United States

The focus of this project is to analyze how teachers employ writing and discussion as argumentative practices in science classrooms and how, in turn, their students learn to participate in these new practices as opportunities to learn science content. We define the teaching and learning of argumentation as a diverse set of situated ways of using spoken and written language (and related semiotic systems) for articulating a warranted perspective. This involves events such as the exploration of a topic, inquiry, advancement of knowledge, dialogue with others articulating alternative positions, the construction of social relationships both among those co-present and between authors and readers as competitive or collaborative. This paper analyzes data collected during a two-week instructional unit on Newton’s Third Law in an accelerated secondary physics classroom. Data collection methods include video recordings, in-person observations, and semi-structured interviews with the instructor and students.

AAPT WM 22

Scientific Argumentation in the Secondary Physics Classroom

secondary physics

learning

argumentation

This meeting is a great opportunity to explore sessions and workshops designed with your professional development in mind. Present your research and exchange ideas on the latest in teaching and pedagogy. Participate in a wide range of events, activities, plenaries, and so much more, connecting you with peers and colleagues who share your commitment to excellence in physics education.

Colleagues and Friends:

I am very happy to welcome you to the 14th annual Canadian Neuroscience Meeting, and to the first virtual edition of our meeting. I want to highlight the important work the CAN meeting chair, **Roger Thompson** and co-chair, **Alyson Fournier**, did to put together the great program we are offering this year. Moving to a virtual format required a complete re-design of the program, and both Roger and Alyson did a splendid job in providing us with an appealing and well adapted program for our first virtual event. I wish to thank them for this very important effort.

Highlights of this year’s scientific meeting include invited speakers **Michael Hausser, Franck Polleux, Gwyneth Card, Magdalena Götz**and Brain Prize winner **Huda Zoghbi**. Plenary and parallel symposia, proposed by our members complete our diverse [scientific program.](https://can-acn.org/meeting-2021/program-2021/)

The 2021 Advocacy session, chaired and organized by CAN advocacy committee chair **Karun Singh**, will feature a special lecture and question period with Member of Parliament and past Science Minister **Kirsty Duncan**. This will be followed by a short overview of CAN’s advocacy activities over the last year. We invite you to participate in this session for insight from Dr. Duncan on the workings of Parliament Hill, and to learn more about what CAN has been doing to promote neuroscience research in Canada.

We are also excited to host **Lisa Willis** in the Equity Diversity and Inclusion session, organized by EDI committee chair **Jibran Khokhar**.

A special highlight of our meeting will be the lectures by award-winning young neuroscientists. We are please to host the CAN 2020 Young Investigator Award winner **Mihaela Iordanova**, and CAN 2021 Young Investigator Award winners **Aaron Phillips** and **Tabrez Siddiqui**. Highlights will also include presentation by the top three winners of the CAN-CIHR-INMHA Brain Star Award winners, **Claire Gizowski, Nuria Daviu Abant** and **Lukas Tamayo-Orrego**.

Independently organized satellite symposia complement and complete this exciting program, check them out here: https://can-acn.org/meeting-2021/2021-satellite-symposia/

Some of the most engaging sessions are always the poster sessions featuring the work of our trainees, so make sure to log in to Gather Town during the poster sessions to chat with the presenters.
We hope you enjoy this program, and look forward to welcoming you, virtually.

Shernaz Bamji

President of the Canadian Association for Neuroscience

![](https://assets.underline.io/uploads/markdown_image/1/image/b9aea25343a87d5aac3b9367dc780974.jpg)



Please head to https://can-acn.org/meeting-2021/registration-2021/ to register. 

CAN-ACN 2021

14th Canadian Neuroscience Meeting from August 23rd-25th

technical paper

During the pandemic, the format of class instruction changed from in-person to entirely remote. What does a group that provides physics demonstrations to lecturers to supplement instruction do to continue to offer the same level of access to our catalog? We digitize! Working with instructors to identify their needs, we provided short videos of demonstrations performed in various ways. By using multiple cameras, professional editing software, strategic planning, and youtube we have compiled a physics demo video library accessible to the world. Here is what we learned on our journey.

Physics Demonstrations - From the classroom to the remote landscape

Quantum computing is traditionally taught with a mathematical approach, featuring linear algebra and an emphasis on proofs, two subjects not prominent in K-12 education. In this talk, we present our approach of taking QIS key concepts such as superposition, entanglement, measurement, and decoherence, and applying them to familiar situations such as tasting jelly bellies,&nbsp;guessing what card was flipped, and playing Connect 4. Our goal is to understand how young learners conceptualize these concepts in real-world settings, how those conceptions align and do not align with their application to quantum computing, and design instruction that both builds on their existing knowledge and bridges to quantum computing. The end goal is to delay math as much as possible in order to allow early introductions of the concepts.

