Supporting Educators Engaging in Equity Focused Scholarship of Teaching and Learning - The workshop will use short presentations, small group activities and large group discussions to build collaborations engaging in scholarship, research, or evaluation to support equity in physics courses. We will cover both qualitative and quantitative methods. Participants will explore research methods and frameworks to build a research plan and learn about ongoing educator led projects they can join. Following the workshop, participants will receive support from a network of scholar educators to engage in their own equity focused research in the fall of 2022. Long term, the network seeks to improve equity and student outcomes in physics courses and to present or publish the work we do together. This workshop is focused on supporting physics educators at teaching intensive institutions, two-year colleges, and minority-serving institutions to develop and share evidence-based practices that work for them and their students. Organizer: Jayson Nissen
8:00 AM
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Teaching Waves with PEER Physics Open Source Resources for General Physics - In this interactive workshop, participants will engage with the PEER Physics Waves unit. PEER Physics offers a suite of curricular resources, professional learning, and teacher networks, specifically geared toward the high school general physics classroom and enacting NGSS ideals. We are releasing open source (FREE!) materials for teaching waves, aligned with the NGSS. Dive into these new resources while considering ways of supporting students with the process of building claims from evidence. Participants will engage with student work to ultimately characterize the classroom conditions necessary for students to build claims and develop models from evidence. Participants will discuss their roles in helping students integrate physics content and scientific practices as they develop models, explanations, and principles that explain the physical world. Organizer: Emily Quinty
8:00 AM
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Coding Integration and Data Science Integration in High School Physics and Physical Science - Ever wondered how to integrate a little bit of coding or data science into a high school physics or physical science class without overwhelming your students or taking up lots of class time? This hands-on workshop will provide an overview of simple, conceptually-motivated “STEMcoding” exercises where students construct PhET-like games like asteroids and angry birds using an in-browser editor that works great on chromebooks or whatever devices you have. We will also provide a tutorial of the STEMcoding Object Tracker which is a browser-based program that can track the motion of brightly colored objects against a solid colored background. Students can analyze the tracking data in Excel or Google sheets to extract the velocity and acceleration as a hands-on introduction to data science. These activities are part of a much wider curriculum that is highlighted on the STEMcoding YouTube channel (http://youtube.com/c/STEMcoding). The STEMcoding project is led by Prof. Chris Orban from Ohio State Physics and Prof. Richelle Teeling-Smith in the physics department at the University of Mt. Union. AIP Grant Funds will reduce the price of this workshop. Participants will be reimbursed $50 post-workshop. Organizer: Chris Orban
8:00 AM
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Want to write assessments that will give you more evidence about what your students are actually able to do with their physics knowledge? If so, then this is the workshop for you. Participants will learn how to use the Three-Dimensional Learning Assessment Protocol (3D-LAP; a research-based protocol) to develop in-class, homework, and exam problems that engage students in both the process and content of physics. This instrument was developed to help assessment authors at all levels generate questions that include scientific practices, crosscutting concepts, and disciplinary core ideas, the three dimensions used to develop the Next Generation Science Standards. Join us to learn how to create the next generation of physics assessments. Organizer: James Laverty
8:00 AM
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In this workshop we will share strategies and resources for recruiting students into physics, chemistry, math and general science teaching careers. The strategies include recommendations for sharing facts about teaching, how to talk to students, listing of venues for reaching students, updated recommendations and resources for sharing the facts virtually. The online resources provided include student presentations, posters, brochures, program flyer templates and presentations for faculty and staff who advise students. All materials are professional quality, research-based and have been extensively user-tested. These materials have been developed as part of Get the Facts Out, an NSF funded project for changing the conversation around STEM teaching recruitment. The project is a partnership between the American Physical Society, American Chemical Society, the Association of Mathematics Teacher Educators, and AAPT led by the Colorado School of Mines. This workshop is fully funded by NSF #1821710 & 1821462. Participants who complete this workshop can be reimbursed for their workshop registration fee.
