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We want to ask students to see patterns in time-series graphs of voltage. Traditionally, we put bulky, expensive oscilloscopes on the benches or made everyone share, or didn&#39;t even have one for our classroom. Now, we&#39;re teaching circuits with Tinkercad, or we&#39;re having students do self-directed projects with Arduinos, both with on-screen graphs of voltage over time. This is helping me teach reading time-series graphs to pre-high-school&amp;nbsp;students;&amp;nbsp;and logical approaches to patterns, and measuring time, to college&amp;nbsp;students. We&#39;ll look at videos of oscilliscopes, simulated oscilloscopes, and similar tools.

AAPT WM 21

Look Under Your Chair, Because You&#39;re All Getting Oscilloscopes!

oscilloscopes

pre-high school

electronics

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We want to ask students to see patterns in time-series graphs of voltage. Traditionally, we put bulky, expensive oscilloscopes on the benches or made everyone share, or didn't even have one for our classroom. Now, we're teaching circuits with Tinkercad, or we're having students do self-directed projects with Arduinos, both with on-screen graphs of voltage over time. This is helping me teach reading time-series graphs to pre-high-school&nbsp;students;&nbsp;and logical approaches to patterns, and measuring time, to college&nbsp;students. We'll look at videos of oscilliscopes, simulated oscilloscopes, and similar tools.

Look Under Your Chair, Because You're All Getting Oscilloscopes!

technical paper

The EQuIPD grant is a Department of Education Funded teacher professional development program centered on use of core content models, modeling instructionall practices and use of technology for collaborative inquiry experiences for students. As districts pivoted to new learning environments owing to COVID, teachers were placed in either hybrid, FTF or virtual classrooms.&nbsp; The grant has worked to support teachers in new forms of collaborative inquiry in several ways including sending kits home to students, teacher demonstrations/students analyzing data sets, virutal experiments and using cell phone apps (Arduino Science Journal, phyphox and Physics Toolkit. This talk will highlight the support for teachers to implement these new modes of inquiry and showcase some example lessons where students used cell phone apps to collect and analyze data in collaborative teams through an inquiry proccess to develop a core concept model in physical science. This model is appropriate for students at any level.

Working Together Alone: Colloborative Inquiry using Cell Phone Apps

Our algebra-based introductory physics class for life science students is entirely remote this year. The course is typically taught as a highly interactive multi-section studio class. It was a challenging transition but, by making extensive use of Zoom breakout rooms, we think we have done this fairly successfully. The transition has been a tremendous amount of work. The things we plan to retain when we eventually go back to in-person teaching include: (1) using interactive Google doc worksheets, rather than a printed workbook ; (2) spending less time presenting slides and more time with students working together; (3) regular low-stakes quizzes instead of a few high-stakes tests; and (4) streamlining the course, with fewer topics and not as many moving parts. This talk will go over details of these features, which seem to have worked well and which we hope will make for a better student experience in future semesters.

Keepers: From remote studio physics back to in-person

The STEMcoding project launched in 2017 with a series of "physics of video games" activities designed for high school physics and physical science. Many of these activities are described on the STEMcoding YouTube channel (http://youtube.com/c/STEMcoding) and we have trained dozens of teachers through various workshops. In 2020 these resources became a lifeline for many of these teachers who needed to find solutions for distance and hybrid learning. And over summer 2020 we redesigned nearly all of our activities with this in mind. This talk provides and overview of how 2020 has shaped the STEMcoding project.

The STEMcoding Approach to Distance Learning

The pandemic timeline has turn out to be much longer than initially predicted, and the need for a remote teaching will be the norm for many more months (if not years) to come. &nbsp;The immediate switch to the remote teaching that happened due to COVID-19, not surprisingly, had the greatest detrimental effect on laboratory components of physics courses and challenged academic integrity during testing. Smaller courses during summer time allowed us to test different approaches and more adequately prepare for large-enrollment classes for the upcoming Fall semester. Decisions when to choose between the labs with real data or simulations-generated data will be discussed. I will touch upon the challenges and successes of running the live lab sessions on teleconferencing platforms such as Zoom. Some elements, like pre-recorded introductions to the labs, methods of lab reports collections and grading online will be useful well past the pandemic.

