Shaping Attitudes Toward Science in an Introductory Astronomy Class

At many universities, astronomy is a popular way for non-science majors to fulfill a general education requirement. Because general-education astronomy may be the only college-level science course taken by these students, it is the last chance to shape the science attitudes of these future journalists, teachers, politicians, and voters. I report on an attempt to measure and induce changes in science attitudes in my general-education astronomy course. I describe construction of the attitude survey, classroom activities designed to influence attitudes, and give numerical results indicating a significant improvement. In contrast, the literature on attitudes in introductory physics courses generally reports stagnation or decline. I briefly comment on some plausible explanations for this difference.Comment: v2 includes a copy of the surve

Chemistry vs. Physics: A Comparison of How Biology Majors View Each Discipline

A student's beliefs about science and learning science may be more or less sophisticated depending on the specific science discipline. In this study, we used the physics and chemistry versions of the Colorado Learning Attitudes about Science Survey (CLASS) to measure student beliefs in the large, introductory physics and chemistry courses, respectively. We compare how biology majors -- generally required to take both of the courses -- view these two disciplines. We find that these students' beliefs are more sophisticated about physics (more like the experts in that discipline) than they are about chemistry. At the start of the term, the average % Overall Favorable score on the CLASS is 59% in physics and 53% in chemistry. The students' responses are statistically more expert-like in physics than in chemistry on 10 statements (P lesser-than-or-equal-to 0.01), indicating that these students think chemistry is more about memorizing disconnected pieces of information and sample problems, and has less to do with the real world. In addition, these students' view of chemistry degraded over the course of the term. Their favorable scores shifted -5.7% and -13.5% in 'Overall' and the 'Real World Connection' category, respectively; in the physics course, which used a variety of research-based teaching practices, these scores shifted 0.0% and +0.3%, respectively. The chemistry shifts are comparable to those previously observed in traditional introductory physics courses

Hierarchical topological clustering learns stock market sectors

The breakdown of financial markets into sectors provides an intuitive classification for groups of companies. The allocation of a company to a sector is an expert task, in which the company is classified by the activity that most closely describes the nature of the company's business. Individual share price movement is dependent upon many factors, but there is an expectation for shares within a market sector to move broadly together. We are interested in discovering if share closing prices do move together, and whether groups of shares that do move together are identifiable in terms of industrial activity. Using TreeGNG, a hierarchical clustering algorithm, on a time series of share closing prices, we have identified groups of companies that cluster into clearly identifiable groups. These clusters compare favourably to a globally accepted sector classification scheme, and in our opinion, our method identifies sector structure clearer than a statistical agglomerative hierarchical clustering metho

Experimental comparison of icing cloud instruments

Icing cloud instruments were tested in the spray cloud Icing Research Tunnel (IRT) in order to determine their relative accuracy and their limitations over a broad range of conditions. It was found that the average of the readings from each of the liquid water content (LWC) instruments tested agreed closely with each other and with the IRT calibration; but all have a data scatter (+ or - one standard deviation) of about + or - 20 percent. The effect of this + or - 20 percent uncertainty is probably acceptable in aero-penalty and deicer experiments. Existing laser spectrometers proved to be too inaccurate for LWC measurements. The error due to water runoff was the same for all ice accretion LWC instruments. Any given laser spectrometer proved to be highly repeatable in its indications of volume median drop size (DVM), LWC and drop size distribution. However, there was a significant disagreement between different spectrometers of the same model, even after careful standard calibration and data analysis. The scatter about the mean of the DVM data from five Axial Scattering Spectrometer Probes was + or - 20 percent (+ or - one standard deviation) and the average was 20 percent higher than the old IRT calibration. The + or - 20 percent uncertainty in DVM can cause an unacceptable variation in the drag coefficient of an airfoil with ice; however, the variation in a deicer performance test may be acceptable

The Design and Validation of the Colorado Learning Attitudes about Science Survey

The Colorado Learning Attitudes about Science Survey (CLASS) is a new instrument designed to measure various facets of student attitudes and beliefs about learning physics. This instrument extends previous work by probing additional facets of student attitudes and beliefs. It has been written to be suitably worded for students in a variety of different courses. This paper introduces the CLASS and its design and validation studies, which include analyzing results from over 2400 students, interviews and factor analyses. Methodology used to determine categories and how to analyze the robustness of categories for probing various facets of student learning are also described. This paper serves as the foundation for the results and conclusions from the analysis of our survey dat

