College Physics Course Research Articles

Participation and performance on paper- and computer-based low-stakes assessments

BackgroundHigh-stakes assessments, such the Graduate Records Examination, have transitioned from paper to computer administration. Low-stakes research-based assessments (RBAs), such as the Force Concept Inventory, have only recently begun this transition to computer administration with online services. These online services can simplify administering, scoring, and interpreting assessments, thereby reducing barriers to instructors’ use of RBAs. By supporting instructors’ objective assessment of the efficacy of their courses, these services can stimulate instructors to transform their courses to improve student outcomes. We investigate the extent to which RBAs administered outside of class with the online Learning About STEM Student Outcomes (LASSO) platform provide equivalent data to tests administered on paper in class, in terms of both student participation and performance. We use an experimental design to investigate the differences between these two assessment conditions with 1310 students in 25 sections of 3 college physics courses spanning 2 semesters.ResultsAnalysis conducted using hierarchical linear models indicates that student performance on low-stakes RBAs is equivalent for online (out-of-class) and paper-and-pencil (in-class) administrations. The models also show differences in participation rates across assessment conditions and student grades, but that instructors can achieve participation rates with online assessments equivalent to paper assessments by offering students credit for participating and by providing multiple reminders to complete the assessment.ConclusionsWe conclude that online out-of-class administration of RBAs can save class and instructor time while providing participation rates and performance results equivalent to in-class paper-and-pencil tests.

Primetime learning: collaborative and technology-enhanced studying with genuine teacher presence

BackgroundProductive learning processes and good learning outcomes can be attained by applying the basic elements of active learning. The basic elements include fostering discussions and disputations, facing alternative conceptions, and focusing on conceptual understanding. However, in the face of poor course retention and high dropout rates, even learning outcomes can become of secondary importance. To address these challenges, we developed a research-based instructional strategy, the primetime learning model. We devised the model by organizing the basic elements of active learning into a theory-based four-step study process. The model is based on collaborative and technology-enhanced learning, on versatile formative assessment without a final exam, and on genuine teacher presence through intimate meetings between students and teachers.ResultsWe piloted the model in two university physics courses on thermodynamics and optics and observed persistent student activity, improved retention, and good learning outcomes. Feedback suggested that most students were satisfied with the learning experience.ConclusionsThe model suits particularly well for courses that, in addition to the teaching subject itself, focus on teaching balanced study habits and strengthening social integration. By its very construction, it also helps the propagation of research-based instructional strategies. Although the model does contain challenges, it represents a generic framework for learning and teaching that is flexible for further development and applicable to many subjects and levels.

Videos of ultrasonic wave propagation through transparent acrylic objects in water for introductory physics courses produced using refracto-vibrometry

This project used refracto-vibrometry to produce full-field videos of ultrasonic wave propagation in water; these videos could be incorporated into high school and college physics courses to illustrate wave behaviors. Refracto-vibrometry (RV) is an interferometric method for optically measuring sound waves. The measurement beam from a Polytec PSV-400 scanning laser Doppler vibrometer was directed through a water tank towards a stationary retroreflective surface. Acoustic wave fronts (density variations) which pass through the measurement laser cause variations in the integrated optical path length. By superimposing tens of thousands of scan points, videos enable visualization of the ultrasound propagation. In one experiment, ultrasonic waves in water (1484 m/s) are incident on a submerged acrylic block at a non-zero angle. The waves are refracted as they travel at about 2700 m/s through the block. Students can determine this speed of sound by measuring the angle of refraction and lateral deflection of the wave fronts in the video. In another experiment, ultrasonic waves passed through an acrylic cylinder, producing a Mach cone in water. Measurement of the Mach cone angle enables determination of the acrylic speed of sound. Links for videos and sample worksheets will be provided.

Using Sport Education in a University Physical Activity Course

At a majority of colleges and universities around the country, basic activity courses are taught predicated on teaching students basic skills and instilling healthy habits. The purpose of this article is to outline and describe a physical conditioning course that utilized the sport education (SE) model and emphasized outside engagement to instill an enjoyment of physical activity. The primary objectives of SE are to provide an authentic sporting experience and to create students who are enthusiastic, literate and competent consumers of sport. The physical conditioning class met 26 times over a 16-week period with each session lasting 75 minutes. Using the SE model in this fitness class, students were able to increase their accountability, affective qualities, and interest. In order to emphasize outside engagement, teams were awarded by completing outside activities together, utilizing and maintaining an online forum, and meeting and exceeding weekly step goals. The SE model was successful in encouraging outside engagement within this university activity course, which provided fun opportunities to be physically active.

