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At least 505 records · Page 28Linked to original sources
arXiv2019

Don't answer the question! How on-line Moodle-based 'Data Retrieval Tests' encourage good record-keeping and a divergent experimental mindset for undergraduate physics students

The use of Data Retrieval Tests (DRTs), as an alternative to physics laboratory notebook marking, is discussed. The implementation of a Moodle-based, on-line DRT for 1st year physics students is described. The advantages of using such a methodology are highlighted and student comments shown. The paper also describes how students change their behaviour as a consequence of having an end of module DRT via 'bootstrapping', both singly and in peer groups.

physics.ed-ph↗
arXiv2019

Physics departments should discuss sexual harassment -- But consider this first

In April 2019, Aycock et al. published "Sexual harassment reported by undergraduate female physicists" in Phys. Rev. PER. Their main finding is that 3/4 of undergraduate women in physics in the U.S. report experiencing sexual harassment. Gender minorities experience high rates of harassment also. Many physics departments will want to discuss these findings with the ultimate goal of making our field harassment-free. However, there are major challenges inherent in having these discussions, since many participants will have experienced harassment themselves. We suggest questions for discussion organizers to reflect on, and ideas for how departments can approach these discussions.

physics.ed-ph↗
arXiv2019

Sonia Kovalevsky Days: The potential to inspire

The Association of Women in Mathematics has organized and sponsored Sonia Kovalevsky Days for Girls for almost three decades. These one day events are held at colleges and universities in the USA and consist of a program of workshops, talks, and problem solving sessions for female students aged 7-17. In this brief note we would like to give some advice on how to run these events successfully.

physics.ed-ph↗
arXiv2020

A First-Year Research Experience: The Freshman Project in Physics at Loyola University Chicago

Undergraduate research has become an essential mode of engaging and retaining students in physics. At Loyola University Chicago, first-year physics students have been participating in the Freshman Projects program for over twenty years, which has coincided with a period of significant growth for our department. In this paper, we describe how the Freshman Projects program has played an important role in advancing undergraduate research at Loyola, and the profound impact it has made on our program. We conclude with suggestions for adoption of similar programs at other institutions.

physics.ed-ph↗
arXiv2019

A novel alternative to analyzing multiple choice questions via discrimination index

The value of multiple choice questions (MCQs) in seeking large-scale, high-stakes, educational assessment is widely established. Students' responses to test items with a multiple-choice question format enable assess the extent of students' understanding and also help make valuable decisions about the quality of questions that make robust assessments possible. The use of discrimination index (DI) to analyse MCQs is also widely prevalent in literature Kelly(1939). This paper makes a case for using a novel approach to analyzing data using the DI. The case for novelty is argued through an empirical, comparative analysis on three sets of data: conjecture data, data from an exam for screening talented students for a competitive event (two examples), and data from an international competitive academic event. The scheme is developed to handle the data gathered from different question formats such as MCQs, Long answer questions (LAQs) and a combination of these two question formats. A code has been developed for carrying out computational analysis on large data sets. A comparison with the conventional approach to data analysis establishes the worthiness of ideas proposed for making meaningful inferences and simultaneously renders it possible to attend to nuances that are greatly compromised while analyzing huge data-sets. The paper brings a critical value-addition to the body of analytical knowledge building.

physics.ed-ph↗
arXiv2019

Low-cost ultrasonic distance measurement in a mechanical resonance experiment

We present a low-cost, dual-probe position sensor in a mechanical resonance experiment suitable for deployment in large lab courses with multiple stations. The motion of the two ends of a driven, damped spring oscillator is recorded with US-100 ultrasonic distance sensors and ESP8266 microcontrollers. Sensor lag is compensated via a modified Savitzky-Golay filter. Data is downloaded to a computer via Wi-Fi in a format suitable for analysis in Logger Pro. Due to the simple and fast data acquisition process, students can gather sufficient data to plot curves of the amplitude and phase lag as a function of driving frequency.

physics.ed-ph↗
arXiv2021

Towards the Baikal Open Laboratory in Astroparticle Physics

The open science framework defined in the German-Russian Astroparticle Data Life Cycle Initiative (GRADLCI) has triggered educational and outreach activities at the Irkutsk State University (ISU), which is actively participated in the two major astroparticle facilities in the region: TAIGA observatory and Baikal-GVD neutrino telescope. We describe the ideas grew out of this unique environment and propose a new open science laboratory based on education and outreach as well as on the development and testing new methods and techniques for the multimessenger astronomy.

astro-ph.IM↗
arXiv2019

Physics teaching assistants' views of different types of introductory problems: Challenge of perceiving the instructional benefits of context-rich and multiple-choice problems

