveys which measured physical, emotional, social, intellectual , and occupational wellness. Significant institutional differences emerged on measures of physical and social wellness. When collapsed across academic institutions, students who were gainfully employed reported greater self-efficacy compared with unemployed students. Gender differences emerged on measures of physical and social well-being. Our findings support the need for targeted interventions that facilitate enhanced college student development and well-being.

Learning from avatars: Learning assistants practice physics pedagogy in a classroom simulator

NASA Astrophysics Data System (ADS)

Chini, Jacquelyn J.; Straub, Carrie L.; Thomas, Kevin H.

2016-06-01

[This paper is part of the Focused Collection on Preparing and Supporting University Physics Educators.] Undergraduate students are increasingly being used to support course transformations that incorporate research-based instructional strategies. While such students are typically selected based on strong content knowledge and possible interest in teaching, they often do not have previous pedagogical training. The current training models make use of real students or classmates role playing as students as the test subjects. We present a new environment for facilitating the practice of physics pedagogy skills, a highly immersive mixed-reality classroom simulator, and assess its effectiveness for undergraduate physics learning assistants (LAs). LAs prepared, taught, and reflected on a lesson about motion graphs for five highly interactive computer generated student avatars in the mixed-reality classroom simulator. To assess the effectiveness of the simulator for this population, we analyzed the pedagogical skills LAs intended to practice and exhibited during their lessons and explored LAs' descriptions of their experiences with the simulator. Our results indicate that the classroom simulator created a safe, effective environment for LAs to practice a variety of skills, such as questioning styles and wait time. Additionally, our analysis revealed areas for improvement in our preparation of LAs and use of the simulator. We conclude with a summary of research questions this environment could facilitate.

Development and validation of an achievement test in introductory quantum mechanics: The Quantum Mechanics Visualization Instrument (QMVI)

NASA Astrophysics Data System (ADS)

Cataloglu, Erdat

The purpose of this study was to construct a valid and reliable multiple-choice achievement test to assess students' understanding of core concepts of introductory quantum mechanics. Development of the Quantum Mechanics Visualization Instrument (QMVI) occurred across four successive semesters in 1999--2001. During this time 213 undergraduate and graduate students attending the Pennsylvania State University (PSU) at University Park and Arizona State University (ASU) participated in this development and validation study. Participating students were enrolled in four distinct groups of courses: Modern Physics, Undergraduate Quantum Mechanics, Graduate Quantum Mechanics, and Chemistry Quantum Mechanics. Expert panels of professors of physics experienced in teaching quantum mechanics courses and graduate students in physics and science education established the core content and assisted in the validating of successive versions of the 24-question QMVI. Instrument development was guided by procedures outlined in the Standards for Educational and Psychological Testing (AERA-APA-NCME, 1999). Data gathered in this study provided information used in the development of successive versions of the QMVI. Data gathered in the final phase of administration of the QMVI also provided evidence that the intended score interpretation of the QMVI achievement test is valid and reliable. A moderate positive correlation coefficient of 0.49 was observed between the students' QMVI scores and their confidence levels. Analyses of variance indicated that students' scores in Graduate Quantum Mechanics and Undergraduate Quantum Mechanics courses were significantly higher than the mean scores of students in Modern Physics and Chemistry Quantum Mechanics courses (p < 0.05). That finding is consistent with the additional understanding and experience that should be anticipated in graduate students and junior-senior level students over sophomore physics majors and majors in another field. The moderate positive correlation coefficient of 0.42 observed between students' QMVI scores and their final course grades was also consistent with expectations in a valid instrument. In addition, the Cronbach-alpha reliability coefficient of the QMVI was found to be 0.82. Limited findings were drawn on students' understanding of introductory quantum mechanics concepts. Data suggested that the construct of quantum mechanics understanding is most likely multidimensional and the Main Topic defined as "Quantum Mechanics Postulates" may be an especially important factor for students in acquiring a successful understanding of quantum mechanics.

The role of gender on academic performance in STEM-related disciplines: Data from a tertiary institution.

PubMed

John, Temitope M; Badejo, Joke A; Popoola, Segun I; Omole, David O; Odukoya, Jonathan A; Ajayi, Priscilla O; Aboyade, Mary; Atayero, Aderemi A

2018-06-01

This data article presents data of academic performances of undergraduate students in Science, Technology, Engineering and Mathematics (STEM) disciplines in Covenant University, Nigeria. The data shows academic performances of Male and Female students who graduated from 2010 to 2014. The total population of samples in the observation is 3046 undergraduates mined from Biochemistry (BCH), Building technology (BLD), Computer Engineering (CEN), Chemical Engineering (CHE), Industrial Chemistry (CHM), Computer Science (CIS), Civil Engineering (CVE), Electrical and Electronics Engineering (EEE), Information and Communication Engineering (ICE), Mathematics (MAT), Microbiology (MCB), Mechanical Engineering (MCE), Management and Information System (MIS), Petroleum Engineering (PET), Industrial Physics-Electronics and IT Applications (PHYE), Industrial Physics-Applied Geophysics (PHYG) and Industrial Physics-Renewable Energy (PHYR). The detailed dataset is made available in form of a Microsoft Excel spreadsheet in the supplementary material of this article.

A Physics Course for Non-Physical Science Teachers

NASA Astrophysics Data System (ADS)

Cottle, Paul D.

1997-11-01

A two semester introductory physics sequence exclusively for undergraduates and graduate students in science education who were not seeking certification in physics was taught at Florida State for the first time in 1996-97. The course emphasized building understanding in both qualitative and quantitative aspects of physics through group learning approaches to laboratories and written problem assignments, assessments which required detailed written explanations, and frequent interactions between the instructor and individual students. This talk will briefly outline the structure of the course and some of the more interesting observations made by the group of science education graduate students and faculty who evaluated aspects of the course.

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…

Quantitative Methodology: A Guide for Emerging Physical Education and Adapted Physical Education Researchers

ERIC Educational Resources Information Center

Haegele, Justin A.; Hodge, Samuel R.

2015-01-01

Emerging professionals, particularly senior-level undergraduate and graduate students in kinesiology who have an interest in physical education for individuals with and without disabilities, should understand the basic assumptions of the quantitative research paradigm. Knowledge of basic assumptions is critical for conducting, analyzing, and…

Stability of Body Attitudes and Self-esteem in Late Adolescents.

ERIC Educational Resources Information Center

Padin, Mark A.; And Others

1981-01-01

Measures of body- and self-attitudes were assessed among 152 undergraduate students of both sexes. Subjects' self-rated physical attractiveness, physical effectiveness and self-esteem were measured at the initiation and end of their physical education classes. Results indicated no significant differences in stability of body attitudes and…

Statewide Physical Fitness Testing: Perspectives from the Gym

ERIC Educational Resources Information Center

Martin, Scott B.; Ede, Alison; Morrow, James R., Jr.; Jackson, Allen W.

2010-01-01

This paper provides observations of physical fitness testing in Texas schools and physical education teachers' insights about large-scale testing using the FITNESSGRAM[R] assessment (Cooper Institute, 2007) as mandated by Texas Senate Bill 530. In the first study, undergraduate and graduate students who were trained to observe and assess student…

Effects of Physical Attractiveness on Evaluation of Vocal Performance.

ERIC Educational Resources Information Center

Wapnick, Joel; Darrow, Alice Ann; Kovacs, Jolan; Dalrymple, Lucinda

1997-01-01

Studies whether physical attractiveness of singers affects judges' ratings of their vocal performances. Reveals that physical attractiveness does impact evaluation, that male raters were more severe than female raters, and that the rating of undergraduate majors versus graduate students and professors combined were not differently affected by…

Undergraduates talk about their choice to study physics at university: what was key to their participation?

NASA Astrophysics Data System (ADS)

Rodd, Melissa; Reiss, Michael; Mujtaba, Tamjid

2013-07-01

Background . The research on which this article is based was commissioned because of concerns about perceived shortages of willing and able young people choosing to study physics at university. Purpose This article reports on first year physics undergraduates' narratives of why they are studying physics and uses these narratives to identify reasons for their choice. Design and method Narrative-style interviewing with a purposive sample of first year undergraduates yielded data that revealed complexities around decision making, including choice of university course. Analysis of the texts was informed by psychoanalytical notions rooted in the work of Sigmund Freud. These psychoanalytical notions were used both in generating the interview data - the undergraduate volunteer interviewees were conceptualised as 'defended subjects' - and in analysing these interviews in order to conjecture how unconscious forces might figure in young people's decision making. Results After analysing the interviews with physics undergraduates, with respect to the question 'why are they reading physics?', the claim is that identification with a key adult is an important element in an individual's participation. On the other hand, we discerned no evidence that experience of the sorts of innovation typically designed to increase physics uptake - for example 'fun projects' or competitions - had been key with respect to a desire to read physics. Conclusion Attempts to recruit more students to university to study physics should note that a young person who identifies with a significant adult associated with physics, typically a teacher or family member, is in a good position to believe that physics is a subject that is worth studying.

Modeling Stretching Modes of Common Organic Molecules with the Quantum Mechanical Harmonic Oscillator: An Undergraduate Vibrational Spectroscopy Laboratory Exercise

ERIC Educational Resources Information Center

Parnis, J. Mark; Thompson, Matthew G. K.

2004-01-01

An introductory undergraduate physical organic chemistry exercise that introduces the harmonic oscillator's use in vibrational spectroscopy is developed. The analysis and modeling exercise begins with the students calculating the stretching modes of common organic molecules with the help of the quantum mechanical harmonic oscillator (QMHO) model.

Students' Initial Knowledge of Electric and Magnetic Fields--More Profound Explanations and Reasoning Models for Undesired Conceptions

ERIC Educational Resources Information Center

Saarelainen, M.; Laaksonen, A.; Hirvonen, P. E.

2007-01-01

This study explores undergraduate students' understanding and reasoning models of electric and magnetic fields. The results indicate that the tested students had various alternative concepts in applying their reasoning to certain CSEM test questions. The total number of physics students tested at the beginning of the first course on…

Repackaging undergraduate physics programs

NASA Astrophysics Data System (ADS)

Garner, James

1997-03-01

During the nineties the undergraduate physics major has experienced a number of problems that are not especially new. However, the severity of these problems may be at an all time high. The problems concern such matters as the difficulty of recruiting majors, the retention of majors and non-majors in our physics courses, and a poor employment picture for the B.S. physics graduates. The seriousness of these problems has reached such a profound level that it may be time for the physics community to reexamine a disturbing but fundamental question, i.e., what should be the primary purpose of the undergraduate physics program in our universities? Indeed, this question seems to be one of the primary focuses of this physics education conference. In previous eras physics departments did not have to be greatly concerned about these issues. Traditionally, physics was considered one of the liberal arts and we could tell prospective majors that if they wanted to work in a physics-related job then they should enroll in physics graduate studies. We expected most of them, at least the "worthy" ones, to do just that. We often callously disregarded the low retention of students in our courses with flippant phrases like, "we are just weeding them out." There seemed to be plenty of students eager to enter our exciting discipline and industry was quick to snatch up these excellent problem solvers when they finished their degree. Many would agree that this picture changed in the post cold-war nineties and things may never be the way they used to be.

Effects of online games on student performance in undergraduate physics

NASA Astrophysics Data System (ADS)

Sadiq, Irfan

The present state of physics teaching and learning is a reflection of the difficulty of the subject matter which has resulted in students' low motivation toward physics as well as lack of meaningful and deeper learning experiences. In light of an overall decline in interest in physics, an investigation of alternate teaching and learning methods and tools was appropriate. The research posed the following question: To what extent do online games about kinematics and two-dimensional motion impact student performance in undergraduate general physics as measured by a unit posttest? Two intact classes of 20 students each were randomly assigned to either the experimental group or the control group. Only the experimental group received the treatment of using online games. The duration of topics covered in the game content was identical to the lecture on kinematics and two-dimensional motion. Instructors for the experimental group incorporated online games in their regular classroom teaching, whereas those in the control group continued with their previously used curriculum without games. This study was conducted in three weekly sessions. Although students were not selected using random sampling, existing classes were randomly assigned to either the experimental group or the control group. There were 20 students in the experimental group and 20 students in the control group. The independent samples t test was conducted to compare the means of two independently sampled experimental and control groups. Analysis of covariance (ANCOVA) was used to determine if the two groups were significantly different with regard to their general physics performance on the posttest while controlling for the pretest scores. Analysis of posttest and pretest scores revealed that game-based learning did not significantly impact student performance.

Student trajectories in physics: the need for analysis through a socio-cultural lens

NASA Astrophysics Data System (ADS)

Zapata, Mara

2010-09-01

An analysis of student connections through time and space relative to the core discipline of physics is attempted, as viewed through the lens of actor-network-theory, by Antonia Candela. Using lenses of cultural realities, networks, and perceived power in the discourse of one specific university in the capital city of Mexico and one undergraduate physics classroom, the trajectories and itineraries of students are analyzed, relative to a physics professor's pedagogical practices. This ethnographic study then yields comparisons between Mexican undergraduate students and students from the United States. Actor network theory recognizes that the symbiotic relationship existing between an actor and a continuum of space and time is defined by the symbiotic yet interdependent relationships and networks of practice (Lemke in Downward causation: Minds, bodies, and matter 2000). As part of this study and in line with actor-network-theory, human actors and non-human participants were viewed in relation to how subjects acted and were acted upon within networks of practice. Through this forum I reflect on this work with particular focus on the issues of situatedness of actors from a sociocultural perspective and how established networks viewed within this perspective frame and subsequently impact student trajectories and itineraries. In essence I argue for a need to look at a myriad of further complexities driving the symbiotic relationships being analyzed.

