We evaluated the use of student peer review in an introductory physics laboratory as a central part of writing instruction. During a recent revision of a physics laboratory course the number of written reports was reduced from weekly to three per semester but each report went through a process of review by a peer and then revision based on the feedback before final submission for grading by the instructor. Copies of laboratory reports from all sections of the laboratory were collected and evaluated following a coding scheme that had previously been developed to evaluate the quality of student writing on different facets of the written reports. The results were then compared to student reports from before the revision. It was found that the quality of the reports undergoing peer review was comparable or better than those without, although the former submitted only a fourth of the number of reports. The use of peer review resulted in comparable to improved student writing while significantly reducing the workload for students and instructors.

Evaluating the Effectiveness of Peer Review in Introductory Physics Labs

We have recently restructured our first semester University Physics Laboratory to emphasize comparison of experimental and modeling results throughout almost all the experiments. The students, who also use simulation to a certain degree in the lecture portion of the course with the Matter and Interactions curriculum, write vPython code at glowscript.org to describe the fundamental physics of the interactions studied in the experiments. Students are provided a starter code for each experiment that performs the heavy lifting of creating a scene that resembles the experiment and setting up graphs of important parameters. The students focus on coding the fundamental force relationships as well the equations that integrate force to obtain momentum and velocity to obtain position. They write reports that focus on comparisons between experimental results, modeling outcomes, and theoretical predictions. In this poster we will present examples of several experiments and models that are used in this laboratory.

Integrating Simulation and Experiment in the WKU University Physics Laboratory

The effectiveness of peer review sessions in introductory physics laboratory courses has been measured. To implement the peer review sessions, the laboratory course has been adjusted from twelve somewhat connected experiments to three sets of experiments that all focus on a different concept within introductory physics: linear motion, springs, and collisions. The students prepare a rough draft for the paper for each set, which is then given to other students for them to critique and give feedback. An evaluation protocol to measure a given paper’s effectiveness in multiple aspects has also been developed. Comparing the results to a preliminary study completed multiple years ago, we can see the true effect that the changes to the laboratory class have made.

Effectively Implementing Peer Review into the Introductory Physics Laboratory Course

Whitewashing science goes back hundreds of years. An early victim was the medieval Arab scientist Ibn al-Haythem. His work combining experimental investigations with mathematical modeling anticipated by many centuries the rise of European science, and his breakthrough theory of light and perception was the first to be both physically grounded and mathematically rigorous. In the late medieval period his theory of light and perception became widely accepted throughout Europe, influencing the development of Renaissance art and providing the foundations for modern geometric optics. In the process, however, his name and ethnic background were obscured—likely due to racial or religious prejudice—and even to this day he is not given due credit for the significant contributions he made to physics. In this talk I will briefly review his work and how it entered into the European cannon while denying him due credit.

The Uncelebrated Arab Genius

Galileo’s trial in 1633 was not the cultural myth of rational science versus irrational religion but rather a notable flashpoint in possibly the most significant cultural paradigm shift in western history.&nbsp; Galileo, colleagues and opponents clashed over metaphysics, epistemology, theology, tradition and even experimental science against a backdrop of armed conflict, religious battles, globalization, nationalism, economic change, information revolution and a reoccurring pandemic—not so different from today.&nbsp; In many respects the geocentric versus heliocentric battle was the premiere socio-scientific conflict which helped shape the emergence of modern science, making it a valuable and (no longer controversial!) case study to help better understand contemporary ones.&nbsp; This talk will describe a new course in which we first study Galileo to understand the nature of science and the many facets of socio-scientific conflicts— history, social identity, foundational assumptions, cognitive biases, conflict theory, rhetoric and argumentation—then apply that understanding to contemporary ones.

Studying the Past to Understand the Present

Poster Session 2D

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

POS.B-MO - Computer Modeling and Computation in Labs

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.

AAPT SM 21

PS.C-SU-08: PER: Assessment, Grading and Feedback III

technical paper

PS.E-MO-10: History of Underrepresented Groups in Physics

B1.8 Teaching Science in a Culture of Mistrust

AAPT® is a strong professional physics science society dedicated to the pursuit of excellence in physical science education.

Winter and Summer National Meetings:
These National Meetings, held each winter and summer, are opportunities for members, colleagues, and future physicists from around the world to:

- participate in physics workshops
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- discuss innovations in teaching methods
- share the results of research about teaching and learning.

If you're not able to log in, you're most likely using **incorrect login credentials**. Double-check that you are using the same email and password that you used to register for the conference, submit your abstract or access your AAPT membership. There may also be **an issue with your AAPT meeting registration**. Please email aapt2021@underline.io and programs@aapt.org and we will work quickly to resolve this issue.

Scott Bonham

5

SHORT BIO

Presentations

Evaluating the Effectiveness of Peer Review in Introductory Physics Labs

Integrating Simulation and Experiment in the WKU University Physics Laboratory

Effectively Implementing Peer Review into the Introductory Physics Laboratory Course

The Uncelebrated Arab Genius

Studying the Past to Understand the Present

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