Investigating the impact of blended learning on academic performance in a first semester college physics course

This study investigates the impact of blended learning—which combines face-to-face classroom instruction with online-mediated instruction—in the context of College d’enseignement general et professionnel (CEGEP) pre-university science students. Although blended learning is a relatively recent addition to the college science classroom, studies have demonstrated that blended learning can create a more positive and active learning environment, and enhance both the quality of instruction and student learning outcomes in Science, Technology, Engineering, and Mathematics (STEM) education. Today, blended learning approaches are increasingly adopted in classrooms across North American colleges and universities, yet blended learning has received limited attention in the context of CEGEP pre-university programs. The present study sought to address this gap by examining the effectiveness of instruction in the mechanics course in the physics pre-university program at an English CEGEP, comparing the blended learning approach and the traditional lecture-based instruction. The results suggest that the blended learning approach leads to more conceptual change, acquisition of more skills, and higher performance. The findings of this research provide valuable implications and encouragement for future implementations of blended learning in CEGEPs.

Impact of Reflective Writing and Labatorials on Student Understanding of Force and Motion in Introductory Physics

In this paper, we examine a way to deal with alternative student conceptions about force and motion in a university level introductory physics course. The course combines Reflective Writing, an activity that engages students in textual material metacognitively, and Labatorials, an in-class active learning intervention. Semi-structured interviews and student writing provide evidence of conceptual change.

Teaching and learning soft skills in university physics courses: Perspectives of the UEA Higher Colleges of Technology

Teaching soft skills in engineering and technology courses have been part of ABET’s accreditation criteria for several decades. Much research has been done and recommendations have been made on how to modify engineering courses with the appropriate objectives and course delivery strategies towards successful and effective implementation of the ABET’s criteria. Research linked to teaching soft skills to future engineers in physics courses are rare and this paper contributes to this field. The role and place of physics courses in meeting ABET’s criteria are important for several reasons that are discussed in this paper. The main reason lies in the fact that basic knowledge and skills related to students’ professional development are better taught and practiced at an early stage and then developed through upper-level engineering courses. In this paper, we discuss the opportunities we currently have in our physics courses. We provide a plan on how to strengthen our students’ basic soft skills and what needs to be done to bring our physics courses in line with the HCT 2.0 vision. Several possibilities have been discussed in terms of course work, projects, labs, assignments, and assessments. The paper argues that there is no need for a big investment. We will require school support in training teachers and modifying physics course outcomes. A few suggestions written on “how to do it” are provided in the conclusion.

Direct Visualization of Mechanical Beats by Means of an Oscillating Smartphone

The resonance phenomenon is widely known in physics courses. Qualitatively speaking, resonance takes place in a driven oscillating system whenever the frequency approaches the natural frequency, resulting in maximal oscillatory amplitude. Very closely related to resonance is the phenomenon of mechanical beating, which occurs when the driving and natural frequencies of the system are slightly different. The frequency of the beat is just the difference of the natural and driving frequencies. Beats are very familiar in acoustic systems. There are several works in this journal on visualizing the beats in acoustic systems. For instance, the microphone and the speaker of two mobile devices were used in previous work to analyze the acoustic beats produced by two signals of close frequencies. The formation of beats can also be visualized in mechanical systems, such as a mass-spring system or a double-driven string. Here, the mechanical beats in a smartphone-spring system are directly visualized in a simple way. The frequency of the beats is measured by means of the acceleration sensor of a smartphone, which hangs from a spring attached to a mechanical driver. This laboratory experiment is suitable for both high school and first-year university physics courses.

Small oscillations via conservation of energy

The work describes an analogy-based small oscillations analysis of a standard static equilibrium lab problem. In addition to force analysis, a potential energy function for the system is developed, and by drawing out mathematical similarities to the simple harmonic oscillator, we are able to describe (and experimentally verify) the period of small oscillations about the static equilibrium state. The problem was developed and implemented in a standard University Physics course at Winona State University.