Given a physics scenario, different problem types presenting that scenario in various ways can emphasize different instructional goals. In this investigation, we examined the views of physics graduate teaching assistants (TAs) about the instructional benefits of different types of introductory problems based upon the same problem scenario. Here we report on TAs' views about two of these problem types that were regarded by TAs as the least instructionally beneficial of all problem types--the context rich and multiple-choice formats. Many TAs listed no pros at all for these problem types, despite being explicitly asked for at least one pro. They viewed multiple-choice questions nearly exclusively as tools for high-stakes summative assessment rather than their possible use as formative assessment tools, e.g., as clicker questions even in large classes. Similarly, TAs viewed context-rich problems as overly challenging, unnecessarily wordy, and too time-consuming to be instructionally beneficial to their students. While TAs' concerns have obvious validity and value, the benefits of well-designed multiple-choice questions as a formative assessment tool was not readily identified by them, nor did the TAs recognize the learning benefits associated with solving context-rich problems. Given the powerful ways multiple-choice and context-rich problems can be used for active engagement and formative assessment in different instructional contexts to meet diverse instructional goals, the lack of enthusiasm for these types of problems has implications for future TA professional development programs.

physics.ed-ph↗
arXiv2019

Comparing introductory physics and astronomy students' attitudes and approaches to problem solving

We examined how introductory physics students' attitudes and approaches to problem solving compare to those of introductory astronomy students, using a previously validated survey, the Attitudes and Approaches to Problem Solving (AAPS) survey. In addition, we compared the performance of the introductory physics and astronomy students on the factors which were identified in a factor analysis in the original validation study. We found that introductory astronomy students' overall average AAPS score was significantly more favorable than that of introductory physics students (p < 0.01), and the effect size was large (Cohen's d = 0.81). We also found that introductory astronomy students' scores were more favorable in all clusters of questions except for one factor involving drawing diagrams and writing scratchwork while solving problems. We also found that introductory physics and astronomy students were equally capable of solving two isomorphic problems posed to them, and that the majority of introductory physics and introductory astronomy students reported that the problem posed in the astronomy context was more interesting to them. Interviews suggest that the context of astronomy in problem solving may be more interesting for students and could be one possible explanation for the more favorable AAPS scores amongst introductory astronomy students compared to introductory physics students. Instructors of introductory physics courses should heed these findings which indicate that it may be beneficial for instructors of introductory physics courses to incorporate problems into their instruction which contain real-world contexts, which may serve to increase student interest-level, and which could help create more favorable attitudes and approaches towards problem solving.

physics.ed-ph↗
arXiv2019

Pedagogical Materials and Suggestions to Cure Misconceptions Connecting Special and General Relativity

Many professional physicists do not fully understand the implications of the Einstein equivalence principle of general relativity. Consequently, many are unaware of the fact that special relativity is fully capable of handling accelerated reference frames. We present results from our nationwide survey that confirm this is the case. We discuss possible origins of this misconception, then suggest new materials for educators to use while discussing the classic twin paradox example. Afterwards, we review typical introductions to general relativity, clarify the equivalence principle, then suggest additional material to be used when the Einstein equivalence principle is covered in an introductory course. All of our suggestions are straightforward enough to be administered to a sophomore-level modern physics class.

physics.ed-ph↗
arXiv2019

Physics webpages create barriers to participation for people with disabilities: Five steps to increase digital accessibility

While there have been numerous calls to increase the participation of people with disabilities in STEM, many postsecondary institutions are not equipped to support students with disabilities. We examined the digital accessibility of 139 webpages from 73 postsecondary institutions that contained information about the undergraduate physics curriculum and graduate research programs. We selected these webpages as they are common entry points for students interested in pursuing a physics degree. We used Tenon and Mac OS X's Voiceover software to assess the accessibility of these webpages as measured by alignment with the Web Content Accessibility Guidelines (WCAG) 2.0. We found only one webpage was accessible for students with disabilities. We present five common accessibility errors we identified in the webpages in our sample, suggested solutions for these errors, and implications for students with disabilities, instructors and staff, institutional administration, and the broader physics community.

physics.ed-ph↗
arXiv2019

The Scientists' Experience in Participated Science Communication

Since 2006 a small group of researchers from the Italian National Institute for Nuclear Physics started to realized one of the first European Researchers' Night in Europe: a one night-event, supported by the European Commission, that falls every last Friday of September to promote the researcher's figure and its work. Today, after thirteen editions, the project has evolved by involving more than 60 scientific partners and more than 400 events/year spread from the North to the South of Italy in 30 cities, captivating more than 50.000 attendees with a not negligible impact on the people and the press. During the years, the project has followed and sometimes anticipated the science communication trend, and BEES (BE a citizEn Scientist) is the last step of this long and thrilling evolution that brought to a huge public engagement in our territory. The experience, the methodology, and the major successful examples of the organized events are presented together with the results of the long term project impact.

physics.ed-ph↗
arXiv2019

Physically Impossible?

