United States

Abstract: Reactions of religious organizations to the concept of vacuum (i.e. the void) changed drastically from the University of Paris condemnations in 1277 AD, to Descartes conception in The World (1664 AD), to Newton’s description in Principia (1687 AD). This talk surveys the reactions to, and eventually reception of, the concept of vacuum on religious grounds.

AAPT SM 20

Paris, Descartes, Newton, and the Void

religion

vacuum

history

Join AAPT and Physics Educators worldwide in developing and strengthening your professional connections by attending the 2021 AAPT Virtual Summer Meeting. AAPT meetings are a great way to reflect on your teaching, recommit to best practices and re-energize your career with new research, products, and techniques.

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AAPT SM 21

technical paper

The 2020 AAPT Virtual Summer Meeting brought together physics educators from around the globe to learn about the latest in physics theory, research methodology and education from leaders in their field. The program featured plenary speakers, sessions, workshops and many special activities.

For more information please visit the 2020 AAPT Virtual Summer Meeting page at: https://www.aapt.org/Conferences/SM2020/index.cfm.


The 2020 AAPT Virtual Summer Meeting brought together physics educators from around the globe to learn about the latest in physics theory, research methodology and education from leaders in their field. 

In spring 2019, the Physics & Astronomy Department at Western Washington University began hosting weekly discussions about (in)equity. The main goals are to provide opportunities for students, staff, and faculty to develop a common vocabulary and shared knowledge about issues of (in)equity, and to explore how these issues manifest in our field. During these discussions, we learned about allegories for race and racism, models of oppression, characteristics of white supremacy culture, technical/social dualism, white fragility, white saviorism, invisible disabilities, microaggressions, physics metaphors for gender and sexuality, and the scope and limits of physics ways of knowing. The co-facilitators are a white male physics professor and a white nonbinary student, and the Physics & Astronomy Department is predominantly white and male. This talk will provide an overview of the background, purpose, guiding principles, content, and the experience of participants as conveyed through feedback surveys to be administered in the spring.

Inclusive Physics & Astronomy Discussions at Western Washington University

Aligning with the National Quantum Initiative and NSF’s “Quantum Leap,” we are working toward an interdisciplinary approach to quantum information science and technology (QIST) education. We present results from a single institution based on interviews with faculty and administrators in engineering, computing, and the sciences at Rochester Institute of Technology, which suggest that it is feasible and desirable to provide STEM majors with accessible degree pathways that embed quantum-related electives. Combined with results from studies on the skills of quantum industry employees, our results indicate a minor or concentration in QIST provides STEM majors with sufficient preparation for quantum careers, and a new major in QIST is unnecessary. Physics departments could play an essential role in such programs by offering an introductory QIST course open to all STEM majors that prepares students for advanced QIST coursework. We also provide insight into structural barriers that might hinder implementation of this arrangement.

Creating interdisciplinary pathways into quantum careers: opportunities for physics departments

The description and operation of a horn radio telescope that can be used in introductory physics and astronomy classrooms will be presented. The telescope used in the investigations, which is designed to detect the 21 cm wavelength emitted by atomic hydrogen, can be constructed easily and at an affordable cost. Projects that will be discussed include making a map of hydrogen in the Milky Way Galaxy, measuring its profile, and determining a rotation curve.

Hands-on Radio Astronomy in the Classroom Using a Horn Telescope

This talk summarizes the use of interactive simulations and activities integrated with an adaptive online platform to teach introductory calculus-based physics at Portland State University. We discuss the designing of activities using Geogebra and Phet simulations to teach and illustrate physics concepts. Simple activities highlighting concepts in topics such as the movement of a disturbance, interference, beats, standing waves, harmonics in waves and sound, refraction and image formation in geometrical optics, diffraction, and interference of light, thermodynamics, vectors, forces, and friction in mechanics. The design of the simulations is such that they seamlessly integrate into a course that aims to promote active and engaged learning.