Lessons from Virtual Laboratories

Material properties such as pressure, tension, conductivity and elasticity arise due to the complex interactions of atoms and electrons.&nbsp; Interaction forces such as friction also have atomistic origins.&nbsp; Our textbooks may mention these ideas in advanced topic boxes, but what do you say when a student wants to know more?&nbsp; In this talk, I will give a brief overview of the field of condensed matter physics.&nbsp; I will describe how condensed matter physics is present not only in our physics curriculum, but in daily life in technologies such as semiconductors, fiber optics, light-emitting diodes (LED’s), and liquid crystals.&nbsp; The talk is intended for anyone who teaches introductory physics, from college physics to secondary science teachers -- both high school and middle school.

Condensed Matter Physics in Introductory Physics: Hiding in Plain Sight

Young students are often enamored by the promise of exotic fundamental discoveries in the field of high-energy particle physics. Unfortunately, it is less often that I meet a young student who sees condensed matter physics in the same light. To help inspire more students to pursue condensed matter, I’ll start by illustrating how both fields (condensed matter and high-energy) are at the frontier of fundamental understanding. There is a fruitful exchange of theoretical concepts and theoretical techniques between the two fields. Then, I'll highlight a few condensed matter experimental systems, from my lab, and from colleagues at other universities. The common theme will be exotic phases of matter that arise when strongly interacting electrons dance with each other: in carbon nanotubes, in graphene, and at the interface between&nbsp;semiconductors and superconductors. This talk is intended for anyone who teaches introductory physics, from high school to college.

Condensed Matter Experiments that Use Strongly Interacting Electrons

Brown et al. (1) demonstrated that explicitly incentivizing students in quantum mechanics to correct their mistakes on midterm problems assists students on improving their performance on the same problems as featured on a final exam. We discuss a similar investigation into a first-semester upper-division electromagnetism course, taught at a large research university in the Mountain West, in which 25 students were similarly given explicit incentives to rework three unit exam problems (one for each of three unit exams). For each problem, we compare students who chose to rework their errors for credit with students who did not. We discuss initial findings as follows: for one of the three problems, the explicit incentivization shows a statistically significant benefit for students who accepted the incentive. For the other two problems, certain issues (e.g. an unexpected ceiling effect on midterm attempts) are discussed in terms of affecting outcomes.

Evaluating Explicit Incentives to Correct Mistakes in Upper-Division Electromagnetism

Research-based instructional strategies (RBIS) have been proven effective in improving student learning gains and in reducing course drop rates. Unfortunately, these strategies are not the norm for many physics departments. Studies indicate that some 1/3 of instructors who try RBIS discontinue the use, perhaps because the RBIS were not seen as successful or were viewed as too time consuming. One possible remedy is to have faculty looking to try RBIS co-teach with instructors who’ve previously used these strategies. We will report on our experiences flipping an upper-level quantum mechanics course working with just such a model. We believe this approach could increase the number of instructors who decide to try RBIS as well as increase the probability that these first attempts will lead to further use.

Who Flipped Our Class?

Introductory quantum mechanics can be challenging to students because many concepts are nonintuitive and the development of quantum intuition faces numerous hurdles. One important pathway to developing such intuition through problem-solving is limited due to the fact that few time-independent problems, and virtually no time-dependent problems, are analytically solvable. Computational modeling, however, can be an effective, complementary pathway to developing quantum insight and deepening conceptual understanding. In this presentation we will discuss computation in introductory quantum mechanics with examples to enhance student learning and active engagement (see http://www.faculty.umassd.edu/j.wang/ for some examples).

Enhancing learning and engagement in quantum mechanics with computation

Muon and neutrino classroom activities and exercises involving experimental data are extremely rare.&nbsp; Using the Arachne viewer for the MINERvA experiment at Fermilab, students can analyze data sets of muon decays to determine the following: the half-life of a muon, the energy spectrum of the daughter Michel electrons, and the existence of two other neutral daughter particles.&nbsp; Furthermore, by cleverly using conservation laws, students can deduce that these neutral particles must be an electron neutrino and a muon antineutrino.&nbsp; In this talk we will present three activities that help achieve student success with this muon decay analysis.&nbsp; First will be a simple rolling of a die activity, followed by the muon decay and lifetime analysis, and finally the deduction of existence of neutrino decay products using conservation laws.

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