Using LEGO race cars in the Physics lab

Students often find learning about uncertainties dry and boring. In order to engage students and simulate their interest, I have been using LEGO race cars to teach measurement more fun while allowing them to quickly repeat their experiments. Students can then perform uncertainty propagation calculations. My research found that these hands-on LEGO activities were instrumental in improving students’ confidence with physics experiments, especially in dealing with uncertainties.  LEGO lab was also a key factor in reducing the early attrition rate at the first-year level. The Experimental Activities that I have designed cover a range of topics, including the concept of uncertainty, the number of variables in an experiment, and the fairness of an experiment (i.e., whether the experiment, as designed, biased the result). In each of the experimental tasks fundamental concepts are introduced, including the various formulae for speed, velocity and acceleration, potential and kinetic energy, as well as the calculation of the track angles. Further, uncertainty analysis is introduced and explained for each experiment, with the students being required to identify the sources of the uncertainty (and if it can be determined, the magnitude) and for the quantifiable sources, and then propagate that uncertainty into the final result. For each experiment, the students are asked to discuss the limitations and drawbacks of the experiment and suggest improvements. In this workshop, I will discuss some LEGO experimental activities that can be used in lab classes, helping students comprehend the quite abstract concept of uncertainty. These activities can be modified and used to teach school students about energy conservation, sources of energy, different types of energy etc. Intended Audience: Undergraduate and Secondary-School Physics Educator

Unquenched quark propagator in Landau gauge

We present an unquenched calculation of the quark propagator in Landau gauge with 2+1 flavors of dynamical quarks. We use configurations generated with an improved staggered (``Asqtad'') action by the MILC collaboration. This quark action has been seen to have excellent rotational symmetry and scaling properties in the quenched quark propagator. Quenched and dynamical calculations are performed on a $20^3\times 64$ lattice with a nominal lattice spacing of $a = 0.125$ fm. The matched quenched and dynamical lattices allow us to investigate the relatively subtle sea quark effects, and even in the quenched case the physical volume of these lattices gives access to lower momenta than our previous study. We calculate the quark mass function and renormalization function for a variety of valence and sea quark masses.Comment: 7 pages, 6 figure

Effectiveness of enrichment programs in cultivating STEM interest in year nine female students

BACKGROUND: With women underrepresented in STEM disciplines, due to the perception that STEM careers are challenging (Kier et al, 2013), there is a focus on encouraging females to pursue STEM (Marginson et al, 2013). Research suggests that enrichment programs enhance interest in gaining a STEM career (Merolla & Serpe, 2013), however knowledge on the most effective enrichment method is limited. AIMS: The aim of this project is to investigate the effectiveness of two enrichment methods on female year nine students’ interest in STEM. METHOD: The project involves two enrichment programs run through Flinders University; Real Science Enrichment Days and Design & Technology Enrichment Series. The effectiveness of enrichment on student attitudes towards STEM was evaluated by experiment using modified validated pre- and post- surveys (Tyler-Wood et al, 2010). RESULTS: Findings show that both enrichment methods take the negativity out of students, who found Science less challenging after either enrichment. After the Enrichment Series, there was a decrease in the percentage of students who found Science boring. We seek to present the usefulness of such programs and the measurable outcomes achieved so far. CONCLUSIONS: These findings will be beneficial in designing more efficient enrichment programs to inspire girls about STEM careers

Grouping mixed ability students matters: A pilot study in physics

In this paper, we sought to describe the effectiveness of team-based learning (TBL) when students are placed in mixed ability groups. TBL consists of strategically‐formed permanent teams, a Readiness Assurance Process (RAP) and Application activities (Paramelee et.al, 2012). We trialled a class room flipped model that uses many features of TBL and a new grouping approach amongst first year Physics students following a successful preliminary study (Parappilly et.al, 2015). This model used important elements of both TBL and Just in Time Teaching (JiTT). JiTT (Watkins et.al, 2009) provides students with preparatory material prior to class and some questions to answer. For the 2014 study, we randomly formed permanent students groups. For the 2015 pilot, students were placed in mixed ability groups based on their admissions data and students worked together within mixed ability groups for the entire semester. Each group tackled a subset of the quiz questions and completed an in-class assignment. We compared pre- and post- quiz scores using paired-t-tests for 4 separate TBL workshops. It clearly proves that grouping mixed ability students increases learning for physics and their teamwork. The quiz scores improved significantly between pre- and post-quiz and improvements were similar for each of the 4 quizzes (

Clones with finitely many relative R-classes

For each clone C on a set A there is an associated equivalence relation analogous to Green's R-relation, which relates two operations on A iff each one is a substitution instance of the other using operations from C. We study the clones for which there are only finitely many relative R-classes.Comment: 41 pages; proofs improved, examples adde

AIP AstroFest 09 Promoting Physics Careers through Astronomy

In this paper we report on an AIP event promoting Physics among year-9 school students in South Australia. We have used Astronomy as a catalyst to enhance the students’ passion for Science. We organised an Astronomy Festival (IYA09 AstroFest) for year-9 students in 2009, as a part of the International Year of Astronomy. The event sessions were aimed at stimulating students’ interest in Astronomy and hence in promoting Physics. This event consisted of a lecture “The Milky Way in a Different Light”, followed by a number of interesting Astronomy-related activities including Q&A sessions with several university students and a discussion session on an astronomy/space-related topic. The key focus of the event was to make students aware that Physics is fun through interesting Astronomical themes. The positive feedback we have received from the participants and teachers has been overwhelming. The participants completed a survey and we seek to describe in this paper the usefulness of such an event and the measurable outcomes we have achieved so far

