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arXiv2018

Flipping the Large-Enrollment Introductory Physics Classroom

Most STEM students experience the introductory physics sequence in large-enrollment (N $\gtrsim$ 100 students) classrooms, led by one lecturer and supported by a few teaching assistants. This work describes methods and principles we used to create an effective "flipped classroom" in large- enrollment introductory physics courses by replacing a majority of traditional lecture time with in-class student-driven activity worksheets. In this work, we compare student learning in courses taught by the authors with the flipped classroom pedagogy versus a more traditional pedagogy. By comparing identical questions on exams, we find significant learning gains for students in the student-centered flipped classroom compared to students in the lecturer-centered traditional classroom. Furthermore, we find that the gender gap typically seen in the introductory physics sequence is significantly reduced in the flipped classroom.

physics.ed-ph↗
arXiv2018

Notes on pulse-width modulation appropriate for a sophomore-level electronics or programming class

Pulse-width modulation is a nice way to create pseudo analog outputs from a microcontroller (eg, an Arduino), which is limited to digital output signals. The quality of the analog output signal depends on the filter one uses to average out the digital outputs, and this filter can be analyzed with sophomore-level knowledge of resistor-capacitor circuits in charging and discharging state. These notes were used as a text supplement in a sophomore/junior level Microcontroller programming class for second and third-year Physics majors. I don't know where this material is normally treated in the Physics curriculum and figured others might find the resource useful. Comments welcome!

physics.ed-ph↗
arXiv2018

Cultivating the Next Generation: Outcomes from a Learning Assistant Program in Engineering

The LA Program at Oregon State University began in 2014 in one department as an effort to provide support for the implementation of active learning in large enrollment Biology courses. Since its start, the program has spread to include courses in five out of seven departments in the College of Science and four out of six departments in the College of Engineering. At OSU, we identified specific course logistics and educational goals in the College of Engineering and developed an adapted engineering LA Program, which has a different recruiting procedure and pedagogy professional development using a workshop model rather than requiring a pedagogy course. In this paper, we study characteristics and rationale of the adapted Engineering LA Program and assessments of the desired learning outcomes from this program. We collected survey data and qualitative data from a cohort of 50 engineering LAs through an academic term, including program development documentation, observation notes of 26 teaching sessions, weekly meetings, and training sessions, 15 in person interviews with LAs and instructors, 52 responses of LA online weekly reflections, and 13 responses of LA online surveys. Preliminary analysis shows that with LAs, the LA supported classes were better staffed and students received more immediate and strategic feedback. LAs recognize that the experience helped them solidify content knowledge, understand other perspectives, improve public speaking, better communicate with people, develop teamwork skills, and learn to deal with complex social situations. LAs also recognize how these skills transfer into professional engineering practice. Implications for engineering educators are discussed.

physics.ed-ph↗
arXiv2018

An experiment on multiple pathway quantum interference for the advanced undergraduate physics laboratory

We present results on a multiple-optical-path quantum interference project suitable for the advanced undergraduate laboratory. The experiments combine a conceptually rich set of atomic physics experiments which may be economically developed at a technical level accessible to undergraduate physics or engineering majors. In the experiments, diode-laser driven two-quantum, two-color excitation of cesium atoms in a vapor cell is investigated and relative strengths of the individual hyperfine components in the $6s^{2}S_{1/2} \rightarrow 7s^{2}S_{1/2}$ transition are determined. Measurement and analysis of the spectral variation of the two quantum excitation rate clearly shows strong variations due to interfering amplitudes in the overall transition amplitude. Projects such as the one reported here allow small teams of undergraduate students with combined interests in experimental and theoretical physics to construct instrumentation, perform sophisticated experiments, and do realistic modelling of the results.

physics.ed-ph↗
arXiv2018

Pondering zeros: analysis of a decade of blanks and missed quizzes

When assessing student work, graders will often find that some students will leave one or more problems blank on assessments. Since there is no work shown, the grader has no means to evaluate the student's understanding of a particular problem, and thus awards 'zero' points. This practice punishes the student behavior of leaving a problem blank, but this zero is not necessarily an accurate assessment of student understanding of a particular topic. While some might argue that this practice is 'fair' in that students are aware that they can't receive points for problems they don't attempt, we share evidence that this practice unequally impacts different student groups. We analyze 10 years of UC Davis introductory physics course databases to show that different groups of students (by gender, racial/ethnic group, first generation, etc.) skip problems, and entire exams at different rates. We also share some implications for grading and teaching practices.

physics.ed-ph↗
arXiv2018

The mobile information and educational environment of higher educational institution

