Fall 2021 Meeting
"Physics Lessons from the Pandemic"
October 22-23, 2021
We are pleased to invite you to attend the Fall 2021 online meeting. Join us by Zoom to learn more about physics, discover new tools and techniques for teaching physics, and share your experiences via contributed presentations and Take Fives.
Friday
Contributed Presentations
2:00 pm
A1. Pandemic Learning; Expectations, Reality and Lessons Learned
*Marianna Ruggerio, *Andrew Jace Bernardo, *Natasha Stresta - Auburn High School - 2 - Teaching Methods
As school year 2020-21 approached teachers and students alike entered with a set of expectations around teaching and learning under the constraints of the pandemic. This talk will discuss some of the shifts that were made under these changes as they related to an urban-emergent district and the realities and lessons learned that resulted from both teacher and student perspectives.
2:15 pm
A2. Using Active Learning Techniques to Teach Remotely
Raymond Zich - Illinois State University - 2 - Teaching Methods
I report on the conversion of multiple lecture-based physics and astronomy classes to online instruction, the role of active learning techniques in achieving the transition, and the results of incorporating active learning in the online courses. Both the COVID-19 pandemic and increased popularity of distance learning have resulted in a significant increase in remote and online instruction. Maintaining student engagement and communication in online classes is important and can be achieved using active learning techniques. I will discuss how active learning techniques were incorporated into the online curriculum, the types of active learning materials used, and the outcomes from the inclusion. Pre to post gains from quantitative assessments made with the CLASS, CTSR, TOAST, and LPCI will be presented. Qualitative assessment results from free response surveys will be presented. There were good pre-post gains observed on concept inventories and satisfaction and improved conceptual understanding expressed by students in the surveys.
2:30 pm
A3. Special Ed. Services in Physics classroom
Sean McKeown - Joliet Central - Special education accommodations and modifications in physics
2:45 pm
A4. A student perspective on learning during a global pandemic
*Naomi Satoh, Jack Jordan, Raymond Zich - Illinois State University - 2 - Teaching Methods
During the global pandemic, student learning, studying, and research were impacted due to the transition to online learning and other adjustments to the pandemic. Students' preparedness, understanding, and overall comprehension were affected by online learning. Many adjustments were made to the “standard” education system, with classes moving online, along with research. Students had to learn how to hold themselves accountable for their own education, along with managing time, staying organized, and preserving productivity. The pandemic created changes in how students shifted out of high school, how students prepared for college, and how students were able to adapt to online college courses. Student difficulties included, but were not limited to, finding motivation, maintaining busy schedules, and continuing social contact with other students and their professors. We will discuss our perspectives as students and the impact on our teaching methods as preservice teachers to accommodations made due to the pandemic.
3:00 pm
A5. Student attitude changes and curricular benefits from two models
*Grant Kaufman, Jeffery Rosauer and Raymond Zich - Illinois State University - 4 - Research
Two curriculum changes to a general education physics class were investigated for improvements to student attitudes about science and student scientific reasoning skills. The first change was to have students watch short videos on scientific topics. The second was to complete worksheets based off of PhET simulations. The Colorado Learning Attitudes about Science Survey and Lawson’s Classroom Test of Scientific Reasoning were used to assess the students’ attitudes about science and their scientific reasoning skills before and after completing the respective changes. The instructional interventions were applied for two control semesters, three video treatment semesters, and two PhET semesters. Initial findings showed improvements in both student attitudes toward science and the students scientific reasoning skills with both interventions.
3:15 pm
A6. Fish Corneas under a Polarizing Microscope
Pengqian Wang - Western Illinois University - 4 - Research
We experimentally investigate the optical properties of the corneas of common carps using a polarizing microscope, which is believed to be biaxially anisotropic. The fish were obtained from Spring Lake in Macomb, IL. The corneas were removed after the fish were dead. When light propagates in an optically anisotropic material, it is split into two waves with different phase velocities, which produce a distinct interference pattern when emerging from the material. A polarizing microscope has the advantage of illuminating the sample in all directions using a tightly focused light. We present our preliminary observation on the interference patterns and interference colors from the corneas of common carps, which can be used to locate the optic axes and measure the birefringence of the sample material.
3:30 pm
15 minute break - BYOC(ookies)
Invited Speaker
3:45 pm
“What’s new from PhET Interactive Simulations?”
