United States

The rapid spread of COVID-19 this spring abruptly halted normal everyday student and teacher experiences across the United States and the world. In addition to forcing classes online at many universities, the impact of the virus posed a number of external pressures for students as they struggled to complete their semester. We seek to bring light to those pressures through the lens of their physics coursework. In this case study, we looked at these impacts on three student subpopulations: beginning undergraduate students (n=13), advanced undergraduates (n=10), and graduate student TAs (n=8) Results of an end of semester survey revealed that decreased motivation had a large impact on student work for all subgroups. We found that advanced students had the largest increase in stress levels related to coursework graduate TAs struggled with supporting students. We discuss nuances and implications of instruction for next year.

PERC SM 20

Lightning changes amidst Covid-19: A case study of how a large research institute moved physics classes and labs online and its impact on students and graduate teaching instructors

online

motivation

survey

covid-19

**Making Physics More Inclusive and Eliminating Exclusionary Practices in Physics**

As a gateway discipline to STEM majors and careers, physics plays a central role in deciding who does, and who doesn't, get to discover and pursue scientific careers. Technical and scientific professionals are rewarded with economic privilege and status which affords them both social and cultural power. Therefore, social justice will be realized only when the opportunity, and the choice, to excel in physics is open to all students. The culture and practices of the physics classroom reflect the culture of physics at large, which raises the question of how our professional physics communities can embrace, rather than inadvertently repel, a diverse group of academics that can help improve physics culture.  To this end, the 2021 Physics Education Research Conference will focus on defining inclusive spaces and practices. Additionally, we will explore strategies for eliminating exclusionary practices in our classrooms, research spaces, and professional organizations. We call on the community to propose sessions that will drive conversations related to these initiatives throughout PERC 2021.

Please download the full program [here. ](https://drive.google.com/file/d/1TRMC_SYJ3PUqXyP7sskA7LRSA8ow0eRE/view?usp=sharing)

PERC SM 21

August 4, 2021 - August 5, 2021 in a Virtual Conference Format

Making Physics More Inclusive and Eliminating Exclusionary Practices in Physics

poster

Join us in exploring emergent themes in PER as a scholarly endeavor and as a research community!  Since its inception, PER has served as a confluence of discipline, theory, research methodology, practice, and application.  How have these facets and the interplays among them been fruitful for physics education globally, regionally, locally, or otherwise?  And, how have our successes and interactions influenced the very nature of PER itself?
Following the lead of AAPT for the summer meeting, PERC 20/20 was virtual. Enjoy browsing the content.

Since its inception, PER has served as a confluence of discipline, theory, research methodology, practice, and application.  How have these facets and the interplays among them been fruitful for physics education globally, regionally, locally, or otherwise?  And, how have our successes and interactions influenced the very nature of PER itself?

We have investigated how university students physics identities can be fostered through teaching youth in informal physics programs through the collection of interviews from participants in three different informal programs. We present the results seen from analyzing the interviews with an operationalized Communities of Practice framework. Our analysis shows that students identities can be supported through different structures and practices within each program. This poster will show how students personal values aligning with an informal programs mission was the biggest predictor of membership, while interactions with members of the community served as the most important mechanism for integration into the community. We aim to start a conversation around how existing informal programs can be better in order to support students from all backgrounds and how new informal programs can be designed to support student facilitators.

Informal Physics Programs as Integral Experiences for Physics Identity Development

"There are previous studies on students difficulties in the understanding of the rotation of a rigid body [1, 2, 3]. It is well known that the comprehension of the moment of inertia is essential to understand any phenomenon of the rotation of a rigid body. The objective of our study is to inquire into the conceptions of university students when they explain the role of the moment of inertia in phenomena of rotation of a rigid body about a fixed axis. We have designed an open-ended questionnaire for students in a calculus-based introductory physics course. The questions were designed following an epistemological analysis in order to raise the key concepts needed to understand the moment of inertia of a rigid body properly. In this study, we intend to find different ways in which students interpret significant aspects of the moment of inertia, through the analysis and understanding of students explanations [4]. We will present a number of the questions and results obtained from them.

[1] Close, Gomez & Heron (2013). Am. J. Phys. 81(6), 458-470.
[2] Rimoldini & Singh (2005). Phys Rev PER, 1(1), 010102.
[3] Mashood & Singh (2015). Eur. J. Phys, 36(4), 045020.
[4] Savall-Alemany, Domènech-Blanco, Guisasola & Martínez-Torregrosa (2016) Phys Rev PER, 12, 010132."

Students’ understanding of the moment of inertia in a rotating rigid body

We use a quantitative measure to compare item response curves of matched pre-/post-instruction Force Concept Inventory data. The approach makes use of treating an item response curve as an N-dimensional vector where N is the number of possible scores (i.e., N=31 for the FCI). The approach thus enables a comparison of the same item response curves for two populations by taking a dot product. The value of a weighted and normalized dot product provides a measure of how close the pre-instruction and post-instruction item response curves are to each other. While we focus our attention on one particular item on the Force Concept Inventory, we find for items that have an answer choice functioning as a distractor that the pre-instruction and post-instruction item response curves are at times substantially different.

