United States

The use of a biomedically relevant active-learning curriculum for pre-health introductory physics has the potential to increase students’ engagement with the curriculum by relating physics concepts to their future career interests. My focus in this talk will be on the development of learning activities and assessment questions to support active-learning in an NSF grant-funded biomedically relevant physics curriculum, initial implementation of the mechanics curriculum in a studio-style classroom, and the benefit of this work to my pedagogical growth in teaching physics. I will provide insight into the implementation of this curriculum, informal assessment of students’ attitudes toward the curriculum, and how I have adapted it to a hybrid classroom during the pandemic, demonstrating curricular flexibility for student and faculty use both in and out of the classroom.&amp;nbsp;

AAPT WM 21

Initial Implementation of Biomedically-Relevant Introductory Physics Curriculum

hybrid

implementation

biomedical

The annual UI conference has grown from a meeting to a community of more than 6,000 researchers, program officers, evaluators, program directors, training faculty, and others within STEM, and now operates with a mission to mutually inform scholarship and practice, develop and enhance the community interested in educational interventions, and provide professional development for all STEM persons. UI held its first Virtual conference in December of 2020 in response to Covid-19 restrictions that forced the cancellation of the original March 2020 in person meeting. Born out of necessity, the virtual conference introduced a format that provided pre conference availability of symposia, Deeper Dives and Poster presentations. The 13th Annual Understanding Interventions Conference will continue with that design and we foresee future conferences adopting aspects of that format in reaching a virtual audience as well as those who attend the conferences in-person.

Attendees will experience plenaries, workshops, symposia, and poster presentations on hypothesis-based research on interventions and initiatives that broaden participation in STEM careers. The conference will continue to facilitate the dialogue among education, behavioral, and social science researchers, evaluators, and faculty in STEM fields who participate in intervention programs. Graduate students in these fields are strongly encouraged to attend. Workshops, sessions, and posters will communicate effective strategies from successful STEM intervention programs, present results from empirical research studies, and synthesize the translation of research findings into practice on STEM learning, undergraduate research, graduate education, and student retention.

The cost to attend the conference is $150. There are special rates for post-doctoral fellows and graduate students, as well as conference grants that can be provided for those with need. Registration for the conference is open, with additional information to come.

13th Conference on Understanding Interventions 2021

The annual UI conference has grown from a meeting to a community of more than 6,000 researchers, program officers, evaluators, program directors, training faculty, and others within STEM, and now operates with a mission to mutually inform scholarship and practice, develop and enhance the community interested in educational interventions, and provide professional development for all STEM persons. 

The use of a biomedically relevant active-learning curriculum for pre-health introductory physics has the potential to increase students’ engagement with the curriculum by relating physics concepts to their future career interests. My focus in this talk will be on the development of learning activities and assessment questions to support active-learning in an NSF grant-funded biomedically relevant physics curriculum, initial implementation of the mechanics curriculum in a studio-style classroom, and the benefit of this work to my pedagogical growth in teaching physics. I will provide insight into the implementation of this curriculum, informal assessment of students’ attitudes toward the curriculum, and how I have adapted it to a hybrid classroom during the pandemic, demonstrating curricular flexibility for student and faculty use both in and out of the classroom.&nbsp;

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This talk will discuss the &nbsp;first steps of the NSF-funded development of a new type of active-learning introductory physics curriculum – one directed for pre-health students, integrated with multiple, appropriately-placed videos by biomedical professionals and geared toward a study of the relevance of biomedical applications of physics. Curriculum is designed to fill two main needs:&nbsp; 1) provide students with an introductory biomedically related curriculum that stresses the importance of physics as a basic science relevant to medicine, and 2) provide faculty unfamiliar with biomedically related interdisciplinary content with a coherent active-learning physics curriculum that can be implemented in multiple educational environments. To research transferability, implementation is being conducted in introductory physics classrooms at both a small, liberal arts university and a large public university and will be assessed for student content learning and attitudes toward learning physics.&nbsp; All developed curriculum will be contributed to the Living Physics Portal.

Development of an Active-Learning, Multimedia, Biomedically-Relevant Introductory Physics Curriculum

Traditionally the study of energy in the mechanics portion of introductory physics has focused on clean, idealized scenarios where thermal energy plays a negligible role (balls on ramps, pendula, masses on springs, Atwood’s machines, etc…) These scenarios are often far removed from the energy systems which capture student interest in the “real world” or in the life sciences. Once you introduce living beings into the system for energy analysis it is difficult to keep everything idealized and thermal energy becomes an essential player. This presentation will provide audience members with a chance to engage in and discuss an activity which challenges learners to think creatively and rigorously about physiological energy. Students at Seattle Pacific University delve into this challenging activity in the fourth week of introductory physics and tap into a wealth of intuitions and bodily experiences with energy. Supported in part by NSF grants DRL-122273 and DRL-8211.

Getting hot, messy and personal with energy from the start

In recent years, there has been a significant growth in the curricular resource available to instructors teaching Introductory Physics for the Life Sciences (IPLS) courses. The development of the Living Physics Portal site has helped faculty engaged in curricular redesign of our IPLS courses build a shared sense of community, while also providing excellent curricular materials for modification use and in our courses. In this talk, I will share my experiences participating in the Living Physics Portal community. Using examples from scaling laws, mechanics and electrostatics, I will describe how curricular materials from the portal have helped student engagement in my IPLS courses. I have also participated in the portal’s “curriculum swap” working groups where faculty from across the U.S. and beyond discussed and shared ideas on course design, pedagogical methods, and instructional challenges in physics courses. This talk will reflect on the opportunities and challenges in these community-building initiatives.

