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American Association of Physics Teachers
Abstract:
Footnotes:
We have continued to analyze the performance of >7000 biology
majors in an upper-level physiology course at UC Davis as a function
of graduation GPA, gender, ethnicity, kind of physics course
previously taken, and grade in that physics course. We find that a
student's grade in the physiology course is significantly influenced by
the kind of physics course previously taken (reformed or traditional at
UC Davis or traditional elsewhere) when other factors are controlled
for. Our results show that students who take the reformed physics
course, Physics 7, at UC Davis, have a statistically significant grade
advantage in the subsequent physiology course. Variations in the
grade advantage as a function of the differences in particular physics
and physiology course offerings and analysis of the abilities and
knowledge probed by course exams provide insights into how the
thinking patterns of some students are changed after taking Physics
7.
None
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AA02: Humanized Physics Project: Follow-Up Study of Former Students Using an Email
Survey
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Location:
Union Hinde Auditorium
Date:
Time:
Author:
Monday, Aug. 2
8:00 a.m.
Invited - Amy Spiegel, Univ. of Nebraska, Lincoln
402-472-2790, aspiegel@unlserve.unl.edu
Co-Author(s): Robert G. Fuller
Abstract:
Students in the experimental versions of a humanized algebra-based
college physics course over optics, E & M, and radiation were
surveyed by email more than a year after they had completed the
course. The follow-up instrument asked them to reflect on the course,
to comment on specific elements of the course, and also included a
physics content question. This paper will discuss the process that
was used and report preliminary analyses of the results.
Footnotes:
*Sponsored by Robert G. Fuller.
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AA03: Do They Stay Fixed?
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (2 of 337) [7/30/2004 8:38:13 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Hinde Auditorium
Monday, Aug. 2
8:30 a.m.
Invited - Gregory Francis, Montana State Univ.
406-994-6625, francis@physics.montana.edu
Co-Author(s): Jeffrey P. Adams
Abstract:
Do the high gains for the FCI that are achieved by courses employing
interactive engagement techniques persist long after the students
leave the course? We report the results of a longitudinal study of
three non-major introductory classes that achieved relatively high
gains (=0.5) on the FCI using an inquiry-based tutorial approach.
Footnotes:
None
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AA04: Student Performance in Math and Physics Following a Preparatory Physics Course
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Location:
Union Hinde Auditorium
Date:
Time:
Author:
Monday, Aug. 2
9:00 a.m.
Invited - Edward Adelson, The Ohio State Univ.
614-292-2067, adelson@mps.ohio-state.edu
Co-Author(s): None
Abstract:
Student success in physics courses following a preparatory course
was originally tracked for nine years. The data showed that math
course failures prevented many of these students from taking the
next physics course within one or two quarters after the preparatory
course. Data has now been obtained for students who have taken the
preparatory course in recent years. With additional data it is possible
to compare results for different teachers and a larger number of
students. The results are consistent with studies tracking student
performance on the basis of math preparation.
Footnotes:
None
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AB:
First Year Issues for Physics Education
spacer
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Mariposa 1000
Monday, Aug. 2
7:45 a.m.-9:15 a.m.
R. Steven Turley, Brigham Young Univ.
801-422-3095, turley@byu.edu
None
Computer projection (no computer -- must bring own laptop),
overhead projector & screen
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (3 of 337) [7/30/2004 8:38:13 AM]
American Association of Physics Teachers
AB01: A Graduate Course in PER for PER Graduate Students
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Location:
Mariposa 1000
Date:
Time:
Author:
Monday, Aug. 2
7:45 a.m.
Rachel Scherr
Univ. of Maryland, Physics Education Research Group
301-405-6179, rescherr@umd.edu
Co-Author(s): Leslie J. Atkins
Abstract:
A new course at the University of Maryland is designed to give
graduate students in physics education research skills both for
conducting research on the teaching and learning of physics and for
applying the results of such research to classroom teaching. The
intent is for the course to be immediately relevant to students' needs
as developing researchers and future researcher-instructors. Topics
include qualitative research methods (video and transcript analysis),
curriculum development and evaluation, and quantitative analysis of
free-response questions. Students work to advance their skills in
formulating useful questions about teaching and research situations,
creating instructional materials that are well-tuned to their target
populations, writing short papers, and constructively criticizing their
peers' work.
Footnotes:
None
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AB02: In the Trenches: The Challenge of First-Year Physics
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Location:
Mariposa 1000
Date:
Time:
Author:
Monday, Aug. 2
8:00 a.m.
David Balogh, Fresno City College
559-442-4600, ext. 8472, david.balogh@fresnocitycollege.edu
Co-Author(s): None
Abstract:
The student transition from high school to college is hard enough for
an instructor without the challenge of correcting the student's
preconceived notions about the physical universe. In addition to
teaching the principles of physics, instructors of first-year physics
students must grapple with a host of issues ranging from math to
critical thinking and problem solving skills. A discussion of the
challenges and possible solutions will take place in an effort to help
instructors develop successful methodologies for engendering
student success.
Footnotes:
None
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AB03:
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Transitions from High School to University Physics at BYU
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (4 of 337) [7/30/2004 8:38:13 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Mariposa 1000
Monday, Aug. 2
8:15 a.m.
R. Steven Turley, Brigham Young Univ.
801-422-3095, turley@byu.edu
Co-Author(s): None
Abstract:
National studies have shown that first-year students tend to be
academically disengaged, achieve lower grades than they expect,
face a number of challenges (loneliness, making new friends, dealing
responsibly with increased independence, finances), and look to
peers rather than campus personnel for support. They often have
trouble with time management and choose to spend more time
partying and less time in volunteer and religious activities than in high
school. Their self-concept of their abilities in computer skills,
mathematics, writing, drive to achieve, and overall academic ability
also change during this period. I will compare results for general
student populations to data from surveys and focus groups of firstyear physics students at Brigham Young University. From this data, I
will suggest what kinds of activities are most helpful in a physics
department to help students with the transition from high school to a
college physics program.
Footnotes:
None
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AB04: A User-Friendly Physics Department
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Location:
Mariposa 1000
Date:
Time:
Author:
Monday, Aug. 2
8:30 a.m.
Colin E. Inglefield, Weber State Univ.
801-626-6127, cinglefield@weber.edu
Co-Author(s): None
Abstract:
Retention of majors beyond their first year is obviously vital for any
undergraduate physics program. However, the first year a student is
immersed in the major may be their most difficult. I will discuss how
we work to create a positive environment for first-year students,
including a significant fraction of nontraditional students, in our
program. The hallmarks of our approach include accessibility of
faculty, fostering relationships between the first year students,
encouraging mentoring by our junior and senior students, and
involvement of our beginning students in research projects. Results
and student reactions to our efforts will be discussed.
Footnotes:
*Sponsored by R. Steven Turley.
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AB05:
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Creating a Mentoring Program for New Physics Graduate Students
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (5 of 337) [7/30/2004 8:38:13 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Mariposa 1000
Monday, Aug. 2
8:45 a.m.
Emily Maher, Univ. of Minnesota
612-624-4557, emaher@physics.umn.edu
Co-Author(s): None
Abstract:
At the University of Minnesota, advanced physics graduate students
have initiated a mentoring program for first-year graduate students in
the department. Our goal was to ease the transition to graduate
school by providing new students with information relevant from the
graduate student point of view and provide a venue to discuss
concerns either as a group or in personal conversations with
experienced graduate students. I will discuss the specific format of
this program along with the topics that most concerned our first-year
students. I will also discuss what we learned and how that might
impact future programs of this nature.
Footnotes:
None
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AB06: The Making of a Physicist: The Transition from High School to University
spacer
Location:
Mariposa 1000
Date:
Time:
Author:
Monday, Aug. 2
9:00 a.m.
Brian Pyper, Brigham Young Univ., Idaho
208-496-1925, pyperb@byui.edu
Co-Author(s): None
Abstract:
A recent focus on reaching out to undergraduates in physics helps us
to see how we integrate undergraduates into our physics programs.1
What role can faculty, departments, academic societies, and high
schools play in this transition? This talk will give some thoughts about
this based on experiences with the growth of the physics program at
BYU-Idaho.
Footnotes:
1. R.C. Hilborn and R.H. Howes, "Why many undergraduate physics
programs are good but few are great," Physics Today 56(9), Sept.
2003.
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AC:
Secondary Implementations of Research Based Curricula
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (6 of 337) [7/30/2004 8:38:13 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Riverside 1015
Monday, Aug. 2
7:45 a.m.-9:15 a.m.
Karen Cummings, Southen Connecticut State
203-392-7043, cummingsk2@southernct.edu
None
Computer projection (no computer -- must bring own laptop),
overhead projector & screen
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AC01: Secondary Implementation of SCALE-UP Studio Approach at Three Large Universities*
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Location:
Riverside 1015
Date:
Time:
Author:
Monday, Aug. 2
7:45 a.m.
Invited - Jeffery M. Saul, Univ. of Central Florida
407-823-6597, saul@physics.ucf.edu
Co-Author(s): None
Abstract:
Since the Student Centered Activities for Large Enrollment
Undergraduate Physics (SCALE-UP) Project was started at North
Carolina State in 1998, 13 colleges and universities have
implemented SCALE-UP introductory physics classes. SCALE-UP
differs from previous studio/workshop approaches to introductory
physics in that it was designed from the start to be usable in classes
of up to 100 students each. Each group of three to four students has
access to a networked laptop and lab equipment in a multimedia
classroom designed to enhance group interaction.This talk presents
three case studies of implementing SCALE-UP beyond project team
faculty at three large universities that teach University Physics to
more than 1000 students each year, MIT, RIT, and UCF. The talk will
focus on the changes needed to adapt the curriculum and approach
to a particular institution and the lessons learned from helping nonPER faculty become effective SCALE-UP instructors.
Footnotes:
*Supported by Apple Computer, U.S. Department of Education
FIPSE grant #P116B71905, NSF grant #DUE-0127050, PASCO
Scientific, and Vernier Software.
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AC02: Physics by Inquiry: An Implementation with Pre-Service Teachers
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (7 of 337) [7/30/2004 8:38:13 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Riverside 1015
Monday, Aug. 2
8:15 a.m.
Invited - Lisa Snow, New Mexico State Univ.
505-646-2103, lisnow@nmsu.edu
Co-Author(s): Steve Kanim
Abstract:
An alarming number of K-12 students in New Mexico perform at
"basic" and "below basic" levels in science and math. To address this
problem, it is imperative that our children's teachers have a deep
knowledge of the science and math content they are supposed to
teach. In addition, teachers must have clear models of how this
content can be effectively taught for student understanding. An
example of how to provide pre-service teachers with both the content
and pedagogy they will need to teach effectively is modeled by the
Physics by Inquiry classes at NMSU. The curriculum used in these
classes is based on over 20 years of research in physics education,
and the instructional strategies modeled for students are aligned with
pedagogical "best practices." This talk will present a rationale for
these types of classes, student feedback, and some of the challenges
associated with offering this type of class.
Footnotes:
None
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AC03: Adapting Research-Based Curricula at Seattle Pacific University: Successes and
Challenges*
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Location:
Riverside 1015
Date:
Time:
Author:
Monday, Aug. 2
8:45 a.m.
Invited - Stamatis Vokos, Seattle Pacific Univ.
206-281-2385, vokos@spu.edu
Co-Author(s): None
Abstract:
The entire Physics Department at Seattle Pacific University is
adapting to local conditions selected units from mutually reinforcing
exemplary instructional materials that have been developed on the
basis of physics education research: Tutorials in Introductory Physics
(Physics Education Group at the University of Washington); Activitybased Physics Tutorials (Physics Education Research Group,
University of Maryland); and RealTime Physics (University of Oregon,
Tufts University, and Dickinson College). Use is also made of
Interactive Examples delivered via Tycho, the web-based homework
system developed by the Physics Education Research Group at the
University of Illinois, Urbana-Champaign. This NSF CCLI-A&I project
brings together several approaches to helping students deepen their
understanding of physics. Preliminary results from this blending
suggest considerable improvements in student learning. Interesting
challenges have also arisen that may have implications for
implementations of research-based materials in other institutional
settings. Specific examples will be given to illustrate the lessons
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (8 of 337) [7/30/2004 8:38:13 AM]
American Association of Physics Teachers
Footnotes:
learned so far.
*Supported in part by NSF grant #DUE-0310583, a Seattle Pacific
University Academic Renewal Grant, and the SPU Science Initiative.
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AD:
History of Nuclear Physics
spacer
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Union Ballroom I
Monday, Aug. 2
8:00 a.m.-9:00 a.m.
Betty Preece,
321-723-6835, bp@snez.net
None
Computer projection (no computer -- must bring own laptop),
overhead projector & screen
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AD01: Twice Removed: Lise Meitner and Marietta Blau
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Location:
Union Ballroom I
Date:
Time:
Author:
Monday, Aug. 2
8:00 a.m.
Invited - Ruth Lewin Sime, Sacramento City College
916-929-7356, rodsime@csus.edu
Co-Author(s): None
Abstract:
In the 1920s and 1930s Marietta Blau (1894-1970) in Vienna was
developing the photographic imaging techniques essential to particle
physics, while Lise Meitner (1878-1968) in Berlin was known for her
contributions to nuclear physics and the discovery of nuclear fission.
After fleeing the Nazis in 1938, however, their careers were shattered
and in time they and their work faded from view. In this talk I shall
discuss the effects of gender, exile, postwar conditions, and Nobel
decisions on the lives of these two women and the recognition of their
work.
Footnotes:
None
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AD02: Big Science and Strong Medicine - The Lawrence Brothers' Legacy in Nuclear Science
and Medicine
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (9 of 337) [7/30/2004 8:38:13 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Ballroom I
Monday, Aug. 2
8:30 a.m.
Invited - Margaret McMahan, Lawrence Berkeley National Laboratory
510-486-5980, p_mcmahan@lbl.gov
Co-Author(s): None
Abstract:
Ernest Lawrence can be considered the father of "Big Science." His
work at U.C. Berkeley earned him the Nobel prize in Physics in 1939
for the invention of the cyclotron and led to the establishment of the
Radiation Laboratory in the hills above the campus, now Lawrence
Berkeley National Laboratory. Lesser known are the contributions of
his brother John, who joined Ernest in Berkeley in the early years and
established a medical program at the new cyclotrons. The two fields
of nuclear science and nuclear medicine - both diagnostic and
therapeutic - are integrally linked to this day.
Footnotes:
None
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AE:
Applications of Model Analysis
spacer
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Mendocino 1005
Monday, Aug. 2
7:45 a.m.-8:45 a.m.
Kathleen Harper, The Ohio State Univ.
614-292-3644, harper.217@osu.edu
None
Computer projection (no computer -- must bring own computer),
overhead projector & screen
spacer
AE01: Model Analysis as a Method for Cognitive Representation and Measurement*
spacer
Location:
Mendocino 1005
Date:
Time:
Author:
Monday, Aug. 2
7:45 a.m.
Invited - Lei Bao, The Ohio State Univ.
614-292-2450, lbao@mps.ohio-state.edu
Co-Author(s): None
Abstract:
This talk will give an overview of the fundamental ideas in developing
the method of Model Analysis. The discussion will provide a step-bystep introduction on the procedures of applying Model Analysis in
research and instruction. A number of newly develop computational
methods and tools will be introduced with practical examples.
Footnotes:
*Supported in part by NSF grants #REC-0087788 and #REC0126070.
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (10 of 337) [7/30/2004 8:38:13 AM]
American Association of Physics Teachers
AE02: Multiage Studies of Student Thinking Using Model Analysis
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Location:
Mendocino 1005
Date:
Time:
Author:
Monday, Aug. 2
8:15 a.m.
Invited - Michael Jabot, State Univ. of New York, Fredonia
716-673-3639, jabot@fredonia.edu
Co-Author(s): David Henry
Abstract:
This paper will present preliminary findings on the use of Model
Analysis in a multi-age study of student conceptions of electric
current. Model Analysis has allowed the researchers the opportunity
to investigate the development of these concepts, in particular those
of resistance and current flow, across this developmental span. The
insights from this study inform the research base as well as curricular
planning.
Footnotes:
None
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AF:
Involvement of Two-Year Colleges in Teacher Preparation
spacer
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Mendocino 1003
Monday, Aug. 2
8:00 a.m.-9:00 a.m.
Ingrid Novodvorsky, Arizona
520-626-4187, novod@email.arizona.edu
None
Computer projection (no computer -- must bring own computer),
overhead projector & screen
spacer
AF01: How to Involve Community Colleges in Your Teacher Prep Program
spacer
Location:
Mendocino 1003
Date:
Time:
Author:
Monday, Aug. 2
8:00 a.m.
Invited - Keith Clay, Green River Comm. College
253-833-9111, ext. 4248, kclay@greenriver.edu
Co-Author(s): None
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (11 of 337) [7/30/2004 8:38:13 AM]
American Association of Physics Teachers
Abstract:
Footnotes:
Every university-based teacher prep program would profit from
healthy partnerships with community colleges. Many universities
report difficulty in gaining community college cooperation, and vice
versa. Green River Community College and Central Washington
University have developed and planned a large community collegebased teacher prep program and worked to recruit many other
colleges into the field. Some attempts were more productive than
others. Some attempts by universities have failed miserably while
others have been successful. Learn from the struggles and
successes of Green River and other colleges and share your own
insights.
None
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AF02: Physics Teaching Partners*
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Location:
Mendocino 1003
Date:
Time:
Author:
Monday, Aug. 2
8:30 a.m.
Invited - Marie Plumb, Jamestown Comm. College
716-665-5220, marieplumb@mail.sunyjcc.edu
Co-Author(s): None
Abstract:
Faculty from Jamestown Community College have partnered with
faculty from SUNY Buffalo State to create, institutionalize, and
populate model programs and opportunities as necessary to
significantly increase the number of pre-K-12 teachers who are
certified and well-qualified to teach physical sciences and physics,
and to improve the quality of preservice preparation, induction, and
continued professional growth for teachers in Western New York
state and throughout New York state. A major part of the initiative is a
summer academy that includes intensive courses in mechanics, and
electricity and magnetism. One of the courses is designed to promote
deep understanding of the teaching of introductory mechanics
appropriate for K-8 physics. This paper will focus on the experiences
of teaching the three-credit graduate course on the community
college campus.
Footnotes:
*Supported in part by NSF grant #STEMTPO-0302097.
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AG:
Representing Complex Learning
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (12 of 337) [7/30/2004 8:38:13 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Amador 153
Monday, Aug. 2
8:15 a.m.-9:15 a.m.
Sherry Savrda, Seminole Comm. College
407-328-2205, savrdas@scc-fl.edu
None
Computer projection (no computer -- must bring own computer),
overhead projector & screen
spacer
AG01: Issues in Addressing and Representing Hybrid Mental Models*
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Location:
Amador 153
Date:
Time:
Author:
Monday, Aug. 2
8:15 a.m.
Zdeslav Hrepic, Kansas State Univ.
785-532-7167, zhrepic@phys.ksu.edu
Co-Author(s): Dean A. Zollman, N. Sanjay Rebello
Abstract:
While constructing their understanding in various domains of physics,
students go through transitional phases that may involve richly
developed and consistently used mental models. These transitional
models are unique cognitive structures composed of elements of both
scientifically accepted and the most commonly used initial alternative
models and have been previously referred to as hybrid models.1 The
nature of hybrid models complicates the process of determining
students' mental models through multiple-choice inventories. They
may necessitate multiple questions to determine a student's model in
a single context. In the case of sound propagation, three to four
different questions (depending on the context) are needed for this
purpose. In addition, representing students' usage of a hybrid model
requires a separate dimension associated with that particular hybrid
model. We will show our solution to the problems of addressing and
representing hybrid models of sound propagation using a classroom
response system in real time.
Footnotes:
*Supported in part by NSF grant # REC-0087788. 1. Hrepic, Z.,
Zollman, D. & Rebello, S. (2002). "Identifying students' models of
sound propagation." Paper presented at the 2002 Physics Education
Research Conference, Boise, ID.
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AG02: Constructing Reality: Contexts Supporting (and Inhibiting) Students' Representing the
World Through Physics
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (13 of 337) [7/30/2004 8:38:13 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Amador 153
Monday, Aug. 2
8:30 a.m.
Noah Finkelstein, Univ. of Colorado, Boulder
303-735-6082, noah.finkelstein@colorado.edu
Co-Author(s): None
Abstract:
The following paper builds on a contextual constructivist model of
student learning to examine conditions that support (and inhibit)
students developing productive models of the world. The paper
examines data collected from students in varying contexts:
manipulating laboratory equipment, using simulations of such
equipment, and solving traditional and contextually relevant physics
problems. Studies of the conceptual development of students and of
student attitudes and beliefs about physics and reality reveal
conditions where use of virtual laboratories can be as productive as
actual hands-on laboratories, and conditions where the use of virtual
models (whether simulation or traditional textbook problems) can be
destructive.
Footnotes:
Supported in part by the Kavli Foundation and NSF.
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AG03: Simorgh Is in the Classroom: Artificial Simulations of the Physics Classroom*
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Location:
Amador 153
Date:
Time:
Author:
Monday, Aug. 2
8:45 a.m.
Florin Bocaneala, The Ohio State Univ.
614-688-3598, jgoe@pacific.mps.ohio-state.edu
Co-Author(s): Lei Bao
Abstract:
Everyone has experienced some frustration trying to understand the
complex system of a physics classroom. This system seems to be
sensitive to a number of parameters beyond our control. In this
presentation we propose an alternative to the traditional heads-on
approach. Instead of trying to isolate and control the real system, we
may start from a limited set of hypotheses, build an artificial
classroom environment populated by artificial students that obeys our
hypotheses and check the behavior of the artificial classroom against
the real-life case. We will support our proposal, presenting results
from such simulations.
Footnotes:
*Supported in part by NSF grants #REC-0087788 and #REC0126070.
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AG04: Efforts in Experimental and Computational Modeling of the Learning Environment*
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (14 of 337) [7/30/2004 8:38:13 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Amador 153
Monday, Aug. 2
9:00 a.m.
Lei Bao, The Ohio State Univ.
614-292-2450, lbao@mps.ohio-state.edu
Co-Author(s): Florin Bocaneala
Abstract:
The learning environment of a classroom is a very complicated
context that has many variables, many of which are difficult to be
identified. The behavior of an individual student in such a learning
environment is affected by both the individual's internal characters
and the communications among the students and the instructors. To
obtain theoretical understanding of such a complex system, we need
new tools and methods that can capture the real time interactions
among the individuals. In this talk, we will discuss our research efforts
in developing methods to measure and analyze new forms of data
such as student voices and physical motion and how such results can
be modeled to extract information about the dynamics of the teaching
and learning interactions.
Footnotes:
*Supported in part by NSF grants #REC-0087788 and #REC0126070.
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AH:
Gender and Learning
spacer
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Amador 150
Monday, Aug. 2
8:00 a.m.-9:00 a.m.
Ann Brandon, Joliet West H.S.
815-727-6950, brandon3912@juno.com
None
Computer projection (no computer -- must bring own computer),
overhead projector & screen
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AH01: Gender Equity Variations in a Large Active-Learning
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (15 of 337) [7/30/2004 8:38:13 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Amador 150
Monday, Aug. 2
8:00 a.m.
Mark McKinnon, Univ. of California, Davis
530-754-8697, mlmckinnon@ucdavis.edu
Co-Author(s): None
Abstract:
At the University of California at Davis, the introductory physics
course for life science majors has been employing an active-learning
approach since 1996. Currently, more than 1400 students begin this
course each year. One of the surprising developments has been the
significant improvement in gender equity over the traditional physics
sequence. We are now focusing more attention on utilizing student
performance to quantitatively explore a broad range of issues related
to active-learning approaches and the role that they play in gender
equity. In class, small groups of five to six students team to complete
activities designed to elicit discussion about physical concepts. As
the activities were annually modified, opinions differ on the
effectiveness of each variation. I used two variations of laboratory
activities, one less formulaic than the other. I will present findings of
the relative gender equity as measured by quiz performance of these
variations.
Footnotes:
*Sponsored by Wendell Potter.
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AH02: A Study of Gender and Cross-Discipline Conceptual Physics Understanding
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Location:
Amador 150
Date:
Time:
Author:
Monday, Aug. 2
8:15 a.m.
Laura Kunkel, Brigham Young Univ., Idaho
208-496-1913, kun02002@byui.edu
Co-Author(s): Marie Balls, Brian A. Pyper
Abstract:
We administered the Force Concept Inventory as a pre-test to four
different courses at BYU-Idaho: two physics courses and two nonscience courses. The results showed some significant differences,
both in student demographics (e.g. gender and year in school) and in
conceptual physics understanding (e.g. self-perception and attitude
towards science), as well as some very interesting correlations
between specific items.
Footnotes:
*Sponsored by Brian A. Pyper.
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AH03: Relationships Among Gender, High School Physics Experience, and FCI Scores
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (16 of 337) [7/30/2004 8:38:13 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Amador 150
Monday, Aug. 2
8:30 a.m.
Thomas Thaden-Koch, Univ. of Minnesota
612-625-9392, ttkoch@physics.umn.edu
Co-Author(s): Paul Knutson, Vince Kuo, Patricia Heller, Kenneth Heller
Abstract:
Research strongly suggests that males and females experience
physics courses differently.1 For several years, the Physics
Education Research Group at the University of Minnesota has
administered the Force Concept Inventory (FCI) and collected
demographic data for students entering the introductory physics
courses for engineers and biological science students. Analysis of
pre-course FCI scores for these two courses reveals trends
consistent with recently reported data2 Males and females reporting
different high school physics experience (no physics, a regular
physics course, or Advanced Placement Physics) have different
patterns of FCI scores. The analysis, and differences among the
patterns, will be discussed.
Footnotes:
1. See E. Seymour, & N.M. Hewitt, Talking About Leaving: Why
Undergraduates Leave the Sciences. Boulder, Westview Press
(1997). 2. J. Blue, "Relationships between FCI score and high school
activities." AAPT Winter Meeting, Miami Beach, (2004).
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AH04: Normalized Gain: What it Shows and What it Hides About Who is Learning
spacer
Location:
Amador 150
Date:
Time:
Author:
Monday, Aug. 2
8:45 a.m.
Suzanne White-Brahmia, Rutgers Univ.
732-445-3914, brahmia@physics.rutgers.edu
Co-Author(s): Andrew Heckler
Abstract:
SAT gender and ethnicity gaps are associated with gaps in the
quality and rigor of secondary physics and math courses taken.1 This
may explain the gender and ethnicity gaps in the physics conceptual
pretest scores (FCI, MBT, etc). The normalized gain was conceived,
in part, to take into account the effects of differences in pretest
scores2 and is now widely viewed as an important measure of
conceptual learning. Nonetheless, there is a gender gap in the
normalized gain.3 Does this gender gap tell us that women are
learning less in our courses than men, or there is some other
explanation? We suggest that the normalized gain is biased toward
students with high pretest scores. We promote a different method for
measuring learning gains.
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (17 of 337) [7/30/2004 8:38:13 AM]
American Association of Physics Teachers
Footnotes:
1. B.C. Clewell and P.B. Campbell, "Taking stock: Where we've been,
where we are, where we're going," Journal of Women and Minorities
in Science and Engineering 8, 255-284 (2002). 2. R.R. Hake,
"Interactive engagement versus traditional methods: A six-thousandstudent survey of mechanics test data for introductory physics
courses," Am. J. Phys. 66, 64-74 (1998). 3. L. McCullough (2002).
"Gender, Educational Reform, and Instructional Assessment: Part I."
Paper presented at the AAPT Meeting in Philadelphia, PA. January
2002.
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AI:
Interactive Lecture Demonstrations - Physics Suite Materials That
Enhance Learning in Lecture
spacer
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Union California
Monday, Aug. 2
8:00 a.m.-9:00 a.m.
David Sokoloff, Univ. of Oregon
541-346-4755, sokoloff@oregon.uoregon.edu
Ron Thornton, Tufts Univ.
Computer projection (no computer -- must bring own laptop),
Overhead projector, screen
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AJ:
New Perspectives in High School Physics Teaching
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Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Union Foothill Suite
Monday, Aug. 2
8:00 a.m.-9:15 a.m.
Gene Ewald, Cuyahoga Falls H.S.
330-928-8344, gewald@neo.rr.com
None
Computer projection (no computer -- must bring own laptop),
Overhead projector, screen
spacer
AJ01:
spacer
Alternatives to High-Stakes Testing
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (18 of 337) [7/30/2004 8:38:13 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Foothill Suite
Monday, Aug. 2
8:00 a.m.
Invited - Leon M. Lederman
Illinois Institute of Tech./Illinois Math-Science Academy
630-907-5911, lederman@fnal.gov
Co-Author(s): Ray A. Burnstein
Abstract:
The NCLB Act of 2001 which provides most of the federal funding for
elementary and secondary education imposes two main
requirements. First, programs must demonstrate effectiveness
through scientific research. Second, there is a strong emphasis on
accountability and assessment at all levels of education - state,
district, school and classroom. The state level requires annual highstakes testing (examinations). The high-stakes testing (HST) aspect
has created concerns from professional organizations i.e. AERA.1
One alternative is our proposal2 that classroom monitoring be
accomplished by a learning/testing process involving wireless keypad
use in the classroom on a daily basis.3 The same keypad system is
used to deliver the State Board originated HST which will have
become an inconspicuous part of the class procedure. Another
alternative is to focus on "course embedded assessment" as the
vehicle for achieving higher state mandated academic standards.
Course embedded assessment refers to techniques that can be
utilized in the classroom and provide diagnostic data. In general,
classroom assessment is an established procedure in educational
practice.4
Footnotes:
1. American Education Research Association
http://www.aera.net/about/policy/stakes.htm 2. L. M. Lederman and
R. A. Burnstein Announcer 33, (4), 79 (Winter 2003) 3. R. A.
Burnstein and L. M. Lederman, "Using wireless keypads in lecture
classes," Phys. Teach. 39, 8 (2001) and references therein. 4. M.
Steadman and M. Svinicki, "Classroom Assessment Techniques,"
New Directions for Teaching and Learning No.75 Jossey-Bass
Publishers and references therein.
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AJ02:
spacer
Physics First Students Four Years Later
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (19 of 337) [7/30/2004 8:38:13 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Foothill Suite
Monday, Aug. 2
8:30 a.m.
Olga Livanis, Stuyvesant H.S.
212-312-4990, livaniso@stuy.edu
Co-Author(s): None
Abstract:
Stuyvesant High School is celebrating its centennial (1904-2004). In
September 2000, the first, physics first class was scheduled and was
taught by the principal, Stanley Teitel. Today in our fourth year of
running physics in the ninth grade- and currently running three full
classes with 34 students each, I would like to look back and
characterize the first class, document their progress through and up
until their graduation in June 2003. The two questions I would like to
answer and share are, "how has the experience of taking physics first
affected the first class throughout their high school career?" and,
"how are the current freshmen measuring-up academically against
juniors when comparing an item analysed January 2004 physics
department final exam?"
Footnotes:
None
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AJ03: Symmetry and the Beautiful Universe
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Location:
Union Foothill Suite
Date:
Time:
Author:
Monday, Aug. 2
8:45 a.m.
Laura Nickerson, Illinois Mathematics and Science Academy
630-907-5915, physnicks@imsa.edu
Co-Author(s): Leon M. Lederman
Abstract:
The entire Physics Department at Seattle Pacific University is
adapting to local conditions selected units from mutually reinforcing
exemplary instructional materials that have been developed on the
basis of physics education research: Tutorials in Introductory Physics
(Physics Education Group at the University of Washington); Activitybased Physics Tutorials (Physics Education Research Group,
University of Maryland); and RealTime Physics (University of Oregon,
Tufts University, and Dickinson College). Use is also made of
Interactive Examples delivered via Tycho, the web-based homework
system developed by the Physics Education Research Group at the
University of Illinois, Urbana-Champaign. This NSF CCLI-A&I project
brings together several approaches to helping students deepen their
understanding of physics. Preliminary results from this blending
suggest considerable improvements in student learning. Interesting
challenges have also arisen that may have implications for
implementations of research-based materials in other institutional
settings. Specific examples will be given to illustrate the lessons
learned so far.
Footnotes:
None
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (20 of 337) [7/30/2004 8:38:13 AM]
American Association of Physics Teachers
AJ04: Inspirational Ideas for Teaching from Physics Education
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Location:
Union Foothill Suite
Date:
Time:
Author:
Monday, Aug. 2
9:00 a.m.
Gary Williams, Institute of Physics
011-44-0-1982-560678, gary.williams@physics.org
Co-Author(s): Stanley Micklavzina, David R. Lapp
Abstract:
Do you like wearing strange hats and make-up? Then you should go
to Broadway, alternatively you could come to this talk. Wherein will
be described an enjoyable and cheap way to teach the photoelectric
effect using several different childrens toys. There will also be
presented some ideas about teaching about infra-red, visible and
ultraviolet parts of the electromagnetic spectrum. This will include
using an ohp to produce a spectrum, a camera and a piece of
Perspex to show infrared and make-up to demonstrate ultraviolet.
Your pupils may never view you in the same light again! These ideas
and many more have appeared in the journal Physics Education.
Footnotes:
None
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AK:
Pseudophysics
spacer
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Union Orchard Suite
Monday, Aug. 2
8:00 a.m.-9:15 a.m.
John White,
925-422-4587, white10@llnl.gov
None
Computer projection (no computer -- must bring own laptop),
Overhead projector, screen
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AK01: Facing the "Face" on Mars: Critical Thinking and Debunking Pseudoscience
spacer
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (21 of 337) [7/30/2004 8:38:14 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Orchard Suite
Monday, Aug. 2
8:00 a.m.
Invited - Philip Plait, Sonoma State Univ.
707-664-2190, phil@universe.sonoma.edu
Co-Author(s): None
Abstract:
Mars science has been in the news lately, and with it comes a spate
of pseudoscience. From the "face" on Mars to the presence of a
"city," huge alien fossils, and giant trees, the web and radio are full of
all sorts of nonsense about the Red Planet. Using good science and
a lot of humor, astronomer Phil Plait (webmaster of Bad Astronomy)1
will debunk the latest martian silliness, and show you how to get your
students thinking critically about what they hear and read.
Footnotes:
1. See http://www.badastronomy.com
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AK02: The Mind's Eye: A Physicist's Lighthearted Look at ESP
spacer
Location:
Union Orchard Suite
Date:
Time:
Author:
Monday, Aug. 2
8:30 a.m.
Invited - Thomas Zepf, Creighton Univ.
402-280-2134, thzepf@creighton.edu
Co-Author(s): None
Abstract:
This is a presentation on ESP (extrasensory perception) that has
been done for hundreds of student groups ranging in level from junior
high through college. Telepathy, clairvoyance, precognition, and
psychokinesis are demonstrated using volunteers from the audience,
often with surprising success. Is it real or fraudulent? Come and see
for yourself.
Footnotes:
None
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AK03: Physics in Films: The Pseudoscience Flavor
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Location:
Union Orchard Suite
Date:
Time:
Author:
Monday, Aug. 2
9:00 a.m.
Costas Efthimiou, Univ. of Central Florida
407-823-0179, costas@physics.ucf.edu
Co-Author(s): Ralph Llewellyn
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (22 of 337) [7/30/2004 8:38:14 AM]
American Association of Physics Teachers
Abstract:
Footnotes:
The authors have previously described a project they have to help
improve public understanding of the basic principles of physical
science. After a successful pilot course, the authors created versions-nicknamed flavors--of the course whereby each flavor used a
particular movie genre: Action/Adventure, SciFi, Modern Physics,
Superheroes, Astronomy, Pseudoscience. The Pseudoscience flavor
was especially praised by the students. Contrary to passive
attendance in the Traditional course, the class was full of passionate
discussions driven by scenes in popular movies such as ‘Sixth
Sense,' ‘The Others,’ and ‘Dragonfly.’ The instructors presented
scientific analysis, including how the scientific method works and
what is acceptable in science. In a time that public science literacy
has declined, revising the traditional science course to present
science through the window of Pseudoscience might offer a way to
restore science literacy and help society by eliminating
misconceptions and attacking growing trends (astrology, remote
viewing, psychic readings, etc) that might harm (financially or
otherwise) innocent, easy-trusting citizens.
None
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AL:
Using Video Analysis in Teaching
spacer
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Union Redwood
Monday, Aug. 2
8:00 a.m.-9:30 a.m.
Wolfgang Christian, Davidson College
704-894-2322, wochristian@davidson.edu
None
Computer projection (no computer -- must bring own laptop),
Overhead projector, screen
spacer
AL01:
spacer
Combining Video Analysis with Other Teaching Tools*
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (23 of 337) [7/30/2004 8:38:14 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Redwood
Monday, Aug. 2
8:00 a.m.
Invited - Robert Teese, Rochester Institute of Tech.
485-475-6578, rbtsps@rit.edu
Co-Author(s): None
Abstract:
Video analysis is a tool that is often used in physics courses to obtain
real measurement data from videos of experiments. The students
mark positions on the video to gather motion data, then graph the
data, fit it or model it as part of a lab or homework exercise. However,
teachers may also want students to include data that cannot be
obtained from position measurements, such as temperatures,
pressures or forces. That data could be obtained by reading dials or
scales on other tools that are visible in the video, or by synchronizing
electronic sensor data to the video. I will discuss the methods we are
using for including other tools in video analysis homework exercises
and Interactive Lecture Demonstrations that are being developed in
the LivePhoto Physics Project.
Footnotes:
*Supported in part by NSF grant #DUE-0089380.
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AL02: Physics in Motion: A New Course for Non-Majors
spacer
Location:
Union Redwood
Date:
Time:
Author:
Monday, Aug. 2
8:30 a.m.
Invited - Cindy Schwarz, Vassar College
845-437-7349, schwarz@vassar.edu
Co-Author(s): None
Abstract:
I received an NSF CCLI grant to develop and teach a new course
that uses digital video as the basis for learning physics concepts
(primarily mechanics). I have now taught the class four times. Each
student was loaned a laptop (ibook) computer and digital video
camera (Canon Elura) for the semester. The first half of the course
was a guided exploration of motion concepts through video. They
filmed and analyzed their videos in VideoPoint. Then the students
completed a multimedia presentation appropriate for K-12 students
on DVD. They went to K-12 schools and presented their projects to a
class (a total of over 400 students were involved so far). I will discuss
the course and show examples of the students' work. Examples will
include physics of the playground, misconception movies and physics
in videogames.
Footnotes:
None
spacer
AL03:
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Connecting the Dots: Using Tracker's Visualization Tools to Link Models with Reality
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (24 of 337) [7/30/2004 8:38:14 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Redwood
Monday, Aug. 2
9:00 a.m.
Invited - Douglas Brown, Cabrillo College
831-479-6519, dobrown@cabrillo.edu
Co-Author(s): None
Abstract:
Every physics teacher knows the importance of visualization and
problem-solving tools (graphs, vectors, animations, etc.) for helping
students make the connection between observations and
mathematical models. Existing video analysis programs generally do
an excellent job of plotting and fitting measured data, but lack vector
representations and model animation overlays. I will demonstrate
some of the visualization tools being developed for Tracker, a free
Java video analysis program built on the Open Source Physics
framework. These include linkable force, net force and motion
vectors, spectral line profiles, interactive model overlays and more.
Tracker can be downloaded from
http://www.cabrillo.edu/~dbrown/tracker. For more information on
Open Source Physics, see http://www.opensourcephysics.org.
Footnotes:
None
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AM: Poster Session I
spacer
Location:
Date:
Time:
CoPresiders(s):
Equipment:
Union Ballroom II & III
Monday, Aug. 2
9:00 a.m.-10:00 a.m.
None
4'x4' posterboard, a 3'x15 table area beneath, & push pins provided
spacer
AM01: Optical Diagnostics of Ping Pong Cannon*
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Location:
Union Ballroom II & III
Date:
Time:
Author:
Monday, Aug. 2
9:00 a.m.
Poster - Richard Peterson, Bethel Univ.
651-638-6465, petric@bethel.edu
Co-Author(s): Benjamin N. Pulford, Keith R. Stein
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (25 of 337) [7/30/2004 8:38:14 AM]
American Association of Physics Teachers
Abstract:
Footnotes:
An evacuated 3.60 m, 41.5 mm i.d. tube is used to accelerate a 40
mm table tennis ball following the puncturing of a sealing tape
diaphragm near the ball. The transparent tube allows photogate
speed measurements as a function of distance along the tube. The
resultant graph shows peak speeds of 315 m/s (700 mph) after 2.60
m, while the speed drops to about 250 m/s (550 mph) as the ball
approaches the sealed end and exits. The exit sealing tape is
removed by internal tube pressure well before ball arrival. Dye laser
pulses (of 0.4 microseconds) synchronized to ball position allow
sharp images of the exiting ball, tape, and subsequent target
damage. Highly transient pressure measurements (using heterodyne
interferometry and piezoelectric transducers) and numerical
simulation of fluid dynamics within the tube are in progress.
*Supported in part by the MN NASA Space Grant and the CarlsenLewis Physics endowment at Bethel University.
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AM02: Magnet Falling Through a Pipe
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Location:
Union Ballroom II & III
Date:
Time:
Author:
Monday, Aug. 2
9:00 a.m.
Poster - M. Hossein Partovi, California State Univ., Sacramento
916-278-6501, hpartovi@csus.edu
Co-Author(s): Eliza Morris
Abstract:
The demonstration of a magnet falling through the pipe is often used
in elementary physics courses to introduce such concepts as
Faraday's law of induction and Lenz's law. From there the rigor of
development varies widely. Traditionally analytic solutions to the
problem utilize several assumptions, producing results that vary
significantly from experimental data. Here a more realistic model is
developed treating the case of a uniformly magnetized, cylindrically
symmetric permanent magnet moving non-relativistically inside an
infinitely long conducting shell of arbitrary thickness. Numerical
calculations are presented. The Mathematica code used is available
from emorris@csus.edu.
Footnotes:
*Sponsored by Paul Peter Urone.
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AM03: Fringe Field of Parallel Plate Capacitor
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (26 of 337) [7/30/2004 8:38:14 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Ballroom II & III
Monday, Aug. 2
9:00 a.m.
Poster - Burt Shiree, Santa Rosa Junior College
707-527-4636, yataiiyan@santarosa.edu
Co-Author(s): Finney Nathan, Jack Young
Abstract:
A parallel plate capacitor with variable separation is the standard
apparatus used in physics labs to demonstrate the effect of the
capacitor's geometry (plate area and plate separation) on the
capacitance. In this experiment we will be examining the fringing
effect of parallel plate capacitors using several different methods and
compare them with the experimental results.
Footnotes:
*Sponsored by Younes Ataiiyan.
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AM04: Magnetic Spheres: A Resource for Teaching Many Physical Concepts
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Location:
Union Ballroom II & III
Date:
Time:
Author:
Monday, Aug. 2
9:00 a.m.
