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facilitate the idea of science as a cooperative endeavor. Scientists continu-

ally use research conducted by others, critically review the work of others,

and work in teams to solve problems. In the classroom, this can take the

form of a whole class discussion, during which students present their

findings from experimental data. Groups can analyze the effect of different

variables to prevent repetitive presentations and allow for meaningful shar-

ing of information. Students will gain valuable insights into determining

the credibility of a source, creating a persuasive presentation by displaying

information aesthetically, and communicating their results in an efficient

manner. As students become more proficient in these discussions, they

will come to understand a key component of the science and engineering

communities.

GD05:

1:40-1:50 p.m. Patterns Approach: Building Scientific

Reasoning by Breaking Models

Contributed – Jordan Pasqualin, Rowe-Clark Math & Science Academy,

Chicago, IL 60625;

Within the confines of The Patterns Approach to Physics one important

topic is Model Failure. There is much pedagogical value in having students

attempt to apply a predictive model or pattern to experimental data and

fail. As students use The Patterns Approach to build scientific reasoning

skills, they gain expertise in detecting and explaining patterns in nature.

There is plentiful opportunity for students to experience the very real

limitations of using scientific models to make predictions about systems.

Models are useful inasmuch as they are able to make accurate predictions,

but students often cling to familiar models, even when inappropriate.

When models fail it creates opportunity to evaluate assumptions embedded

in a scientific investigation and ask new questions, two key skills that are

critical to genuine scientific pursuit. When students are taught to break

models they are better able to deal with failure, refine understandings, and

extend the inquiry process.

GD06:

1:50-2 p.m. Patterns Approach: Integrating STEM Within

Engineering Projects

Contributed – Bradford K. Hill, Southridge High School, 9625 SW 125th Ave.

Beaverton, OR 97008;

Within the confines of the Patterns Approach to Physics, one means of

bridging engineering, math, and science practices is to embed inquiry

investigations (the science) within engineering design tasks. Students seek

patterns within the data to build mathematical models (the math) used for

optimizing engineering design decisions. Four such engineering projects

are presented: Wind Turbine, Bridge Design, Barbie Bungee Adventure,

and Dynamic Paintings. In all of these examples students must both engage

in the engineering cycle to address the problem and the inquiry cycle to

generate data to inform their design. These projects, while familiar to many

physics classrooms, are presented in the context of the Pattern Approach

to teaching physics so the supporting materials and examples discussed

would allow a teacher to easily use them.

GD07:

2-2:10 p.m. Using Engineering Design to Engage Middle

School Students in Physics

Contributed – M. Colleen Megowan- Romanowicz, Arizona State University,

Tempe AZ 85282;

The Next Generation Science Standards (NGSS) call for science teachers

to design instruction and engage their students in eight specific Science

and Engineering Practices. Many of these practices are familiar to middle

school teachers and are already embedded in their teaching practice, but a

few--specifically “defining problems” and “designing solutions”--are novel

ideas to them. Many teachers express concern that they have no formal

education in engineering design nor do they have the experience, time, and

resources necessary in their classrooms to create meaningful engineering

activities for their students. In this session I will describe a project that is

specifically designed to increase teachers’ confidence and competence in

implementing the eight NGSS science and engineering practices in their

middle school classrooms. I will describe some of the PD in which teachers

engaged and how teachers ultimately enacted engineering projects in their

classrooms.

(HPC) and CUDA presents massively parallel performance as a budget

friendly, and extremely effective, option. We will demonstrate how to

use CUDA, along with Python, to improve computational speed by three

orders of magnitude or more using a “stock” laptop.

Sponsored by: Eric Ayars

Location: Tate Lab 170

Sponsor: Committee on Physics in Two-Year Colleges

Date: Wednesday, July 30

Time: 1–2:10 p.m.

Presider: Renee Lathrop

GD01:

1-1:10 p.m. Lessons Learned from an Integrated

Calculus and Physics Learning Community

Contributed – Dwain M. Desbien, Estrella Mountain Community College,

Avondale, AZ 85392;

Rebecca Baranowski, Holly Dison, Estrella Mountain Community College

For the last three years, EMCC has been offering and integrated Calculus

I and University Physics class. This talk will share results comparing tradi-

tional classes to the integrated courses on the FCI and exams. Discussion

of the reordering of topics to better match will also be discussed along with

future directions and goals.

GD02:

1:10-1:20 p.m. Fatal Friction Flaw

Contributed – Alan J. Scott, University of Wisconsin-Stout, 800 Broadway St.,

S. Menomonie, WI 54751;

On the evening of Aug. 13, 2011, a temporary structure used to provide

cover and support concert entertainment equipment at the Indiana State

Fair collapsed when hit with straight-line winds from an approaching

storm. Seven people died and 58 were injured. The methodology and

results of the forensic physics analysis (or engineering analysis) will be

presented in addition to a case-study, simplified model of the incident ap-

propriate for an introductory physics classroom. The engineering company

Thornton Tomasetti, Inc., out of Chicago was hired for the investigation

which is the same company that investigated the I35W bridge collapse in

Minneapolis back in 2007.

GD03:

1:20-1:30 p.m. Patterns Approach (Introduction): Engag-

ing Students in Scientific and Engineering Practices

Contributed – Heather Jean Moore, Fairfax County Public Schools, Arlington,

VA 22206;

The Patterns Approach for Physics is driven by the recurring question:

“How do we find and use patterns in nature to predict the future and un-

derstand the past?” Students are continually engaged in scientific practices,

starting with anchoring experiments that contextualize four common

mathematical patterns in physics: linear, quadratic, inverse, and inverse

square. Inquiry and engineering experiences serve to spiral these anchor-

ing patterns with new physics concepts, developing conceptual, graphical,

and symbolic understanding. Students are asked to compare low- to high-

evidence predictions, collaboratively build models based on data, assess the

quality/limitations of their models, develop proportional reasoning skills,

and harness the power of computational reasoning. Bridging math, science

and engineering in this way builds a coherent, experiential case for the

process of science and student interest in STEM careers. The Patterns Ap-

proach has been used within freshman through IB courses and is published

in

The Science Teacher

March, 2013.

GD04:

1:30-1:40 p.m. Patterns Approach: Classroom White-

board Discussions

Contributed – Scott J. Murphy, St. Joseph’s Preparatory Academy, Philadel-

phia, PA 19146;

Within the confines of The Patterns Approach to Physics, it is important to

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