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Social network analysis (SNA) has gained popularity as a methodology for understanding patterns of student interactions. Such techniques have been applied extensively to face-to-face but not remote physics courses. To bridge this gap, we surveyed students in four remote introductory physics courses, asking them to report peers with whom they meaningfully interact about the course. We then applied SNA methods to determine how various factors relate to the observed network formations. We find differences in what course content students discuss with peers in their lab and discussion sections. Students with higher final course grades were more connected to their peers in interaction networks related to lecture but not lab content. We also discern several trends between students’ gender and their network position, but no strong patterns with regard to students race/ethnicity. Results suggest that group-forming surveys may be useful tools for instructors to create comfortable social environments for students.

AAPT WM 22

Characterizing the interaction networks of physics students during remote teaching

remote learning

networks

interactions

AAPT® is a strong professional physics science society dedicated to the pursuit of excellence in physical science education.

Winter and Summer National Meetings:
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technical paper

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.

In Advanced Lab classes, students often perform labs on radioactivity and nuclear spectroscopy as well as labs measuring several fundamental constants. Advanced labs classes can pose a problem for smaller public institutions as these classes usually have low enrollments and having multiple traditional lab setups is costly. However, advances in digital electronics have enabled the development of low cost ($2000), easy to use nuclear spectroscopy systems that can provide multiple lab activities. In addition to the traditional radioactivity and shielding labs, these systems can also be used with exempt radioactive sources to provide other laboratory activities including measuring to around 5%: 1) the charge of an electron using x-ray fluorescence and 2) the mass of an electron using Compton scattering. This eliminates the need for additional laboratory equipment making such labs more accessible to both undergraduate institutions and high schools.

A Simple Nuclear Lab To Measure The Electron's Rest Mass

It is customary to introduce students to quantum mechanics with the Schrödinger equation because the single-component wave function is easy to handle mathematically. However, the Schrödinger equation is not consistent with special relativity, nor does it describe spin angular momentum. We propose that the Dirac equation provides a better introduction because (1) it is consistent with the laws of physics, (2) it describes spin angular momentum, and (3) it is easily derived from the classical physics model of an ideal elastic solid. The resultant description of classical wave mechanics shares many features of relativistic quantum mechanics. These include Lorentz invariance, bispinor wave functions, half-integer azimuthal quantum numbers, standing waves with circular wave propagation, particle classifications similar to fermions and bosons, operators for physical quantities including spin angular momentum, Pauli exclusion principle, and interaction via potentials. The Schrödinger equation approximates the evolution of a single wave function component.

Relativistic Wave Mechanics for Undergraduates

A free Gaussian can be thought of as the ground state of a simple harmonic oscillator with the frequency adjusted to give the initial variance of the Gaussian. The free Hamiltonian, when expressed in terms of the raising and lowering operators, can be thought of as a squeezing operator acting on the SHO ground state. We show how this mapping can be used to understand the increasing variance of the Gaussian as it evolves in time. In cases where time evolution is taught after the operator method solution of the SHO, then one can explain free expansion in this alternative framework. One can even perform the calculation using only operator manipulations, instead of solving the time-dependent Schroedinger equation. We sketch how this is done. It requires the Weyl form of the BCH formula, the Hadamard lemma, and the exponential disentangling identity. This work was an REU project.

Free expansion of a Gaussian via squeezed harmonic oscillator states

One advantage of using Open Education Resources is increased flexibility in pedagogical strategies. If learning materials are restricted to publisher-derived content, instructors are forced to model their teaching methodologies around those resources. Thus,instructors are unable to utilize alternative resources if they “compete” with publisher content or would overwhelm students. This is especially true with respect to institutions that standardize content across course sections, and any deviation is considered inappropriate. OER allows instructors at community colleges to tailor learning materials to the local demographics and state-wide observations. This project's OER laboratories will allow faculty to choose and customize their learning materials. Many of Chattanooga State's students are from traditionally underrepresented backgrounds (e.g. Pell-eligible, minority race, non-traditional/returning students, and academically underprepared), many introductory astronomy students will benefit from decreased course costs. This presentation is our flagship laboratory on Expansion of the Universe and utilizes coding, spectroscopy and mathematical methods.