Poster - Alois Adams, Univ. of Arkansas, Little Rock
501-569-3498, ajadams@ualr.edu
Co-Author(s): None
Abstract:
Magnetic spheres represent a relatively inexpensive tool for teaching,
reinforcing, and assessing student understanding of several
fundamental concepts in Introductory Physics, including (but not
limited to) electricity and magnetism, forces and motion, and
conservation of momentum and energy. Science supply vendors now
offer a variety of rare earth magnets in the form of spheres. Sizes
range from a few millimeters to a few centimeters in diameter. This
presentation will first overview the various types of spheres that are
available, present data on their typical values for magnetic moment
and its variance within one shipment, then suggest a number of ways
in which magnetic spheres can be exploited in traditional lecture and
laboratory settings, as well as directed and open inquiry activities.
Their application in a final capstone exercise that integrates many of
the important ideas in Introductory Physics will also be illustrated.
Results from several of these pedagogical applications will be
presented.
Footnotes:
None
spacer
AM05: Baseball's Ball
spacer
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (27 of 337) [7/30/2004 8:38:14 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Ballroom II & III
Monday, Aug. 2
9:00 a.m.
Poster - George Bart, Truman College
773-907-4096, gbart@ccc.edu
Co-Author(s): None
Abstract:
Some amusing and little known facts will be presented about the ball.
They are variously historical, physical, modern, and mathematical.
For example, included will be the answer to who invented the familiar
modern ball-cover seam figure, the unpublished surprising answer to
the question of Fernando J. López-López1 about the baseball seam,
and a theorem by a very famous mathematician. More detail with
references and a preprint analyzing López-López's question is found
at http://faculty.ccc.edu/gbart/baseball/.
Footnotes:
1. Fernando J. López-López, Question #48 "Is there a physical
property that determines the curve which defines the seam of a
baseball?" Am. J. Phys. 64(9), 1097 (1996).
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AM06: Inexpensive and Effective Doppler Shift Laboratory for the Introductory Course
spacer
Location:
Union Ballroom II & III
Date:
Time:
Author:
Monday, Aug. 2
9:00 a.m.
Poster - Joseph Amato, Colgate Univ.
315-228-7653, jamato@colgate.edu
Co-Author(s): Enrique J. Galvez, Roger E. Williams
Abstract:
Using a stable short wave radio, the beacon signal from a satellite in
low Earth orbit was recorded as the spacecraft passed overhead. In
the teaching laboratory, the audio recording is analyzed using a
digital storage oscilloscope to determine the Doppler shift vs. time.
The shape of the Doppler curve, and the overall frequency change
(about 2 kHz) are used to study the satellite's motion. The recording
has been transferred to compact disk, and copies will be available to
interested teachers.
Footnotes:
None
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AM07: A Simple Air Drag Experiment with a Twist
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (28 of 337) [7/30/2004 8:38:14 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Ballroom II & III
Monday, Aug. 2
9:00 a.m.
Poster - Joseph Amato, Colgate Univ.
315-228-7653, jamato@colgate.edu
Co-Author(s): Roger E. Williams, Enrique J. Galvez
Abstract:
A balloon is filled with an unknown gas and tied to a small mass m.
The composite body is released from rest at a height h, and the time t
to reach the floor is recorded for h < 2.0 meters. Because buoyancy
and air drag are controlled by the balloon size, and the gravitational
force is controlled by m, it is easy to pick parameters that allow
accurate measurements h(t) using a simple stopwatch. Students plot
h(t) to determine the terminal velocity. They are then asked to identify
the forces on the body and, finally, to identify the gas in the balloon.
This apparatus was displayed in the Apparatus Workshop at the
Summer 2003 AAPT meeting. We now have two years' teaching
experience with the apparatus, and will present student-generated
data. Even without detailed instructions, almost all students complete
the assignment successfully.
Footnotes:
None
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AM08: The New Laboratories in the Escuela Nacional Preparatoria, UNAM, México
spacer
Location:
Union Ballroom II & III
Date:
Time:
Author:
Monday, Aug. 2
9:00 a.m.
Poster - Antonio Carlos, ENP(5)-Univ. of Mexico
011-52-5-21562811, ach@servidor.unam.mx
Co-Author(s): Alejandro Dosal
Abstract:
The University of Mexico (UNAM), in collaboration with the
Interamerican of development Bank (BID), created in the preuniversity level, laboratories called LACE ( Experimental Science of
Advanced Laboratories). In this installation, students interact with
teachers of different academic formation i.e. physicists, psychologies,
mathematical, medicals, chemists, etc. all teachers of the ENPUNAM.The principal idea is that the student, with the teacher’s
guidance, develops investigations, that can be joint with
investigations realized in the institutes of the UNAM. Actually in the
ENP(5) “José Vasconcelos,” we have various investigations lines, the
main are environmental engineering, social psychology, astronomy,
medical physics, human body, mathematical clubs, etc.
Footnotes:
None
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AM09: Active Student Participation in Introductory Physics Laboratories*
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (29 of 337) [7/30/2004 8:38:14 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Ballroom II & III
Monday, Aug. 2
9:00 a.m.
Poster - Claudio Guerra-Vela, Univ. of Puerto Rico, Humacao
787-850-9381, clguve@www.uprh.edu
Co-Author(s): Nicholas J. Pinto, Juan A. González
Abstract:
We have revitalized our calculus-based introductory physics
laboratory courses in the University of Puerto Rico at Humacao last
year, adapting us to the explosion in the availability of technological
tools that is literally forcing physics educators to change the way they
teach. These changes involved more than simply implementing
technology for technology's sake. We used Microcomputer-Based
Laboratory (MBL) tools in this effort because its effectiveness on
lecture, laboratory, and recitation are well known from physics
education research. Student learning is aided by immediate feedback
since the MBL tools produce graphs as the measurements are being
made in real time. The goal of this project was to design a series of
related laboratory activities that develop both a conceptual
understanding and quantitative laboratory skills for each topic. We
present several aspects of our project and its results.
Footnotes:
*Supported by NSF grant # DUE 0125876.
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AM10: Computer-Animated Illustrations of Vibrations and Waves
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Location:
Union Ballroom II & III
Date:
Time:
Author:
Monday, Aug. 2
9:00 a.m.
Poster - Donald Hall, California State Univ.
916-278-7353, hallde@csus.edu
Co-Author(s): None
Abstract:
Students in Musical Acoustics courses often lack much experience
either with concepts in physics or with graphs as a representation of
physical systems. We do well to provide demonstrations to illustrate
these concepts, and computer animation can be a valuable
supplement to physical demonstrations. The author has written a set
of 11 programs in QBasic 4.5 for the PC, which are complementary to
a similar set done by Bruce Richards in C++ for Mac users. The
programs include depictions of basic physics (Doppler effect and
normal modes), motion of plucked and bowed strings, motion of
struck bars and drumheads, and air motion in various classes of
pipes. Many of these are "movie versions" of illustrations in the
author's textbook.
Footnotes:
None
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AM11: Electrons as Field Quanta: Straightforward Approach to Teaching Quantum Physics
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (30 of 337) [7/30/2004 8:38:14 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Ballroom II & III
Monday, Aug. 2
9:00 a.m.
Poster - Art Hobson, Univ. of Arkansas
479-575-5918, ahobson@uark.edu
Co-Author(s): None
Abstract:
"Material particles can be understood as the quanta of various fields,
in just the same way as the photon is the quantum of the
electromagnetic field" (Steven Weinberg). Traditional instruction
teaches, however, that matter is basically particles accompanied by a
new "wave function." Weinberg's field theory view might be the
simplest and most effective teaching approach to ordinary quantum
mechanics for scientists or non-scientists. It dispels common
misconceptions, resolves wave-particle paradoxes, and is the
accepted physical view. This poster presents a teaching approach
that follows quantum field theory's symmetric description of radiation
and matter and, because of this symmetry, is simpler than the
traditional approach. It is organized around four experiments: The
double-slit experiment for both radiation and matter, showing that
both are waves in a field; and a "time-lapse" view of both
experiments, showing that the interference lines are formed by
particle-like quanta (called photons and electrons, respectively).
Footnotes:
None
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AM12: Variations on the Frictionless Inclined Plane Problem
spacer
Location:
Union Ballroom II & III
Date:
Time:
Author:
Monday, Aug. 2
9:00 a.m.
Poster - Richard McCall, St. Louis College of Pharmacy
314-446-8473, rmccall@stlcop.edu
Co-Author(s): None
Abstract:
We present calculations of the time required for an object to slide
down a frictionless inclined plane as a function of the angle of
inclination. Three situations are compared: one where the length of
the plane is constant, one where the height (vertical projection) of the
plane is constant, and one where the horizontal projection of the
plane is constant. For all three cases, the time for the object to slide
down the plane is very long, going to infinity, as the angle of elevation
approaches 0°. But as the angle approaches 90°, there are some
interesting similarities and differences. A particularly interesting result
occurs at 45° for the situation where the horizontal projection is
constant.
Footnotes:
None
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AM13: Utilizing Alberti's Window to Determine Center of Mass
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (31 of 337) [7/30/2004 8:38:15 AM]
American Association of Physics Teachers
Location:
spacer
Union Ballroom II & III
Monday, Aug. 2
9:00 a.m.
Poster - Tim Morgan, Western Kentucky Univ.
270-745-5003, timothy.morgan@wku.edu
Co-Author(s): Gordon Smith
Abstract:
Alberti's Window is a visualization program for studying kinematic
motion. Western Kentucky University is currently exploring
opportunities for integrating the software into certain courses. A
student-led project uses Alberti's Window to determine the center of
mass of a tossed rod. The experiment and resulting data will be
presented.
Footnotes:
*Sponsored by Gordon Smith.
Date:
Time:
Author:
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AM14: Integrating Concepts in Human Dynamics Using Multiple Sensors*
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Location:
Union Ballroom II & III
Date:
Time:
Author:
Monday, Aug. 2
9:00 a.m.
Poster - Nancy Beverly, Mercy College
914-674-7275, nbeverly@mercy.edu
Co-Author(s): None
Abstract:
With the wide range of sensors (goniometers, 2D & 3D
accelerometers, force plates, and motion sensors) now available that
students can use with their own bodies, students not only can explore
individual concepts in a relevant human context but also can
integrate those concepts in a meaningful way using multiple sensors
simultaneously. For example, students can examine the relationships
between the muscle force exerted on their limb, the rotational
dynamics of their limb, the force their limb exerts on a surface like the
floor or a ball, and the dynamics of their body or the ball. As part of
the Humanized Physics Project (HPP),1 numerous activities have
been developed utilizing multiple sensors to integrate concepts
through examination of real life activities like walking, running,
jumping, throwing, and kicking. This has been expanded for use in
student projects, where students have explored the dynamics of
movements of their choosing
Footnotes:
*Supported by NSF grant #DUE-0088780 and DUE-0088496.
1. See HPP website at http://www.doane.edu/hpp.
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AM15: Creating Lessons for Scientific Reasoning from Professional Human Motion Data
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (32 of 337) [7/30/2004 8:38:15 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Ballroom II & III
Monday, Aug. 2
9:00 a.m.
Poster - Robert Fuller, Univ. of Nebraska, Lincoln
402-472-2790, rfuller2@unl.edu
Co-Author(s): P. Peter Urone, Christopher D. Wentworth, Mark Plano Clark
Abstract:
The state-of-the-art Richard W. and Jacqueline B. Chapin Gait and
Motion Lab, Madonna Rehabilitation Center, in Lincoln, NE was used
to collect data on the scripted motions of male and female subjects.
Force components from the force plates in the floor and position
coordinates for each of the 25 locations on their bodies were
recorded 60 times per second. These data are now available from
our project website at http://www.doane.edu/hpp. A variety of the
different student assignments that can be developed from these data
will be demonstrated. The goal of these assignments is to encourage
the development of scientific reasoning by our students.
Footnotes:
None
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AM16: The Effect of Helium on the Human Voice: A Laboratory Activity*
spacer
Location:
Union Ballroom II & III
Date:
Time:
Author:
Monday, Aug. 2
9:00 a.m.
Poster - Christopher D. Wentworth, Doane College
402-826-8257, cwentworth@doane.edu
Co-Author(s): Mark W. Plano Clark
Abstract:
When we make vocalized sound, the larynx produces a fixed set of
frequencies and the vocal tract filters the sound. The sound that is
heard is a product of both of these effects. When air is replaced by
helium in the lungs, an obvious and usually humorous change occurs
in the sound quality. What produces the change? Does the larynx
produce different frequencies, does the vocal tract filter differently, or
is it some combination? We describe an activity in which students
explore these questions using inexpensive sound editing software.
This activity is part of a human-focused introductory physics course,
developed as part of the Humanized Physics Project.1
Footnotes:
*Supported in part by NSF grant #DUE-0088780 and #DUE-0088712.
1. Humanized Physics Project co-PIs: Robert G. Fuller and Vicki L.
Plano Clark, University of Nebraska - Lincoln, Nancy L. Beverly,
Mercy College, and Beth Ann Thacker, Texas Tech University.
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AM17: Enhancing Engagement in High School Physics Classes Using Virtual Reality*
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (33 of 337) [7/30/2004 8:38:15 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Ballroom II & III
Monday, Aug. 2
9:00 a.m.
Poster - Homeyra Sadaghiani, The Ohio State Univ.
614-688-3598, hsada@mps.ohio-state.edu
Co-Author(s): Stephen R. Stonebraker, Lei Bao
Abstract:
We used Virtual Reality (VR) physics experiments to facilitate student
learning and engagement in high school classes. Ninth and twelfth
grade students performed several VR experiments, including a
collision and one involving circular motion to help them visualize the
magnitude and the direction of forces in these experiments and
receive real-time tactile feedback from these experiments. We will
discuss the effectiveness of this tool regarding the students' learning
motivation as well as their meaningful understanding of physics.
Footnotes:
*Supported in part by NSF grant # REC-0087788 and #REC0126070.
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AM18: Learning Physics Through Project-Based Assessments: Engaging Instruction for NonScience Majors
spacer
Location:
Union Ballroom II & III
Date:
Time:
Author:
Monday, Aug. 2
9:00 a.m.
Poster - Maria Boada
Univ. of Pittsburgh, Art Institute of Pittsburgh
724-934-1389, mfb151@fac.aii.edu
Co-Author(s): None
Abstract:
Many students enrolled in non-science majors at two-year colleges
must complete general education requirements that include
introductory physics courses. Making physics courses relevant and
engaging presents a considerable challenge for the teacher.
Students' epistemic beliefs regarding physics learning, lack of
appropriate background knowledge and a deeply rooted set of
misconceptions all contribute to poor performance and low
motivation. I will outline a project-based assessment approach
designed to help students make connections between qualitative
knowledge and its applicability to real world situations. Initial results
indicate an improvement in conceptual understanding and increased
awareness of the significant role of physics concepts in everyday
events.
Footnotes:
None
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AM19: Effects of Reworked Pre-tests in Physics by Inquiry Classes
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (34 of 337) [7/30/2004 8:38:15 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Ballroom II & III
Monday, Aug. 2
9:00 a.m.
Poster - Gordon Aubrecht, II, The Ohio State Univ.
740-389-6786, ext. 6250, aubrecht@mps.ohio-state.edu
Co-Author(s): None
Abstract:
Students in Physics by Inquiry classes are given many occasions to
obtain feedback. For many years, we asked students to do a pretest
at the beginning of each section in order to promote thinking about
the subject of the section before the students begin the experiments.
Having modified the pretests so students now rework them after
completing a book section,1 students are able to see how their ideas
have changed, an advantageous development. Students have begun
citing the pretests as an important element in their learning. We shall
give examples of reworked pretests and show how students' ideas
have been changed.
Footnotes:
1. L. C. McDermott, Physics by Inquiry, Volumes I and II (New York:
Wiley, 1995).
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AM20: Teaching Undergraduate Physics at the Local Elementary School*
spacer
Location:
Union Ballroom II & III
Date:
Time:
Author:
Monday, Aug. 2
9:00 a.m.
Poster - Eric Hagedorn, Univ. of Texas, El Paso
915-747-7540, ehagedorn@utep.edu
Co-Author(s): Sally Blake, Milijana Suskavcevic
Abstract:
Roughly half of U.S. elementary teachers meet background
standards for science and science pedagogy.1 Only 24% of Texas
4th graders are proficient or above in science
(http://nces.ed.gov/nationsreportcard/science/results). Only 11% of
Hispanic high school students in the United States take Physics I and
Chemistry I.2 Facts such as these have prompted science and
education faculty at the University of Texas - El Paso to implement an
innovative program to teach physics to intern teachers (student
teachers) in the local elementary schools where they are completing
their elementary teacher education program. This poster paper
presents a theoretical rational for this field-based application of
AAPT's Powerful Ideas in Physical Science (PIPS) curriculum, a
description of the program along with logistical details, and
preliminary results from evaluative data.
Footnotes:
*Supported by an NSF Math, Science Partnership grant.
1. I.R. Weiss, E.R. Banilower, K.C. McMahon, & P.S. Smith, (2000).
Report of the 2000 National Survey of Science and Mathematics
Education. Chapel Hill, NC: Horizon Research. 2. C. Llagas, & T.D.
Snyder, Status and trends in the education of Hispanics.
(Washington, D.C., National Center for Education Statistics, 2003).
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (35 of 337) [7/30/2004 8:38:15 AM]
American Association of Physics Teachers
AM21: Mastering Physics and Mathematics Study Skills
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Location:
Union Ballroom II & III
Date:
Time:
Author:
Monday, Aug. 2
9:00 a.m.
Poster - Nouredine Zettili, Jacksonville State Univ.
256-782-8077, nzettili@jsu.edu
Co-Author(s): Abdelkrim Boukahil
Abstract:
In this work, we discuss the methods of efficient study habits and how
they can be used by students to help them improve learning scientific
subjects such as physics and mathematics. In particular, we deal with
the most efficient techniques needed to help the students improve
their study skills. We focus on topics such as the skills of how to take
class notes, how to develop long term memory, how to prepare for
and take exams, how to study scientific and engineering subjects,
notably physics and mathematics. We argue that the student who
conscientiously uses the methods of efficient study habits will be able
to achieve higher results than the student who does not; moreover, a
student equipped with the proper study skills will spend much less
time to learn a subject than a student who has no good study habits.
The underlying issue here is not the quantity of time allocated to the
study efforts by the student, but the efficiency and quality of actions.
Footnotes:
None
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AM22: 18th International Young Physicist Tournament to be Held in Switzerland in 2005
spacer
Location:
Union Ballroom II & III
Date:
Time:
Author:
Monday, Aug. 2
9:00 a.m.
Poster - Donald Franklin, St. Johns Country Day School
904-264-9572, dgfrank1@aol.com
Co-Author(s): None
Abstract:
The 18th International Young Physicists Tournament will be looking
for five high school students to represent the United States in
Switzerland, to celebrate the World Year of Physics. Contest will be
held in June of 2005. Team selection is scheduled for Feb. 25 and 26
in Orange Park, FL. Students and teachers can pick up the 17
questions to be used in this contest or check with http://iypt.org
website. Information on the 17th IYPT in Brisbane, Australia also will
be available.
Footnotes:
None
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AM23: SPIN-UP/TYC Project: Some Results
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (36 of 337) [7/30/2004 8:38:15 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Ballroom II & III
Monday, Aug. 2
9:00 a.m.
Poster - Thomas O'Kuma, Lee College
281-425-6522, tokuma@lee.edu
Co-Author(s): Mary Beth Monroe, Warren W. Hein
Abstract:
The Strategic Programs for Innovations in Undergraduate Physics at
Two-Year Colleges Project (SPIN-UP/TYC) is an 18-month program
that conducted 10 site visits to outstanding physics programs around
the country. Additionally, a national survey of two-year college
physics programs was conducted by AIP for the project. The results
of the 10 site visits and the national survey will be displayed with
information on the project findings available for interested individuals.
In-depth information about some of the 10 outstanding two-year
college physics programs visited will be available at additional
posters.
Footnotes:
None
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AM24: Development of the Rose State College Physics Program
spacer
Location:
Union Ballroom II & III
Date:
Time:
Author:
Monday, Aug. 2
9:00 a.m.
Invited - James Gilbert, Rose State College
405-733-7591, Jgilbert@rose.edu
Co-Author(s): None
Abstract:
This poster will contain various community highlights, students'
awards, pictures, etc. pertaining to the Rose State College Physics
program. Other materials will be available for all interested
individuals, such as College related pamphlets, informational
programs, curriculum literature, degree plans, etc.
Footnotes:
Sponsored by Tom O'Kuma
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AM25: Delta College's Physics Program
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (37 of 337) [7/30/2004 8:38:16 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Ballroom II & III
Monday, Aug. 2
9:00 a.m.
Poster - Scott Schultz, Delta College
989-686-9452, sfschult@alpha.delta.edu
Co-Author(s): None
Abstract:
Delta College's Physics Program continues to develop to meet the
needs of its current student body. New classes and new delivery
techniques have been developed over the last few years. SPINUP/TYC chose our program to conduct a case study to determine
what factors have enabled our program to succeed. This poster
session will outline our program and their findings.
Footnotes:
None
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AM26: SPINUP-TYC - Challenges and Opportunities in the Gainesville College Physics
Program
spacer
Location:
Union Ballroom II & III
Date:
Time:
Author:
Monday, Aug. 2
9:00 a.m.
Poster - J.B. Sharma, Gainesville College
770-535-6532, jsharma@gc.peachnet.edu
Co-Author(s): None
Abstract:
Gainesville College is a two-year college in the greater Atlanta area.
Elements of educational technologies and PER-based curricula
began to be adapted into the program in the 1990's. Strong
administrative and IT support have been critical in the development of
the program. A new science building, which contains the new physics
flex classroom cum laboratory, has allowed the fusing of the lab and
lecture portions of the course. The physics learning flex-space has
stations equipped with networked computers, and all the apparatus
students will need for experiments. In addition, there is a smartboard,
a set of wireless polling keypads, a set of GPS units and simulation
and data analysis software. There is an active K-12 outreach and
special topics courses are offered. Enrollments have steadily grown
over the years. Handouts of some activities developed will be
available for interested folks.
Footnotes:
None
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AM27: Two-Year College and High School Physics Workshops for the 21st Century*
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (38 of 337) [7/30/2004 8:38:16 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Ballroom II & III
Monday, Aug. 2
9:00 a.m.
Poster - Curtis Hieggelke, Joliet Junior College
815-280-2371, curth@jjc.edu
Co-Author(s): Thomas L. O'Kuma
Abstract:
This poster paper will report on recent and future workshops offered
by this project for two-year college and high school physics teachers.
The goal of this project has been to help two-year college and high
school physics students develop a stronger understanding of science,
with an emphasis on physics and its applications in industry. The task
of updating and improving physics is difficult due to the rapid changes
in technology, the heavy and complex workload of the faculty, and
their lack of knowledge about the needs and applications of physics
in the workplace. This program addressed these issues by providing
faculty development workshops for teachers who teach core physics
courses for technology programs and other programs. These
workshops have been designed to acquaint the participants with the
integration and implementation of emerging technology and active
learning strategies. These workshops provided extensive and
intensive, collaborative experiences for participants with workshop
materials that made it easier for participants to implement the
workshop ideas in their classrooms.
Footnotes:
*Supported in part by NSF grant #ATE-0101589.
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AM28: A New Force Transducer
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Location:
Union Ballroom II & III
Date:
Time:
Author:
Monday, Aug. 2
9:00 a.m.
Poster - Freeman Andersen, Brigham Young Univ.
801-422-5393, andy1@byu.edu
Co-Author(s): J. Dean Barnett
Abstract:
We will show a new and versatile force transducer developed at
Brigham Young University based on the Honywell FSG15N1A force
sensor. These transducers are now being used in all our introductory
physics labs. They are small, sensitive, bidirectional, light weight and
durable. These transducers were made possible by using the latest in
Electric Discharge Machining.
Footnotes:
None
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AM29: Vacuum Cannon Velocity Limit
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (39 of 337) [7/30/2004 8:38:16 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Ballroom II & III
Monday, Aug. 2
9:00 a.m.
Poster - Eric Ayars, California State Univ., Chico
530-898-6724, ayars@mailaps.org
Co-Author(s): None
Abstract:
What is the maximum velocity of a projectile shot from a vacuum
cannon? It's commonly assumed that the speed of sound is an upper
limit, but the theoretical maximum velocity turns out to be quite a bit
less than that. The maximum velocity is independent of any
parameters of the vacuum cannon, such as diameter and projectile
mass. This poster describes the theory, assumptions made in
deriving the closed-form solution, and experimental measurements
that support the theory as an upper limit.
Footnotes:
None
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AM30: Experiment on Radio-Controlled Toy Car in Uniform Circular Motion
spacer
Location:
Union Ballroom II & III
Date:
Time:
Author:
Monday, Aug. 2
9:00 a.m.
Poster - Kazuyoshi Suzuki, Nippon Institute of Tech.
0480-33-7586, ksuzuki@nit.ac.jp
Co-Author(s): None
Abstract:
To measure the centripetal force exerting on a body in uniform
circular motion, most of the available setups have been based on
measurements of the stretch of spring or direct measurements by a
force probe. Then, if students have not understood the fact that the
direction of velocity at any instant is perpendicular to the centripetal
acceleration at that instant, its purpose may be reduce to half. Thus,
we have developed a simple apparatus so that students not only
might intuitively grasp the gist of the relationship in both directions but
also could roughly measure their magnitudes. This simple apparatus,
primarily a radio controlled toy car, consists of two wires to get the
car to run in a circle on a horizontal floor, an electromagnetic
connector for releasing the car from the constraint, simple
accelerometer, etc. The car can be regarded as a model so that its
total mass is attached on a rigid arm with negligible small mass.
Footnotes:
None
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AM31: A Simple Method of Schlieren Videography*
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (40 of 337) [7/30/2004 8:38:16 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Ballroom II & III
Monday, Aug. 2
9:00 a.m.
Poster - Robert Teese, Rochester Institute of Tech.
485-475-6578, rbtsps@rit.edu
Co-Author(s): Matthew M. Waters
Abstract:
Schlieren photography is a technique for visualizing regions of
transparent media that have gradients in their index of refraction. It is
often used for photographing shock waves or convection currents in
air. While making videos for the LivePhoto Physics Project, we
developed a simple method for doing schlieren photography with a
video camera by exploiting the discrete nature of the camera's
imaging device. The medium is lighted by a source grid in such a way
that much of the light normally falls between the pixels in the sensor.
If there is a gradient in the index of refraction of the medium, light
may be deflected onto a pixel and be detected. The poster will show
details of the method and sample results.
Footnotes:
*Supported in part by NSF grant #DUE-0089380.
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AM32: Battle of the Merry-Go-Rounds: Understanding Angular Momentum Conservation
spacer
Location:
Union Ballroom II & III
Date:
Time:
Author:
Monday, Aug. 2
9:00 a.m.
Poster - Stephen J. Van Hook, Bowling Green State Univ.
419-372-0264, sjvanho@bgnet.bgsu.edu
Co-Author(s): None
Abstract:
In this lecture demonstration, students' understanding of angular
momentum conservation is challenged by creating an apparent
conflict between the conservation of linear and angular momenta. In
addition, this demonstration can be used to demonstrate the
importance of using a single reference point when calculating multiple
torques in a situation. The demonstration costs less than $30 to build
and can be constructed in less than an hour.
Footnotes:
None
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AM33: ICP/21: Hands-on Physics for Technicians and Transfer Students
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (41 of 337) [7/30/2004 8:38:16 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Ballroom II & III
Monday, Aug. 2
9:00 a.m.
Poster - Sherry Savrda, Seminole Comm. College
407-328-2205, savrdas@scc-fl.edu
Co-Author(s): Alexander K Dickison
Abstract:
The Introductory College Physics for the Twenty-First Century
(ICP/21) project is nearing completion. Guided-inquiry activities,
student projects, multiple-representation problem-solving and
collaborative learning are centerpieces of the modules we have
developed. New for this year are a comprehensive Instructor's Guide
and a Solutions Manual. In this paper we present some of the unique
activities used in the curriculum, and share some of the results of its
implementation.
Footnotes:
None
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AM34: Quantum Dots in the Undergraduate Physics Curriculum*
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Location:
Union Ballroom II & III
Date:
Time:
Author:
Monday, Aug. 2
9:00 a.m.
Poster - Joshua B. Diamond, Siena College
518-783-2454, diamond@siena.edu
Co-Author(s): Karen S. Quaal
Abstract:
Research and development work on semiconductor nanocrystals
(quantum dots) is one of the areas contributing to the recent growth
of nanotechnology. The size-dependent fluorescence of these
crystallites has resulted in their commercial use as tags for biological
molecules, and other applications are under active investigation.
They also constitute a model quantum system accessible to
experimental and theoretical study by upper division undergraduates.
We report on recent collaborative efforts in which chemistry majors
synthesized quantum dot samples and both physics and chemistry
majors measured and analyzed some of their optical properties
(absorption and fluorescence). The physics component also included
discussion of the extension of bulk semiconductor theory to spherical
nanometer-sized particles and the resulting significant effects on the
electron-hole excitation spectrum.
Footnotes:
*Supported in part by NSF grant DMR-0303992 through the
Nanotechnology Undergraduate Education (NUE) program.
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AM35: Modern Equipment and Teaching Methods in the Undergraduate Physics Laboratories
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (42 of 337) [7/30/2004 8:38:16 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Ballroom II & III
Monday, Aug. 2
9:00 a.m.
Other - John Furneaux, Univ. of Oklahoma
405-325-3961, furneaux@mail.nhn.ou.edu
Co-Author(s): Eric Abraham, Nicole Judice-Campbell, Sandra K. Moore-Furneaux
Abstract:
Neither students nor faculty were satisfied with required
undergraduate physics laboratories. Computer resources were
antiquated and inconsistent with experimental physics, while students
acquired little useable knowledge. We integrated modern technology
and experimental techniques with modern educational methods as
articulated by L. Dee Fink1. Students constructed their own
measurements and connected results to real situations in subsequent
projects. Preliminary efforts produced positive results. As this
approach is considerably less structured than traditional approaches,
one assessment strategy correlated students' personal-need-forstructure (PNS), an established personality trait, with activities and
student satisfaction. We find significant negative correlation between
PNS and student satisfaction in group work and in the unstructured
nature of the course. We also use assessment instruments based on
Fink's significant learning1. Despite some discomfort, it is clear that
aspects of significant learning were enhanced. A number of students
expressed a sense of greater accomplishment and knowledge gain.
Footnotes:
1) L. Dee Fink, Creating Significant Learning Experiences, JossyBass, San Francisco, CA 2003.
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AM36: Interactive Demonstration of Air-damped Oscillatory Motion Using MBL Equipment
spacer
Location:
Union Ballroom II & III
Date:
Time:
Author:
Monday, Aug. 2
9:00 a.m.
Poster - Rafael Digilov, Israel Institute of Technology
972-4-8292742, edurafi@tx.technion.ac.il
Co-Author(s): Miriam Reiner, Zion Weizman
Abstract:
Microcomputer based laboratory (MBL) equipment used to
demonstrate the air resistance force in damped harmonic motion.
MBL-equipment makes possible to show that linear air resistance
model is inadequate to account for the observed amplitude decay of
real pendulum, and that at least two damping terms - linear and
quadratic in the velocity - are generally needed to explain the
amplitude decay versus time.
Footnotes:
None
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AM37: Teaching Middle School Physical Science with Robotics
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (43 of 337) [7/30/2004 8:38:16 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Ballroom II & III
Monday, Aug. 2
9:00 a.m.
Poster - David Bennum, Univ. of Nevada, Reno
775-784-6128, daveb@physics.unr.edu
Co-Author(s): Mike Robinson, Ann-marie Volstedt
Abstract:
This poster describes the first year of a middle school teacher
workshop series for the use of Lego Robotics to teach fundamental
physics principles, elementary computer programming, and
engineering technology to middle school students.
Footnotes:
None
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AM38: From Stars to Classroom "Hubble" Teaches Physics
spacer
Location:
Union Ballroom II & III
Date:
Time:
Author:
Monday, Aug. 2
9:00 a.m.
Poster - David Bennum, Univ. of Nevada, Reno
775-784-6128, daveb@physics.unr.edu
Co-Author(s): Melodi Rodrigue, Valdean McClean, Philip Marshall
Abstract:
The data and light curves of an extra-solar planet transit of its star,
taken by Hubble Space Telescope, are used to illustrate several
fundamental concepts of physics. A simple working model of the
process is shown which allows students at upper elementary through
high school to understand the process and make their own "light
curves". Physics/astronomy topics such as orbital mechanics and
gravity, light and spectra, and measurement techniques can then be
addressed in a set of hands on exercises that are age/grade level
appropriate.
Footnotes:
None
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AN:
Ceremonial Session I
spacer
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Union Ballroom I
Monday, Aug. 2
10:00 a.m.-11:30 a.m.
Charles Holbrow, Colgate Univ.
315-228-7206, cholbrow@mail.colgate.edu
None
Computer projection (no computer -- must bring own laptop),
Overhead projector, screen
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AN01: Excellence in Pre-College Physics Teaching Award -- "Tango On"
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (44 of 337) [7/30/2004 8:38:16 AM]
American Association of Physics Teachers
Location:
spacer
Union Ballroom I
Monday, Aug. 2
10:00 a.m.
Invited - James L. Hicks, Barrington H.S. - Retired
815-459-6107, ujhicks@juno.com
Co-Author(s): None
Abstract:
One of the main goals in teaching is to encourage students to be
"drivers instead of passengers." It is well known from Piagetian
research that many students, when encountering new material,
usually regress to a concrete stage of reasoning. However, for
students to understand and be successful problem solvers, many
physics topics eventually require a more abstract way of thinking.
What are the characteristics of the concrete only learner vs. those
students who can think abstractly? Are there bridging activities that
will encourage students to cross the concrete bridge? What are the
obstacles that might prevent students from crossing with confidence?
Characteristics of both types of students will be explored, and
possible bridging activities to encourage abstract thinking will be
presented. A model for physics instruction will be offered where
students "ride the equations" before they discuss, derive, or problem
solve. A handout will accompany the presentation outlining topics and
corresponding bridging activities. Let's enjoy our "pizza" together,
write a "Letter to Grandma", and above all, "Tango On".
Footnotes:
None
Date:
Time:
Author:
spacer
AN02: Excellence in Undergraduate Physics Teaching Award--The Fourth Decade
spacer
Location:
Union Ballroom I
Date:
Time:
Author:
Monday, Aug. 2
10:45 a.m.
Invited - Robert Brown, Case Western Reserve Univ.
216-368-4010, rwb@case.edu
Co-Author(s): None
Abstract:
I describe the beginning of my fourth decade of undergraduate
teaching, a story that has astonished me with how fast it is changing.
In the first decade, frantic memories abound of realizing just how
much I did not know about the class material I was slated to teach
(sometimes the next day!). The second decade taught me how even
very young undergraduates could contribute to even very theoretical
research programs and could understand even very fancy nonlinear
physics. The third decade found me using e-mail, bulletin e-boards,
simulations, computer movies, and daily questionnaires in my
freshman courses. It also found me partnering with seniors, juniors,
and even sophomores, as teaching assistants, who lectured right
along with me. Now I have turned my teaching on its head, as I look
to reverse and de-compartmentalize my previous ways, and I try to
test the effectiveness of these changes.
Footnotes:
None
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (45 of 337) [7/30/2004 8:38:16 AM]
American Association of Physics Teachers
spacer
AO:
Plenary Session I: Neville Smith
spacer
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Union Ballroom I
Monday, Aug. 2
11:30 a.m.-12:30 p.m.
Renee Diehl, Pennsylvania State Univ.
814-865-9251, rdiehl@psu.edu
None
Computer projection (no computer -- must bring own laptop),
Overhead projector, screen
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AO1: Big Science in the Service of Small Science
spacer
Location:
Union Ballroom I
Date:
Time:
Author:
Monday, Aug. 2
11:30 a.m.
Invited - Neville Smith, Lawrence Berkeley National Laboratory
510-486-5423, nvsmith@lbl.gov
Co-Author(s): None
Abstract:
When relativistic electrons circulate around a high-energy
accelerator, they emit light called synchrotron radiation (SR) in an
intense beam that covers a wide spectrum from infrared through
visible, ultraviolet, soft x-rays and hard x-rays. Initially regarded as a
nuisance, SR has become an indispensable tool in many areas of
science, and accelerators are now built for the sole purpose of
producing SR to service a community of small-scale experimenters
that numbers in the thousands. The nature of such facilities will be
described, and examples of current research will be offered from a
wide range of scientific disciplines including both the physical and life
sciences. The burgeoning new area of nanoscience is also well
served by synchrotron sources. The new technology of extreme
ultraviolet lithography, developed partly with the use of SR, will push
feature size on microchips to ever smaller dimensions thereby
affecting all of our lives.
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BA:
Physics Video Contest Judging Evaluation
spacer
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (46 of 337) [7/30/2004 8:38:16 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Union Summit
Monday, Aug. 2
12:30 p.m.-1:30 p.m.
Trina Cannon, Highland Park H.S.
214-378-8271, cannonb@hpisd.org
None
VCR & monitor
spacer
BB:
Astronomy Education Town Meeting
spacer
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Riverside 1004
Monday, Aug. 2
12:30 p.m.-1:30 p.m.
Edward Prather, Univ. of Arizona
520-621-6530, eprather@as.arizona.edu
Tim Slater
None
spacer
BC:
Crackerbarrel on Physics and Society Education
spacer
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Mendocino 1003
Monday, Aug. 2
12:30 p.m.-1:30 p.m.
Jane Flood, Muhlenberg College
484-664-3411, flood@muhlenberg.edu
None
None
spacer
BD:
Crackerbarrel on Topics of Professional Concern to Junior Faculty
in Physics Education Research
spacer
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (47 of 337) [7/30/2004 8:38:16 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Riverside 1002
Monday, Aug. 2
12:30 p.m.-1:30 p.m.
Luanna Ortiz, Arizona State Univ.
480-965-7867, luanna.ortiz@asu.edu
None
None
spacer
BE:
Sports and the Human Body, I
spacer
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Mariposa 1000
Monday, Aug. 2
1:15 p.m.-3:00 p.m.
Gerald Zani, Brown Univ.
401-863-3964, Gerald_Zani@brown.edu
None
Computer projection (no computer -- must bring own laptop),
Overhead projector, screen
spacer
BE01: Improving Students' Interest - Medical and Biological Contexts in Physics Education
spacer
Location:
Mariposa 1000
Date:
Time:
Author:
Monday, Aug. 2
1:15 p.m.
Invited - Hartmut Wiesner
Physics Education Research Group, Univ. of Munich
011-49-89-2180-3175, hartmut.wiesner@physik.uni-muenchen.de
Co-Author(s): None
Abstract:
Although students have high expectations on physics in the
beginning, their interest on physics decreases rapidly during the
course of their science classes. To improve the situation the Physics
education group at the University of Munich has developed lessons
for teaching physics in the context of medicine and biology. The
evaluation has shown that this is a successful way to improve
students' interest on physics.
Footnotes:
None
spacer
BE02:
spacer
Two Lecture Demonstrations Students Will Remember
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (48 of 337) [7/30/2004 8:38:16 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Mariposa 1000
Monday, Aug. 2
1:45 p.m.
Invited - Wolfgang Rueckner, Harvard Science Ctr.
617-495-5360, rueckner@fas.harvard.edu
Co-Author(s): None
Abstract:
1. Many introductory physics texts aimed at pre-medical and lifesciences students include, as an application of torques in static
equilibrium situations, an analysis of the tensions in muscles and
forces on joints. The primary muscles involved in supporting the
human torso in a stooped position are the erector spinae (or
sacrospinal) muscles. These can be realistically modeled, and the
extraordinarily large forces calculated and demonstrated. 2.
Measuring percentage body fat by hydrostatic weighing is relatively
accurate and still considered to be a "gold standard." It's a marvelous
and non-trivial application of Archimedes' principle in the study of fluid
statics and lots of fun as a lecture demonstration. It could also be a
laboratory experiment in which your nearest swimming pool becomes
the laboratory.
Footnotes:
None
spacer
BE03: Pressure in the Human Body
spacer
Location:
Mariposa 1000
Date:
Time:
Author:
Monday, Aug. 2
2:15 p.m.
Richard McCall, St. Louis College of Pharmacy
314-446-8473, rmccall@stlcop.edu
Co-Author(s): None
Abstract:
A study of fluids and pressure is often undertaken in the introductory
physics class. Applications to the human body are numerous,
including those that are necessary for proper bodily functions, as well
as those in which excessive pressure can cause major problems.
Examples will be described related to the circulatory system, lungs,
eye, bladder, etc. Other applications include pressure required for an
intravenous (IV) infusion and pressure (or stress) on bones.
Footnotes:
None
spacer
BE04:
spacer
The Physics of SCUBA Diving
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (49 of 337) [7/30/2004 8:38:16 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Mariposa 1000
Monday, Aug. 2
2:30 p.m.
Kenneth Metz
Univ. of Cincinnati College of Applied Science
513-556-4866, kenneth.metz@uc.edu
Co-Author(s): None
Abstract:
SCUBA diving is a topic of almost universal fascination and interest.
As such, it provides an excellent focus for introducing a surprisingly
broad variety of physics knowledge and interesting application in the
classroom, much of which is related to the physiology of the sport
diver. The presenter, a physics professor and SCUBA instructor, will
offer selected, and sometimes novel, examples in the areas of
mechanics, thermodynamics, optics, acoustics, hydrostatics and
hydrodynamics.
Footnotes:
None
spacer
BE05: Modes of Vibration of a Tennis Racket and Interactions with a Tennis Ball
spacer
Location:
Mariposa 1000
Date:
Time:
Author:
Monday, Aug. 2
2:45 p.m.
Rodney Korte, Northern Illinois Univ.
815-753-6493, rkorte@remcom.com
Co-Author(s): Thomas D. Rossing
Abstract:
Vibrational modes of a tennis racket, determined by experimental
modal testing, can be divided into two categories: one in which the
motion is dominated by the frame, and one in which the motion is
dominated by the strings. Composite and wide-body rackets tend to
have high stiffness and modal damping. The dwell time and
coefficient of restitution of a tennis ball were measured for three
cases: 1. impact with a hard surface; 2. the racket clamped; 3. the
racket handle clamped. Some implications of the results for tennis
players and designers of tennis equipment are discussed.
Footnotes:
None
spacer
BF:
NSDL: the National Science, Technology, Engineering and
Mathematics Digital Library
spacer
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (50 of 337) [7/30/2004 8:38:16 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Union Foothill Suite
Monday, Aug. 2
1:15 p.m.-3:15 p.m.
Anne Cox, Eckerd College-NAS
727-864-8435, coxaj@eckerd.edu
None
Computer projection (no computer -- must bring own laptop),
Overhead projector, screen
spacer
BF01: An Overview of the NSDL Program
spacer
Location:
Union Foothill Suite
Date:
Time:
Author:
Monday, Aug. 2
1:15 p.m.
