Papers: (Conference Proceedings)

Tags Physics

Curriculum Vitae

Lei Bao

Department of Physics

Kansas State University, Manhattan KS 66506

785-532-1824 (voice), 785-532-7167 (fax),

Education

Ph.D., Physics, 1999, University of Maryland at College Park (UMd)

Dissertation Title: Dynamics Of Student Modeling: A Theory, Algorithms, and Application to Quantum Mechanics

M.S., Physics, 1996, University of Maryland at College Park

M.S., Electrical Engineering, 1992, SouthEast University, Nanjing, China

Thesis Title: Microwave Discharged Plasma and Laser System

B.S., Electrical Engineering, 1990, SouthEast University, Nanjing, China

Thesis Title: Computer Data Analysis System and Measurement of Electron Temperature of Plasma

Experience

08/99  present:Research Associate on Physics Education at the Physics Department, Kansas State University.

08/94  07/99: Graduate Research and Teaching Assistant at the Physics Department, University of Maryland.

01/93 – 07/94: Electronic System Engineer at the Nanjing Optical-Instrument Inc., Nanjing, China.

09/90  12/92: Graduate Research Assistant at the Electrical Engineering Department, SouthEast University, Nanjing, China.

09/88  07/90: Undergraduate Research Assistant at the Electrical Engineering Department, SouthEast University, Nanjing, China.

Research

Evaluation and Assessment on Student Models of Physics

Model Analysis

A good understanding of how students understand physics is of great importance for developing and delivering effective instruction. But the traditional methods of evaluating student performances on tests (often with scores) do not give enough information about student conceptual understandings. As a major part of my dissertation research, I developed Model Analysis, a new theoretical and mathematical framework to model the dynamical process of student learning in physics. In the theoretical framework, different mental elements involved in conceptual learning are mapped out based on their context dependence, which provides a hierarchical structure that allows inferential measurement of the student knowledge system. Special emphasis is made on the evaluation of a type of productive mental elements which we call student models. Based on the theoretical foundation, I developed a set of numerical algorithms and tools that can be used to do quantitative evaluations of student models with research-based multiple-choice instruments or to be used in the cyclic process of creating such research-based instruments. The basic algorithms and mathematical tools include: Concentration Factor, Student Model State, Student and Class Model Density Matrix, Model Evaluation, Model-based Factor Analysis, Combined Pattern Analysis for the modeling of student responses, and Model Triggering Evaluation. This new theory and some of the mathematical tools were reported in AAPT meetings (Aug. 1999 and Jan. 2000). I am also writing a series of papers on this topic (several preprints are available at this time).

Structures of Student Models and the Context Dependent Model Triggering Process

When evaluating the class performance, the triggering of a particular student model is treated with a conditioned random process. With the instrument of model analysis, we can now study the details of the context dependent model triggering process and the structures of student models. Since student models are highly context dependent, I defined a new element, the Physical Features, to represent the unique contextual aspects of a physical representation. For example, with the concept of Newton’s Third Law, the associated physical features include the velocity of the object, the mass of the object, source of the force, and acceleration. These physical features are strongly involved in processes of model construction, model triggering and model application. Then based on these physical features, we can establish a multidimensional model space to study the student model structures and the model triggering process. As indicated from the research in developing model analysis, current instruments such as FCI and FMCE often mixing different physical features in a single question making it difficult to see more details of student models. In responding to this, I developed a multiple-choice test consisting of 16 questions on Newton’s Third Law where each question only deals with one physical feature. I also developed a set of new algorithms in extension to model analysis to analyze the data. These algorithms include microstate model analysis, macrostate model analysis, and macrostate model-based factor analysis. The new test has been implemented in the introductory physics classes at Kansas State University in fall 1999. Detailed student interviews are also conducted. Results were reported in AAPT winter meeting, Jan. 2000.

Applications of Model Analysis

Astronomical Concept Test

Model analysis is a great tool to assist the development of multiple-choice concept tests. I have worked with Dr. Beth Hufnagle on the Astronomy Diagnostic Test (ADT) at the University of Maryland. We have successfully implemented model analysis to extract information on student models. At Kansas State University, I am currently working with Rebecca Lindell Adrian to apply model analysis in a new concept inventory on astronomy, which is the major part of her dissertation. We use model analysis as both a tool to analyze student data and a tool to redesign the test. Results were reported in AAPT winter meeting, Jan. 2000.

Student Models of Quantum Mechanics and Conductivity

At the University of Maryland, I developed a set of multiple-choice questions to use with model analysis. The topics of the questions include: quantum probability, potential steps, tunneling, quantum wavefunction, bound states, band structure of different materials, and student microscopic models of electric current, resistor, conductor, insulator, and semiconductor.

