United States

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

PERC SM 20

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

calculus-based introductory physics course

moment of inertia

learning diffilcuties

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.


AAPT SM 20

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. 

"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."

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 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.

Developing Augmented Reality Modules to Teach Electromagnetism (PERC)

Group work during lab instruction can be a source of inequity between male and female students. In this preliminary study, we explored the activities male and female students take on during a lab session at a university in Denmark. Different from many studies, the class was majority-female, so three of the seven groups were all female and the rest were mixed-gender. We found that students in mixed-gender groups divide tasks in similar ways to mixed-gender groups at North American institutions, with men handling the equipment and women handling the computer more often. We also found that women in single-gender groups took on each of the available roles with approximately equal frequency. We interpret the results through poststructual gender theory and the notion of 'doing physics' and 'doing gender' in physics labs.

Preliminary evidence for available roles in mixed-gender and all-women lab groups

It has been well documented that introductory physics students struggle with vector addition and subtraction. We use the results of a multiple-choice assessment on one-dimensional vector addition and subtraction, administered to students in a large-enrollment algebra-based physics sequence, to explore the consistency in the types of errors students make. The assessment was analyzed using Module Analysis for Multiple Choice Responses, a type of network analysis that highlights groups of responses commonly given together. We find evidence for five distinct modules that are consistent across multiple semesters. Of these groups, two support the method of "closing-the-loop", two are consistent with students performing the wrong operation, and one suggests that students provide an answer independently of whether they were prompted to add or subtract two vectors, though only for vectors that are anti-aligned.

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

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

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