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Scientific literacy is now an important topic for the global society dealing with issues such as pandemics, climate change, etc. At most post-secondary institutions non-science majors outnumber declared science majors. However, it is argued that non-science major students and classes may be more important to the scientific culture of a given institution than declared science majors. So how do we nurture scientific literacy in all students? The focus of the Physical Science department (Physics, Chemistry, Geology) at EMCC is a student-centered inquiry-based approach where students gain the skills necessary to be successful in their chosen fields. The geology courses are typically 95% non-STEM majors. Geology classes made science content accessible to non-science majors and the skills associated with scientific investigation can be applied to any chosen career path. The skills I want my student to gain or grow include, critical thinking, problem solving, group dynamics, public speaking, and scientific literacy.

AAPT WM 21

How Non-Science Majors Can Change Science Culture of Post-Secondary Institutions

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Knowledge about scientific inquiry and the Nature of Science (NOS) is deemed an important part of students’ education in the USA as well as in Europe and China (OECD, 2016). We have conducted a field study to explore the development of lower high school students’ views about NOS during one school year in the region of Hesse, Germany. We found that often students do not achieve an adequate perception of how creativity and empirical evidence are entwined in scientific inquiry. This is hardly surprising, as preservice teachers already feel ill-prepared to convey scientific inquiry in the classroom. Therefore, we have taken first steps towards implementing a NOS module in the newly created “networking area”, a highly innovative enrichment of the teacher training program at TU Darmstadt allowing&nbsp;for STEAM approaches. The talk will give an insight into our research findings, describe initial experiences with the NOS module and “networking area”.

Creativity and Empirical Evidence: A STEAM Approach Towards Scientific Inquiry

Science is supposed to create solutions to the problems our world is facing, and we do a lot to foster scientific knowledge with out students towards this end. But how might we teach to be "creative" and put solutions together using the building blocks of Math, Science, Technology and Engineering? Internationally, there is a growing movement to re-focus on the idea of the&nbsp;STEAM Curriculum that is driven&nbsp;from the Maker Movement, the Ardiuno Community and educators of the Asia-Pacific area that understands the "A" for "Arts" as a mission to design and create artificats with the needs of human beings at the center. We demonstrate creativity methods such as Design Thinking, Human-Centric Design and Lean Start-up and how they can be integrated with inquiry&nbsp;learning in classrooms. We will compare STEAM teaching to ISLE and 5E teaching methods and compare the differences from the perspective of students. &nbsp; &nbsp;

Making Creativity Teachable: What the "A"in STEAM really stands for.

In spring 2020, campuses across the world had to adpat its teaching practices due to the COVID-19 pandemic. Northeastern Illinois University (NEIU) decided to switch all teaching to remote or online teaching with very little notice. During the summer of 2020 NEIU decided that most of the courses would continue this practice, with a few exceptions. Having the summer to prepare, I decided to teach Mechanics I and Modern Physics I using a flipped classroom approach. Lectures are recorded ahead of time using Zoom and the built-in whiteboard for problem solving. Before the lecture a Just-in-Time WarmUp quiz is administered and the results are used fo rthe initial discussion in the scheduled virtual lecture. After the discussion, students move into Zoom breakout rooms for group work on problem solving and conceptual discussions. I will present the successes and challenges of this approach on a Urban campus.&nbsp;

Flipped Virtual Lectures on a Urban Campus

A full-featured AV setup for a lightboard lecture capture system is presented that adds new features and at a dramatically-lower cost (using a Raspberry Pi,&nbsp;an HDMI switcher, and a Stream Deck macro keyboard). A teacher can, for instance, annotate transparent Power Point slides. Similar techniques can be adapted to capture screencasts that are more engaging without the need for post-production work.&nbsp;

Immediacy by Design: Light Boarding, Streaming, and Recording Engaging Assets

Physics models matter and its interactions in a world with three spatial dimensions.&nbsp;&nbsp; It helps our understanding if we can visualize the predictions of a model.&nbsp; This is particular important for introductory physics courses.&nbsp; For some system three-dimensional visual representations can give us a better understanding of the behavior of the system than two-dimensional representations.. We are developing 3D interactive animations that run in any modern browser.&nbsp; No special plug-ins are needed.&nbsp; (http://labman.phys.utk.edu/3D%20Physics/) In particular, we are developing tools for optics laboratories.&nbsp; Students are be able to move components on an optical breadboard, align the components, trace a He-Ne laser beam through the system and make measurement.&nbsp; (http://labman.phys.utk.edu/3D%20Physics/optics.html) These tools already form the basis for several online introductory physics laboratories.