Invited - Theodore Hodapp, National Science Foundation
703-292-4640, thodapp@nsf.gov
Co-Author(s): None
Abstract:
The National Science, Technology, Engineering, and Mathematics
(STEM) Education Digital Library (commonly known as NSDL, and
found at http://www.nsdl.org) is just completing its fifth year of funding
from the Division of Undergraduate Education (DUE) at the National
Science Foundation. The underlying principle behind NSDL is to
make STEM content easily available to educators, students, and the
general public through web "portals", user-friendly tools, and selected
content searches. This presentation will provide an overview of NSF
funded efforts in general and within the Physics and Astronomy
disciplines in particular. Discussion of ongoing efforts and future
directions will be included.
Footnotes:
None
spacer
BF02: Supporting Physics and Astronomy Education Through ComPADRE*
spacer
Location:
Union Foothill Suite
Date:
Time:
Author:
Monday, Aug. 2
1:45 p.m.
Invited - Bruce Mason, Univ. of Oklahoma
405-325-3961, bmason@ou.edu
Co-Author(s): None
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (51 of 337) [7/30/2004 8:38:16 AM]
American Association of Physics Teachers
Abstract:
Footnotes:
Science education is a great deal simpler when faculty can find and
share teaching resources rather than building these materials
themselves. ComPADRE, a joint project of the AAPT, AAS, APS, and
SPS, is a web resource for faculty to find, share, and collaborate on
building high-quality, effective teaching and learning materials. It is an
inter-networked set of collections, each designed for a specific
community, where users can find or submit teaching resources,
organize materials for their own use, and add comments about their
own experiences using the materials. During this talk, the current
status of the initial ComPADRE collections: physics and astronomy
students, quantum physics, informal physics education, introductory
undergraduate astronomy, and pre-college physics, will be
demonstrated and explored. This includes the user tools and the
content organization. Collaborations with other digital "libraries" and
the National Science Digital Library also will be discussed.
*Supported by NSF grant #0226129.
spacer
BF03: MERLOT Physics Resources
spacer
Location:
Union Foothill Suite
Date:
Time:
Author:
Monday, Aug. 2
2:15 p.m.
Invited - Tom Colbert, Augusta State Univ.
706-737-1458, tcolbert@aug.edu
Co-Author(s): None
Abstract:
MERLOT Physics represents a collection of links to online resources
to support the teaching of physics. The focus of the collection is on
interactive online multimedia materials. Membership gives users the
opportunity to browse, search, and use these resources in addition to
contributing and reviewing materials. Peer review of MERLOT
collection items gives users a detailed discussion and view at the
quality of individual collection items. The MERLOT collection is
multidisciplinary. I will discuss what MERLOT is and what it means to
be a member of the MERLOT community and how you may benefit
from this. What is the current status of the physics MERLOT
discipline group? Participants can join in a discussion of their
experiences with MERLOT and online teaching resources.
Footnotes:
None
spacer
BF04:
spacer
The PER-CENTRAL Project
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (52 of 337) [7/30/2004 8:38:16 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Foothill Suite
Monday, Aug. 2
2:45 p.m.
Invited - Robert Beichner, North Carolina State Univ.
919-515-7226, beichner@ncsu.edu
Co-Author(s): None
Abstract:
The Physics Education Research (PER) Community Enhancing
Network for Teaching, Research, and Learning (CENTRAL) project
will create a digital library to support the PER community and
teachers who use the innovative pedagogies and curricula they
develop. There will be an archive with links to much of the existing
literature in the field, an annotated bibliography of nearly all PER
literature, and descriptions/links to PER-based curricular materials.
Efforts are also underway to create an electronic journal of research
articles for the field. Project status and future plans will be discussed.
Footnotes:
None
spacer
BG:
The Future is Now: Designing, Changing, and Living with School
Science Standards
spacer
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Union Ballroom I
Monday, Aug. 2
1:15 p.m.-2:45 p.m.
Kathleen Harper, The Ohio State Univ.
614-292-3644, harper217@osu.edu
None
Computer projection (no computer -- must bring own laptop),
Overhead projector, screen
spacer
BG01: Designing Standards -- The California Experience
spacer
Location:
Union Ballroom I
Date:
Time:
Author:
Monday, Aug. 2
1:15 p.m.
Invited - Helen Quinn, Stanford Linear Accelerator Ctr.
650-926-2713, quinn@slac.stanford.edu
Co-Author(s): None
Abstract:
I will talk about the process by which we arrived at the current
California standards. I will focus on what I learned along the way, and
try to extract some lessons that may be valuable if at any time in the
future there is an opportunity to redesign or fine tune these
standards.
Footnotes:
None
spacer
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (53 of 337) [7/30/2004 8:38:16 AM]
American Association of Physics Teachers
BG02: The Character and Prospects of K-12 Science Standards
spacer
Location:
Union Ballroom I
Date:
Time:
Author:
Monday, Aug. 2
1:45 p.m.
Invited - James Rutherford
American Association for the Advancement of Science - Retired
510-898-8009, jrbr@erols.com
Co-Author(s): None
Abstract:
Traditionally, K-12 education has not been driven by standards, i.e.,
by carefully specified learning goals. Suddenly, and surprisingly, that
changed. Standards have become the new centerpiece of national,
state, and local reform efforts. But given the history of K-12 reform,
one must wonder whether the standards movement will really
contribute significantly to the improvement of science education or
instead turn out to be just one more silver bullet that missed the
mark? I will try to throw some light on that question by noting how
science standards came into being, discussing what purposes they
can reasonably be expected to serve, and pointing to likely
impediments.
Footnotes:
None
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BG03: Aiming at a Moving Target: Developing a Curriculum as Science Standards Change
spacer
Location:
Union Ballroom I
Date:
Time:
Author:
Monday, Aug. 2
2:15 p.m.
Invited - Patricia Heller, Univ. of Minnesota
612-625-0561, helle002@umn.edu
Co-Author(s): None
Abstract:
The CIPS (Constructing Ideas in Physical Science) project has
developed a fully integrated curriculum appropriate for middle schools
around the country. This curriculum is based on the AAAS
benchmark and the NRC science standards, using pedagogy
grounded in robust research results and using appropriate computer
technology. The curricular materials are tested in schools as they are
developed so that rapid feedback occurs to modify the material
resulting in a curriculum that is appropriate to real students, in real
schools, with real parents, taught by real teachers. Partially in
response to the No Child Left Behind Law, States have been
establishing or changing their science standards. While the State
standards tend to be based on the AAAS benchmarks and NRC
standards, they also tend to be idiosyncratic and often contradictory.
This talk describes the challenging and frustrating process of building
a solid physical science curriculum on the shifting sands of State
science standards.
Footnotes:
None
spacer
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (54 of 337) [7/30/2004 8:38:16 AM]
American Association of Physics Teachers
BH:
What's New in Astronomy Education Research
spacer
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Amador 153
Monday, Aug. 2
1:30 p.m.-3:00 p.m.
Edward Prather, Univ. of Arizona
520-621-6530, eprather@as.arixona.edu
None
Computer projection (no computer -- must bring own laptop),
Overhead projector, screen
spacer
BH01: Results on Research into Students' Ideas About Stars and Star Formation
spacer
Location:
Amador 153
Date:
Time:
Author:
Monday, Aug. 2
1:30 p.m.
Invited - Janelle Bailey, Univ. of Arizona
520-626-9480, jbailey@as.arizona.edu
Co-Author(s): Edward E. Prather, Bruce Johnson, Timothy F. Slater, Robin A. Ward
Abstract:
The topics of stars, star formation, and stellar evolution are widely
addressed in college introductory astronomy courses and are
included in the National Science Education Standards at the high
school level. To explore what students think about these topics,
nearly 2000 open-ended surveys have been administered to
nonscience majors in an introductory college astronomy course.
Responses were analyzed and coded for recurring themes.
Additionally, a small number of interviews were conducted to explore
student responses in more detail. Preliminary results show that while
students understand some basic properties of stars and have ideas
about how stars are formed, their ideas are typically incomplete and
often scientifically inaccurate. Common alternative conceptions
include the notion of stars being "on fire" or otherwise "burning" and
that chemical reactions provide the light that we see. Further details
into this investigation and our findings will be presented.
Footnotes:
None
spacer
BH02: Responder Devices as Research Tools: Assessing Traditional Lecture Versus Active
Engagement
spacer
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (55 of 337) [7/30/2004 8:38:16 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Amador 153
Monday, Aug. 2
2:00 p.m.
Invited - Erin Dokter, Univ. of Arizona
520-626-8122, edokter@email.arizona.edu
Co-Author(s): Edward E. Prather, Gina Brissenden, Timothy F. Slater
Abstract:
The Conceptual Astronomy and Physics Education Research
(CAPER) Team at the University of Arizona has been using personal
responder devices as a research tool in the large enrollment, nonscience majors, introductory astronomy course (Astro 101). In this
talk we will describe how this technology is used to access and
compare student understanding of basic topics in astronomy after
receiving instruction in the form of a traditional lecture and again after
working through a novel set of active engagement activities known as
"Lecture Tutorials." In particular we were able to design our
investigation to also examine the effect that hearing the same
question multiple times after different forms of instruction can have on
student understanding. Additionally, results from a survey designed
to assess student beliefs about the use of this technology will be
discussed.
Footnotes:
None
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BH03: Research on an Auditory Display Used to Teach About Mars Gamma Ray Data
spacer
Location:
Amador 153
Date:
Time:
Author:
Monday, Aug. 2
2:30 p.m.
Invited - John Keller, Univ. of Arizona
520-621-1632, jkeller@lpl.arizona.edu
Co-Author(s): Edward E. Prather, Timothy F. Slater, Marty Quinn, Jeff Forde
Abstract:
Planetary scientists and astronomy education researchers from the
University of Arizona and the National Optical Astronomy
Observatory have collaborated with Design Rhythmics Sonification
Research Lab in New Hampshire to create both a visual and auditory
display of recent gamma ray data from Mars. Using this novel
educational product, students can both "see" and "hear" variations in
the gamma ray signal coming from Mars that results from seasonal
changes in the planet's polar carbon dioxide ice caps. This product is
being used both to highlight the value of data from the Mars 2001
Odyssey mission and to serve as a testbed for research into the use
and effectiveness of auditory displays in science education. We will
provide background on the Mars data presented, an overview of the
animation/sonification product, results from educational testing of the
product, and future research plans.
Footnotes:
None
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (56 of 337) [7/30/2004 8:38:16 AM]
American Association of Physics Teachers
BI:
SPIN-UP/TYC
spacer
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Riverside 1015
Monday, Aug. 2
1:30 p.m.-3:10 p.m.
Thomas O'Kuma, Lee College Physical Sciences
281-425-6522, tokuma@lee.edu
None
Computer projection (no computer -- must bring own laptop),
Overhead projector, screen
spacer
BI01: SPIN-UP/TYC: A Final Project Report*
spacer
Location:
Riverside 1015
Date:
Time:
Author:
Monday, Aug. 2
1:30 p.m.
Invited - Warren Hein, American Association of Physics Teachers
301-209-3323, whein@aapt.org
Co-Author(s): Mary Beth Monroe, Thomas O'Kuma
Abstract:
The SPIN-UP/TYC project investigated and analyzed the role that
undergraduate physics instruction at two-year colleges plays in
encouraging students, particularly women and minorities, to pursue
undergraduate degrees in physics and other STEM disciplines. As a
secondary goal, the project sought to identify the mechanisms by
which change occurs in physics programs at two-year colleges. The
project also investigated the role of the physics program in the
preparation of pre-service K-12 teachers. Site visits were conducted
at 10 two-year college exemplary physics programs which resulted in
10 case studies. In addition, a survey was conducted by the AIP
Statistics Research Center of a sample of physics programs at twoyear colleges nationwide. This presentation will discuss the
methodologies used in the project and share findings of this
investigation that are also available in the final published report of the
project.
Footnotes:
*Supported in part by NSF grant #DUE-0203862.
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BI02:
spacer
Challenges and Opportunities - Physics at Gainesville College
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (57 of 337) [7/30/2004 8:38:16 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Riverside 1015
Monday, Aug. 2
1:50 p.m.
Invited - J.B. Sharma, Gainesville College
770-718-3812, jsharma@gc.peachnet.edu
Co-Author(s): None
Abstract:
Gainesville College is a two year college in the greater Atlanta area.
Elements of educational technologies and PER based curricula
began to be adapted into the program in the 90's. Strong
administrative and IT support have been critical in the development of
the program. A new science building, which contains the new physics
flex classroom cum laboratory, has allowed the fusing of the lab and
lecture portions of the course. The physics learning flex-space has
stations equipped with networked computers, and all the apparatus
students will need for experiments. In addition, there is a smartboard,
a set of wireless polling keypads, a set of GPS units and simulation
and data analysis software. There is an active K12 outreach and
special topics courses are offered. Enrollments have steadily grown
over the years and for the first time, two sections of calculus based
physics will be offered this coming Fall.
Footnotes:
None
spacer
BI03: Delta College's Physics Program
spacer
Location:
Riverside 1015
Date:
Time:
Author:
Monday, Aug. 2
2:10 p.m.
Invited - Scott Schultz, Delta College
989-686-9452, sfschult@alpha.delta.edu
Co-Author(s): None
Abstract:
Delta College is a two-year community college located in the tri-city
area of Michigan. This talk will outline our program and present some
of our practices that have allowed the physics discipline to adapt to
meet the needs of our students and maintain a healthy learning
environment. As part of the SPIN-UP/TYC program we took some
time to analyze what we were currently doing and what we would like
to do in the future. This was especially timely as we were in the
process of hiring two-tenure track physics instructors.
Footnotes:
None
spacer
BI04:
spacer
Development of the Rose State College Physics Program
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (58 of 337) [7/30/2004 8:38:16 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Riverside 1015
Monday, Aug. 2
2:30 p.m.
Invited - James Gilbert, Rose State College
405-733-7591, jgilbert@rose.edu
Co-Author(s): None
Abstract:
The RSC physics program began its revitalization in the fall of 1999.
The program has grown steadily, beginning with a newly hired faculty
member and a single classroom, which housed most lectures and all
laboratories. It currently has two faculty members, a full-time
laboratory assistant, newly renovated lecture and laboratory rooms
with additional laboratory facilities, and much expanded laboratory
and classroom equipment and computers. The curriculum, including
lecture and laboratory courses, along with student related research
projects have also been developed and expanded though out the
program's development. The students of the RSC physics program
represent a very diverse populace, including military students, along
with servicing a wide variety of students' academic and professional
needs. The physics faculty are also involved with off-campus
programs and affiliations, such as high school collaborations and
"adopt-a-school" programs. This talk will discuss the evolution and
facets of the program, which contributed to its selection as an
exemplary physics program by the SPIN-UP/TYC.1
Footnotes:
1. See http://www.aapt.org/Projects/spinup-tyc.cfm for program and
contact information.
spacer
BJ:
New Faculty: Challenges and Accomplishments
spacer
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Amador 150
Monday, Aug. 2
1:30 p.m.-2:50 p.m.
Kenneth Krane, Oregon State Univ.
541-737-1692, kranek@physics.orst.edu
None
Computer projection (no computer -- must bring own laptop),
Overhead projector, screen
spacer
BJ01:
spacer
Just-In-Time Teaching and Student Motivation
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (59 of 337) [7/30/2004 8:38:16 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Amador 150
Monday, Aug. 2
1:30 p.m.
Invited - Philip Collins, Univ. of California, Irvine
949-824-9961, collinsp@uci.edu
Co-Author(s): None
Abstract:
The method of Just-In-Time Teaching (JITT) uses simple online tools
to help teach physics content (http://www.jitt.org). In particular, prelecture "warmup" assignments can be used to motivate students to
read and come to class, to gauge students' understanding of
concepts, and to solicit feedback and other student-teacher
communication. These are particularly difficult problems for very large
lecture courses, and I will describe my own experience using JITT in
an introductory physics lecture with 450 students. I have taught the
same course twice, once using JITT and once not, and I will compare
student comments and course evaluations from the two courses.
Footnotes:
None
spacer
BJ02: Motivating Nonscience Majors in Physical Science
spacer
Location:
Amador 150
Date:
Time:
Author:
Monday, Aug. 2
1:50 p.m.
Invited - Nirmol Podder, Troy State Univ.
334-670-3409, npodder@troyst.edu
Co-Author(s): Sraboni Ghosh
Abstract:
Motivating nonscience majors in physics could be a primary
challenge for a new faculty who has neither an assigned faculty
mentor nor any prior experience in teaching nonscience students.
The greatest concern becomes the level of the students' math and
science background and the level at which the faculty should project
him/herself while teaching a general physical science class for the
first time. The other challenges are: keeping a balance between the
department and the new faculty's own expectation; and effectively
teaching a class with diverse student-body (cultural background,
gender, socioeconomic status, etc.). For new faculty, this kind of
class provides an excellent learning experience and opportunity to
experiment with the various methods discussed in the AAPT new
faculty workshop. Interactive classroom instruction along with
problem solving sessions yields some level of motivation in students.
Some of the methods used in this class are the flash card method in
an interactive problem solving session, participation of students in
working out problems on the blackboard, etc.
Footnotes:
None
spacer
BJ03:
Adapting Physics Topics for a Survey Science Course
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (60 of 337) [7/30/2004 8:38:16 AM]
American Association of Physics Teachers
Location:
spacer
Amador 150
Monday, Aug. 2
2:10 p.m.
Katrina Brown, Univ. of Pittsburgh, Greensburg
724-222-4586, kwb@pitt.edu
Co-Author(s): None
Abstract:
The University of Pittsburgh at Greensburg requires a Natural
Science course for humanities majors. The first semester of this
course covers topics in biology, chemistry and physics. The physics
portions of the class discuss particles, fusion, waves and the Big
Bang. This presentation will focus on some of the difficulties
encountered while preparing for and teaching this course.
Instructional techniques, methods of assessment, dealing with
student misconceptions and student expectations will be discussed.
Footnotes:
None
Date:
Time:
Author:
spacer
BJ04: Success in Employing Methods From the New Faculty Workshop
spacer
Location:
Amador 150
Date:
Time:
Author:
Monday, Aug. 2
2:30 p.m.
Kyle Altmann, Elon Univ.
336-278-6292, kaltmann@elon.edu
Co-Author(s): None
Abstract:
I was inspired by the New Faculty Workshop last November to try out
some new techniques in my University Physics course. While I found
much of the workshop very interesting and useful, as a first year
faculty member I wanted to start with baby-steps. I thought that Just
in Time Teaching (JiTT) would have a high reward to effort ratio. So
far, I'm quite pleased. I think it has definitely improved the students'
consideration of the material beforehand. It has also increased their
communication electronically with me. I will review the changes I
have made to my usual style, comment on the amount of work it took
as a new adopter, and the students' reactions to the new methods.
Footnotes:
None
spacer
BK:
SPS Undergraduate Research and Outreach
spacer
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (61 of 337) [7/30/2004 8:38:17 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Union Summit
Monday, Aug. 2
1:30 p.m.-3:00 p.m.
Gary White, Society of Physics Students
301-209-3013, gwhite@aip.org
None
Computer projection (no computer -- must bring own laptop),
Overhead projector, screen
spacer
BK01: Martian Outreach
spacer
Location:
Union Summit
Date:
Time:
Author:
Monday, Aug. 2
1:30 p.m.
Invited - Stacey Sude, Society of Physics Students
703-629-0575, ses56@georgetown.edu
Co-Author(s): None
Abstract:
What do cylinders, circuits, and glowsticks have in common? They're
all found in this year's SPS Outreach Catalyst Kits (SOCKs). SOCKs
are sent to SPS chapters that are interested in initiating or
reinvigorating a science outreach program. Shaped like giant denim
stockings, this year's SOCKs offer two physics lessons that are
adjustable for age group. The first presents a new cylinder-dropping
experiment related to the Mars Lander space missions. The second,
a unit on light, includes materials and lessons about stars and
rainbows as well as a spectral scavenger hunt. Initially field-tested by
the 2003 SPS interns (Ashley Smith and Stacey Sude) at two
University of Maryland MRSEC K-12 science camps this summer, the
SOCKs have been distributed to 15 SPS chapters across the nation.
Even after school is out, the fun will continue as experimental data
sent to SPS by the chapters is analyzed during the summer.
Footnotes:
None
spacer
BK02: Attending the 2003 ICPS and Studies of Single Quantum Wells
spacer
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (62 of 337) [7/30/2004 8:38:17 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Summit
Monday, Aug. 2
2:00 p.m.
Invited - James Hitchcock, Angelo State Univ.
325-374-7733, jmh4gsus@hotmail.com
Co-Author(s): None
Abstract:
This past summer I was fortunate enough to represent the Society of
Physics Students (SPS) at the International Conference for Physics
Students (ICPS) in Odense, Denmark. This conference is a
showcase for student research as well as an annual meeting for the
International Association of Physics Students, IAPS. Every year SPS
gives out the Outstanding Undergraduate Student Research Award.
This award includes a seat as a delegate at the annual meeting for
IAPS as well as an invited talk at the ICPS. The work I presented at
the ICPS involved studies on single quantum wells both stained and
unstrained. Sample pairs of identical composition and thickness,
each grown along different axes were studied using temperature
dependent photoluminescence (PL) and photoluminescence
excitation (PLE). PL spectra indicate that the dominant optical
transition occurs in the InGaAs layer. PLE spectra indicate excitation
energy dependence with the primary absorption transition in the
GaAs material.
Footnotes:
None
spacer
BK03: Phase Measurements of Cosmic Anisotropy Polarization Mapper (CAPMAP)
Radiometers
spacer
Location:
Union Summit
Date:
Time:
Author:
Monday, Aug. 2
2:30 p.m.
Maire Daly
The Univ. of Chicago Kavli Institute for Cosmological Physics
770-355-9043, mdaly@uchicago.edu
Co-Author(s): None
Abstract:
The Cosmic Microwave Background (CMB) is radiation released
300,000 years after the big bang, when photons last scattered off of
free electrons in the early universe. Previous experiments indicate
that the CMB is polarized. This polarization gives information about
the structure and components of the early universe. CAPMAP is
designed to measure the polarization at small angular scales using
four correlation radiometers. These radiometers divide two
orthogonal components of the radiation into two branches of
waveguide whose signals are later coherently compared. To ensure
accurate comparison, the phase difference between the two
branches must be minimal: the radiometer must be "phase matched."
The phase difference for each radiometer was evaluated by direct
measurement and by calculation of the bandwidth. Both methods
indicate that the radiometers were phase matched. Phase
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (63 of 337) [7/30/2004 8:38:17 AM]
American Association of Physics Teachers
Footnotes:
measurements were also made at a lower temperature. Such cooling
was determined to have a minimal effect on the phase.
Sponsored by the University of Chicago chapter of the Society of
Physics Students (SPS)
spacer
BK04: The Space/Time Universe
spacer
Location:
Union Summit
Date:
Time:
Author:
Monday, Aug. 2
2:45 p.m.
L Riofrio, San Francisco State Univ.
415-776-1659, sailorstarfightr@yahoo.com
Co-Author(s): None
Abstract:
Evidence from supernovae and the CMB may confirm a Relativistic
Space/Time. Theory proposes a Universe of radial scale R=ct, where
c is related by GM=tc^3. Coupled to Friedmann equations, these
expressions predict stable density (Omega)=1 and Einstein-de Sitter
expansion. CMB horizon, density, baryonic matter and supernova
data are precisely explained without hypothetical fields. Observations
of Type Ia supernovae provide tests. Since Planck relationship (hc)
remains constant, redshift of supernovae measures expansion.
Plotted against magnitude, results confirm density (Omega)=1,
expanding as predicted. At high redshifts v/c increases non-linearly,
indicating that c changes at the rate predicted. CMB data also
indicates density (Omega)=1, and proportion of baryonic matter
consistent with prediction of 4.507034%. Since Space/Time precisely
predicts observations without epicycles, Theory should be considered
as an alternative to more cumbersome ideas.
Footnotes:
None
spacer
BL:
Crackerbarrel on Professional Concerns of Instructional Resource
Specialists
spacer
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Mendocino 1005
Monday, Aug. 2
1:30 p.m.-3:00 p.m.
Dean Hudek, Brown Univ.
401-863-2062, Dean_Hudek@Brown.edu
None
None
spacer
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (64 of 337) [7/30/2004 8:38:17 AM]
American Association of Physics Teachers
BM: Crackerbarrel on Student Assessment in Introductory Physics
Laboratories
spacer
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Riverside 1004
Monday, Aug. 2
1:30 p.m.-3:00 p.m.
Duane Deardorff, Univ. of North Carolina
919-962-3013, duane.deardorff@unc.edu
None
None
spacer
BN:
The Physics of Beams and the Accelerators That Produce Them
spacer
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Union Redwood
Monday, Aug. 2
1:15 p.m.-4:00 p.m.
Andrew Sessler, Lawrence Berkeley National Laboratory
amsessler@lbl.gov
None
Computer projection (no computer -- must bring own laptop),
Overhead projector, screen
spacer
BN01: Eighty Years of Particle Accelerators
spacer
Location:
Union Redwood
Date:
Time:
Author:
Monday, Aug. 2
1:15 p.m.
Invited - Andrew M. Sessler, Lawrence Berkeley National Laboratory
510-486-4992, amsessler@lbl.gov
Co-Author(s): None
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (65 of 337) [7/30/2004 8:38:17 AM]
American Association of Physics Teachers
Abstract:
Footnotes:
The development of particle accelerators started in the 1920s in an
effort to develop a laboratory device that would enable physicists to
make nuclear reactions and make artificial radioactivity (thus doing
away with the need to use radioactive materials, while broadening the
scope of possibilities). Thus, first, electrostatic machines were
developed, and then, later, cyclotrons, betatrons, synchrotrons, and
colliders. At the same time new, and ever better, detectors were
developed. With these machines, and detectors, a wealth of physics
was uncovered. Furthermore, the accelerators, themselves, proved to
have uses far beyond those originally envisioned. A brief historical
review will be presented of the accelerators, with comments upon
their principles of operation and the technical advances that permitted
ever-better machines to be constructed, while the science these
machines make accessible will be partially covered in the various
talks of this symposium.
None
spacer
BN02: Modern Accelerators: How They Are Built, Why They Are Built, and Their Future*
spacer
Location:
Union Redwood
Date:
Time:
Author:
Monday, Aug. 2
1:30 p.m.
Invited - Alvin V. Tollestrup, Fermi National Accelerator Laboratory
630-840-4331, alvin@fnal.gov
Co-Author(s): None
Abstract:
The present machines that are exploring the fundamental laws of
physics at high energy collide beams of electrons against positrons,
electrons against protons, protons against anti-protons, and heavy
ions against each other. Some of the problems that arise in the
construction of these machines and that limit their energy reach are
explored. They have produced a beautiful picture of the structure of
matter down to distances less that one thousandth of the proton
radius. And yet experiments that use accelerators as well as
experiments in astrophysics, indicate that we do not yet understand
the universe around us. Machines that are being planned and built
now will help to answer some of these questions, but will raise many
more. This paper will discuss some of these issues.
Footnotes:
*Supported in part under U.S. DOE Contract DE-AC02-76CH03000.
spacer
BN03:
spacer
Medical Applications of Accelerators*
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (66 of 337) [7/30/2004 8:38:17 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Redwood
Monday, Aug. 2
2:00 p.m.
Invited - Arlene J. Lennox, Fermi National Accelerator Laboratory
630-840-4850, alennox@fnal.gov
Co-Author(s): None
Abstract:
Accelerators used for medicine include synchrotrons, cyclotrons, and
electron, proton and light ion linear accelerators (linacs). The most
common application of accelerators in medicine is the use of electron
linacs in conventional radiation therapy for cancerous tumors. Small
proton linacs and cyclotrons are increasingly being used to produce
short-lived radioisotopes for positron emission tomography (PET)
scans. Larger accelerators, which were formerly found only at
physics laboratories, are beginning to be used in clinics for improved
forms of radiation therapy called hadron therapy. This paper
describes the different types of accelerators, with emphasis on the
parameters that make each appropriate for specific applications.
Issues related to moving newer applications from the realm of
research to a more universally available commercial environment will
be discussed.
Footnotes:
*Operated by Universities Research Association for the U.S.
Department of Energy under contract #DE-AC02-76CH0300
spacer
BN04: Accelerators to Make Electricity -- An Overview of Heavy-Ion-Driven Fusion*
spacer
Location:
Union Redwood
Date:
Time:
Author:
Monday, Aug. 2
2:30 p.m.
Invited - Christine M. Celata
Lawrence Berkeley National Laboratory/The Heavy Ion Fusion Virtual
National Laboratory
510-486-7740, cmcelata@lbl.gov
Co-Author(s): None
Abstract:
Making commercial electrical power using nuclear fusion is a possible
safe, environmentally friendly method of energy production; fuel is
plentiful. Heavy ion accelerators are a good candidate for heating and
compressing the heavy hydrogen fuel to the state necessary for
fusion to occur. Providing the large amount of power necessary
(about 500 terawatts every fifth of a second) necessitates a different
kind of accelerator from classical accelerators used in high energy or
nuclear physics. Multiple (~100) very intense beams of heavy ions
must be accelerated to a few GeV simultaneously, then focused to a
target a few millimeters in radius. The beam physics is very different
from classical accelerator physics because beam particle density is
~1,000,000 times larger. The commercial energy motivation, the
accelerator system to drive the fusion, and the beam physics involved
will be discussed, along with description of experiments that are
showing feasibility of this approach.
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (67 of 337) [7/30/2004 8:38:17 AM]
American Association of Physics Teachers
Footnotes:
*Supported by the Office of Energy Research, U.S. Department of
Energy, under contract numbers DE-AC03-76SF00098, W-7405-Eng48, DE-AI02-93ER40799, AC02-76CH03073, and DE-AI02-94ER54232.
spacer
BN05: Accelerator Mass Spectrometry: Isotopic Science Tools from Archaeology to Zoology
spacer
Location:
Union Redwood
Date:
Time:
Author:
Monday, Aug. 2
3:00 p.m.
Invited - Jay C. Davis, Lawrence Livermore National Laboratory
925-422-1166, jaycdavis@aol.com
Co-Author(s): None
Abstract:
The discovery that tandem electrostatic accelerators could be
configured for accurate single atom detection of rare isotopes
produced a revolution in many scientific disciplines. This technique
produced a gain in sensitivity of up to 106 relative to scintillation
counting for many isotopes, producing great advances in
archaeology, the study of climate records and processes, and the
reconstruction of dosimetry from events such as Hiroshima, Nagasaki
and Chernobyl. At the Center for Accelerator Mass Spectrometry the
use of labeled organic compounds was pioneered. The high
sensitivity and low risk for 14C-labeled compounds made possible
research with human subjects to understand fundamental processes
of metabolism and disease not previously accessible. The LLNL
spectrometers can measure isotopes from tritium to plutonium,
opening new possibilities for forensic research in support of national
security. Jay Davis, founding director of CAMS will provide an
introduction to the technique and to the research results obtained to
date.
Footnotes:
None
spacer
BN06:
spacer
Location:
Union Redwood
Date:
Monday, Aug. 2
Time:
3:30 p.m.-4:00 p.m.
Author:
TBA
Co-Author(s): None
Abstract:
None
Footnotes:
None
spacer
BO:
Effective Teacher Training: What's New, What Works?, I
spacer
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (68 of 337) [7/30/2004 8:38:17 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Mendocino 1003
Monday, Aug. 2
1:15 p.m.-3:30 p.m.
Ann Brandon, Joliet West H.S.
815-727-6950, brandon3912@juno.com
None
Computer projection (no computer -- must bring own laptop),
Overhead projector, screen
spacer
BO01: Pre-High School Science Teacher Education Progams at Western Michigan University
spacer
Location:
Mendocino 1003
Date:
Time:
Author:
Monday, Aug. 2
1:30 p.m.
Invited - Robert Poel, Western Michigan Univ.
269-387-3336, bob.poel@wmich.edu
Co-Author(s): None
Abstract:
For the past 10 years Western Michigan University has been
developing a special group of science courses designed specifically
for the pre-service elementary teacher. These six content courses
employ inquiry-learning strategies and emphasize the development
and use of evidence-based ideas that are fundamental to
understanding phenomena experienced by young learners. Recently,
the university has also obtained a NSF grant to develop a pre-service
middle-school science teacher program using the same approach,
but addressing the increased content background needs of the
middle-school learner. This project titled, Enlist, Equip, and Empower
(E-Cubed), is more comprehensive in that it also addresses
recruitment issues and the need to support the new middle-school
science teacher's need for broader and deeper content background
across the sciences. This presentation will introduce and discuss
these pre-service education programs for prospective teachers who
are often required to teach a curriculum that spans all the science
disciplines and, for most elementary teachers, the entire elementary
curriculum.
Footnotes:
None
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BO01a: Teaching a Synchronous Online Component of a Class for Teachers
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (69 of 337) [7/30/2004 8:38:17 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Mendocino 1003
Monday, Aug. 2
1:15 p.m.
Marilyn V. Rands, Lsawrence Technological Univ.
248-204-3546, rands@ltu.edu
Co-Author(s): None
Abstract:
Electricity, Magnetism, and Waves is a course in the Master of
Science Education degree program at LTU. This past summer all the
courses for this program were changed to a one night on-campus
and one night online format. Some of the results of teaching an
inquiry-based physics course in this format will be discussed.
Footnotes:
None
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BO02: Pushing to the Edge: Making a Dream Teacher
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Location:
Mendocino 1003
Date:
Time:
Author:
Monday, Aug. 2
2:00 p.m.
Invited - Eugenia Etkina, Rutgers Univ.
743-932-7496, ext. 8330, etkina@rci.rutgers.edu
Co-Author(s): None
Abstract:
If you were to make a wish list of knowledge and skills of an ideal
physics teacher, what would you put on the list? You will think of the
content knowledge, of epistemology of physics, and its history. You
will worry about student difficulties and best ways to help. You will be
concerned about student assessment, design of units and lesson
plans. You will remember the importance of cognitive and physics
education research. Effective use of technology, knowledge of
science standards and methods of teaching diverse learners will be
included. The dreams might even go as far as bringing modern
science and authentic research into the classroom. The list will get
longer and longer and you will realize that one needs years to learn.
Is the list unrealistic? A new program of physics teacher preparation
at Rutgers addresses all items on this wish list. The talk will provide
the details.
Footnotes:
None
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BO03: Physics Teacher Education at Illinois State University: Effectively Promoting Inquiry*
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (70 of 337) [7/30/2004 8:38:17 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Mendocino 1003
Monday, Aug. 2
2:30 p.m.
Invited - Carl Wenning, Illinois State Univ.
309-438-8756, wenning@phy.ilstu.edu
Co-Author(s): Barbara Short
Abstract:
As teacher educators we were, until recently, frustrated with
secondary-level teacher candidates who did not implement inquiry in
their teaching of physics. During the past two years we have seen a
significant turn-around in the way our teacher candidates perform
during their high school student teacher practicum. They are now
employing inquiry regularly and effectively. It is our belief that this
change stems from modifications in the way physics teacher
candidates are prepared at Illinois State University. We have
implemented a systematic six-phase inquiry-oriented professional
development plan for teacher candidate preparation that includes
modeling, promoting, developing, practicing, deploying, and
supporting inquiry practice. This talk will focus on the unique nature
of the large and growing physics education sequence at Illinois State
University. Presenters will describe the program's six required
pedagogically-oriented physics courses, online syllabi, and teacher
preparation activities.
Footnotes:
*See http://www.phy.ilstu.edu/pte.html for additional details.
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BO04: Physics by Inquiry: A Cornerstone for an Effective Reform
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Location:
Mendocino 1003
Date:
Time:
Author:
Monday, Aug. 2
3:00 p.m.
Constance Barsky, The Ohio State Univ.
614-292-3323, barsky.1@osu.edu
Co-Author(s): None
Abstract:
By 1997, more than 2000 science and mathematics teachers
completed intensive six-week summer Institutes in Physical Science,
Life Science or Mathematics by Inquiry as part of Project Discovery.1
Physics by Inquiry 2 was taught in the Physical Science Institute and
served as the model for the professional development programs in
both the Mathematics and Life Science Institutes. An analysis of
surveys completed by a subset of the participating teachers showed
that their attitudes toward inquiry-based instruction, their capacity to
adopt inquiry-based teaching strategies, and their classroom use of
inquiry-based instructional practices experienced strong, positive and
significant growth from the time prior to their initial Discovery
experience to the following spring. A longitudinal study of these
teachers demonstrated that the impact of the professional
development was sustained over several years.3 Lessons learned
from Discovery and its adoption of Physics by Inquiry are applicable
to both pre-service and inservice efforts at educational reform.
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (71 of 337) [7/30/2004 8:38:17 AM]
American Association of Physics Teachers
Footnotes:
1. Project Discovery, the Ohio Mathematics and Science Statewide
Systemic Initiative was funded by NSF grant # OSR-92500 (J.B.
Kahle and K.G. Wilson, Co-Principal Investigators) and the State of
Ohio.
2. L. C. McDermott, P.S. Shaffer, M.L. Rosenquist and the Physics
Education Group at the University of Washington, Physics by Inquiry,
Volumes I & II (John Wiley & Sons, New York, 1996). 3. J.A.
Supovitz, D.P. Mayer, and J.B. Kahle, "Promoting Inquiry-based
Instructional Practice: The Longitudinal Impact of Professional
Development in the Context of Systemic Reform," Educational Policy,
14, 331-356, ( July 2000).
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BO05: PER-Based Teacher Preparation
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Location:
Mendocino 1003
Date:
Time:
Author:
Monday, Aug. 2
3:15 p.m.
Dewey I. Dykstra, Jr, Boise State Univ.
208-426-3105, ddykstra@boisestate.edu
Co-Author(s): None
Abstract:
States are changing their specifications for the evaluation of teacher
preparation programs. Times of change present opportunities to shift
emphases to be more consistent with findings from physics education
research (PER). Idaho now includes in its specification for science
teacher preparation programs the expectation that such programs be
able to provide evidence that their science teacher candidates
demonstrate "knowledge of how to anticipate and plan for the
conceptions students are likely to bring to class" and demonstrate the
"ability to design, evaluate, and appropriately use activities to
facilitate students' development of new conceptions in science." In
response to this at Boise State University a course for science
teacher candidates is being developed. The course will be described
with the resources used. Student work will be illustrated. A
description of a degree program for the preparation of
physics/physical science teachers in which this course in intended to
fit will be presented.
Footnotes:
None
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BP:
Introductory Laboratories and Writing
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (72 of 337) [7/30/2004 8:38:17 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Union Orchard Suite
Monday, Aug. 2
1:30 p.m.-3:30 p.m.
Francis Tam, Frostburg State Univ.
301-687-4165, ftam@frostburg.edu
None
Computer projection (no computer -- must bring own laptop),
Overhead projector, screen
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BP01: Developing Scientific Evaluation Abilities in Students*
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Location:
Union Orchard Suite
Date:
Time:
Author:
Monday, Aug. 2
1:30 p.m.
Aaron R. Warren, Rutgers Univ.
732-445-6886, aawarren@physics.rutgers.edu
Co-Author(s): Michael Gentile, Alan Van Heuvelen
Abstract:
This talk presents research which is part of a larger initiative by the
Rutgers University PAER group to help students develop scientific
thinking abilities.1 In particular, we focus on developing abilities which
are necessary for students to critically evaluate information. Such
information can include proposed problem solutions, conceptual
statements, experiment designs, and experiment reports. To develop
these abilities we are currently creating and testing several types of
activities. Also, to reliably measure the development of these abilities
we are creating and testing scoring rubrics. This talk presents some
background for our research, examples of our activities and rubrics,
and preliminary results. The correlation between the development of
evaluative abilities and performance on both conceptual and
traditional problems will be discussed.
Footnotes:
*Supported in part by NSF grants #DUE-0336713 and #DUE0241078. 1. Etkina, E., Developing & Assessing Scientific Abilities in
an Introductory Physics Course. Talk presented at 128th AAPT
National Meeting, (2004).
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BP02:
spacer
Developing and Assessing Students' Ability to Design Experiments*
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (73 of 337) [7/30/2004 8:38:17 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Orchard Suite
Monday, Aug. 2
1:45 p.m.
Sahana Murthy, Rutgers Univ.
732-445-6886, sahana@physics.rutgers.edu
Co-Author(s): Michael Gentile, Aaron Warren, Eugenia Etkina, Alan Van Heuvelen
Abstract:
The Physics and Astronomy Education group at Rutgers University is
working on helping students develop scientific abilities.1 An important
ability is designing and conducting experiments. Scientists design
experiments for many purposes, some of which are to find patterns,
test explanations for observed patterns, or solve practical problems.
To investigate how students develop this ability, we devised
laboratory-based activities wherein students design and perform
experiments to answer a question. We also developed scoring rubrics
that can be used both as formative assessment tools and to track
students' progress. Our design tasks were used in a laboratory
course accompanying a lecture course which has an enrollment of
450 students, and in an integrated course with lecture, laboratory and
workshop components that has an enrollment of 175. In this talk we
present an example of a design task, a sample student response and
the score based on our rubrics.
Footnotes:
* Supported in part by NSF grant #DUE-0241078. 1. Etkina, E.,
"Developing and assessing scientific abilities in an introductory
physics course," Announcer, 33, 4, 85 (2004).
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BP03:
Development and Assessment of Students' Skills in Designing and Conducting
Introductory Physics Experiments: Part I*
spacer
Location:
Union Orchard Suite
Monday, Aug. 2
2:00 p.m.
Orion Davies, California State Univ., Chico
530-898-5584, oriondavies@earthlink.net
Co-Author(s): Xueli Zou
Abstract:
In collaboration with the Physics and Astronomy Education Research
group at Rutgers University, three different types of student
experiments (testing, application, and investigation design) have
been developed and implemented in a calculus-based introductory
course at California State University, Chico. Students working in
small groups are engaged in designing and conducting their own
experiments to test a physics principle, build a real-life device, solve
a complex problem, or to conduct an open-inquiry investigation.1 In
the first part of our talk we will illustrate examples of the design tasks
and discuss instructional strategies of implementation.
Date:
Time:
Author:
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (74 of 337) [7/30/2004 8:38:17 AM]
American Association of Physics Teachers
Footnotes:
*Supported in part by NSF grant #DUE- 0242845 and DUE-0088906.
**Sponsored by Xueli Zou.
1. Etkina, E. & Van Heuvelen, A. (2001). Investigative Science
Learning Environment: Using the processes of science and cognitive
strategies to learn physics. Proceedings of the 2001 Physics
Education Research Conference. Rochester, NY, 17-21.
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BP04:
Development and Assessment of Students' Skills in Designing and Conducting
Introductory Physics Experiments: Part II*
spacer
Location:
Union Orchard Suite
Date:
Monday, Aug. 2
Time:
2:15 p.m.