Bringing Space Science to the Undergraduate Classroom: NASA's USIP Mission

NASA Astrophysics Data System (ADS)

Vassiliadis, D.; Christian, J. A.; Keesee, A. M.; Spencer, E. A.; Gross, J.; Lusk, G. D.

2015-12-01

As part of its participation in NASA's Undergraduate Student Instrument Project (USIP), a team of engineering and physics students at West Virginia University (WVU) built a series of sounding rocket and balloon missions. The first rocket and balloon missions were flown near-simultaneously in a campaign on June 26, 2014 (image). The second sounding rocket mission is scheduled for October 5, 2015. Students took a course on space science in spring 2014, and followup courses in physics and aerospace engineering departments have been developed since then. Guest payloads were flown from students affiliated with WV Wesleyan College, NASA's IV&V Facility, and the University of South Alabama. Students specialized in electrical and aerospace engineering, and space physics topics. They interacted regularly with NASA engineers, presented at telecons, and prepared reports. A number of students decided to pursue internships and/or jobs related to space science and technology. Outreach to the campus and broader community included demos and flight projects. The physics payload includes plasma density and temperature measurements using a Langmuir and a triple probe; plasma frequency measurements using a radio sounder (WVU) and an impedance probe (U.S.A); and a magnetometer (WVWC). The aerospace payload includes an IMU swarm, a GPS experiment (with TEC capability); a cubesat communications module (NASA IV&V), and basic flight dynamics. Acknowledgments: staff members at NASA Wallops Flight Facility, and at the Orbital-ATK Rocket Center, WV.

Epistemic Views of the Relationship between Physics and Mathematics: Its Influence on the Approach of Undergraduate Students to Problem Solving

ERIC Educational Resources Information Center

Pereira de Ataide, Ana Raquel; Greca, Ileana Maria

2013-01-01

The relationship between physics and mathematics is hardly ever presented with sufficient clarity to satisfy either physicists or mathematicians. It is a situation that often leads to misunderstandings that may spread quickly from teacher to student, such as the idea that mathematics is a mere instrument for the physicist. In this paper, we…

Teaching Introductory Quantum Physics and Chemistry: Caveats from the History of Science and Science Teaching to the Training of Modern Chemists

ERIC Educational Resources Information Center

Greca, Ileana M.; Freire, Olival, Jr.

2014-01-01

Finding the best ways to introduce quantum physics to undergraduate students in all scientific areas, in particular for chemistry students, is a pressing, but hardly a simple task. In this paper, we discuss the relevance of taking into account lessons from the history of the discipline and the ongoing controversy over its interpretations and…

Implementing Comprehensive Reform of Introductory Physics at a Primarily Undergraduate Institution: A Longitudinal Case Study

ERIC Educational Resources Information Center

Rogers, Michael; Keller, Luke D .; Price, Matthew F.; Crouse, Andrew

2015-01-01

Education research provides a range of curricular reform options that can lead to improved student course outcomes. These options can appear easy to implement with the hope of immediate increases in student learning. In 2006 the Ithaca College Physics Department went down this path by moving all of their 100-level courses out of lecture halls and…

Becoming a Physicist: How Identities and Practices Shape Physics Trajectories

NASA Astrophysics Data System (ADS)

Quan, Gina M.

This dissertation studies the relationships and processes which shape students' participation within the discipline of physics. Studying this early disciplinary participation gives insight to how students are supported in or pushed out of physics, which is an important step in cultivating a diverse set of physics students. This research occurs within two learning environments that we co-developed: a physics camp for high school girls and a seminar for undergraduate physics majors to get started in physics research. Using situated learning theory, we conceptualized physics learning to be intertwined with participation in physics practices and identity development. This theoretical perspective draws our attention to relationships between students and the physics community. Specifically, we study how students come to engage in the practices of the community and who they are within the physics community. We find that students' interactions with faculty and peers impact the extent to which students engage in authentic physics practices. These interactions also impact the extent to which students develop identities as physicists. We present implications of these findings for the design of physics learning spaces. Understanding this process of how students become members of the physics community will provide valuable insights into fostering a diverse set of successful trajectories in physics.

From Start to Finish: Retention of Physics Undergraduates

NASA Astrophysics Data System (ADS)

Hammer, Donna; Uher, Tim

The University of Maryland Physics Department's NSF Scholarships in Science Technology, Engineering and Mathematics (S-STEM) project is a unique program that aims to reduce the attrition of students that occurs in the ``pre-major-to-major'' gap - i.e., students who begin at the university intending to study physics, but do not graduate with a physics degree. To increase the retention of admitted students, the UMD S-STEM program is designed to provide student with financial assistance, a strong sense of community, academic support, and career planning. We will discuss how the program has been integrated into the curriculum and culture of the physics department, and focus on developing key components of the program: a nurturing environment, dedicated mentorship, early research experience, and professional development.

Getting the Word Out: Undergradute Space Physics at Rice University

NASA Astrophysics Data System (ADS)

Reiff, P. H.; Alexander, D.

2006-12-01

At Rice University we emphasize space physics in our non-major Physics and Astronomy undergraduate classes in addition to our graduate and majors program. In "ASTR 202" (solar system exploration for non- majors), we typically use a textbook which includes magnetospheric and auroral topics in it (many do not). In recent years, we have also created two new courses for undergraduates which highlight space physics. In spring 2005 we began PHYS 401, The Physics of Ham Radio, which includes a significant portion on the Sun, ionosphere, radio propagation, and space storms. It is a fun hands-on way to learn about circuits, electrical theory, antennas, and the effects of space weather, while creating a new hobby at the same time. The students are required to attempt the FCC "Technician" exam as their midterm exam, and all of the class members passed. This course is taken both by undergraduates and by local teachers in the Master of Science Teaching program (the teacher tuition is partially supported by CISM), and is offered every other year (it will be offered again in Spring 2007). In fall 2005 one of us (Alexander) started a new course, ASTR 243 "Exploring the Sun-Earth Connection", which focuses entirely on solar and space weather topics. It required the students to perform several projects over the course of the semester, and used many online resources. The feedback from the first session was very favorable, so it also will likely be offered every other year. Two of the students extended their experience by participating in summer research, one at an REU at the National Solar Observatory working on helioseismology data, and one at an international summer school in the U.K. where she focused on coronal heating. Thus with two courses in an every-other-year rotation, each academic year one undergraduate course in space physics is available at Rice. Furthermore, all senior majors are required to perform research, and each year several students choose a solar or space physics topic for their senior research, and often go on to graduate study at schools around the nation. Sun-Earth course page: http://www.owlnet.rice.edu/~astr243/ Ham radio course page: http://space.rice.edu/PHYS401/

Becoming a Scientist: Using First-Year Undergraduate Science Courses to Promote Identification with Science Disciplines

ERIC Educational Resources Information Center

Ruff, Chloe; Jones, Brett D.

2016-01-01

In this qualitative study, we examined how two professors (a physicist and biochemist) of first year college students perceived their students' development of identification in biochemistry or physics and how they actively supported this development. The professors described students who entered college with different levels of domain…

A Comparative Cross-Cultural Study of the Prevalence and Nature of Misconceptions in Physics amongst English and Chinese Undergraduate Students

ERIC Educational Resources Information Center

Abrahams, Ian; Homer, Matt; Sharpe, Rachael; Zhou, Mengyuan

2015-01-01

Background: Despite the large body of literature regarding student misconceptions, there has been relatively little cross-cultural research to directly compare the prevalence of common scientific misconceptions amongst students from different cultural backgrounds. Whilst previous research does suggest the international nature of many…

Retaining Students in Science, Technology, Engineering, and Mathematics (STEM) Majors

ERIC Educational Resources Information Center

Watkins, Jessica; Mazur, Eric

2013-01-01

In this paper we present results relating undergraduate student retention in science, technology, engineering, and mathematics (STEM) majors to the use of Peer Instruction (PI) in an introductory physics course at a highly selective research institution. We compare the percentages of students who switch out of a STEM major after taking a physics…

Physical Models Have Gender-Specific Effects on Student Understanding of Protein Structure-Function Relationships

ERIC Educational Resources Information Center

Forbes-Lorman, Robin M.; Harris, Michelle A.; Chang, Wesley S.; Dent, Erik W.; Nordheim, Erik V.; Franzen, Margaret A.

2016-01-01

Understanding how basic structural units influence function is identified as a foundational/core concept for undergraduate biological and biochemical literacy. It is essential for students to understand this concept at all size scales, but it is often more difficult for students to understand structure-function relationships at the molecular…

The Impact of a Student-Led Pedometer Intervention Incorporating Cognitive-Behavioral Strategies on Step Count and Self-Efficacy

ERIC Educational Resources Information Center

Raedeke, Thomas D.; Focht, Brian C.; King, Jenna S.

2010-01-01

This study evaluated the effectiveness of a student-led physical activity intervention that incorporated pedometers and cognitive-behavioral strategies. Undergraduate students (N = 117) enrolled in upper division exercise and sport science courses recruited participants. Participants in the cognitive-behavioral intervention condition received…

High School Physics, Two-Year Colleges, and Physics Majors

ERIC Educational Resources Information Center

White, Susan C.

2013-01-01

We have just completed the data collection for our 2012-13 Nationwide Survey of High School Physics and expect to have results to report in the spring. In the interim, we will take a look at physics in two-year colleges (TYCs). In 2007, we surveyed undergraduate seniors in degree-granting physics departments, and we asked these students if they…

A Resource for Using Real-World Examples in the Physics Classroom

ERIC Educational Resources Information Center

Van Dongen, Janelle; Rieger, Georg

2013-01-01

Physics Teaching for the 21st Century (://c21.phas.ubc.ca) is a free online resource for teachers who are interested in teaching physics concepts in real-world contexts. The materials on this site were developed by a team of physics faculty and graduate and undergraduate students at the Department of Physics & Astronomy, University of British…

The League of Astronomers

NASA Astrophysics Data System (ADS)

Thomas, Nancy H.; Brandel, A.; Paat, A. M.; Schmitz, D.; Sharma, R.; Trujillo, J.; Laws, C. S.

2014-01-01

The League of Astronomers is committed to engaging the University of Washington (UW) and the greater Seattle communities through outreach, research, and events. Since its re-founding two years ago, the LOA has provided a clear connection between the UW Astronomy Department, undergraduate students, and members of the public. Weekly outreach activities such as public star parties and planetarium talks in both the UW Planetarium and the Mobile Planetarium have connected enthusiastic LOA volunteers with hundreds of public observers. In addition, collaboration with organizations like the Seattle Astronomical Society and the UW Society of Physics Students has allowed the LOA to reach an even greater audience. The club also provides opportunities for undergraduate students to participate in research projects. The UW Student Radio Telescope (SRT) and the Manastash Ridge Observatory (MRO) both allow students to practice collecting their own data and turning it into a completed project. Students have presented many of these research projects at venues like the UW Undergraduate Research Symposium and meetings of the American Astronomical Society. For example, the LOA will be observing newly discovered globular clusters at the Dominion Astrophysical Observatory (DAO) in Victoria, B.C. and constructing color-magnitude diagrams. The LOA also helps engage students with the Astronomy major through a variety of events. Bimonthly seminars led by graduate students on their research and personal experiences in the field showcase the variety of options available for students in astronomy. Social events hosted by the club encourage peer mentoring and a sense of community among the Astronomy Department’s undergraduate and graduate students. As a part of one of the nation’s largest undergraduate astronomy programs, members of the League of Astronomers have a unique opportunity to connect and interact with not only the Seattle public but also the greater astronomical community.

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.

Physics and Physics Education at Clarion University

NASA Astrophysics Data System (ADS)

Aravind, Vasudeva

Clarion University is located in the rolling hills of western Pennsylvania. We are a primarily undergraduate public institution serving about 6000 students. We graduate students who take different career paths, one of them being teaching physics at high schools. Since educating teachers of tomorrow requires us to introduce currently trending, research proven pedagogical methods, we incorporate several aspects of physics pedagogies such as peer instruction, flipped classroom and hands on experimentation in a studio physics lab format. In this talk, I discuss some of our projects on physics education, and seek to find potential collaborators interested in working along similar lines.

GRAD-MAP: A Physics and Astronomy Diversity Initiative at the University of Maryland

NASA Astrophysics Data System (ADS)

Smith, Robyn; Rogoszinski, Zeeve; Sheppard, Kyle; Taylor, Corbin; Wilkins, Ashlee; Vogel, Stuart; Rolston, Steve; Hammer, Donna; Gezari, Suvi; Williams, Jimmy

2017-01-01

Graduate Resources for Advancing Diversity with Maryland's Astronomy and Physics (GRAD-MAP) builds connections with mid-Atlantic HBCUs, Minority-Serving Institutions (MSIs), and community colleges using seminars, forums, and workshops to foster a diverse community: undergraduates prepared to succeed in graduate school, inclusion-minded graduate student mentors, and faculty versed in the experiences of students at MSIs. In its fourth year, GRAD-MAP remains a graduate-student-powered initiative with a four-pronged approach: 1) Fall Collaborative Seminars, 2) Winter Workshop, 3) Spring Symposium, and 4) Summer Scholars Program. This coherent programming allows GRAD-MAP to do more than just increase the number of minority students or simply shuffle around students who already are, or would be, active in research. GRAD-MAP is committed to identifying students who are underserved or overlooked by the traditional academic pipeline. Our goal is not only to get them on the path to be successful undergraduate researchers and eventual graduate applicants, but also to make substantial, sustainable efforts toward a more inclusive climate in physics and astronomy. We will describe the key elements of our program, highlight successes and lessons learned, and describe formal evaluation currently underway with the intent that GRAD-MAP could serve as a model for other universities committed to diversity and inclusion.

