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Monday afternoon
others’ video lab reports when the course is offered in summer 2013
and fall 2013. Results of how students peer evaluation compares to
experts evaluation will be presented.
PST2C02: 9:15-10 p.m. Video Resource for Professional
Development of University Physics Educators
Poster – Rachel E. Scherr, Seattle Pacific University, Seattle, WA 98115;
Renee Michelle Goertzen, American Physical Society
The Video Resource for Professional Development of University Phys-
ics Educators is being developed to support a wide range of university
physics educators (four-year university faculty, two-year-college
faculty, graduate teaching assistants, and undergraduate learning
assistants) in engaging with key issues in teaching and learning. Based
on compelling classroom video of best-practices university physics in-
struction, the resource is organized into “video workshops” that each
introduce a significant topic in the teaching and learning of physics,
such as formative assessment or cooperative learning. The topic is
introduced through a captioned video episode of introductory physics
students in the classroom, chosen to prompt collaborative discussion.
Discussion questions prompt participants who view the episode to re-
flect on their pedagogical beliefs and on their own practice. The Video
Resource will provide materials to be incorporated into a variety of
professional development situations, including self-organized groups
of professors, graduate TA training, LA pedagogy courses, and online
professional development communities.
PST2C03: 8:30-9:15 p.m. Characterizing Students’ Use of
Models During Experimentation
Poster – Benjamin M. Zwickl, Rochester Institute of Technology, Roch-
ester, NY 14623-5603;
H. J. Lewandowski, Noah Finkelstein, University of Colorado Boulder
Models are simplified and abstract representations of real-world
phenomena that are used for creating and communicating scientific
explanations. In this study we analyze students’ use of models in a
30-minute think-aloud lab activity involving basic electronic and
optical components. The framework used for our fine-grained analysis
of modeling during experimentation was developed independently
in the context of curriculum development for upper-division physics
laboratories. We review general patterns in students’ use of mod-
els, describe our coding scheme, and conclude with a discussion of
implications for the design of modeling-focused lab activities and
lab-appropriate assessments.
PST2C04: 9:15-10 p.m. Movie Physics in Introductory
Poster – Natalia Schkolnikov, Hampton University, Hampton, VA 23668-
Students from underrepresented groups in science and engineering
often feel disconnected from physics. To make Hampton University
students more interested in physics and to assess their critical think-
ing and scientific reasoning skills, we offer in introductory physics
classes presentation topics related to our favorite sci-fi blockbuster ep-
ics. Each student is assigned the task of presenting a detailed analysis
of one basic scientific assumption in a popular sci-fi movie. For exam-
ple students analyze artificial gravity in Armageddon, disappearance
of the Earth’s magnetic field in The Core, and traveling to the center of
the Earth in Journey to the Center of the Earth. The students enhance
their learning through these presentations since they are required to
explain the relations between physical laws and the movie’s hypothesis
and make a judgment whether it is a bad or good physics movie.
*This work was supported by the National Science Foundation (NSF HRD-
PST2C05: 8:30-9:15 p.m. Student Attitudes Toward and
Perceptions of New Material in Physics*
Poster – Anne E. Tabor-Morris, Georgian Court University, Department
of Physics, Lakewood, NJ 08701-2697;
Timothy M. Briles, Georgian Court University School of Education
Learning new materials, especially physics topics, can be overwhelm-
ing to students. How do physics students approach and commit to
learning new material? The Physics Education Research group at
Georgian Court University presents a poster on their current research
on student attitudes toward new material and strategies they employ.
This includes research on types of materials and student commitment
to learning that material.
*For list of our publications and past meeting abstracts see our blog:
PST2C06: 9:15-10 p.m. The Importance of Undergraduate
Research: A SUNY Oswego Approach
Poster – Carolina C. Ilie, SUNY Oswego, 254 Shineman Center, Os-
wego, NY 13126;
Julia D’Rozario, Katharyn E. Christiana, Michael Evans, Diana Boyer,
SUNY Oswego
Undergraduate research is a valuable educational tool for students
pursuing a degree in physics, but these experiences can become prob-
lematic and ineffective if not handled properly. This responsibility de-
mands strength and commitment, as undergraduate research should
be planned as an immersive learning experience in which the student
has the opportunity to develop one’s skills in accordance with one’s
interests. Effective undergraduate research experiences are marked by
clear, measurable objectives and frequent student-professor collabora-
tion. 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, as well as building a strong resume. With
SUNY Oswego’s mission to encourage our students to be involved in
scholarly and creative activity as early as freshmen year, we present
the campus opportunities for a successful undergraduate research
1. Seymour, E., Hunter, A.-B., Laursen, S. L. and DeAntoni, T. (2004), “Estab-
lishing the benefits of research experiences for undergraduates in the sciences:
First findings from a three-year study”.
Sci. Edu.
2. Behar-Horenstein, Linda S., Johnson, Melissa L. “Enticing Students to
Enter Into Undergraduate Research: The Instrumentality of an Undergraduate
J. of Coll. Sci. Teach
.3 (2010): 62-70.
PST2C07: 8:30-9:15 p.m. Reducing the Gender Gap in
College Physics
Poster – Wendy K. Adams, University of Northern Colorado, Department
of Physics and Astronomy, Greeley, CO 80639; wendy.adams@unco.
Richard D. Dietz, Matthew R. Semak, University of Northern Colorado
We have seen a reduction in the gender gap with a population of
students who start with low pre-test scores on the FCI, 25% and 38%,
and end with similar post-test scores of 65% and 73% for women and
men respectively. The course design is highly interactive and uses
College Physics, by Knight, Jones and Fields. One unique aspect of
the course is our equivalent peer groups, which are matched by GPA
and gender, and which work together in class and during recitation/
lab. The lecture component uses Peer Instruction with colored cards,
group problem solving and University of Maryland Tutorials in
Physics Sense-Making. We have also redesigned the three-hour labs
by splitting the time into two parts: recitation using the Knight et
al. Workbooks followed by a short lab that is designed with student
motivation as the primary goal.
Other Posters
PST2D01: 8:30-9:15 p.m. Transforming Academia: Native
American Women and Women in Physics
Poster – Carolina C. Ilie, State University of New York at Oswego, 254
Shineman Center, Oswego, NY 13126;
Sharity Bassett, Marie T. Romano, Lillie Ghobrial, Michael Evans, SUNY
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