3d Physics Apps

Desmos is a surprisingly powerful web-based graphing calculator. I present a quick sample of my Desmos visualizations that I created for my introductory and intermediate physics courses. The URLs to these visualizations will be made available. One nice feature of Desmos is that the end user can look inside to see how things were done. I begin with the visualization of functions (from kinematics,&nbsp;traveling waves, and electric potentials), with parameters controlled by sliders. I then show 2D-visualizations of equipotentials and of wave-interference using implicit functions in Desmos. (Details of the wave-interference visualization will be described in a related poster.) I next briefly describe some geometric visualizations of spacetime diagrams and differential forms (dual vectors) that I use to teach relativity. I conclude with a&nbsp;visualization of the Dirac Delta Function as a sequence of definite-integrals in Desmos. &nbsp;

Using Desmos for Interactive Visualizations of Physics

Studying for physics exams can be difficult and stressful, especially for a student’s introductory year in physics. For students who don’t plan to major in physics, the desire to do well is based less on understanding concepts and more on achieving a better grade. For this reason, students want to study as efficiently as possible by using the most optimal study methods. We’ve taken surveys over the past three years to determine how students study for exams and compared that to their exam grades. We found that students who studied using methods that they rated as more helpful did better on the exams. By utilizing the study results, we are able to present our current, as well as future, students with study methods that have been rated as being more helpful and give them advice on ways to optimize their study time for their exams.

How Helpful are Different Study Methods for Physics Exams?

For many large-enrollment introductory physics classes, the COVID-19&nbsp;pandemic&nbsp;raises the question of how to ensure academic honesty in online assessments. &nbsp;Short quizzes may help prevent&nbsp;student utilization of third party ``tutoring'' services to receive solutions. However, short quizzes could be vulnerable to students&nbsp;sharing quiz information.&nbsp; Given the pervasivenes of&nbsp;social media, smart phones, and other messaging services such as GroupMe, sharing of information could represent a significant source of cheating.&nbsp; In this investigation, the prevalence of this kind of cheating&nbsp;was explored by way&nbsp;of planted ``correct'' answers. The frequency of use of the plants&nbsp;was&nbsp;measured to determine a baseline level of students who received unauthorized quiz information from classmates.&nbsp; Interventions to promote academic honesty were then administered and a subsequent quiz&nbsp;was used to measure the effectiveness of these interventions.&nbsp; Finally, the prevalence and ways in which students provide quiz information to other students was probed.

Prevalence and Prevention of Cheating in Online Introductory Physics Quizzes

Educators teach concepts in exciting ways to mask the extent that students think they are learning ostensibly uninteresting or inapplicable material. “Head-fake learning” (“HFL”) describes the means by which material can be taught wherein students think they are learning one thing, but in fact are learning another––for example, this means that they learn academic material while playing games or engaging in seemingly non-academic work. Two physics courses, one at Gustavus College and another at UNC Chapel Hill, have trialed HFL mechanisms through the playing of games and study of game shows in class and we have prepared instructional databases which house educational material, and examples of games which can facilitate the delivery of this material. We provide instructions for their use in this presentation and analyze the effectiveness of such material in the classroom–– holistically, students reported high learning efficiency and appreciated the ability to enjoy the learning experience.

Utilizing Head Fake Learning to present Introductory Physics Concepts

I report on two synchronous online courses: an algebra-based introductory Applied &nbsp;Physics I course to a broad-spectrum of non-physics majors, and an algebra-based Physics II course to post-baccalaureate pre-Health students. Active learning has been established in these courses in the form of small group problem solving sessions with Teaching/Learning Assistants. Additionally, I developed an active, graded discussion board. Experienced learning assistants worked with me to post open-ended questions for students, approximately once a week for the first few weeks. The aim was to get a dialogue going among students themselves after the initial weeks of prompting. They were encouraged to help one another with tips on homework questions. &nbsp;Part of the aim was to get students to use physics terminology. &nbsp;This resulted in several interesting threads revealing areas of misconception. I will highlight some of these discussions and report on how peer-discussion can enhance learning outside of class time. &nbsp;

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