Building Community and Better Pedagogy through the Living Physics Portal

In 2019 Los Angeles Pierce College, with support from NASA's Minority Undergraduate Research and Education Program, developed a new Introduction to the Solar System Lab course to support the already existing, similarly-titled, lecture course. In this lab course students:&nbsp;use video games (PlanetMechanic, Kerbal Space Program, and Universe Sandbox) to explore the universe on their terms;&nbsp;observe 30+ different meteorite&nbsp;hand samples including some from Mars and the Moon;&nbsp;3d print original designs&nbsp;and build lego robots,&nbsp;then combine their knowledge in both topics to develop a miniaturized model of a mission to a destination in space based on a mission design they create from NASA JPL's game Astrobiobound. We discuss the&nbsp;first semester of the course (Fall 2019) but the Spring 2020 semester was canceled part way through due to an inability to fully transition online after COVID.

Los Angeles Pierce College/NASA MUREP Solar System Lab

When pondering the question of whether or not life exists elsewhere in the galaxy , Enrico Fermi asked his now famous question ”If they are out there, why aren’t they here?”” Towards the end of a large enrollment one – credit, semester - long course on ”Aliens,” students were asked which of the three general answers:&nbsp;1-We ARE alone; 2-We ARE NOT alone and they are NOT here; or 3-They ARE here , but we don’t KNOW it; they subscribed to and&nbsp; why . The responses were then used to create a&nbsp; Fermi Paradox Survey&nbsp; in which students were asked again to choose one of the three general answers then choose from possible reasons fashioned from common student responses in the “Aliens” course. Results from the “Aliens” course and the Survey’s use in a more general astronomy course covering the solar system, exoplanets and life will be discussed.

A Fermi Paradox Survey

Are we alone? Humans have been asking this question throughout history.&nbsp; &nbsp; We want to know whether there is life beyond the Earth and whether any of it is intelligent.&nbsp; Since the middle of the twentieth century we have had tools that permit us to embark on a scientific exploration to try to answer this old question.&nbsp; &nbsp;We have discovered extremophiles in the most unexpected places on this planet and we have discovered that there really are far more planets than stars out there.&nbsp; We haven’t yet found life beyond Earth, but there is a vast amount of potentially-habitable real estate to explore. As we look up and look out, we are forced to see ourselves from a cosmic perspective; a perspective that shows us as all the same, all Earthlings.&nbsp; This perspective is fundamental to finding a way to sustain life on Earth for the long future.&nbsp;

A Cosmic Perspective: Searching For Aliens, Finding Ourselves

In less than 25 years, the study of exoplanets has grown from a niche field to one with groups at most universities, international conferences, and prominent NASA and European missions. Exoplanet discoveries have moved from individual finds to announcements of hundreds of planets at a time. Currently, there are more than 4,200 confirmed exoplanets with the majority of these discovered by measuring the dimming as they pass in front of their host star. The discovery of thousands of exoplanets by NASA's Kepler Mission has shown that planets orbit most stars in our Galaxy and that potentially habitable planets are common. Scientists are working now to understand the characteristics of these planets, including their sizes, masses, and composition. The TESS Mission has so far found more than 50 nearby planets that can be targets for current and future telescopes to detect and characterize their atmospheres and look for indications of life.&nbsp;

Exoplanets -- Moving from Discovery to Understanding

We are living in an exciting time for astronomical exploration, with an explosion of exoplanet discoveries from ground and space-based telescopes. Many of these discoveries rely on the transit method-- the search for periodic brightness dips as a planet passes in front of its host star. As part of exoplanet transit searches, NASA space missions such as Kepler, K2, and TESS have returned millions of sequential images of the sky. What many people do not know is that these images are publicly available to all, whether astronomer, educator, or curious student. In this presentation, I will discuss opportunities to participate in the search for exoplanets by viewing and analyzing space telescope data. These include the Planet Hunters citizen science project, as well as open source software for those with basic programming knowledge. I will conclude with examples of discoveries made by students and amateur astronomers.

Exoplanet Discovery: From the Cosmos to the Classroom

Machine Learning (and its cousin Deep Learning) is rapidly making inroads into almost every academic and commercial endeavor.&nbsp; Astronomy is no exception.&nbsp; Researchers are developing tools to classify stars, identify quasars, correct adaptive optics for atmospheric noise, and many other applications.&nbsp; Learning these tools is becoming an essential facet of graduate study.&nbsp; However, I have not yet found anyone incorporating them into the undergraduate introductory astronomy lab.&nbsp; I recently taught a three-week general education course on machine learning for non-scientists, and I am adapting the activities from that course to an introductory laboratory sequence in an upcoming course on Galaxies and Cosmology.&nbsp; I will report on the success of my first course and how I plan to teach beginners to use Python tools in the Google Colaboratory on publicly available Astronomical data sets to deepen their understanding of the universe.

Bringing Machine Learning to Introductory Astronomy Labs

Experimental uncertainty and the epsilon-delta proof provide a rich example of a thread that weaves together topics in introductory physics, calculus, and engineering design. This thread presents an opportunity for deepening the connection between calculus and physics, strengthening conceptual understanding in both fields, and expanding students’ understanding of both experimental uncertainty and propagated error as constraints informing the design of an experiment rather than simply an unavoidable consequence of some procedure. We discuss the connections and describe several activities that help students explore the thread.

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