United States

Under NSF funding we have been developing and evaluating Interactive Video-Enhanced Tutorials (IVETs) which are designed to help students learn to use expert-like problem-solving strategies for college students in introductory physics. The tutorials involve web-based activities which lead students through a solution by providing guidance and feedback depending on the choices they make within the activities. This presentation will showcase one of our IVETs, namely Angular Momentum, and provide details about its design features, which involve multimedia principles of learning and research on human learning and memory, and subsequent impact on student problem-solving abilities. *Work supported by the NSF IUSE Program (DUE #1821396)

AAPT WM 21

Impact of an Angular Momentum Problem-solving Tutorial on Student Performance

The aim of ESSCIRC and ESSDERC is to provide an annual European forum for the presentation and discussion of recent advances in solid-state devices and circuits.
The level of integration for system-on-chip design is rapidly increasing.

This is made available by advances in semiconductor technology. Therefore, more than ever before, a deeper interaction among technologists, device experts, IC designers, and system designers is necessary. ESSCIRC and ESSDERC are governed by a common Steering Committee and share Plenary Keynote Presentations and Joint Sessions bridging both device and circuit communities.

Highlights:
* 3 joint keynote presentations
* 3 keynote presentations ESSCIRC
* 3 keynote presentations ESSDERC
* Invited papers with overall coverage of all aspects of advanced devices and circuits
* Presentation of IEEE and ESSCIRC/ESSDERC Awards
* Educational Events

JOINT PLENARY talks live broadcast: September 13, 2021<br>
ESSCIRC and ESSDERC KEYNOTE talks live broadcast: September 15, 2021<br>
LIVE Q&A INTERACTIVE sessions for all Conference Technical sessions: September 14 – 16 – 17, 2021<br>
LIVE Q&A INTERACTIVE sessions for all Educational Events: September 20-21-22, 2021<br>
(on demand videos available from September 6 until November 30, 2021)

**Please see here for the [ESSCIRC Guide](https://drive.google.com/file/d/10dghzuv4aQBty4QfTIY9Q8hXyqsue8Le/view?usp=sharing), [ESSDERC Guide](https://drive.google.com/file/d/10dx9y2tm9cHPDa4upNUYjfXCf44aPry5/view?usp=sharing), and the [Program at a Glance](https://drive.google.com/file/d/10eU0OLTXEpiNzI5hkqv4mSr43T8cedPP/view?usp=sharing)**


To access ESSCIRC ESSDERC 2021, you must pre-register for the conference.  Instructions on how to access the event will be provided directly to attendees and included on the ESSCIRC ESSDERC conference website. [Register now](https://www.esscirc-essderc2021.org/).

Please register for the ESSCIRC conference to join the event.

ESSCIRC ESSDERC 2021

The aim of ESSCIRC and ESSDERC is to provide an annual European forum for the presentation and discussion of recent advances in solid-state devices and circuits.
The level of integration for system-on-chip design is rapidly increasing.

This is made available by advances in semiconductor technology. Therefore, more than ever before, a deeper interaction among technologists, device experts, IC designers, and system designers is necessary. ESSCIRC and ESSDERC are governed by a common Steering Committee and share Plenary Keynote Presentations and Joint Sessions bridging both device and circuit communities.





technical paper

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
- meet and greet other physics educators
- form networks nationally and locally
- engage exhibitors and learn about the latest physics resources
- 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.

As a part of our larger research on students’ conceptions on fluids, our group has been developing a taxonomy categorizing alternate conceptions about buoyancy and giving assessments in various introductory courses to determine the prevalence of selected taxonomy items.&nbsp; This talk will focus on a few of those taxonomy items, discussing the populations in which they were identified and how they relate to the overall taxonomy construction.&nbsp;

Discussion of Selected Alternate Conceptions about Buoyancy in College Populations

As a part of our larger research on students’ conceptions on fluids, our group has been developing a taxonomy categorizing alternate conceptions about buoyancy and giving assessments in various introductory courses to determine the prevalence of selected taxonomy items.&nbsp; This talk will focus on the results of selected assessment questions given to multiple introductory physics courses at Grove City College; some questions were also given to students at the University of Washington.&nbsp; The prevalence of each alternate conception probed will be discussed, along with similarities and differences between the populations.&nbsp;

Prevalence of Selected Alternate Conceptions about Buoyancy in College Populations

While the classic brachistochrone problem is too complicated to solve in an introductory course, students should be able to understand the qualitative features of the problem. We asked the students a number of questions about this problem. For this talk,&nbsp; we will focus on the following question "Explain how it is possible for the mass to start from rest at different points along the cycloid and still reach the bottom at the same time."&nbsp; Their answers display a wide variety of misconceptions and we will highlight some specific answers during this talk.