Modifying the test of understanding graphs in kinematics

In this article, we present several modifications to the Test of Understanding Graphs in Kinematics. The most significant changes are (i) the addition and removal of items to achieve parallelism in the objectives (dimensions) of the test, thus allowing comparisons of students' performance that were not possible with the original version, and (ii) changes to the distractors of some of the original items that represent the most frequent alternative conceptions. The final modified version (after an iterative process involving four administrations of test variations over two years) was administered to 471 students of an introductory university physics course at a large private university in Mexico. When analyzing the final modified version of the test it was found that the added items satisfied the statistical tests of difficulty, discriminatory power, and reliability; also, that the great majority of the modified distractors were effective in terms of their frequency selection and discriminatory power; and, that the final modified version of the test satisfied the reliability and discriminatory power criteria as well as the original test. Here, we also show the use of the new version of the test, presenting a new analysis of students' understanding not possible to do before with the original version of the test, specifically regarding the objectives and items that in the new version meet parallelisms. Finally, in the PhysPort project (physport.org), we present the final modified version of the test. It can be used by teachers and researchers to assess students' understanding of graphs in kinematics, as well as their learning about them. © 2017 authors. Published by the American Physical Society.

Investigating and improving introductory physics students’ understanding of the electric field and superposition principle

We discuss an investigation of the difficulties that students in a university introductory physics course have with the electric field and superposition principle and how that research was used as a guide in the development and evaluation of a research-validated tutorial on these topics to help students learn these concepts better. The tutorial uses a guided enquiry-based approach to learning and involved an iterative process of development and evaluation. During its development, we obtained feedback both from physics instructors who regularly teach introductory physics in which these concepts are taught and from students for whom the tutorial is intended. The iterative process continued and the feedback was incorporated in the later versions of the tutorial until the researchers were satisfied with the performance of a diverse group of introductory physics students on the post-test after they worked on the tutorial in an individual one-on-one interview situation. Then the final version of the tutorial was administered in several sections of the university physics course after traditional instruction in relevant concepts. We discuss the performance of students in individual interviews and on the pre-test administered before the tutorial (but after traditional lecture-based instruction) and on the post-test administered after the tutorial. We also compare student performance in sections of the class in which students worked on the tutorial with other similar sections of the class in which students only learned via traditional instruction. We find that students performed significantly better in the sections of the class in which the tutorial was used compared to when students learned the material via only lecture-based instruction.

Interweaving the Principle of Least Potential Energy in School and Introductory University Physics Courses

Understanding advanced physical phenomena such as vertically hanging elastic column, soap bubbles, crystals and cracks demands expressing and manipulating a system’s potential energy under equilibrium conditions. However, students at schools and universities are usually required to consider the forces acting on a system under equilibrium conditions, rather than taking into account its potential energy. As a result, they find it difficult to express the system’s potential energy and use it for calculations when they do need to do so. The principle of least potential energy is a powerful idea for solving static equilibrium physics problems in various fields such as hydrostatics, mechanics, and electrostatics. In the current essay, the authors describe this principle and provide examples where students can apply it. For each problem, the authors provide both the force consideration solution approach and the energy consideration solution approach.

Effects of an Educational Gymnastics Course on the Motor Skills and Health-Related Fitness Components of PETE Students

Many physical education teacher education (PETE) programs seek to develop teacher candidates’ content knowledge through various physical activity courses. However, limited empirical evidence exists linking college physical activity courses to the development of skill or fitness. The purpose of the study was to examine the effects of an educational gymnastics course on PETE students’ motor skill proficiency and health-related fitness components. Participants (N = 22) were PETE students enrolled in an educational gymnastics course. Data were collected from two primary sources: (1) four individual skills tests and the South Carolina Physical Education Assessment Program (SCPEAP) Elementary School Educational Gymnastics assessments and (2) the FitnessGram test battery. Findings suggest that an educational gymnastics course can improve PETE students’ content knowledge/motor skill proficiency. Additionally, a relationship may exist between certain fitness indicators and motor skill level in educational gymnastics. This study may guide PETE programs in making decisions regarding the inclusion of educational gymnastics as a content course in their programs, as such a course may help ensure that teacher candidates are physically educated individuals who are able to demonstrate competent movement performance. Subscribe to TPE

An elementary approach to the gravitational Doppler shift

In college physics courses, treatment of the Doppler effect is usually done far from the first introduction to kinematics. This paper aims to apply a graphical treatment to describe the gravitational redshift, by considering the Doppler effect in two accelerated reference frames and exercising the equivalence principle. This approach seems appropriate to discuss with beginner students and could serve to enrich the didactic processes.