Organizer: Drew Isola
8:00 AM
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In this workshop, we will show you ways in which computation can be integrated into your upper-level physics courses. The PICUP partnership has developed a variety of computational activities for teaching physics, and we will show you how you can take these PICUP materials and adapt them to fit your needs. PLEASE BRING A LAPTOP COMPUTER. Organizer: Todd Zimmerman
8:00 AM
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This workshop will describe and illustrate early efforts to utilize student smartphones in and out of the college introductory astronomy classroom. These devices are extremely prevalent in today’s society and our students have a very strong devotion to them. Smartphones offer a unique opportunity to forge connections between students and science content. Participants will be exposed to an HTML5 ranking task editor and examples created in it. The necessary steps to create a task will be outlined and then participants will be asked to create their own ranking task online and save it locally. We will then describe the desirable characteristics of HTML5 simulations targeted at smartphones and examples illustrating these characteristics. Participants will experience a smartphone simulation as a student and another as an instructor, formulating a plan for guiding their students in its usage. Special emphasis will be placed on eclipse simulations, useful for the upcoming widely observable solar eclipses in 2023 and 2024. We will conclude with a discussion of current thinking regarding “best practices” for smartphone usage in the classroom, covering what is known and brainstorming on what is unknown. It is expected that participants will have a smartphone in hand that they will be putting to work accessing astronomy content through QR codes. It would be optimal if they also had a laptop for ranking task creation." Organizer: Kevin Lee / Participants will be reimbursed $45 after the completion of the workshop
8:00 AM
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Learning assistants (LAs) are pivotal to non-traditional physics instruction in large classrooms. However, how well are our learning assistants actually able to teach and to guide by questioning? Do they have sufficient pedagogical content knowledge (PCK) to be effective in the classroom, particularly in inquiry-based and studio-style classrooms? How can we help them improve their PCK? We have developed two written instruments to assess LA’s PCK in the context of questioning (PCK-Q), free-response and a Likert-style instrument. Both instruments can be used either as semester pre- and post- instruments or as individual questions to guide LA preparation sessions throughout the semester. We will discuss the development and validation processes. Participants will work through and discuss sample problems, scoring and possible uses of each version of the instrument for assessing LA’s PCK-Q and as part of LA training sessions.
1:00 PM
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The moun—the electron’s heavier cousin—will be the star of this show as we dive into activities from the QuarkNet Data Activities Portfolio that feature this elementary particle. Learn how to engage your students in authentic scientific investigations with data from CERN, Fermilab, and cosmic ray muon detectors. In addition, you will find out how these activities connect to the standards and content you teach in your introductory physics courses as you discuss classroom implementation with other participants. Please bring a laptop with you to this workshop. Organizer: Shane Wood
1:00 PM
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Creating Physics Online Learning Modules from Open Education Resources - This NSF funded workshop has three main goals: First, it introduces participants to mastery-based online learning modules, a highly effective and flexible instructional design for improving online or blended courses, by organizing online learning resources into learning modules. Second, it introduces participants to a set of high quality, openly available online learning modules created for calculus based introductory physics, including hundreds of assessment problems, figures and text. Finally, it walks the participants through the process of designing and creating an online learning modules sequence, providing them with hands-on experience of creating their own first module, using several freely or widely available software for content creation. In addition, the organizers will also discuss with interested participants about advanced data analysis methods for identifying and interpreting student learning behavior from data collected from online learning modules, and showcase of Obojobo learning modules platform developed by the University of Central Florida. Organizer: Zhongzhou Chen
1:00 PM
