Gender, Context, and Physics Assessment

A persistent gender gap exists on one of the most commonly-used physics conceptual tests, the Force Concept Inventory. The test includes many stereotypically male contexts such as hockey, rockets, and cannonballs. A revised version of the test was created using stereotypically female contexts and both versions were randomly administered to 300 college students. While the total correct score did not change for men and women, significant results were discovered when test questions were examined individually. Results suggest that context can affect performance on a physics assessment for both men and women. One implication for instructors is that they should be aware of how their examples and problems can elicit different performance among women and men

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Oneota ground stone technology in the Central Des Moines River Valley of Iowa

The intent of this study is to analyze the ground stone artifacts (manos and grinding slabs) from 14 late prehistoric sites in the Central Des Moines River Valley of Iowa. This was done to address the relative reliance on maize agriculture during the Moingona Oneota Phase. In total, ground stone artifacts from 11 Moingona Phase Oneota sites were analyzed, as well as ground stone tools from two Middle Woodland sites and one Late Woodland site, for comparative purposes. Based on design theory models and recent research on the correlation between the size and design of ground stone tools and the intensification of agriculture, it appears an overwhelming majority of Oneota manos and grinding slabs are of expedient design. This supports the hypothesis that Moingona Phase Oneota groups were only partially reliant on maize agriculture, with a subsistence base that relied on a mixture of hunting, gathering, and farming

Perceptions of academic benefits of work-integrated learning among West Virginia community and technical college students

Global research notes the academic benefits of Work-Integrated Learning (WIL) to be higher academic achievement and faster degree completion rates. Past studies have been chiefly conducted at baccalaureate degree granting institutions. The purpose of this descriptive, nonexperimental, post-facto study is to determine whether the West Virginia WIL programs delivered through community and technical colleges yield the same academic benefits that have been reported in the extant research concerning baccalaureate schools. The population of this study was to be 572 business and information technology majors at ten West Virginia community and technical colleges. Student-level data by classification of instructional programs (CIP) codes were analyzed that had been previously collected through the West Virginia Higher Education Policy Commission’s annual census for academic years 2011-2012, 2012 -2013, and 2013-2014. WIL experience data distribution throughout the population of the study, however, was skewed substantially and required a more normally distributed sample for purposes of analysis. A reduced sample, comprised of 117 participants enrolled at New River Community and Technical College, Pierpont Community and Technical College, and West Virginia Northern Community College during the same period, provided a more even distribution. The findings suggest WIL experiences did not have a significant effect on cumulative GPA or on demonstrated time-to-degree in the two-year graduation period, nor on the years to degree variable, for this sample. WIL experiences did appear to have a significant effect on demonstrated time-to-degree in the three-year graduation period, however. The lack of a conclusive determination that WIL has an effect on grade point average (GPA) for community college students could spur a reconsideration of the field’s understanding of the academic benefits of WIL experiences for researchers and professional practitioners

Holding safely : guidance for residential child care practitioners and managers about physically restraining children and young people

Residential child care is intensive and at times very diffificult work. Staff in residential childcare, therefore, need training, advice, supervision and support in undertaking this demanding work, since they are often doing the hardest of social care jobs. This good practice guidance has been commissioned to assist practitioners in working out policies and practices for restraining children and young people where no other appropriate options are available

Coordination of Mathematics and Physical Resources by Physics Graduate Students

We investigate the dynamics of how graduate students coordinate their mathematics and physics knowledge within the context of solving a homework problem for a plasma physics survey course. Students were asked to obtain the complex dielectric function for a plasma with a specified distribution function and find the roots of that expression. While all the 16 participating students obtained the dielectric function correctly in one of two equivalent expressions, roughly half of them (7 of 16) failed to compute the roots correctly. All seven took the same initial step that led them to the incorrect answer. We note a perfect correlation between the specific expression of dielectric function obtained and the student's success in solving for the roots. We analyze student responses in terms of a resources framework and suggest routes for future research.Comment: 4 page

The Dynamics of Students' Behaviors and Reasoning during Collaborative Physics Tutorial Sessions

We investigate the dynamics of student behaviors (posture, gesture, vocal register, visual focus) and the substance of their reasoning during collaborative work on inquiry-based physics tutorials. Scherr has characterized student activity during tutorials as observable clusters of behaviors separated by sharp transitions, and has argued that these behavioral modes reflect students' epistemological framing of what they are doing, i.e., their sense of what is taking place with respect to knowledge. We analyze students' verbal reasoning during several tutorial sessions using the framework of Russ, and find a strong correlation between certain behavioral modes and the scientific quality of students' explanations. We suggest that this is due to a dynamic coupling of how students behave, how they frame an activity, and how they reason during that activity. This analysis supports the earlier claims of a dynamic between behavior and epistemology. We discuss implications for research and instruction.Comment: 4 pages, PERC 200

Hubble Space Telescope Near-IR Transmission Spectroscopy of the Super-Earth HD 97658b

Recent results from the Kepler mission indicate that super-Earths (planets with masses between 1-10 times that of the Earth) are the most common kind of planet around nearby Sun-like stars. These planets have no direct solar system analogue, and are currently one of the least well-understood classes of extrasolar planets. Many super-Earths have average densities that are consistent with a broad range of bulk compositions, including both water-dominated worlds and rocky planets covered by a thick hydrogen and helium atmosphere. Measurements of the transmission spectra of these planets offer the opportunity to resolve this degeneracy by directly constraining the scale heights and corresponding mean molecular weights of their atmospheres. We present Hubble Space Telescope near-infrared spectroscopy of two transits of the newly discovered transiting super-Earth HD 97658b. We use the Wide Field Camera 3's scanning mode to measure the wavelength-dependent transit depth in thirty individual bandpasses. Our averaged differential transmission spectrum has a median 1 sigma uncertainty of 23 ppm in individual bins, making this the most precise observation of an exoplanetary transmission spectrum obtained with WFC3 to date. Our data are inconsistent with a cloud-free solar metallicity atmosphere at the 10 sigma level. They are consistent at the 0.4 sigma level with a flat line model, as well as effectively flat models corresponding to a metal-rich atmosphere or a solar metallicity atmosphere with a cloud or haze layer located at pressures of 10 mbar or higher.Comment: ApJ in press; revised version includes an updated orbital ephemeris for the plane

A Precise Water Abundance Measurement for the Hot Jupiter WASP-43b

The water abundance in a planetary atmosphere provides a key constraint on the planet's primordial origins because water ice is expected to play an important role in the core accretion model of planet formation. However, the water content of the Solar System giant planets is not well known because water is sequestered in clouds deep in their atmospheres. By contrast, short-period exoplanets have such high temperatures that their atmospheres have water in the gas phase, making it possible to measure the water abundance for these objects. We present a precise determination of the water abundance in the atmosphere of the 2 $M_\mathrm{Jup}$ short-period exoplanet WASP-43b based on thermal emission and transmission spectroscopy measurements obtained with the Hubble Space Telescope. We find the water content is consistent with the value expected in a solar composition gas at planetary temperatures (0.4-3.5x solar at 1 $\sigma$ confidence). The metallicity of WASP-43b's atmosphere suggested by this result extends the trend observed in the Solar System of lower metal enrichment for higher planet masses.Comment: Accepted to ApJL; this version contains three supplemental figures that are not included in the published paper. See also our companion paper "Thermal structure of an exoplanet atmosphere from phase-resolved emission spectroscopy" by Stevenson et a