United States

I describe the sequential development of an animated Desmos visualization of the wave-interference from two point-sources. Starting with static wavefronts with tunable parameters, I compute the superposition to obtain an interference pattern in the plane. I then introduce a screen where I compute the instantaneous waveform and power, then the time-averaged power. Along the way, I’ll share some Desmos tricks I learned in the process. &amp;nbsp;

AAPT WM 21

Using Desmos for Interactive Visualizations of Physics: Wave-Interference

web-based technology

computational physics

visualization

AAPT® is a strong professional physics science society dedicated to the pursuit of excellence in physical science education.

Winter and Summer National Meetings:
These National Meetings, held each winter and summer, are opportunities for members, colleagues, and future physicists from around the world to:

- participate in physics workshops
- meet and greet other physics educators
- form networks nationally and locally
- engage exhibitors and learn about the latest physics resources
- discuss innovations in teaching methods
- share the results of research about teaching and learning.

If you're not able to log in, you're most likely using **incorrect login credentials**. Double-check that you are using the same email and password that you used to register for the conference, submit your abstract or access your AAPT membership. There may also be **an issue with your AAPT meeting registration**. Please email aapt2021@underline.io and programs@aapt.org and we will work quickly to resolve this issue.

I describe the sequential development of an animated Desmos visualization of the wave-interference from two point-sources. Starting with static wavefronts with tunable parameters, I compute the superposition to obtain an interference pattern in the plane. I then introduce a screen where I compute the instantaneous waveform and power, then the time-averaged power. Along the way, I’ll share some Desmos tricks I learned in the process. &nbsp;

poster

In our algebra-based introductory physics sequence, we have exams that consist of multiple choice and traditional math problems. Students were able to solve the math problems as well as expected, but found multiple choice questions to be more challenging. Students often asked for an optimal way to study for these questions, but we weren’t sure how to answer. So we set out to investigate how students were studying for these exams and how those study habits changed as they progressed through the course. After three years of data collection, we have insight into the ways students prepare for introductory physics exams, how they perceive these study methods to have affected their exam scores, and the study methods actual exam helpfulness. Our hope is to help our current students succeed in the course by introducing them to study methods that have shown to be effective in the past.

Determining the Affect That Study Methods Have on Exam Scores

We employed a student-centered approach to examining the impact of physics outreach on female undergraduate and graduate student volunteers. We conducted a series of interviews with current and former female students who facilitated physics outreach programs at Texas A&amp;M University. We focused on how the individual experience of these students related to their formation of physics identity, recognition, and self-efficacy. We also report on the development of soft skills gained through outreach opportunities and their link to increases in motivation, confidence, and self-perceptions of becoming more expert in the field.

Empowering Women in Physics: Forming Identity Through Outreach and Engagement

We conducted a series of multiple linear regressions to examine the predictive ability of race on introductory mechanics final exam scores when controlling for ACT math scores and physics placement test scores. When we followed a common method of categorizing students as URMs and non-URMS for our analysis, we found that students who earned comparable scores on the ACT math test and the physics placement test performed similarly on the final exam. However, when we established separate groups for Non-Hispanic White American, Asian American, African American, Hispanic, International, Multi-Race, AIAN, and NHPI students, we found that African American and Asian American students, and to a lesser extent, Hispanic students, under-performed in their physics course relative to their prior test scores. We conclude that there is still work to be done at the university level to provide a learning environment supportive of students of all backgrounds.

URM Grouping Hides Struggles of Black and Asian American Students

As part of a larger project to develop a written instrument to evaluate pedagogical content knowledge(PCK), we are observing classroom interactions between students and student assistants. When observing student assistants, two coding schemes emerged. The first coding scheme was developed to describe the student assistant’s ability to guide students through a requested task. The second coding scheme was developed to describe the ability of the student assistant to help students work through their own thought development process. In my poster I will present the two coding schemes, go over the similarities/differences and discuss the future plans for the schemes. The two coding schemes will be used to help design the written PCK instrument.