Challenges and Opportunities in Interdisciplinary Materials Research Experiences for Undergraduates

NASA Astrophysics Data System (ADS)

Vohra, Yogesh; Nordlund, Thomas

2009-03-01

The University of Alabama at Birmingham (UAB) offer a broad range of interdisciplinary materials research experiences to undergraduate students with diverse backgrounds in physics, chemistry, applied mathematics, and engineering. The research projects offered cover a broad range of topics including high pressure physics, microelectronic materials, nano-materials, laser materials, bioceramics and biopolymers, cell-biomaterials interactions, planetary materials, and computer simulation of materials. The students welcome the opportunity to work with an interdisciplinary team of basic science, engineering, and biomedical faculty but the challenge is in learning the key vocabulary for interdisciplinary collaborations, experimental tools, and working in an independent capacity. The career development workshops dealing with the graduate school application process and the entrepreneurial business activities were found to be most effective. The interdisciplinary university wide poster session helped student broaden their horizons in research careers. The synergy of the REU program with other concurrently running high school summer programs on UAB campus will also be discussed.

Anharmonic effects in simple physical models: introducing undergraduates to nonlinearity

NASA Astrophysics Data System (ADS)

Christian, J. M.

2017-09-01

Given the pervasive character of nonlinearity throughout the physical universe, a case is made for introducing undergraduate students to its consequences and signatures earlier rather than later. The dynamics of two well-known systems—a spring and a pendulum—are reviewed when the standard textbook linearising assumptions are relaxed. Some qualitative effects of nonlinearity can be anticipated from symmetry (e.g., inspection of potential energy functions), and further physical insight gained by applying a simple successive-approximation method that might be taught in parallel with courses on classical mechanics, ordinary differential equations, and computational physics. We conclude with a survey of how these ideas have been deployed on programmes at a UK university.

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.

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.

Job title of recent bachelor's degree recipients

NASA Astrophysics Data System (ADS)

White, Susan C.

2015-05-01

Physics bachelor's degree recipients work in all kinds of professions—science writing, medicine, law, history of science, acting, music, healthcare and more. Since very few of these employees have the word "physics" in their job titles, it can be hard for new graduates to know where to look for jobs and how to find other recent physics graduates in the workforce. The American Institute of Physics and the Society of Physics Students joined forces on an NSF-funded grant to create career tools for undergraduate physics students.1 One of the tools available to students in the Careers Toolbox is a listing of common job titles of physics bachelors degree recipients working in various fields; some of the job titles are listed below.

Using Raman Spectroscopy and Surface-Enhanced Raman Scattering to Identify Colorants in Art: An Experiment for an Upper-Division Chemistry Laboratory

ERIC Educational Resources Information Center

Mayhew, Hannah E.; Frano, Kristen A.; Svoboda, Shelley A.; Wustholz, Kristin L.

2015-01-01

Surface-enhanced Raman scattering (SERS) studies of art represent an attractive way to introduce undergraduate students to concepts in nanoscience, vibrational spectroscopy, and instrumental analysis. Here, we present an undergraduate analytical or physical chemistry laboratory wherein a combination of normal Raman and SERS spectroscopy is used to…

Women, Men, and Academic Performance in Science and Engineering: The Gender Difference in Undergraduate Grade Point Averages

ERIC Educational Resources Information Center

Sonnert, Gerhard; Fox, Mary Frank

2012-01-01

Using longitudinal and multi-institutional data, this article takes an innovative approach in its analyses of gender differences in grade point averages (GPA) among undergraduate students in biology, the physical sciences, and engineering over a 16-year period. Assessed are hypotheses about (a) the gender ecology of science/engineering and (b) the…

Adapted Physical Activity, Recreation and Sport: Crossdisciplinary and Lifespan. Fifth Edition.

ERIC Educational Resources Information Center

Sherrill, Claudine

This textbook is designed for both undergraduate and graduate students who aspire to meet the individual needs of children with disabilities in physical education, recreation, sport, fitness, or rehabilitation settings. The goal is to prepare professionals to meet the personnel standards established by the National Consortium of Physical and…

A Simple Derivation of Time Dilation and Length Contraction in Special Relativity

ERIC Educational Resources Information Center

Behroozi, Fred

2014-01-01

Undergraduate physics majors typically begin their study of modern physics with special relativity. It is here that physics students first encounter the counterintuitive concepts of time dilation and length contraction. Unfortunately, the derivations of these results are often cloaked in several layers of analysis that render them rather…

Beyond Physics: A Case for Far Transfer

ERIC Educational Resources Information Center

Forsyth, Benjamin Robert

2012-01-01

This is a case study of a physics undergraduate who claimed that he "uses physics to understand other subjects." This statement suggested that this student could describe issues concerning the transfer of learning and especially instances of far transfer. Detailed instances of far transfer have been difficult to replicate in lab settings.…

Motivating Non-Science Majors: The Technology of Electromagnetic Waves

ERIC Educational Resources Information Center

Henrich, Victor E.

2018-01-01

To address the need for physics courses that stimulate non- STEM majors' interest in, and appreciation of, science, the Department of Applied Physics has developed a popular course for Yale College undergraduates, The Technological World, that explains the physics behind technologies that students use every day. The course provides an in-depth…

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…

The Effects on Students' Conceptual Understanding of Electric Circuits of Introducing Virtual Manipulatives within a Physical Manipulatives-Oriented Curriculum

ERIC Educational Resources Information Center

Zacharia, Zacharias C.; de Jong, Ton

2014-01-01

This study investigates whether Virtual Manipulatives (VM) within a Physical Manipulatives (PM)-oriented curriculum affect conceptual understanding of electric circuits and related experimentation processes. A pre-post comparison study randomly assigned 194 undergraduates in an introductory physics course to one of five conditions: three…

Dating Violence among College Students

ERIC Educational Resources Information Center

Iconis, Rosemary

2013-01-01

Dating violence is a significant problem on college campuses. More than one-fifth of the undergraduate dating population are physically abused by their dating partners and an even greater percentage are psychologically abused. Researchers have identified risk factors for college student dating violence. Preventive interventions are strongly…

Diversity Education across the Undergraduate Curriculum: Student Perspectives

ERIC Educational Resources Information Center

Baillargeon, Jane

2013-01-01

This qualitative study uses narrative inquiry methodologies informed by Indigenous research methods to examine the changes in students' perspectives of diversity, including race, ethnicity, gender, religion, politics, sexual orientation, socioeconomic status, physical and cultural diversity, as they are exposed to the "other" in their…

Understanding the variable effect of instructional innovations on student learning

NASA Astrophysics Data System (ADS)

Iverson, Heidi L.

2012-02-01

As a result of dissatisfaction with the traditional lecture-based model of education a large number of reform-oriented instructional innovations have been developed, enacted, and studied in undergraduate physics courses. While previous work has shown that the impact of instructional innovations on student learning has been overwhelmingly positive, it has also been highly variable. The purpose of this analysis is to investigate this variability. For this analysis, 79 published studies on undergraduate physics instructional innovations were analyzed with respect to the types of innovations used and the methodological characteristics of the studies themselves. The findings of this analysis have indicated that nearly half of the variability in effect size can be accounted for by study design characteristics rather than by the characteristics of the innovations used. However, a subsequent analysis illustrated that one specific innovation, Workshop/Studio Physics, appears to be particularly effective within the observed sample of studies.

Angelo State SPS Marsh White Award: Physics After School Special (P.A.S.S.)

NASA Astrophysics Data System (ADS)

Desai, Vikesh; Sauncy, Toni

2012-03-01

With a recent Marsh White Award from the SPS National Office, the Angelo State SPS has teamed up with a local YMCA after school program to provide fun lab experiences for the diverse group of K-3^rd graders. Several undergraduate presenters are involved, and the funding was used to purchase tshirts for all participants. The afterschool group of approximately 30 children has visited the campus for the first lab session and plans three additional hands on lab experiences over the course of the semester. For the final visit, the Peer Pressure Team will conduct a full demonstration show and P.A.S.S. Party. The goal of this public engagement is to motivate these young students to learn more about physics with hands on activities in a fun and safe environment and to establish meaningful mentoring relationships between undergraduate physics majors and younger students.

A Study of Physics Faculty's Instructional Practices: Implications for Experiential STEM Faculty Development Model

NASA Astrophysics Data System (ADS)

Soto, Marissa; Suskavcevic, Miliana; Forrest, Rebecca; Cheung, Margaret; Kapral, Andrew; Khon, Lawrence

When teaching physics, many factors determine the final impact the course will have on a student. Using STEP, a teacher content professional development program, we are studying the incorporation of inquiry-based teaching strategies in the professional development of university professors through an active engagement program. Through the professors' involvement in the program, they gain experience with inquiry-based instruction that can be put into effect in their own classrooms to possibly create a shift in understanding and success ratesat physics undergraduate courses. This model consists of faculty peer mentoring, facilitating instruction within a community of practice, and implementation of undergraduate inquiry-based physics teaching strategies. Here, professors are facilitating the physics lessons to in-service high school teachers while using inquiry strategies and interactive activities rather than traditional lecture. This project aided the creation of an undergraduate inquiry-based physics course at the University of Houston. It could lead to a new form of professor professional development workshop that does not only benefit the professor, but also highschoolteachers not properly trained in the field of physics.

Investigations of student understanding of entropy and of mixed second-order partial derivatives in upper-level thermodynamics

NASA Astrophysics Data System (ADS)

Bucy, Brandon R.

While much of physics education research (PER) has traditionally been conducted in introductory undergraduate courses, researchers have begun to study student understanding of physics concepts at the upper-level. In this dissertation, we describe investigations conducted in advanced undergraduate thermodynamics courses. We present and discuss results pertaining to student understanding of two topics: entropy and the role of mixed second-order partial derivatives in thermodynamics. Our investigations into student understanding of entropy consisted of an analysis of written student responses to researcher-designed diagnostic questions. Data gathered in clinical interviews is employed to illustrate and extend results gathered from written responses. The question sets provided students with several ideal gas processes, and asked students to determine and compare the entropy changes of these processes. We administered the question sets to students from six distinct populations, including students enrolled in classical thermodynamics, statistical mechanics, thermal physics, physical chemistry, and chemical engineering courses, as well as a sample of physics graduate students. Data was gathered both before and after instruction in several samples. Several noteworthy features of student reasoning are identified and discussed. These features include student ideas about entropy prior to instruction, as well as specific difficulties and other aspects of student reasoning evident after instruction. As an example, students from various populations tended to emphasize either the thermodynamic or the statistical definition of entropy. Both approaches present students with a unique set of benefits as well as challenges. We additionally studied student understanding of partial derivatives in a thermodynamics context. We identified specific difficulties related to the mixed second partial derivatives of a thermodynamic state function, based on an analysis of student responses to homework and exam problems. Students tended to set these partial derivatives identically equal to zero. Students also displayed difficulties in relating the physical description of a material property to a corresponding mathematical statement involving partial derivatives. We describe the development of a guided-inquiry tutorial activity designed to address these specific difficulties. This tutorial focused on the graphical interpretation of partial derivatives. Preliminary results suggest that the tutorial was effective in addressing several student difficulties related to partial derivatives.

The Undergraduate ALFALFA Team: A Model for Involving Undergraduates in Major Legacy Astronomy Research

NASA Astrophysics Data System (ADS)

Troischt, Parker; Koopmann, Rebecca A.; Haynes, Martha P.; Higdon, Sarah; Balonek, Thomas J.; Cannon, John M.; Coble, Kimberly A.; Craig, David; Durbala, Adriana; Finn, Rose; Hoffman, G. Lyle; Kornreich, David A.; Lebron, Mayra E.; Crone-Odekon, Mary; O'Donoghue, Aileen A.; Olowin, Ronald Paul; Pantoja, Carmen; Rosenberg, Jessica L.; Venkatesan, Aparna; Wilcots, Eric M.; Alfalfa Team

2015-01-01

The NSF-sponsored Undergraduate ALFALFA (Arecibo Legacy Fast ALFA) Team (UAT) is a consortium of 19 institutions founded to promote undergraduate research and faculty development within the extragalactic ALFALFA HI blind survey project and follow-up programs. The collaborative nature of the UAT allows faculty and students from a wide ​range of public and private colleges and especially those with small astronomy programs to develop scholarly collaborations. Components of the program include an annual undergraduate workshop at Arecibo Observatory, observing runs at Arecibo, computer infrastructure, summer and academic year research projects, and dissemination at national meetings (e.g., Alfvin et al., Martens et al., Sanders et al., this meeting). Through this model, faculty and students are learning how science is accomplished in a large collaboration while contributing to the scientific goals of a major legacy survey. In the 7 years of the program, 23 faculty and more than 220 undergraduate students have participated at a significant level. 40% of them have been women and members of underrepresented groups. Faculty, many of whom were new to the collaboration and had expertise in other fields, contribute their diverse sets of skills to ALFALFA ​related projects via observing, data reduction, collaborative research, and research with students. 142 undergraduate students have attended the annual workshops at Arecibo Observatory, interacting with faculty, graduate students, their peers, and Arecibo staff in lectures, group activities, tours, and observing runs. Team faculty have supervised 131 summer research projects and 94 academic year (e.g., senior thesis) projects. 62 students have traveled to Arecibo Observatory for observing runs and 46 have presented their results at national meetings. 93% of alumni are attending graduate school and/or pursuing a career in STEM. Half of those pursuing graduate degrees in Physics or Astronomy are women. This work has been supported by NSF grants AST-0724918/0902211, AST075267/0903394, AST0725380, and AST-1211005.

