We explore the overlap of two nationally recognized learning outcomes for physics lab courses, namely, the ability to model experimental systems and the ability to troubleshoot a malfunctioning apparatus. Modeling and troubleshooting are both nonlinear, recursive processes that involve using models to inform revisions to an apparatus. To probe the overlap of modeling and troubleshooting, we collected audiovisual data from think-aloud activities in which eight pairs of students from two institutions attempted to diagnose and repair a malfunctioning electrical circuit. We characterize the cognitive tasks and model-based reasoning that students employed during this activity. In doing so, we demonstrate that troubleshooting engages students in the core scientific practice of modeling.

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Sialic acid immunoglobulin-like lectin (Siglec)-6 is a transmembrane receptor that binds leptin. Leptin is an obesity-associated peptide hormone overexpressed in gestational trophoblastic disease (GTD). GTD encompasses several placental abnormalities that range from benign to malignant. Among GTD, molar placentas are characterized by excess proliferation, whereas gestational trophoblastic neoplasias (GTN) have characteristically aggressive invasion. We hypothesized that in GTD, Siglec-6 expression would increase with disease severity and that Siglec-6 and leptin would promote proliferation, inhibit apoptosis and/or promote invasion. Siglec-6 expression patterns were evaluated with particular attention to the diagnostic utility of Siglec-6 in GTD (controls: normal placentas (n=32), hydropic abortus placentas (n=7), non-GTD reproductive tract cancers (n=2); GTD: partial moles (PM; n=11), complete moles (n=24), GTN (n=6)). In normal placentas, Siglec-6 expression dramatically decreased after 8 weeks gestation. Complete molar placentas had significantly higher Siglec-6 expression than controls, but expression was not significantly different from PM. In GTN, Siglec-6 expression was low. These data suggest that Siglec-6 may have diagnostic utility for distinguishing complete moles from normal and hydropic abortus placentas. Functional studies in choriocarcinoma-derived BeWO cells demonstrated a complex interplay between Siglec-6 expression and leptin exposure. In cells lacking Siglec-6, leptin treatment promoted invasion, likely through interaction with LepR leptin receptor, without affecting proliferation or apoptosis. Siglec-6 expression promoted proliferation in a leptin-dependent manner, but protected cells from apoptosis and promoted invasion in a leptin-independent manner. We propose that Siglec-6 and leptin play a role in the aberrant properties characteristic of GTD, namely excess proliferation and invasion.

Troubleshooting systems is integral to experimental physics in both research and instructional laboratory settings. The recently adopted AAPT Lab Guidelines identify troubleshooting as an important learning outcome of the undergraduate laboratory curriculum. We investigate students' model-based reasoning on a troubleshooting task using data collected in think-aloud interviews during which pairs of students attempted to diagnose and repair a malfunctioning circuit. Our analysis scheme is informed by the Experimental Modeling Framework (EMF), which describes physicists' use of mathematical and conceptual models when reasoning about experimental systems. We show how students' work on a troubleshooting task can be mapped onto the EMF.

We describe a systematic, multi-year investigation of student understanding of the behavior of basic operational-amplifier (op-amp) circuits. The participants in this study were undergraduates enrolled in upper-division physics courses on analog electronics at three different institutions, as well as undergraduates in introductory and upper-division electrical engineering courses at one of the institutions. Our findings indicate that many students complete these courses without developing a functional understanding of the behavior of op-amp circuits. We describe the most prevalent conceptual and reasoning difficulties identified (typically after lecture and hands-on laboratory experience) and discuss the implications of our findings for electronics instruction.