Rebecca Vieyra
Associate Director of Global Initiatives
PhET Interactive Simulations, University of Colorado Boulder
PhET Interactive Simulations’ open-access resources for teaching math and science have been a critical tool for educators during the COVID-19 pandemic. In some countries, the use of PhET simulations has increased by more than 500% since the start of the pandemic, and PhET simulations are now used more than 250 million times a year.
During this presentation, learn about PhET resources and tools that can support online and blended learning, including new and upcoming HTML5 sims, remote learning tips, desktop and mobile apps, NGSS alignment documents, virtual workshops, and the new PhET Global initiative, including the PhET Fellowship.
Rebecca has graciously shared the slides that she showed. Here they are as a PDF file.
5:00 pm
Take Five
Morten Lundsgaard - "IPaSS program - U of I partnering with high schools"
Saturday
7:00 am
Executive Council Meeting - BYOC(offee)
9:00 am
B1. An analysis of integrating computational activities into a general education astronomy course
James DiCaro*, Quinn MacKenzie*, Raymond Zich - Illinois State University - 4 - Research
We report on the impact of incorporating computational activities into a one semester general education astronomy course. Computation is an effective active learning tool for developing understanding of concepts, connecting concepts with formulae, and associating science with prediction. The computational exercises were spreadsheet-based and were completed collaboratively. Student learning pre to post was assessed using the TOAST and LPCI and correctness gains of 20% were observed for the TOAST and 29% for the LPCI. Examples of the computational exercises will be presented along with a discussion of the results of the inclusion and an analysis of analysis of student responses to individual questions on the TOAST and LPCI. Qualitative data was collected through student surveys that focused on student learning, attitudes toward computational exercises, and overall perceptions of the course. The surveys revealed a positive attitude toward the use of computational activities in the course.
9:15 am
B2. Using the IO Lab device in a first year lab to quantitatively infer the shapes of curved ramps
* Bailey Turner, Henry Evans, Joelle McMillan, Jesus Rios-Narciso and Narendra K Jaggi - Illinois Wesleyan University - 2 - Teaching Methods
We will share the design and implementation at IWU of a slightly advanced kinematics experiment in the first year physics laboratory. It takes advantage of the capacity of the IO Lab device to collect precision data for the distance travelled (arc length), the tangential speed and the acceleration at 100 Hz. Students collect this rich data for curved wooden ramps of varying shapes and sizes and export their data into IgorPro. They analyze this data to extract the local tangent along a large number of points along the arc. The last computational step involves writing an "Igor procedure" to evaluate a functional -- as opposed to a function -- to get the quantitative shape of the track h(x). Finally, they compare their inferred shape h(x) with a photograph of the actual track that they had used.
9:30 am
B3. Strengthening High School Teacher Quality Through a University Partnership
Marianna Ruggerio - Auburn High School - Teacher Support and Development
In 2020 the University of Illinois launched The Illinois Physics and Secondary Schools (IPaSS) Partnership Program with goals specifically related to increased student interest in STEM in physics through intensive teacher support. The partnership provides teachers with research based resources from the University for classroom use. As a result of pulling together teachers from across the state, the partnership has also created a strong network of emerging teacher-leaders in physics classrooms and the quality of physics instruction is increasing for all participants. This talk will discuss the influence and benefits of the program from the teacher perspective.
9:45 am
B4. Pandemic Physics Priorities
Zak Knott - Joliet Central HS - 2 - Teaching Methods
The shift to remote teaching and learning necessitated a rethinking of what my priorities should be in my physics class. In this talk I'll discuss the changes I made to my curriculum last year and how I anticipate those changes influencing the course in the future.
10:00 am
Business Meeting
Election of Officers and Council Members
Workshop
10:15 am
"Going deeper with PhET Interactive Simulations"
Rebecca Vieyra
Associate Director of Global Initiatives
PhET Interactive Simulations, University of Colorado Boulder
The PhET Interactive Simulations project at the University of Colorado Boulder creates free interactive simulations and virtual labs for science and math learning. PhET simulations are teaching tools that can support conceptual learning and skill development, but they are most effective when used in a teaching context that makes use of evidence-based, student-centered teaching and learning practices. This workshop will be tailored based on attendees’ interests and needs.
During this workshop, participants may spend time collaboratively designing an activity sequence using PhET’s suggested strategies (whole-class inquiry, clicker questions and Peer Instruction, Interactive Lecture Demonstrations) and guidelines for effective worksheet creation (including pre-labs, challenge prompts, and post-labs).
Additionally, time can be available to explore some of the often overlooked resources on the PhET website, including HTML5 prototypes, remote learning tips, desktop and mobile apps, NGSS alignment documents, virtual workshops, and more.