Barriers to undergraduate peer-physical examination of the lower limb in the health sciences and strategies to improve inclusion: a review.

PubMed

Hendry, Gordon James

2013-10-01

Peer-physical examination is a widely adopted and an integral component of the undergraduate curriculum for many health science programs. Unwillingness or perceived inability to participate in peer-physical examination classes may have a negative impact upon students' abilities to competently conduct physical examinations of patients in future as registered health professionals. A literature review on the perceptions and attitudes of peer-physical examination of the lower limb amongst medical and health science students was conducted to identify potential barriers to participation, and to review strategies to improve participation in classes designed to develop clinical examination skills. A pragmatic search strategy of the literature from PubMed and Google Scholar published prior to June 2012 yielded 23 relevant articles. All articles were concerned with the views of medical students' education and there were no articles explicitly addressing the role of peer-physical examination in health science disciplines. Several ethical issues were identified including feelings of coercion, embarrassment, and perceptions of a lack of consideration for cultural and religious beliefs. The available evidence suggests that barriers to participation may be overcome by implementing standard protocols concerned with obtaining informed written consent, adequate choice of peer-examiner, changing facilities and garment advice, and possible alternative learning methods.

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.

Astrobites: The Astro-ph Reader's Digest For Undergraduates

NASA Astrophysics Data System (ADS)

Sanders, Nathan; Newton, E. R.; Czekala, I.; Rosenfeld, K.; Dressing, C. D.; Gifford, D.; Suresh, J.; Schneider, E.; Morley, C.; Kohler, S.

2011-05-01

Do you know an undergraduate embarking on a career in research in astronomy or a related field? Point them to Astrobites, a daily astrophysical literature blog for undergraduates written by graduate students (http://astroph.wordpress.com). Our goal is to present one interesting paper per day in a brief format that is accessible to undergraduate students in the physical sciences who are interested in active research. We not only try to summarize new work, but also to provide valuable context for readers not yet familiar with the astrophysical literature. For example, our posts discuss the long term goals motivating the field, astronomical jargon, and how the technical methods work. Special posts offer career guidance for undergraduates (e.g. how to select a graduate school) and detail personal experiences (e.g. observing at a Chilean telescope or attending a AAS meeting). We present sample Astrobites posts, readership statistics, and the results of our periodic reader surveys from our first semester of blogging (Spring 2011).

Physics of the Atmosphere

NASA Astrophysics Data System (ADS)

Caballero, Rodrigo

2014-11-01

With the increasing attention paid to climate change, there is ever-growing interest in atmospheric physics and the processes by which the atmosphere affects Earth's energy balance. This self-contained text, written for advanced undergraduate and graduate students in physics or meteorology, assumes no prior knowledge apart from basic mechanics and calculus and contains material for a complete course. Augmented with worked examples, the text considers all aspects of atmospheric physics except dynamics, including moist thermodynamics, cloud microphysics, atmospheric radiation and remote sensing, and will be an invaluable resource for students and researchers.

Astrobites: Engaging Undergraduate Science Majors with Current Astrophysical Research

NASA Astrophysics Data System (ADS)

Zevin, Michael; Astrobites

2017-01-01

Astrobites is a graduate-student organization that publishes an online astrophysical literature blog (astrobites.com). The purpose of the site is to make current astrophysical research accessible to and exciting for undergraduate physical science majors and astronomy enthusiasts, and the site now hosts an archive of over 1300 posts summarizing recent astrophysical research. In addition, Astrobites presents posts on career guidance, practical 'how-to' articles, conference summaries, and astronomy news. Astrobites has an average of more than 1000 pageviews per day and reaches not only its target audience of undergraduates, but also graduate students and professionals within astronomy, astronomy enthusiasts, and educators. As we enter our seventh year of successful blogging, we share here the most up-to-date summary of our organization, readership, and growth.

A presentation of the black hole stretching effect

NASA Astrophysics Data System (ADS)

Vasileios Kontomaris, Stylianos; Malamou, Anna

2018-01-01

Black holes and the physics behind them is a fascinating topic for students of all levels. The exotic conditions which prevail near a black hole should be discussed and presented to undergraduate students in order to increase their interest in studying physics and to provide useful insights into basic physics concepts, such as non-uniform gravitational fields. For this purpose, a simplified presentation of the stretching effect which is experienced by an object near a black hole is presented in this paper.

Valuing Professional Development Components for Emerging Undergraduate Researchers

NASA Astrophysics Data System (ADS)

Cheung, I.

2015-12-01

In 2004 the Hatfield Marine Science Center (HMSC) at Oregon State University (OSU) established a Research Experience for Undergraduates (REU) program to engage undergraduate students in hands-on research training in the marine sciences. The program offers students the opportunity to conduct research focused on biological and ecological topics, chemical and physical oceanography, marine geology, and atmospheric science. In partnership with state and federal government agencies, this ten-week summer program has grown to include 20+ students annually. Participants obtain a background in the academic discipline, professional development training, and research experience to make informed decisions about careers and advanced degrees in marine and earth system sciences. Professional development components of the program are designed to support students in their research experience, explore career goals and develop skills necessary to becoming a successful young marine scientist. These components generally include seminars, discussions, workshops, lab tours, and standards of conduct. These componentscontribute to achieving the following professional development objectives for the overall success of new emerging undergraduate researchers: Forming a fellowship of undergraduate students pursuing marine research Stimulating student interest and understanding of marine research science Learning about research opportunities at Oregon State University "Cross-Training" - broadening the hands-on research experience Exploring and learning about marine science careers and pathways Developing science communication and presentation skills Cultivating a sense of belonging in the sciences Exposure to federal and state agencies in marine and estuarine science Academic and career planning Retention of talented students in the marine science Standards of conduct in science Details of this program's components, objectives and best practices will be discussed.

Flash Photolysis Experiment of o-Methyl Red as a Function of pH: A Low-Cost Experiment for the Undergraduate Physical Chemistry Lab

ERIC Educational Resources Information Center

Larsen, Molly C.; Perkins, Russell J.

2016-01-01

A low-cost, time-resolved spectroscopy experiment appropriate for third year physical chemistry students is presented. Students excite o-methyl red in basic solutions with a laser pointer and use a modular spectrometer with a CCD array detector to monitor the transient spectra as the higher-energy cis conformer of the molecule converts back to the…

"I Understand Why People Need to Ease Their Emotions": Exploring Mindfulness and Emotions in a Conceptual Physics Classroom of an Elementary Teacher Education Program

ERIC Educational Resources Information Center

Powietrzynska, Malgorzata; Gangji, Al-Karim H.

2016-01-01

In this manuscript we bring to focus student perceptions of salience (or lack of thereof) of emotions in the undergraduate conceptual physics course (in the teacher education program) and their relevance to teaching and learning. Our analysis of student responses to the Mindfulness in Education Heuristic constitutes a feedback loop affording the…

Faculty Member for Research in an Undergraduate Institution Prize Talk: Research and Teaching through high-precision spectroscopy of heavy atoms

NASA Astrophysics Data System (ADS)

Majumder, Tiku

2017-04-01

In recent decades, substantial experimental effort has centered on heavy (high-Z) atomic and molecular systems for atomic-physics-based tests of standard model physics, through (for example) measurements of atomic parity nonconservation and searches for permanent electric dipole moments. In all of this work, a crucial role is played by atomic theorists, whose accurate wave function calculations are essential in connecting experimental observables to tests of relevant fundamental physics parameters. At Williams College, with essential contributions from dozens of undergraduate students, we have pursued a series of precise atomic structure measurements in heavy metal atoms such as thallium, indium, and lead. These include measurements of hyperfine structure, transition amplitudes, and atomic polarizability. This work, involving diode lasers, heated vapor cells, and an atomic beam apparatus, has both tested the accuracy and helped guide the refinement of new atomic theory calculations. I will discuss a number of our recent experimental results, emphasizing the role played by students and the opportunities that have been afforded for research-training in this undergraduate environment. Work supported by Research Corporation, the NIST Precision Measurement Grants program, and the National Science Foundation.

Careers in Patent Law for Physics Majors

ERIC Educational Resources Information Center

Oliver, Douglas L.

2010-01-01

An important question that many undergraduate physics students ask is, "What can one do with a physics degree?" Of course there are many answers to this question. Often a general reference to becoming a lawyer is given as a possible answer. This paper is intended to explain the field of patent law and how a physics degree can lead to an…

News

NASA Astrophysics Data System (ADS)

2001-01-01

MASTERCLASSES Researchers help motivate school students; HIGHER EDUCATION Undergraduate physics inquiry launched Sir Peter; PUBLIC UNDERSTANDING OF SCIENCE Chemists take the lead to get science groups pulling together; RESEARCH FRONTIERS Spintronic Chips; LOWER SECONDARY CURRICULUM Why do we teach physics? TEACHING COMMUNITY e-Teachers; AWARDS Nobel Prize; HIGHER EDUCATION Project Phoenics; PARTICLE PHYSICS LEP Closure; TEACHER TRAINING Training salary fails to attract recruits; EVENTS Physics moves into the spotlight

Graphical representations of data improve student understanding of measurement and uncertainty: An eye-tracking study

NASA Astrophysics Data System (ADS)

Susac, Ana; Bubic, Andreja; Martinjak, Petra; Planinic, Maja; Palmovic, Marijan

2017-12-01

Developing a better understanding of the measurement process and measurement uncertainty is one of the main goals of university physics laboratory courses. This study investigated the influence of graphical representation of data on student understanding and interpreting of measurement results. A sample of 101 undergraduate students (48 first year students and 53 third and fifth year students) from the Department of Physics, University of Zagreb were tested with a paper-and-pencil test consisting of eight multiple-choice test items about measurement uncertainties. One version of the test items included graphical representations of the measurement data. About half of the students solved that version of the test while the remaining students solved the same test without graphical representations. The results have shown that the students who had the graphical representation of data scored higher than their colleagues without graphical representation. In the second part of the study, measurements of eye movements were carried out on a sample of thirty undergraduate students from the Department of Physics, University of Zagreb while students were solving the same test on a computer screen. The results revealed that students who had the graphical representation of data spent considerably less time viewing the numerical data than the other group of students. These results indicate that graphical representation may be beneficial for data processing and data comparison. Graphical representation helps with visualization of data and therefore reduces the cognitive load on students while performing measurement data analysis, so students should be encouraged to use it.

How to double the number of undergraduate physics majors

NASA Astrophysics Data System (ADS)

Kopp, Sacha

2015-03-01

Many colleges and universities around the country have a solid physics program that prepares students bound for graduate physics study. For a variety of reasons, the number of students choosing to major in physics may be small, typically <1% of the student body. When compared to other majors, this population is experiencing negligible growth. I will describe a campaign launched while at the University of Texas at Austin aimed at recruiting and retention of majors. This campaign includes actual programmatic changes in the curriculum and instruction of majors. Additionally, it includes a direct marketing campaign that attempted to change student attitudes about physics and its relation to their current major. Finally, it includes a program to reach out to local high schools and engage students in a discussion about their career choices before they apply for college. I will share some numerical and attitudinal data that suggests positive changes in the student population.

Student Understanding of Liquid-Vapor Phase Equilibrium

ERIC Educational Resources Information Center

Boudreaux, Andrew; Campbell, Craig

2012-01-01

Student understanding of the equilibrium coexistence of a liquid and its vapor was the subject of an extended investigation. Written assessment questions were administered to undergraduates enrolled in introductory physics and chemistry courses. Responses have been analyzed to document conceptual and reasoning difficulties in sufficient detail to…

Studying the Binomial Distribution Using LabVIEW

ERIC Educational Resources Information Center

George, Danielle J.; Hammer, Nathan I.

2015-01-01

This undergraduate physical chemistry laboratory exercise introduces students to the study of probability distributions both experimentally and using computer simulations. Students perform the classic coin toss experiment individually and then pool all of their data together to study the effect of experimental sample size on the binomial…

Fourier Spectroscopy: A Simple Analysis Technique

ERIC Educational Resources Information Center

Oelfke, William C.

1975-01-01

Presents a simple method of analysis in which the student can integrate, point by point, any interferogram to obtain its Fourier transform. The manual technique requires no special equipment and is based on relationships that most undergraduate physics students can derive from the Fourier integral equations. (Author/MLH)

Graphical Representations of Data Improve Student Understanding of Measurement and Uncertainty: An Eye-Tracking Study

ERIC Educational Resources Information Center

Susac, Ana; Bubic, Andreja; Martinjak, Petra; Planinic, Maja; Palmovic, Marijan

2017-01-01

Developing a better understanding of the measurement process and measurement uncertainty is one of the main goals of university physics laboratory courses. This study investigated the influence of graphical representation of data on student understanding and interpreting of measurement results. A sample of 101 undergraduate students (48 first year…

Student Staff Partnership to Create an Interdisciplinary Science Skills Course in a Research Intensive University

ERIC Educational Resources Information Center

Woolmer, Cherie; Sneddon, Peter; Curry, Gordon; Hill, Bob; Fehertavi, Szonja; Longbone, Charlotte; Wallace, Katherine

2016-01-01

This paper reflects upon the development of a multidisciplinary lesson plan aimed at developing science skills for Physics and Astronomy, Geographical and Earth Sciences, and Chemistry students at a research intensive Scottish university. The lesson plan was co-developed with a small group of staff and undergraduate students from these…

"Space and Consequences": The Influence of the Roundtable Classroom Design on Student Dialogue

ERIC Educational Resources Information Center

Parsons, Caroline S.