Building Quantum Computing Intuition through Visuals, Activities, and Games

We present a very simple derivation of the commonly used approximate formula [1]:&nbsp;D = A * sin ((d/365.25) * 2*PI), where D is solar declination, A = 23.44 deg is Earth's axial tilt (obliquity of the ecliptic), and d is the number of days after Equinox. &nbsp;&nbsp;We used the heliocentric cartesian frame of reference with XY plane coplanar to the ecliptic. We analytically calculated the scalar product of the unit vector pointing from the Sun to the Earth and the other unit vector pointing from the Earth to Polaris. &nbsp;This product is equal to the cosine of the angle complementary to the solar declination D. &nbsp;&nbsp;We also demonstrated how we can find the geographic latitude using hands-on observation of the shadow of a yardstick at local geographic noon. The geographic latitude is found with the accuracy of about 1.5 degree (or 100 nautical miles along meridian). &nbsp;&nbsp;&nbsp;&nbsp;Reference:&nbsp;1.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;https://www.pveducation.org/pvcdrom/properties-of-sunlight/declination-angle&nbsp;

The Approximate Formula for Solar Declination and Its Experimental Validation

Space exploration is a naturally interesting topic to many people. With the advances in spacecraft propulsion methods, it is possible for humans to study distant celestial bodies. Students can investigate the benefits and challenges of both human and non-human travel to space through different means. In this study, we investigated ways to help students understand space exploration. Two activities, Migration to Mars and Solar Sails, were designed for an undergraduate astronomy course taught online during the COVID pandemic. Students completed the activities in groups of four. One activity per group was submitted to the course management software followed by a quiz that students answered individually. Quiz responses were coded to check students’ understanding of the activities and the extent to which they were able to describe information relevant to space exploration. Students generally understood the value of uncrewed missions and the fact that solar sails use sustainable energy.

Students’ Understanding of Factors Related to Space Exploration

Investigating the physics of music is a reliable way to engage many of your students. A sonometer is a traditional device for learning about the physics of string instruments. The new PASCO sonometer adds new features to this classic experimental apparatus. These features make it quick and easy for students to gather the data they need to answer questions about wave properties, resonance, and standing waves in strings. The PASCO sonometer can be used with modern sound sensors and FFT analysis to measure frequency or "old school" with tuning forks. This presentation will introduce the new PASCO sonometer features, explain how to use it to collect data, and describe several experiments that can be performed with it. Student handouts and teacher guides will be provided.

Experimental Inquiries with the New PASCO Sonometer

The Drop Tower at Portland State University allows investigations of the behavior of physics demonstrations when the acceleration due to gravity goes to zero for 2.1 seconds. Does this cause a chaotic pendulum to transition into non-chaotic behavior or does chaos survive this short transition into weightlessness due to being in a non-inertial frame of reference from free fall? This question will be answered by viewing one of the many demonstrations in the Drop Tower Physics YouTube Channel, and the theoretical reason for this behavior will be discussed.&nbsp;&nbsp;

Chaotic Pendulum in Free Fall

Did you know? Half of STEM majors are interested in teaching as a profession, and STEM students of color are more interested in teaching as a profession than their White counterparts. If we want these students to consider majoring in a STEM field, it is important to include teaching as one of their career options when entering the major.&nbsp; In this presentation we will share updates on the Get the Facts Out Project including data to support the above claims, new handouts with salary and cost-of-living information for teachers in hundreds of school districts, a new professionally made short video series, and new single-slide conversation starters.&nbsp;We will also share what we learned from a GFO half-day mini-conference where we heard from faculty in physics, chemistry, and mathematics about what they would like to see from GFO in the future.

Increasing the Number and Diversity of Majors by Advertising Teaching

Kudu.com is a web-based online platform that provides customizable textbook content, engaging videos, and auto-graded online homework questions. Homework questions can be used to conduct live clicker sessions where students use phones, tablets or laptops to respond as instructors see instant results. Instructors can add their own questions and access questions uploaded by others. They can edit the content, sequence, and structure of the text and embed additional videos and links. Up to now Kudu courses were used only by universities like UCLA and UC San Diego. A new AP Physics 1 course was added this year and is free for high school instructors and students to use. Skeptical? Kudu.com guarantees the AP Physics 1 course will remain free in perpetuity. This presentation will go into detail about the AP Physics 1 course's features and how to access and use them.

The Free AP Physics 1 Course on Kudu.com

This session will show how cell phones can be used in active learning for students in physics and engineering.&nbsp; We will discuss some of the common apps which can be used and show examples of models which can be developed through active learning (POGIL) styled experinces for students. These cell phone sensors allow students to record, analyze and develop mathematical relationships which help to build core conceptual models in physics students at all levels.&nbsp;

Using Cell Phones to Develop Core Physics Models in Students

Research suggests that students in introductory courses struggle to understand an operational definition of electric field based on the expression E=F/q. To investigate factors that impact student reasoning, we developed sequences of questions that ask students to predict how (if at all) variables in the expression are affected when specific changes are made to experimental setups. (For example, when a new test charge is used, or a new source charge is used.)We have also explored the extent to which reasoning approaches identified in this context persist in other contexts involving multi-variable expressions. Dual process theories of reasoning (DPToR) have been used as a theoretical framework in this investigation. The talk will discuss how DPToR served to guide the design of the questions and as a framework to interpret student responses.

Scientific Argumentation in the Secondary Physics Classroom

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Scientific Argumentation in the Secondary Physics Classroom

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