We design a Teaching laboratory experience for blind students, to measure the linear thermal expansion coefficient of an object. We use an open-source electronic prototyping platform to create interactive electronic objects, with the conversion of visual signals into acoustic signals that allow a blind student to participate at the same time as their classmates in the laboratory session. For the student it was the first time he managed to participate normally in a physics laboratory.
We designed a Physics Teaching Lab experience for blind students to measure the wavelength of standing waves on a string. Our adaptation consisted of modifying the determination of the wavelength of the standing wave, which is usually done by visual inspection of the nodes and antinodes, using the sound volume generated by a guitar pickup at different points along the string. This allows one of the blind students at our University to participate simultaneously as their classmates in the laboratory session corresponding to the wave unit of a standard engineering course.
The ground-breaking image of a black holes event horizon, which captured the publics attention and imagination in April 2019, was captured using the power of interferometry: many separate telescopes working together to observe the cosmos in incredible detail. Many recent astrophysical discoveries that have revolutionized the scientific communitys understanding of the cosmos were made by interferometers such as LIGO, ALMA, and the Event Horizon Telescope. Astro 101 instructors who want their students to learn the science behind these discoveries must teach about interferometry. Decades of research show that using active learning strategies can significantly increase students learning and reduces achievement gaps between different demographic groups over what is achieved from traditional lecture-based instruction. As part of an effort to create active learning materials on interferometry, we developed and tested a new Lecture-Tutorial to help Astro 101 students learn about key properties of astronomical interferometers. This paper describes this new Lecture-Tutorial and presents evidence for its effectiveness from a study conducted with 266 Astro 101 students at the University of North Carolina at Chapel Hill.
Quantum computing is a growing field at the intersection of physics and computer science. The goal of this article is to highlight a successfully trialled quantum computing course for high school students between the ages of 15 and 18 years old. This course bridges the gap between popular science articles and advanced undergraduate textbooks. Conceptual ideas in the text are reinforced with active learning techniques, such as interactive problem sets and simulation-based labs at various levels. The course is freely available for use and download under the Creative Commons Attribution- NonCommercial-ShareAlike 4.0 International license.
Teaching assistants (TAs) are often responsible for grading in introductory physics courses at large research universities. Their grading practices can shape students approaches to problem solving and learning. Physics education research recommends grading practices that encourage students to provide evidence of understanding via explication of the problem-solving process. However, TAs may not necessarily grade in a manner that encourages students to provide evidence of understanding in their solutions. Within the context of a semester-long TA professional development course, we investigated whether encouraging TAs to use a grading rubric that appropriately weights the problem-solving process and having them reflect upon the benefits of using such a rubric prompts TAs to require evidence of understanding in student solutions. We examined how the TAs graded realistic student solutions to introductory physics problems before they were provided a rubric, whether TAs used the rubric as intended, whether they were consistent in grading similar solutions, and how TAs grading criteria changed after discussing the benefits of a well-designed rubric. We find that many TAs typically applied the rubric consistently when grading similar student solutions but did not require students to provide evidence of understanding. TAs written responses, class discussions, and individual interviews suggest that the instructional activities involving the grading rubrics in this study were not sufficient to change their grading practices. Interviews and class discussions suggest that helping TAs value a rubric that appropriately weights the problem-solving process may be challenging partly due to the TAs past educational experiences and the departmental context.
In this paper we put forth a model for physics course reform that uniquely uses proven, research-based active learning strategies to help students improve their physics knowledge and problem-solving skills. In this study, we compared the exam performance of students in two sections of the same introductory physics course. One section (the traditional section, N = 258) was taught by an instructor who is highly regarded for his lectures, but did not use any active learning teaching strategies. The other section (the reformed section, N = 217) was taught by an instructor who had never before taught a physics class but who was trained in physics and astronomy education research and who did use active learning teaching strategies. Students in the reformed section significantly outperformed students in the traditional section on common exam questions over the course of the semester, regardless of whether the question was conceptual or quantitative. This reform effort has been successful at improving students learning and significantly increasing the departments use of active learning strategies at the introductory level and beyond.
O. Negrete
,A. Lisboa
,F. J. Pe~na
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(2020)
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"Teaching labs for blind students: equipment to measure the thermal expansion coefficient of a metal. A case of study"
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Patricio Vargas
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