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Engaging Students with their Knowledge: Building Scientific Practice into Instruction - Are you wondering how to help your students learn how to do physics, but not just know physics as a collection of facts? Participants in this workshop will explore how they create instructional materials that put their students’ knowledge to use the way scientists do while exploring phenomena. These "Scientific Practices" are described by the Next Generation Science Standards' 3-Dimensional Learning (3DL) framework. We'll focus on individual topics, starting with learning goals and the lesson plan for reaching that goal. To align our plan with a Scientific Practice, we'll make use of the 3DL Observation Protocol (3D-LOP), which we will introduce during the workshop. With this tool, you'll be able to explore not just examples from actual teaching but also your own as part of the process of creating Scientific Practice-centered instruction. Organizer: Paul Bergeron
1:00 PM
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Engage with an NGSS aligned, active learning curriculum: Next Gen PET - In this session we will explore the NextGen Pet curriculum and share how faculty are working together as a community in its implementation in a FOLC (Faculty Online Learning Community). This curriculum is well-suited for pre-service elementary school teachers and for non-science majors completing their general education requirement in physical science. This session will be of interest for those wishing to hear of others’ implementation experiences for such a course and/or finding out about the successes of the NextGen PET FOLC itself. Organizer: Tamera Snyder
1:00 PM
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MSU National Superconducting Cyclotron Lab and Facility for Rare Isotope Beams tour - Explore a world-class rare isotope laboratory where nuclei are smashed into a target at nearly half the speed of light! Our tour includes demonstrations, an introduction to the goals and methods of nuclear science, and a walk behind the scenes where nuclei are accelerated, filtered and detected. The secrets we learn could help explain what happens in supernovae and the origins of elements that make up the human body. You can learn more at the NSCL Tours website http://www.nscl.msu.edu/public/tour/index.html. - Leave downtown GR 1:00pm. Tour starts 2:30pm and lasts ~90 minutes, return to GR approx. 5:30pm. - Transportation to the Lab will be by Van. If you have any ADA needs please reach out to [email protected].
1:00 PM
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Surface Mount Electronics How-To (Techniques for Building) - This workshop will give participants guided opportunity to build a circuit board using modern surface-mount components. It will cover a variety of techniques including hand-soldering, hot-air reflow, solder paste and stencils, and reflow ovens. It is intended to be taken with the "Surface Mount How-To (Design with KiCad)" workshop, but can be taken by itself if desired. Organizer: Eric Ayars
1:00 PM
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Labs and activities dealing with green and renewable energy, energy and the environment, and sustainability are great for getting students interested in and excited about science. Putting physics in this context can make it more real and relevant for the students. This workshop will engage participants in several green-themed activities that could be used for classroom laboratories or for outreach. These labs and activities can be implemented at relatively low cost. Organizers: Joe Kozminski, Autumn Crisafulli
1:00 PM
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Improving the Pedagogical Content Knowledge of Teaching Assistants and Instructors - Being aware of common student alternate conceptions in physics is beneficial when designing instruction to help students develop a coherent knowledge structure. It is thus not surprising that knowledge of common student difficulties is one aspect of what Shulman coined “pedagogical content knowledge”, or in other words, knowledge about how to teach a subject that is different from the content knowledge itself. This workshop will first explore the literature on the extent to which TAs (undergraduate and graduate students teaching labs and recitations) and instructors are aware of various introductory student alternate conceptions. Participants will identify common alternate conceptions of students in certain question and discuss potential uses in a professional development class. In addition, participants will discuss productive approaches to help both TAs and instructors learn about these alternate conceptions and integrate this knowledge into their pedagogical design. Organizer: Alexandru Maries
1:00 PM
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Assessing Mathematical Reasoning Development in Physics using the Physics Inventory of Quantitative Literacy (PIQL) - Productive mathematical sensemaking is a habit of mind common to students who are successful in learning introductory physics (Sherin 2001). It underpins introductory physics courses and is reflected in the Science Practices of both the NGSS, and the AP Physics tests. Currently, there are very few validated tools for instructors interested in developing mathematical sensemaking in their instruction. This workshop introduces the Physics Inventory of Quantitative Literacy (PIQL), a new research-validated assessment tool for assessing mathematical sensemaking that is foundational to introductory physics (White Brahmia et al. 2021.) The