Student engagement and learning with PhET interactive simulations

There is considerable evidence that PhET interactive simulations can be powerful tools for achieving student learning of science. Recent research conducted with PhET Interactive simulations has focused on the specific aspects of simulations that help students build a conceptual understanding of the science; specifically the value of showing the invisible, the use of analogy and effective levels of guidance with simulations. Educators have found that use of heavily guided activities does not elicit deep thinking and learning from students; while other studies have found that with pure discovery learning students are not able to “discover” the science for themselves. Recent studies reveal that appropriate scaffolding of the material is needed to help students build a mental framework about concepts. Then students can construct their own understanding within this framework. Our work has focused on understanding how students use simulations to construct this mental framework and the effect levels of guidance have on students’ use of simulations. Hundreds of individual student interviews have been conducted during which the students describe what they were thinking as they interact with simulations. Careful analysis reveals that showing the invisible and use of analogy both facilitate students’ construction of their understanding; while the nature of guidance influences the amount of student engagement

The memory space: Exploring future uses of Web 2.0 and mobile internet through design interventions.

The QuVis Quantum Mechanics Visualization project aims to address challenges of quantum mechanics instruction through the development of interactive simulations for the learning and teaching of quantum mechanics. In this article, we describe evaluation of simulations focusing on two-level systems developed as part of the Institute of Physics Quantum Physics resources. Simulations are research-based and have been iteratively refined using student feedback in individual observation sessions and in-class trials. We give evidence that these simulations are helping students learn quantum mechanics concepts at both the introductory and advanced undergraduate level, and that students perceive simulations to be beneficial to their learning.Comment: 15 pages, 5 figures, 1 table; accepted for publication in the American Journal of Physic

Fermi-liquid effects in the gapless state of marginally thin superconducting films

We present low temperature tunneling density-of-states measurements in Al films in high parallel magnetic fields. The thickness range of the films, t=6-9 nm, was chosen so that the orbital and Zeeman contributions to their parallel critical fields were comparable. In this quasi-spin paramagnetically limited configuration, the field produces a significant suppression of the gap, and at high fields the gapless state is reached. By comparing measured and calculated tunneling spectra we are able to extract the value of the antisymmetric Fermi-liquid parameter G^0 and thereby deduce the quasiparticle density dependence of the effective parameter G^0_{eff} across the gapless state.Comment: 6 pages, 4 figure

Correlating Student Beliefs With Student Learning Using The Colorado Learning Attitudes about Science Survey

A number of instruments have been designed to probe the variety of attitudes, beliefs, expectations, and epistemological frames taught in our introductory physics courses. Using a newly developed instrument -- the Colorado Learning Attitudes about Science Survey (CLASS)[1] -- we examine the relationship between students' beliefs about physics and other educational outcomes, such as conceptual learning and student retention. We report results from surveys of over 750 students in a variety of courses, including several courses modified to promote favorable beliefs about physics. We find positive correlations between particular student beliefs and conceptual learning gains, and between student retention and favorable beliefs in select categories. We also note the influence of teaching practices on student beliefs

Towards characterizing the relationship between students' interest in and their beliefs about physics

We examine the relationships between students' self-reported interest and their responses to a physics beliefs survey. Results from the Colorado Learning Attitudes about Science Survey (CLASS v3), collected in a large calculusbased introductory mechanics course (N=391), were used to characterize students' beliefs about physics and learning physics at the beginning and end of the semester. Additionally students were asked at the end of the semester to rate their interest in physics, how it has changed, and why. We find a correlation between surveyed beliefs and self-rated interest (R=0.65). At the end of the term, students with more expert-like beliefs as measured by the 'Overall' CLASS score also rate themselves as more interested in physics. An analysis of students' reasons for why their interest changed showed that a sizable fraction of students cited reasons tied to beliefs about physics or learning physics as probed by the CLASS survey. The leading reason for increased interest was the connection between physics and the real world