In the modern world in the conditions of informatization of society and high level of competition at the labor-market the problem of preparation of specialists appears to the use of modern information and of communication technologies. Modern higher educational establishment must become the core of innovative education with problem preparation of specialists of new generation. Especially it touches preparation professionally of competent teachers, capable easily to adapt oneself in a modern educational environment, be competitive in the conditions of modern labor-market. Purpose. To highlight the definition of mobile information and educational environment of higher educational institution. Results. Define the concept of mobile information and educational environment of a higher educational institution aiming to meet the educational and research needs of all users in providing the necessary e-resources anytime and anywhere. Conclusion. Mobile information and educational environment of a higher educational institution ensures the realization of a few preferences: effective using modern technical learning tools; attracting the best educators; implementation and supporting author's courses; ensuring purposeful development of students. In such environment every student have free access (independent from time and place) to any materials from the academic disciplines, while gaining for them the necessary practical skills, useful implements interaction, knowledge sharing, organizes continuous learning process. The creation and support of mobile information and educational environment of higher educational institution will bring the University activities to a qualitatively new level and enhance its competitiveness in modern conditions.

physics.ed-ph↗
arXiv2018

SageMathCloud as the Learning Tool Cloud Technologies of the Computer-Based Studying Mathematics and Informatics Disciplines

The aim of this study is to determine peculiarities of computer-based learning of informatics and mathematical disciplines in cloud-oriented environment SageMathCloud. The objectives of the study is to investigate the didactic potential SageMathCloud, study the structure of SageMathCloud components to create a cloud-oriented software, learning systems and distance learning courses in the mathematics and informatics disciplines. In this paper, the characteristics of the didactic potential SageMathCloud environment for the implementation of computer-based learning natural, mathematics and informatics disciplines with the use of cloud technologies; lists and illustrates the SageMathCloud basic components which can be used in the design of cloud-based software and methodical complex and remote training course.

physics.ed-ph↗
arXiv2018

Using technology of augmented reality in a mobile-based learning environment of the higher educational institution

The definition of the augmented reality concept is based on the analysis of scientific publications. It is noted that online experiments with augmented reality provide students with the opportunity to observe and describe the operation with real systems by changing their parameters, and also partially replace experimental installations with objects of augmented reality. The scheme for realizing the augmented reality is considered. The possibilities of working with augmented reality objects in teaching physics is highlighted. It is indicated that the use of the augmented reality tools allows to increase the realness of the research; provides emotional and cognitive experience, helps attract students to systematic training; provides correct information about the installation in the process of experimentation; creates new ways of representing real objects in the learning process.

physics.ed-ph↗
arXiv2018

Exploring Mindset's Applicability to Students' Experiences with Challenge in Transformed College Physics Courses

The mindset literature is a longstanding area of psychological research focused on beliefs about intelligence, response to challenge, and goals for learning (Dweck, 2000). However, the mindset literature's applicability to the context of college physics has not been widely studied. In this paper we narrow our focus toward students' descriptions of their responses to challenge in college physics. We ask the research questions, "can we see responses to challenge in college physics that resemble that of the mindset literature?" and "how do students express evidence of challenge and to what extent is such evidence reflective of challenges found in the mindset literature?" To answer these questions, we developed a novel coding scheme for interview dialogue around college physics challenge and students' responses to it. In this paper we present the development process of our coding scheme. We find that it is possible to see student descriptions of challenge that resemble the mindset literature's characterizations. However, college physics challenges are frequently different than those studied in the mindset literature. We show that, in the landscape of college physics challenges, mindset beliefs cannot always be considered to be the dominant factor in how students respond to challenge. Broadly, our coding scheme helps the field move beyond broad Likert-scale survey measures of students' mindset beliefs.

physics.ed-ph↗
arXiv2018

Competence of bachelor in electromechanics in simulation

The article is devoted to communication competence in modeling with other competences of Bachelor in Electromechanics, its structure and the contribution of components in the formation of competence. The approaches to defining competence of bachelor-electrician are determined. A system of competencies is suggested. In order to determine the inclusion of each of the selected competencies in the formation of competence of Bachelor in Electromechanics, experts' opinions were surveyed. The goals were to determine the structure and content of the bachelor's in Electromechanics competence in modeling. The research focus was to research the relationship of competence in modeling with other competencies of Bachelor of Electromechanics, its structure and the contribution of components in the formation of competence. The object of the research was Bachelor's in Electromechanics learning process. The subject of the research was the theoretical base of expertise of Bachelors in Electromechanics in modeling. The results of the research were the connection of competence in modeling with other competencies of Bachelor in Electromechanics, its structure and the contribution of components in the formation of competence. The structure and content of the electrician's competence in modeling were defined. The principal conclusions and recommendations were: the system of competence in electromechanics in modeling involves three groups of competencies: the general scientific, common professional, and specific professional ones. The formation of competence of Bachelor in Electromechanics in simulation cycle starts in mathematical and natural-scientific training (the leading one is general scientific competence) and continues in the cycle of professional and practical training (the leading ones are common professional and specific professional competencies).

physics.ed-ph↗
arXiv2018

Attitude, Aptitude, and Amplitude (AAA): A framework for design driven innovation

If creativity is the heart and soul of innovation, design is the main catalyst for this process. To design in a very simple sense, is to move from a certain situation into a better one; this amelioration can manifest in new products, services, processes, or merely by exposing the real problems at hand. Settling on a high momentum as an immersive human-centered method, design thinking has been promoted by many scholars and academic institutions for its strategic potential in solving different contemporary challenges faced by many organizations in different domains. This paper present a practical framework for how this form of intelligence can be introduced, learned and disseminated across the organization for a sustainable innovation to be achieved.