2016-01-01

This study sought to explore how the design of both physical and virtual learning spaces influence student dialogue in a modern university. Qualitative analysis of the learning spaces in an undergraduate liberal arts program was conducted. Interview and focus group data from students and faculty, in addition to classroom observations, resulted in…

From a Museum Demonstration to Problem Solving: Promoting the Construction of Concepts

ERIC Educational Resources Information Center

Lee, Yeung Chung

2007-01-01

Physics is perceived by many students to be a difficult subject, and misconceptions about it are quite common not only among school students but also among undergraduates and pre-service postgraduate science teachers. In teaching the topic of gas pressure to primary student teachers studying in the Bachelor of Education programme at my institute,…

Generating Students' Information Seeking Questions in the Scholar Lab: What Benefits Can We Expect from Inquiry Teaching Approaches?

ERIC Educational Resources Information Center

Torres, Tarcilo; Milicic, Beatriz; Soto, Carlos; Sanjose, Vicente

2013-01-01

Physics teachers use experimental devices to show students how scientific concepts, principles, and laws are applied to understand the real world. This paper studies question generation of secondary and under-graduate university students when they are confronted with experimental devices in different but usual teaching situations: reading about…

Developing Students' Ideas about Lens Imaging: Teaching Experiments with an Image-Based Approach

ERIC Educational Resources Information Center

Grusche, Sascha

2017-01-01

Lens imaging is a classic topic in physics education. To guide students from their holistic viewpoint to the scientists' analytic viewpoint, an image-based approach to lens imaging has recently been proposed. To study the effect of the image-based approach on undergraduate students' ideas, teaching experiments are performed and evaluated using…

Perceived problem solving, stress, and health among college students.

PubMed

Largo-Wight, Erin; Peterson, P Michael; Chen, W William

2005-01-01

To study the relationships among perceived problem solving, stress, and physical health. The Perceived Stress Questionnaire (PSQ), Personal Problem solving Inventory (PSI), and a stress-related physical health symptoms checklist were used to measure perceived stress, problem solving, and health among undergraduate college students (N = 232). Perceived problem-solving ability predicted self-reported physical health symptoms (R2 = .12; P < .001) and perceived stress (R2 = .19; P < .001). Perceived problem solving was a stronger predictor of physical health and perceived stress than were physical activity, alcohol consumption, or social support. Implications for college health promotion are discussed.

Through the eyes of aspiring scientists: Mexican Americans in pursuit of the PhD

NASA Astrophysics Data System (ADS)

Heimlich, Scott Matthew

This qualitative study expands the current knowledge base behind why undergraduates pursue a doctorate in the life and physical sciences, specifically with regard to Mexican Americans. Hispanics make up approximately 11.7% of the United States population, with Mexican Americans comprising almost two-thirds of this total. In 1998, of the 9,683 doctorates awarded to U.S. citizens and permanent residents in the life (biological) and physical sciences, 75 went to Mexican Americans (54 to males, 21 to females). Mexican Americans are severely underrepresented in U.S. doctoral programs in the life and physical sciences, as well as at earlier points in the U.S. educational system. A key aim of this study was to understand the underrepresentation of this population in science, and listen to Mexican Americans currently pursuing their science doctorate discuss their aspirations and experiences. In depth interviews were conducted with twelve Mexican American doctoral students in the life and physical sciences, all currently attending the same competitive research university in California. A comparison of the backgrounds of these twelve students, along with their impetus for pursuing a graduate education, is presented. In depth portraits that chronicle the experiences of five of these students is also included. This study found that a student's personal drive, career aspirations, enjoyment of science and research in addition to the scientist lifestyle were important variables in the decision to pursue a science doctorate. Involvement in research as an undergraduate was highlighted as a crucial factor in introducing and ultimately exciting students about research careers and graduate school, and many of these students participated in organizations at the undergraduate level, often targeted towards groups underrepresented in the sciences, that promoted scientific research and careers. Members of the educational system, peers, and family all played important roles at various times in supporting these students in their educational and career aspirations. No one factor was found to be essential to the pursuit of the doctorate, and each student's perspective on their experiences was truly unique as they discussed both their struggles and supports, and shared their evolving aspirations toward science.

Light, Imaging, Vision: An interdisciplinary undergraduate course

NASA Astrophysics Data System (ADS)

Nelson, Philip

Students in physical and life science, and in engineering, need to know about the physics and biology of light. In the 21st century, it has become increasingly clear that the quantum nature of light is essential both for the latest imaging modalities and even to advance our knowledge of fundamental processes, such as photosynthesis and human vision. But many optics courses remain rooted in classical physics, with photons as an afterthought. I'll describe a new undergraduate course, for students in several science and engineering majors, that takes students from the rudiments of probability theory to modern methods like fluorescence imaging and Förster resonance energy transfer. After a digression into color vision, students then see how the Feynman principle explains the apparently wavelike phenomena associated to light, including applications like diffraction limit, subdiffraction imaging, total internal reflection and TIRF microscopy. Then we see how scientists documented the single-quantum sensitivity of the eye seven decades earlier than `ought' to have been possible, and finally close with the remarkable signaling cascade that delivers such outstanding performance. A new textbook embodying this course will be published by Princeton University Press in Spring 2017. Partially supported by the United States National Science Foundation under Grant PHY-1601894.

Energy Projects in Undergraduate Physics

ERIC Educational Resources Information Center

Morgan, R.; And Others

1976-01-01

Describes a set of student projects, each involving about 240 hours of laboratory time, covering the following topics: wind power monitoring, wind generator design, solar power, and the heat pump. (MLH)

34 CFR 691.1 - Scope and purpose.

Code of Federal Regulations, 2010 CFR

2010-07-01

... undergraduate students who are pursuing eligible majors in the physical, life, or computer sciences, mathematics..., DEPARTMENT OF EDUCATION ACADEMIC COMPETITIVENESS GRANT (ACG) AND NATIONAL SCIENCE AND MATHEMATICS ACCESS TO...

A low-cost polarimeter for an undergraduate laboratory to study the polarization pattern of skylight

NASA Astrophysics Data System (ADS)

Abayaratne, Chula P.; Bandara, Vibodha

2017-03-01

A simple, low-cost, fully automated polarimeter, which demonstrates fundamental properties of skylight scattering and polarization for undergraduate physics students, is described. The polarimeter includes a microprocessor-based control unit, a Sun tracker, an elevation-azimuth mount with two degrees of freedom, and a polarization sensor unit equipped with a light-dependent resistor for measuring light intensity. Results obtained in the principal plane of the Sun using the polarimeter on a relatively clear day, together with the theoretically expected results for a molecular atmosphere, are presented. A root-mean-square error comparison indicates fairly good agreement between theory and experiment. Construction and experimentation with the polarimeter will provide students with insight into important physical concepts involved in skylight scattering and polarization as well as improve their instrumentation capabilities.

Evaluation of Colorado Learning Attitudes about Science Survey

ERIC Educational Resources Information Center

Douglas, K. A.; Yale, M. S.; Bennett, D. E.; Haugan, M. P.; Bryan, L. A.

2014-01-01

The Colorado Learning Attitudes about Science Survey (CLASS) is a widely used instrument designed to measure student attitudes toward physics and learning physics. Previous research revealed a fairly complex factor structure. In this study, exploratory and confirmatory factor analyses were conducted on data from an undergraduate introductory…

Perceived Problem Solving, Stress, and Health among College Students

ERIC Educational Resources Information Center

Largo-Wight, Erin; Peterson, P. Michael; Chen, W. William

2005-01-01

Objective: To study the relationships among perceived problem solving, stress, and physical health. Methods: The Perceived Stress Questionnaire (PSQ), Personal Problem solving Inventory (PSI), and a stress-related physical health symptoms checklist were used to measure perceived stress, problem solving, and health among undergraduate college…

Progress update on a 2015 USIP interdisciplinary undergraduate student microgravity experiment

NASA Astrophysics Data System (ADS)

Dove, A.; Colwell, J. E.; Brisset, J.; Kirstein, J.; Brightwell, K.; Hayden, R.; Jorges, J.; Schwartzberg, D.; Strange, J.; Yates, A.

2016-12-01

Our team was selected by the 2016 USIP program to build, fly, and analyze the results from a granular dynamics experiment that will fly in 2017 on a suborbital flight. The experiment will be designed to test technology and enable science relevant to low-gravity planetary objects, such as asteroids, comets, and small moons. Following on the success of previous NASA Flight Opportunities Program (FOP) and Undergraduate Student Instrumentation Project (USIP) projects, however, the primary driver of the project is to enable undergraduate student participation in the entire lifetime of a science and technology development project. Our mentoring team consists of faculty, postdoctoral researchers, and graduate students, who have experience with the past USIP program and similar projects, as well as with mentoring undergraduate students. The undergraduate team includes a diversity of major disciplines, including physics, mechanical/aerospace engineering, electrical engineering, business (accounting), and marketing. Each team member has specific project tasks, as outlined in the proposal, and all members will also help develop and participate in outreach events. In additional to their project roles, students will also be responsible for presentations and milestones, such as design reviews. Through these reviews and the outreach events, all team members have the chance to develop their technical and non-technical communication skills. Previous experience with the NASA USIP program demonstrated that students achieve significant growth through these projects -gaining a better understanding of the entire lifecycle of a project, and, likely more importantly, how to work with a diverse team. In this talk, we will discuss the status of the project, and present student impressions and thoughts on the project thus far.

STEERing an IDeA in Undergraduate Research at a Rural Research Intensive University

PubMed Central

Sens, Donald A.; Cisek, Karen L.; Garrett, Scott H.; Somji, Seema; Dunlevy, Jane R.; Sens, Mary Ann; Conway, Pat; Doze, Van A.

2017-01-01

This study documents outcomes, including student career choices, of the North Dakota Institutional Development Award Networks of Biomedical Research Excellence program that provides 10-week, summer undergraduate research experiences at the University of North Dakota School of Medicine and Health Sciences. Program evaluation initiated in 2008 and, to date, 335 students have completed the program. Of the 335, 214 students have successfully completed their bachelor’s degree, 102 are still undergraduates, and 19 either did not complete a bachelor’s degree or were lost to follow-up. The program was able to track 200 of the 214 students for education and career choices following graduation. Of these 200, 76% continued in postgraduate health-related education; 34.0% and 20.5% are enrolled in or have completed MD or PhD programs, respectively. Other postbaccalaureate pursuits included careers in pharmacy, optometry, dentistry, public health, physical therapy, nurse practitioner, and physician’s assistant, accounting for an additional 21.5%. Most students electing to stop formal education at the bachelor’s degree also entered fields related to health care or science, technology, engineering, and mathematics (19.5%), with only a small number of the 200 students tracked going into service or industries which lacked an association with the health-care workforce (4.5%). These student outcomes support the concept that participation in summer undergraduate research boosts efforts to populate the pipeline of future researchers and health professionals. It is also an indication that future researchers and health professionals will be able to communicate the value of research in their professional and social associations. The report also discusses best practices and issues in summer undergraduate research for students originating from rural environments. PMID:29057317

STEERing an IDeA in Undergraduate Research at a Rural Research Intensive University.

PubMed

Sens, Donald A; Cisek, Karen L; Garrett, Scott H; Somji, Seema; Dunlevy, Jane R; Sens, Mary Ann; Conway, Pat; Doze, Van A

2017-01-01

This study documents outcomes, including student career choices, of the North Dakota Institutional Development Award Networks of Biomedical Research Excellence program that provides 10-week, summer undergraduate research experiences at the University of North Dakota School of Medicine and Health Sciences. Program evaluation initiated in 2008 and, to date, 335 students have completed the program. Of the 335, 214 students have successfully completed their bachelor's degree, 102 are still undergraduates, and 19 either did not complete a bachelor's degree or were lost to follow-up. The program was able to track 200 of the 214 students for education and career choices following graduation. Of these 200, 76% continued in postgraduate health-related education; 34.0% and 20.5% are enrolled in or have completed MD or PhD programs, respectively. Other postbaccalaureate pursuits included careers in pharmacy, optometry, dentistry, public health, physical therapy, nurse practitioner, and physician's assistant, accounting for an additional 21.5%. Most students electing to stop formal education at the bachelor's degree also entered fields related to health care or science, technology, engineering, and mathematics (19.5%), with only a small number of the 200 students tracked going into service or industries which lacked an association with the health-care workforce (4.5%). These student outcomes support the concept that participation in summer undergraduate research boosts efforts to populate the pipeline of future researchers and health professionals. It is also an indication that future researchers and health professionals will be able to communicate the value of research in their professional and social associations. The report also discusses best practices and issues in summer undergraduate research for students originating from rural environments.

Making Sense of the Information Seeking Process of Undergraduates in a Specialised University: Revelations from Dialogue Journaling on WhatsApp Messenger

ERIC Educational Resources Information Center

Krubu, Dorcas Ejemeh; Zinn, Sandy; Hart, Genevieve

2017-01-01

Aim/Purpose: The research work investigated the information seeking process of undergraduates in a specialised university in Nigeria, in the course of a group assignment. Background: Kuhlthau's Information Search Process (ISP) model is used as lens to reveal how students interact with information in the affective, cognitive and physical realms.…

The Use of DC Glow Discharges as Undergraduate Educational Tools

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

Stephanie A. Wissel and Andrew Zwicker, Jerry Ross, and Sophia Gershman

2012-10-09

Plasmas have a beguiling way of getting students excited and interested in physics. We argue that plasmas can and should be incorporated into the undergraduate curriculum as both demonstrations and advanced investigations of electromagnetism and quantum effects. Our device, based on a direct current (DC) glow discharge tube, allows for a number of experiments into topics such as electrical breakdown, spectroscopy, magnetism, and electron temperature.