Expansion of the Universe: an OER approach to Hubble's Constant

Geometric Optics labs are a staple of many undergraduate physics labs. A simple but effective optics bench was developed to distribute for at-home optics labs during Spring 2020 and Spring 2021. The materials for the lab included three 38mm lenses (one concave, two convex), a PVC coupling, play-doh, used holiday light bulbs, and a few other common household items. The total cost for each set-up was only $10 - $15, making this a great option when the cost of a full optics bench is not feasible. These at-home experiments were just as effective as in-person versions used in previous years. In this poster, a full description of the lab set-up is described.

An optics bench for geometric optics experiments on a budget

I describe the sequential development of an interactive Desmos visualization of Fermat's Principle of Least Time. Upon applying the principle by a manual search and by a Desmos calculation, we numerically verify Snell's Law of Refraction and the Law of Reflection. I feel this helps make this abstract physical concept more accessible to students. Along the way, I will share some Desmos tricks that I learned in the process of creating such visualizations.

Using Desmos to Visualize Fermat's Principle of Least Time

Since 2014, I have worked with students at Siena College to develop and maintain a website, Particle Physics Playground, that shares simplified datasets from real experiments with teachers and students alike. Python is the preferred way of accessing these data and Jupyter notebooks, hosted on Google's Colab platorm, allow users to get up and running seconds. These exercises have been used at the high-school and college level, both for classroom education and training of new research students, both at Siena and elsewhere. Students can learn about relativistic kinematics through hands-on activities, while developing their python programming skills. This poster will give an overview of the website content as well as future plans.

Particle Physics Playground: engage with real data online using python

The Learning Assistant (LA) Model leverages undergraduate students (LAs) as facilitators of learning. LAs work with instructors and are often in positions where they collaborate with instructors on instructional material development and implementation. LAs often have complementary expertise on the types of technology that their peers use to engage in social and academic settings. This semester, eight Catalyst Emerging Leaders, who are experienced LAs, are advising CSU faculty on how we can better support students in our classes. This work leverages what we have learned since Spring 20, what we are learning in Fall 21, with a vision toward future instructional innovations. Funded by The Partnership for College Completion, the Department of Education, and the National Science Foundation DUE# 1524829, 1911341.

Leveraging a community of learners to envision engaging instructional spaces.

Modified Module Analysis using partial correlations (MMA-P) has proven to be a productive method for studying conceptual inventories. MMA-P can be used to analyze large datasets by forming networks of responses then using community detection algorithms to identify sets of responses that are consistently selected together. MMA-P can be extended by using multilayer network analysis. A multilayer network was constructed with pretest and post-test Force Concept Inventory (FCI) responses from five different institutions using samples ranging from N=10,000 to N=200. Each layer of the multiplex network was represented by a network made from the application of MMA-P to data from each institution. Within each layer, MMA-P finds communities of popular responses. Network comparison methods were then used to understand the similarities and differences between the sets of nodes and communities in the networks. This provides insight into the generality of previously identified properties of the FCI between institutions.

Mulitlayer Network Analysis of the Force Concept Inventory

Research on self-efficacy -- or the confidence in one’s capability to perform a task -- has been shown to predict achievement and persistence in the sciences. Over time, students’ experiences in curricular and/or co-curricular activities may threaten their self-efficacy. To investigate the threats or supports to students’ self-efficacy, we are using a mixed methods approach to collect in-the-moment information about lived experiences. This novel design creates a conversation between the Experience Sampling Method, a quantitative technique using surveys of domain-specific self-efficacy, and daily reflections, a qualitative technique investigating threats and supports toward students’ self-efficacy. Thus, we can build a holistic narrative of which curricular and/or co-curricular activities are affecting a student’s self-efficacy as well as how and why these activities may be affecting their self-efficacy. Through the lens of one student, we will show how the research design is investigating self-efficacy through the conversation between the ESM and daily reflections.

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Next from AAPT WM 22

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