A few ideas for teaching environmental physics

Unlike a typical university physics course there is no standardised syllabus for environmental physics. The topics covered also range beyond what is normally part of the physics curriculum, requiring the instructor to become knowledgeable about fields outside of physics. Some of these issues are complex and, unlike the laws of physics, change rapidly over time. This paper, based on 15 years experience teaching undergraduate environmental physics courses, both for non-science students and for students with strong backgrounds in the sciences, attempts to present a reasonable range of concepts and educational resources which could be included in an environmental physics course or added to an existing physics course as motivation for learning traditional physics concepts. An additional goal is to warn the reader of pitfalls they may encounter in trying to include material with which they may not be familiar. The approach is different from environmental courses taught in the social sciences in that the focus of an environmental physics course is on physical constraints to environmental solutions rather than limitations imposed by culture or politics.

Effectiveness of a need supportive teaching training program on the developmental change process of graduate teaching assistants' created motivational climate

ObjectivesThere is a common trend to train physical education teachers and coaches in need supportive teaching behaviors, however, little research has been done with graduate teaching assistants (GTAs) in college and university physical activity programs. The purpose of this study was to test the effects of a need supportive teaching training program on GTAs' ability to promote need support in college and university physical activity courses. DesignLongitudinal and correlational. MethodParticipants were twelve GTAs from a midsized southeastern university in the United States, trained to deliver instruction in a positive motivational climate via in-person meetings, self-study materials, and tri-weekly meetings with researchers. ResultsMulti-level modeling revealed that the learning environment created by the GTAs improved across the duration of the study, with most of the growth between baseline and the first four intervention data points. Partial correlations seemed to indicate that these changes were influential among students, as evidenced through measurement of perceived autonomy support and motivational regulations. ConclusionsResults revealed that the behavioral change process was carried out quickly (from the beginning of the training), suddenly (rather than gradually), and then leveled off until the end of the semester. These results provide some promise in being able to effectively train GTAs to be need supportive in a relatively short amount of time.

Characterizing interactive engagement activities in a flipped introductory physics class

Towards the development of more refined descriptions of type and amount of interactivity in an introductory college physics course.

Effective student teams for collaborative learning in an introductory university physics course

Students in randomly assigned collaborative learning groups do just as well as those in carefully assigned groups.

Book review: Stimson's introduction to airborne radar (Electromagnetics and Radar)

Whenever a tried-and-true classic beloved by many is revised by a team of authors rather than the original author, the first question that one tends to want answered is, “Have they ruined it?” In this case, the answer is a definitive no. This is a magnificent revision of a classic that will become a classic in its own right. It is the first book new employees who are going to specialize in radar should be handed to read, independent of any area they choose to specialize in. For more senior radar specialists, it is a quick refresher at the high level of the familiar, so specialists can visit a subject area in preparation for an elevator speech or a talk with a manager who has not specialized in radar. Radar is such a broad area of specialization that one cannot be familiar with all aspects of it, particularly as the number of subfields within radar has exploded in the last 20 years. At the elementary level of a non-calculus-based college physics course, Stimson's Introduction to Airborne Radar provides an alternative for first reads of most of the new subfields that have appeared since the previous edition. The graphics in the new edition take advantage of modern developments, so they are much improved. For one who has grown up in a southern household, where recipes have based passed down for generations, the family recipes “smell,” wafting through the kitchen as generations succeed one another. The modern southern kitchen provides the comfort of the old and familiar, with fusion of new species as new traditions are added. The new edition of this book maintains the smell of the old and Stimson's familiar writing style while reflecting the needed fusion with the latest generation's contributions. One wishes other revisions of classic books had been handled with such loving care.

When and Why Are the Values of Physical Quantities Expressed with Uncertainties? A Case Study of a Physics Undergraduate Laboratory Course

The understanding of measurement is related to the understanding of the nature of science—one of the main goals of current international science teaching at all levels of education. This case study explores how a first-year university physics course deals with measurement uncertainties in the light of an epistemological analysis of measurement. The data consist of the course documents, interviews with senior instructors, and laboratory instructors’ responses to an online questionnaire. During laboratory work, uncertainties are expressed in the large majority of the measurements made by the students but only in less than half of their calculation results. The instructors’ expectations are that students systematically estimate uncertainties so that they become aware that measurements and calculations are never exact. However, since uncertainties are not specified for the values given in the laboratory guides, uncertainties are often missing from the results of students’ calculations. The potential side effects of students’ measurement understanding are discussed and suggestions for improvements are proposed.