Author:
Xueli Zou, California State Univ., Chico
530-898-5584, xzou@csuchico.edu
Co-Author(s): Sahana Murthy
Abstract:
In collaboration with the Physics and Astronomy Education Research
group at Rutgers University, three different types of student
experiments - testing, application, and investigation design - have
been developed and implemented in a calculus-based introductory
course at California State University, Chico. Students working in
small groups are engaged in designing and conducting their own
experiments to test a physics principle, build a real-life device, solve
a complex problem, or to conduct an open-inquiry investigation.1 In
the second part of our talk, we will report on a study assessing how
those design tasks help students develop skills in designing and
conducting experiments, compared to typical verification-type
laboratory activities. A performance-based task is given to students in
a three-hour long lab, and they are asked to use the given equipment
to design, conduct, and write up their own experiment. A set of
scoring rubrics on scientific abilities 2 are used to analyze student
performance. Detailed results will be shared.
Footnotes:
*Supported in part by NSF DUE # 0242845 and #0088906 1. Etkina,
E. & Van Heuvelen, A. (2001). Investigative Science Learning
Environment: Using the processes of science and cognitive strategies
to learn physics. Proceedings of the 2001 Physics Education
Research Conference. Rochester, NY, 17-21. 2. Etkina, E.,
Developing and Assessing scientific abilities in an introductory
physics course. Announcer, 33, 4, 8 (2003).
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BP05:
spacer
Assessing and Revising Physics Lab Curricula
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (75 of 337) [7/30/2004 8:38:17 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Orchard Suite
Monday, Aug. 2
2:30 p.m.
James Little, Univ. of Arizona
520-621-2614, jlittle@physics.arizona.edu
Co-Author(s): Ingrid Novodvorsky
Abstract:
The University of Arizona has been revising its physics lab curricula
with an eye to improving student understanding and retention. These
revised labs are designed to provide students with minimal guidance,
with the lab Teaching Assistants facilitating exploration and
discussion rather than providing detailed directions. Students
performance is assessed using a combination of qualitative
observations and quantitative quizzes. Preliminary results indicate
that student performance is highly dependent on which TA is
teaching their class. In this presentation I will describe the overall
class format of this highly innovative course and discuss the apparent
weaknesses and strengths of a classroom designed to be entirely
administrated through Socratic inquiry.
Footnotes:
None
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BP06: Highly Structured Open Inquiry Labs
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Location:
Union Orchard Suite
Date:
Time:
Author:
Monday, Aug. 2
2:45 p.m.
Jonte Bernhard, Linköping Univ.
011-46-11-363318, jonbe@itn.liu.se
Co-Author(s): Oskar Lindwall
Abstract:
According to several studies MBL is very effective in fostering a good
functional understanding of physics. We have made an in-depth
analysis of students' courses of action in labs in two introductory
mechanics courses using digital camcorders resulting in 260 hours of
videotaped interaction. We have explored the different ways students
orient to, interpret, and participate in MBL. Traditional taxonomy of
laboratory instruction styles often suggests that there is a dichotomy
between a lab being structured and being open inquiry. However in
our study we question this dichotomy and we will from our empirical
data show that students' courses of action in some dimensions are
framed by encounters with the instructions, the technology, the
teacher, and other peers wile they in other dimensions are free to
explore. Therefore we propose that MBL-tasks could best be
described as being both highly structured in some aspects and open
inquiry in other.
Footnotes:
None
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BP07:
Using Fake Scientific Papers as a Prompt*
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (76 of 337) [7/30/2004 8:38:17 AM]
American Association of Physics Teachers
Location:
spacer
Union Orchard Suite
Monday, Aug. 2
3:00 p.m.
Tim Erickson, Epistemological Engineering
510-653-3377, aapt@eeps.com
Co-Author(s): None
Abstract:
We have begun to develop a genre of open-ended physics
assignments. These assignments begin with students receiving a
(short, plausible, fake, and incorrect) theoretical "scientific paper" to
which they must respond with a paper of their own. Students report
experimental results -- from an investigation of their own design -that support or refute the original paper's theoretical claim. Since the
prompt and response are in the style of a scientific paper, this type of
assignment makes different demands on students than a traditional
lab. This supports "writing across the curriculum" and some
departments' efforts to highlight technical writing and communication.
Early student work has been intriguing. We will refelect on what
makes a good one of these prompts, share what we have, and invite
others to contribute effective prompts or ideas.
Footnotes:
*Supported by NSF grant #DMI-0216656.
Date:
Time:
Author:
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BP08: The Impact of Discipline-Specific Writing in Physics
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Location:
Union Orchard Suite
Date:
Time:
Author:
Monday, Aug. 2
3:15 p.m.
Scott Franklin, Rochester Institute of Tech.
585-475-2536, svfsps@rit.edu
Co-Author(s): Lisa Hermsen
Abstract:
Discipline-specific writing (also known as Writing in the Disciplines)
emphasizes formal writing assignments to socialize students into an
academic field. The goal is to introduce students to physics
conventions and challenge them to model appropriate modes of
reasoning and communication. This may improve students'
epistemologies with a resulting increase in content learning. We are
studying the evolution of student proficiency at scientific writing in
Explorations in Physics, an activity-based curriculum for non-science
majors. We are investigating the correlation between scientific writing
ability and content mastery as well as the impact of writing instruction
on epistemological sophistication. We have developed a primary-trait
analysis rubric for measuring writing samples and are comparing the
results with a variety of metrics of student achievement. We are
ultimately testing a fundamental tenet of writing in the disciplines: that
discipline-specific writing leads to an epistemological understanding
of the discipline which, in turn, increases learning of content.
Footnotes:
None
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (77 of 337) [7/30/2004 8:38:17 AM]
American Association of Physics Teachers
BQ:
Student Problem Solving, I
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Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Union Hinde Auditorium
Monday, Aug. 2
1:30 p.m.-3:30 p.m.
William Waggoner, Creighton Univ.
631-344-7803, bwaggoner@creighton.edu
None
Computer projection (no computer -- must bring own laptop),
Overhead projector, screen
spacer
BQ01: Are We Teaching Physics?
spacer
Location:
Union Hinde Auditorium
Date:
Time:
Author:
Monday, Aug. 2
1:30 p.m.
Peter Lindenfeld, Rutgers Univ.
609-921-9524, lindenf@physics.rutgers.edu
Co-Author(s): None
Abstract:
Do we love our problems so much that we forget to ask just what they
teach? Which of them deal with important principles, and which are
exercises that contribute little to the student's understanding of
physics? Do they have an independent existence outside our
introductory courses? On which side of this divide are ladder
problems, or Atwood's machines? In physics education research we
ask how students learn, and we look for ways to help them, but only
rarely do we ask which problems and subjects are fundamental and
can be built on, and which are unessential diversions. I suggest that
our standard menu needs to be reexamined. Many of its components,
particularly in mechanics, can be characterized as "puzzle physics". It
is time to replace them with more interesting, more relevant, more
realistic, and more modern physics.
Footnotes:
None
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BQ02: Studying the Effect of Interactive Examples on Introductory Physics Courses
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (78 of 337) [7/30/2004 8:38:17 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Hinde Auditorium
Monday, Aug. 2
1:45 p.m.
Adam Feil, Univ. of Illinois
217-332-0272, adamfeil@uiuc.edu
Co-Author(s): None
Abstract:
Interactive Examples (IE's), developed at the University of Illinois at
Urbana-Champaign, are online homework problems that guide
students through the solution by providing help in the form of
questions.1 As students progress through the help sequence they
may choose to stop at any time once they are able to solve the
problem. Because help is given in the form of questions, students
remain engaged throughout the interactive help sequence. Dynamic
feedback is given based on a student's correct or incorrect answer to
the help questions. Data from five years of an introductory mechanics
course and an introductory E&M course has been analyzed to
measure student performance gains
Footnotes:
1. See http://www.physics.uiuc.edu/research/per/ie.html
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BQ03: Using Computers as Interactive Problem-Solving Coaches
spacer
Location:
Union Hinde Auditorium
Date:
Time:
Author:
Monday, Aug. 2
2:00 p.m.
Leon Hsu, Univ. of Minnesota
612-625-3472, lhsu@umn.edu
Co-Author(s): Ken Heller
Abstract:
As more powerful computers become available, they can play an
important role in physics instruction by coaching students to develop
good problem-solving skills. Building on previous research on the
teaching of problem solving and on computer-student interactions, we
are designing computer tutorials that provide students with guided
practice in solving problems. We will present a prototype of such a
tutorial along with students reactions to it and discuss some of the
design issues identified.
Footnotes:
None
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BQ04: Learning and Knowledge Transfer Between Tutorial and Related Problems
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (79 of 337) [7/30/2004 8:38:17 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Hinde Auditorium
Monday, Aug. 2
2:15 p.m.
David Pritchard, Massachusetts Institute of Tech.
617-253-6812, dpritch@mit.edu
Co-Author(s): Elsa-Sofia Morote, Rasil Warnakulasooriya
Abstract:
We compare two equally skilled groups who solve pairs of tutorial
and related problems in introductory mechanics at MIT using the webbased tutor, myCyberTutor. The two groups solve the problems in
reverse order with respect to each other. The group that solves the
tutorials first experiences twice as large a reduction in difficulty per
unit of time spent on the tutorial problem as the other group
experiences on the tutorial due to solving the related problem first.
The time to completion graphs provides confirmatory analysis preparatory problems reduce the time necessary to solve the
following problem, particularly when there is an insightful short
method to solution. We conclude that learning and knowledge
transfer is better facilitated through deductive pedagogy (tutorial, then
related problem) than by inductive pedagogy (related problem, then
tutorial). We argue that this results from transfer of schema, and note
that our work does not address its permanence.
Footnotes:
None
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BQ05: Insight from Time for Completion Curves
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Location:
Union Hinde Auditorium
Date:
Time:
Author:
Monday, Aug. 2
2:30 p.m.
Rasil Warnakulasooriya, Massachusetts Institute of Tech.
617-452-5092, rasil@mit.edu
Co-Author(s): David E. Pritchard
Abstract:
The curve relating the fraction of students who finish a problem to the
log of the time to completion (item response curve) reveals a great
deal about the interaction of students with that problem. We show
that for multi-part introductory problems, the central part of these
curves is nearly an error function, corresponding fairly closely to the
integral of the log normal distribution expected for item response
curves. We argue that the excess early finishers are predominately
students solving the problem by insight or mapping from an earlier
result. We suggest that late students include both those who get help
before the problem is due and those who finish in-the-course of
reviewing for tests. The results can also be looked at closely in terms
of the specific features of a preceding problem that help students
answer the subsequent problem(s) shedding light into what may have
been transferred.
Footnotes:
None
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (80 of 337) [7/30/2004 8:38:17 AM]
American Association of Physics Teachers
BQ06: Procedural and Conceptual Understanding of Electricity Phenomena by Non-Science
Majors
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Location:
Union Hinde Auditorium
Date:
Time:
Author:
Monday, Aug. 2
2:45 p.m.
Milijana Suskavcevic, Univ. of Texas, El Paso
915-747-7549, milijana@utep.edu
Co-Author(s): Sally Blake
Abstract:
Students' use of procedures to solve problems in physics versus their
deeper conceptual understanding of physics topics guided the
development of this study. The non-science majors who take physical
science course were assigned homework problems that reinforce
their use of either procedural or conceptual problem solving
techniques. Correlations between students' homework performance
using the two distinct problem solving styles and their performance
on the content tests in electrostatics and electric circuits will be
presented.
Footnotes:
None
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BQ07: Implementing Effective Model-Based Instruction
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Location:
Union Hinde Auditorium
Date:
Time:
Author:
Monday, Aug. 2
3:00 p.m.
Patrick Hession, Univ. of California, Davis
530-754-8697, hession@physics.ucdavis.edu
Co-Author(s): None
Abstract:
We are in a continuing process of reforming the introductory physics
course for biological science majors based on the results of
educational research. One approach to the challenge of improving
student analytical thinking is to organize course content and
presentation around models. Models are arguably the principal
product and methodology of science and are useful for answering
questions, because they exclude extraneous issues and have a
simplified internal logic. We have discovered that in spite of
organizing the course around models, and directly teaching students
how to use models, most tend to fall back into old habits of answering
questions by, for example, grabbing the first apparently relevant
equation and plugging in values. To reach our goals, we now believe
it is necessary to modify the way we ask questions so that students
cannot avoid explicitly using the model. We give examples of this
approach.
Footnotes:
*Sponsored by Wendell Potter.
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (81 of 337) [7/30/2004 8:38:17 AM]
American Association of Physics Teachers
BQ08: Diagnosing Treatments: Evaluating Options for Combating Post-Exam Syndrome
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Location:
Union Hinde Auditorium
Date:
Time:
Author:
Monday, Aug. 2
3:15 p.m.
Kathleen Harper
The Ohio State Univ., Faculty and TA Development
614-292-3644, harper.217@osu.edu
Co-Author(s): Matt Finnerty, Robert W. Brown
Abstract:
Previously, we described exam correction assignments to assist
students in using midterms as a learning tool.1 Preliminary results
suggested that student learning resulted. These new studies strive to
answer several subsequent questions: Does learning result from the
nature of the assignment, or from the students simply putting in
additional time with the material? Does working additional problems
on a topic post-exam impact student learning of the topic? Does the
way in which instructors present and/or explain the exam-correction
steps have an impact on learning? In the primary study, four parallel
sections of a large course, after receiving back their graded exams,
either did exam corrections, worked problems similar to the exam, or
worked problems on new material. All took a follow-up test on the
same topics as the initial test. The results from this study, and their
implications for the issues described above, will be discussed.
Footnotes:
1. K. A. Harper & R. W. Brown, "A Treatment for Post-Exam
Syndrome," 128th AAPT National Meeting (2004).
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BR:
Incorporating Human-Performance Activities and Sports in
Introductory Physics Courses
spacer
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Union Orchard Suite
Monday, Aug. 2
3:30 p.m.-5:30 p.m.
Carolyn Haas, Salem Comm. College
856-351-2667, clhaas1808@aol.com
None
Computer projection (no computer -- must bring own laptop),
Overhead projector, screen
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BR01:
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Headers, Wheelies, and More Bicycle Physics
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (82 of 337) [7/30/2004 8:38:17 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Orchard Suite
Monday, Aug. 2
3:30 p.m.
Invited - William Wehrbein, Nebraska Wesleyan Univ.
402-465-2247, wmw@nebrwesleyan.edu
Co-Author(s): None
Abstract:
Most people, regardless of gender, geographical location, or
economic status, have ridden a bicycle. The rider of a bicycle has
concrete experiences of such concepts as velocity, acceleration,
forces (gravitational, frictional, drag, and muscle force), mass,
momentum, work, energy, power, torque, moment of inertia, and
angular momentum, as well as engineering design, strength of
materials, and ergometric considerations of the proper interaction
between human body and machine. As an example, we will use basic
physics to explore theoretically the conditions required to "pop a
wheelie" or avoid a "header." In addition, some old and new
resources for introducing the bicycle into the physics curriculum will
be briefly reviewed.
Footnotes:
None
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BR02: Diving into Physics
spacer
Location:
Union Orchard Suite
Date:
Time:
Author:
Monday, Aug. 2
4:00 p.m.
Invited - Gregory S. Mulder, Linn-Benton Comm. College
541-917-4744, mulderg@linnbenton.edu
Co-Author(s): None
Abstract:
In my classes, I assign a variety of group projects in which students
are asked to create an experiment, collect data and present results to
the class. In this presentation, I briefly describe three sports-related
projects that my students often take part in: 1. underwater physics--in
this activity, students are first trained to use SCUBA gear and then
perform one of several underwater experiments of their own design;
2. the physics of snowboarding--there are all sorts of things students
can do with sensors, cameras, snow and boards; and 3. the physics
of falling--in this activity, students jump out of airplanes and get a
surprising amount of data.
Footnotes:
None
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BR03:
spacer
Physics and the History of Bicycles
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (83 of 337) [7/30/2004 8:38:17 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Orchard Suite
Monday, Aug. 2
4:30 p.m.
Invited - Dean Zollman, Kansas State Univ.
785-532-1619, dzollman@phys.ksu.edu
Co-Author(s): None
Abstract:
The forerunner of the bicycle, the Draisienne, was patented in 1818.
For about 75 years a variety of frames, drives, wheels, and
suspensions were developed. Yet by 1897 when a group of AfricanAmerican soldiers tested the military value of the bicycle in a 2200mile trip, their bicycles looked remarkably like today's bikes. The
applications of physics are evident in the evolution from the
Draisienne to today's diamond-shaped frame. One might conclude
that the diamond frame is the ideal scientific design. Archibald Sharp
said as much in 1896. Yet, aerodynamic considerations can lead one
to an alternative - the recumbent. However, the application of physics
to technological advances is seldom independent of socio-political
interactions. In 1934 the Union Cycliste Internationale banned
recumbent bicycles from competition. This action limited bicycle
design for 50 years. Thus, the history of the bicycle makes an
excellent vehicle for teaching physics and its application in social
contexts.
Footnotes:
None
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BR04: VideoPoint Analysis of Bicycle Gear Ratios
spacer
Location:
Union Orchard Suite
Date:
Time:
Author:
Monday, Aug. 2
5:00 p.m.
Invited - Chuck Stone, North Carolina A&T State Univ.
336-334-7646, cstone@ncat.edu
Co-Author(s): None
Abstract:
VideoPoint is a video analysis software package for Macintosh and
Windows based computers that allows one to collect position and
time data from digital video images in the form of "video points." This
presentation will describe a VideoPoint project that investigates how
a bicycle's speed depends on the pedaling gear. The gear ratio
dictates how much power a cyclist can transmit to the rear wheel of a
bike. Two different methods will be used to measure gear ratios. The
first method determines the gear ratio by simply counting the number
of teeth on the driver and driven gears. The second method
determines the gear ratio by using VideoPoint to measure the angular
speeds of the pedals and rear wheel. Both methods yield consistent
results. The extensive use of technological tools, computer software,
and data analysis routines makes this project a viable activity for
undergraduate physics students.
Footnotes:
None
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (84 of 337) [7/30/2004 8:38:17 AM]
American Association of Physics Teachers
BS:
Cognitive Issues in PER
spacer
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Union Ballroom I
Monday, Aug. 2
3:30 p.m.-5:30 p.m.
Jeffery Saul, Univ. of Central Florida
407-823-6597, saul@physics.ucf.edu
None
Computer projection (no computer -- must bring own laptop),
Overhead projector, screen
spacer
BS01: Problem Solving, Scaffolding and Learning
spacer
Location:
Union Ballroom I
Date:
Time:
Author:
Monday, Aug. 2
3:30 p.m.
Invited - Chandralekha Singh, Univ. of Pittsburgh
412-624-9045, clsingh@pitt.edu
Co-Author(s): None
Abstract:
One finding of cognitive research is that people do not automatically
acquire usable knowledge by spending lots of time on task. Because
students' knowledge hierarchy is more fragmented, "knowledge
chunks" are smaller than that of experts. The limited capacity of short
term memory makes the cognitive load high during problem solving
tasks, leaving few cognitive resources available for meta-cognition.
The abstract nature of the laws of physics and the chain of reasoning
required to draw meaningful inferences makes these issues critical.
Scaffolding can reduce cognitive load for students, and provide
opportunities for metacognition. In order to provide optimal
scaffolding, it is crucial to consider the difficulty of a problem from the
perspective of students. The perceived difficulty of a problem
depends strongly on the familiarity and intuition one has developed
about it. I will discuss these issues by drawing on examples from
research.
Footnotes:
None
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BS02:
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How Might Cognitive Science Inform Physics Education Research?
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (85 of 337) [7/30/2004 8:38:17 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Ballroom I
Monday, Aug. 2
4:00 p.m.
Invited - Robert J. Dufresne, Univ. of Massachusetts
413-545-2140, dufresne@physics.umass.edu
Co-Author(s): None
Abstract:
Cognitive science attempts to understand the processes of the mind,
such as perception, memory, awareness, judgment, and reasoning.
Cognitive science differentiates itself from classical psychology
through its use of models of mental processes to explain behavior in
response to context. Modern cognitive science is multidisciplinary in
nature and to date remains quite far from anything approaching a
unified perspective concerning the functioning of the mind. PER as a
discipline attempts to address practical problems in physics
education, focusing on learning difficulties and the need of the
physics teaching community for improved curricula and teaching
methodologies. In my talk, I will use the context of a study of
student's judgments of motion to consider how cognitive science
might enhance PER. I will attempt to delineate the complexity of the
problem PER addresses and explain why I believe cognitive science
is essential for success of the PER endeavor.
Footnotes:
None
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BS03: Resources, Framing, and Transfer*
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Location:
Union Ballroom I
Date:
Time:
Author:
Monday, Aug. 2
4:30 p.m.
Invited - David Hammer, Univ. of Maryland, College Park
301-405-8188, davidham@umd.edu
Co-Author(s): Andrew Elby, Rachel Scherr, Edward F. Redish
Abstract:
Education researchers have long debated to what extent learners can
be expected to "transfer" knowledge they acquire or develop in one
context to another. Early arguments, for example, concerned whether
learning Latin trains minds for other subjects; of course we might ask
the same question about learning physics. The topic remains
controversial with respect to whether transfer is rare or ubiquitous,
how precisely to define the term, how (and whether) students can be
taught to transfer. In our work we often focus on whether and how
students apply what they learn in new contexts. But we do not speak
in terms of "transfer." We speak, rather, in terms of activating
resources and locally coherent frames. This talk reviews arguments
that a resources-based perspective provides a more firm and
generative basis for research than the notion of transfer.
Footnotes:
*Supported in part by NSF grant #REC-0087519.
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (86 of 337) [7/30/2004 8:38:17 AM]
American Association of Physics Teachers
BS04: Using Learning Theories to Model Students' Conceptual Changes
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Location:
Union Ballroom I
Date:
Time:
Author:
Monday, Aug. 2
5:00 p.m.
Invited - Michael Wittmann, Univ. of Maine
207-581-1237, wittmann@umit.maine.edu
Co-Author(s): None
Abstract:
The explosion of data from careful observations of student learning in
the past decade allows for (and asks for) organization and summary.
The results should be both generally descriptive and specifically
predictive. Researchers in the cognitive and learning sciences have
done much work of use to the PER community. In this talk, I extend
the "resources"1 and "coordination classes"2 model to describe
several different types of conceptual change3, 4 that have been
observed in the classroom and described in the literature.5, 6 I use
the extended coordination class model to summarize work done by
others in PER and make several predictions that may lead to further
avenues for research. Throughout, I emphasize the incompleteness
of the models and the need for further discussion and refinement of
our theoretical thinking.
Footnotes:
1. Hammer, D., "Student resources for learning introductory physics"
Am. J. Phys., 67 (Physics Education Research Supplement), S45S50, (2000). 2. diSessa, A. A., and Sherin, B. L., "What changes in
conceptual change," International Journal of Science Education, 20,
10, 1155-1191, (1998). 3. Posner, G. J., Strike, K. A., Hewson, P. W.,
and Gertzog, W. A., "Accommodation of a scientific conception:
Toward a theory of conceptual change." Science Education, 66, 2,
211-227, (1982). 4. Strike, K. A., and Posner, G. J. (1992). A
revisionist theory of conceptual change. In R. A. Duschl & R. J.
Hmailton (Eds.), Philosophy of Science, Cognitive Psychology, and
Educational Theory and Practice (pp. 147-176). Albany: State
University of New York Press. 5. Demastes, S., Good, R. , Peebles,
P., " Patterns of conceptual change in evolution," Journal of
Research in Science Teaching, 33, 4, 407-431, (1996). 6. Limón, M.,
"On the cognitive conflict as an instructional strategy for conceptual
change: a critical appraisal." Learning and Instruction, 11, 357-380,
(2001).
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BT:
Twentieth Century Appletrees
spacer
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (87 of 337) [7/30/2004 8:38:18 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Union Hinde Auditorium
Monday, Aug. 2
3:30 p.m.-6:00 p.m.
Mark Lattery, Univ. of Wisconsin
920-424-4433, lattery@vaxa.cis.uwosh.edu
None
Computer projection (no computer -- must bring own laptop),
Overhead projector, screen
spacer
BT01: High Energy Physics in Chicago - The Fermi Years
spacer
Location:
Union Hinde Auditorium
Date:
Time:
Author:
Monday, Aug. 2
3:30 p.m.
Invited - Gaurang Yodh, Univ. of California
949-824-6660, gyodh@uci.edu
Co-Author(s): None
Abstract:
At the end of World War II, University of Chicago attracted two Nobel
Prize winners, Enrico Fermi and Harold Urey to embark upon a new
era of research in Physical Sciences. They brought with them an
extraordinary group of talented younger scientists to make Chicago
one of the most exciting centers for research into high energy
physics. I had the privilege to work in Fermi's group which discovered
of the first nucleon excited state, the Delta pion-nucleon resonance.
The "students" included Owen Chamberlin, Jack Steinberger,
T.D.Lee, C.N. Yang, Jerome Friedman and Jim Cronin who made
seminal contributions to the field of high energy physics and received
Nobel recognition. I will highlight the excitement and research of
those years and the unique role of Fermi in Chicago.
Footnotes:
None
spacer
BT02:
spacer
Owen Chamberlain: Experiments Among the Proto-Optometrists
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (88 of 337) [7/30/2004 8:38:18 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Hinde Auditorium
Monday, Aug. 2
4:00 p.m.
Invited - Andrew Harris, Univ. of Maryland
301-405-7531, harris@astro.umd.edu
Co-Author(s): None
Abstract:
As a young graduate student in the early 1980s, I received an
assignment to be Owen Chamberlain's teaching assistant for the
"Optics for Optometry" course. It was a delightful experience. We met
weekly to set up the experiments. While we did, Chamberlain
cheerfully related stories of his days as a graduate student and some
of the informal physics experiments he and his colleagues made. I
will do my best to relate his stories and to convey his satisfaction in
simple, clear experiments as well.
Footnotes:
None
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BT03: Edward Purcell and Julian Schwinger: Great Physicists, Real People
spacer
Location:
Union Hinde Auditorium
Date:
Time:
Author:
Monday, Aug. 2
4:30 p.m.
Invited - John Rigden, Washington Univ. in St. Louis
314-965-5512, jrigden@aip.org
Co-Author(s): None
Abstract:
Edward M. Purcell and Julian Schwinger were outstanding physicists
as well as fascinating individuals. Their greatness as physicists is a
matter of public record. Regardless of their stature in physics,
however, they can still exhibit personal misgivings as well as other
down-to-Earth human qualities. On a few occasions, great physicists
can also reveal unusual generosity. These human aspects, often
unknown, are the subject of this talk.
Footnotes:
None
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BT04:
spacer
Gamow and the Graduate Student (and Others I Have Known)
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (89 of 337) [7/30/2004 8:38:18 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Hinde Auditorium
Monday, Aug. 2
5:00 p.m.
Invited - Virginia Trimble, Univ. of California
949-824-4156, vtrimble@uci.edu
Co-Author(s): None
Abstract:
George Gamow has often, and rightly, been credited as the first
person to take the early universe seriously as a topic of scientific
inquiry. Just possibly, however, he did not take it quite seriously
enough, as the headline story will indicate. The "others" include Carl
Sagan and Richard Feynman, each of whom sometimes showed
flashes of genuine human kindness that you might not guess existed
from the biographies of them that have been published.
Footnotes:
None
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BT05: Encounters with Great Physicists
spacer
Location:
Union Hinde Auditorium
Date:
Time:
Author:
Monday, Aug. 2
5:30 p.m.
Albert Bartlett, Univ. of Colorado, Boulder
303-443-0595, albert.bartlett@colorado.edu
Co-Author(s): None
Abstract:
There was a great concentration of famous physicists at the wartime
Los Alamos Laboratories. I will recount experiences and stories
involving Niels Bohr, Enrico Fermi, Richard Feynman, Edward Teller,
and the Japanese balloon bomb.
Footnotes:
None
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BT06: Millikan's Minute Mistake: An Historical Account of a Subtle Systematic Error
spacer
Location:
Union Hinde Auditorium
Date:
Time:
Author:
Monday, Aug. 2
5:45 p.m.
J. Terrence Klopcic, Kenyon College
740-427-5364, klopcict@kenyon.edu
Co-Author(s): None
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (90 of 337) [7/30/2004 8:38:18 AM]
American Association of Physics Teachers
Abstract:
Footnotes:
In the 1930s, there were two methods for determining the charge of
the electron: Millikan's definitive technique by which he measured the
forces on charged oil drops and the inference of the electron charge
via precision measurements of Avogadro's number and the Faraday.
And they disagreed outside of their assigned margins of uncertainty.
This presentation will set the broad background before quantitatively
analyzing the tiny effect that accounts for the discrepancy between
the two methods of electron charge measurement. Ironically, the
discussion underscores the marvelous perception and meticulous
care of the great scientist as well as the intricate complexity in the
world of physics. This talk is based on a presentation recently given
by Kenyon Emeritus Professor Franklin Miller, himself the 1970
recipient of AAPT's prestigious Millikan Award.
None
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BU:
Integrating Astronomy into the Physics Curriculum
spacer
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Amador 153
Monday, Aug. 2
3:30 p.m.-5:45 p.m.
Michelle Larson, Montana Space Grant Consortium
406-994-6172, larson@spacegrant.montana.edu
None
Computer projection (no computer -- must bring own laptop),
Overhead projector, screen
spacer
BU01: Astronomy as a Unifying Theme for Building a Physics Curriculum
spacer
Location:
Amador 153
Date:
Time:
Author:
Monday, Aug. 2
3:30 p.m.
Invited - Doug Lombardi
Univ. of Arizona, Lunar and Planetary Laboratory
520-626-8973, lombardi@lpl.arizona.edu
Co-Author(s): Timothy F. Slater, Edward E. Prather
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (91 of 337) [7/30/2004 8:38:18 AM]
American Association of Physics Teachers
Abstract:
Footnotes:
Many students enter your physics classroom curious about the
universe and astronomy, providing a stimulating setting for engaging
students. A primary goal of high school physics is developing
understanding of physics concepts and applying these concepts to
solve problems. Also, we believe students should experience ideas
about matter and energy fostering an appreciation for the nature
universe. Both of these goals can be successfully achieved by using
astronomy as a vehicle to motivate students, where instead of simply
injecting astronomical examples into a class, the entire physics
course is designed using astronomy as a unifying theme. This course
would review basic mathematical principles simultaneously with
cosmology, as well as teaching waves and the electromagnetic
spectrum using space telescope observations, fundamental forces in
conjunction with stellar cycles, Newton's Laws of Motion through
space exploration, position, velocity, acceleration via comets,
momentum and impulse alongside asteroid impacts, and vectors via
lunar cycles.
None
spacer
BU02: Supplementing the Physics Curriculum with Astronomy Examples
spacer
Location:
Amador 153
Date:
Time:
Author:
Monday, Aug. 2
4:00 p.m.
Invited - Timothy Slater, Univ. of Arizona
520-621-7096, tslater@as.arizona.edu
Co-Author(s): Doug Lombardi, Edward E. Prather
Abstract:
Recent discoveries are putting the cosmos on the front page.
Students are constantly bombarded by the media with the latest
images, findings, and advances in space science and astronomy.
However, few high school curricula provide a meaningful context for
students to make sense of these recent findings and ideas. High
school earth science courses in particular are rare and those that do
exist rarely include a significant astronomy component. As a result,
one wonders if there might be a place within high school physics
courses for astronomy. One approach, of several, is to significantly
enhance the high school physics course by injecting astronomical
phenomena as illustrative examples of topics commonly covered in
physics classes. These ideas include discussing stellar evolution in
the context of conservation of energy, galaxy rotation rates and
rotational motion, planetary orbits and angular momentum, and the
decrease in star light intensity with density.
Footnotes:
None
spacer
BU03:
spacer
Conducting Mini Researches in Physics Using the Internet*
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (92 of 337) [7/30/2004 8:38:18 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Amador 153
Monday, Aug. 2
4:30 p.m.
David Pundak, Ort Braude College
011-972-4-6653748, dpundak@ort.org.il
Co-Author(s): Shmaryahu Rozner, Arie Maharshak
Abstract:
The article discusses the possibility of using professional information
resources on the Internet so that students can conduct mini
researches. Many students view physics as a complex model of
reality. With the aim of bringing them closer to the understanding of
physics, students were offered to conduct projects based on data
collected by teams activating advanced scientific instruments. The
college team developed a process with a number of phases:
choosing a topic, creating a scientific background, articulating a
project proposal, focusing on a specific research question, raising
hypothesizes, becoming acquainted with the data base, and so on.
Students conducted projects on assorted subjects in astronomy, such
as: "From a Solar Storm on the Sun to a Magnetic Storm" or
"Information about the Colors of Star." In the website that was
designed for this purpose there are about 30 such proposals. Our
lecture will report on the success and difficulties in conducting this
project.1
Footnotes:
*Thanks for "Blossoms of Science" team, in Jordan Valley College. 1.
See the Astrotop website at http://www2.yarden.ac.il/bloss/astrotop
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BU04: SPECTRA Teachers Workshops
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Location:
Amador 153
Date:
Time:
Author:
Monday, Aug. 2
4:45 p.m.
Sarah Johnson, Univ. of La Verne
909-593-3511, ext. 4432, johnsosa@ulv.edu
Co-Author(s): David Chappell
Abstract:
During the summers of 2003 and 2004, the University of La Verne in
collaboration with Jet Propulsion Laboratory offered three weeklong
SPECTRA (Space telescope Educational Collaboration introducing
Teachers to Research in Astronomy) Teachers' Workshops.1 The
main focus of these workshops was to introduce local high school
physics and physical science teachers to current research topics in
astronomy and teach them how to incorporate the Hubble Space
Telescope into their curricula. Hands-on activities using real HST
data were created for these workshops, with an emphasis on using
astronomy to teach physics concepts. In addition to the workshops, a
SPECTRA web site was created as a resource for secondary
teachers. We will describe the philosophy, format and contents of the
workshops and elaborate on our experiences during their planning
and execution. The feedback we received from the teachers who
participated will also be discussed.
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (93 of 337) [7/30/2004 8:38:18 AM]
American Association of Physics Teachers
Footnotes:
1. See http://www.ulv.edu/~natsci/physics/workshops/index.shtml
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BU05: Using Digital Image Analysis to Teach Parallax
spacer
Location:
Amador 153
Date:
Time:
Author:
Monday, Aug. 2
5:00 p.m.
Jeff Adkins, Deer Valley H.S. ESPACE Academy
925-777-0932, astronomyteacher@mac.com
Co-Author(s): None
Abstract:
Parallax is often given short shrift even in astronomy classes
because of the difficulty of measuring original parallaxes of stars.
Three parallax activities will be demonstrated and materials shared.
The first is an activity developed by Jeff Adkins for his high school
astronomy classes, using straightforward geometry to determine the
distance to a flagpole across campus through the analysis of digital
images. The second is a report on the status of a project we have
been working on to determine the distance to the moon using
parallax obtained through simultaneous photography from both
coasts of the United States.
Footnotes:
None
spacer
BU06: Huge Black Holes: Measuring the Monster in the Middle
spacer
Location:
Amador 153
Date:
Time:
Author:
Monday, Aug. 2
5:15 p.m.
Sarah Silva, Sonoma State Univ., NASA E/PO
707-664-2244, sarah@universe.sonoma.edu
Co-Author(s): Lynn Cominsky, Phil Plait
Abstract:
The NASA Education and Public Outreach Group at Sonoma State
University has developed this exciting series of three hands-on,
inquiry-based activities to use in your physical science or
mathematics classroom. These standards-based activities use
various properties of black holes in distant galaxies to engage your
students. Build a model of a black hole and learn why it is so difficult
for scientists to study them; view a black hole from different distances
using a free classroom poster and see how changes in the light from
a black hole can be used to measure its size. Free NASA materials!
Footnotes:
None
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BU07:
spacer
Nature's Second Biggest Bangs: The Gamma-Ray Burst Zoo
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (94 of 337) [7/30/2004 8:38:18 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Amador 153
Monday, Aug. 2
5:30 p.m.
Philip Plait, Sonoma State Univ., NASA E/PO Group
707-664-2190, phil@universe.sonoma.edu
Co-Author(s): Sarah Silva, Tim Graves, Lynn Cominsky
Abstract:
The NASA Education and Public Outreach Group1 at Sonoma State
University has developed an exciting series of four hands-on, inquirybased activities to use in your physical science or mathematics
classroom. These standards-based activities are based on gammaray bursts, mysterious astronomical explosions of unimaginable
energy which have perplexed astronomers for 40 years. In these
activities, students will use various properties of cosmic bursts to sort
them into different categories; use basic geometry to determine the
direction to a burst; use the burst locations in the sky to deduce their
distance; and learn about how these objects focus their energy into
tight beams. These activities are cross-disciplinary, fulfill
requirements of many science and math standards, and they're fun
for your students. Receive free NASA materials!
Footnotes:
*Sponsored by Lynn Cominsky. 1. See http://epo.sonoma.edu
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BV:
Student Concepts in Astronomy
spacer
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Mendocino 1003
Monday, Aug. 2
4:00 p.m.-5:00 p.m.
Ray Polomski, Dumont H.S.
201-387-3098, r7429@optonliine.net
None
Computer projection (no computer -- must bring own laptop),
Overhead projector, screen
spacer
BV01:
spacer
The Effect of WebAssign in an Introductory Astronomy Course
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (95 of 337) [7/30/2004 8:38:18 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Mendocino 1003
Monday, Aug. 2
4:00 p.m.
Rhett Allain, Southeastern Louisiana Univ.
985-549-2894, rallain@selu.edu
Co-Author(s): None
Abstract:
This project aims to examine the effectiveness of using WebAssign1
in the delivery of homework in an introductory astronomy course at
Southeastern Louisiana University. A previous study2 has compared
a physics course using WebAssign to a course that uses graded
paper homework. In this study, we are comparing the use of
WebAssign to assigned, but not graded, homework. Results will be
evaluated by comparing conceptual gains on the Astronomy
Diagnostic Test, results of common exams and surveys.
Footnotes:
1. http://webassign.net 2. S. Bonham, R. Beichner, D. Deardorff,
"Online Homework: Does It Make a Difference?" Phys. Teach, 39,
293-296, (May 2001).
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BV02: Identifying Student Concepts of "Gravity"
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Location:
Mendocino 1003
Date:
Time:
Author:
Monday, Aug. 2
4:15 p.m.
Roger Feeley, The Univ. of Maine
207-581-3410, roger.feeley@umit.maine.edu
Co-Author(s): John R. Thompson, Michael C. Wittmann
Abstract:
We have investigated student concepts of "gravity" among nonscience majors, pre-service K-12 teachers, and high school students.
Both interview and survey questions were developed or modified
from those in the literature.1,2,3 Students were questioned on their
reasoning about the behavior of objects on the surface of a planetary
body (e.g., the Earth or the moon) and the causes of this behavior.
Results will be presented indicating that the survey successfully
elicited student difficulties with various aspects of gravity, including
the tendency to attribute gravity to the presence of an atmosphere,
and to dissociate the concepts of gravity and weight.
Footnotes:
1. V. Bar, B. Zinn, R. Goldmuntz, and C. Sneider, (1994), "Children's
concepts about weight and free fall," Science Education, 78 (2), 149169. 2. T. Berg and W. Brouwer, (1991), "Teacher awareness of
student alternate conceptions about rotational motion and gravity,"
Journal of Research in Science Teaching, 28 (1), 3-18. 3. J. Dostal
and D. Meltzer, "Student concepts of gravity in introductory
astronomy and physics courses," Announcer 30 (2), 88, (2000).
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BV03:
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Uncovering Students' Conceptual Hierarchy of Lunar Phases Using IRT
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (96 of 337) [7/30/2004 8:38:18 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Mendocino 1003
Monday, Aug. 2
4:30 p.m.
Aaron Hines, Southern Illinois Univ. Edwardsville
618-650-3342, ahines@siue.edu
Co-Author(s): Rebecca Lindell
Abstract:
According to cognitive theory, to encourage the development of a
scientific understanding, instructors need to be able determine if their
students have a mental model of phenomena, how deeply rooted
these mental models are and how structured they are. The majority of
research to date has focused on the different mental models of
specific phenomena, as well as how deeply rooted these mental
models are. In this research project we utilized data obtained from
the national field test of the Lunar Phases Concept Inventory (LPCI)
to determine the conceptual hierarchy of the concept of lunar phases
by employing the psychometric theory of item response. Item
response theory (IRT) looks for patterns of item response based
upon underlying latent traits typically total score. Rather than use the
typical total score to estimate the latent trait, this research utilized the
understanding of the different dimensions of lunar phases as the
latent trait.
Footnotes:
*Sponsored by Rebecca Lindell.
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BV04: The Effectiveness of Different Instructional Types at Teaching Lunar Phases
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Location:
Mendocino 1003
Date:
Time:
Author:
Monday, Aug. 2
4:45 p.m.
Rebecca Lindell, Southern Illinois Univ., Edwardsville
618-650-2934, rlindel@siue.edu
Co-Author(s): Steven Sommer
Abstract:
There has been a huge debate among astronomy instructors and
Astronomy Education Research on the most effective way to teach
the difficult concept of lunar phases. In this talk, we will present
research comparing pre and post-test data obtained from the national
field test of the Lunar Phases Concept Inventory (LPCI) to determine
the different instructional types' effectiveness at teaching the eight
different conceptual dimensions measured with the LPCI: phase
period, orbital period, motion of the moon, orbital direction, effect of
location on observed phase, Earth-Moon-Sun positions and observed
phase, cause of lunar phases and relationship between phase,
location in the sky and time of observation. For this comparison, the
normalized gains, the effect sizes and the results from model analysis
were calculated. Our results show that active learning techniques are
much more effective at teaching the concept of lunar phases than
traditional instruction.
Footnotes:
None
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (97 of 337) [7/30/2004 8:38:18 AM]
American Association of Physics Teachers
BW: From Kauai to Pluto: the Physics of Sailing and How to Teach It
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Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Union Foothill Suite
Monday, Aug. 2
4:00 p.m.-5:30 p.m.
Isidoros Doxas, Univ. of Colorado
303-492-7988, doxas@colorado.edu
None
Computer projection (no computer -- must bring own laptop),
Overhead projector, screen
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BW01: The Physics of Terrestrial Sail Design
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Location:
Union Foothill Suite
Date:
Time:
Author:
Monday, Aug. 2
4:00 p.m.
Invited - Kame Richards, Pineapple Sails
510-522-2200, kame@pineapplesails.com
Co-Author(s): None
Abstract:
Sail shapes and sail sizes are dependent on the conditions in which
the sail will be used. Wind strength and wind angle are the biggest
factors. But after designing and manufacturing a given shape, when
the sail is expose to wind, there are stresses in the sail cloth which
change its shape, and stresses in the sailboat mast and rigging which
also change the sail's shape. This talk will cover the dimensioning of
sails, characteristics of sail materials and the deformation of sailboat
rigs and hulls.
Footnotes:
None
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BW02: Physics Education Research in Fluid Dynamics
spacer
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (98 of 337) [7/30/2004 8:38:18 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Foothill Suite
Monday, Aug. 2
4:30 p.m.
