Search for: All records

We present findings from a study analyzing and comparing the strategies participants deployed in playing the game Vector Unknown and completing the Magic Carpet Ride task. Both the game and task are designed to give students an introduction to basic concepts about vectors needed for success in linear algebra. We found that participants used a diverse array of strategies, tending to favor algebraic approaches to the Magic Carpet Ride task. We also found that participants tended to try the same strategies in both tasks, but did not usually follow through with the same strategy in both contexts. These findings have implications for instructors considering using one or both tasks in their linear algebra class. 

Abstract Investigating how solid matter behaves at enormous pressures, such as those found in the deep interiors of giant planets, is a great experimental challenge. Over the past decade, computational predictions have revealed that compression to terapascal pressures may bring about counter-intuitive changes in the structure and bonding of solids as quantum mechanical forces grow in influence 1–6 . Although this behaviour has been observed at modest pressures in the highly compressible light alkali metals 7,8 , it has not been established whether it is commonplace among high-pressure solids more broadly. We used shaped laser pulses at the National Ignition Facility to compress elemental Mg up to 1.3 TPa, which is approximately four times the pressure at the Earth’s core. By directly probing the crystal structure using nanosecond-duration X-ray diffraction, we found that Mg changes its crystal structure several times with non-close-packed phases emerging at the highest pressures. Our results demonstrate that phase transformations of extremely condensed matter, previously only accessible through theoretical calculations, can now be experimentally explored. 

Computational thinking (CT) is ubiquitous in modern science, yet rarely integrated at the elementary school level. Moreover, access to computer science education at the PK-12 level is inequitably distributed. We believe that access to CT must be available earlier and implemented with the support of an equitable pedagogical framework. Our poster will describe our Accessible Computational Thinking (ACT) research project exploring professional development with elementary teachers on integrating computational thinking with Culturally Responsive Teaching practices. 

Computational thinking (CT) is ubiquitous in modern science, yet rarely integrated at the elementary school level. Moreover, access to computer science education at the PK-12 level is inequitably distributed. We believe that access to CT must be available earlier and implemented with the support of an equitable pedagogical framework. Our poster will describe our Accessible Computational Thinking (ACT) research project exploring professional development with elementary teachers on integrating computational thinking with Culturally Responsive Teaching practices.