Introductory Students' Qualitative Analysis of the Brachistochrone

We will present our experience assigning specific roles to each member of student groups to assist them with group dynamics when working through cooperative laboratory tasks. The initial implementation was inspired by an introductory POGIL seminar given to science faculty. Connections will be made to the work done by the Hellers from the University of Minnesota on Group Problem Solving Strategies in introductory physics classes. We will also present results of informal polling of our Faculty Online Learning Community (FOLC) on techniques for forming effective groups. This is part of a series of talks stemming from the NextGen PET FOLC project. This work was supported by the National Science Foundation grant NSF DUE-1626496.

POGIL-inspired Roles for Small Groups and Other Group Management Techniques

Argument-Driven Inquiry (ADI) is an instructional model which originated in Chemistry education and provides students opportunities to develop and carry out their own experimental designs while engaging in argumentation and peer review. In 2019, we adopted a modified ADI instructional model into our Introductory Physics Labs for Life Sciences (IPL 2 S) courses to include a more formal structure for student engagement in scientific practices as part of three-dimensional learning. In this talk, we introduce the ADI instructional model, discuss integration of the ADI instructional model into our reformed lab course, and describe recent impacts it has had on our course. Specifically, we present how our modified ADI model has: 1) enhanced student engagement in scientific practices, specifically experimental design planning and scientific argumentation; 2) aided in the shift to online instruction while maintaining course learning outcomes; and 3) provided pedagogical consistency in a course with rotating instructional faculty.

Bringing Argument-Driven Inquiry into IPLS labs

Students reflect all rays parallel with the main axis in a spherical concave mirror to draw with a focal&nbsp;point that called real focal. In this paper we prove that the geometric method with a primary focus of rays parallel with&nbsp;the main axis of a spherical surface, is not a point.

Association of Concave Spherical Mirrors

In our algebra-based introductory physics sequence, we have had exams consisting of multiple choice questions and traditional math problems. The multiple choice questions were more conceptual in nature and would come at the beginning of our exams. Then we would have all of the math problems. Unfortunately, a single multiple choice question that potentially covers a number of topics at an arbitrary level of difficulty doesn’t allow an instructor to determine a student’s level of understanding of any single topic. To better assess students’ levels of understanding, we designed sets of questions and problems with increasing difficulty, as defined by Bloom’s Taxonomy. This new way of structuring exams benefited the instructor in documenting levels of student understanding. It also allowed weaker students to show mastery at some level and possibly boost their confidence with the more challenging questions. In general, the students have rated this new assessment positively.

Using Bloom’s Taxonomy to Develop New Assessments

One of two complementary panels dedicated to raising awareness about improving the accessibility of undergraduate physics laboratory courses. In this panel, former physical science students talk about their previous experiences in physics and other science labs, and they make suggestions for improving accessibility of labs.] Physics labs are an exciting opportunity to teach and learn about physics by collaboratively planning, building, and carrying out experiments and interacting with advanced phenomena, apparatus, and software. Students, staff, and faculty with disabilities deserve full access to these learning environments, and it is everyone’s responsibility to recognize and mitigate the specific barriers to participation posed by space, technology, and pedagogical constraints that are unique to labs. To that end (and with support from an AAPT Special Projects Grant), the AAPT Committee on Laboratories assembled a task force whose charge is to issue an open call for increased investment in accessible physics labs.

Making Physics Labs More Accessible: Perspectives

After presentin therical evolution and basic entities starting with the qubit&nbsp; it goes to a simple practical demonstartion using common components (magnets atraction and repulsion) the six qubit states. Completing these ideas finalizes with a quantum teleportation of one

The qubit and quantum computing- A simulation in the classroom

We encounter variables with little variation often in PER due to the demographics of physics and the questions we ask. For example, in course completion studies, most students will earn high enough grades to pass the course. Yet, little work has examined how to analyze such data. Therefore, we conducted a simulation study using logistic regression, penalized regression, and random forest. We systematically varied the fraction of positive outcomes, feature imbalances, and odds ratios. We find the algorithms treat features with the same odds ratios differently based on their imbalance and the outcome imbalance. While none of the algorithms solved the problem, some reduced the scale of the problem. Our results suggest that PER studies may contain false negatives when determining which variables are related to an outcome. We propose recommendations for researchers and then illustrate these by predicting which applicants will be admitted to a graduate physics program.

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