Opportunities for Undergraduate Research in Nuclear Physics

DOE PAGES

Hicks, S. F.; Nguyen, T. D.; Jackson, D. T.; ...

2017-10-26

University of Dallas (UD) physics majors are offered a variety of undergraduate research opportunities in nuclear physics through an established program at the University of Kentucky Accelerator Laboratory (UKAL). The 7-MV Model CN Van de Graaff accelerator and the neutron production and detection facilities located there are used by UD students to investigate how neutrons scatter from materials that are important in nuclear energy production and for our basic understanding of how neutrons interact with matter. Recent student projects include modeling of the laboratory using the neutron transport code MCNP to investigate the effectiveness of laboratory shielding, testing the long-termmore » gain stability of C 6D 6 liquid scintillation detectors, and deducing neutron elastic and inelastic scattering cross sections for 12C. Finally, results of these student projects are presented that indicate the pit below the scattering area reduces background by as much as 30%; the detectors show no significant gain instabilities; and new insights into existing 12C neutron inelastic scattering cross-section discrepancies near a neutron energy of 6.0 MeV are obtained.« less

Opportunities for Undergraduate Research in Nuclear Physics

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

Hicks, S. F.; Nguyen, T. D.; Jackson, D. T.

University of Dallas (UD) physics majors are offered a variety of undergraduate research opportunities in nuclear physics through an established program at the University of Kentucky Accelerator Laboratory (UKAL). The 7-MV Model CN Van de Graaff accelerator and the neutron production and detection facilities located there are used by UD students to investigate how neutrons scatter from materials that are important in nuclear energy production and for our basic understanding of how neutrons interact with matter. Recent student projects include modeling of the laboratory using the neutron transport code MCNP to investigate the effectiveness of laboratory shielding, testing the long-termmore » gain stability of C 6D 6 liquid scintillation detectors, and deducing neutron elastic and inelastic scattering cross sections for 12C. Finally, results of these student projects are presented that indicate the pit below the scattering area reduces background by as much as 30%; the detectors show no significant gain instabilities; and new insights into existing 12C neutron inelastic scattering cross-section discrepancies near a neutron energy of 6.0 MeV are obtained.« less

Physical Activity in the Transition to University: The Role of Past Behavior and Concurrent Self-Regulatory Efficacy

ERIC Educational Resources Information Center

Crozier, Alyson J.; Gierc, Madelaine S. H.; Locke, Sean R.; Brawley, Lawrence R.

2015-01-01

Objective: Two studies were conducted to examine the relationship between past physical activity, concurrent self-regulatory efficacy (CSRE), and current physical activity during the transition to university. Participants: Study 1 included 110 first-year undergraduate students recruited during October/November of 2012. Study 2 involved 86…

A Paradox in Physics Education in France

ERIC Educational Resources Information Center

Smigiel, Eddie; Sonntag, Michel

2013-01-01

This paper deals with the nature and the level of difficulty of teaching and learning physics in the first year of undergraduate engineering schools in France. Our case study is based on a survey regarding a classic and basic question in applied physics, and which was conducted with a group of second-year students in a post-baccalaureate 1…

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…

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.

Interaction Effects of Happiness and Physical Activity on Smoking Initiation.

PubMed

Torchyan, Armen A; BinSaeed, Abdulaziz A; Aleid, Yazeed S; Nagshbandi, Ahmed A; Almousa, Fahad; Papikyan, Satenik L; Gosadi, Ibrahim M

2016-11-01

Our aim was to assess the potential relationships among happiness, physical activity, and smoking initiation among undergraduate medical students in Saudi Arabia. We performed a cross-sectional study of randomly selected first- to fifth-year undergraduate medical students. Smoking initiation was defined as "ever trying smoking a cigarette, waterpipe, cigar/cigarillo, or other type of tobacco, even one or 2 puffs." The short scale Oxford Happiness Questionnaire was used to assess each student's happiness. Multivariate logistic regression analysis was performed. Of the 406 students surveyed (208 boys, 198 girls), 86 (21.1%) had initiated smoking. We found an interaction between physical activity (PA) and happiness on smoking initiation (p-interaction = .012). Among boys with low levels of PA, lower levels of happiness were associated with a greater likelihood of smoking initiation (OR = 5.8, 95%CI = 1.9 - 17.5). Also, high levels of PA increased the chance of smoking initiation among male students with high levels of happiness (OR = 5.6, 95%CI = 2.1 - 14.5). Our results suggest that young men with low levels of happiness and low levels of PA, as well as high levels of PA and high levels of happiness, may be targeted as a priority population in tobacco control intervention programs.

Value Added: History of Physics in a ``Science, Technology, and Society'' General Education Undergraduate Course

NASA Astrophysics Data System (ADS)

Neuenschwander, Dwight

2016-03-01

In thirty years of teaching a capstone ``Science, Technology, and Society'' course to undergraduate students of all majors, I have found that, upon entering STS, to most of them the Manhattan Project seems about as remote as the Civil War; few can describe the difference between nuclear and large non-nuclear weapons. With similar lack of awareness, many students seem to think the Big Bang was dreamed up by science sorcerers. One might suppose that a basic mental picture of weapons that held entire populations hostage should be part of informed citizenship. One might also suppose that questions about origins, as they are put to nature through evidence-based reasoning, should be integral to a culture's identity. Over the years I have found the history of physics to be an effective tool for bringing such subjects to life for STS students. Upon hearing some of the history behind (for example) nuclear weapons and big bang cosmology, these students can better imagine themselves called upon to help in a Manhattan Project, or see themselves sleuthing about in a forensic science like cosmology. In this talk I share sample student responses to our class discussions on nuclear weapons, and on cosmology. The history of physics is too engaging to be appreciated only by physicists.

Examining the postural awareness and flexibility changes in physical therapy students who took clinical Pilates class.

PubMed

Atilgan, Esra; Tarakci, Devrim; Mutluay, Fatma

2017-01-01

This study aimed to evaluate postural awareness and changes in posture and flexibility of students who took Clinical Pilates class as an elective course at the undergraduate level. The study conducted from 2013-2016 included 98 students who took Clinical Pilates class at the Department of Physical Therapy and Rehabilitation, School of Health Sciences, Istanbul Medipol University, Turkey. The flexibility levels of the study participants were measured before and after the Clinical Pilates education using finger-to-floor test and modified Schober's test. Observational posture analysis and postural awareness were recorded using the scale prepared by the researchers. The post-education evaluations showed that postural distortions were fixed, and a significant increase in the postural awareness of the students was observed compared with the pre-education period. The results of both modified Schober's test and finger-to-floor test, which were used to measure the flexibility levels, showed a statistically significant increase in post-education scores compared with those of the pre-education period. This study showed that the Clinical Pilates course increased postural awareness and flexibility of physical therapy students and fixed postural distortions. Thus, the inclusion of Clinical Pilates class in the undergraduate education is considered to be important.

Examining the postural awareness and flexibility changes in physical therapy students who took clinical Pilates class

PubMed Central

Atilgan, Esra; Tarakci, Devrim; Mutluay, Fatma

2017-01-01

Objective: This study aimed to evaluate postural awareness and changes in posture and flexibility of students who took Clinical Pilates class as an elective course at the undergraduate level. Methods: The study conducted from 2013-2016 included 98 students who took Clinical Pilates class at the Department of Physical Therapy and Rehabilitation, School of Health Sciences, Istanbul Medipol University, Turkey. The flexibility levels of the study participants were measured before and after the Clinical Pilates education using finger-to-floor test and modified Schober’s test. Observational posture analysis and postural awareness were recorded using the scale prepared by the researchers. Results: The post-education evaluations showed that postural distortions were fixed, and a significant increase in the postural awareness of the students was observed compared with the pre-education period. The results of both modified Schober’s test and finger-to-floor test, which were used to measure the flexibility levels, showed a statistically significant increase in post-education scores compared with those of the pre-education period. Conclusion: This study showed that the Clinical Pilates course increased postural awareness and flexibility of physical therapy students and fixed postural distortions. Thus, the inclusion of Clinical Pilates class in the undergraduate education is considered to be important. PMID:28811786

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

Knowledge, Attitude, and Practice of Yoga in Medical Students: Assessment of Anthropometry and Lifestyle Factors.

PubMed

Hegde, Shreelaxmi V; Rao, Swathi K; Menezes, Ritesh G; Kotian, Shashidhar M; Shetty, Sowmya

2018-03-29

Medical students often experience significant stress during their undergraduate training. Evidence has shown short-term yoga to be effective in decreasing stress in students. This study aimed to assess knowledge about, attitude toward, and practice of (KAP) yoga among medical students. A secondary objective was to analyze their dietary habits and physical activity. Participants consisted of 224 medical students aged 18-23 years in pre- and paraclinical groups. A closed-ended KAP questionnaire was used to collect data. Anthropometric measurements were taken. Results showed that paraclinical students (70.5%) favorably perceived the health benefits of yoga. Nearly three-fourths of study subjects had previously practiced yoga; greater numbers intended to practice yoga in the future. About 95.5% of the preclinical students who had done yoga had discontinued the practice. Perceived barriers to the practice of yoga were lack of time, insufficient facilities, lack of company, and lack of interest. Consideration of the undergraduates' lifestyle revealed that 50.4% of preclinical students did not exercise, and they routinely consumed more junk food with fewer servings of fresh fruits/salads. Preclinical students exhibited higher BMI and waist circumference compared to paraclinical students. Findings suggest that knowledge of and attitude regarding yoga were good among medical undergraduates.

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.

Effects of Text Messaging on College Students' Perceptions of Personal Health

ERIC Educational Resources Information Center

Hudson, Heather K.; Bliss, Kadi R.; Fetro, Joyce V.

2012-01-01

Four focus groups of undergraduate students (n = 32) were conducted to elicit perceptions regarding how text messaging affects personal health. Participant responses were coded and themed into five health dimensions: physical, mental, social, emotional, and spiritual. Results of focus groups showed several main themes linked each dimension of…

The Mediating Roles of Generative Cognition and Organizational Culture between Personality Traits and Student Imagination

ERIC Educational Resources Information Center

Liu, Yi-Lin; Liang, Chaoyun

2014-01-01

Using science majors as an example, we analyzed how generative cognition, organizational culture, and personality traits affect student imagination, and examined the mediating effects of generative cognition and organizational culture. A total of 473 undergraduates enrolled in physical, chemical, mathematical, and biological science programs…

Online Supervision: A Theory of Supervisors' Strategic Communicative Influence on Student Dissertations

ERIC Educational Resources Information Center

Augustsson, Gunnar; Jaldemark, Jimmy

2014-01-01

Online supervision mainly focuses on written communication and electronic drafts, while offline supervision comprises physical and social clues, verbal communication, and drafts of texts. This article focuses on supervisors' written online communication about drafts of undergraduate student dissertations. Theoretically, these utterances form…

Identifying Student Difficulties with Entropy, Heat Engines, and the Carnot Cycle

ERIC Educational Resources Information Center

Smith, Trevor I.; Christensen, Warren M.; Mountcastle, Donald B.; Thompson, John R.

2015-01-01

We report on several specific student difficulties regarding the second law of thermodynamics in the context of heat engines within upper-division undergraduate thermal physics courses. Data come from ungraded written surveys, graded homework assignments, and videotaped classroom observations of tutorial activities. Written data show that students…

Validation and Analysis of the Coupled Multiple Response Colorado Upper-Division Electrostatics Diagnostic

ERIC Educational Resources Information Center

Wilcox, Bethany R.; Pollock, Steven J.

2015-01-01

Standardized conceptual assessment represents a widely used tool for educational researchers interested in student learning within the standard undergraduate physics curriculum. For example, these assessments are often used to measure student learning across educational contexts and instructional strategies. However, to support the large-scale…

Upper-Division Student Difficulties with the Dirac Delta Function

ERIC Educational Resources Information Center

Wilcox, Bethany R.; Pollock, Steven J.

2015-01-01

The Dirac delta function is a standard mathematical tool that appears repeatedly in the undergraduate physics curriculum in multiple topical areas including electrostatics, and quantum mechanics. While Dirac delta functions are often introduced in order to simplify a problem mathematically, students still struggle to manipulate and interpret them.…

Observing Animal Behavior at the Zoo: A Learning Laboratory

ERIC Educational Resources Information Center

Hull, Debra B.

2003-01-01

Undergraduate students in a learning laboratory course initially chose a species to study; researched that species' physical and behavioral characteristics; then learned skills necessary to select, operationalize, observe, and record animal behavior accurately. After their classroom preparation, students went to a local zoo to observe the behavior…

Wellness Factors Decrease the Odds of Drinking and Driving among College Students

ERIC Educational Resources Information Center

Lewis, Todd F.; Myers, Jane E.

2012-01-01

The authors examined holistic wellness factors and drinking and driving behaviors among undergraduate students. Two factors of the Indivisible Self Wellness Model, the Coping Self and the Physical Self, decreased the odds of engaging in drinking and driving behavior. (Contains 2 tables and 1 figure.)

Increasing Physical Activity in Nursing Home Residents Using Student Power, Not Dollars

ERIC Educational Resources Information Center

Romack, Jennifer L.

2004-01-01

Nursing home programs committed to providing quality care need to investigate innovative ways to meet today's budget challenges. The purpose of this article is to describe a creative collaboration between a nonprofit nursing home facility and a suburban university. Through service-learning, undergraduate students planned and implemented…

Learning from Avatars: Learning Assistants Practice Physics Pedagogy in a Classroom Simulator

ERIC Educational Resources Information Center

Chini, Jacquelyn J.; Straub, Carrie L.; Thomas, Kevin H.