Invited - Beth Ann Thacker, Texas Tech. Univ.
806-742-2996, batcam@spudhammer.phys.ttu.edu
Co-Author(s): David Lamp
Abstract:
We present the results of a study of students' understanding of fluid
dynamics at the introductory level. We interviewed students' in a new
introductory algebra-based curriculum, taught in a hand's-on,
laboratory environment, on their understanding of fluid dynamics
before and after a unit on fluids. We analyzed the models they used
to explain physical phenomena. We report on their construction of
models before and after instruction.
Footnotes:
None
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BW03: Solar Sailing
spacer
Location:
Union Foothill Suite
Date:
Time:
Author:
Monday, Aug. 2
5:00 p.m.
Invited - Benjamin L. Diedrich
National Oceanic and Atmospheric Administration
301-713-2789 x150, Ben.Diedrich@noaa.gov
Co-Author(s): None
Abstract:
Solar sails are large, lightweight mirrors that propel a spacecraft by
momentum from sunlight. Momentum is transferred by both the
incident and reflected sunlight. The sum of these two forces is
perpendicular to the sail surface if it is perfectly reflective. Directing a
component of the force with or against the orbital velocity allows a
sail to spiral away from or towards the sun. The constant thrust can
also be used to "hover" in space near the Earth for a variety of
applications. Several government and private groups are developing
the technology and planning test flight over the next several years.
Footnotes:
None
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BX:
Crackerbarrel on Physics First Implementation
spacer
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (99 of 337) [7/30/2004 8:38:18 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Union Summit
Monday, Aug. 2
4:00 p.m.-5:00 p.m.
Lila Adair, Piedmont College
770-266-6168, adairtlj@mindspring.com
None
None
spacer
BY:
Crackerbarrel on New Faculty Challenges
spacer
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Amador 150
Monday, Aug. 2
4:00 p.m.-5:30 p.m.
Kenneth Krane, Oregon State Univ.
541-737-1692, kranek@physics.orst.edu
None
None
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BZ:
Crackerbarrel on What You Can Do for the 2005 World Year of
Physics
spacer
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Riverside 1015
Monday, Aug. 2
4:00 p.m.-5:30 p.m.
Matt Briggs, Los Alamos National Lab
505-661-4001, briggs@lanl.gov
None
None
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BZA: Innovative Laboratory Environments for Algebra-Based Physics
spacer
Location:
Mendocino 1005
Date:
Time:
Author:
Co-Author(s):
Abstract:
Monday, Aug. 2
4:00 p.m.-5:00 p.m.
TBA
None
None
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BZA01: ISLE Labs in Large Introductory Physics Course for Science Majors*
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (100 of 337) [7/30/2004 8:38:18 AM]
American Association of Physics Teachers
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Location:
Mendocino 1005
Date:
Monday, Aug. 2
Time:
4:00 p.m.
Author:
Invited - Marina Milner-Bolotin, Univ. of British Columbia
604-221-2467, milnerm@physics.rutgers.edu
Co-Author(s): None
Abstract:
PER Group at Rutgers University develops, implements, and
evaluates the Investigative Science Learning Environment (ISLE) in
large introductory algebra-based physics courses. Physics labs play
an important role in this process. In ISLE-based labs, students
choose the topic of investigation, make observations, come up with
multiple explanations, verify their hypothesis by conducting testing
experiments, and finally, present and defend their work in exit
interviews. Twice during the semester, students take a practical
hands-on lab exam, which tests not only their understanding of the
past work, but their ability to come up with original ideas, evaluate
experiments of others, and apply their knowledge to everyday life. In
this talk we will describe the ISLE-based labs in detail and report on
the ways of assessing student skills targeted by these labs. Impact
on student problem solving skills, their interest in physics study, and
issues of teacher (TA) training will be also addressed.1,2
Footnotes:
*Supported by NSF grant #DUE-0241078 and #DUE-0336713. 1.
Etkina, E. & Van Heuvelen, A. (2001). Investigative Science Learning
Environment: Using the processes of science and cognitive strategies
to learn physics. Proceedings of the 2001 Physics Education
Research Conference. Rochester, NY, 17-21. 2. Physics for the
Sciences web site:
http://www.physics.rutgers.edu/ugrad/193/labs.html and
http://www.physics.rutgers.edu/ugrad/194/labs.html
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BZA02: Humanized Physics - A Lens To Focus On Algebra-Based Physics Laboratories*
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Location:
Mendocino 1005
Date:
Time:
Author:
Monday, Aug. 2
4:00 p.m.
Invited - Robert G. Fuller, Univ. of Nebraska, Lincoln
402-472-2790, rfuller2@unl.edu
Co-Author(s): Nancy Beverly, Christopher Wentworth & Mark Plano Clark, Beth Ann
Thacker, Vicki L. Plano Clark
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (101 of 337) [7/30/2004 8:38:18 AM]
American Association of Physics Teachers
Abstract:
Footnotes:
Research has shown that knowledge transfer is extremely difficult
and our traditional mode of thinking-"we just teach students the basic
principles of physics and then they can apply those principles when
they get on the job years later" is NOT research based. People make
mental connections more easily if the knowledge is in a context they
have seen before. Hence, the core belief of the Humanized Physics
Project (HPP) is that the human applications are at the core of the
course, not just something pasted on top of the basic physics. Hence
the HPP is a new "lens" through which we see physics. It changes
our view of the physics and enables use to transform the traditional
physics laboratories. This presentation will discuss the attributes of
this "lens" and give specific examples of how it changes physics
laboratory activities.
*Supported in part by the NSF CCLI Program under grant #DUE0088712 and #DUE00-88780.
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BZA03: Activity Cycles: A Model for the Reformed Introductory Laboratory
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Location:
Mendocino 1005
Date:
Time:
Author:
Monday, Aug. 2
4:30 p.m.
Invited - Charles De Leone, California State Univ., San Marcos
760-750-8074, cdeleone@csusm.edu
Co-Author(s): Wendell Potter
Abstract:
In the UC Davis reformed introductory physics course for students in
the life sciences, the students spend five hours a week working in TA
led cooperative groups in an active learning environment. The
student's time in these discussion/laboratories is organized around a
series of short linked activities cycles that are aimed at developing
aspects of a students understanding of a physical model. These
activity cycles involve elements of both traditional laboratory work
and elements that you would not normally expect to find in traditional
laboratories, such as groups presentations to the whole class and
problem solving. In this talk we will discuss the specifics of the activity
cycle approach, along with a look at what our studies of the reformed
course over the past eight years have identified as some of the
benefits and drawbacks of this approach.
Footnotes:
None
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CA:
Teaching Thermal and Statistical Physics
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (102 of 337) [7/30/2004 8:38:18 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Union Ballroom I
Tuesday, Aug. 3
7:30 a.m.-9:45 a.m.
Paula Heron, Univ. of Washington
206-543-3894, pheron@phys.washington.edu
None
Computer projection (no computer -- must bring own laptop),
Overhead projector, screen
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CA01: Student Understanding of the First and Second Laws of Thermodynamics
spacer
Location:
Union Ballroom I
Date:
Time:
Author:
Tuesday, Aug. 3
7:30 a.m.
Invited - Christian Kautz, Technical Univ. Hamburg-Harburg
011-49-40-42878-4259, kautz@tu-harburg.de
Co-Author(s): None
Abstract:
To improve retention of students, the Technical University of
Hamburg-Harburg (Germany) has begun an empirical research
program on student learning in introductory engineering courses. As
part of this study, we are investigating student understanding of
various topics in thermodynamics, including the first and second laws
and their application to heat engines and refrigerators using cyclic
and flow processes. In this presentation, examples of student
responses to qualitative and quantitative questions will be used to
illustrate student difficulties relating general definitions and principles
to specific processes and devices. Results from this study will be
compared to those obtained in related studies in freshmen and
sophomore physics courses at U.S. institutions.
Footnotes:
None
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CA02: Recent Developments in Teaching Statistical Physics
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (103 of 337) [7/30/2004 8:38:18 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Ballroom I
Tuesday, Aug. 3
8:00 a.m.
Invited - Harvey Gould, Clark Univ.
508-793-7485, hgould@clarku.edu
Co-Author(s): Jan Tobochnik
Abstract:
Statistical and thermal physics has been a neglected area in the
undergraduate physics curriculum until recently. However, this
situation is changing due in part to the importance of statistical
concepts in much of current physics research and related areas. This
talk will describe some current efforts to develop curriculum materials
and new textbooks for teaching topics in statistical and thermal
physics, and the use of computer simulations to provide concrete
models of thermal systems and concrete applications of abstract
ideas such as thermal averages, entropy, probability distributions,
and the density of states.
Footnotes:
None
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CA03: Using Molecular Models to Understand Macroscopic Thermal Phenomena
spacer
Location:
Union Ballroom I
Date:
Time:
Author:
Tuesday, Aug. 3
8:30 a.m.
Invited - Priscilla Laws, Dickinson College
717-243-9525, lawsp@dickinson.edu
Co-Author(s): None
Abstract:
This talk will describe how the outcomes of physics education
research have informed the development of three activity-based units
on thermodynamics at the introductory level.1 A sequence of
observations and activities will be described that are designed to help
students enrich their understanding of how physicists can use model
building to construct self-consistent models of physical reality. The
observations and activities involve the use of computer-based
laboratory measurements of macroscopic phenomena and digital
video analysis of both real events and simulated microscopic events
to help students understand the ideal gas law, the first law of
thermodynamics, and heat engines.
Footnotes:
1. P. Laws, Workshop Physics Activity Guide (Module 3, 2nd Edition),
John Wiley and Sons, 2004.
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CA04: Students' Reasoning Regarding Fundamental Concepts in Thermodynamics:
Implications for Instruction*
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (104 of 337) [7/30/2004 8:38:18 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Ballroom I
Tuesday, Aug. 3
9:00 a.m.
Invited - David Meltzer, Iowa State Univ.
515-294-9358, dem@iastate.edu
Co-Author(s): None
Abstract:
To aid in developing curricular materials for the introductory physics
course, we have investigated students' reasoning regarding concepts
in thermal physics. I will describe how students' difficulties with
fundamental concepts such as heat, work, and the first law of
thermodynamics present obstacles to learning more advanced topics.
We found that responses to written questions were very consistent
with results of detailed individual interviews, and suggested that most
students seemed to acquire a reasonable grasp of the state-function
concept. However, there was a widespread and persistent tendency
to improperly over-generalize this concept to both work and heat.
Most students interviewed thought that net work done and net heat
absorbed by a system undergoing a cyclic process must be zero,
while fewer than 20% were able to make effective use of the first law
of thermodynamics even after instruction was completed. I will outline
possible instructional strategies to address these issues.
Footnotes:
*Supported in part by NSF grant #DUE-9981140 and #REC-0206683.
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CA05: The Statistical Physics Laboratory
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Location:
Union Ballroom I
Date:
Time:
Author:
Tuesday, Aug. 3
9:30 a.m.
Jeffrey Prentis, Univ. of Michigan, Dearborn
313-593-5277, jprentis@umd.umich.edu
Co-Author(s): None
Abstract:
A collection of squiggle balls provides a hands-on many-body system
that can be used to design a complete package of laboratory
experiments in statistical physics. The experiments are pure
statistical mechanics - involving only mechanical measurements and
statistical operations. There are no barometers, thermometers, or
calorimeters. We use a "prob-ometer" to measure the probability of a
state. The statistical patterns that weave through the mechanical data
show how thermal order emerges from molecular chaos. Simple
experiments are discussed such as pV diagram, Brownian motion,
and polymer statistics. Deep principles are illustrated such as the
fundamental postulate, the ergodic hypothesis, and the Boltzmann
factor.
Footnotes:
None
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CB:
Physics Teaching Around the World
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (105 of 337) [7/30/2004 8:38:18 AM]
American Association of Physics Teachers
spacer
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Union Summit
Tuesday, Aug. 3
7:30 a.m.-9:45 a.m.
John Fitzgibbons, Syracuse Univ.
315-451-0854, jdfitzg@physics.syr.edu
None
Computer projection (no computer -- must bring own laptop),
Overhead projector, screen
spacer
CB01: Work in Progress - Teaching Energy
spacer
Location:
Union Summit
Date:
Time:
Author:
Tuesday, Aug. 3
7:30 a.m.
Invited - Gary Williams, Institute of Physics UK
011-44-0-1982-560678, gary.williams@physics.org
Co-Author(s): None
Abstract:
Do you want to engage your students more quickly when teaching
energy? In this talk one of the authors of the paper "Another go at
energy" published in the journal Physics Education, will describe a
method for teaching the topic of energy. The method employed is a
compromise between the ideal and the real. Extensive use of
symbols and visual aids means that pupils can engage immediately
without having to concentrate on learning the scientific vocabulary,
this can come later. The symbols are used to build up chains that
show how the energy is changed from one form into another. Those
chains then spread into something resembling a Sankey diagram.
The symbols have also been used to play games and examine the
ways in which power stations work. The method is cheap, interactive
and from the authors experience, effective.
Footnotes:
None
spacer
CB02:
spacer
Physics Education in Cuba
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (106 of 337) [7/30/2004 8:38:18 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Summit
Tuesday, Aug. 3
8:00 a.m.
Invited - Diego de Jesus Ortega, Universidad Pedagogica de
Matanzas
011-53-562-985-4848, odalys@ff.oc.uh.cu
Co-Author(s): Simon George
Abstract:
This paper will present a historical background of physics education
in Cuba, starting from the end of the 18th century. It will narrate the
characteristics of education of physics inhigh schools.It will also
describe the study of physics at the university, both at the
undergraduate and the graduate levels.
Footnotes:
None
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CB03: First Year Physics and Experimental Seminar Course; Lund University, Sweden
spacer
Location:
Union Summit
Date:
Time:
Author:
Tuesday, Aug. 3
8:30 a.m.
Invited - Per Olof Zetterberg, Lund Univ.
011-46-46-222-7725, per-olof.zetterberg@nuclear.lu.se
Co-Author(s): Stanley Micklavzina, Johan Zetterberg
Abstract:
In our program at Lund University the first year physics course is a
one semester full time course. Advantages of this program will be
discussed. The term concludes with an experimental seminar course
that runs for seven days of full time work for the students. Here the
students decide on an experimental topic and work in pairs coached
by three instructors. In the course the students learn how to develop
an experiment of their own design. They learn about the methodology
of research and how to proceed when something goes wrong. The
course process and samples of student projects will be presented.
This popular course provides a way for students to really feel that
they are a part of the Physics Department.
Footnotes:
Lund University
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CB04:
spacer
Physics Education in Nepal
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (107 of 337) [7/30/2004 8:38:19 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Summit
Tuesday, Aug. 3
9:00 a.m.
Choodamani Khanal, California State Univ.
562-985-4848, ckhanal@csulb.edu
Co-Author(s): Simon George
Abstract:
In step with the growing industrial needs of a newly developing
country, physics education has become increasingly important in
Nepal's education system. How is physics taught in primary and
secondary schools? What is the nature of the physics programs
offered in the colleges and universities in the country of Mt. Everest.
These and related topics will be discussed.
Footnotes:
None
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CB05: Student Physics Field Day
spacer
Location:
Union Summit
Date:
Time:
Author:
Tuesday, Aug. 3
9:15 a.m.
Junehee Yoo, Seoul National Univ.
011-82-2-880-7755, yoo@physics.niu.edu
Co-Author(s): None
Abstract:
We organize a physics field day in National Folk Museum. Students
are encouraged to find their own inquiry problems into musical
instruments during the field day. Students' understanding in physics
of their subject musical instruments are investigated. Also the way
how they develop their project are pursued.
Footnotes:
None
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CB06: Teaching Innovation in Introductory Physics in Philippine Context
spacer
Location:
Union Summit
Date:
Time:
Author:
Tuesday, Aug. 3
9:30 a.m.
Lamberto A. Jeresano
Technological Univ. of the Philippines
06-392-061-5737, lambertojeresano@yahoo.com
Co-Author(s): None
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (108 of 337) [7/30/2004 8:38:19 AM]
American Association of Physics Teachers
Abstract:
Footnotes:
Science/physics educators in the Philippines are confronted with
seemingly insurmountable problems such as large classes, dearth of
instructional materials, under trained teachers, limited opportunities
for professional growth, inadequate if not absence of laboratory
facilities, etc. In view of the above, the presenter with some
colleagues from state colleges and universities formed association,
the Bicol Physics Society, whose aim is to help alleviate some of
these problems. One of the trusts of the society is the promotion of
new trends in science education and the use of improvised
science/physics apparatus. These are the two main topics taken up in
seminar workshop organized by the association. Hands-on on the
use of apparatus is stressed in the service training. The AAPT
through the Bauder Small Grant Program provided funds for the
purchase of materials, spare parts, supplies and other incidental
expenses for construction of apparatus. This paper describes the twoseminar-workshop that has been constructed.
None
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CC:
Panel on Preparing Physics Majors for the Job Market
spacer
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Union California
Tuesday, Aug. 3
7:45 a.m.-9:00 a.m.
Charles De Leone, California State Univ.
760-750-8074, cdeleone@csusm.edu
None
Computer projection (no computer -- must bring own laptop),
Overhead projector, screen
spacer
CD:
Special Topics in Teaching Astronomy
spacer
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Riverside 1002
Tuesday, Aug. 3
7:45 a.m.-9:00 a.m.
Rebecca Lindell, Southern Illinois Univ.
618-650-2934, rlindel@siue.edu
None
Computer projection (no computer -- must bring own laptop),
Overhead projector, screen
spacer
CD01: Teaching Applications Resulting from the Infrared Investigation of Mars' Atmosphere*
spacer
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (109 of 337) [7/30/2004 8:38:19 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Riverside 1002
Tuesday, Aug. 3
7:45 a.m.
Robert Novak, Iona College
914-633-2239, rnovak@iona.edu
Co-Author(s): None
Abstract:
Since 1996, the presenter has been working with the Infrared
Spectroscopy Group (Michael Mumma, P.I.) of the Planetary
Systems Branch of NASA?s Goddard Space Flight Center. The
group uses infrared spectrometers on telescopes to detect and
measure molecules in planetary objects. The presenter has used
NASA's 3 meter Infrared Telescope (IRTF) on Mauna Kea to
measure the seasonal variation of ozone and water on Mars. He will
discuss ways in which this research is used in the teaching of
courses for both science and non-science majors. He will also
discuss the undergraduate research program that resulted from this
study, including visits by undergraduates to the IRTF, and community
outreach.
Footnotes:
*Supported in part NASA grant #RTOP 693-344-32-31 and NSF
grant #AST-0205397 through their RUI program.
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CD02: Analysis of Galaxy Groups Using SDSS Data*
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Location:
Riverside 1002
Date:
Time:
Author:
Tuesday, Aug. 3
8:00 a.m.
Daniel Smith, Jr., South Carolina State Univ.
803-536-7162, dsmith@scsu.edu
Co-Author(s): None
Abstract:
The Sloan Digital Sky Survey (SDSS) has collected redshift and
position data for a few hundred thousand galaxies. Algorithms in
Mathematica and in C will be described that allow the development of
a catalog of galaxy groups from that data. The groups catalog is
used, in turn, to analyze the peculiar velocities of galaxies that distort
the usual wedge plots of large scale structure. Because of the
availability of the data on-line, the analyses presented can be
performed in an undergraduate astronomy lab.
Footnotes:
*Supported by NASA Office of Space Science (NAG 5-10145).
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CD03: Interactive Classroom Materials Focusing on Astronomical Coordinates and Motions
spacer
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (110 of 337) [7/30/2004 8:38:19 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Riverside 1002
Tuesday, Aug. 3
8:15 a.m.
Kevin Lee, Univ. of Nebraska, Lincoln
402-472-3686, klee6@unl.edu
Co-Author(s): Christopher M. Siedell, Tara Tonniges
Abstract:
The ClassAction Project is creating materials to promote interactive
engagement in the college astronomy classroom. These materials
include questions for student voting and discussion questions more
appropriate for oral reports to the class. All questions are grouped by
topic and linked together in a FLASH computer database which can
be projected in the classroom. Each database allows instructors to
conveniently select from a variety of questions with dynamically
changing illustrations. The questions are also dynamic in that
instructors have the capability to recast them into alternate forms
based on their own preferences and formative feedback from the
class. A primary goal of ClassAction is the enhancement of students'
metacognitive skills through rapid feedback. Many additional
resources are available for providing feedback including outlines of
information, images, and animations. Sample materials from the
"Motions in the Sky" module will be demonstrated and can be found
at http://astro.unl.edu.
Footnotes:
None
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CD04: Inappropriate Illustrations and Other Material in Introductory Astronomy Textbooks
spacer
Location:
Riverside 1002
Date:
Time:
Author:
Tuesday, Aug. 3
8:30 a.m.
Patrick Hecking, Thiel College
724-589-2104, phecking@thiel.edu
Co-Author(s): None
Abstract:
Several types of misunderstandings may arise from illustrations in
astronomy textbooks. Many texts fail to explain the viewpoint and/or
scale of a particular drawing or photo. Horizon views are frequently
confused with viewing the familiar compass. Introductory textbooks
are generally written too much like physics texts, intimidating the
unprepared reader. Examples of images and inappropriate subjects
are presented and remedies discussed.
Footnotes:
None
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CD05: NASA's XMM-Newton Mission Partners with LTI to Develop an X-ray STARLAB
Cyloinder
spacer
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (111 of 337) [7/30/2004 8:38:19 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Riverside 1002
Tuesday, Aug. 3
8:45 a.m.
Tim Graves, Sonoma State Univ.
707-664-3259, gravest@universe.sonoma.edu
Co-Author(s): None
Abstract:
The NASA Education and Public Outreach Group at Sonoma State
University,1 in partnership with Learning Technologies, Inc., is
developing a new X-ray sky cylinder for the portable STARLAB
planetarium. With this cylinder, you'll be able to show your students
the sky as normally seen in visible light, and compare it to the sky as
seen in high-energy X-rays. Due to a new technique in
manufacturing, the cylinder will also include full-color images of
astronomical objects as seen in both visible light and X-rays! Also
included will be an educator's guide and a set of standards-based,
inquiry-driven activities for your students.
Footnotes:
*Sponsored by Lynn Cominsky.
1. See NASA E/PO website at http://epo.sonoma.edu.
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CE:
Laboratory Initiatives in Introductory Physics
spacer
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Union Orchard Suite
Tuesday, Aug. 3
7:45 a.m.-9:00 a.m.
Gregory Puskar, West Virginia Univ.
304-293-3422 x1455, gpuskar@mix.wvu.edu
None
Computer projection (no computer -- must bring own laptop),
Overhead projector, screen
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CE01:
Impulse Measurements Demonstrating Safety Harness Value in the Introductory
Laboratory
spacer
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (112 of 337) [7/30/2004 8:38:19 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Mariposa 1000
Tuesday, Aug. 3
7:45 a.m.
S. Clark Rowland, Andrews Univ.
269-471-3502, rowland@andrews.edu
Co-Author(s): None
Abstract:
We recognize the challenge in convincing non-science students that
understanding physics will be of value to them. Risk has been used
as a motivational tool in our Scientific Inquiry course. The value of a
safety harness is one topic covered. A force sensor, connected to a
computer, permits students to record force as a function of time in the
laboratory. They observe that without restraint, a very large force is
recorded for a short time. They also find that with a safety harness, a
much smaller force is recorded for a longer time. Visual observation
that the area under the force versus time curves are identical but
when a safety harness is used the maximum force is low, assists
students in finding physics meaningful.
Footnotes:
None
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CE02: Determining Efficiency and Entropy Change for a Simple Heat Engine
spacer
Location:
Mariposa 1000
Date:
Time:
Author:
Tuesday, Aug. 3
8:00 a.m.
Stephen Luzader, Frostburg State Univ.
301-687-7072, sluzader@frostburg.edu
Co-Author(s): None
Abstract:
We use the PASCO Heat Engine apparatus for an experiment in the
fourth semester of our introductory physics sequence. For the basic
experiment in the accompanying manual, the device is used to lift a
mass through a measured distance. The mechanical work (mgh) is
compared with the thermodynamic work (the area of the engine's
cycle on a PV diagram). Our students go through a more elaborate
analysis, comparing engine's estimated actual efficiency with its
Carnot efficiency and estimating the entropy change during one
cycle. The results show that the efficiency is much less than the
Carnot efficiency, and there is a net positive change in entropy as
predicted by the Second Law of Thermodynamics. The experiment
helps the students solidify some rather abstract thermodynamic
concepts when the analysis is carried out correctly. Students are
often surprised by the large difference between the Carnot efficiency
and the actual efficiency.
Footnotes:
None
spacer
CE03:
spacer
What Teachers Modify in Problem Solving Labs, and Why
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (113 of 337) [7/30/2004 8:38:19 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Mariposa 1000
Tuesday, Aug. 3
8:15 a.m.
Edit Yerushalmi , Weizmann Institute of Science
011-972-8-934-3743, ntedit@wisemail.weizmann.ac.il
Co-Author(s): Bat Sheva Eylon, Ken Heller, Patricia Heller
Abstract:
Problem-solving labs were developed and implemented at the
Physics Department, University of Minnesota.1 In these labs students
engage in a learning cycle of predict-explore-measure-explain to
confirm if their solution to a context rich problem is correct. This
instructional approach conflicts with some conceptions and practices
of instructors when dealing with an introductory physics laboratory. Its
dissemination requires a professional development framework in
which instructors can adjust specific materials to fit their own context,
and reflect on their implementation. We report on a preliminary study
conducted with two Israeli high school teachers who customized the
original labs to their contexts. We identify how the teachers modified
the original labs and relate these modifications to the change in
context. The findings of this study as well as the process of
supporting the teachers can inform the design of professional
development accompanying the dissemination of problem-solvinglabs approach to different target audiences.
Footnotes:
1. Supported by NSF grant #ILI-9651339.
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CE04: Paperless Laboratories for Introductory Physics
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Location:
Mariposa 1000
Date:
Time:
Author:
Tuesday, Aug. 3
8:30 a.m.
John Fontanella, United States Naval Academy
410-293-5507, jjf@usna.edu
Co-Author(s): Lou A. Cox, Michael Wathen, Mary C. Wintersgill
Abstract:
A laboratory format is described where students carry out
experiments then enter information into a web-based response form.
The web-based response form contains PER-based instructions for
carrying out the experiment, questions concerning the experiment or
associated physics and text boxes or radio buttons for inputting
experimental data or answers to questions. The responses of the
students are written to a text file that can be opened (usually in Excel)
by the instructor for assessment. Graphs are transmitted to the
instructor electronically, usually via the Digital Drop Box in
Blackboard. Graded labs are made available to the students
electronically, usually via posting on Blackboard. Other features
include Blackboard-based pre-lab exercises and post-lab quizzes.
Finally, formal laboratory reports can be submitted to the instructor
electronically. Experiences with this system for 21 experiments during
academic year 2003-2004 are described.
Footnotes:
*Sponsored by Mary C. Wintersgill.
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (114 of 337) [7/30/2004 8:38:19 AM]
American Association of Physics Teachers
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CE05: Using a Physics Lab Exam to Assess Student Performance*
spacer
Location:
Mariposa 1000
Date:
Time:
Author:
Tuesday, Aug. 3
8:45 a.m.
Duane Deardorff, The Univ. of North Carolina, Chapel Hill
919-962-3013, duane.deardorff@unc.edu
Co-Author(s): None
Abstract:
For the past three years, students in our introductory physics labs
have been required to take a lab exam to assess each student's
ability to make accurate measurements with typical laboratory
instruments, analyze and interpret empirical data, apply fundamental
physics principles, design simple experiments, evaluate results,
analyze measurement errors, and properly communicate findings. In
completing the exercises in this hands-on exam, students are
permitted to use their lab manual, notes, textbook, calculator,
computer, and any other resources (except other students). The
laboratory teaching assistants score the exams using a detailed
grading rubric designed by the Lab Director. An historical analysis of
student performance on the lab exam has revealed many interesting
findings, which will be the focus of this talk.
Footnotes:
*See http://www.physics.unc.edu/labs.
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CF:
Electronic Student Response Systems
spacer
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Amador 150
Tuesday, Aug. 3
7:45 a.m.-9:00 a.m.
Ray Burnstein, Illinois Institute of Technology
312-567-3379, burnstein@iit.edu
None
Computer projection (no computer -- must bring own laptop),
Overhead projector, screen
spacer
CF01:
spacer
The Navigator - Clickers on Steroids
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (115 of 337) [7/30/2004 8:38:19 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Amador 150
Tuesday, Aug. 3
7:45 a.m.
David Young
Univ. of Arkansas, Fayetteville/Fayetteville Public Schools
479-443-9061, dyoung7@prodigy.net
Co-Author(s): None
Abstract:
How one group is trying to cope with modeling and high stakes
testing by using the Navigator wireless assessment system to push
and listen to students. How can we know what kids know and then
point them to the Truth while preparing for assessments that "seem"
to be knowledge level interactions with our curriculum?
Footnotes:
None
spacer
CF02: Improving Student Engagement Using Electronic Classroom Polling
spacer
Location:
Amador 150
Date:
Time:
Author:
Tuesday, Aug. 3
8:00 a.m.
Tim Stelzer, Univ. of Illinois
217-265-0758, tstelzer@uiuc.edu
Co-Author(s): None
Abstract:
Electronic classroom polling systems offer the potential to
significantly enhance the effectiveness of Peer Instruction in large
lectures. In addition to providing prompt and accurate feedback to the
instructor, such systems also increase student participation by
allowing students' responses to be anonymous to their peers. Data
collected by electronic polling systems can be used by the instructor
to correlate individual student lecture performance with performance
in other aspects of the course. In this talk, I will discuss experiences
with Peer Instruction at the University of Illinois over the past several
years, both with and without electronic polling systems. I will also
discuss what we have found to be key components to the successful
implementation of a classroom polling system and data from our
current solution.
Footnotes:
None
spacer
CF03:
spacer
Use of Voting Machines in a Freshman Physics Course*
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (116 of 337) [7/30/2004 8:38:19 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Amador 150
Tuesday, Aug. 3
8:15 a.m.
Neville Reay, The Ohio State Univ.
614-292-7436, reay@mps.ohio-state.edu
Co-Author(s): Pengfei Li, Lei Bao
Abstract:
A "voting machine system" (VM) was used by student groups during
winter 2003 quarter lectures in a calculus-based electricity and
magnetism physics course for Freshman Engineering Honors
students. Groups were able to answer multiple-choice questions and
see an anonymous display of student choices. Based on positive
student response, an improved system was developed and used by
individual students during winter and spring 2004 quarters of the
same course. Use of the latter system and the advantage of
individual versus group response will be discussed, together with
excerpts of VM student surveys from 2003 and 2004. We also will
discuss a question format that shows promise for identifying and
correcting student preconceptions. Additional VM work will be
presented by Pengfei Li in the talk that follows.
Footnotes:
*Supported in part by NSF grant #REC-0087788 and #REC-0126070.
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CF04: Model-Based Analysis of In-Class Polling Data*
spacer
Location:
Amador 150
Date:
Time:
Author:
Tuesday, Aug. 3
8:30 a.m.
Pengfei Li, The Ohio State Univ., Columbus
614-688-3598, li.427@osu.edu
Co-Author(s): Neville W. Reay, Lei Bao
Abstract:
At The Ohio State University, an in-class polling system, Voting
Machine (VM), was used as a lecture instrument to teach students in
an introductory electromagnetism class. Through research, we
designed a sequence of three questions (basic, intensive, extensive)
as a tool to trigger the student into different learning modes.
Comparison of students performance on related exam questions
between students in classes using VM and the students in other
lecture section of the same class that do not use VM method will be
presented. Further analysis is conducted to explore the relationships
between the students' in-class polling data and their progress in
learning. In this talk, we will discuss the results and the potential
models that we aim to extract.
Footnotes:
*Supported in part by NSF grants REC-0087788 & REC-0126070.
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CF05:
Effects of Using the Personal Response System and Peer Instruction at a Community
College
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (117 of 337) [7/30/2004 8:38:19 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Amador 150
Tuesday, Aug. 3
8:45 a.m.
Tom G. Carter, College of Dupage
630-942-3346, carter@fnal.gov
Co-Author(s): None
Abstract:
I will present results from three years of using Peer Instruction and an
electronic Personal Response System (PRS) in an algebra-based
introductory physics class at a two-year college. Results will be
represented both in terms of average normalized gains on the FMCE
and in terms of some informal anecdotal data. Surprisingly, I see
little, if any, effect on student knowledge.
Footnotes:
None
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CG:
Interaction of Student Beliefs and Physics Learning
spacer
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Mendocino 1005
Tuesday, Aug. 3
7:45 a.m.-9:00 a.m.
Lawrence Badar, Case Western Univ.
440-331-2586, larrybadar@aol.com
None
Computer projection (no computer -- must bring own laptop),
Overhead projector, screen
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CG01: Student "Splits" Between Intuition and Scientist Answers*
spacer
Location:
Mendocino 1005
Date:
Time:
Author:
Tuesday, Aug. 3
7:45 a.m.
Timothy McCaskey, Univ. of Maryland
301-405-6185, mccaskey@physics.umd.edu
Co-Author(s): Andrew Elby
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (118 of 337) [7/30/2004 8:38:19 AM]
American Association of Physics Teachers
Abstract:
Footnotes:
Previous work showed that, on FCI items, students indicate that the
answer they "really believe" often differs from the answer they think a
scientist would give.1 However, interviews revealed that these "splits"
rarely indicate lack of belief in the scientifically-accepted answer.
Instead, splits often indicated a difference between the student's
"intuitive" answer and the one he or she thinks a scientist would
give.2 Because "intuition splits" are something students gravitate
toward expressing (even when asked something else!) and because
they are interesting in their own right, we modified the FCI task:
Students now indicate their "scientist answer" and the answer that
"makes the most intuitive sense" to them. New interviews established
that the modified task suffers from fewer interpretive difficulties. In
addition, evidence suggests that students reconcile concepts like
Newton's laws with their intuition more effectively if such
reconciliation is an explicit goal of instruction.
*Supported by NSF grant #REC-0087519. 1. T. McCaskey et al.,
127th AAPT National Meeting (2003). 2. T. McCaskey et al., 128th
AAPT National Meeting (2004).
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CG02: Using the Colorado Learning Attitudes About Science Survey to Probe Students'
Attitudes and Beliefs About Reality
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Location:
Mendocino 1005
Date:
Time:
Author:
Tuesday, Aug. 3
8:00 a.m.
Wendy Adams, Univ. of Colorado, Boulder
970-539-6154, wendy.adams@colorado.edu
Co-Author(s): Noah Finkelstein, Carl Wieman
Abstract:
We have developed an instrument for probing students' attitudes and
beliefs about learning physics and used it in a variety of courses. The
Colorado Learning Attitudes about Science Survey (CLASS)1,2,3
probes eight facets of student beliefs about learning. This talk
examines the facet of student attitudes about physics and reality.
During design and analysis of the instrument it became clear that
traditional facet of "Reality" subsumed two distinct facets; Reality
World View (physics explains the behavior of the world around us)
and Reality Personal View (physics matters in my everyday life).
Subsequent research in introductory college physics courses using
the CLASS reveal correlations between student retention and
attitudes. Notably: students retained in a course have more expertlike incoming attitudes and beliefs, and there is a clear correlation
between the incoming Reality Personal View and the number of
physics majors in a course.
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (119 of 337) [7/30/2004 8:38:19 AM]
American Association of Physics Teachers
Footnotes:
1. See http://cosmos.colorado.edu/phet/survey/CLASS/CLASS.html
2. The design and Validation of the Colorado Learning Attitudes
about Science Survey, W Adams, M. Dubson, N. Finkelstein, and C.
Wieman, at this meeting.
3. Supported by NSF, the Kavli Foundation and the University of
Colorado.
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CG03: Luck Versus Control: Does Introductory Physics Affect Student Beliefs?*
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Location:
Mendocino 1005
Date:
Time:
Author:
Tuesday, Aug. 3
8:15 a.m.
Paul Knutson, Univ. of Minnesota
612-625-9323, knut0199@umn.edu
Co-Author(s): Vince Kuo, Thomas Thaden-Koch, Patricia Heller, Kenneth Heller
Abstract:
It has been proposed that student attitudes and beliefs about learning
physics are affected, mostly adversely, by experiences in introductory
physics.1 We have begun2 to determine whether components of this
effect can be ascribed to standard measures of student disposition.
We have used the Rotter I:E scale, a measure of the disposition
known as Locus of Control (LoC)3. In an effort to measure LoC in a
way more relevant (and acceptable) to physics students and faculty,
we matched some items from the original Rotter I:E scale with new
items written in a physics context. Results of administering both the
original Rotter I:E scale and the matched physics items to 300
students in an introductory physics course for biology majors will be
presented.
Footnotes:
*Supported in part by the University of Minnesota and NSF grant
#DUE-9972470.
1. Redish, E. F., Saul, J. M., and Steinberg, R. N., "Student
expectations in introductory physics." Am. J. Phys., 66, 212-224
(1998).
2. Kuo, V. H. et al (2003). Locus of Control -- Chance or Self
Attribute. AAPT Summer Meeting, Madison.
3. Rotter, J., "Generalized expectancies for internal versus external
control of reinforcement." Psychological Monographs, 80, 1-28
(1966).
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CG04: Developing Instruments for Evaluating Anxiety Caused by Cognitive Conflict
spacer
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (120 of 337) [7/30/2004 8:38:19 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Mendocino 1005
Tuesday, Aug. 3
8:30 a.m.
Yeounsoo Kim, The Ohio State Univ.
614-688-3598, kim.1902@osu.edu
Co-Author(s): Lei Bao, Florin Bocaneala
Abstract:
Physics learning situations often involve many cognitive conflicts
between a student's present understandings and new information
being learned. Cognitive conflict is known as an important factor in
conceptual change. Therefore, it is important to help physics teachers
and students develop skills and knowledge for more effective conflict
management. However there is no readily available method by which
to identify the types of meaningful (constructive) cognitive conflict that
students may have in their learning. We focus the study on the
student anxiety caused by cognitive conflict so that we can improve
student motivations in learning. This study is targeted to develop an
easy-to-use instrument that can be implemented in classroom to
monitor students' status of their anxiety in cognitive conflict situations
and the effects on students' motivations in learning.
Footnotes:
*Supported by Korea Research Foundation grant #KRF-2003-037B00102.
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CG05: Continuing the Debate: Experiences from the Fourth and Fifth Science and Mathematics
Workshops for Tibetan Buddhist Monks*
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Location:
Mendocino 1005
Date:
Time:
Author:
Tuesday, Aug. 3
8:45 a.m.
Mel Sabella, Chicago State Univ.
773-995-2172, msabella@csu.edu
Co-Author(s): Hunter G. Close, Randal R. Harrington, Stamatis Vokos
Abstract:
Experiences from the Science and Mathematics Workshop for
Tibetan Buddhist Monks continue to provide useful information on
how non-traditional students interact with research-based
instructional materials. In this talk we describe how our mode of
instruction and evaluation has evolved since our first experience, at
the third workshop. Short video clips will illustrate how the monks'
culture of debate serves as a resource in their development of a
scientific model. Particular attention will be paid to our instruction on
Electrostatics and Special Relativity. Preliminary research results on
the monks' understanding of these topics will be presented.
Footnotes:
*Funded in part by His Holiness the Dalai Lama through the Library of
Tibetan Works and Archives and the Sager Family Foundation.
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CI:
Physics Sports
spacer
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (121 of 337) [7/30/2004 8:38:19 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Union Hinde Auditorium
Tuesday, Aug. 3
7:45 a.m.-9:15 a.m.
Steven Shropshire, Idaho State Univ.
208-282-2212, shropshi@physics.isu.edu
None
Computer projection (no computer -- must bring own laptop),
Overhead projector, screen
spacer
CI01: YSU Physics Olympics, A Quarter Century Plus One
spacer
Location:
Union Hinde Auditorium
Date:
Time:
Author:
Tuesday, Aug. 3
7:45 a.m.
Invited - Richard Zitto, Youngstown State Univ.
330-941-7110, rjzitto@ysu.edu
Co-Author(s): None
Abstract:
What do you do with 640 students, 32 teachers, lots of parents and
on-lookers, news media, exhausted colleagues, $500 worth of
donuts, juice, coffee, and the whole Beeghly Athletic Center for a
Saturday??? Obviously you have the makings for the Youngstown
State University Physics Olympics. We have just completed the 26th
year of this event and will use this talk to "show & tell" you about our
Physics Olympics. We will hand out the rules, talk about the logistics,
and explain the prize money that keeps the schools aiming for a
higher finish. This yearly happening requires a huge amount of cooperation and help from the university community, local industry,
local professionals, our physics faculty and majors, former and
current students and teachers. The cost for this phun Saturday is
around $4000 making funding a special project in its own right.
Footnotes:
None
spacer
CI02:
spacer
Developing, Implementing and Coordinating a Regional Physics Competition*
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (122 of 337) [7/30/2004 8:38:19 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Hinde Auditorium
Tuesday, Aug. 3
8:15 a.m.
Invited - Susan Weinshanker, San Diego City Schools
858-273-1313, ext. 243, sweinsha@mail.sandi.net
Co-Author(s): None
Abstract:
This a unique collaborative experience for students taking Physics in
San Diego County High Schools. As the coordinator for the 2003
Competition, I helped to develop and implement this event. Teachers
may register up to four students, who are then randomly assigned
into teams that will tackle experimental problems typically found in
College Preparatory Physics courses. Students are able to
demonstrate excellence during the competition by successful
completing five separate team assignments. San Diego County of
Education and San Diego Science Alliance present the Physics Team
Competition. This event is free to schools thanks to generous
corporate support through SDSA. SDCOE and SDSA also provides
the resources for the lab kits, T-shirts for participant and
refreshments. Local scientists, teachers, university professors and
engineers from the business and the local community have an
opportunity to work with San Diego Physics students as question
writers, team-school coaches, judges, and/ or proctors.
Footnotes:
*In cooperation with SDCOE (San Diego County of Education) and
SDSA (San Diego Science Alliance).
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CI03: A New Test Item in Physics Competitions
spacer
Location:
Union Hinde Auditorium
Date:
Time:
Author:
Tuesday, Aug. 3
8:45 a.m.
Göran Grimvall, Royal Institute of Tech.
011-46-8-5537-8160, grimvall@theophys.kth.se
Co-Author(s): None
Abstract:
In Sweden there is an annual online competition for university and
college students of engineering. One of the several test items is
closely related to thinking in physics. The teams are presented with
graphs of the form y(x) vs x and with numerical values but no units
marked on the axes. There are five figure legends for each graph,
one of which is authentic. The others are wrong, taken from vastly
different fields but at first glance not unreasonable. Many of the
correct or distracting legends refer to sports, energy and
environmental issues, biology etc. The test is designed to measure
universal skills that should be the lasting result of an education in
physics and related fields and is a challenge in scientific thinking. The
main idea could be used at other levels and in other areas. The talk
presents several such examples I have designed.