External Links

Since the summer of 1999 when model analysis was first introduced, I have received many requests from researchers world wide for information on implementing this method in their research. Currently, I am keeping contact with the following researchers to help implementing model analysis in their research:

Ms. Shelley Yeo, Physics Education Research and Development Group, Dept of Applied Physics, Curtin University of Technology, Perth, Western Australia
Prof. Jan van Aalst, Department of Education, Simon Fraser University, British Columbia, Canada.
Prof. Curtis Hieggelke, Natural Science Department, Joliet Junior College, IL US.
Prof. Mark Lattery, Department of Physics and Astronomy, University of Wisconsin Oshkosh, US
Prof. Yun Yin, Department of Physics, SouthEast University, Nanjing China
Prof. Luo Xingkai, Director, Institute of Physics Education, Guangxi Normal University, Guilin, China

Courses on Model Analysis for Physics Education

I am currently putting together a book on Model Analysis. With this book, I am developing a new course for physics education. In this course, I will systematically discuss the theoretical and mathematical framework, methodology, numerical methods, and model-based assessment instrument design for research in physics education. Depending on my future career situation, this course can be delivered as a formal course in a comprehensive research university or through Internet for wider audience. This course will be designed in two levels, introductory undergraduate level and advanced graduate level. In the introductory level, the emphasis will be made to help people understand the fundamental ideas of this new method and learn to use the software package of model analysis in their research. In the advanced level, detailed mathematical formulation will be discussed to help the audience obtain deep insights of the numerical methods so that they can apply these tools creatively and be able to construct new algorithms to deal with special situations in their research. I am also planning a proposal on developing a short-term (summer) workshop to train teachers to use the method of model analysis and model-based diagnostic instruments.

Research and Curriculum Development on Quantum Mechanics and Conductivity (UMd)

Since the fall semester of 1994, I started to work on student difficulties in learning quantum mechanics. Starting from the fall semester of 1997, I have also been studying student microscopic models of conductivity. One of the goals is to study how student understandings of quantum mechanics affect their models of conductivity. The following is a list of the research and the developed materials that I have played a major role.

Studied Areas

Classical Prerequisites

Potential energy diagram and potential well
Classical probability

Quantum Concepts

Quantum wavefunction: general solutions of wavefunction, relation between the shape of wavefunction and the local kinetic energy, boundary condition and bound states.
Quantum probability
Band structure

Quantum reflection/transmission on potential steps
Quantum tunneling in potential barriers

Conductivity

Student microscopic models of electric current
Student microscopic models of resistance
Student models of energy band structure for different materials

Developed Materials

Interview Protocols

Quantum Interviews: problem-solving interviews that probe student understandings of quantum concepts under different contexts (topics listed above).
Conductivity Interviews: problem-solving and demonstrative interviews (topics listed above).

Conceptual Questions

Open-ended conceptual questions on student understandings of probability, wavefunction, electric conductivity, and potential energy diagrams.
Multiple-choice questions used with model analysis on quantum wavefunction, conductivity, and probability.

Tutorials

Potential Energy Diagram
Classical Probability
Tunneling
Energy Band Structure with LED

Research on Student Attitude and International Connections (UMd and China)

Studies have shown that students’ epistemological beliefs and attitudes (expectations) can have a profound effect of what and how students learn in classes. MPEX was developed by Dr. E. F. Redish to assess students’ expectations. I participated in part of the research and introduced it for cross-cultural studies in China. In April 1997, I helped to start a cooperation project in China on student attitude evaluation as well as the development of new concept tests. This project is currently supported by the Department of Education in China and I am the coordinator and CPI of this project. Since the summer of 1999, we are starting to develop a multiple-choice instrument on mechanics using model analysis. I am invited to write a review article on researches related to this project.

Research and Curriculum Development on Quantum Mechanics (KSU)

An Intermediate Level Modern Physics Course

A significant part of my research at Kansas State University is to develop a new modern physics course (quantum mechanics up to the level of 1-D systems including simple band structure). The instruction of the course is in a semi-studio format and uses a combination of lectures, tutorials, labs and projects. I am currently writing up the course materials including interactive lectures, 12 extended tutorials (2 hrs each session), 1 comprehensive modern physics lab project (SQUID or Spin-resonance) and 2 reading projects. Students work in groups of two on their projects and they will also do in-class presentations for their reports. The development of these materials are based on research results from UMd and KSU and I am using a significant number of modules from Visual Quantum Mechanics (KSU) and Quantum Tutorials (UMd). The topics of the tutorials that I am developing for this course include: 1. Spectra of Different Light Sources; 2. Photoelectric Effect; 3. Electron Diffraction; 4. Potential Energy Diagram; 5. Function of Probability Density; 6. Shape of Wavefunction; 7. Boundary Condition; 8. Bound States and Energy Levels; 9. Potential Steps and Tunneling; 10. Energy Band Structure; 11. Models of Conductivity; 12. LED and Semiconductor. (Individual modules are available upon request. The full set will be available May 2000.) I am also teaching this course this semester (we have three instructors assigned to teach two courses and I am mainly responsible for teaching this modern physics course).

Model-based Conceptual Questions

Along with the curriculum development, I am also developing a set of conceptual quizzes and in-class questions (to be used with real-time response systems) for the evaluation of student models on various topics including photons, photoelectric effect, wave-particle, potential energy diagram, probability, wavefunction, band structure and conductivity. These questions are model-based and will be used with model analysis. Student interviews will also be conducted to provide validation and additional assessment on the questions and the new curriculum.