physics.ed-ph↗
arXiv2018

Technological conditions of mobile learning in high school

This paper reviews the history of mobile learning, provides a definition of mobile learning. The properties, advantages and disadvantages of mobile learning, areas of its implementation at the Technical University and mobile learning tools were specified. The aim of the article is the analysis of the modern state of mobile learning and the determination of the conditions of its implementation at the high technical educational institutions. The process of the mobile learning in the national education system is in its formation stage. Nowadays the following stages of its development are formed, which are based on the availability of the technical means for the mobile learning and the mobile access implementation to educational resources. The mobile learning is the logical and innovation process in the education system, which is defined as a learning technology which uses the mobile devices, communication technology and intelligent user interfaces.

physics.ed-ph↗
arXiv2018

Preparing students for authentic research through open-inquiry laboratory courses

Authentic research as a method of teaching science is gaining popularity in high schools and colleges. To make this research experience most efficient, students need adequate preparation in traditional science courses. Existing materials available for inquiry-based teaching methods are not intended to prepare a student for independent research. We discuss principles for organization of laboratory classes with this goal in mind and provide examples that we have implemented for algebra-based physics, calculus-based physics, and honors chemistry for high school students.

physics.ed-ph↗
arXiv2018

Columba-Hypatia: Astronomy for Peace

"Columba-Hypatia: Astronomy for Peace" is a joint astronomy outreach project by GalileoMobile and the Association for Historical Dialogue and Research (AHDR) which takes place on the island of Cyprus. The project aims to inspire young people, through astronomy, to be curious about science and the cosmos, while also using astronomy as a tool for promoting meaningful communication and a culture of peace and non-violence. We conduct educational astronomy activities and explore the cosmos with children and the public, bringing together individuals from the various communities of Cyprus 'under the same sky' to look beyond borders and inspire a sense of global citizenship.

physics.ed-ph↗
arXiv2018

Xcos on Web as a promising learning tool for Bachelor's of Electromechanics modeling of technical objects

Research goals: to identify the perspective learning simulation tool for Bachelors of Electromechanics. Research objectives: to prove the feasibility of using the simulation system Xcos on Web as a tool of forming of future Bachelors of Electromechanics competence in modeling of technical objects. Research object: the use of imitative simulation systems to learning the Bachelors of Electromechanics. Research subject: the use Xcos on Web in learning modeling of technical objects the Bachelors of Electromechanics. Research methods used: the analysis of existing software usage experience. Research results. The imitative simulation system Xcos on Web is a promising cloud-based learning tool for Bachelor's of Electromechanics modeling of technical objects. The main conclusions and recommendations: 1. The use of simulation systems, such as Scilab Xcos, is a necessary part of Bachelor of Electromechanics professional training. 2. Cloud-based learning environment built on the integrative usage of mobile Internet devices promotes the forming of Bachelor's of Electromechanics professional competencies. 3. Implementation the full Scilab Xcos functionality at Xcos on Web creates conditions for transition in Bachelor's of Electromechanics learning the simulation of technical objects to the use of mobile Internet devices.

cs.CY↗
arXiv2018

The possibility of use of QR-codes in teaching physics

In the article discusses the possibility of using of QR-codes in teaching physics. It is noted that the technology of recognition of QR-codes can be attributed to elements of mobile information and education environment. On the basis of summarizing existing research discusses the advantages and disadvantages of using QR-codes, and the application of codes in the learning process. Examples of the use of QR-codes in teaching physics (of physical quests and web quests, of games, quizzes, polls, creating a virtual exhibition, creating applications to educational facilities, the creation and study of computer models of physical phenomena and processes, organization Self-Test) are described. Found that the mobile learning available to pupils (students), and elements of the mobile information-educational environment (including technology development and recognition of QR-codes) have sufficient capacity in teaching physics.

physics.ed-ph↗
arXiv2018

Methods of learning of computer simulation of physical processes and phenomena in university

To effectively prepare engineering students requires of formation of a system of fundamental physical knowledge together with the ability to apply them in specific productive activities, both on fundamental and on the profiled-oriented level. Accordingly the tasks of physics of high school is mastering the methodology of science knowledge and scientific way of thinking and generalize of experimental natural ability to conduct scientific research by methods of physical knowledge. In the process of teaching physics simulations simultaneously acts by scientific knowledge, is part of the content of educational material and effective means of experiment. It is possible to obtain special teaching methods of computer simulation, which include primarily computer experiment. The main methods of computer modeling learning in university are a multimedia lecture, telecommunications project and computer-oriented laboratory practice. The main tasks of teaching computer modeling in physics course are the overall development and formation of outlook of future engineers and development practical skills in computer simulation. The leading method of learning computer simulation in physics course is a project method. Those methods of learning are optimal in the context of developmental education. Computational experiment is a modeling methodology as a science, so it can be attributed to the principles of scientific methods of learning. Purposes of learning physics in university include the necessity of mastering a given set of scientific facts and methods of getting these facts. Computational experiment reflects the method of knowledge which applied in physics.

physics.ed-ph↗