Footnotes:
None
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (123 of 337) [7/30/2004 8:38:19 AM]
American Association of Physics Teachers
CI04: Physics Olympics: Do's, Don'ts, and Costs
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Location:
Union Hinde Auditorium
Date:
Time:
Author:
Tuesday, Aug. 3
9:00 a.m.
Michael Weber, Brigham Young Univ., Hawaii
808-293-3810, weberm@byuh.edu
Co-Author(s): None
Abstract:
For the past several years, the Hawaii Section has held an annual
Physics Olympics for high school students. I will describe the
organization, mechanics, and costs of planning and running the
event, as well as lessons learned.
Footnotes:
None
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CJ:
Mentoring Undergraduates in Research
spacer
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Mendocino 1003
Tuesday, Aug. 3
8:00 a.m.-9:30 a.m.
Jack Hehn, American Institute of Physics
301-209-3010, jhehn@aip.org
None
Computer projection (no computer -- must bring own laptop),
Overhead projector, screen
spacer
CJ01: Research with Undergraduates: The Value of the "Great Unknown"
spacer
Location:
Mendocino 1003
Date:
Time:
Author:
Tuesday, Aug. 3
8:00 a.m.
Invited - Toni D. Sauncy, Angelo State Univ.
325-942-2242, toni.sauncy@angelo.edu
Co-Author(s): None
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (124 of 337) [7/30/2004 8:38:19 AM]
American Association of Physics Teachers
Abstract:
Footnotes:
Including open-ended, independent investigation in an advanced
laboratory setting as part of the undergraduate experience for physics
students generates excitement, interest and motivation for young
scientists. These research training opportunities provide a means of
better preparing students for the challenges that they may face in
graduate school or the technological workforce, giving them practical,
'hands-on" experience and the chance to apply ideas from
coursework to experiments which generate problems for which a
solution is not "known." The difficulties of establishing research
facilities at a small, regional university are many. The prospect of
splitting time between a full-time course load and the significant time
commitment required to conduct advanced laboratory work with an
undergraduate student, without the assistance of additional staff or
graduate students, is daunting. However the goal of meaningful
integration of teaching with research work can be achieved and the
results satisfying to for both student and faculty mentor.
None
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CJ02: Research with Students: The Interplay Between Theory, Computation, and Education*
spacer
Location:
Mendocino 1003
Date:
Time:
Author:
Tuesday, Aug. 3
8:30 a.m.
Invited - Mario Belloni, Davidson College
704-894-2320, mabeloni@davidson.edu
Co-Author(s): Wolfgang Christian
Abstract:
Members of the Physics Department at Davidson College actively
encourage students to conduct research. Faculty-student research
projects typically span a semester, the summer, or both. Often we
find that students engage in research with more than one faculty
member, and therefore, they get experience in more than one
research area. In fact some of the most interesting student projects
occur when one project morphs into another in a very different field.
In this talk we will briefly describe the theoretical, computational, and
educational research programs at Davidson, focusing on several
faculty-student projects that merge these areas together.
Footnotes:
*Supported by a Research Corp. Cottrell College Science Award
(CC5470) and by NSF grant #DUE-0126439.
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CJ03:
spacer
Undergraduate Research: The National Overview
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (125 of 337) [7/30/2004 8:38:19 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Mendocino 1003
Tuesday, Aug. 3
9:00 a.m.
Invited - Patrick J. Mulvey, American Institute of Physics
301-209-3076, pmulvey@aip.org
Co-Author(s): None
Abstract:
The opportunity for physics majors to work on a research project is
now an important part of many departments' undergraduate
curriculum and has been credited with revitalizing many programs.
But how many physics (and astronomy) majors actually participate in
an undergraduate research project? How do these research projects
effect the students? The Statistical Research Center of the American
Institute of Physics included a series of questions in a recent survey
of physics and astronomy seniors that gives an overview of the
undergraduate research experiences for students nationally. This
paper will discuss the types of research options available, the
compensation the students received, and the opportunity to present
their results. I will examine the relationship between undergraduate
research and post-degree outcomes. I will also look at some
comparisons at the departmental level.
Footnotes:
None
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CK:
Looking for Information in All the Right Places
spacer
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Union Foothill Suite
Tuesday, Aug. 3
7:45 a.m.-9:15 a.m.
Patricia Viele, Cornell Univ.
607-255-2501, ptv1@cornell.edu
None
Computer projection (no computer -- must bring own laptop),
Overhead projector, screen
spacer
CK01: Using Colleges and Universities Science Outreach Programs as a Resource
spacer
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (126 of 337) [7/30/2004 8:38:19 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Foothill Suite
Tuesday, Aug. 3
7:45 a.m.
Invited - Nevjinder Singhota, Cornell Ctr. for Materials Research
607-255-1486, nev@ccmr.cornell.edu
Co-Author(s): None
Abstract:
The Cornell Center for Materials Research (CCMR) Educational
Programs Office is funded by the National Science Foundation
(NSF). CCMR provides hands-on science and math lessons to K-12
students, teachers, and community members. Faculty, postdoctoral
associates, graduate students, undergraduates, and staff volunteer
their time to develop and present lessons. Cornell University also has
a wide array of other science outreach programs. Some of the
programs are run by the Public Service Center, Lab of Elementary
and Particle Physics, Nanobiotechnology Center, and the Cornell
Institutes for Physics and Biology Teachers. These programs
received funding from some of the following entities: Cornell, NSF,
General Electric and the Howard Hughes Medical Institute. I will
explain how the different agencies provide funding to universities and
colleges for science and math outreach efforts. I will go over some of
the different requirements of each funding agency and how to begin
your search in finding the program that meets your students' needs.
Footnotes:
None
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CK02: Strategies for Integrating Information Literacy into the Curriculum
spacer
Location:
Union Foothill Suite
Date:
Time:
Author:
Tuesday, Aug. 3
8:15 a.m.
Invited - Ilene Rockman, California State Univ.
510-885-2446, irockman@calstate.edu
Co-Author(s): None
Abstract:
I will present reasons and methods for moving library instruction from
traditional bibliographic instruction to an information literacy program
that is collaborative and integrated into the core curriculum. Many
faculty and administrators do not use the phrase "information literacy"
but are concerned about critical thinking, educational engagement,
and information fluency. Librarians also share concerns about
learning outcomes, student achievement, and student retention.
Footnotes:
None
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CK03: The Role of Science Museums in Science Education
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (127 of 337) [7/30/2004 8:38:20 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Foothill Suite
Tuesday, Aug. 3
8:45 a.m.
Invited - John Ericson, Lawrence Hall of Science
510-642-9019, ptv1@cornell.edu
Co-Author(s): None
Abstract:
Will review a variety of programs and materials for science educators
offered by the Lawrence Hall of Science.
Footnotes:
None
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CL:
Challenges to Sustainability of Educational Reform
spacer
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Union Redwood
Tuesday, Aug. 3
8:00 a.m.-9:30 a.m.
Apriel Hodari,
703-824-2125, hodaria@cna.org
None
Computer projection (no computer -- must bring own laptop),
Overhead projector, screen
spacer
CL01:
Workshop or Sweatshop? Transforming Student Resistance into Positive Learning
Experiences
spacer
Location:
Union Redwood
Tuesday, Aug. 3
8:00 a.m.
Invited - Juliet Brosing, Pacific Univ.
503-352-2840, brosingj@pacificu.edu
Co-Author(s): Priscilla W. Laws, Mary H. Fehrs
Abstract:
Workshop Physics1 is a carefully crafted curriculum for calculusbased physics that replaces lectures with activity-based learning.
Computer spreadsheets are used along with sensors and data
acquisition software for student-directed collection, graphical display
and analysis of real data. Mathematical modeling is also an important
component. There is much evidence that this method enables
students to confront their misconceptions and construct a conceptual
framework that deepens their understanding of physics. However,
some students are surprisingly hostile about this approach to
learning. Workshop Physics was developed at Dickinson College and
is now taught at many other institutions, including Pacific University.
Pacific University has also implemented physics tutorials, interactive
lecture demonstrations, and other "reform" methods in the algebra
based physics sequence. There are two basic challenges when
implementing "reform" pedagogies: student reaction and curricular
Date:
Time:
Author:
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (128 of 337) [7/30/2004 8:38:20 AM]
American Association of Physics Teachers
Footnotes:
issues. Successful strategies for meeting these challenges will be
described.
1. See http://physics.dickinson.edu/~wp_web/WP_homepage.html
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CL02: Putting Freire to the Test: Roberto Clemente High School Reform, 1989-1997
spacer
Location:
Union Redwood
Date:
Time:
Author:
Tuesday, Aug. 3
8:30 a.m.
Invited - Cristina Pacione-Zayas
Univ. of Illinois, Urbana-Champaign
773-405-4128, pacionez@uiuc.edu
Co-Author(s): None
Abstract:
This paper discusses the educational impact and implications of a
libratory school reform program implemented at Roberto Clemente
Community Academy (RCAA) from 1991-1996. RCAA is a Chicago
public high school that draws the majority of its population from the
surrounding Puerto Rican community, West Town/Humboldt Park.
RCAA faces complex challenges being a predominantly low-income
school with high drop-out/push-out rates, low graduation rates, and
poor standardized test scores. Given these statistics, along with
additional socio-political factors, Clemente’s students are set up to
fail. In this paper, I trace the events that lead up to the reform, an
analysis of the curriculum, and interrogate the persecution and
dismantling of Clemente’s reform. Finally, I conclude with exploring
the implications of what happens when communities of color author
and implement a curriculum that is culturally relevant and succeed in
making the school an extension of the community.
Footnotes:
None
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CM: Programs for Women in Science and Engineering
spacer
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Amador 153
Tuesday, Aug. 3
8:00 a.m.-9:00 a.m.
Evelyn Patterson, U.S. Air Force Academy
719-333-2370, evelyn.patterson@usafa.af.mil
None
Computer projection (no computer -- must bring own laptop),
Overhead projector, screen
spacer
CM01: Women in Applied Sciences and Engineering at Arizona State University
spacer
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (129 of 337) [7/30/2004 8:38:20 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Amador 153
Tuesday, Aug. 3
8:00 a.m.
Invited - Dana Newell
Arizona State Univ., Ctr. for Engineering Diversity and Retention
480-965-5323, dana.newell@asu.edu
Co-Author(s): None
Abstract:
Since 1993, the WISE Program at ASU has concentrated on
designing and expanding programs that offer a universal approach to
the retention of women in the Fulton School of Engineering. In recent
years, WISE retention programs have grown to include year-long
academic programs for students; professional and peer mentoring
programs; bridge programs for incoming students; seminars and
technical workshops that aid in professional development; crosscurricular programs that explore the relationship between engineering
and other disciplines; and programs that encourage student
involvement in community service. Since 1995, university first-year
retention rates for Fulton Engineering women have increased from
72% to 80%. Overall retention rates have increased from 53% to
63%. Innovative programming has aided in increasing college
retention rates for women and assisted female students to surpass
university goals for their retention. An overview of WISE Retention
Programs is presented and includes a discussion of retention rates
for women.
Footnotes:
None
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CM02: MentorNet®: Large-Scale Online Mentoring to Advance Women in Physics
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Location:
Amador 153
Date:
Time:
Author:
Tuesday, Aug. 3
8:30 a.m.
Invited - Carol Muller, MentorNet
408-924-4070, cbmuller@mentornet.net
Co-Author(s): None
Abstract:
In 2000, almost three decades after Title IX, women earned not quite
22% of bachelors, 20% of masters, and 14% of the PhD degrees
granted in physics. Of the physics faculty members at the top 50
research universities, just 6.6% are women. Mentoring is a useful
strategy for encouraging women's retention in physics and related
fields. MentorNet,1 the E-Mentoring Network for Women in
Engineering and Science, was founded in 1997 as an innovative
large-scale electronic mentoring network. Its signature one-on-one
mentoring programs pair college engineering and science students
with female and male professionals in industry, government, and
higher education for email-based, structured mentoring relationships,
lasting eight months at a time. Since 1998, MentorNet has matched
more than 11,000 students with e-mentors. MentorNet's program
design is guided by research and evaluation, and formative and
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (130 of 337) [7/30/2004 8:38:20 AM]
American Association of Physics Teachers
Footnotes:
summative evaluations are conducted each year. This talk will
describe the programs and outcomes of e-mentoring.
1. See http://www.MentorNet.net
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CN:
Crackerbarrel on Issues for Two-Year College Physics Program
spacer
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Riverside 1015
Tuesday, Aug. 3
7:45 a.m.-9:00 a.m.
William Hogan, Joliet Junior College
815-280-2213, whogan@jjc.edu
None
None
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CO:
Poster Session II
spacer
Location:
Date:
Time:
CoPresiders(s):
Equipment:
Union Ballroom II & III
Tuesday, Aug. 3
9:00 a.m.-10:00 a.m.
None
4'x4' posterboard, a 3'x15 table area beneath, & push pins provided
spacer
CO01: A Pattern Recognition Experiment Using LC-TV Spatial Light Modulators
spacer
Location:
Union Ballroom II & III
Date:
Time:
Author:
Tuesday, Aug. 3
9:00 a.m.
Poster - Anthony Behof, DePaul Univ.
773-325-7332, abehof@depaul.edu
Co-Author(s): Mark A. Hoggarth, Jeffrey A. Matasek, Rafael L. Yah
Abstract:
This paper describes a pattern recognition experiment suitable for an
undergraduate optics laboratory. The experiment is based on
matched spatial filtering and uses a computer-generated hologram
for the complex frequency plane mask. Liquid crystal television (LCTV) displays are used rather than film for both the input object and
the frequency plane mask allowing nearly real-time recognition. The
optical correlation signal is recorded with a charge-coupled device
camera and can therefore be analyzed quantitatively. This
experiment provides the opportunity for the student to gain insight
into the meaning and usefulness of the Fourier transform in coherent
optical processing systems.
Footnotes:
None
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (131 of 337) [7/30/2004 8:38:20 AM]
American Association of Physics Teachers
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CO02: Quantum Optics PEPTYC Project: Final Report
spacer
Location:
Union Ballroom II & III
Date:
Time:
Author:
Tuesday, Aug. 3
9:00 a.m.
Poster - Thomas O'Kuma, Lee College
281-425-6522, tokuma@lee.edu
Co-Author(s): Robert Beck Clark, Mary Beth Monroe, Todd R. Leif, Regina M.
Barrera
Abstract:
The Two Year College Quantum Optics ATE Program is a four year
project that utilized the resources of a university laser research group
with a successful collaboration of two year college faculty members.
The project engaged 48 two year college physics faculty members
from around the nation in two two-year long programs. The project
has finished the last component for the last group of participants for
the program. Some of the results of the project and some lessons
learned will be displayed and discussed.
Footnotes:
None
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CO03: PADs: Interactive Drawing of Graphs and Diagrams over the Web
spacer
Location:
Union Ballroom II & III
Date:
Time:
Author:
Tuesday, Aug. 3
9:00 a.m.
Poster - Scott Bonham, Western Kentucky Univ.
270-745-6196, scott.bonham@wku.edu
Co-Author(s): Matthew Dawson, Ian Rice
Abstract:
The Physics Applets for Drawing (PADs)1 project provides a suite of
Java Applets that enable students to easily draw graphs and
diagrams on a web page. PADs include an internal evaluation engine
for checking student work and giving appropriate feedback. They can
be used for vector diagrams, strobe diagrams, linear and polynomial
graphs, bar charts, animation and motion capture, video analysis,
equations and data tables. They accept a number of input
parameters that control appearance, what constitutes "correct," and
feedback to student. This means that the same applet can be used
for a wide range of exercises without any programming involved.
PADs can be used within an on-line homework system such as
WebAssign or on stand-alone HTML pages. Ready-to-use exercises
are available from the project web site http://physics.wku.edu/PAD
and the WebAssign homework system. PADs are available free of
charge and others are invited to contribute exercises.
Footnotes:
1. Supported by NSF grant #DUE-0231353 and Western Kentucky
University faculty development fund.
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (132 of 337) [7/30/2004 8:38:20 AM]
American Association of Physics Teachers
CO04: Design of an Electronics Kit Suitable for Integrated Lecture/Lab Courses
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Location:
Union Ballroom II & III
Date:
Time:
Author:
Tuesday, Aug. 3
9:00 a.m.
Poster - Gordon P. Smith, Western Kentucky Univ.
270-745-5003, gordon.smith@wku.edu
Co-Author(s): Michael Robertson
Abstract:
Western Kentucky University is creating an interactive physics
curriculum for it's algebra-based physics courses, modeled after
SCALE-UP. This experience prompted the design of an electronics
kit that was compact, easy to transport, versatile, and inexpensive.
The resulting kit utilizes off-the-shelf components allowing students to
investigate a wide range of electrical and magnetic phenomena. The
kit itself costs approximately $80, and a wide variety of accessories
can be constructed for little additional cost. The advantages of the kit
are many. Students use the same pieces of equipment over and
over, gaining confidence in measurement abilities. The students may
see inside the kit to trace connections. Electrical components are
color-coded as to function. All accessories may be stored in an
integral drawer, promoting ease of storage and distribution. The
poster will present details of construction, and a kit will be provided
for the curious.
Footnotes:
None
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CO05: Trebuchet Versus Flinger
spacer
Location:
Union Ballroom II & III
Date:
Time:
Author:
Tuesday, Aug. 3
9:00 a.m.
Poster - William G. Harter, Univ. of Arkansas
479-575-6567, wharter@uark.edu
Co-Author(s): Dave Wall
Abstract:
The trebuchet or ingenium was introduced to Western Civilization
before the tenth century. It was used as a devastating weapon until
just before the time of Galileo, when it was replaced by the cannon.
Recent interest by medievalists in recreating this powerful throwing
device has captured the attention of physicists and others who study
mechanics. We show here that the study of the trebuchet is a rich
source of analogies between topics ranging from parametric
resonance and quantum band theory to the bio-mechanics of a tennis
or golf stroke. With modern technology, the possibility of a supersonic
trebuchet arises.
Footnotes:
*Sponsored by Jesse David Wall.
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CO06: Is Pressure Lower in a Moving Fluid?
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (133 of 337) [7/30/2004 8:38:20 AM]
American Association of Physics Teachers
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Location:
Union Ballroom II & III
Date:
Tuesday, Aug. 3
Time:
9:00 a.m.
Author:
Poster - Evan Jones, Sierra College
916-645-4361, revwin@yahoo.com
Co-Author(s): None
Abstract:
Introductory physics texts often incorrectly claim that Pstream, the
static pressure in a fluid jet (as from a blow-dryer), is lower than
Pambient, the pressure of the surrounding ambient fluid.
Experimental evidence and arguments based on theory show that
this claim is false, and that Pstream=Pambient. We show how the
Bernoulli principle is often inappropriately applied in an attempt to
defend the incorrect claim that Pstream
Footnotes:
None
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CO07: Bringing the Introductory Course into the 21st Century
spacer
Location:
Union Ballroom II & III
Date:
Time:
Author:
Tuesday, Aug. 3
9:00 a.m.
Poster - Thomas Moore, Pomona College
909-621-8726, tmoore@pomona.edu
Co-Author(s): None
Abstract:
Contemporary perspectives can not only encourage student
excitement in the introductory calculus-based physics courses but
actually make the ideas easier to learn. This poster will illustrate how
approaches inspired by modern physics can simplify and clarify
classical physics concepts and help students avoid the standard
misconceptions that arise with traditional instruction. I will also
illustrate how even contemporary topics such as relativity and
quantum physics can be taught in the introductory course in a serious
and substantial manner without leaving the students behind.
Footnotes:
None
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CO08: The Nkonjane Trust Schools Outreach Project*
spacer
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (134 of 337) [7/30/2004 8:38:20 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Ballroom II & III
Tuesday, Aug. 3
9:00 a.m.
Poster - Henry M. Saphir, The City School
818-776-0011, henry@physicsfun.org
Co-Author(s): Mami Kitamura-Saphir
Abstract:
Nkonjane Trust has been active in furthering rural education for
underprivileged children in KwaZulu-Natal (South Africa) since 1986.
The Nkonjane Trust Schools Outreach Project, focusing on
experience-based Science and Mathematics, was established in
1997. The aim of the project was to bring new and stimulating ideas
to rural teachers who themselves had suffered from an unimaginative
education under the old apartheid regime and who often had little or
no formal training. It was attempted to inspire teachers to realize that
education is much more than administering a textbook, and indeed
that much good teaching can be achieved without textbooks and with
little resources. Our poster presents reports about the outreach
project and its activities, feedback from workshop participants, and
photos of both rural schools and workshop activities.
Footnotes:
*Supported in part by two grants from the Open Society Foundation South Africa, the Southern Life Foundation (South Africa), the Center
for the Art of Living (USA), and the Freunde der Erziehungskunst
Rudolf Steiners (Germany).
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CO09: Computation in Undergraduate Physics: The Lawrence Approach
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Location:
Union Ballroom II & III
Date:
Time:
Author:
Tuesday, Aug. 3
9:00 a.m.
Poster - David Cook, Lawrence Univ.
920-832-6721, david.m.cook@lawrence.edu
Co-Author(s): None
Abstract:
Since the mid-1980s, the Lawrence Department of Physics has been
striving to embed the use of general purpose graphical, symbolic, and
numeric computational tools throughout our curriculum. Developed
with support from the National Science Foundation, the Keck
Foundation, and Lawrence University, our approach involves
introducing freshman to tools for data acquisition and analysis,
offering sophomores a course that introduces them to symbolic,
numerical, and visualization tools, incorporating computational
approaches alongside traditional approaches to problems in many
intermediate and advanced courses, and making computational
resources available so that students come to see them as tools to be
used routinely on their own initiative whenever that use seems
appropriate. A flexible text that is microscopically customizable to
reflect many different choices of hardware and software is now
complete. Details about the Lawrence curricular approach and about
the text are posted on the project web site at
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (135 of 337) [7/30/2004 8:38:20 AM]
American Association of Physics Teachers
Footnotes:
http://www.lawrence.edu/dept/physics/ccli.
None
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CO10: Online Resource for Health-Related Physics
spacer
Location:
Union Ballroom II & III
Date:
Time:
Author:
Tuesday, Aug. 3
9:00 a.m.
Poster - Rod Nave, Georgia State Univ.
404-651-3221, rodnave@gsu.edu
Co-Author(s): None
Abstract:
The specific needs for understanding in physics by students entering
nursing and the allied health sciences do not match well with
standard introductory physics courses. A number of texts have tried
to target this audience, including the authorÕs Physics for the Health
Sciences. The present effort is to produce a core of concepts relevant
to the needs of the health sciences in an online resource as a part of
the HyperPhysics Project. The value of an online resource lies partly
in the fact that a focused core of concepts can be highlighted in terms
of their direct relevance to the health sciences, but with an
abundance of links to the broader scope of the standard introductory
physics sequence.
Footnotes:
None
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CO11: Three Current Models of Cardiac Function
spacer
Location:
Union Ballroom II & III
Date:
Time:
Author:
Tuesday, Aug. 3
9:00 a.m.
Poster - David Blackman
Univ. of California, Berkeley & Hon. Prof. ASIU
541-512-9722, gribear@mind.net
Co-Author(s): None
Abstract:
Cardiac Arrythmia breaks down to three problems. The
Thermodynamics of the sodium/calcium exchanger; the
thermodynamics of leakage current; and the kinetics of the
sodium/potassium pump. Serum potassium accelerates the
sodium/potassium pump, which can substitute for leakage current.
One can treat cardiac arrythmia with short term mild hyperkalemia.
Footnotes:
None
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CO12: Low Active Learning Gains in Physics at A&T*
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (136 of 337) [7/30/2004 8:38:20 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Ballroom II & III
Tuesday, Aug. 3
9:00 a.m.
Poster - Floyd J. James, North Carolina A&T State Univ.
336-334-7646, fjames@ncat.edu
Co-Author(s): None
Abstract:
In 2000, the North Carolina A&T State University Department of
Physics introduced active learning techniques into its introductory
physics courses. Laboratories were converted to the RealTime
Physics (RTP) curriculum, while in a few cases, Interactive Lecture
Demonstrations were used in classrooms. The Force and Motion
Concepts Evaluation test was used as a pre and post test
assessment tool. Results achieved over a three-year period do not
show the significant gains in learning that were achieved by the
developer or many secondary adopter sites. In many cases,
performance was comparable to that achieved by traditional methods
only.
Footnotes:
*Supported in part by a U.S. Department of Education MSEIP grant
#P120A990065-00.
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CO13: Video Problems: A New Type of Context-Rich Problem*
spacer
Location:
Union Ballroom II & III
Date:
Time:
Author:
Tuesday, Aug. 3
9:00 a.m.
Poster - David Brookes, Rutgers Univ.
732-445-6887, dbrookes@physics.rutgers.edu
Co-Author(s): Michael Lawrence, Juliana Timofeeva, Eugenia Etkina
Abstract:
The Rutgers PAER group is working on helping students develop
scientific abilities in the context of real-world problems. In this poster
we will present a number of open-ended video problems1 and
accompanying scoring rubrics that provide formative assessment to
students. A video problem comprises footage of two physical
situations and a question that calls for finding the same physical
quantity from these two situations. For example, a video of a coin
flying off a rotating record and a video of the same coin sliding off a
tilted record are followed by a question: "use two independent
methods to estimate the coefficient of friction between the coin and
the record." Students need to decide what quantities to measure and
how to measure them to solve the problem. These problems are
being used in high school physics and introductory level college
physics courses, and in teacher training courses at Rutgers
University.2
Footnotes:
1. Video problems can be found at http://paer.rutgers.edu/PT3/
2. Supported by NSF grant #DUE-0241078 and the U.S. Department
of Education.
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (137 of 337) [7/30/2004 8:38:20 AM]
American Association of Physics Teachers
CO14: An Example of Virtual Reality Experiments in Introductory Physics Laboratories
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Location:
Union Ballroom II & III
Date:
Time:
Author:
Tuesday, Aug. 3
9:00 a.m.
Poster - Dedra N. Demaree, The Ohio State Univ.
614-668-3321, demaree.2@osu.edu
Co-Author(s): Stephen Stonebraker, Wenhui Zhao, Lei Bao
Abstract:
The Ohio State University (OSU) Physics Department is modifying
the current introductory calculus based Physics laboratories to
include Virtual Reality (VR) experiments developed by the PER group
at OSU. The new laboratories combine physical equipment which
gives hands-on experience with simulations which provide an ideal
environment for studying specific processes in detail. The VR
experiments allow for detailed study of fast processes which
otherwise would not easily be visualized. An example of this is the
new Impulse-Momentum laboratory. The VR collisions software
shows the forces and resulting deformation of two carts during a
collision. This leads to student exploration of momentum
conservation directly from Newton's third law. Students not only
confront cognitive conflicts about forces but also develop a deeper
understanding of momentum conservation. This poster will present
the value of incorporating VR simulations with specific examples from
the Impulse-Momentum laboratory.
Footnotes:
*Supported in part by NSF grants #REC-0087788 and #REC0126070.
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CO15: Student Attitudes Towards Laboratory Quizzes
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Location:
Union Ballroom II & III
Date:
Time:
Author:
Tuesday, Aug. 3
9:00 a.m.
Poster - Dedra Demaree, The Ohio State Univ.
614-668-3321, demaree.2@osu.edu
Co-Author(s): Lei Bao
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (138 of 337) [7/30/2004 8:38:20 AM]
American Association of Physics Teachers
Abstract:
Footnotes:
The Ohio State University Physics Department recently introduced
laboratory quizzes in the introductory calculus based Physics
sequence in order to motivate student participation in the laboratory
portion of the course. Previously the laboratories were graded solely
on an attendance basis, with full points given regardless of the
amount of student effort. The new laboratory quizzes provide an
additional small component to each student's overall grade. Several
quiz types were tested to find a format which maximizes their
effectiveness as a learning tool while minimizing the students' dismay
over the additional work load. A balance was found between
providing enough points to motivate the students to participate while
keeping the points low enough to maintain a non-competitive
environment in which to learn during the laboratories. Student
feedback was obtained through extensive interviews and an
anonymous online survey. Student attitudes towards the new
laboratory quizzes will be presented.
None
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CO16: Interactive Lecture Demonstrations in the Introductory Physics Class in Japan
spacer
Location:
Union Ballroom II & III
Date:
Time:
Author:
Tuesday, Aug. 3
9:00 a.m.
Poster - Michi Ishimoto, Kochi Univ. of Tech.
011-81-887-52-2510, ishimoto.michi@kochi-tech.ac.jp
Co-Author(s): None
Abstract:
Interactive Lecture Demonstrations by R.K Thornton and D.R.
Sokoloff was introduced in the introductory physics classes with
traditional lectures in Japanese. The students were mainly biology,
chemistry, and material engineering majors. Force and Motion
Conceptual Evaluation examinations were given before and after the
course. The exam result has shown that high school physics
education has not improved the understanding of physics concepts
for most students. The result of the exams will be compared with
those in the United States. A major problem for ILD was the passive
student attitude to participation in discussion.
Footnotes:
None
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CO17: The Development of an Instrument to Monitor Student Affective Status*
spacer
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (139 of 337) [7/30/2004 8:38:20 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Ballroom II & III
Tuesday, Aug. 3
9:00 a.m.
Poster - Lei Bao, The Ohio State Univ.
614-292-2450, lbao@mps.ohio-state.edu
Co-Author(s): Florin Bocaneala, YeounSoo Kim
Abstract:
Situations that trigger students into explicit awareness of
contradictory ideas may motivate the students to change their initial
understandings; however, an inappropriate level of conflicts can also
cause frustrations among the learners. Therefore, it is important to
know a student's affective status during the learning, which may have
significant impact on the student's learning achievement and attitude.
In our research, we are developing an instrument to measure and
monitor the individual student's affective status in a course period. In
this presentation, we will discuss the underlying theme in this
development and the variables considered in the measurement.
Footnotes:
*Supported in part by NSF grants #REC-0087788 and #REC0126070.
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CO18: Speech Volume and Group Cognitive Processes in Physics Classrooms*
spacer
Location:
Union Ballroom II & III
Date:
Time:
Author:
Tuesday, Aug. 3
9:00 a.m.
Poster - Florin Bocaneala, The Ohio State Univ.
614-688-3598, jgoe@pacific.mps.ohio-state.edu
Co-Author(s): Lei Bao
Abstract:
We investigate correlations between speech patterns during group
discussions around solving physics laboratory type tasks and group
cognitive processes. The speech volume pattern gives us insight in
the internal group dynamics and even maps regions of the cognitive
process that common Physics Education Research means do not
cover. Finally, we compare these findings with previous studies of
hand gestures during similar tasks.
Footnotes:
*Supported in part by NSF grants #REC-0087788 and #REC0126070.
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CO19: Collective Learning and Communication in a Physics Classroom*
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (140 of 337) [7/30/2004 8:38:20 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Ballroom II & III
Tuesday, Aug. 3
9:00 a.m.
Poster - Florin Bocaneala, The Ohio State Univ.
614-688-3598, jgoe@pacific.mps.ohio-state.edu
Co-Author(s): Lei Bao
Abstract:
We attempt to elucidate the mechanism and the impact of
communication in a student group learning. Consequently, we model
the individual learners and the communication going on between
them while they try to understand a given problem task. We pay
particular attention to the decision process inherent to the listener
role. Next, the study moves from democratic learning to expert
guided learning, analyzing the statistic performance predicted by the
model.
Footnotes:
*Supported in part by NSF grants #REC-0087788 and #REC0126070.
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CO20: Students' Mental Models and Beliefs About Circular Motion*
spacer
Location:
Union Ballroom II & III
Date:
Time:
Author:
Tuesday, Aug. 3
9:00 a.m.
Poster - Yeounsoo Kim, The Ohio State Univ.
614-688-3598, kim.1902@osu.edu
Co-Author(s): Gyoungho Lee, Jiyeon Park, Lei Bao
Abstract:
Students can create on the spot mental models to deal with the
demands of specific problem-solving situations. These models have
important information about how the students construct the
representations of the physical world and change their knowledge.
This research is a study for developing learning strategy considering
students' mental models. The purpose of this study is to investigate
high school students' mental models and beliefs about circular
motion, and to find out epistemological and ontological
presuppositions related to the beliefs. To conduct this research, we
developed an instrument for identifying student's mental models and
interviewed two participants with this tool. We will present the
characteristics of the metal models and the process of the
development of the instrument and discuss the reasons why teachers
should consider students' mental models and beliefs when they
design instruction.
Footnotes:
*Supported by Korea Research Foundation grant #KRF-2003-042B00165.
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CO21: Anxiety Types in Cognitive Conflict at Action and Reaction Task*
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (141 of 337) [7/30/2004 8:38:20 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Ballroom II & III
Tuesday, Aug. 3
9:00 a.m.
Poster - Yeounsoo Kim, The Ohio State Univ.
614-688-3598, kim.1902@osu.edu
Co-Author(s): Yongheon Cho, Sangwoo Shin, Jaesool Kwon, Lei Bao
Abstract:
Recent research in science education shows the importance of
cognitive conflict as a teaching strategy. A cognitive conflict can be
produced by various physics learning situations and has the potential
for producing either constructive or destructive outcomes. However
there is no research to propose the types of positive or negative
cognitive conflict that students may have in their learning. We focus
the study on the student anxiety caused by cognitive conflict so that
we can improve student motivations in learning. Based on some case
studies, this study will suggest what type of anxiety is constructive or
destructive in learning situation when students are confronted with
anomalous situation about action and reaction task. In addition, we
will discuss the relationships between anxiety types, learning
motivation and epistemological beliefs.
Footnotes:
*Supported by Korea Research Foundation grant #KRF-2003-037B00102.
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CO22: Student Anxiety Types in Cognitive Conflict Situations and Conceptual Change*
spacer
Location:
Union Ballroom II & III
Date:
Time:
Author:
Tuesday, Aug. 3
9:00 a.m.
Poster - Yeounsoo Kim, The Ohio State Univ.
614-688-3598, kim.1902@osu.edu
Co-Author(s): Lei Bao
Abstract:
Within any learning situation cognitive conflicts among ideas or
opinions are inevitable and have the potential for producing either
constructive or destructive outcomes, depending on how they are
managed. Our focus is to study student's anxiety caused by cognitive
conflict so that we can improve student's motivations in learning. This
study aims to find out what types of anxiety is constructive or
destructive in conceptual change when college students are
confronted with anomalous situations about electric circuit tasks. We
will present the process of students' conceptual change according to
anxiety types in conflict situation and discuss the implications for the
cognitive conflict strategies based on management of anxiety types in
physics instruction.
Footnotes:
*Supported by Korea Research Foundation grant #KRF-2003-037B00102.
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CO23: Jackson by Inquiry: Group Learning-Based Approach to Graduate Electrodynamics
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (142 of 337) [7/30/2004 8:38:20 AM]
American Association of Physics Teachers
Location:
spacer
Union Ballroom II & III
Tuesday, Aug. 3
9:00 a.m.
Poster - Yuhfen Lin, The Ohio State Univ.
614-688-3598, yflin@mps.ohio-state.edu
Co-Author(s): Bruce R. Patton
Abstract:
Although versions of the inquiry method have been used to teach K12 physics over the years, such an approach was not thought
suitable for the more technical material in advanced physics courses.
In the graduate level electrodynamics course at the Ohio State
University, we have replaced part of the lecture time with a
conceptual problem-solving recitation section. In the recitation,
students working in groups of four go through examples or problems
from the textbook with the aid of guided questions from a recitation
worksheet. The instructors provide feedback when needed and
interact with students at regular checkpoints to make sure that they
have understood the ideas. After covering most of the material this
way for two quarters, each group takes over the teaching of an
advanced topic by developing their own lectures, recitation
worksheet, and homework assignment. Results from the course and
our observations will be presented.
Footnotes:
None
Date:
Time:
Author:
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CO24: Student Understanding of Fourier Analysis*
spacer
Location:
Union Ballroom II & III
Date:
Time:
Author:
Tuesday, Aug. 3
9:00 a.m.
Poster - Homeyra Sadaghiani, The Ohio State Univ.
614-688-3598, hsada@mps.ohio-state.edu
Co-Author(s): Lei Bao
Abstract:
The Fourier theorem is one of the most important principles of wave
behavior. However, understanding and application of this theorem in
the context of waves (both mechanical waves and matter waves)
require understanding of certain math topics that are not often directly
discussed in physics classrooms. We are investigating the
mathematical background of junior physics majors and their ability to
apply the abstract mathematics to extract physical meanings for this
theorem. We will present the methodology and results of our study.
Footnotes:
*Supported in part by NSF grant # REC-0087788 and #REC0126070.
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CO25: Student Understanding of Probability-Wave Distributions and Measurement
Uncertainty*
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (143 of 337) [7/30/2004 8:38:20 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Ballroom II & III
Tuesday, Aug. 3
9:00 a.m.
Poster - Homeyra Sadaghiani, The Ohio State Univ.
614-688-3598, hsada@mps.ohio-state.edu
Co-Author(s): Lei Bao
Abstract:
The understandings of probability-waves, probability density, and
measurement uncertainty play an important role in understanding
quantum mechanics both at introductory and advanced levels.
However, students in introductory quantum classes often have
developed a strong deterministic view for the physical world. In this
study, we will discuss research results of students' difficulties in
recognizing the probabilistic nature of the quantum mechanics and
their ability to apply the mathematical principles of the probabilistic
model to quantum phenomena.
Footnotes:
*Supported in part by NSF grant # REC-0087788 and REC-0126070.
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CO26: Effects of In-Class Polling on Student Performance in Learning Physics
spacer
Location:
Union Ballroom II & III
Date:
Time:
Author:
Tuesday, Aug. 3
9:00 a.m.
Poster - Pengfei Li, The Ohio State Univ., Columbus
614-688-3598, li.427@osu.edu
Co-Author(s): Neville W. Reay, Lei Bao
Abstract:
At The Ohio State University, Voting Machine (VM), an in-class
polling system was used as a lecture instrument to teach students in
an introductory electromagnetism class. A sequence of three
questions (basic, intensive, extensive) was chosen as a useful tool to
trigger the student into different learning modes. Using the voting
machine, both the instructor and the students got instant interactive
feedback during the teaching-learning activities. Initial results show
that students using VM had better scores on relevant examination
questions than students in other sections of the same course that
didn't use VM. Further analysis is conducted to explore the
relationships between the students' in-class polling data and their
progress in learning. In this talk, we will discuss how the instant
feedback works and the potential models that we aim to extract.
Footnotes:
None
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CO27: Use of Voting Machines to Teach Freshman Physics*
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (144 of 337) [7/30/2004 8:38:20 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Ballroom II & III
Tuesday, Aug. 3
9:00 a.m.
Poster - Neville Reay, The Ohio State Univ.
614-292-6956, reay@mps.ohio-state.edu
Co-Author(s): Pengfei Li, Lei Bao
Abstract:
A "voting machine system* (VM) was used by groups of students
during winter 2003 quarter lectures in an electricity and magnetism
physics course for Freshman Engineering Honors students. Groups
were able to answer multiple-choice questions and immediately see
an anonymous display of student choices. Student response was so
positive that an improved system was developed and used by
individual students during the winter and spring 2004 quarters of the
same course. The improved system is presented, together with
excerpts from 2003 and 2004 student surveys. We also will display a
question format that shows promise for identifying and correcting
student preconceptions. Additional VM work will be displayed in the
poster of Pengfei Li.
Footnotes:
*Supported in part by NSF grant #REC-0087788 and #REC-0126070.
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CO28: Interactive Video Tutorials for Enhancing Problem Solving, Reasoning, and MetaCognitive Skills of Introductory Physics Students
spacer
Location:
Union Ballroom II & III
Date:
Time:
Author:
Tuesday, Aug. 3
9:00 a.m.
Poster - Chandralekha Singh, Univ. of Pittsburgh
412-624-9045, clsingh@pitt.edu
Co-Author(s): None
Abstract:
We are developing interactive problem-solving video tutorials to help
introductory physics students learn effective problem-solving
heuristics and enhance their problem solving, reasoning, and metacognitive abilities. Students will be able to access the tutorials at
anytime over the Internet at their convenience. The self-paced video
tutorials provide scaffolding support for a variety of problem solving
techniques, and opportunities for knowledge and skill acquisition. The
problem-solving heuristics begin with a qualitative analysis of the
problem, followed by decision making, implementation, assessment,
and reflection stages. We will discuss the assessment of the project
which involves controlled studies comparing performance of the video
learners against those who receive identical content from non-visual
means.
Footnotes:
None
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CO29: Physics Exploration Center for Large Introductory Courses*
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (145 of 337) [7/30/2004 8:38:20 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Ballroom II & III
Tuesday, Aug. 3
9:00 a.m.
Poster - Chandralekha Singh, Univ. of Pittsburgh
412-624-9045, clsingh@pitt.edu
Co-Author(s): None
Abstract:
We have designed a "Physics Exploration Center" (PEC) to
supplement lecture-oriented teaching in the large introductory physics
courses. At PEC, physics lecture demonstrations are turned into fun
activities that are integrated with the introductory physics courses.
The central objective of PEC is to provide students an opportunity for
hands-on, demonstration-based homework problems. These can be
assigned in large classes since students can do them at their own
convenience and at their own pace during the week. The PEC
experience is different from a traditional laboratory, and is meant to
be more conceptual and open-ended. The primary purpose is to help
students with conceptual understanding of the lecture material, to
challenge their preconceptions by providing contradictory
experiences, and introduce them to scientific method. Evaluation of
PEC using surveys and by administering standardized pre/post tests
with appropriate control group shows that visualization of concepts
helps students in understanding and remembering physics concepts
and it positively impacts their attitude and epistemological beliefs.
Footnotes:
*Supported in part by NSF grant #DUE-9952498.
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CO30: Student Understanding of Quantum Mechanics*
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Location:
Union Ballroom II & III
Date:
Time:
Author:
Tuesday, Aug. 3
9:00 a.m.
Poster - Chandralekha Singh, Univ. of Pittsburgh
412-624-9045, clsingh@pitt.edu
Co-Author(s): None
Abstract:
We are investigating student difficulties and designing tutorials
related to time-development and measurement issues in upper-level
undergraduate Quantum Mechanics. Our investigation includes
interviews with individual students, and development and
administration of free-response tests and tutorials. Results of our
investigation will be discussed.
Footnotes:
*Supported by NSF grant #PHY-0244708.
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CO31: Using Scientific Abilities Rubrics to Assess Student Experimental Work
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (146 of 337) [7/30/2004 8:38:20 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Ballroom II & III
Tuesday, Aug. 3
9:00 a.m.
Poster - Michael Gentile, Rutgers Univ.
