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Articles 1 - 11 of 11
Full-Text Articles in Physics
Coursenetworking And Community: Linking Online Discussion Networks And Course Success, Adrienne L. Traxler, Andrew Gavrin, Rebecca Lindell
Coursenetworking And Community: Linking Online Discussion Networks And Course Success, Adrienne L. Traxler, Andrew Gavrin, Rebecca Lindell
Physics Faculty Publications
Large introductory science courses are isolating for many students, and reducing this isolation is an important factor for student retention in college. Active learning courses often build community among students as an explicit goal, but many commuter or non-traditional students have limited on-campus time. Online discussion forums provide one tool for engaging students with each other outside of class time. This study uses social network analysis with forum data from an introductory physics course to examine students' positions in the class discussion network and link it to their final course grades. We find that, contrary to expectations, there is no …
Evolution And Rationale For United States Department Of Defense Electromagnetic Pulse Protection Standard, George H. Baker Iii
Evolution And Rationale For United States Department Of Defense Electromagnetic Pulse Protection Standard, George H. Baker Iii
Department of Integrated Science and Technology - Faculty Scholarship
The United States (US) Department of Defense (DoD) Electromagnetic Pulse (EMP) protection standard offers a solid basis for protecting commercial communication, data, and control facilities. Because of the standard’s shielded barrier and test requirements, it is not surprising that there is a strong temptation within industry and government to dismiss the MIL-STD 188-125 approach in favor of less rigorous protection methods. It is important to understand that US DoD EMP protection standard for fixed facilities, MIL-STD-188-125, reflects an evolution by trial and error that spanned a period of decades beginning with the acquisition of the Minuteman Missile System in the …
Connecting Self-Efficacy And Views About Nature Of Science In Undergraduate Research Experiences, Gina Quan, Andrew Elby
Connecting Self-Efficacy And Views About Nature Of Science In Undergraduate Research Experiences, Gina Quan, Andrew Elby
Faculty Publications
Undergraduate research can support students’ more central participation in physics. We analyze markers of two coupled shifts in participation: changes in students’ views about the nature of science coupled to shifts in self-efficacy toward physics research. Students in the study worked with faculty and graduate student mentors on research projects while also participating in a seminar where they learned about research and reflected on their experiences. In classroom discussions and in clinical interviews, students described gaining more nuanced views about the nature of science, specifically related to who can participate in research and what participation in research looks like. This …
Role Of Students’ Participation On Learning Physics In Active Learning Classes, Binod Nainabasti
Role Of Students’ Participation On Learning Physics In Active Learning Classes, Binod Nainabasti
FIU Electronic Theses and Dissertations
Students’ interactions can be an influential component of students’ success in an interactive learning environment. From a participation perspective, learning is viewed in terms of how students transform their participation. However, many of the seminal papers discussing the participationist framework are vague on specific details about what student participation really looks like on a fine-grained scale. As part of a large project to understand the role of student participation in learning, this study gathered data that quantified students’ participation in three broad areas of two student-centered introductory calculus-based physics classes structured around the Investigative Science Learning Environment (ISLE) philosophy. These …
Physical Science Day: Design, Implementation, And Assessment, Liang Zeng, Mark A. Cunningham, Steven C. Tidrow, K. Christopher Smith, Jerry Contreras
Physical Science Day: Design, Implementation, And Assessment, Liang Zeng, Mark A. Cunningham, Steven C. Tidrow, K. Christopher Smith, Jerry Contreras
Physics and Astronomy Faculty Publications and Presentations
Physical Science Day at The University of Texas–Pan American (UTPA), in collaboration with the Edinburg Consolidated Independent School District, has been designed, developed and implemented to address an identified fundamental shortcoming in our educational process within this primarily (90+%) Hispanic serving border region. Physical Science Day overcomes the lack of knowledge about what physics is by raising youth awareness of physics as the foundation of science, engineering and technology disciplines, through activities including hands-on laboratory experiments, career orientation, and higher educational student and graduated student testimonials. Thus, Physical Science Day encourages, attracts, and enables more Hispanic youth towards science, technology …
Attending To Scientific Practices Within Undergraduate Research Experiences, Gina Quan, Chandra Turpen, Andrew Elby
Attending To Scientific Practices Within Undergraduate Research Experiences, Gina Quan, Chandra Turpen, Andrew Elby
Faculty Publications
