Occasional white boarding : examining the effects of physics students' understanding of motion graphs

The Modeling method of teaching has demonstrated well--‐documented success in the improvement of student learning. The teacher/researcher in this study was introduced to Modeling through the use of a technique called White Boarding. Without formal training, the researcher began using the White Boarding technique for a limited number of laboratory experiences with his high school physics classes. The question that arose and was investigated in this study is “What specific aspects of the White Boarding process support student understanding?” For the purposes of this study, the White Boarding process was broken down into three aspects – the Analysis of data through the use of Logger Pro software, the Preparation of White Boards, and the Presentations each group gave about their specific lab data. The lab used in this study, an Acceleration of Gravity Lab, was chosen because of the documented difficulties students experience in the graphing of motion. In the lab, students filmed a given motion, utilized Logger Pro software to analyze the motion, prepared a White Board that described the motion with position--‐time and velocity--‐time graphs, and then presented their findings to the rest of the class. The Presentation included a class discussion with minimal contribution from the teacher. The three different aspects of the White Boarding experience – Analysis, Preparation, and Presentation – were compared through the use of student learning logs, video analysis of the Presentations, and follow--‐up interviews with participants. The information and observations gathered were used to determine the level of understanding of each participant during each phase of the lab. The researcher then looked for improvement in the level of student understanding, the number of “aha” moments students had, and the students’ perceptions about which phase was most important to their learning. The results suggest that while all three phases of the White Boarding experience play a part in the learning process for students, the Presentations provided the most significant changes. The implications for instruction are discussed.

Effect of implementing project-based education in high school physics : file folder bridge engineering

Project-based education and portfolio assessments are at the forefront of educational research. This research follows the implementation of a project-based unit in a high school physics class. Students played the role of an engineering firm who designed, built and tested file folder bridges. The purpose was to determine if projectbased learning could improve student attitude toward science and related careers like engineering. Teams of students presented their work in a portfolio for a final assessment of the process of designing, building and testing their bridges.

Parameter identification of a copper-zeolite SCR catalyst model using reactor data

The selective catalytic reduction system is a well established technology for NOx emissions control in diesel engines. A one dimensional, single channel selective catalytic reduction (SCR) model was previously developed using Oak Ridge National Laboratory (ORNL) generated reactor data for an iron-zeolite catalyst system. Calibration of this model to fit the experimental reactor data collected at ORNL for a copper-zeolite SCR catalyst is presented. Initially a test protocol was developed in order to investigate the different phenomena responsible for the SCR system response. A SCR model with two distinct types of storage sites was used. The calibration process was started with storage capacity calculations for the catalyst sample. Then the chemical kinetics occurring at each segment of the protocol was investigated. The reactions included in this model were adsorption, desorption, standard SCR, fast SCR, slow SCR, NH3 Oxidation, NO oxidation and N2O formation. The reaction rates were identified for each temperature using a time domain optimization approach. Assuming an Arrhenius form of the reaction rates, activation energies and pre-exponential parameters were fit to the reaction rates. The results indicate that the Arrhenius form is appropriate and the reaction scheme used allows the model to fit to the experimental data and also for use in real world engine studies.

ON THE EFFECT OF VIRTUAL REALITY ON STUDENT UNDERSTANDING OF AND INTEREST IN PHYSICS

This study investigated the effect that the video game Portal 2 had on students understanding of Newton’s Laws and their attitudes towards learning science during a two-week afterschool program at a science museum. Using a pre/posttest and survey design, along with instructor observations, the results showed a statistically relevant increase in understanding of Newton’s Laws (p=.02<.05) but did not measure a relevant change in attitude scores. The data and observations suggest that future research should pay attention to non-educational aspects of video games, be careful about the amount of time students spend in the game, and encourage positive relationships with game developers.