732-763-8017, mgentile@physics.rutgers.edu
Co-Author(s): Eugenia Etkina, Sahana Murthy, Aaron Warren, Suzanne Brahmia
Abstract:
The Rutgers PAER group is working on helping students develop
scientific abilities. Some of these are experimental design, data
collection and analysis, and construction and modification of
explanations. We developed Scientific Abilities Rubrics for
assessment and feedback. This poster will describe the rubrics and
their use in two introductory physics courses. In the course for health
science majors, the rubrics are used for grading laboratory practical
exams that include experiments designed and performed by the
students themselves. In the course for engineering majors the
students work in groups outside of class on semester- long projects
based on the ISLE1 cycle designing and analyzing observational
experiments, forming explanations and predictions, and finally testing
their predictions. The rubrics are used to offer feedback and to
determine the project grade. In both courses the instructors using the
instrument are typical physics graduate teaching assistants.
Footnotes:
1. Etkina, E. & Van Heuvelen, A. (2001). Investigative Science
Learning Environment: Using the processes of science and cognitive
strategies to learn physics. Proceedings of the 2001 Physics
Education Research Conference. Rochester, NY, 17-21.
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CO32: Developing and Measuring Students' Ability to Model Physical Phenomena*
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Location:
Union Ballroom II & III
Date:
Time:
Author:
Tuesday, Aug. 3
9:00 a.m.
Poster - Michael Gentile, Rutgers Univ.
732-763-8017, mgentile@physics.rutgers.edu
Co-Author(s): Alan Van Heuvelen, Aaron Warren, Eugenia Etkina
Abstract:
Instructional methods have lagged behind the needs of a 21st
century workforce. Employers in technical fields desire a set of
scientific abilities in their employees which are largely absent in
students currently completing their education.1 The Rutgers
University PAER group under a grant from the NSF is developing a
learning system that helps to correct this mismatch by developing
scientific abilities in students. Being able to model a physical
phenomenon so it can be more easily studied is an important ability
that practicing physicists use regularly. Tasks involving explaining
new phenomena, constructing relationships from patterns in data,
making predictions, and designing experiments to solve practical
problems all encourage students to develop this ability. This poster
will show specific examples of these tasks, corresponding student
work, and a method for scoring and analyzing it.
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (147 of 337) [7/30/2004 8:38:20 AM]
American Association of Physics Teachers
Footnotes:
*Supported by NSF grant #DUE-0241078 and #DUE-0336713. 1.
Roman Czujko, "The physics bachelors as a passport to the
workplace: recent research results, in the changing role of physics
departments in modern universities," edited by E. F. Redish and J. S
Rigden, AIP Conf. Proc. No. 399, Woodbury, NJ, 1997.
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COM01:Executive Board I
spacer
Location:
Yuba River Room, Doubletree Hotel
Date:
Time:
Abstract:
Saturday, July 31
7:00 p.m.-10:00 p.m.
None
spacer
COM02:Publications Committee
spacer
Location:
Union Capital Room
Date:
Time:
Abstract:
Sunday, Aug. 1
8:00 a.m.-11:00 a.m.
None
spacer
COM03:Venture Fund Committee
spacer
Location:
Union Camelia Room
Date:
Time:
Abstract:
Sunday, Aug. 1
11:00 a.m.-11:30 a.m.
None
spacer
COM04:Executive Board II
spacer
Location:
Union Capital Room
Date:
Time:
Abstract:
Sunday, Aug. 1
12:30 p.m.-4:30 p.m.
None
spacer
COM05:Programs I
spacer
Location:
Union Hinde Auditorium
Date:
Time:
Abstract:
Sunday, Aug. 1
4:30 p.m.-5:30 p.m.
None
spacer
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (148 of 337) [7/30/2004 8:38:20 AM]
American Association of Physics Teachers
COM06:Membership & Benefits Committee
spacer
Location:
Union Green & Gold Room
Date:
Time:
Abstract:
Sunday, Aug. 1
4:30 p.m.-5:30 p.m.
None
spacer
COM07:Section Officers' Exchange
spacer
Location:
Union Ballroom I
Date:
Time:
Abstract:
Sunday, Aug. 1
5:30 p.m.-6:30 p.m.
None
spacer
COM08:Section Representatives Meeting
spacer
Location:
Union Ballroom I
Date:
Time:
Abstract:
Sunday, Aug. 1
8:30 p.m.-10:00 p.m.
None
spacer
COM09:Investment Advisory Committee
spacer
Location:
Union Camelia Room
Date:
Time:
Abstract:
Monday, Aug. 2
8:00 a.m.-9:30 a.m.
None
spacer
COM10:Nominating Committee
spacer
Location:
Union Green & Gold Room
Date:
Time:
Abstract:
Monday, Aug. 2
8:00 a.m.-9:30 a.m.
None
spacer
COM11:PTRA Rural Regional Coordinators' Meeting
spacer
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (149 of 337) [7/30/2004 8:38:20 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Abstract:
Union Capital Room
Monday, Aug. 2
4:00 p.m.-5:30 p.m.
None
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COM12:Teacher Prep Committee
spacer
Location:
Union California
Date:
Time:
Abstract:
Monday, Aug. 2
4:00 p.m.-5:30 p.m.
None
spacer
COM13:Professional Concerns Committee
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Location:
Riverside 1006
Date:
Time:
Abstract:
Monday, Aug. 2
4:00 p.m.-5:30 p.m.
None
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COM14:Examination Editorial Board Meeting
spacer
Location:
Union Camelia Room
Date:
Time:
Abstract:
Monday, Aug. 2
4:00 p.m.-5:30 p.m.
None
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COM15:Minorities in Physics Committee
spacer
Location:
Riverside 1002
Date:
Time:
Abstract:
Monday, Aug. 2
4:00 p.m.-5:30 p.m.
None
spacer
COM16:PIRA Business Meeting
spacer
Location:
Mariposa 1000
Date:
Time:
Abstract:
Monday, Aug. 2
4:00 p.m.-5:30 p.m.
None
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (150 of 337) [7/30/2004 8:38:20 AM]
American Association of Physics Teachers
COM17:AAPT Liaisons Meeting
spacer
Location:
Union Capital Room
Date:
Time:
Abstract:
Tuesday, Aug. 3
7:00 a.m.-8:00 a.m.
None
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COM18:Pre-High School Committee
spacer
Location:
Union Green & Gold Room
Date:
Time:
Abstract:
Tuesday, Aug. 3
7:00 a.m.-8:00 a.m.
None
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COM19:Laboratories Committee
spacer
Location:
Mariposa 1000
Date:
Time:
Abstract:
Tuesday, Aug. 3
6:00 p.m.-7:30 p.m.
None
spacer
COM20:SI Unit & Metric Ed. Committee
spacer
Location:
Union Fireside Lounge
Date:
Time:
Abstract:
Tuesday, Aug. 3
6:30 p.m.-7:30 p.m.
None
spacer
COM21:Graduate Education Committee
spacer
Location:
Union Oak Room
Date:
Time:
Abstract:
Tuesday, Aug. 3
6:30 p.m.-7:30 p.m.
None
spacer
COM22:History & Philosophy Committee
spacer
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (151 of 337) [7/30/2004 8:38:20 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Abstract:
Union Walnut Room
Tuesday, Aug. 3
6:30 p.m.-7:30 p.m.
None
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COM23:International Education Committee
spacer
Location:
Union Camelia Room
Date:
Time:
Abstract:
Tuesday, Aug. 3
6:30 p.m.-7:30 p.m.
None
spacer
COM24:Interest of Senior Physicists Committee
spacer
Location:
Union Green & Gold Room
Date:
Time:
Abstract:
Tuesday, Aug. 3
6:30 p.m.-7:30 p.m.
None
spacer
COM25:Women in Physics Committee
spacer
Location:
Union Summit
Date:
Time:
Abstract:
Tuesday, Aug. 3
7:30 p.m.-9:00 p.m.
None
spacer
COM26:Science Education for the Public Committee
spacer
Location:
Union California
Date:
Time:
Abstract:
Tuesday, Aug. 3
7:30 p.m.-9:00 p.m.
None
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COM27:Apparatus Committee
spacer
Location:
Union Orchard Suite
Date:
Time:
Abstract:
Tuesday, Aug. 3
7:30 p.m.-9:00 p.m.
None
spacer
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (152 of 337) [7/30/2004 8:38:20 AM]
American Association of Physics Teachers
COM28:Space Science & Astronomy Committee
spacer
Location:
Union Capital Room
Date:
Time:
Abstract:
Tuesday, Aug. 3
7:30 p.m.-9:00 p.m.
None
spacer
COM29:Undergraduate Education Committee
spacer
Location:
Union Forest Suite
Date:
Time:
Abstract:
Tuesday, Aug. 3
7:30 p.m.-9:00 p.m.
None
spacer
COM30:Research in Physics Education Committee
spacer
Location:
Union Redwood
Date:
Time:
Abstract:
Tuesday, Aug. 3
8:00 p.m.-10:00 p.m.
None
spacer
COM31:Two-Year College Committee
spacer
Location:
Union Valley Suite
Date:
Time:
Abstract:
Tuesday, Aug. 3
8:00 p.m.-10:00 p.m.
None
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COM32:Educational Technologies Committee
spacer
Location:
Union Foothill Suite
Date:
Time:
Abstract:
Tuesday, Aug. 3
8:00 p.m.-10:00 p.m.
None
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COM33:High School Committee
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (153 of 337) [7/30/2004 8:38:21 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Abstract:
Union Hinde Auditorium
Tuesday, Aug. 3
8:00 p.m.-10:00 p.m.
None
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COM34:Programs II
spacer
Location:
Union Summit
Date:
Time:
Abstract:
Wednesday, Aug. 4
7:00 a.m.-8:30 a.m.
None
spacer
COM35:Awards Committee
spacer
Location:
Union Green & Gold Room
Date:
Time:
Abstract:
Wednesday, Aug. 4
1:00 p.m.-2:00 p.m.
None
spacer
COM36:Bauder Fund Committee
spacer
Location:
Union Valley Suite
Date:
Time:
Abstract:
Wednesday, Aug. 4
1:00 p.m.-2:00 p.m.
None
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COM37:Executive Board III
spacer
Location:
Yuba River Room, Doubletree Hotel
Date:
Time:
Abstract:
Wednesday, Aug. 4
4:00 p.m.-7:00 p.m.
None
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CP:
Ceremonial Session II
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (154 of 337) [7/30/2004 8:38:21 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Union Ballroom I
Tuesday, Aug. 3
10:15 a.m.-11:45 a.m.
Charles Holbrow, Colgate Univ. Physics & Astronomy
315-228-7206, cholbrow@mail.colgate.edu
None
Computer projection (no computer -- must bring own laptop),
Overhead projector, screen
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CP01:
Klopsteg Memorial Award--Quantum Experiments: From Philosophical Curiosity to a
New Technology
spacer
Location:
Union Ballroom I
Date:
Tuesday, Aug. 3
Time:
10:15 a.m.
Author:
Invited - Anton Zeilinger, Univ. of Vienna
011-43-142-775-1201, anton.zeilinger@univie.ac.at
Co-Author(s): None
Abstract:
Two interesting recent exeprimental developments will be discussed:
the distribution of entanglement and quantum teleportation over large
distances and the detailed studies of quantum interference in
macromolecules such as buckyballs. Such experiments are not only
interesting from a fundamental point of view, they are also opening
up the door for a new information technology including quantum
cryptography and quantum computation. Most importantly, while
being etchnically quite challenging, their concepts and the results can
easily be presented in a way suitable for undergraduate teaching or
even for the public at large. The talk will conclude with a discussion of
possible future developments such as the search for quantum
phenomena in biological systems and the prospects of space-based
quantum communication.
Footnotes:
None
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CP02:
spacer
Robert A. Millikan Award--The Challenges of Teaching Modern Physics
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (155 of 337) [7/30/2004 8:38:21 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Ballroom I
Tuesday, Aug. 3
11:00 a.m.
Invited - Kenneth S. Krane, Oregon State Univ.
541-737-1692, kranek@physics.orst.edu
Co-Author(s): None
Abstract:
Introductory modern physics plays a critical role in the undergraduate
curriculum. It is a transitional course that, in both physics content and
mathematical skills, bridges from introductory physics to the rigorous
upper-division program. It is often students' first exposure to "real"
physics, which may solidify their desire to study physics or even
convert them to physics from other majors. However, the topics of
relativity and quantum physics pose challenges to both students and
instructors. Students must master an unfamiliar and often
counterintuitive set of rules, and instructors must tailor the level and
pace to an audience of often widely varying physics and mathematics
backgrounds. Physics education research has revealed a new set of
reasoning difficulties that reflect students' inability to apply core
principles to new situations. In this talk I will discuss some issues of
content and pedagogy that impact the teaching of modern physics.
Footnotes:
None
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DA:
3-D Physics Software
spacer
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Amador 153
Tuesday, Aug. 3
12:30 p.m.-3:00 p.m.
Gerald Meisner, Univ. of North Carolina
336-334-4217, jm@curie.uncg.edu
None
Computer projection (no computer -- must bring own computer),
overhead projector & screen
spacer
DA01: Vpython: Python Plus Animations in Stereo 3D*
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (156 of 337) [7/30/2004 8:38:21 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Amador 153
Tuesday, Aug. 3
12:30 p.m.
Invited - Bruce Sherwood, North Carolina State Univ.
919-513-4827, bruce_sherwood@ncsu.edu
Co-Author(s): None
Abstract:
VPython (http://vpython.org), based on the modern object-oriented
programming language Python (a
href="http://python.org">http://python.org), makes it easy to write
programs that generate real-time, navigable 3D animations. VPython
includes a set of 3D objects (sphere, cylinder, arrow, etc.), tools for
creating other shapes, and support for 3D vector algebra. We will
show examples of 3D programs written by students and by
instructors. By adding a single statement to an existing VPython
program, animations can be viewed in true stereo 3D. One can
choose several modes: active shutter glasses, passive polarized
glasses, or colored glasses (e.g. red-cyan). We will demonstrate the
new stereo capability and discuss the pros and cons of various
schemes for display of stereo 3D for a large audience.
Footnotes:
*Supported in part by NSF grant DUE-0237132.
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DA02: 3D in the Introductory Calculus-Based Course
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Location:
Amador 153
Date:
Time:
Author:
Tuesday, Aug. 3
1:00 p.m.
Invited - Ruth Chabay, North Carolina State Univ.
919-513-4826, rwchabay@ncsu.edu
Co-Author(s): None
Abstract:
Physical phenomena take place in a 3D world, but introductory
physics courses emphasize 2D descriptions and analyses, in part
because drawing diagrams in 3D is difficult. Howover, while experts
can supply the missing third dimension when viewing typical 2D
diagrams, students often are unable to make the connection to the
real 3D world. Appropriate instruction,1 appropriate notation (the form
used in some calculus textbooks has turned out to be particularly
helpful), and appropriate 3D drawing and visualization tools2 can
make 3D accessible to students. In this context students begin to
view vectors as objects and powerful analysis tools rather than as
unpleasant trig. Students even demonstrate competence in using unit
vectors, a topic we had previously found very difficult to teach.
Footnotes:
1. Matter & Interactions, Ruth Chabay & Bruce Sherwood, Wiley
2002, http://www4.ncsu.edu/~rwchabay/mi.
2. See http://vpython.org.
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DA03: 3D Environments in LAAPhysics Tutorials
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (157 of 337) [7/30/2004 8:38:21 AM]
American Association of Physics Teachers
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Location:
Amador 153
Date:
Tuesday, Aug. 3
Time:
1:30 p.m.
Author:
Jameson Bennett, Univ. North Carolina, Greensboro
336-334-4217, jameson@curie.uncg.edu
Co-Author(s): Harol Hoffman, Gerald W. Meisner
Abstract:
Advancements in computer technologies give us access to virtual
environments that closely model the actions of the physical world.
Observable phenomena are now able to be simulated in a real-time
manner, allowing students to engage both the virtual and physical
worlds in similar ways. Learn Anytime Anywhere Physics1
(LAAPhysics) is a comprehensive online introductory physics course
that has integrated a three dimensional (3D) virtual environment into
its existing two dimensional (2D) courseware. The 3D development of
LAAPhysics focuses on instruction of basic physics in open-ended
interactive virtual environments. This permits enhanced learning in a
laboratory environment, allowing users to solve problems in ways of
their own design. This paper will compare the use of the LAAPhysics
3D and 2D lab environments, showcasing the open-endedness of the
3D labs. We will also discuss the authoring tools for those wishing to
set up their own 3D simulated laboratories.
Footnotes:
Sponsored by Gerald W. Meisner.
1. Supported in part by FIPSE grant #P339B990329.
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DA04: Beta Testing LAAPhysics in a California High School
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Location:
Amador 153
Date:
Time:
Author:
Tuesday, Aug. 3
1:45 p.m.
Mark Hughs, Gilbert South H.S.
714-999-3738, mjhughes@hughesmark.com
Co-Author(s): Mike Turner, Harol Hoffman, Gerald W. Meisner
Abstract:
The promise of technology is a fully interactive learning experience
for every student; grounded in clearly-defined objectives, yet yielding
to specific needs and modalities of learning. Yet despite sufficient
infrastructure, this promise has remained unfulfilled until now. Learn
Anytime Anywhere Physics1 capitalizes on Physics Education
Research and the current technology infrastructure to bring a
research-based introductory physics curriculum to a national
population with a minimal and financially instruction and fully
consumed the student's formal physics instruction for the introductory
topics of scientific thinking, velocity, and acceleration. Outcomes will
be discussed with respect to student and teacher success, failures,
and emotional reactions to the software. While the test was brought
to a premature end by network failure, sufficient anecdotal evidence
exists to suggest that this technology can be utilized in many
situations to enhance or fully replace student laboratory experience.
Footnotes:
1. Supported in part by FIPSE grant #P339B990329.
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (158 of 337) [7/30/2004 8:38:21 AM]
American Association of Physics Teachers
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DA05: Some Viewer Controlled 3D Figures for Vibrations and Waves*
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Location:
Amador 153
Date:
Time:
Author:
Tuesday, Aug. 3
2:00 p.m.
R. Dean Ayers
California State Univ., Long Beach (Emeritus)
541-858-5858, rdayers@csulb.edu
Co-Author(s): Nader A. Inan
Abstract:
Simple harmonic motions and waves with sinusoidal time
dependence can be used as building blocks for more complicated
motions. Their conceptual relationship to uniform circular motion is
shown in 3-D figures using DPGraph. Controls are provided for
physical parameters and the viewing orientation. Seeing waves in
one spatial independent variable as projections of rotating wire
figures may make phasors more concrete and ease the transition to
the complex exponential representation. "Lurching waves" that result
from an imperfect reflection provide a continuous connection between
the special cases of traveling sinusoids and perfect standing waves.
In two spatial dimensions, imperfect reflection at oblique incidence
produces a disturbance that "lurches" toward the interface while
traveling parallel with it. Not all waves are sinusoidal. Traveling pulse
waves and their reflections are represented conveniently in a spacetime diagram. Movie frames and waveforms at specific locations are
just orthogonal slices through one three-dimensional figure.
Footnotes:
*Supported by the Paul S. Veneklasen Research Foundation and the
CSULB Scholarly and Creative Activities Committee.
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DA06: Improving Introductory Physics Laboratories with Virtual Reality Simulations*
spacer
Location:
Amador 153
Date:
Time:
Author:
Tuesday, Aug. 3
2:15 p.m.
Dedra Demaree, The Ohio State Univ.
614-668-3321, demaree.2@osu.edu
Co-Author(s): Stephen Stonebraker, Wenhui Zhao, Lei Bao
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (159 of 337) [7/30/2004 8:38:21 AM]
American Association of Physics Teachers
Abstract:
Footnotes:
The Ohio State University (OSU) Physics Department is modifying
the current introductory calculus based physics laboratories to
include Virtual Reality (VR) experiments developed by the PER group
at OSU. Traditionally students are not enthusiastic about the
laboratories and are often frustrated with inaccurate measurements
and poor agreement with expected numerical results. Providing VR
simulations allows for an ideal environment for studying specific
processes with precise results. Mixing hands-on experiments with VR
simulations allows for practical discussions of errors and
approximations, as well as provides the opportunity for relating fast
and/or intermolecular processes with easily observable events. As an
added benefit, the joystick controlled VR experiments resemble
interactive video games which increase student interest. With the
inclusion of VR simulations, the laboratories can be more challenging
and educational while also providing fun for the students. Preliminary
results of student reactions to the VR experiments will be presented.
*Supported in part by NSF grants #REC-0087788 and #REC0126070.
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DA07: Three-Dimensional Visualization of Optical Phenomena
spacer
Location:
Amador 153
Date:
Time:
Author:
Tuesday, Aug. 3
2:30 p.m.
Taha Mzoughi,
662-325-2923, mzoughi@ra.msstate.edu
Co-Author(s): John T. Foley
Abstract:
Many approaches can be taken to visualize physical phenomena in
three dimensions. We will use this talk to illustrate the approaches
that we have used to visualize optical phenomena in WebTOP
modules.1 The various modules use different kinds of threedimensional interactive scenes to illustrate different physical
principles. For example, the Lenses module displays dots at locations
where rays strike a movable observation screen. Some modules
depict moving electric field vectors at predefined observation points.
Other modules show intensity patterns on observation screens, while
others depict waves moving in a pool. Currently, WebTOP contains
seventeen modules covering topics in wave simulation, geometrical
optics, physical optics and laser physics. Some WebTOP modules
are appropriate for use in introductory physics courses others for
undergraduate and graduate optics courses. WebTOP modules are
available for use and/or download at http://webtop.msstate.edu.
Footnotes:
1. Sponsored in part by NSF grant #DUE- 0231217.
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DA08: Statics and Constant Force Modules In LAAPhysics*
spacer
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (160 of 337) [7/30/2004 8:38:21 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Amador 153
Tuesday, Aug. 3
2:45 p.m.
Gerald Meisner, Univ. of North Carolina, Greensboro
336-334-4217, jm@curie.uncg.edu
Co-Author(s): Mike Turner, Harol W. Hoffman
Abstract:
We report on current developments in the LAAPhysics1 project.
Selected environments from newly developed statics and constant
force modules will be presented, infrastructure modifications have
been instituted to make the client - server system more robust, and
the GUI has been improved as beta testers have given additional
feedback. Modifications of both student learning tools and faculty
authoring tools will be discussed. Beta testing for both 2D and 3D
tutorials in mechanics continues; student responses and reactions
will be summarized.
Footnotes:
**Supported in part by FIPSE grant # P339B990329.
1. See http://www.laaplatform.org
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DB:
Applications of Physics in Radiotherapy and Diagnostic Radiology
spacer
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Mendocino 1003
Tuesday, Aug. 3
1:00 p.m.-2:30 p.m.
Lynn Aldrich, College Misericordia Physics Dept.
570-674-6376, laldrich@misericordia.edu
None
Computer projection (no computer -- must bring own computer),
overhead projector & screen
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DB01: Molecular Imaging for Radiation Therapy: Biological and Technical Challenges
spacer
Location:
Mendocino 1003
Date:
Time:
Author:
Tuesday, Aug. 3
1:00 p.m.
Invited - Edward Graves, Stanford Univ. School of Medicine
650-723-5549, graves@reyes.stanford.edu
Co-Author(s): None
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (161 of 337) [7/30/2004 8:38:21 AM]
American Association of Physics Teachers
Abstract:
Footnotes:
A number of functional imaging modalities, such as positron emission
tomography (PET) and magnetic resonanc spectroscopy (MRS) are
now used to provide more effective diagnosis and localization of
tumors. However, the vast majority of radiotherapy planning and
followup is done on the basis of conventional computed tomography
(CT) and magnetic resonance imaging (MRI), in which structure is the
primary source of image contrast. In order to apply emerging
molecular imaging technologies toward radiation oncology, a number
of issues must be addressed. Foremost among these are the
development of strategies to image molecular signatures with
implications for radiation therapy, and the engineering of techniques
for integrating novel imaging information into the selection of a
treatment course and/or treatment plan for a patient. This talk will
review the fundamental physics associated with PET and MRS, and
will highlight current work being conducted to incorporate these
imaging modalities in radiotherapy planning.
None
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DB02: The Development of a CT Scanner for Breast Cancer Screening
spacer
Location:
Mendocino 1003
Date:
Time:
Author:
Tuesday, Aug. 3
1:30 p.m.
Invited - John Boone, Univ. of California, Davis Medical Ctr.
916-734-3158, jmboone@ucdavis.edu
Co-Author(s): Karen K. Lindfors, Thomas R. Nelson
Abstract:
While x-ray mammography has demonstrated a significant reduction
in breast cancer mortality, imaging systems with increased sensitivity
are desirable. We are developing a computed tomography (CT)
scanner for breast cancer screening. Cone-beam acquisition
geometry is exploited, whereby the detector has a large field of view
(30cm x 40cm) and thus only one rotation around the pendant breast
is required to produce roughly 200 coronal CT images. The design
and various performance metrics of the prototype system will be
presented. The spatial resolution (modulation transfer function) and
the noise properties of the breast CT scanner will be discussed.
While it is too soon to make conclusions in regards to the clinical
performance of breast CT, observations in regards to the potential
efficacy of this technology will be discussed.
Footnotes:
None
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DB03:
spacer
Current Applications of Physics in Radiation Oncology
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (162 of 337) [7/30/2004 8:38:21 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Mendocino 1003
Tuesday, Aug. 3
2:00 p.m.
Invited - Lynn Verhey, Univ. of California, San Francisco
415-353-7184, verhey@radonc17.ucsf.edu
Co-Author(s): None
Abstract:
The technology surrounding the planning and delivery of radiation to
cancer patients has experienced a revolution in the past decade as a
direct result of the computer revolution. Control and monitoring of the
linear accelerators that produce the treatment x-ray beams is now
totally computerized. The adoption of computer-driven multi-leaf
collimators (MLC) and dynamic jaws, has made it possible to treat a
patient from multiple beam directions without human intervention.
State-of-the-art, intensity modulated radiotherapy (IMRT) involves
modifying the shape of the MLC in order to produce variable intensity
across each treatment field. This results in dose distributions that
conform closely to complex 3D tumor targets. In this talk we will
present some basic physics background related to radiotherapy, and
describe recent developments in the research area called image
guided radiotherapy (IGRT), a method which employs pretreatment
images to accurately guide delivery of the highly conformal IMRT
treatments.
Footnotes:
None
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DC:
Student Conceptions of Energy and Thermal Physics
spacer
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Amador 150
Tuesday, Aug. 3
1:00 p.m.-2:30 p.m.
Alex Dickison, Seminole Comm. College
407-328-2202, dickisoa@scc-fl.edu
None
Computer projection (no computer -- must bring own computer),
overhead projector & screen
spacer
DC01: Student Understanding of Gravitational Potential Energy and Moving Objects
spacer
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (163 of 337) [7/30/2004 8:38:21 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Amador 150
Tuesday, Aug. 3
1:00 p.m.
Michael Loverude, California State Univ., Fullerton
714-278-2270, mloverude@fullerton.edu
Co-Author(s): None
Abstract:
We have been investigating student understanding of energy
concepts in the context of introductory courses for non-science
majors as well as those for science and engineering majors. We have
found that many students develop incomplete understandings of the
concept of gravitational potential energy. Moreover, students often
make incorrect notions about the motion of bodies under the
influence of gravity. These incorrect beliefs may prevent the
development of a coherent understanding of energy as a conserved
quantity. Examples will be presented of student responses to written
questions and those posed in interviews.
Footnotes:
None
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DC02: Helping Students to Develop a Functional Understanding of Energy Conservation*
spacer
Location:
Amador 150
Date:
Time:
Author:
Tuesday, Aug. 3
1:15 p.m.
Beth Lindsey, Univ. of Washington
206-543-7849, bethl@u.washington.edu
Co-Author(s): Paula R.L. Heron, Peter S. Shaffer, Lillian C. McDermott
Abstract:
Arnold Arons and many others have noted that most introductory
mechanics texts present the concept of work in a way that is limited
in its applications to systems with no internal degrees of freedom,
and may appear to contradict the principle of energy conservation
when naively applied to deformable systems. At the University of
Washington, the Physics Education Group has been developing
research-based tutorials to supplement traditional instruction in
textbooks, lectures, and labs. We will discuss our experiences in
trying to develop a tutorial on energy conservation that helps students
apply a more general form of this principle.
Footnotes:
*Supported in part by an NSF grant.
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DC03: Do We Say What We Mean? Misclassification of Physics Concepts and Students'
Difficulties
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (164 of 337) [7/30/2004 8:38:21 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Amador 150
Tuesday, Aug. 3
1:30 p.m.
David T. Brookes, Rutgers Univ.
732-729-7835, dtbrookes@yahoo.com
Co-Author(s): None
Abstract:
Physicists understand that the word "heat" refers to a process
through which a system can gain or lose energy. But is this
understanding reflected in the way physicists write and talk about
heat? I will analyse references to "heat" in three popular introductory
college physics textbooks, and introduce a simple coding scheme.
This coding scheme will be used to classify references to "heat" as
either "substance" based or "process" based. I will also code
student's reasoning about the concept of "heat" with the same coding
scheme. I will argue that both physicists' writing about and students
understanding of "heat" is predominantly substance based.
Footnotes:
None
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DC04: Using the Thermal Concept Evaluation to Focus Instruction: A Critique
spacer
Location:
Amador 150
Date:
Time:
Author:
Tuesday, Aug. 3
1:45 p.m.
Paul Zitzewitz, Univ. of Michigan, Dearborn
313-593-5277, pwz@umich.edu
Co-Author(s): Gail R. Luera, Charlotte A. Otto
Abstract:
In 2001, Yeo and Zadnik published an assessment tool, the Thermal
Concept Evaluation, to evaluate students' understanding of thermal
concepts. Similar to similar instruments, Yeo and Zadnik suggested
that their instrument could be used as a pre-test or post-test
instrument, to assess alternative conceptions during classroom
instruction, or to plan instruction or remediation. TCE questions are
presented in everyday contexts in order to probe students' own
conceptions rather than conceptions learned and applied in
classroom settings. We employed the TCE in the context of a science
education capstone course for future elementary educators co-taught
by a science educator and a physicist or chemist. The TCE was
primarily used to guide instruction in terms of selecting activities that
would force students to confront the common misconceptions
identified by the measure. The uses and limitations of the TCE we
encountered are described and applied to a broader audience of
potential users.
Footnotes:
None
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DC05: Semi-Intuitive Thinking and Reasoning Inconsistencies in Calorimetry
spacer
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (165 of 337) [7/30/2004 8:38:21 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Amador 150
Tuesday, Aug. 3
2:00 p.m.
Warren Christensen, Iowa State Univ.
515-294-1647, warnpeace1414@hotmail.com
Co-Author(s): Ngoc-Loan P. Nguyen, David E. Meltzer
Abstract:
As part of a project to investigate and address learning difficulties in
thermal physics, we have explored students' approaches to solving
calorimetry problems involving two substances with differing specific
heats. We have found that students often employ various contextdependent rules-of-thumb such as "equal energy transfer implies
equal temperature change," and "temperature changes are directly
proportional to specific heat." Through interviews we find that
students frequently get confused by, or tend to overlook, the detailed
proportional reasoning or algebraic procedures that could lead to
correct solutions. Instead, they often proceed with semi-intuitive
reasoning that at times may be productive, but more often leads to
inconsistencies and non-uniform conceptual understanding. We will
present new data that indicate the occurrences of these incorrect
responses are reproducible across semesters, instructors, and
instructional formats.
Footnotes:
*Supported in part by NSF DUE-#9981140 and NSF REC-#0206683
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DC06: Some Random Observations
spacer
Location:
Amador 150
Date:
Time:
Author:
Tuesday, Aug. 3
2:15 p.m.
David Van Domelen, Kansas State Univ.
785-532-1605, dvandom@phys.ksu.edu
Co-Author(s): None
Abstract:
What does it mean for something to be random? Even experts don't
necessarily agree completely on the answer to that question, so we
certainly can't expect students to. Students in various introductory
physics courses filled out two surveys regarding the topic of
randomness, with interesting results that will be discussed here.
Footnotes:
None
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DD:
Public Outreach Activities for the World Year of Physics 2005
spacer
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (166 of 337) [7/30/2004 8:38:21 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Union California
Tuesday, Aug. 3
1:00 p.m.-2:45 p.m.
Chuck Stone, North Carolina A&T State Univ.
336-256-2039, stone@ncat.edu
None
Computer projection (no computer -- must bring own computer),
overhead projector & screen
spacer
DD01: The WYP 2005 - An Opportunity to Increase the Public's Awareness and Appreciation
of Physics
spacer
Location:
Union California
Date:
Time:
Author:
Tuesday, Aug. 3
1:00 p.m.
Invited - Jessica Clark, American Physical Society
301-209-3244, clark@aps.org
Co-Author(s): Warren W. Hein, Gary D. White
Abstract:
The year 2005 marks the 100th anniversary of Einstein's "miraculous
year" in which he published four important papers describing ideas
that have since influenced all of modern physics. The year provides
the opportunity to celebrate Einstein, his great ideas, and his
influence on life in the 21st century. The World Year of Physics (WYP
2005) is a worldwide celebration of physics and its importance in
everyday lives. The goal of the WYP is to raise the public awareness
of physics and physical science and this presentation will share what
the American Physical Society, American Association of Physics
Teachers, and the American Institute of Physics/Society of Physics
Students are doing to promote the WYP 2005.
Footnotes:
None
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DD02: Fysik Lasershow: 10 Years of Outreach, How It Is Done and the Resulting Impact
spacer
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (167 of 337) [7/30/2004 8:38:21 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union California
Tuesday, Aug. 3
1:30 p.m.
Invited - Per Olof Zetterberg, Lund Univ.
011-46-46-222-7725, per-olof.zetterberg@nuclear.lu.se
Co-Author(s): Johan Zetterberg
Abstract:
One of the main goals for The World Year of Physics 2005 is to
connect the general public with physics and how developments in
physics surrounds us in our everyday life. For eight years we have
been marketing physics to young students and general audiences
with a show that features 45 minutes of demonstrations and an
artistic 15 minute laser show. Originally set-up in the main lecture hall
of the Physics Department, the laser display is mostly built from
physics education apparatus such as gratings, rotating mirrors,
oscillating springs, etcetera. We now also pack up the show and
travel to science festivals and public gatherings resulting in a total of
70 shows, each with an audience of around 200. We have an
improved situation of students enrolling for studying physics in Lund
and we think the shows may have had an impact on our recruitment.
Footnotes:
None
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DD03: Einstein Experts for Interested Nonexperts
spacer
Location:
Union California
Date:
Time:
Author:
Tuesday, Aug. 3
2:00 p.m.
Richard Price, Univ. of Utah/Univ. of Texas, Brownsville
801-581-8691, rprice@physics.utah.edu
Co-Author(s): None
Abstract:
The World Year of Physics is the centenary of Einstein's miraculous
year, and will create a market for experts to talk about Einstein, the
person and the physics. The Topical Group in Gravitation (TGG), the
United States national association of researchers in relativity, will
serve this market with a free expert Speakers Program available to 4year colleges and high schools, and for more general outreach. TGG
speakers will be participating who have a talent for clear exposition
and who are experts in various Einstein-related topics (e.g., black
holes, gravitational waves, cosmology, Einstein's impact, Einstein as
a person.)
Footnotes:
None
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DD04: International Physics Road Show Workshop: Physics on Stage
spacer
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (168 of 337) [7/30/2004 8:38:21 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union California
Tuesday, Aug. 3
2:15 p.m.
Stanley J. Micklavzina, Univ. of Oregon
541-689-0700, stanm@darkwing.uoregon.edu
Co-Author(s): None
Abstract:
I had the privilege of attending Physics on Stage 3
(http://www.physicsonstage.net/) a European Union conference
where delegates from all E.U. countries are invited to participate and
exchange ideas of how to bring physics to the public. The conference
had physics performance, presentations, workshops, and an
apparatus fair. I will present slides and pass along ideas from this
conference that could also be implemented in The World Year of
Physics 2005.
Footnotes:
None
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DD05: SPS Across the U.S. Celebrates World Year of Physics
spacer
Location:
Union California
Date:
Time:
Author:
Tuesday, Aug. 3
2:30 p.m.
Karen Williams, President Society of Physics Students
580-310-5394, kwillims@mac.com
Co-Author(s): None
Abstract:
The Society of Physics Students across the United States are
preparing to celebrate the WYP beginning in October 2004 with the
Sigma Pi Sigma Congress and SPS National Council Meeting and
continuing throughout 2005 to commemorate the 100th anniversary
of Einstein's three great papers. Learn what fantastic events these
bright students and their advisors have planned for this celebration.
Get ideas for activities that your school, department, or university can
do to help promote physics in the community where you are located.
Or take notes and plan your travels around these events to help join
in on the fun.
Footnotes:
None
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DE:
Human BioPhysics Laboratories
spacer
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (169 of 337) [7/30/2004 8:38:21 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Union Foothill Suite
Tuesday, Aug. 3
1:00 p.m.-2:45 p.m.
Dan MacIsaac, SUNY Buffalo State Univ.
716-878-3802, macisadl@buffalostate.edu
None
Computer projection (no computer -- must bring own computer),
overhead projector & screen
spacer
DE01: A Guide to Humanizing Your Introductory Physics Laboratory Activities*
spacer
Location:
Union Foothill Suite
Date:
Time:
Author:
Tuesday, Aug. 3
1:00 p.m.
Invited - Nancy L. Beverly, Mercy College
914-674-7275, nbeverly@mercy.edu
Co-Author(s): None
Abstract:
Would your students benefit from greater human/biophysical context
in their physics laboratories? Would your students be even more
engaged with their active-learning, hands-on activities if they saw
more human relevance? The Humanized Physics Project (HPP)1 has
been developing human-oriented laboratory activities for the entire
algebra-based physics curriculum. Learn from our experience how to
humanize your laboratory activities, ranging from superficial but
surprisingly effective modifications to complete replacement.
Suggestions, with many examples, will include: 1. Doing essentially
the same activity as before (whether traditional, workshop style,
learning cycle, etc.), but with a human-oriented front-end motivational
piece and/or human back-end reflection/questions. 2. Using some
aspects of your previous activities to model a human functioning or
biophysical process. 3. Exploring a human functioning or biophysical
process directly using readily available traditional laboratory
equipment. 4. Using special-design equipment to explore or model
human/biophysical activities.
Footnotes:
*Supported by NSF grant #DUE- 0088780 and DUE-0088496. 1. See
HPP website at http://www.doane.edu/hpp. Other Humanized
Physics Project members: Robert Fuller, Vicki Plano Clark, University
of Nebraska-Lincoln; Christopher Wentworth, Mark Plano Clark,
Doane College; Beth Ann Thacker, Texas Tech University.
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DE02:
spacer
Humanized Physics Project: Using Speech and Hearing to Teach Physics
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (170 of 337) [7/30/2004 8:38:22 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Foothill Suite
Tuesday, Aug. 3
1:30 p.m.
Invited - Mark Plano Clark, Doane College
402-826-8621, mplanoclark@doane.edu
Co-Author(s): Christopher D. Wentworth
Abstract:
The Humanized Physics Project (HPP)1 was funded to produce
curricular materials for the algebra-based introductory physics course
based on the knowledge that more than half our students are
pursuing health related majors. Many of those students found little
relevance for physics in their chosen fields even though specific
health-related examples were included in the homework. Our plan
was to begin each topic by posing questions about the human body
as the motivation for studying physics and then to use physics to
model these human processes. We will present the results of our
efforts to teach the physics of sound and waves using human speech
and hearing. This effort has resulted in the development of new
hands-on equipment, online digital video, and interactive Macromedia
Flash animations.
Footnotes:
1. Collaborative effort with R.G. Fuller and V. L. Plano Clark at UNL,
N. Beverly at Mercy College, and B.A. Thacker at TTU. Supported in
part by NSF grant #DUE-0088780 and DUE-0088712.
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DE03: Hands-On Labs to Teach Engineering Principles Through Human Body Applications
spacer
Location:
Union Foothill Suite
Date:
Time:
Author:
Tuesday, Aug. 3
2:00 p.m.
Invited - Jennifer Kadlowec, Rowan Univ.
856-256-5344, kadlowec@rowan.edu
Co-Author(s): Stephanie Farrell, Shreekanth Mandayam, Anthony Marchese, John
Schmalzel
Abstract:
The human body is an exquisite combination of interacting systems,
which can be used as a multidisciplinary focal point for learning
engineering principles and measurements. A suite of hands-on
modules have been developed for introducing freshman engineering
students to chemical, mechanical, and electrical engineering
principles through application to the human body. The modules
explore respiration, metabolism, pulmonary mechanics, the
cardiovascular system, work and power, electrical signals,
biomechanics, and mechanics of materials. Through the investigation
of these systems, students learn basic concepts of mass and energy
balances; fluid flow; work, energy, and efficiency; forces, moments
and accelerations; material strength and stresses; and electrical
signal processing. A description of each module including the
associated measurements, calculations, engineering principles and
survey data are provided.
Footnotes:
None
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (171 of 337) [7/30/2004 8:38:22 AM]
American Association of Physics Teachers
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DE04: Modeling the Human Body for Biomechanical Data Collection: Application to Running
spacer
Location:
Union Foothill Suite
Date:
Time:
Author:
Tuesday, Aug. 3
2:30 p.m.
Ben Johnson, Georgia State Univ.
404-651-4047, bjohnson@gsu.edu
Co-Author(s): Mike Hales, Rod Nave
Abstract:
Modeling methods for collecting 2D and 3D kinematic and kinetic
data of the human body will be applied to an athlete as s/he performs
a running activity. Anthropometric parameters, segmental and body
center of gravity (COG) will be discussed. In addition, data collection
methods for gathering 2D and 3D data on the runner will be
presented and will include details on both linear and angular motion.
Instrumentation including computer software packages utilized to
perform a comprehensive biomechanical analysis will be discussed.
Lastly, data collected on a runner will be presented and will include
commonly reported variables such as stride rate, stride frequency,
horizontal and vertical velocity of the body COG, angular velocity of
leg segments and ground reaction forces.
Footnotes:
*Sponsored by Rod Nave.
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DF:
Physics and Civic Engagement
spacer
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Union Hinde Auditorium
Tuesday, Aug. 3
1:00 p.m.-3:00 p.m.
John White,
925-422-4587, white10@llnl.gov
None
Computer projection (no computer -- must bring own computer),
overhead projector & screen
spacer
DF01:
spacer
Fossil Fuels and Global Warming Concerns
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (172 of 337) [7/30/2004 8:38:22 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Hinde Auditorium
Tuesday, Aug. 3
1:00 p.m.
Invited - Ben Santer, Lawrence Livermore National Laboratory, L-189
925-423-3364, santer1@llnl.gov
Co-Author(s): None
Abstract:
This presentation begins by examining natural mechanisms (solar
radiation, volcano eruptions, etc.) that warm the earth; and it also
discusses natural temperature fluctuations that the earth
experiences. With this background established, the presentation
emphasizes human factors that contribute to global warming,
particularly the importance of the use of fossil fuels. The scientific
research that provides the foundation for our understanding of global
warming is then discussed, including some criticisms of this research
(and a rebuttal). A brief review of earth's historical global climate
provides an introduction to future prospects. Finally, educational
outreach opportunities are considered
Footnotes:
None
spacer
DF02: Energy Alternatives to Compete with Current Fossil Fuel Technology
spacer
Location:
Union Hinde Auditorium
Date:
Time:
Author:
Tuesday, Aug. 3
1:30 p.m.
