Scott Franklin
Professor
School of Physics and Astronomy
College of Science
Director, CASTLE
585-475-2536
Office Location
Scott Franklin
Professor
School of Physics and Astronomy
College of Science
Director, CASTLE
Education
BA, University of Chicago; Ph.D., University of Texas
Bio
Soft Condensed Matter
Dr. Franklin studies geometrically cohesive granular materials, a particular form of soft matter that shows dramatic entanglement due to their shape. Examples include bird nests, haystacks, and clothes hangers, which all form rigid piles and resist untangling as they become intertwined.
Physics Education
Dr. Franklin also maintains an active lab in physics education. Current projects include faculty engagement with diversity, equity, inclusion, accessibility and justice programs and, separately, how faculty develop and show empathy towards their students and colleagues.
585-475-2536
Areas of Expertise
Physics Education Research
Soft Condensed Matter
Granular Materials
STEM Education Research
Select Scholarship
Journal Paper
Alaee, Dina Zohrabi, et al. "How physics textbooks embed meaning in the equals sign." American Journal of Physics 90. 273 (2022): online. Web.
Kornick, Kellianne, Ted Brzinski, and Scott V Franklin. "Excluded area of superellipse sector particles." Physical Review E 104. (2021): 34904. Print.
Hane, Elizabeth N, et al. "Lateral Transfer Maps as a Metacognitive Tool in First Year STEM Courses." CourseSource. (2020): pages are meaningless for web-only articles. Web.
Freeman, Julian O., et al. "Random Packing of Rods in Small Containers." Granular Matter 21. (2019): TBD. Print.
Shishkov, Olga, et al. "Black Soldier y Larvae Rearrange Under Compression." Integrative and comparative biology. (2019): 1540. Web.
Wu, Jianing, et al. "Elephant Trunks form Joints to Squeeze Together Small Objects." Journal of the Royal Society Interface 15. (2018): unknown. Print.
Franklin, Scott V, et al. "Improving Retention through Metacognition: A Program for Deaf/Hard-of-Hearing and First-Generation STEM College Students." Journal of College Science Teaching 48. (2018): unknown. Print.
Franklin, Scott V., et al. "Ant Aggregations Self-Heal to Compensate for the Ringelmann Effect." Soft Matter 12. 18 (2016): 4214--4220. Print.
Franklin, Scott V. "Extensional Rheology of Entangled Granular Materials." Europhysics Letters 106. 5 (2014): 58004. Print.
Franklin, Scott V., Eleanor C. Sayre, and Jessica W. Clark. "Traditionally Taught Students Learn; Actively Engaged Students Remember." American Journal of Physics 82. (2014): 798. Print.
Franklin, Scott V. and Lisa M. Hermsen. "Real-time Capture of Student Reasoning While Writing." Physical Review Special Topics -Physics Education Research 10. (2014): 20121. Web.
Gravish, Nick, et al. "Entangled Granular Media." Physical Review Letters 108. (2012): 208001. Print.
Franklin, Scott V. "Geometric Cohesion in Granular Materials." Physics Today 65. (2012): 70. Print.
Franklin, Scott V. "Geometric Cohesion in Granular Materials." Physics Today 65. (2012): 70. Print.
Sayre, Eleanor C., et al. "Learning, Retention, and Forgetting of Newton's Third Law throughout University Physics." Physical Review Special Topics --- Physics Education Research 8. (2012): 10116. Web.
Jackson, David P., Priscilla W. Laws, and Scott V. Franklin. "An Inquiry-Based Curriculum for Non-Majors." Science 335. (2012): 25. Print.
Published Conference Proceedings
Wilson, Emily C. and Scott V. Franklin. "Who Goes Where: Patterns in Academic Field Switching of Successful College Graduates." Proceedings of the 2020 Physics Education Research Conference. Ed. Steven Wolf, Michael B. Bennett, and Brian W. Frank. Washington, DC: n.p., 2020. Web.
Ryan, Qing X., et al. "Question Characteristics and Students’ Epistemic Framing." Proceedings of the 2020 Physics Education Research Conference. Ed. Steven Wolf, Michael B. Bennett, and Brian W. Frank. Washington, DC: n.p., 2020. Web.
Owens, Lindsay M., et al. "Physics GRE Requirements Create Uneven Playing Field for Graduate Applicants." Proceedings of the 2020 Physics Education Research Conference. Ed. Steven Wolf, Michael B. Bennett, and Brian W. Frank. Washington, DC: n.p., 2020. Web.
Gazzillo, Z., Scott Franklin, and S. L. Alarcón. "Using Quantum Computers to Study Random Close Packing of Granular Discs." Proceedings of the 2019 Tenth International Green and Sustainable Computing Conference. Ed. IEEE. Alexandria, VA: n.p., 2019. Web.