Ford (2015) argues for viewing "scientific practice" not as a list of particular skills, but rather, as "sets of regularities of behaviors and social interactions" among scientists. This conceptualization of scientific practices foregrounds how they 1) meaningfully connect to one another, 2) are purposefully employed in their ability to explain nature and 3) prospectively adapt based on critique. While Ford focused on practices in K-12 classrooms, we apply this framework to understand how undergraduate physics majors do or do not make progress toward more central participation in physics research experiences. Using video from interviews with students and research mentors, and …
Non-Traditional Students' Conceptual Scores And Network Centrality In Scale-Up Classrooms, Emily N. Sandt, Adrienne L. Traxler
Non-Traditional Students' Conceptual Scores And Network Centrality In Scale-Up Classrooms, Emily N. Sandt, Adrienne L. Traxler
Physics Faculty Publications
As classrooms transition from traditional to cooperative learning environments, questions about the details of these environments effectiveness are posed. Does this model equally benefit all students? How do nontraditional (NT) students' gains in conceptual knowledge compare to those of traditional (Trad) students in these classrooms? Do NT students' social differences (i.e. age, employment status, family life, etc.) affect the amount of learning they do in the course or their tendency to form collaborative ties with other students? In three sections of SCALE-UP introductory calculus-based physics, we collected social network survey data about student connections and used the Force Concept Inventory …
The Singing Cymbal: Is It Really Photon Momentum?, Thomas R. Moore, Samantha Collin, Nikki Etchenique
The Singing Cymbal: Is It Really Photon Momentum?, Thomas R. Moore, Samantha Collin, Nikki Etchenique
Student-Faculty Collaborative Research Publications
A simple demonstration that is occasionally used in the classroom to show that light carries momentum involves making an orchestral cymbal audibly ring using light from a common photoflash. A metal plate or a piece of foil can also be used, however, it appears that many people use a cymbal because the sound is easily heard at a reasonable distance. It is such an impressive example of the effects attributable to photon momentum that it is posted on the CERN website for educational under the name “singing cymbal.” Although it is an impressive demonstration, a series of simple classroom experiments …
Off The Lip Conference - Transdisciplinary Approaches To Cognitive Innovation. Conference Proceedings, Sue Denham, Michael Punt, Edith Doove, Martha Blassnigg, Raluca Briazu, Kathryn Francis, Agi Haynes, Guy Edmonds, Adam Benjamin, Matthew Emmett, Iris Garrelfs, Christopher B. Germann, Joanna Griffin, Diane Humphrey, Bryanna Lucyk, Christie Purchase, Rachel Sansone, Emily Baxter, Amy Ione, Frank Loesche, Abigail Jackson, Alexis Kirke, Eduardo Miranda, Luke Rendell, Simon Ingram, Yutaka Nakamura, Gi Taek Ryoo, Eugenia Stamboliev, Michael Straeubig, Chun-Wei Hsu, Pinar Oztop, Mihaela Taranu, Sundar Sarukkai, James Sweeting, Minami Hirayama
Off The Lip Conference - Transdisciplinary Approaches To Cognitive Innovation. Conference Proceedings, Sue Denham, Michael Punt, Edith Doove, Martha Blassnigg, Raluca Briazu, Kathryn Francis, Agi Haynes, Guy Edmonds, Adam Benjamin, Matthew Emmett, Iris Garrelfs, Christopher B. Germann, Joanna Griffin, Diane Humphrey, Bryanna Lucyk, Christie Purchase, Rachel Sansone, Emily Baxter, Amy Ione, Frank Loesche, Abigail Jackson, Alexis Kirke, Eduardo Miranda, Luke Rendell, Simon Ingram, Yutaka Nakamura, Gi Taek Ryoo, Eugenia Stamboliev, Michael Straeubig, Chun-Wei Hsu, Pinar Oztop, Mihaela Taranu, Sundar Sarukkai, James Sweeting, Minami Hirayama
Off the Lip Conference - Transdisciplinary Approaches to Cognitive Innovation
The promise of cognitive innovation as a collaborative project in the sciences, arts and humanities is that we can approach creativity as a bootstrapping cognitive process in which the energies that shape the poem are necessarily indistinguishable from those that shape the poet. For the purposes of this conference the exploration of the idea of cognitive innovation concerns an understanding of creativity that is not exclusively concerned with conscious human thought and action but also as intrinsic to our cognitive development. As a consequence, we see the possibility for cognitive innovation to provide a theoretical and practical platform from which …
Patterns Around Us Presentation, Benny Davidovitch
Patterns Around Us Presentation, Benny Davidovitch
Patterns Around Us
No abstract provided.
Energy Tracking Diagrams, Rachel Scherr, Benedikt Harrer, Hunter Close, Abigail Daane, Lezlie Dewater, Amy Robertson, Lane Seeley, Stamatis Vokos
Energy Tracking Diagrams, Rachel Scherr, Benedikt Harrer, Hunter Close, Abigail Daane, Lezlie Dewater, Amy Robertson, Lane Seeley, Stamatis Vokos
Faculty Publications
Energy is a crosscutting concept in science and features prominently in national science education documents. In the Next Generation Science Standards, the primary conceptual learning goal is for learners to conserve energy as they track the transfers and transformations of energy within, into, or out of the system of interest in complex physical processes. As part of tracking energy transfers among objects, learners should (i) distinguish energy from matter, including recognizing that energy flow does not uniformly align with the movement of matter, and should (ii) identify specific mechanisms by which energy is transferred among objects, such as mechanical work …