PIQL is designed for instructors to assess the effectiveness of their efforts to help their students develop the quantitative reasoning habits of mind foundational to introductory physics courses - as well as the NGSS and AP Physics curriculum framework. Participants will learn about expert frameworks that help characterize mathematical reasoning in introductory physics. They will engage in collaborative activities to clarify the kind of reasoning that is being assessed on the PIQL, and why it is important. We will discuss methods for scoring PIQL responses and how to interpret the results. Participants will then form working groups and brainstorm about the physics contexts in which this mathematical reasoning is particularly important. The workshop will finish with a whole-group discussion of instructional activities currently available that show promise for improving the kind of reasoning measured by the PIQL. Organizer: Trevor Smith
1:00 PM
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Workshop demonstrating how to make use of household materials to construct useful tools for performing physics experiments. Emphasis will be on common, inexpensive materials. Workshop will be divided into three parts, a presentation, a brainstorming session, and a construction phase, during which participants will build and test their own pieces of apparatus made from commonly available materials. All materials will be provided. Organizer: Stephen Irons
1:00 PM
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This workshop is appropriate for college and university instructional laboratory developers. At each of five stations, presenters will demonstrate an approach to an intermediate or advanced laboratory exercise. Each presenter will show and discuss the apparatus and techniques used. Attendees will cycle through the stations and have an opportunity to use each apparatus. Documentation will be provided for each experiment, with sample data, equipment lists, and construction or purchase information. Organizer: Jeremiah Williams
1:00 PM
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Students often learn and work in groups, and scientists also work in teams. How can we make sure that the tasks we give students are really group-worthy? In Designing Groupwork: Strategies for the Heterogeneous Classroom, a group-worthy task is defined as one that is open-ended, provides multiple entry points and multiple ways to demonstrate knowledge, and requires positive interdependence from students. Because group-worthy tasks emphasize the value of multiple abilities and a range of approaches to a problem, they provide the opportunity for all students to engage deeply and meaningfully with the content. These types of tasks also often meet many of the NGSS Science and Engineering Practices. In this workshop, we will discuss characteristics of group-worthy tasks and share tasks that the presenters have used. Participants will also have the opportunity to work on adapting and applying these ideas for their own classrooms. Although we hope that this workshop will be interesting to a wide audience, our target audience is high school teachers. Organizers: Kelly O'Shea, Marta Stoeckel
1:00 PM
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Examining the Relationships Among Intuition, Reasoning, and Conceptual Understanding in Physics - We have been investigating the relationships among students' intuition, reasoning, and conceptual understanding in physics. A major part of this project has been the development of assessment tasks and methods for disentangling conceptual understanding and reasoning. We have drawn on dual-process theories of reasoning from cognitive science in the interpretation of student learning data, and the development of instructional interventions to improve student reasoning. In this workshop, participants will engage with these issues by examining written student responses and viewing and discussing video. We will present curricular interventions developed in alignment with dual-process theories and will describe a framework that can be used for the development of additional interventions. Organizer: Andrew Boudreaux
1:00 PM
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Ranked by Art Newspaper in the top 100 most-visited art museums worldwide, international destination Frederik Meijer Gardens & Sculpture Park features bountiful gardens and more than 200 permanent collection works on a 158-acre main campus. Meijer Gardens is the home of one of two casts of the 24-foot high American Horse, created by Nina Akamu and based on a work by Leonardo da Vinci. Other horticultural highlights include the Richard & Helen DeVos Japanese Garden—the newest expansion of the park—and the Lena Meijer Tropical Conservatory. The permanent sculpture collection—housed by indoors and outdoors—includes works by Edgar Degas and Auguste Rodin as well as those from Modern tradition masters such as Ai Weiwei, George Segal, and Mark di Suvero. - Leave downtown GR 1:30pm (arrive ~1:45pm), stay until closing 5:00pm, return to GR by 5:15 pm. - Transportation to the Park will be by Van. If you have any ADA needs please reach out to [email protected].
1:30 PM
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