2016-01-01

Undergraduate students are increasingly being used to support course transformations that incorporate research-based instructional strategies. While such students are typically selected based on strong content knowledge and possible interest in teaching, they often do not have previous pedagogical training. The current training models make use of…

Investigating the Role of Socially Mediated Metacognition during Collaborative Troubleshooting of Electric Circuits

ERIC Educational Resources Information Center

Van De Bogart, Kevin L.; Dounas-Frazer, Dimitri R.; Lewandowski, H. J.; Stetzer, MacKenzie R.

2017-01-01

Developing students' ability to troubleshoot is an important learning outcome for many undergraduate physics lab courses, especially electronics courses. In other work, metacognition has been identified as an important feature of troubleshooting. However, that work has focused primarily on "individual" students' metacognitive processes…

Untypical Undergraduate Research: Player Motion Analysis in Sports

NASA Astrophysics Data System (ADS)

Loerke, Dinah

There is significant concern about the degree of attrition in STEM disciplines from the start of K-12 through to the end of higher education, and the analysis of the `leaky pipeline' from the various institutions has identified a critical decline - which may be as high as 60 percent - between the fraction of students who identify as having an interest in a science or engineering major at the start of college/university, and the fraction of students who ultimately graduate with a STEM degree. It has been shown that this decline is even more dramatic for women and underrepresented minorities (Blickenstaff 2005, Metcalf 2010). One intervention which has been proven to be effective for retention of potential STEM students is early research experience, particularly if it facilitates the students' integration into a STEM learning community (Graham et al. 2013, Toven-Lindsey et al. 2015). In other words, to retain students in STEM majors, we would like to encourage them to `think of themselves as scientists', and simultaneously promote supportive peer networks. The University of Denver (DU) already has a strong undergraduate research program. However, while the current program provides valuable training for many students, it likely comes too late to be effective for student retention in STEM, because it primarily serves older students who have already finished the basic coursework in their discipline; within physics, we know that the introductory physics courses already serve as gatekeeper courses that cause many gifted but `non-typical' students to lose interest in pursuing a STEM major (Tobias 1990). To address this issue, my lab is developing a small research spinoff program in which we apply spatiotemporal motion analysis to the motion trajectories of players in sports, using video recordings of DU Pioneer hockey games. This project aims to fulfill a dual purpose: The research is framed in a way that we think is attractive and accessible for beginning students who have not yet finished the basic physics course sequence, and we hope to use it to attract untypical and retain undecided students in physics. Secondly, since mathematical techniques for trajectory analysis are independent of scale, we hope to harness the creativity and analytical intuition of undergraduates to simultaneously benefit our core biophysical research program.

Research Experience for Undergraduates: Understanding the Arctic as a System

NASA Astrophysics Data System (ADS)

Alexeev, V. A.; Walsh, J. E.; Arp, C. D.; Hock, R.; Euskirchen, E. S.; Kaden, U.; Polyakov, I.; Romanovsky, V. E.; Trainor, S.

2017-12-01

Today, more than ever, an integrated cross-disciplinary approach is necessary to understand and explain changes in the Arctic and the implications of those changes. Responding to needs in innovative research and education for understanding high-latitude rapid climate change, scientists at the International Arctic research Center of the University of Alaska Fairbanks (UAF) established a new REU (=Research Experience for Undergraduates) NSF-funded site, aiming to attract more undergraduates to arctic sciences. The science focus of this program, building upon the research strengths of UAF, is on understanding the Arctic as a system with emphasis on its physical component. The goals, which were to disseminate new knowledge at the frontiers of polar science and to ignite the enthusiasm of the undergraduates about the Arctic, are pursued by involving undergraduate students in research and educational projects with their mentors using the available diverse on-campus capabilities. IARC hosted the first group of eight students this past summer, focusing on a variety of different disciplines of the Arctic System Science. Students visited research sites around Fairbanks and in remote parts of Alaska (Toolik Lake Field Station, Gulkana glacier, Bonanza Creek, Poker Flats, the CRREL Permafrost Tunnel and others) to see and experience first-hand how the arctic science is done. Each student worked on a research project guided by an experienced instructor. The summer program culminated with a workshop that consisted of reports from the students about their experiences and the results of their projects.

Psychometric properties of the Rosenberg Self-esteem Scale among people with arthritis.

PubMed

Sheasby, J E; Barlow, J H; Cullen, L A; Wright, C C

2000-06-01

After 30 years of use the factor structure of the Rosenberg Self-esteem Scale remains the subject of debate. Most studies have focused on school-aged or undergraduate students. There are few psychometric data for older people or for those with disabilities. This study compared the factor structures of the Rosenberg Self-esteem Scale among 117 adults with arthritis and 185 undergraduate students. A two-factor solution provided the best fit for both samples, although the item content of the factors differed slightly. Further investigation is required to assess whether the difference is due to age or the presence of physical disability. Nonetheless, the scale discriminated well between students and adults with arthritis.

The inverse method of measuring resistivity in a rotating magnetic field: a student project

NASA Astrophysics Data System (ADS)

Kraftmakher, Yaakov

2018-07-01

An experiment is proposed for undergraduate laboratories, which can be used as a student project. An inverse method of contactless measuring resistivity in a rotating magnetic field is described: instead of the torque acting on the sample, the torque acting on the coils creating the rotating field is determined. This modification provides significant advantages. Originally, the technique was designed for measurement of the resistivity of metals at liquid helium temperatures and for controlling the purity and physical perfectness of metals. Our aim is to introduce this novelty as a subject of student projects. Liquid helium is rarely available in undergraduate laboratories, so the projects can be limited to liquid nitrogen or room temperatures.

A comparative study of the course-related family and financial problems of mature nursing students in Scotland and Australia.

PubMed

Cuthbertson, Philip; Lauder, William; Steele, Rebekah; Cleary, Sonja; Bradshaw, Julie

2004-07-01

This study reports a comparative survey of mature students undertaking pre-registration undergraduate nursing education in Australia and Scotland. The study aimed to explore comparisons between the course-related and course-related financial difficulties faced by mature students in two very different educational and funding systems. Financial stress is a predictor of both physical and mental health problems. A similar pattern of course-related problems were reported by both Australian and Scottish students with the exception that Scottish students experienced more problems with childcare and caring for elderly relatives. Course-related problems may be inherent in the nature of undergraduate nursing education although the relatively time-intensive nature of Scottish curricula may explain the childcare and elderly relatives difference. Scottish students reported higher overall financial-related problems but Australian students reported more problems with funding placements. These findings have implications for both curriculum designers and policy makers.

Probing students’ conceptions at the classical-quantum interface

NASA Astrophysics Data System (ADS)

Chhabra, Mahima; Das, Ritwick

2018-03-01

Quantum mechanics (QM) is one of the core subject areas in the undergraduate physics curriculum and many of the advanced level physics courses involve direct or indirect application of the concepts and ideas taught in QM. On the other hand, proper understanding of QM interpretations requires an optimum level of understanding of fundamental concepts in classical physics such as energy, momentum, force and their role in determining motion of the particle. This study is an attempt to explore a group of undergraduate students’ mental models regarding fundamental concepts in classical physics which are actually the stepping stone for understanding and visualisation of QM. The data and analysis presented here elucidate the challenges students face to understand the classical ideas and how that affects their understanding of QM.

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

Advancing Successful Physics Majors - The Physics First Year Seminar Experience

NASA Astrophysics Data System (ADS)

Deibel, Jason; Petkie, Douglas

In 2012, the Wright State University physics curriculum introduced a new year-long seminar course required for all new physics majors. The goal of this course is to improve student retention and success via building a community of physics majors and provide them with the skills, mindset, and advising necessary to successfully complete a degree and transition to the next part of their careers. This new course sequence assembles a new cohort of majors annually. To prepare each cohort, students engage in a variety of activities that span from student success skills to more specific physics content while building an entrepreneurial mindset. Students participate in activities including study skills, career night, course planning, campus services, and a department social function. More importantly, students gain exposure to programming, literature searches, data analysis, technical writing, elevator pitches, and experimental design via hands-on projects. This includes the students proposing, designing, and conducting their own experiments. Preliminary evidence indicates increased retention, student success, and an enhanced sense of community among physics undergraduate students, The overall number of majors and students eventually completing their physics degrees has nearly tripled. Associate Professor, Department of Physics.

[The effects of a new model of hospital management on undergraduate teaching of urology].

PubMed

Bogado S, Justo; Bogado C, Mariana; López C, Ilse; Rosselot J, Eduardo

2010-04-01

Since January 2005, a new model for hospital coordinated assistance was implanted in Chile, denominated Self Managed Hospitals in net, to improve resource use effectiveness and efficiency. This new design changed health care and teaching models. To analyze, understand and to reflect on how teachers and students of the Urology Unit of the Eastern Campus of the Faculty of Medicine in the University of Chile, perceive learning in this new hospital scenario. A qualitative methodology was used, including semi-structured interviews to chief teachers and focal groups of teachers and students. Also, a written structured questionnaire was answered by a group of 5th year students and interns. University teachers perceive that undergraduate learning is affected in the new hospital scenario. Students think that they have less opportunities to directly interact with patients, and therefore have fewer possibilities to take medical histories, perform physical examinations, and fewer occasions to discuss cases with their tutors. The new health system that runs hospitals under a network could jeopardize undergraduate teaching. This is the case for the Urology Service at Hospital and the corresponding Department of Specialties, where the dominant perception of teachers and a number of students is that their clinical learning is endangered by these innovations. To obtain the learning objectives of the undergraduate program in this subject, reorientation of their ambulatory practice and derivation skills must be rationally elaborated to improve students accomplishment.

Integration of NASA Research into Undergraduate Education in Math, Science, Engineering and Technology at North Carolina A&T State University

NASA Technical Reports Server (NTRS)

Monroe, Joseph; Kelkar, Ajit

2003-01-01

The NASA PAIR program incorporated the NASA-Sponsored research into the undergraduate environment at North Carolina Agricultural and Technical State University. This program is designed to significantly improve undergraduate education in the areas of mathematics, science, engineering, and technology (MSET) by directly benefiting from the experiences of NASA field centers, affiliated industrial partners and academic institutions. The three basic goals of the program were enhancing core courses in MSET curriculum, upgrading core-engineering laboratories to compliment upgraded MSET curriculum, and conduct research training for undergraduates in MSET disciplines through a sophomore shadow program and through Research Experience for Undergraduates (REU) programs. Since the inception of the program nine courses have been modified to include NASA related topics and research. These courses have impacted over 900 students in the first three years of the program. The Electrical Engineering circuit's lab is completely re-equipped to include Computer controlled and data acquisition equipment. The Physics lab is upgraded to implement better sensory data acquisition to enhance students understanding of course concepts. In addition a new instrumentation laboratory in the department of Mechanical Engineering is developed. Research training for A&T students was conducted through four different programs: Apprentice program, Developers program, Sophomore Shadow program and Independent Research program. These programs provided opportunities for an average of forty students per semester.

Are Virtual Labs as Effective as Hands-on Labs for Undergraduate Physics? A Comparative Study at Two Major Universities

ERIC Educational Resources Information Center

Darrah, Marjorie; Humbert, Roxann; Finstein, Jeanne; Simon, Marllin; Hopkins, John

2014-01-01

Most physics professors would agree that the lab experiences students have in introductory physics are central to the learning of the concepts in the course. It is also true that these physics labs require time and money for upkeep, not to mention the hours spent setting up and taking down labs. Virtual physics lab experiences can provide an…

Bachelor's Degree Recipients, 1996 Report.

ERIC Educational Resources Information Center

Mulvey, Patrick J.; Nicholson, Starr; Dodge, Elizabeth

1997-01-01

This report presents the results of a survey of senior-level physics majors at U.S. colleges and universities who received a Bachelor's degree between September 1995 and August 1996. Completed questionnaires were received from 1,956 students. It was found that the number of undergraduates receiving Bachelor's degrees in physics continued to…

Current Density and Continuity in Discretized Models

ERIC Educational Resources Information Center

Boykin, Timothy B.; Luisier, Mathieu; Klimeck, Gerhard

2010-01-01

Discrete approaches have long been used in numerical modelling of physical systems in both research and teaching. Discrete versions of the Schrodinger equation employing either one or several basis functions per mesh point are often used by senior undergraduates and beginning graduate students in computational physics projects. In studying…

MoveU? Assessing a Social Marketing Campaign to Promote Physical Activity

ERIC Educational Resources Information Center

Scarapicchia, Tanya M. F.; Sabiston, Catherine M. F.; Brownrigg, Michelle; Blackburn-Evans, Althea; Cressy, Jill; Robb, Janine; Faulkner, Guy E. J.

2015-01-01

Objective: MoveU is a social marketing initiative aimed at increasing moderate-to-vigorous physical activity (MVPA) among undergraduate students. Using the Hierarchy of Effects model (HOEM), this study identified awareness of MoveU and examined associations between awareness, outcome expectations, self-efficacy, intentions, and MVPA. Participants:…

Disciplinary Authenticity: Enriching the Reforms of Introductory Physics Courses for Life-Science Students

ERIC Educational Resources Information Center

Watkins, Jessica; Coffey, Janet E.; Redish, Edward F.; Cooke, Todd J.

