STEPP is a new scaffolded interactive resource that runs in a web browser designed to integrate computational thinking into support of the learning of introductory physics. With a flexible, problem-solving focus utilizing the computer science framework of Finite State Machines (i.e., state diagrams), STEPP is a novel approach to programming in a physics classroom that does not depend on knowledge of a programming language. Through an intuitive graphical interface built in the game-engine Unity, students are empowered to create their own models and simulations to dynamically visualize the problems they encounter in their study of 1D kinematics, 2D kinematics, and Newton’s laws of motion. Multiple mathematical representations of motion further support physics learning. The computational thinking skills taught through interaction with STEPP center around physics problem-solving (decomposition and algorithmic thinking), modeling, and abstraction. Although initially designed for on-level high school physics, STEPP is equally applicable for use in Advanced Placement and university introductory mechanics courses.

Design of a scaffolded interactive for integration of computational thinking into introductory physics

STEPP (Scaffolded Training Environment for Physics Programming) is a no-cost interactive instructional tool designed to support the teaching of kinematics and Newton’s Laws of Motion in high school physics. Developed through NSF’s STEM+C program, STEPP focuses on the overlap between physics and computational thinking. STEPP allows users to model and visualize the motion described in physics problems already in their curriculum without any formal programming experience expected or required. Carefully designed with scaffolded levels and dynamic display of motion and graphing, STEPP will be available for use in classrooms this fall at stepp.utdallas.edu. Join us to learn about STEPP and how to access resources including a video workshop introduction.

Introducing STEPP: A Resource for Physics Classrooms Utilizing Computational Thinking

Scaffolded Training Environment for Physics Programming (STEPP) project team has developed a synergistic learning environment for high school physics students to acquire physics concepts and computational thinking (CT) through formative experiences modeling and simulating kinematics using modeling tools based on state diagrams called Finite State Machines (FSMs). Scaffolding and dynamic modeling with FSMs allow students to focus on the aspects of CT that support physics learning, e.g., problem decomposition, abstraction, and algorithms, instead of the aspects that are mainly about programming. Three STEPP learning modules have been developed on 1D/2D kinematics and the Newton’s Laws of Motion using Unity game engine that is free for academic use and widely used in K-16 education and educational research. Each level of each module is designed for students to model a kinematic problem as an FSM and see the simulation result as an animation, graphs, numbers and equations which are all synchronically displayed.

Introducing Finite State Machine based modeling into high school physics

Poster Session 1C

poster

**Making Physics More Inclusive and Eliminating Exclusionary Practices in Physics**

As a gateway discipline to STEM majors and careers, physics plays a central role in deciding who does, and who doesn't, get to discover and pursue scientific careers. Technical and scientific professionals are rewarded with economic privilege and status which affords them both social and cultural power. Therefore, social justice will be realized only when the opportunity, and the choice, to excel in physics is open to all students. The culture and practices of the physics classroom reflect the culture of physics at large, which raises the question of how our professional physics communities can embrace, rather than inadvertently repel, a diverse group of academics that can help improve physics culture.  To this end, the 2021 Physics Education Research Conference will focus on defining inclusive spaces and practices. Additionally, we will explore strategies for eliminating exclusionary practices in our classrooms, research spaces, and professional organizations. We call on the community to propose sessions that will drive conversations related to these initiatives throughout PERC 2021.

Please download the full program [here. ](https://drive.google.com/file/d/1TRMC_SYJ3PUqXyP7sskA7LRSA8ow0eRE/view?usp=sharing)

PERC SM 21

August 4, 2021 - August 5, 2021 in a Virtual Conference Format

Making Physics More Inclusive and Eliminating Exclusionary Practices in Physics

PS.F-WE-03: Integrating Computation into High School Physics

technical paper

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.

Listen to internationally known plenary speakers, attend sessions, workshops, and special activities. Attending the virtual summer meeting is an excellent opportunity to share your expertise and learn from and network with leaders in the field.

Please log in with your AAPT account or register for the event if you haven't already.

If you are registered please note that you need to be logged in with your AAPT email / credentials in order to get access.

Midori Kitagawa

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Design of a scaffolded interactive for integration of computational thinking into introductory physics

Introducing STEPP: A Resource for Physics Classrooms Utilizing Computational Thinking

Introducing Finite State Machine based modeling into high school physics

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