STEM women branching out: A community initiative at flinders

Background: Women are currently under-represented in all areas of Science, Technology, Engineering and Mathematics (STEM). In 2011, only 33% of all tertiary qualifications were awarded to Australian women in STEM fields (Roberts et.al, 2014) The notion that men are more dominant in the field of STEM than women and that STEM women are outside the norm in all their social encounters with their peers remains a common belief (Solomon et.al, 1997). Longstanding stereotypes, as well as a shortage of visible role models, may be contributing factors to this belief. Compared to men, women are less likely to have role models and therefore get limited advice on navigating career development (Macfarlane et.al 1998; Rosser 2004). Objectives: We aim to help change the stereotype that STEM is predominately for males and that there are very successful females amongst our community. Method: In August 2015, we initiated a group for young women studying STEM at Flinders University called STEM: Women Branching Out, to support and encourage female students within STEM disciplines, and to provide role models to help motivate young females to stay within their choice of STEM study. We also wanted to increase the visibility and authority of women in science which is a key element in attracting young women to science. Results: We developed an online LMS site and program that has grown from 16 students in the first role-model workshop (August 2015) to 302 within 9 months (June 2016). The students were engaged through activities like LOGO competition, Role-Model workshops, Leadership Laboratory, and Thinker in Residence series. Our commencing undergrad female STEM enrolments have grown by 11% from 2015-2016. Conclusions: In this paper, we sought to describe the usefulness and need of this type of initiatives by describing unique initiatives aimed at post graduate, undergraduate and high school gives and to provide outcomes we have achieved so far

Scaling behavior of quark propagator in full QCD

We study the scaling behavior of the quark propagator on two lattices with similar physical volume in Landau gauge with 2+1 flavors of dynamical quarks in order to test whether we are close to the continuum limit for these lattices. We use configurations generated with an improved staggered (``Asqtad'') action by the MILC collaboration. The calculations are performed on $28^3\times 96$ lattices with lattice spacing $a = 0.09$ fm and on $20^3\times 64$ lattices with lattice spacing $a = 0.12$ fm. We calculate the quark mass function, $M(q^2)$, and the wave-function renormalization function, $Z(q^2)$, for a variety of bare quark masses. Comparing the behavior of these functions on the two sets of lattices we find that both $Z(q^2)$ and $M(q^2)$ show little sensitivity to the ultraviolet cutoff.Comment: 6 pages, 5 figure

Scaling behavior and positivity violation of the gluon propagator in full QCD

The Landau-gauge gluon propagator is studied using the coarse and fine dynamical MILC configurations. The effects of dynamical quarks are clearly visible and lead to a reduction of the nonperturbative infrared enhancement relative to the quenched case. Lattice spacing effects are studied and found to be small. The gluon spectral function is shown to clearly violate positivity in both quenched and full QCD.Comment: 7 pages, 9 figures. References and 1 figure added, minor text modifications, version to be published in PR

Improving student learning and engagement in stem disciplines using team-based learning

Background: There have been numerous innovations in higher education which employ student centered teaching strategies to improve student engagement and learning outcomes. A study conducted by the Australian Council of Learned Academies for PMSEIC (Marginson et.al, 2013) recommends curriculum reform to engage students in STEM through active learning approaches. Team-Based Learning (TBL) can be regarded as one form of active learning. TBL consists of strategically‐formed permanent teams, a Readiness Assurance Process (RAP) and Application activities (Paramelee et.al, 2012). While TBL has not been implemented widely in STEM disciplines, several studies have shown that TBL has been effective in improving student learning outcomes, examination scores and graduate attribute skills (Koles 2010; Haberyan 2007; Thompson2007, Levine 2004) in medicine and health education. This well-defined teaching strategy promotes higher level cognitive skills among students and develops their problem solving and team skills through group-based work (Michaelson et.al, 1992). Objectives: To encourage students to take responsibility for their own learning, to enhance independent learning, to improve student learning outcomes through teamwork and to strengthen efforts to retain a diverse students in STEM topics. Method: We trialed a modified form of TBL in a Physics and an Environmental Science first year topic. Students were given pre-class preparation materials and an individual RAP (Readiness Assurance) online test before the workshops. The Pre-workshop individual RAP test ensured that all students were exposed to concept based questions before their workshops and motivated them to use the preparatory materials in readiness for the workshop. The students were placed into random teams and during the first part of the workshop, the teams went through a subset of the quiz questions (team RAP test) and in the remaining time, teams completed an in-class assignment. At the end of the workshop teams handed in their solutions to the lecturer and these were marked and timely feedback was given. After the workshop students were allowed another attempt at the individual RAP test to see if their knowledge had improved. Research Design: The ability of TBL to promote student learning of key concepts was evaluated by experiment using pre & post testing. The pre-test was part of students’ assessment while the post-test was optional. Results: The students were highly engaged in their learning and very positive feedback from the students was received. After attending TBL workshops, the mean scores for both post-tests increased in both cohorts. Analysis of pre-post testing of 2nd, 4th TBL quizzes of physics cohort showed a significant impact (