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The Paradigms @ OSU team has developed a series of activities that supports students in reasoning about complex numbers by having students act out those numbers with their arms. The Arms representation is versatile and can be expanded, by grouping students, to include complex-valued vectors. This expansion enables groups of students to represent quantum mechanical state vectors with their arms. The Arms Sequence of activities parallels the progression of OSU’s spins-first approach by starting with complex numbers, advancing through two- and three-state systems, considering time-dependence, and eventually extending to approximate wavefunctions. In this poster we will present Arms as a representation and discuss some of the advantages and disadvantages of using Arms to teach quantum mechanics. We will discuss the development of mathematical and physics ideas, cognitive and pedagogical affordances, movement logistics, and the implicit elements of the representation.

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Embodying Complex Numbers and Quantum States

paradigms

quantum

representations

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poster

The Paradigms in Physics program often incorporates activities that encourage&nbsp;exploration of multiple representations simultaneously. In this poster, we discuss an electrostatics activity that occurs near the beginning of the&nbsp;Static Fields Paradigm. We detail one group's use of multiple representations, including a plastic surface model of the potential due to an electric quadrupole. Our analysis examines the features and functions of the external&nbsp;representations, as well as the order in which the representations were provided to the students. We specifically answer the question of how the representations supported inquiry during this activity.

Surface Models and Multiple External Representations in Paradigms

What makes a physics course uniquely “Classical” in the context of the growing Classical Education movement? From high school physics to liberal arts college core physics, are there particular topics, components, or pedagogies, that must be present in a physics classroom to make it uniquely “Classical”? Does physics in Classical Education require teaching from a particular view of science? Does the “Classical” aspect of the course come in the structure (Trivium cycles, classical Quadrivium framework) or is it simply “traditional” physics with classical pedagogy and classical touchstones incorporated? If so, what are the important classical touchstones? We explore and summarize what authors speaking about physics from within the Classical Education movement say concerning what might make a physics course uniquely “Classical”.

Classical Education Touchstones for the Physics Classroom

This poster describes how design tactics can be used to adapt activities developed for the Paradigms in Physics program to other settings. Design tactics provide practical guidance for&nbsp;developers in designing (and refining) curricular materials in order to meet their specific learning goals. More specific than design principles, design tactics are practical and closely guide specific development processes.&nbsp;We describe the role of design tactics in&nbsp;the context of the ring cycle, a sequence of in-class activities on upper-division electromagnetic theory developed as part of the Paradigms in Physics program. We illustrate how design tactics can be used to adapt activities to different formats and align them with available class components (e.g. small group activity, lecture, Zoom session, homework).&nbsp;By contrasting the original implementation at OSU with two secondary implementations at other universities, we illustrate how design tactics can also be used to adapt activities to different settings.&nbsp;

Design tactics for adapting the ring cycle in secondary implementations

Computational physics courses are becoming an integral part of the undergraduate physics curriculum because they prepare students for their post-baccalaureate career where computational skills are applicable to research and industry jobs. The instruction of computational physics courses varies greatly based on curricular requirements and departmental resources. At Oregon State University, the computational courses are a project-driven laboratory experience. The computational physics lab course is strongly related to the content delivered in the junior-level lecture courses, but they are taught by different instructors so that a non-computational physicist can still deliver the lecture material. In the computational physics lab course, students solve physics problems related to lecture course content using Python and pair programming, a coding technique shown to improve code quality and learning outcomes. We will present the design choices of using the lab structure and the coordination with lecture courses, and the development of the computational physics lab course.

Development and Design of a Computational Physics Lab Course

Sensemaking is a skill valued in the physics classroom as it aids students and expert physicists in drawing connections between varying representations and concepts in order to make sense of what they are learning or teaching. To promote students’ use of sensemaking practices throughout The Paradigms in Physics program we designed a course to explicitly teach students sensemaking skills early in their physics curriculum, Techniques of Theoretical Mechanics. This course covers both classical mechanics and special relativity, giving students experience with sensemaking in two different contexts. By teaching sensemaking explicitly and early, students have a tool box of sensemaking skills to draw on when solving novel physics problems. In this poster we explain the different pedagogical strategies used in Theoretical Mechanics to expand students’ views about sensemaking and help them develop habits that persist throughout The Paradigms in Physics program.

