Characterizing lab instructors' self-reported learning goals to inform development of an experimental modeling skills assessment

The ability to develop, use, and refine models of experimental systems is a nationally recognized learning outcome for undergraduate physics lab courses. However, no assessments of students' model-based reasoning exist for upper-division labs. This study is the first step toward development of modeling assessments for optics and electronics labs. In order to identify test objectives that are likely relevant across many institutional contexts, we interviewed 35 lab instructors about the ways they incorporate modeling in their course learning goals and activities. The study design was informed by the Modeling Framework for Experimental Physics. This framework conceptualizes modeling as consisting of multiple subtasks: making measurements, constructing system models, comparing data to predictions, proposing causes for discrepancies, and enacting revisions to models or apparatus. We found that each modeling subtask was identified by multiple instructors as an important learning outcome for their course. Based on these results, we argue that test objectives should include probing students' competence with most modeling subtasks, and test items should be designed to elicit students' justifications for choosing particular modeling pathways. In addition to discussing these and other implications for assessment, we also identify future areas of research related to the role of modeling in optics and electronics labs.Comment: 24 pages, 2 figures, 5 tables; submitted to Phys. Rev. PE

Formalization of Transform Methods using HOL Light

Transform methods, like Laplace and Fourier, are frequently used for analyzing the dynamical behaviour of engineering and physical systems, based on their transfer function, and frequency response or the solutions of their corresponding differential equations. In this paper, we present an ongoing project, which focuses on the higher-order logic formalization of transform methods using HOL Light theorem prover. In particular, we present the motivation of the formalization, which is followed by the related work. Next, we present the task completed so far while highlighting some of the challenges faced during the formalization. Finally, we present a roadmap to achieve our objectives, the current status and the future goals for this project.Comment: 15 Pages, CICM 201

Investigating the role of model-based reasoning while troubleshooting an electric circuit

We explore the overlap of two nationally-recognized learning outcomes for physics lab courses, namely, the ability to model experimental systems and the ability to troubleshoot a malfunctioning apparatus. Modeling and troubleshooting are both nonlinear, recursive processes that involve using models to inform revisions to an apparatus. To probe the overlap of modeling and troubleshooting, we collected audiovisual data from think-aloud activities in which eight pairs of students from two institutions attempted to diagnose and repair a malfunctioning electrical circuit. We characterize the cognitive tasks and model-based reasoning that students employed during this activity. In doing so, we demonstrate that troubleshooting engages students in the core scientific practice of modeling.Comment: 20 pages, 6 figures, 4 tables; Submitted to Physical Review PE

Neurocognitive Informatics Manifesto.

Informatics studies all aspects of the structure of natural and artificial information systems. Theoretical and abstract approaches to information have made great advances, but human information processing is still unmatched in many areas, including information management, representation and understanding. Neurocognitive informatics is a new, emerging field that should help to improve the matching of artificial and natural systems, and inspire better computational algorithms to solve problems that are still beyond the reach of machines. In this position paper examples of neurocognitive inspirations and promising directions in this area are given