Computation across the curriculum: What skills are needed?

Computation, the use of a computer to solve, simulate, or visualize a physical problem, has revolutionized how physics research is done. Computation is used widely to model systems, to simulate experiments, and to analyze data. Yet, in most undergraduate programs, students have little formal opportunity to engage with computation and, thus, are left to their own to develop their computational expertise. As part of a larger project to study how computation is incorporated in some undergraduate physics programs (and how it might be incorporated further), we convened a mini-conference and conducted a series of interviews with industry professionals, academic faculty, and employed bachelor's graduates who make use of computation in their everyday work. We present preliminary results that speak to how participants developed the requisite skills to do professional computational work and what skills they perceive are necessary to conduct such work.Comment: 4 pages; accepted to 2015 Physics Education Research Conference Proceeding

On the Prevalence and Nature of Computational Instruction in Undergraduate Physics Programs across the United States

A national survey of physics faculty was conducted to investigate the prevalence and nature of computational instruction in physics courses across the United States. 1246 faculty from 357 unique institutions responded to the survey. The results suggest that more faculty have some form of computational teaching experience than a decade ago, but it appears that this experience does not necessarily translate to computational instruction in undergraduate students' formal course work. Further, we find that formal programs in computational physics are absent from most departments. A majority of faculty do report using computation on homework and in projects, but few report using computation with interactive engagement methods in the classroom or on exams. Specific factors that underlie these results are the subject of future work, but we do find that there is a variation on the reported experience with computation and the highest degree that students can earn at the surveyed institutions.Comment: 8 pages, 6 figure

Rubric Design for Separating the Roles of Open-Ended Assessments

End-of-course assessments play important roles in the ongoing attempt to improve instruction in physics courses. Comparison of students' performance on assessments before and after instruction gives a measure of student learning. In addition, analysis of students' answers to assessment items provides insight into students' difficulties with specific concepts and practices. While open-ended assessments scored with detailed rubrics provide useful information about student reasoning to researchers, end users need to score students' responses so that they may obtain meaningful feedback on their instruction. One solution that satisfies end users and researchers is a grading rubric that separates scoring student work and uncovering student difficulties. We have constructed a separable rubric for the Colorado Classical Mechanics/Math Methods Instrument that has been used by untrained graders to score the assessment reliably, and by researchers to unpack common student difficulties. Here we present rubric development, measures of inter-rater reliability, and some uncovered student difficulties.Comment: 4 pages, PERC 2014 Proceeding

Methods for Analyzing Pathways through a Physics Major

Physics Education Research frequently investigates what students studying physics do on small time scales (e.g. single courses, observations within single courses), or post-education time scales (e.g., what jobs do physics majors get?) but there is little research into how students get from the beginning to the end of a physics degree. Our work attempts to visualize students paths through the physics major, and quantitatively describe the students who take physics courses, receive physics degrees, and change degree paths into and out of the physics program at Michigan State University.Comment: submitted to Physics Education Research Conference Proceedings 201

Assessing Student Learning in Middle-Division Classical Mechanics/Math Methods

Reliable and validated assessments of introductory physics have been instrumental in driving curricular and pedagogical reforms that lead to improved student learning. As part of an effort to systematically improve our sophomore-level Classical Mechanics and Math Methods course (CM 1) at CU Boulder, we are developing a tool to assess student learning of CM 1 concepts in the upper-division. The Colorado Classical Mechanics/Math Methods Instrument (CCMI) builds on faculty-consensus learning goals and systematic observations of student difficulties. The result is a 9-question open-ended post-test that probes student learning in the first half of a two-semester classical mechanics / math methods sequence. In this paper, we describe the design and development of this instrument, its validation, and measurements made in classes at CU Boulder.Comment: 4 pages, 3 figures, 1 table; submitted to 2013 Proceedings of the Physics Education Research Conferenc

Quasi-Periodic Oscillations and energy spectra from the two brightest Ultra-Luminous X-ray sources in M82

Ultra-Luminous X-ray sources are thought to be accreting black holes that might host Intermediate Mass Black Holes (IMBH), proposed to exist by theoretical studies, even though a firm detection (as a class) is still missing. The brightest ULX in M82 (M82 X-1) is probably one of the best candidates to host an IMBH. In this work we analyzed the data of the recent release of observations obtained from M82 X-1 taken by XMM-Newton. We performed a study of the timing and spectral properties of the source. We report on the detection of (46+-2) mHz Quasi-Periodic Oscillations (QPOs) in the power density spectra of two observations. A comparison of the frequency of these high-frequency QPOs with previous detections supports the 1:2:3 frequency distribution as suggested in other studies. We discuss the implications if the (46+-2) mHz QPO detected in M82 X-1 is the fundamental harmonic, in analogy with the High-Frequency QPOs observed in black hole binaries. For one of the observations we have detected for the first time a QPO at 8 mHz (albeit at a low significance), that coincides with a hardening of the spectrum. We suggest that the QPO is a milli-hertz QPO originating from the close-by transient ULX M82 X-2, with analogies to the Low-Frequency QPOs observed in black hole binaries.Comment: 9 pages (with 4 figures and 4 tables). Accepted for publication in MNRAS (26/09/13