Comparing item response curves of matched pre-/post-FCI respondents

In response to the COVID-19 global pandemic, physics laboratory instructors worldwide leaped into action, transforming their courses from the hands-on to distance-learning. At Portland State University, two different methods were applied to accomplished this transformation for the Spring term, introductory physics lab course. One method was to replace the in-person laboratory apparatus environment with an existing, freely available physics simulation. The other method was to design and create a new component of the course that complements the simulation-based labs. This new curriculum guides introductory students through the process of selecting, designing, and conducting their own, independent experiment using tools available to them at home. We describe the process of those two efforts and present an outline of the new course curriculum. In addition, we designed a research study to measure the impact of the new curriculum on several student learning goals, such as experimental design and uncertainty estimation skills, as well as students attitudes regarding the purpose of experimentation and self-efficacy.

Rapid creation and assessment of introductory physics laboratory curriculum

Self-efficacy (SE) the confidence in ones own ability to complete a task has been shown to be an important predictor of student success in the sciences. Traditionally, SE is measured using pre/post instruction surveys or retrospective interviews. In this study, we present a pilot of a mixed-methods approach to studying SE. This approach combines a fine-grained quantitative measure with close to the event qualitative reflections. In this paper, we present results from this initial study with five students who transferred credit from a two-year college into a bachelors program to study physics or astronomy at a large mid-western research university. We report on the incentive structure of the methodology and threats to the integrity of the data. Results indicate that our methodology is robust and ready to scale to a larger study.

Implementing a Mixed-Methods Approach to Understand Students' Self-efficacy: A Pilot Study

Student exposure to modern physics topics is severely limited in k-12 education. Secondary physics curricula in the U.S. predominantly focus on physics content established prior to the 20th century and rarely address modern topics like quantum physics. Even so, students are frequently exposed to terms such as quantum physics through a variety of contexts prior to post-secondary education. The aim of this study is to analyze secondary student perspectives of the term quantum physics. To do so, a group of secondary physics students were asked to complete a word-association test to establish a baseline of commonalities among student perspectives. The results of the tests revealed significant commonalities among student perspectives with the most common association being complexity. The results of the tests also revealed that students often view quantum physics as a complex version of classical physics.

Students' Pre-Instructional Perspectives of Quantum Physics (PERC)

At Michigan State University, we have created a facilitated a workshop with the intention of promoting the success and persistence rates of underrepresented minority students enrolled in Physics 183 (PHY-183) - Introductory Mechanics, a STEM gateway course. The goals of this initiative are to give students a space to build supportive peer networks and have opportunities to engage in scientific practices that support their success in physics courses. To facilitate the development of this supportive network, students were invited to attend 1-2 sessions a week which included a shared meal during which semi-planned discussion topics about equity and inclusion were introduced. In this poster, we outline the approach of one graduate teaching assistant (TA) facilitating this workshop, an analysis of the TAs approach, and our takeaways from studying this approach to building a supportive learning community.

A graduate teaching assistant’s approach to facilitating a supportive peer network (PERC)

Matrix algebra and eigentheory are important to students' learning of physics in upper division physics courses. In this study, we investigated how students apply matrix algebra and eigentheory in various physics contexts, excluding quantum mechanics. The data collected consist of student written responses taken from a math methods course. We used the Physical-Mathematical Model (Uhden et al, 2011) to categorize each question by the three skills the model presents: mathematization, interpretation, and technical operation. The results from our data show that students have difficulty with mathematizing and interpreting the mathematical and physical system of a matrix equation, but are fluent in technical operations. We will present examples of student responses illustrating student reasoning, and discuss implications for classroom instruction.

Examining student understanding of matrix algebra and eigentheory

We are interviewing students in a second semester introductory physics course as well as graduate physics students about the generation of electromagnetic waves. We have interviewed 43 intro level students and 20 graduate students. We found that only 10 of 43 intro students could identify accelerating charges as a source for electromagnetic radiation. 15 of these students came from a course that used the Matter and Interactions text and 7 were able to identify accelerating charges as a source of EM waves. Fully half of the grad students could not answer correctly. If you restrict to graduate students that do not work with radiation as part of their research, 7 of 8 graduate students could not answer correctly. We are continuing to search for specific difficulties as well as reasons why students do not seem to grasp this core concept. Additional details of methodology and findings will be presented.

What do Students Know about Electromagnetic Wave Generation? (PERC)

Most students find difficulty in visualizing 3D concepts in physics courses. Some of these include electric and magnetic fields, the divergence theorem, RC circuits, electric flux, Gausss law, electromagnetic induction, and three-dimensional integration. A solution to this issue is to present these concepts in augmented reality to allow for better visualization of them. The augmented reality activities presented in this paper were created by a team of undergraduate physics and computer science students using the software Unity and the Merge Cube. We present a systematic process of creating and improving specialized apps that can be utilized in a classroom environment.

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