A Sensemaking Foundation for Paradigms in Physics at OSU

At the USAF Academy, 36.4% of the cadets who intended to major in STEM before their first semester ended up graduating in a nonSTEM career. This study investigated factors associated with cadets declaring STEM majors or switching out of them. Of the 3,248 cadets with a declared major at the end of the academic year, 128 switched majors, with the most cadets switching within either STEM or nonSTEM. Twenty-four cadets switched out of STEM, and seven switched into STEM. STEM departers were more likely to have a low GPA and to come from a preparatory school, and were less likely to be scholars, international or ESL students. Cadets who went from undeclared to STEM majors were more likely to have higher Core GPA and SAT scores and were less likely to participate in athletics. STEM attrition must be addressed through academic support and advising before cadets declare a major.

Selecting and Switching STEM Majors at USAF: Associated Retention Factors

The idea of Peer Review is inherent to NextGen PET. Many problems within the curriculum propose a conversation between students where each students defend a different idea. In these cases NextGen PET provides a specific method on how to evaluate the ideas of these hypothetical students. Step 1) Is the information accurate?&nbsp;Step 2) Are all aspects of the argument presented? Step 3) Is the argument presented in a logical way? This semester I wanted to apply this kind of framework as a type of Canvas assignment called Peer Review.&nbsp;Students must complete a rubric regarding a randomly assigned peer's ideas in order to help teach how to evaluate the ideas of others in group discussions.&nbsp; I will present how to set up in the assignments in a Canvas environment and lessons learned during the Fall 2020 semester at Los Angeles Pierce College.

NextGen PET Oriented Canvas Rubric for Online Elementary Education Majors

The start of the spring semester 2020 for universities all over China was postponed due to the coronavirus outbreak. The team of Fudan Physics Teaching Lab actively explored new mode in Physics-experiment teaching for sophomore in special period. We divided the course content into several modules and adopted different teaching methods according to the existing resources, such as recording instructional videos, online Q&amp;A, Physics experiment based on smartphone, virtual experiments, optical simulation experiments etc. As our lives enter into the Network Information Age, it brings us a lot of convenience. We can use a variety of ways to make up for the regret of not being able to teach in class, so that students can complete experimental courses at home.

Physics Experiment Teaching Case sharing in COVID-19 Pandemic

There is abundant research showing systemic biases in STEM and academia. Facilitating a discussion around these issues, and ways to mitigate them, can be challenging. In this poster, I present a board game demonstrating how biases in the system disadvantage some people disproportionately, creating an inequitable system. This generates discussions about sources and consequences of these biases (unconscious bias, socioeconomic strata, etc.) Students brainstorm strategies to 'change the system' and with these new structures, the game is replayed to demonstrate decreased inequity.

Board Game to Facilitate Discussions on Systemic Bias

Exploring Physical Phenomena: What happens when light from the Sun shines on the Earth?&nbsp; &nbsp;is now available at&nbsp;https://open.oregonstate.education/physicsforteachers/. We developed this open source textbook in a laboratory-based physics course for prospective elementary and middle school teachers. Explorations mostly involve everyday equipment so portions also are appropriate for use in general science courses,&nbsp;hallway exhibits, and outreach activities.&nbsp;Units include the nature of light phenomena, nature of thermal phenomena, influence of light and thermal phenomena on local weather, influence of light and thermal phenomena on global climate change, and nature of astronomical phenomena such as phases of the moon. Emphasis is upon questioning, predicting, exploring, and discussing what one thinks and why.&nbsp;This open source textbook also emphasizes the integration of science and literacy learning. Each unit ends by making connections to the&nbsp; Next Generation Science Standards. &nbsp;Supplementary materials include equipment lists suitable for both on-campus and&nbsp;remote learning contexts. &nbsp; &nbsp;

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