Subscribe to the gold package and get unlimited access to Shamra Academy
Register a new userAnalysis of the PICUP Collection: Strengths and Areas for Development
155
0
0.0
(
0
)
Authors
W. Brian Lane
Ask ChatGPT about the research
No Arabic abstract
The PICUP Collection of Exercise Sets (https://www.compadre.org/PICUP/exercises/) contains over 60 peer-reviewed computation-infused activities for use in various physics courses from high school through graduate study. Each Exercise Set includes an instructor guide, student-facing exercises, and sample implementations for one or more programming platforms. We present an analysis of this Collection based on Exercise Set traits such as course level, word count, completion time, course context, computational methods, programming platforms, and engagement elements. This analysis highlights the strengths of the PICUP Collection (such as variety in subject and method coverage) and where there is ample room for development (such as expansion of high school- and advanced-level offerings and a greater representation of programming platforms).
rate research
Read More
The ability to construct, use, and revise models is a crucial experimental physics skill. Many existing frameworks describe modeling in science education at introductory levels. However, most have limited applicability to the context of upper-division physics lab courses or experimental physics. Here, we discuss the Modeling Framework for Experimental Physics, a theoretical framework tailored to labs and experimentation. A key feature of the Framework is recursive interaction between models and apparatus. Models are revised to account for new evidence produced by apparatus, and apparatus are revised to better align with the simplifying assumptions of models. Another key feature is the distinction between the physical phenomenon being investigated and the measurement equipment used to conduct the investigation. Models of physical systems facilitate explanation or prediction of phenomena, whereas models of measurement systems facilitate interpretation of data. We describe the Framework, provide a chronological history of its development, and summarize its applications to research and curricular design. Ultimately, we argue that the Modeling Framework is a theoretically sound and well-tested tool that is applicable to multiple physics domains and research purposes. In particular, it is useful for characterizing students approaches to experimentation, designing or evaluating curricula for lab courses, and developing instruments to assess students experimental modeling skills.
Science is an inherently quantitative endeavor, and general education science courses are taken by a majority of college students. As such, they are a powerful venue for advancing students skills and attitudes toward mathematics. This article reports on the development and validation of the Quantitative Reasoning for College Science (QuaRCS) Assessment, a numeracy assessment instrument designed for college-level general education science students. It has been administered to more than four thousand students over eight semesters of refinement. We show that the QuaRCS is able to distinguish varying levels of quantitative literacy and present performance statistics for both individual items and the instrument as a whole. Responses from a survey of forty-eight Astronomy and Mathematics educators show that these two groups share views regarding which quantitative skills are most important in the contexts of science literacy and educated citizenship, and the skills assessed with the QuaRCS are drawn from these rankings. The fully-developed QuaRCS assessment was administered to nearly two thousand students in nineteen general education science courses and one STEM major course in early 2015, and results reveal that the instrument is valid for both populations.
Due to its versatility and low cost, the use of unmanned aerial vehicles has been rapidly spreading in recent years, in applications ranging form military operations, to land mapping, rescuing of lost people, aiding of natural disaster victims and many others. To properly design and operate such a vehicle, it is necessary to know its flight mechanics in the various stages of the flight. Despite the fact that the physic behind the analysis of an aircrafts flight mechanics is well known and purely based on Classical Mechanics, the large quantity of input and output data involved favors the use of a computational toll. This work presents the development of a toolbox called APT (Aircraft Performance Toolbox), able to make preliminary aircraft flight mechanics calculations regarding its performance. To achieve this goal, a number of Matlab scripts were created to perform the calculations, and a graphical interface was created to unify them and to allow the end-user to perform the analysis in a clear and intuitive way. To illustrate the potential of the toolbox, we use APT to in the analysis of an UAV meant to participate in the SAE Brasil AeroDesign competition of the year of 2014.
Secondary school teachers often lack the necessary content background in astronomy to teach such a course confidently. Our theory of change postits that an increased confidence level will increase student retention in astronomy and related STEM fields. Beyond the science content knowledge though, teachers need opportunities to embed the content in pedagogically sound practices, and with appropriate technology tools. We report on our interdisciplinary approach to designing, developing, fielding, and iteratively improving the San Antonio Teacher Training Astronomy Academy (SATTAA), an annually offered Teacher Professional Development program. In particular, we present how our separate areas of expertise, in content and in STEM pedagogy, led to a synergistic process of teacher professional development that has now resulted in three cohorts of alumni. In this paper, we share our interdisciplinary processes and lessons learned; program metrics are described elsewhere in detail.
Graduate Teaching Assistants (GTAs) are key partners in the education of undergraduates. Given the potentially large impact GTAs can have on undergraduate student learning, it is important to provide them with appropriate preparation for teaching. But GTAs are students themselves, and not all of them desire to pursue an academic career. Fully integrating GTA preparation into the professional development of graduate students lowers the barrier to engagement so that all graduate students may benefit from the opportunity to explore teaching and its applications to many potential career paths. In this paper we describe the design and implementation of a GTA Preparation course for first-year Ph.D. students at the Georgia Tech School of Physics. Through a yearly cycle of implementation and revision, guided by the 3P Framework we developed (Pedagogy, Physics, Professional Development), the course has evolved into a robust and comprehensive professional development program that is well-received by physics graduate students.
Log in to be able to interact and post comments
comments
Fetching comments
Sign in to be able to follow your search criteria
