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KB01 (12:40 to 12:50 PM) | Contributed | Flipped vs. Traditional IPLS: Controlling the Control Variables
Presenting Author: Dean Richardson, Xavier University of Louisiana
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The first semester of the Introductory Physics for Life Science majors was taught in the flipped format. At the same time, a traditional section was taught by the same professor. Common exams were used each semester. The results are discussed, and a direct comparison can be made. Unfortunately, it isn’t clear which format did better. One semester one format did better, the next semester the other format did better. The question now is whether all of the necessary control variables are being controlled. Sometimes it is difficult to simply identify all of things that affect the results.
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KB02 (12:50 to 1:00 PM) | Contributed | CourseSource Physics: A new practitioner journal for physics educators
Presenting Author: Andy Rundquist, Hamline University
Additional Author | Melissa Dancy, University of Colorado
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CourseSource Physics provides physics educators a place to publish their successful teaching practices and to engage in a community of fellow educators. Do you have a single lesson, unit, or whole class that's working well with student learning evidence to show it? This is the journal for you! I'll talk about our philosophy, our structure, and how you can get involved.
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KB03 (1:00 to 1:10 PM) | Contributed | Next Gen PET in a lecture-lab format!
Presenting Author: Gay Stewart, West Virginia University
Additional Author | Paul Miller, West Virginia University
Additional Author | Lynnette Michaluk, West Virginia University
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Adapting Next Gen PET, an NSF-funded Engaged Student Learning project, sought to address two persistent problems in undergraduate education: the challenge of effective teaching resulting in useful learning in large lecture formats and the challenge of developing scientific understanding of physics principles by pre-service elementary teacher candidates. The goal was to provide a framework to both improve physics learning for future teachers and empower faculty to implement education research in their physics courses by providing a well-tested and refined version of the curriculum that fits the most widely used general education science class model (lecture and lab). We also sought to add the one science practice not emphasized in the PET curriculum, planning and carrying out investigations. These new curriculum resources and their impact on instructor evaluation and student learning will be presented.
This work funded in part by the Adapting the Next Generation Physical Science and Everyday Thinking Curriculum for a Lecture-Laboratory Format grant from the NSF, DUE-1611738.
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KB04 (1:10 to 1:20 PM) | Contributed | Modeling Ring Magnets: Non-linear, Damped Oscillators
Presenting Author: Maggie Brewer Sherer, William Jewell College
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Ring magnets interacting along a dowel rod provide a simple system for exploring oscillating systems beyond those with a linear restoring force. Using measurements from slow motion video, coupled with computational models of the system, we have developed experiments which can be used both in introductory and upper-level labs. Introductory labs include modelling non-linear forces in static equilibrium and modeling and measuring the period of the damped oscillator. Students then extend these ideas in upper-level labs, including damped-driven oscillators, resonant frequencies, and modeling multi-body systems of three and four ring magnets.
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KB05 (1:20 to 1:30 PM) | Contributed | A Capacitive Liquid Level Sensor for Application Based Labs
Presenting Author: Joseph LaVigne, Saginaw Valley State University
Additional Author | John Potts, Saginaw Valley State University
Additional Author | Matthew D. Vannette , Saginaw Valley State University
Additional Author | Christopher M. Nakamura, Saginaw Valley State University
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Connections to engineering applications are becoming increasingly valued in introductory level physics curricula. For both high school and college students taking introductory physics, it is important that they understand both the concepts, and their applications. We present a capacitive liquid level sensor that demonstrates a use of capacitors beyond the usually cited storing of energy. Seeing how design parameters impact its performance in an experiment can demonstrate how devices are designed and optimized, and how students can apply the physics they are learning. Our sensor uses a large parallel plate capacitor and a relaxation oscillator to convert liquid level information to frequency. The frequency at which a lamp in the circuit blinks gives information about how much dielectric is between the plates, and thus the liquid level. This demonstrates how a capacitor could be used in an engineering context to make useful measurements.
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KB06 (1:30 to 1:40 PM) | Contributed | Student outcomes from a remote, large-enrollment, course-based undergraduate research experience
Presenting Author: Heather Lewandowski, University of Colorado
Additional Author | Alexandra Werth, University of Colorado
Additional Author | Colin West, University of Colorado
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Recently, course-based undergraduate research experiences (CUREs) have been recognized as a way to improve STEM lab education by engaging students in authentic discovery. CUREs have been shown to have positive benefits similar to traditional undergraduate research experiences and can allow all students enrolled in a class the opportunity to participate in research. In response to the need to go fully remote because of the COVID-19 pandemic, we designed and implemented the first remote, large-enrollment, physics CURE. We report on the course structure and components, as well as initial research into the student outcomes. We find that this course helped students gain research skills and coding confidence, engage in productive and enjoyable teamwork experiences, and feel motivated and interested in experimental physics research.