Using Interactive Simulations in Adaptive Calculus-based General Physics Courses

An instructional intervention consisting of students interacting with eight short videos on scientific topics was introduced to a general education physics class. The effects of these videos had on student attitudes about science and their scientific reasoning skills were assessed by comparison of pre- and post-test data from the CLASS and Lawson's Test of Scientific Reasoning for two control and three treatment semesters. Initial findings showed improved student attitudes toward science and improved scientific reasoning skills. With continued use of the videos in additional semesters, similar pre-post gains in scientific reasoning skills were observed, however, less improvement in student attitudes toward science was measured. This decrease in improvement of student attitudes as the new course activity became standard has implications for the number of semesters a new curriculum aimed at improving student attitudes should be studied. Most new curricula only report a semester or two of results before wide implementation occurs.

Changes in Student Attitudes and Curricular Benefits as a New Course Activity Becomes Standard

Student assistants (SA), which includes graduate and undergraduate teaching/learning assistants, are pivotal to non-traditional physics instruction in large classrooms. Despite its effectiveness, little is known about how SA-student interactions promote students’ learning. How should SAs respond to students’ questions? What support should SAs provide or refrain? What makes a SA effective or ineffective? We are particularly interested in SAs’ questioning skills. We propose a coding scheme to scrutinize SA-student interactions. For analysis, we segment a SA video into vignettes based on different situations SAs encounter and define activities like guiding questions, probing questions, and imparting information. From the pattern of activities, we code a vignette as one of the 6 levels on the hierarchy of students’ accountability. The frequency of certain levels in multiple vignettes could suggest a SA’s practical knowledge of questioning, which will be compared with SAs’ narrated knowledge measured by a written test of their questioning skills.

Scrutinize SA-student interaction in inquiry-oriented college physics courses

Heavily motivated by the 2016 AAPT Undergraduate Curriculum Task Force Report, the Physics Department at Lewis University in Romeoville, IL revised its curriculum to include more computational skills throughout. This talk will address how Lewis embeds computational components into the core curriculum as student learning outcomes with College and University wide acceptance. The dual environment model used by Lewis, which emphasizes VPython and Maple, will be articulated. An outline of the curriculum and examples of how the model is executed will be presented along with anecdotal evidence of success. Finally, the talk will describe how Lewis strives to empower educators in the Chicagoland area to enhance their curriculum with computational skill sets.

Threading Computation into the Physics Curriculum at Lewis University

The Effective Practices for Physics Programs (EP3) Project aims to help physics programs respond to challenges they already face with a collection of knowledge, experience, and proven good practice. In addition to a written guide, the EP3 Project will run a Departmental Action Leadership Institute (DALI), a two-day in-person workshop and year-long virtual community to support department members in leading improvements to their program that align with EP3. Five departments will select two faculty members each to participate in a DALI. These participants will learn to effectively lead a local departmental team, strengthen the capacity of that team to create and sustain change, and help the team to implement and assess their plans—all with the goal of developing a culture of continuous self-reflection, assessment, and improvement in the department. We will discuss the goals, structure, and planned implementation of DALIs in this presentation.

Supporting Program Improvement with a Departmental Action Leadership Institute

While computers have long played an important part in Physics laboratory instruction, the scope of their use is often limited to relatively simple data processing tasks like fitting experimental data to well-established analytical models. While these applications are obviously important, they are not representative of the full range of ways that computers are used in modern physics research laboratories. In this talk, I will discuss how the Physics department at Willamette University has created engaging laboratory experiences that tightly integrate experiment, theory, and computational modeling and incorporate modern computational tasks like data visualization, simulation of experimental systems, and computer-aided design and fabrication of experimental apparatus. These activities have reduced the time that faculty spend training undergraduates to work in their labs allowing students to make more significant research contributions, while also helping them acquire crucial computation skills that they will need as they join the 21st century workforce.

Modern Computer Applications in the Advanced Laboratory

Teacher self-efficacy is as important as teacher content knowledge: do the teachers see themselves as able to know and teach the material well? In the Maine Physical Sciences Partnership, we worked with teachers to improve the teaching and learning of middle and high school physical science. As part of this work, we had teachers take and analyze a survey on energy that their students would be answering. One group was recorded as they discussed the survey, question by question. Telling their story involves describing the survey and providing examples of their low and high self-efficacy statements. They answered every question correctly, constructing their responses slowly but carefully. But, they began the activity by expressing profound uncertainty in their content knowledge. By the time the activity ended, the level of confidence they expressed in their knowledge and their ability to teach it had increased considerably.

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Paris, Descartes, Newton, and the Void

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