Halfway between the experiment and the focus group, between the quiz and a game, we have experienced a new format to "focus" on sustainability and the fundamental laws of thermodynamics and its principles. Concepts as reversibility, efficiency and entropy, are then "visualized" by the participants, showing the relations with the economic value, waste, the energetics budget and raw material costs are explained from a different point of view, proving the physical limits to the economic growth and the environmental exploitation.

physics.ed-ph↗
arXiv2019

Integrating Undergraduate Research and Faculty Development in a Legacy Astronomy Research Project

The NSF-sponsored Undergraduate ALFALFA Team (UAT) promotes long-term collaborative research opportunities for faculty and students from 23 U.S. public and private primarily undergraduate institutions (PUIs) within the context of the extragalactic ALFALFA HI blind legacy survey project. Over twelve project years of partnering with Arecibo and Green Bank Observatories, the UAT has had a demonstrable impact on the health of a legacy astronomy project, science education, and equity/inclusion in astronomy, with successful outcomes for 373 UAT students (39% women; ~30% members of underrepresented groups) and 34 faculty (44% women). The UAT model is adaptable to many large scientific projects and can be supported by relatively modest funding. We recommend that granting agencies identify funding resources to support the model, either as an add-on to legacy grant support or as a stand-alone funding source. This could include encouragement of UAT-like components in large scale projects currently being developed, such as the LSST and TMT. By doing this, we will recognize the high numbers of astronomy research-trained heavy-teaching-load faculty at PUIs as an under-utilized resource of the astronomy community (see also White Paper by Ribaudo et al.). These members of our community have the skills and the strong desire to contribute meaningfully to their field, as well as the ability to encourage and interact closely with many talented and motivated undergraduate students from all backgrounds.

astro-ph.IM↗
arXiv2019

Astro2020: Promoting Diversity and Inclusion in Astronomy Graduate Education: an Astro2020 APC White Paper by the AAS Taskforce on Diversity and Inclusion in Astronomy Graduate Education

The purpose of this white paper is to provide guidance to funding agencies, leaders in the discipline, and its constituent departments about strategies for (1) improving access to advanced education for people from populations that have long been underrepresented and (2) improving the climates of departments where students enroll. The twin goals of improving access to increase diversity and improving climate to enhance inclusiveness are mutually reinforcing, and they are both predicated on a fundamental problem of inequality in participation. This white paper has been endorsed by the Board of Trustees of the AAS.

astro-ph.IM↗
arXiv2019

Primarily Undergraduate Institutions and the Astronomy Community

This White Paper highlights the role Primarily Undergraduate Institutions (PUIs) play within the astronomy profession, addressing issues related to employment, resources and support, research opportunities and productivity, and educational and societal impacts, among others. Astronomers working at PUIs are passionate about teaching and mentoring undergraduate students through substantive astronomy experiences, all while working to continue research programs that contribute to the advancement of the professional field of astronomy. PUIs are where the majority of undergraduate students pursue post-secondary education, and as such, understanding the unique challenges and opportunities associated with PUIs is critical to fostering an inclusive astronomy community throughout the next decade. We provide a view of the profession as lived and experienced by faculty and students of PUIs, while highlighting the unique opportunities, challenges, and obstacles routinely faced. A variety of recommendations are outlined to provide the supporting structures and resources needed for astronomy to thrive at PUIs over the next decade and beyond - a critical step for a profession focused on fostering and maintaining an inclusive, supportive, and diverse community.

astro-ph.IM↗
arXiv2019

NANOGrav Education and Outreach: Growing a Diverse and Inclusive Collaboration for Low-Frequency Gravitational Wave Astronomy

The new field of gravitational wave astrophysics requires a growing pool of students and researchers with unique, interdisciplinary skill sets. It also offers an opportunity to build a diverse, inclusive astronomy community from the ground up. We describe the efforts used by the North American Nanohertz Observatory for Gravitational Waves (NANOGrav) NSF Physics Frontiers Center to foster such growth by involving students at all levels in low-frequency gravitational wave astrophysics with pulsar timing arrays (PTAs) and establishing collaboration policies that ensure broad participation by diverse groups. We describe and illustrate the impact of these techniques on our collaboration as a case study for other distributed collaborations.

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