Visual Quantum Mechanics

As part of my research at Kansas State University, I am developing new modules for VQM, especially modules for advanced level classes. Currently, I am working on Boundary Conditions with Mechanical Waves, Quantum Wavefunction, and Quantum States. These modules will be used in our modern physics course in this semester (spring 2000). I am also working with the group to make revisions on the existing VQM package.

Developing New Lab Instruments and Advising Students (KSU)

Scientific and Cultural Aspects of the Bicycle: An International Pedagogical Project

This project is headed by Dr. Dean Zollman in the Physics Department at Kansa State University. It is a multi-national effort to collaborate on the adaptation and creation of pedagogical materials. Students and faculty are using materials developed in a variety of countries and creating new materials using contemporary multimedia. I am currently advising local and international exchange students on developing new physics activities with bicycles. In the fall semester of 1999, I worked extensively with Bart van der Schans, a senior undergraduate student from Netherlands, on developing an experimental device to measure the force on the pedal of a running bicycle. Currently, we are improving the design and planning for further experiments.

New Labs

The following is a list of computer-based experiment modules that I have finished or am currently developing:

Platform for LED Experiment with Embedded Digital Meter and Large Display Panel
It is a redesigned device of the simple LED experiment board included in VQM package. This instrument includes an A/D converter and a large screen display panel, which makes it suitable for demonstration in large classrooms. We used this as a hands-on demonstration in our outreach activities.

Spectral Photometer
I am currently designing and building a low-cost portable spectral photometer using LED’s as detectors. This device can be used to study the sunlight and features of atmosphere (e.g. pollution). We (Dean and I) are planning to develop an outreach program helping high school students to do science project with this device.

Wireless Remote Sensory Unit
I am designing a general-purpose wireless sensory device to be used in introductory labs and outdoor activities. With appropriate sensors, it can measure force, velocity, displacement, etc. This device can be very helpful in introductory physics labs, where currently in many experiments we have to attach a wire to a moving object.

Wave on a String
This is a computer based device that allows accurate measurement of the speed, pulse width, and reflection of mechanical waves on a string. Students can use different strings and adjust the tension to observe how different factors affect the features of the wave.

Advising students

I am working with Seunghee Lee, a Ph.D. graduate student in the Physics Department at Kansas State University, to develop a module that helps students to learn energy levels with VQM spectrum programs. I am advising her to conduct systematic research and develop this project into her dissertation research.

I am teaching Rebecca Lindell Adrian, a Ph.D. graduate student in the Department of Physics and Astronomy at the University of Nebraska – Lincoln, to use model analysis in her dissertation research. She is working in the Physics Department as a part-time instructor for astronomy courses. I am helping her identify and construct appropriate model space to study student models, do numerical analysis, interpret the results and redesign the instruments.

Grants

Research on Student Attitude of College and High School Students in China and US.

I proposed this research to the PER community in China when I was invited to talk on the international PER conference held at Hangzhou China in April 1997. We started a formal proposal and got funded by the Department of Education in China. This project is headed by professor Kaihua Zhao, vice-president of the Chinese Physics Society and is operated by the PER group at the SouthEast University Nanjing China. In China, there are 26 universities and 11 high schools participating in this research. Professor E. F. Redish from the University of Maryland is the senior consultant on this project. I am the coordinator and CPI of this project.

Leading Educators to Applications, Research and NASA-related Educational Resources in Science by University of Nebraska at Kearney.

This proposal gave me a valuable learning experience. I was invited to be a CPI on this proposal for the Nasa Education Division and Learning Technologies Project. This project is intended to: 1. train K-12 teachers in Nebraska to create web-based, grade-specific, science and technology activities that can be used as instructional tools; 2. establish an Internet-based science information and support network for Nebraska teachers and students; and 3. foster participation of K-12 teachers in local, state, and national science organizations. My proposed research is to design evaluation instruments and develop web-based instructional materials. This proposal was submitted in June 1999, but it was not selected.

Proposals in preparation (see research statement for details)

Under the guidance from Dr. Dean Zollman and Dr. Edward F. Redish, I am writing the following proposals:

Research on student conceptual changes in learning physics

To be submitted to NSF Research on Learning and Education Program (ROLE) under the

category of “fundamental research on behavioral, cognitive, affective and social aspects of human learning”. (March 2000)

Learning about our environment: high school science projects with spectral photometer

To be submitted to NSF Informal Science Education Program (ISM) in the ESIE division.

(March 2000)

Research on implementing model analysis in real-time in-class response systems

To be submitted to NSF Research on Learning and Education Program (ROLE) under the category of “research on science, mathematics, engineering and technological (SMET) learning in formal and informal educational settings”. (March 2000)

Teaching Experience

US Olympic Team

I was a member of the coach team for US Olympic Physics Team of 1997. I was mainly responsible for teaching labs and problem-solving strategies, evaluating students' performance, and selecting the best students for the contest.

Outreach

Exhibition of Modern Science and Technology sponsored by the Science Education Committee, Division of Plasma Physics, APS, Seattle Washington, November 1999.