2012-01-01

Educators and policy makers have advocated for reform of undergraduate biology education, calling for greater integration of mathematics and physics in the biology curriculum. While these calls reflect the increasingly interdisciplinary nature of biology research, crossing disciplinary boundaries in the classroom carries epistemological challenges…

Comparative Cognitive Task Analyses of Experimental Science and Instructional Laboratory Courses

ERIC Educational Resources Information Center

Wieman, Carl

2015-01-01

Undergraduate instructional labs in physics generate intense opinions. Their advocates are passionate as to their importance for teaching physics as an experimental activity and providing "hands-on" learning experiences, while their detractors (often but not entirely students) offer harsh criticisms that they are pointless, confusing and…

Cognitive diversity in undergraduate engineering: Dyslexia

NASA Astrophysics Data System (ADS)

Fitzpatrick, Velvet R.

In the United States, institutions have established multiple programs and initiatives aimed at increasing the diversity of both faculty and students in engineering as means to produce a workforce that will better serve society. However, there are two major problems in addressing engineering student diversity. First, the engineering education research community has paid little attention to date as to how engineering education research characterizes diversity in its broadest sense. Second, research on persons with disabilities in undergraduates engineering, a population of interests within diversity, is minimal. Available disability studies tend to be skewed toward physical disabilities, leading to a neglect of cognitive differences such as learning disabilities (LD). In addition, disability research questions and study designs are inherently steeped in ability bias. The purpose of this dissertation is to explore the meaning of ability for students with dyslexia while in undergraduate engineering and establish the significance of cognitive diversity, focusing on LD and more specifically dyslexia, in undergraduate engineering education and answer the following research question: How do undergraduate engineering students with dyslexia experience ability while pursuing and persisting in engineering? The motivation was to lay the groundwork for future engineering education studies on undergraduate students with LD in general but dyslexia in specific. The first goal was to conduct a critical literature review pertaining to the academic strengths of undergraduate students with LD, specifically, dyslexia and the second goal was to describe how undergraduate engineering students with dyslexia experience ability. The intent was not to redefine dyslexia or disability. The intent is to provide an inclusive account of dyslexia, weakness and strengths, within the field of engineering education. This study was conducted from a qualitative inquiry approach, within the social constructivism paradigm, and utilized purposive sampling to identify appropriate participants. The thematic analysis methodological framework was used to portray a rich, complex description of experiences in which undergraduate engineering students with dyslexia constructed meaning around ability while pursuing and persisting in engineering. Eight students participated and semi-structured interviews were the data source. The findings are presented in three parts. First, significant findings that were also salient amongst the general undergraduate engineering student populations are presented. This is done to make a clear demarcation from those significant findings found to be unique to undergraduate engineering students with dyslexia presented in the themes: relationships, early exposure to engineering, and securing an internship or co-op position. Second, the four themes that developed from the analysis will were discussed: alignment, dissociation, ideal education environments, and time. Third, additional findings for further investigation were proposed: the role of remediation practices, the representation of dyslexia in media, gender differences in extracurricular activities that constructed different meanings of ability, the prevalence of co-occurring LD amongst the participants, and the visualization of science, engineering, mathematics concepts. The study is closed with a discussion; findings are discussed with respect to relevant research in the conclusion.

Attitudes towards people with physical or intellectual disabilities among nursing, social work and medical students.

PubMed

Kritsotakis, George; Galanis, Petros; Papastefanakis, Emmanouil; Meidani, Flora; Philalithis, Anastas E; Kalokairinou, Athena; Sourtzi, Panayota

2017-12-01

To examine and compare undergraduate healthcare students' attitudes towards people with physical or intellectual disabilities in Greece. The experience that people with disabilities have with health care is a complex interaction between their medical condition and the social and physical environment. Attitudes of the nursing and healthcare staff affect the quality of care and people's adaptation to their disability, self-image and rehabilitation outcomes. Descriptive cross-sectional survey. Nursing, Social Work and Medicine students (N = 1007, 79.4% female) attending three universities (Athens, Crete) completed during 2014-2016 two standardised scales regarding physical (ATDP-B) and intellectual disability (CLAS-ID). Descriptive and multivariate logistic regression analyses were performed. Attitudes towards people with physical disabilities in Greece (ATDP-B scores) were poor with scores just above the mid-point. Medical studies and higher knowledge and work with individuals with physical disabilities signified marginally more positive attitudes. Gender and age displayed no associations with attitudes. Regarding intellectual disability (CLAS-ID scores), nursing students had slightly less positive attitudes in "Similarity" but more positive attitudes in "Sheltering" subscales. Previous work and contact was related to more favourable and higher age to less favourable "Similarity" and "Sheltering" attitudes. Males had higher "Exclusion" scores. Those who knew people with intellectual disabilities had less favourable "Empowerment" attitudes. Knowledge was related to more positive attitudes in all four CLAS-ID subscales. Greek health and social care students showed poor attitudes towards people with physical and intellectual disability. When holding unfavourable attitudes, healthcare professionals become less involved with the people they care for and they do not provide nursing care to the best of their abilities. Undergraduate and continuing education, along with workplace enhancements, should aim to provide high-quality health care to people with disabilities. © 2017 John Wiley & Sons Ltd.

Undergraduate-postgraduate astronomy in Cambridge - a student's perspective

NASA Astrophysics Data System (ADS)

Williams, Robin

1991-01-01

This article describes the astronomical scene at Cambridge University from the point of view of a one-time graduate there: I'm now a first-year postgraduate. I progressed from an interest in Maths and Physics at sixth-form level to a degree in Physics and Theoretical Physics, a postgraduate Applied Maths and Theoretical Physics course (Part III) and now to the Institute of Astronomy.

Why Study Geoscience? Identifying Effective Recruitment and Retention Strategies for an Undergraduate Earth & Environmental Sciences Program

NASA Astrophysics Data System (ADS)

Vajoczki, S.; Eyles, C. H.; Stewart, J.; Dasilva, L.

2005-12-01

McMaster University is a `research intensive' university with 17,000+ full time undergraduate students. The School of Geography and Earth Sciences (SGES) is located within the Faculty of Science, offers B.Sc., B.A., M.Sc., M.A. and PhD degree programs and teaches more than 70 undergraduate courses on an annual basis. The Honours B.Sc program in Earth and Environmental Sciences (EES) graduates approximately 25 students per year. Students enroll in undergraduate SGES programs in their second year, after completion of an introductory first year in the Faculty of Science in which they take compulsory science courses including math, physics, chemistry, and biology. First year students, as well as those in upper years, may also elect to take one or more of three introductory courses offered by SGES (Earth & the Environment, The Living Environment, Atmosphere & Hydrosphere) to complete their science requirements. Most students entering the Faculty of Science know little about geoscience as it does not form an important part of the Ontario secondary school curriculum. Hence, recruitment into the EES program is primarily via the first year courses. In order to establish reasons why students elected to take the introductory courses offered by SGES, and their reasons for considering subsequent entry to the B.Sc program, a survey of students taking one of the courses was conducted in the fall of 2003. Results from the survey indicate that students enroll in the course, and subsequently the EES program, for a variety of reasons including: general interest in how the planet works, concern for the environment, interesting title of the course and reputation of the instructor. Student concern over lack of potential jobs is cited as the main reason for not pursuing a degree in geoscience. This survey has helped to direct the multifaceted recruitment strategies used by SGES to continue to develop its undergraduate program through delivery of high quality first year courses. Additional recruitment strategies used to recruit and retain high quality students include an active undergraduate society and departmental events that contribute towards a culture of learning and sense of belonging that is sought by students.

Self-regulation of eating and physical activity is lower in obese female college students as compared to their normal weight counterparts.

PubMed

Campos-Uscanga, Yolanda; Gutiérrez-Ospina, Gabriel; Morales-Romero, Jaime; Romo-González, Tania

2017-06-01

Obesity is characterized, among other features, by overeating, reduced physical activity and an abnormal accumulation of body fat. These features are thought to result, at least in part, from the individual's inability to self-regulate their eating and physical activity behaviors (E&PaB). Self-regulation of the E&PaB is a three-step sequential process: self-observation, self-evaluation and self-reaction. However, it is yet unclear whether deficient self-regulation of E&PaB could predispose, facilitate and/or consolidate obesity. Unraveling this issue is fundamental in order to more precisely define the role of self-regulation of E&PaB in the management of obesity. This research was focused on the question of whether or not self-regulation of E&PaB is related to obesity in female undergraduate students. This population segment seems especially vulnerable to developing obesity since they undergo a significant shift of their E&PaB upon their university enrollment. To address this question, a cross-sectional study with 108 female undergraduate students with normal weight (n = 80) or obesity (n = 28) was performed, in which self-regulation of eating habits and physical activity was measured by two validated scales and a personal data questionnaire. Female undergraduate students displaying lower E&PaB self-reactions were consistently overweight or obese. In addition, a multivariate analysis identified high levels of self-reaction towards eating habits related to a minor presence of overweight issues or obesity. Self-regulation should be an essential component in the strategies for obesity prevention as an integral approach that must include orientation about healthy eating and physical activity behaviors. In addition, further studies on the effect of self-regulation in the treatment of the obesity are needed.

Using Lab Notebooks to Examine Students' Engagement in Modeling in an Upper-Division Electronics Lab Course

ERIC Educational Resources Information Center

Stanley, Jacob T.; Su, Weifeng; Lewandowski, H. J.

2017-01-01

We demonstrate how students' use of modeling can be examined and assessed using student notebooks collected from an upper-division electronics lab course. The use of models is a ubiquitous practice in undergraduate physics education, but the process of constructing, testing, and refining these models is much less common. We focus our attention on…

Student Perceptions in the Design of a Computer Card Game for Learning Computer Literacy Issues: A Case Study

ERIC Educational Resources Information Center

Kordaki, Maria; Papastergiou, Marina; Psomos, Panagiotis

2016-01-01

The aim of this work was twofold. First, an empirical study was designed aimed at investigating the perceptions that entry-level non-computing majors--namely Physical Education and Sport Science (PESS) undergraduate students--hold about basic Computer Literacy (CL) issues. The participants were 90 first-year PESS students, and their perceptions…

An Assessment of Student Preferences for PowerPoint Presentation Structure in Undergraduate Courses

ERIC Educational Resources Information Center

Apperson, Jennifer M.; Laws, Eric L.; Scepansky, James A.

2008-01-01

Studies have demonstrated that students prefer PowerPoint and respond favorably to classes when it is used. Few studies have addressed the physical structure of PowerPoint. In this study, students enrolled in several psychology classes on two campuses completed a 36 item questionnaire regarding their preferences for the use of PowerPoint in the…

Mindfulness Meditation Versus Physical Exercise in the Management of Depression Among Nursing Students.

PubMed

Alsaraireh, Faris Abdelkarim; Aloush, Sami Mohammad

2017-10-01

Depression among nursing students is an ongoing problem. Several psychotherapies have been suggested as alternatives to antidepressants in the management of depression. The aim of this randomized controlled study was to compare the effectiveness of mindfulness meditation versus physical exercise in the management of depression among nursing students. A sample of 181 soon-to-graduate nursing students participated in the study and were assigned at random to one of two therapies: physical exercise (n = 90) or mindfulness meditation (n = 91). The Center for Epidemiologic Studies Depression Scale was completed by the participants in both groups prior to the therapies and after completion. The findings indicated that both therapies were effective in the management of depression. However, mindfulness meditation is more effective than physical exercise. Mindfulness meditation is recommended over physical exercise in the management of depression among undergraduate nursing students. [J Nurs Educ. 2017;56(10):599-604.]. Copyright 2017, SLACK Incorporated.

How can we help students appreciate physics education?

NASA Astrophysics Data System (ADS)

Lin, Jia-Ling; Zaki, Eman; Schmidt, Jason; Woolston, Don

2004-03-01

Helping students appreciate physics education is a formidable task, considering that many students struggle to pass introductory physics courses. Numerous efforts have been made for this undertaking because it is an important step leading to successful learning. In an out-of-classroom academic program, the Supplemental Instruction (SI) Program, we have used the approach, INSPIRE (inquiry, network, skillfulness, perseverance, intuition, reasoning, and effort), to help more students value their experiences in these courses. The method basically includes key elements outlined by experts in physics education [1]. Student responses have been encouraging. Having undergraduates as facilitators in the program is advantageous in promoting principles of physics education. Their training emphasizes tenacity, resourcefulness, understanding, support, and teamwork, i.e. TRUST. We present the organization and focus of the SI Program, and discuss how these improve learning atmosphere and facilitate learning. [1] Edward F. Redish et al, Am J. Phys. 66(3), March 1998.

Learning to Do Through Investigative Projects: A Case Study

NASA Astrophysics Data System (ADS)

Jolly, Pratibha

2005-10-01

In India, the likelihood of a girl student opting out of a physics course only because of gender issues is remote. Even though no special care is taken to attract women, a large percentage of the top-ranking students opt to major in physics. However, subtle forces operate in higher academia. The number of women in teaching and research institutes continues to be dismally low. The confidence and motivation of women students shows a distinct attenuation at the tertiary level. Inasmuch as the undergraduate years lay the foundation for a career in physics, there is a critical need to create learning experiences for women students that would enhance their motivation, nurture talent, and generate confidence in their capacity to make a creative contribution. The author has spent several years teaching at a women's college and in a university department with few women on the faculty. She has coordinated the Learning Through Investigative Projects program for undergraduate students of both genders. In a dual-pronged strategy, students are constructively engaged in open-ended investigative projects and assigned specific tasks. The touchstone of this program is the ambience in which the projects are carried out and the cognitive changes it effects in students as they are weaned away from the prevalent transmissionist mode of teaching and led to a constructivist paradigm of learning. They acquire an ability to work independently. The program and the underpinning pedagogic model have been very successful in capacity building and have influenced many students to choose careers in physics and academia. I present a case study of the work carried out under Project Science Online, in which students helped develop a microcomputer-based laboratory.