Kustusch, Mary Bridget, Eleanor C. Sayre, and Scott V. Franklin. "Identifying Shifts in Agency by Analyzing Authority in Classroom Group Discussion." Proceedings of the 13th International Conference of the Learning Sciences. Ed. unknown. London, England, England: n.p., Web.
Archibeque, Ben, et al. "Qualitative Measures of Equity in Small Groups." Proceedings of the 13th International Conference of the Learning Sciences. Ed. unkonwn. London, England: n.p., Web.
Franklin, Scott and Jonathan Lindine. "Faculty Discourse in the Classroom: Meaning in Mathematical Moves." Proceedings of the 2013 Physics Education Research Conference. Ed. Paula Engelhardt. Portland, Oregon: American Institute of Technology, Print.
Sayre, Eleanor C., et al. "A Web-Based System for Between-Student Testing in University Physics." Proceedings of the 2012 European Association for Research on Learning and Instruction. Zurich, Switzerland: n.p., 2012. Print.
Franklin, Scott V. and Tricia Chapman. "Diversity of Faculty Practice in Workshop Classrooms." Proceedings of the Physics Education Research Conference. Ed. D.J. Wagner. Philadelphia, PA: American Institute of Physics, 2012. Print.
Sayre, Eleanor C. and Scott V. Franklin. "Learning, Retention, and Forgetting in University Physics." Proceedings of the 2011 National Meeting of the American Education Research Association. Ed. unknown. New Orleans, LA: n.p., 2011. Print.
Full Length Book
Franklin, Scott V., Scott V. Franklin, and Mark D. Shattuck. Handbook of Granular Materials. 1 ed. Boca Raton, Florida: Taylor and Francis, 2016. Print.
(ed), Scott Franklin and Mark Shattuck. Handbook of Granular Materials. Ft. Lauderdale, FL: CRC Press, 2016. Print.
Published Article
Trepanier, Melissa and Scott V. Franklin. “Column collapse of granular rods." Physical Review E, 82 (2010): 011308. Print. " É *
Clark, Jessica, E. Sayre, and S. Franklin, “Fluctuations in Student Understanding of Newton’s 3rd Law." Proceedings of the 2010 Physics Education Research Conference, 2010. n.p. Print. " É *
Currently Teaching
ASTP-790
Research & Thesis
1 - 3 Credits
Masters-level research by the candidate on an appropriate topic as arranged between the candidate and the research advisor.
ITDS-150
Metacognitive Approaches to Scientific Inquiry
3 Credits
This course serves two purposes. One is to introduce students to metacognition, reflective practice and self-assessment. Students will explore how the continual assessment of one's own knowledge guides scientific progress in the development of both research and theoretical practice. The second is to apply metacognitive techniques to exploring scientific investigation from a combination of scientific, ethical and societal standpoints. Examples will be drawn from student interest, and may include topics such as: Chernobyl and Fukushima nuclear disasters, genetically modified organisms, indoor air quality, invasive species, forensic science. Metacognitive issues such as learning theory, stereotype threat and self-assessment will be explored for their role in the acquisition of scientific knowledge.
MATH-495
Undergraduate Research in Mathematical Sciences
1 - 3 Credits
This course is a faculty-directed project that could be considered original in nature. The level of work is appropriate for students in their final two years of undergraduate study.
PHYS-275
Sophomore Physics Seminar
1 Credits
This seminar will assist students in their preparation for the Physics Comprehensive Oral Exam (CORE) required at the end of the course by presenting a unified as opposed to topical approach to physics. Physics majors must pass this course before going on to 300-level Physics courses.
PHYS-360
Introduction to Chaotic Dynamics
3 Credits
This course introduces basic tools for visualizing the behavior of nonlinear systems. In particular, the students are required to use the computer as an exploratory tool for generating and observing transitions between periodic behavior and chaotic behavior. Most of the course focuses on the driven, damped pendulum as a model dynamical system, but the ideas are readily extended to other systems as well.
PHYS-790
Graduate Research & Thesis
1 - 4 Credits
Graduate-level research by the candidate on an appropriate topic as arranged between the candidate and the research advisor.
PHYS-791
Continuation of Thesis
0 Credits
Graduate-level research by the candidate on an appropriate topic as arranged between the candidate and the research advisor.
In the News
-
November 4, 2022
![professor and student sitting at a table working on laptops.]()
NSF grant funds RIT postdoctoral fellows in STEM education research
The National Science Foundation has awarded RIT $1.2 million for a cohort of four postdoctoral fellows to conduct STEM discipline-based education research. Each fellow will work with two mentors, encouraging cutting-edge research at the interface of traditional disciplines.
-
April 2, 2019
![Group of men and women standing in classroom.]()
RIT to host science education researchers from around the globe for PEER workshop July 5-13
RIT is inviting scholars from across the globe for a workshop this summer to foster innovative research in science, technology, engineering and math (STEM) education with a focus on developing junior and emerging researchers.