Development of Classroom-Interaction Coding Schemes for PCK Assessment

As our lives have taken a sharp turn to the unknown, we have been forced to a stop. In this time of uncertainty, we have an opportunity to reflect on our learning goals and how we engage students for meaningful learning. We are currently extending the accumulation of research in physics education which focuses on instruction practices and the mismatch between theory and implementation. We are collecting course syllabi from undergraduate instructors who teach all levels of physics courses. Syllabi are being analyzed for aspects of learner-centered philosophy and practices to help understand how the shift in instructors’ intentions is reflected to students. Please contribute if you have taught physics in the last decade! This work will shed light on the current state of instructional practices within the US. Next we will be interviewing select instructors to gain a better understanding of the difficulties encountered while implementing research-based instructional strategies.

Lost In Translation: Reflecting on the Communication of Instructional Philosophy

Asynchronous learning has produced challenges to developing technical work of physics students. Building circuits from modules that can be utilized in remote learning is a method for which educators have mandated students to purchase. This paper utilizes a similar notion of creating modules with limiting the components to differential amplifiers, inverting amplifiers, and push-pull circuits. Specifically making components from LM741 operational amplifier or general purpose components engages students with replaceable components to create active circuits for a distributable experiment. Vacuum tubes utilize the same physical principles as Langmuir probes and are ideal for compact plasma experiments in conjunction with the active circuit modules. Developing active probe circuits is a method for which the technical aspect of physics research can be taught in an asynchronous learning environment.

Educational Approach to Active Circuits for Vacuum Tube Langmuir Probes

Developed at Oregon State University, the Partial Derivative Machine (PDM) is a mechanical analogue to a thermodynamic system that allows students to explore the mathematics of thermodynamics through the more familiar physics of a mechanical system with masses and strings. The PDM has been used to help students learn about partial derivatives, conjugate variables, state variables, collecting experimental data, processes, cycles, and more! This poster will outline uses and benefits of the PDM as well as expand on a few possibilities for using the PDM in the classroom.

The Partial Derivative Machine

External representations play a vital role in doing and learning physics. At this poster, we will discuss a new framework for describing external representations and implications for teaching. First, we identify three aspects that distinguish one representation from another: the conceptual referent, the medium of the representation, and how information is organized in the representation. We then identify structural features of representations that take into account both the form and the function of the representation. We will illustrate this framework of structural features with some examples, including plastic “surface" models of 2D functions and an “arms” representation of quantum states. Based on this framework, we suggest strategies for helping students learn to interpret and use external representations. &nbsp;

Structural Features of External Representation in Physics

The Paradigms in Physics group at Oregon State University is premiering a new dissemination website, https://paradigms.oregonstate.edu.&nbsp; This “poster” will be a guided tour of the new site which includes activities for many upper-division courses, sequences of activities, and homework problems.&nbsp; All of these components have been classroom tested over a number of years in the Paradigms Program and a number of them have been the subject of formal PER studies.&nbsp; You will also find advice about how to facilitate different styles of activities including small group problem solving, kinesthetic activities, visualization activities, and activities using dry-erasable plastic surfaces from the Raising Physics to the Surface project.&nbsp; In addition, we will demonstrate flow charts that demonstrate our learning progression of content for quantum mechanics.

New Curricular Materials Website/Quantum Learning Progression

The Paradigms @ OSU team has developed a series of activities that supports students in reasoning about complex numbers by having students act out those numbers with their arms. The Arms representation is versatile and can be expanded, by grouping students, to include complex-valued vectors. This expansion enables groups of students to represent quantum mechanical state vectors with their arms. The Arms Sequence of activities parallels the progression of OSU’s spins-first approach by starting with complex numbers, advancing through two- and three-state systems, considering time-dependence, and eventually extending to approximate wavefunctions. In this poster we will present Arms as a representation and discuss some of the advantages and disadvantages of using Arms to teach quantum mechanics. We will discuss the development of mathematical and physics ideas, cognitive and pedagogical affordances, movement logistics, and the implicit elements of the representation.

Next from AAPT WM 21

Determining the Affect That Study Methods Have on Exam Scores

Similar lecture

Using Desmos for Interactive Visualizations of Physics