Invited - Bill Halsey
Lawrence Livermore National Laboratory, L-638
925-423-1133, halsey1@llnl.gov
Co-Author(s): None
Abstract:
This presentation will examine the challenge of meeting future energy
needs while addressing global warming concerns. We United States
and the global community. We then consider possible contributions
from various primary energy sources and efficiency improvements to
meet such demands. Energy sources include: cleaner fossil fuels
(higher efficiency and/or carbon sequestration), renewables such as
wind, solar, biomas etc.; and finally the potential for fission energy
including current nuclear power plants, new plant designs, and R&D
for advanced nuclear reactor technology.
Footnotes:
None
spacer
DF03:
spacer
Fusion Reactors and Long-Term Energy Prospects
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (173 of 337) [7/30/2004 8:38:22 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Hinde Auditorium
Tuesday, Aug. 3
2:00 p.m.
Invited - John Perkins
Lawrence Livermore National Laboratory, L-018
925-423-6012, perkins3@llnl.gov
Co-Author(s): None
Abstract:
This presentation begins with an examination of fuel options; it then
explores inertial confinement fusion reactor designs plus magnetic
confinement fusion reactor designs. Planned programs in modern
fusion energy research will be examined leading to a discussion of
the status of fusion reactors under development at NIF (National
Ignition Facility, an inertial confinement approach) and ITER
(International Thermonuclear Experimental Reactor, a tokomak).
Finally, a comparison will be made of fusion energy options versus
fission energy options.
Footnotes:
None
spacer
DF04: International Security and Arms Control Issues
spacer
Location:
Union Hinde Auditorium
Date:
Time:
Author:
Tuesday, Aug. 3
2:30 p.m.
Invited - Michael May
Ctr. for International Security and Co-operation
650-723-9733, mmay@stanford.edu
Co-Author(s): None
Abstract:
This presentation will address complex issues that involve
interactions between many areas: science, technology, economics,
politcs etc. The focus of this invited paper is concerns about weapons
of mass destruction with an emphasis on nuclear weapons. The
physics community's role in contributing to discussions on such
difficult topics is explored, particularly with regard to educating the
public.
Footnotes:
None
spacer
DG:
Bridging Conceptual Understanding and Problem-Solving
spacer
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (174 of 337) [7/30/2004 8:38:22 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Union Redwood
Tuesday, Aug. 3
1:00 p.m.-3:00 p.m.
Mel Sabella, Chicago State Univ.
773-995-2175, msabella@csu.edu
None
Computer projection (no computer -- must bring own computer),
overhead projector & screen
spacer
DG01: Inspecting Bridge Foundations
spacer
Location:
Union Redwood
Date:
Time:
Author:
Tuesday, Aug. 3
1:00 p.m.
Invited - Stephen E. Kanim, New Mexico State Univ.
505-646-1208, skanim@nmsu.edu
Co-Author(s): None
Abstract:
We would like our students to see the same connections that we see
in physics relationships between topics as well as the interplay
between concepts and mathematics. However, our students often fail
to see the same unifying themes that we do. Moreover, they often
resort to formulaic approaches to problem solution that appear
unrelated to the underlying physics. "Bridging exercises" we have
written to encourage student application of physics concepts to the
solution of problems have been more successful in some topics than
in others. Analysis of student work on our less successful attempts at
bridging suggest that there are fundamental mathematical concepts
that students are able to use in simple situations that they have
difficulty applying when problems require more formal reasoning. We
give examples of difficulties with basic algebra and vector use that we
believe limit students' options when solving physics problems.
Footnotes:
None
spacer
DG02: On the Association Between Physical Meanings and Equations
spacer
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (175 of 337) [7/30/2004 8:38:22 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Redwood
Tuesday, Aug. 3
1:30 p.m.
Invited - Bruce Sherin, Northwestern Univ.
847-467-2405, bsherin@northwestern.edu
Co-Author(s): None
Abstract:
Early accounts of physics problem-solving assumed that experts
understand equations only in a very limited way. In these early
accounts, equations were treated nearly as black boxes; an expert
just recognizes the physical principle that is relevant, and then writes
the equations associated with that principle from memory. I believe
that these accounts miss much of what is important in problem
solving. In this presentation, I will offer evidence that equations are,
indeed, very meaningful to physicists. Even moderately advanced
physics students learn to recognize specific structures in equations,
and to associate those structures with physical meanings. During the
solving of a physics problem, each of these associations between
equation structures and physical meanings constitutes a potential
bridge between conceptual understanding and problem solving.
Footnotes:
None
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DG03: Bridging Conceptual Understanding to Problem Solving Through Qualitative Analysis
Activities
spacer
Location:
Union Redwood
Date:
Time:
Author:
Tuesday, Aug. 3
2:00 p.m.
Invited - Ian Beatty, Univ. of Massachusetts, Amherst
413-545-9483, beatty@physics.umass.edu
Co-Author(s): William J. Leonard, Robert J. Dufresne, William J. Gerace
Abstract:
We see qualitative analysis of problem situations as the "missing link"
between conceptual understanding and expert-like problem solving in
physics. When students engage in analysis activities, they enrich
their understanding and appreciation of physics concepts and
simultaneously build sound, transferable, concept-based problemsolving skills. "Researching the Role of Analysis" is an ongoing NSFfunded project (ROLE-0106771) studying how the integration of
qualitative analysis activities into a large introductory physics course,
through in-class formative assessment and web-based homework,
impacts students learning and attitudes. We will describe the project
and present some preliminary results.
Footnotes:
None
spacer
DG04: Does Problem Solving in General Physics Promote Conceptual Understanding?
spacer
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (176 of 337) [7/30/2004 8:38:22 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Redwood
Tuesday, Aug. 3
2:30 p.m.
Invited - David Maloney, Indiana Univ.-Purdue Univ., Fort Wayne
260-481-6292, maloney@ipfw.edu
Co-Author(s): None
Abstract:
In a general physics course students typically are assigned the task
of working many of the end-of-chapter numerical exercises from their
textbooks. If asked why they assign these tasks most instructors say
something like: "students learn the physics by doing the problems."
But how effective are these tasks for promoting conceptual
understanding among most of the students who take general
physics? There is now a reasonable size body of research on
problem solving in general and more specifically in physics that
provides some insight into whether having students work these tasks
is effective in promoting conceptual understanding. I will briefly
review this literature and then talk about implications of the research
and ideas for alternative problem types.
Footnotes:
None
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DH:
Science Methods Courses and Their Relationships to Science
Courses, I
spacer
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Union Ballroom I
Tuesday, Aug. 3
1:30 p.m.-3:30 p.m.
Warren Hein, American Association of Physics Teachers
301-209-3311, whein@aapt.org
John Layman
Computer projection (no computer -- must bring own computer),
overhead projector & screen
spacer
DH01: Physics Teachers and Teacher Educators: Partners in Change
spacer
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (177 of 337) [7/30/2004 8:38:22 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Ballroom I
Tuesday, Aug. 3
1:00 PM
Invited - Chance Hoellwarth, California Polytechnic State Univ.
805-756-1665, choellwa@calpoly.edu
Co-Author(s): Alice R. Tomasini, Lizza Demsetz, Matthew J. Moelter, Declan
Mulhall
Abstract:
Educating future teachers is a challenging endeavor. Subject matter
courses must deepen content knowledge. Science methods courses
must broaden future teachers’ repertoire of instructional strategies,
and more importantly transition students from the role of "good
student” to "reflective practitioner." Physics professors and an
education professor at Cal Poly collaborated to re-design the
curriculum and instruction of a two-course sequence of physical
science for future elementary school teachers. The goal was to give
future elementary school science teachers content knowledge and an
experience in an inquiry approach to science learning. The result has
been a hybrid content/methods course that should give future
teachers a stronger foundation in content knowledge and science
pedagogy that later methods courses will build upon. In this talk we
will describe a re-designed physical science course sequence and
results from the first year of implementation. We found that this
process of successful transition from “good student” to “reflective
practitioner” is a mutual concern that intrinsically links the work of the
physics professors and teacher educators.
Footnotes:
None
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DH02: Building a Bridge Between Content and Pedagogy
spacer
Location:
Union Ballroom I
Date:
Time:
Author:
Tuesday, Aug. 3
1:30 p.m.
Invited - Alan Van Heuvelen, Rutgers Univ.
732-445-2522, alanvan@physics.rutgers.edu
Co-Author(s): Eugenia Etkina
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (178 of 337) [7/30/2004 8:38:22 AM]
American Association of Physics Teachers
Abstract:
Footnotes:
Knowledge for good teaching rests on two pillars: content knowledge
and pedagogical content knowledge. Content knowledge involves the
facts and principles of a particular science and the methods of inquiry
needed to acquire and use that knowledge. Pedagogical content
knowledge is a combination of content and pedagogy for effective
teaching and involves students' original ideas and potential
difficulties, alternative ways to represent ideas, and effective
instructional methods. Where do pre-service physics teachers
acquire this knowledge? At Rutgers we use an Investigative Science
Learning Environment (ISLE) learning system in introductory courses
in the Department of Physics and Astronomy and the same system in
teaching methods courses in the Graduate School of Education. We
will describe specific features of the undergraduate courses in
physics and their relationship to the methods courses in the physics
teacher preparation program.
None
spacer
DH03: Combined Science Methods and Physics Content Courses for Teachers*
spacer
Location:
Union Ballroom I
Date:
Time:
Author:
Tuesday, Aug. 3
2:00 p.m.
Invited - Dave Henry
State Univ. of New York, Buffalo - State College Elementary
Education
716-878-3802, henryd@buffalostate.edu
Co-Author(s): Daniel L. MacIsaac, Kathleen A. Falconer, Joseph Zawicki, Marie
Plumb
Abstract:
As part of establishing a new K-12 Summer Physics Teachers'
Academy, we have been experimenting with graduate courses both
combining methods and content (e.g. PHY622, PHY 521 - 6cr
courses) and co-convening methods and content course work
(PHY594 + EDU671 - 3cr each). These courses are collaboratively
taught by a cadre of local expert grade school teachers plus
elementary education, science education and physics faculty. We will
share our experiences in these efforts, including new research
concerning the teaching efficacy and content knowledge of four
distinct groups of course participants: pre-service teachers, in-service
teachers who are not science specialists, in-service science teachers
with expertise in fields other than physics and alternative certification
candidates who are STEM professionals new to teaching. Each of
these populations has distinct characteristics and concerns, and
present distinct challenges in physics teacher preparation.
Footnotes:
*Supported by NSF grant #DUE-0302097.
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DH04: Science Methods Courses and Their Relationship to Science Courses
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (179 of 337) [7/30/2004 8:38:22 AM]
American Association of Physics Teachers
Location:
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Union Ballroom I
Tuesday, Aug. 3
2:30 p.m.
Invited - Valerie Otero, Univ. of Colorado, Boulder
303-492-7403, valerie.otero@colorado.edu
Co-Author(s): Steve Iona, Steve Pollock
Abstract:
The STEM Colorado project1 is a response to findings in educational
research suggesting that effective teacher preparation requires the
weaving together of content, pedagogy and practice. Based on the
belief that teacher preparation begins in the College of Arts and
Sciences, STEM Colorado provides opportunities for integrating
content, pedagogy and practice through the Undergraduate Learning
Assistants (LA) Program. LAs facilitate discussions in our largeenrollment undergraduate courses, making it possible for us to model
research-based practices. LAs and their faculty instructors attend a
special course in Education Theory and Practice, jointly conducted by
the School of Education and K-12 teachers. Through early
engagement in undergraduate field experiences, their corresponding
education course, and collaboration with science faculty, LAs are
turning to K-12 education as a legitimate career option. Our
collaborative presentation will be given from the perspectives of
faculty in the school of education, the physics department, and the K12 schools.
Footnotes:
1. Supported in part by NSF grant #DUE-0302134.
Date:
Time:
Author:
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DH05: UTeach: A Model Collaborative Teacher Preparation Program
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Location:
Union Ballroom I
Date:
Time:
Author:
Tuesday, Aug. 3
3:00 p.m.
Invited - Jill Marshall
Univ. of Texas, Austin - Science and Math Ed
512-232-9685, marshall@mail.utexas.edu
Co-Author(s): None
Abstract:
Given the tensions facing the science reform movement, high stakes
accountability imposed by NCLB, and challenges of teaching an
increasingly diverse student population, teachers today need
extensive preparation outside of their content areas. Equally
important is exposure to robust content learning via inquiry-oriented,
research-based strategies. A third critical aspect is alignment
between curriculum in college content courses and the material precollege teachers are required to teach by state education standards.
UTeach, the nationally-recognized teacher preparation program at
UT Austin, is a collaboration between the College of Natural Sciences
and the College of Education designed to meet these needs for future
teachers in Texas. The collaboration allows for a strong disciplineoriented focus in pedagogy classes, and support for content courses
based in cutting edge research in cognition and instruction. The
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (180 of 337) [7/30/2004 8:38:22 AM]
American Association of Physics Teachers
Footnotes:
program, its coursework and design philosophy, and the effect it is
having on teaching in Texas, will be presented in detail.
None
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DI:
NSF-CCLI Physics Projects, I: Initiatives in Introductory Teaching
spacer
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Union Orchard Suite
Tuesday, Aug. 3
1:00 p.m.-3:00 p.m.
Gerald Taylor, James Madison Univ.
540-568-6328, taylorgr@jmu.edu
None
Computer projection (no computer -- must bring own computer),
overhead projector & screen
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DI01: NSF - CCLI Program Overview
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Location:
Union Orchard Suite
Date:
Time:
Author:
Tuesday, Aug. 3
1:00 p.m.
Invited - Duncan E. McBride, National Science Foundation
703-292-4630, dmcbride@nsf.gov
Co-Author(s): None
Abstract:
The National Science Foundation's undergraduate Course,
Curriculum, and Laboratory Improvement (CCLI) program receives
about 125 physics and astronomy proposals each year and makes
about 25 grants from them. (The entire program receives about 1500
proposals and makes about 200 awards.) Grants in physics and
astronomy range from equipment for a single lab to comprehensive
curriculum development projects. I will describe the program and
discuss some of the physics and astronomy projects it funds. In
addition, I will discuss planned and proposed changes in the CCLI
program that are under discussion. There will be time for questions
and discussion of the CCLI program with the audience. This paper
will also serve as an introduction to the contributed papers from CCLI
projects that follow in the same session.
Footnotes:
None
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DI02:
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An Algebra-Based Physics Course for Health Scientists*
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (181 of 337) [7/30/2004 8:38:22 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Orchard Suite
Tuesday, Aug. 3
1:30 p.m.
Beth Ann Thacker, Texas Tech. Univ.
806-742-2996, batcam@spudhammer.phys.ttu.edu
Co-Author(s): Ann Marie Eligon
Abstract:
A hands-on, inquiry-based, laboratory-based, algebra-based physics
curriculum aimed at students in the health sciences has been
developed. Based on research and our experience teaching these
students, we believe that the student population in the algebra-based
introductory course has significantly different needs, backgrounds,
career goals and learning styles than students in other physics
courses (particularly the calculus-based course). We designed a
curriculum aimed specifically at these students, which includes new
materials developed specifically for this course (for example, a unit
on fluids, and an introduction to electricity and magnetism that
focused on developing models of the physical world). The curriculum
also incorporates parts of materials that had been developed for the
calculus-based or other curricula (pre-service teachers, for example),
but often completely re-wrote them, taking the needs, backgrounds
and learning styles of the algebra-based students into account.
Footnotes:
*Supported by NSF-CCLI grant #9981031.
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DI03: A Hands-On Course Covering Light and Optics*
spacer
Location:
Union Orchard Suite
Date:
Time:
Author:
Tuesday, Aug. 3
1:45 p.m.
Jeff Marx, McDaniel College
410-386-4619, jmarx@mcdaniel.edu
Co-Author(s): Shabbir Mian, Vasilis Pagnois
Abstract:
We developed a hands-on class for non-science majors titled A
World of Light and Color. Our course relies on cycles of PredictionsObservations-Discussion to help students understand various
fundamental properties of light. Specifically, when the students first
encounter an activity they must commit to a prediction regarding its
outcome. They then perform the activity and carefully record their
observations. This cycle repeats a few times with different activities
all designed to isolate a particular optical phenomenon. After several
predictions and observations, the entire class discusses their
observations and develops a coherent description of the
phenomenon. In this talk, we describe factors that motivated our
particular design, outline the structure of a typical class, provide an
overview of topics, and offer thoughts and suggestions for
implementation.
Footnotes:
*Supported by NSF CCLI grant # 0125828.
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (182 of 337) [7/30/2004 8:38:22 AM]
American Association of Physics Teachers
DI04: Adapting Existing Research-Based Curriculum for Use in Our Local Environment*
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Location:
Union Orchard Suite
Date:
Time:
Author:
Tuesday, Aug. 3
2:00 p.m.
John Lindberg, Seattle Pacific Univ.
206-281-2866, lindberg@spu.edu
Co-Author(s): Lane Seeley, Eleanor Close, Stamatis Vokos
Abstract:
The Physics Department at Seattle Pacific University has been
awarded recently a NSF CCLI-A&I grant to adapt Tutorials in
Introductory Physics, Activity Based Physics, Real Time Physics, and
Tycho Interactive Examples into our entire introductory curriculum.
We have started to investigate how to optimize student performance
by combining parts of these curricula into an integrated package that
is tailored to our environment, a small, private, undergraduate
university. Our most recent diagnostic test results are showing
significant improvement in student learning.
Footnotes:
*Supported in part by NSF grant #DUE-0310583 and the SPU
Science Initiative.
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DI05:
Extending the Impact of Research-Based Curriculum Beyond the Introductory Physics
Sequence*
spacer
Location:
Union Orchard Suite
Date:
Tuesday, Aug. 3
Time:
2:15 p.m.
Author:
Lane H. Seeley, Seattle Pacific Univ.
206-281-2011, seelel@spu.edu
Co-Author(s): John Lindberg, Eleanor Close, Stamatis Vokos
Abstract:
The Physics Department at Seattle Pacific University is currently
engaged in an NSF CCLI-A&I supported program to infuse our yearlong introductory courses with research-based curriculum. Changes
in the introductory sequence represent the first phase of a broader
effort to reshape the curriculum in all physics courses at SPU. In this
talk we will describe initial efforts and perspectives on the extension
of an inquiry based curriculum into both our service courses for nonscientists and our upper division curriculum. Specific attention will be
given to bridging the gap between inquiry-based introductory
curriculum and independent undergraduate research projects.
Footnotes:
*Supported in part by NSF grant #DUE-0310583 and the SPU
Science Initiative.
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DI06:
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Implementation of Tutorials in Introductory Physics and Preliminary Results*
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (183 of 337) [7/30/2004 8:38:23 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Orchard Suite
Tuesday, Aug. 3
2:30 p.m.
Robert Endorf, Univ. of Cincinnati
513-556-0530, robert.endorf@uc.edu
Co-Author(s): Kathleen M. Koenig
Abstract:
We describe our adaptation and implementation of Tutorials in
Introductory Physics1 in the recitation sections of the introductory
calculus-based physics course taught at the University of Cincinnati.
This course is taken by approximately 600 students each year, most
of whom are first year engineering students. The tutorials were first
introduced in a few recitation sections, and are being gradually
extended to all recitation sections for each course sequence. Our
preliminary results show that students who took recitation sections in
classes using Tutorials had greater gains on the Force Concept
Inventory than students in classes which did not use Tutorials. Our
results also demonstrate that student conceptual understanding after
Tutorial instruction is directly related to the ability of the graduate
teaching assistants (TA's) to engage the students in Socratic dialog
during the Tutorials. This emphasizes the importance of effective
training for TA's before teaching tutorials.
Footnotes:
* Supported by NSF grant #DUE-0126919. 1. L.C. McDermott, P.S.
Shaffer and the Physics Education Group at the University of
Washington, Tutorials in Introductory Physics, First Ed. (Prentice
Hall, 2002).
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DI07: Enhancing the Physics Lab Experience for Undergraduates at Boston University
spacer
Location:
Union Orchard Suite
Date:
Time:
Author:
Tuesday, Aug. 3
2:45 p.m.
Andrew Duffy, Boston Univ.
617-353-9089, aduffy@bu.edu
Co-Author(s): None
Abstract:
This talk will focus on two NSF CCLI-funded projects at Boston
University. The first, already completed, involved the establishment of
three 24-student microcomputer-based laboratories for use by
several hundred introductory physics students. Lab write-ups and prelab assignments (which use Physlets) for that project are available
http://physics.bu.edu/ulab/all_labs.html. The second project is in
progress, and involves extending the reforms at the introductory level
into the modern physics and advanced laboratory courses.
Footnotes:
None
spacer
DJ:
Instructors Beliefs About Teaching and Learning
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (184 of 337) [7/30/2004 8:38:23 AM]
American Association of Physics Teachers
Location:
spacer
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Mendocino 1005
Tuesday, Aug. 3
1:00 p.m.-3:00 p.m.
Steven Iona, Univ. of Denver
303-871-2238, Steve.Iona@adams12.org
None
Computer projection (no computer -- must bring own computer),
overhead projector & screen
spacer
DJ01: Are Physics Graduate Students' Beliefs About Teaching and Learning Consonant?
spacer
Location:
Mendocino 1005
Date:
Time:
Author:
Tuesday, Aug. 3
1:00 p.m.
Yuhfen Lin, The Ohio State Univ.
614-688-3598, yflin@mps.ohio-state.edu
Co-Author(s): Gordon Aubrecht
Abstract:
Most physics graduate students teach as recitation or lab instructors
in introductory physics courses at the same time they take graduate
level courses. These students may or may not apply the same
standards they expect in the courses they take to their own classes.
We investigate whether they apply similar or distinct standards to
these courses. This talk focuses on aspects of both teaching of and
learning by OSU Physics Department graduate students as they have
self-reported in a survey. What do they think teachers should do to
help their students learn? What is their plan for their own teaching so
that they could accomplish that goal? What is their expectation from
their graduate study? What do they hope to gain from their graduate
level courses?
Footnotes:
None
spacer
DJ02:
spacer
Graduate Student Learning Techniques
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (185 of 337) [7/30/2004 8:38:23 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Mendocino 1005
Tuesday, Aug. 3
1:15 p.m.
Anita Corn, Colorado School of Mines
303-384-2414, acorn@mines.edu
Co-Author(s): None
Abstract:
Graduate students represent a special population. Because they
have obtained a bachelor of science in physics, performed well on
the Graduate Record Examination, and possess the desire to learn
yet more about physics, we may consider them expert learners.
Graduate students at the Colorado School of Mines were asked how
they learn and what qualities make a good professor. How can we
use information obtained from these interviews to improve both
graduate and undergraduate courses?
Footnotes:
None
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DJ03: Model What You Preach: Explicit Interactive Training for Physics TAs*
spacer
Location:
Mendocino 1005
Date:
Time:
Author:
Tuesday, Aug. 3
1:30 p.m.
Cathy A. Ezrailson, Texas A&M
281-773-5458, ezrailson@yahoo.com
Co-Author(s): None
Abstract:
Physics graduate teaching assistants are often expected to intuitively
know how to teach or "pick it up" while teaching physics
undergraduates during recitation. This study demonstrates how an
explicit training model for graduate teaching assistants, blending
model-based reasoning with cognitive coaching methods can
translate into a change in TA's views of the nature of physics and in
their undergraduate students' conceptual understanding. Physics TAs
were interviewed, took the MPEX2, (Elby, 2001) and were assessed
formatively during the semester using the RTOP (Lawson, et al.,
2001). Undergraduate students were surveyed about recitation
methods using an instrument based on the RTOP, in order to track
how well the TAs adhered to the cognitive coaching methodology.
The FCI, (Halloun & Hestenes, 1997) was used to assess the impact
of the TA's teaching methods (N=4). Four sections each also acted
as treatment (n = 78) and controls (n=108). This model yielded some
surprising results.
Footnotes:
*Supported by NSF grant #0083336.
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DJ04:
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Factors Contributing to the Decision-Making of First Year Physics Teachers
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (186 of 337) [7/30/2004 8:38:23 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Mendocino 1005
Tuesday, Aug. 3
1:45 p.m.
Barbara Short, Loyola Univ., Chicago
630-238-1992, bshort@luc.edu
Co-Author(s): Carl J. Wenning
Abstract:
Perceptions of three new secondary education physics teachers and
their university professor are examined based on beliefs and other
factors contributing to their decision-making to perform inquiry
practices. Environment, background, and personalities play into the
following results. Belief systems take time to develop using filters;
gestalts change beliefs. Modeling is a powerful technique influencing
decision-making and beliefs over time. Nurturing and preparation
build confidence fostered at the university and public school.
Knowledge gained through experience, instruction, and reflection by
the teacher enhances student learning. Problem solving is learned
and personality-based, helping to determine success. Too many
constraints to a novice cause limitations in his/her ability to be an
effective teacher. Early acceptance into a new environment helps to
increase a sense of belonging leading to performance. Positive
attitudes towards students affect relationships with students in the
classroom. New teachers focus more on their actions than on their
students' learning.
Footnotes:
None
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DJ05: Participation of Baghdad University in West Point's New Instructor Training
spacer
Location:
Mendocino 1005
Date:
Time:
Author:
Tuesday, Aug. 3
2:00 p.m.
Mark Snyder, U.S. Military Academy
845-938-3535, mark.snyder@usma.edu
Co-Author(s): Raymond Nelson, William Czajkowski, David Williams
Abstract:
The Department of Physics at the United States Military Academy
has a faculty turnover of approximately 25% per year. New faculty
arrive with master's degrees from two years of graduate schooling
and experienced faculty return to the field army every summer. New
faculty are prepared through an intensive five week program of
instruction that introduces all aspects of the four-year leader
development program and emphasizes the learning model and
teaching philosophy of the Department of Physics. This year the
department is joined by two junior professors from Baghdad
University as West Point initiates a cooperative program to help that
institution recover from decades of isolation and become a part of the
international community of educators. This talk will report on the
results and lessons learned from this effort.
Footnotes:
*Sponsored by Raymond Nelson.
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (187 of 337) [7/30/2004 8:38:23 AM]
American Association of Physics Teachers
DJ06: Teaching, Learning and PER: Views from Mainstream Faculty
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Location:
Mendocino 1005
Date:
Time:
Author:
Tuesday, Aug. 3
2:15 p.m.
Melissa H. Dancy, Univ. of North Carolina, Charlotte
828-227-3676, dancy@wcu.edu
Co-Author(s): Charles Henderson
Abstract:
Anecdotal evidence suggests that findings of educational research
and resulting curricula are, at best, only marginally incorporated into
introductory physics courses. We are working on a long-term project
to provide the PER community with information that will facilitate the
incorporation of research-based strategies and materials into
mainstream physics instruction. In this talk, we will report on the pilot
phase of this project which involved interviews with well respected
and thoughtful senior faculty who are not part of the PER community.
These interviews focus on their use of and attitudes towards PER
and PER-based instructional strategies as well as their general
beliefs about teaching and learning. Hypothesis will be made about
some of the reasons why these instructors do not more fully
incorporate PER into their instruction.
Footnotes:
None
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DJ07: Experiences from Introducing Educational Physics Techniques to Non-PER Faculty
spacer
Location:
Mendocino 1005
Date:
Time:
Author:
Tuesday, Aug. 3
2:30 p.m.
Gordon Smith, Western Kentucky Univ.
270-745-5003, gordon.smith@wku.edu
Co-Author(s): Scott Bonham
Abstract:
Western Kentucky University is introducing PER methods in some
our courses. We will share from our experiences (good and bad)
implementing a reformed-based physics curriculum in the
introductory college (algebra-based) physics course at WKU. One of
us has a background in Physics Education research and was hired to
bring new teaching methods to the department, while the other has
no formal background in PER. This combination has been interesting
in finding some "outsider" misconceptions, figuring out how to
translate PER concepts and approaches, and learning how we as
teachers can learn.
Footnotes:
None
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DJ08:
Making Sense of Student Ideas - What Elementary Pre-Service Teachers Notice
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (188 of 337) [7/30/2004 8:38:23 AM]
American Association of Physics Teachers
Location:
spacer
Mendocino 1005
Tuesday, Aug. 3
2:45 p.m.
Matty Lau, Univ. of Maryland
301-405-3161, mlau@wam.umd.edu
Co-Author(s): David Hammer
Abstract:
This is a study of a group of pre-service teachers' understanding of
what it means to teach and learn science. I am particularly interested
in characterizing what aspects of the science class they focus on and
how they make sense of student ideas in science. Understanding this
will shed insight into how they envision the role of a teacher, what
factors help shape their decision-making process, and what they find
important in learning science. I will present data of pre-service
teachers as they observe and discuss video case studies of
elementary school students doing science. I will also talk about the
implications of my findings with respect to the development process
of teachers.
Footnotes:
None
Date:
Time:
Author:
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DK:
History and Philosophy of Physics in Physics Teaching
spacer
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Riverside 1015
Tuesday, Aug. 3
1:00 p.m.-3:00 p.m.
Mark Lattery, Univ. of Wisconsin
920-424-7105, lattery@uwosh.edu
None
Computer projection (no computer -- must bring own computer),
overhead projector & screen
spacer
DK01: Ben Franklin as my Lab Partner*
spacer
Location:
Riverside 1015
Date:
Time:
Author:
Tuesday, Aug. 3
1:00 p.m.
Robert Morse, St. Albans School
202-537-6452, robert_morse@cathedral.org
Co-Author(s): None
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (189 of 337) [7/30/2004 8:38:23 AM]
American Association of Physics Teachers
Abstract:
Footnotes:
My long interest in Franklin's work on electrostatics, sparked by
Rodney LaBrecque's chapter on Franklin's experiments in my AAPT
workshop, Teaching About Electrostatics (AAPT 1992) led to a larger
project on Franklin's experiments during a sabbatical at the Wright
Center at Tufts University. The result is a web publication of teaching
materials with Franklin's text side by side with modern table top
experiments using inexpensive materials. The downloadable package
which will be available on the Wright Center website at
http://tufts.edu/as/wright_center includes illustrations and most of
Franklin's letters on electrostatics in electronic form. I will discuss my
experience with Franklin's experiments, his description of his
qualitative, explanatory model of electricity, show samples of the
materials and discuss how they may be used by teachers for their
own and their student's edification.
*Supported by the Wright Center for Science Teaching, Tufts
University, Medford MA.
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DK02: Saving Our Twentieth Century Apparatus Heritage
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Location:
Riverside 1015
Date:
Time:
Author:
Tuesday, Aug. 3
1:15 p.m.
Thomas Greenslade, Jr., Kenyon College
740-427-2989, greenslade@kenyon.edu
Co-Author(s): None
Abstract:
When I started studying early physics teaching apparatus with a visit
to the back rooms of the Smithsonian Institution in 1975, I was initially
attracted to the nineteenth century apparatus. It was beautiful, with
brass and rosewood construction, and it resonated with my interests
in Victorian architecture and photography. Because of natural
winnowing processes, there was only so much of it, and it was
usually well cared for in museums and colleges and universities that
understood that they owned historical treasures. After a time, my
interest shifted to the apparatus of the century just past. American
high schools, colleges and universities have large collections of
apparatus from the era 1900-1960. But now the apparatus is
beginning to be thrown away. In this talk, and in my various articles, I
want to remind us of this apparatus heritage, and suggest ways that it
might be conserved.
Footnotes:
None
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DK03: 1930's New York City High School Physics: Crucible of the Future
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (190 of 337) [7/30/2004 8:38:23 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Riverside 1015
Tuesday, Aug. 3
1:30 p.m.
Walter Hellman, Hillsboro H.S.
503-648-6361, hellman@teleport.com
Co-Author(s): None
Abstract:
The evolution of Stuyvesant High School from a trade school to an
early science magnet school set the stage for the development of the
modern high school physics syllabus and science magnet schools in
general, including the Bronx High School of Science. The role of the
principal, Ernest von Nodroff and other influential Stuyvesant faculty
will be discussed, as well as the nature of the new 1930's Regents
physics curriculum, largely developed by Stuyvesant faculty.
Footnotes:
None
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DK04: Gallery of Distinguished Physicists at the University of North Texas
spacer
Location:
Riverside 1015
Date:
Time:
Author:
Tuesday, Aug. 3
1:45 p.m.
Donald Kobe, Univ. of North Texas
940-565-3272, kobe@unt.edu
Co-Author(s): Samuel E. Matteson
Abstract:
The Physics Department at the University of North Texas has
established a Portrait Gallery of Distinguished Physicists. A total of
78 portraits of distinguished physicists in the areas of classical
mechanics, electromagnetism and optics, quantum mechanics,
thermodynamics and statistical mechanics, solid state, atomic, and
nuclear and particle physics are attractively displayed on the corridor
walls. The gallery has several educational purposes. Students can
learn about the history of physics by reading the plaque that
describes the life and contributions of each person. By enabling
students to associate faces with the names of physical laws and
units, it helps students learn physics. Students can see that physics
is a human endeavor and international in scope. Men and women
from many different cultures, ethnic backgrounds and countries have
contributed to physics. It also provides role models for students. The
gallery and student reponses to it will be discussed.
Footnotes:
None
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DK05: Research in the History of Quantum Mechanics in Classroom
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (191 of 337) [7/30/2004 8:38:23 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Riverside 1015
Tuesday, Aug. 3
2:00 p.m.
Hang Deng-Luzader, Frostburg State Univ.
301-687-4385, hluzader@frostburg.edu
Co-Author(s): Robert Powell, Michael Zimmerman
Abstract:
In the "Introduction to Quantum Mechanics" course at FSU, students
were required to do research on the development of quantum theory.
Several good presentations were given to the class by the students.
This activity expanded students' knowledge about the historical
aspect related to the class material, and stimulated their interest in
quantum mechanics. This presentation will demonstrate how the
activity is organized, and show students research on the subjects of
blackbody radiation, and the development of matrix and wave
Quantum Mechanics.
Footnotes:
None
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DK06: Eugene Lafont: An Early Physics Educator in Colonial India
spacer
Location:
Riverside 1015
Date:
Time:
Author:
Tuesday, Aug. 3
2:15 p.m.
Rajive Tiwari, Belmont Abbey College
704-825-6756, rajivetiwari@bac.edu
Co-Author(s): None
Abstract:
Eugene Lafont, a Jesuit priest from Belgium, was a pioneer of
collegiate physics education in 19th century India. His contribution to
Indian science extended to establishing substantial science curricula,
public lectures on a variety of physics related topics,setting up
meteorological stations and an astronomical observatory. He also
helped an Indian scientist lay the foundation for an institution in
Calcutta intended for encouraging scientific work by native scientists.
This last effort had the effect of undermining what he saw as the
British attempt at keeping the Indian scientists in a subordinate
position. It is widely accepted that the work of Christian missionaries
in various ways strengthened the colonial enterprise. Fr. Lafont's life
and work is an important exception to this tendency.
Footnotes:
None
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DK07: Teaching Electron Spin
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (192 of 337) [7/30/2004 8:38:23 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Riverside 1015
Tuesday, Aug. 3
2:30 p.m.
Walter Jaronski, Radford Univ.
540-831-5274, wjaronsk@radford.edu
Co-Author(s): None
Abstract:
What should we think, and what should we teach our students, about
electron spin? Arthur I. Miller has called attention (in his book
Imagery in Scientific Thought) to the role of visual imagery in science,
in particular to the Kantian distinction between visualization
(Anschauung) and visualizability (Anschaulichkeit), and the
importance of this issue to the founders of quantum theory. We shall
review these general ideas and then concentrate on the specific
example of electron spin. The treatment of spin in standard textbooks
in modern physics and quantum mechanics will be surveyed. We will
argue in favor of a balance between pedagogical effectiveness and
technical correctness in these presentations. For completeness,
some nonstandard interpretations of spin will also be briefly
considered.
Footnotes:
None
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DK08: Role of History in Teaching Physics
spacer
Location:
Riverside 1015
Date:
Time:
Author:
Tuesday, Aug. 3
2:45 p.m.
Subhash Antani, Edgewood College
608-663-6971, antani@edgewood.edu
Co-Author(s): None
Abstract:
Recent advances in physics education have revealed many insights
and techniques in undergraduate level introductory physics
instruction. Workshop physics, tools for scientific thinking, interactive
lecture demonstrations, cooperative problem solving strategies, and
using the physics suite to name some. This talk will focus on the
importance of integrating history of physics into physics pedagogy. It
is generally agreed by educators that knowing the history of a subject
one wishes to learn is essential in developing a fuller appreciation of
that discipline. Incorporating historical aspects in physics teaching
infuses a cultural flavor and conveys the salient idea that science is a
human activity. It is contended that this approach should become a
cornerstone of teaching physics as a liberal arts. This talk will present
a systematic discussion of these ideas and highlight experiences we
have gained so far at our institution.
Footnotes:
None
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DL:
Sports & the Human Body, Part II
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (193 of 337) [7/30/2004 8:38:23 AM]
American Association of Physics Teachers
spacer
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Mariposa 1000
Tuesday, Aug. 3
1:00 p.m.-3:00 p.m.
Gerald Zani, Brown Univ. Dept. of Physics
(401) 863-3964, gerald_zani@brown.edu
None
Computer projection (no computer -- must bring own computer),
overhead projector & screen
spacer
DL01: The Physics of Law Eleven: Judging the Soccer Offside
spacer
Location:
Mariposa 1000
Date:
Time:
Author:
Tuesday, Aug. 3
1:00 p.m.
William Franz, Randolph-Macon College
804-752-7220, wfranz@rmc.edu
Co-Author(s): None
Abstract:
Soccer players are judged offside if they are beyond a second to last
defender when they receive a ball played to them by a teammate.
Judgment of position is rendered when the ball is played, requiring
the official to observe simultaneously two actions occurring at
different points on the field. Reaction time and its consequences on
decision accuracy will be discussed along with different cues the
official may use. Further, the dwell time that the ball spends on a
player's foot suggests the law may be unenforceable as written.
Footnotes:
None
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DL02: Modeling the Motion of a Bowling Ball
spacer
Location:
Mariposa 1000
Date:
Time:
Author:
Tuesday, Aug. 3
1:15 p.m.
Nolan Samboy, Siena College
518-783-2440, nolan.samboy@students.siena.edu
Co-Author(s): Joshua B. Diamond
Abstract:
Bowling ball construction has changed significantly over the past 20
years. In addition to the dramatic changes made in the external
material of the ball, the internal construction has evolved from a
spherical core to a non-spherical weight block. As a result of the
inertial forces of this non-spherical core, each ball will react in its own
unique way (governed by the manner in which the finger holes are
drilled with respect to the core's orientation). Using Mathematica,
classical mechanics, and experimental results based on the motion of
an actual ball, the motion of bowling balls containing both a spherical
core and non-spherical core will be modeled.
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (194 of 337) [7/30/2004 8:38:23 AM]
American Association of Physics Teachers
Footnotes:
None
spacer
DL03: Using Golf to Teach Physics*
spacer
Location:
Mariposa 1000
Date:
Time:
Author:
Tuesday, Aug. 3
1:30 p.m.
Donald G. Franklin, St. Johns Country Day School
904-264-9572, dgfrank1@aol.com
Co-Author(s): None
Abstract:
Teaching near The World Of Golf in St. Augustine has given me the
opportunity to take my students there for a day field trip. They have a
video and a science program to help make the trip fully educational.
An 18 hole putting green gives the students "hands on" physics.
Working with The World of Golf, we are hoping to produce a
workbook that any teacher can use at any golf course to teach their
students physics! We explore projectile motion, coefficents of friction,
momentum,to name a few. Having golf clubs in school to prepare for
the field trip allows for discussions on the types of clubs and their
uses. People who live in hills can even teach quadratic formula when
greens and tees are at different heights. Using a local golf course
also helps with school and business partnerships.
Footnotes:
*Contributing material from The World of Golf, St. Augustine, FL.
spacer
DL04: Football Physics
spacer
Location:
Mariposa 1000
Date:
Time:
Author:
Tuesday, Aug. 3
1:45 p.m.
Marianne Breinig, The Univ. of Tennessee
865-974-7842, mbreinig@utk.edu
Co-Author(s): None
Abstract:
We are developing a set of web-based, interactive modules on the
physics of football. Users will be drawn to the modules because of
their interest in football and they will learn how to recognize the
physical principles involved in various aspect of the sport. The
modules will actively engage the users. Animations will let users play
games and test predictions. Video analysis will allow users to get
detailed information about certain aspects of a play. We foremost aim
for an understanding of the essential physical concepts but will also
include a module for advanced users guiding them through data
analysis and problem solving techniques. The modules will be
published at http://footballphysics.utk.edu/.
Footnotes:
None
spacer
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (195 of 337) [7/30/2004 8:38:23 AM]
American Association of Physics Teachers
DL05: Trebuchet Mechanics and Sports Physics*
spacer
Location:
Mariposa 1000
Date:
Time:
Author:
Tuesday, Aug. 3
2:00 p.m.
Jesse D. Wall, City College of San Francisco
479-251-7454, dave1wall@fizziker.com
Co-Author(s): Bill Harter
Abstract:
The ancient siege weapon operates on the same principles as many
human activities such as golf and tennis. A medium sized trebuchet,
built to throw a water melon at the summer meeting picnic, will be
discussed and a classroom sized version will be demonstrated. The
operating principles, of both human and machine, will be discussed
as well as certain graphical techniques that can be used to better
understand those principles.
Footnotes:
*A link to this presentation as well as other material can be found at
http://www.fizziker.com/meeting_abstracts.htm
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DL06: From Trebuchet To Quantum Mechanics*
spacer
Location:
Mariposa 1000
Date:
Time:
Author:
Tuesday, Aug. 3
2:15 p.m.
William G. Harter, Univ. of Arkansas
479-575-6567, wharter@uark.edu
Co-Author(s): Dave Wall
Abstract:
Graphical techniques can be used to better understand oscillatory
motion covered at many levels of physics from classical mechanics to
quantum mechanics. Both ruler and compass geometrical
constructions and computer simulations have been developed to help
students at all levels, from high school to doctorial graduate student,
work on various aspects of this topic. Applications to the ancient
siege weapon, sports physics, and the quantum physics of the
electronic band stucture will be discussed.
Footnotes:
*A link to this presentation as well as other material can be found at
http://www.fizziker.com/meeting_abstracts.htm.
**Sponsored by Jesse David Wall.
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DL07:
spacer
Video and Spreadsheet Analysis of Pole-Vaulting
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (196 of 337) [7/30/2004 8:38:23 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Mariposa 1000
Tuesday, Aug. 3
2:30 p.m.
Anjali Manivannan, Glendale H.S.
417-888-2520, aqymix@hotmail.com
Co-Author(s): None
Abstract:
Pole-vaulting is a sport that includes a series of maneuvers such as
rotating the body, turning upside down, and jumping over a bar using
a pole. It involves the conversion of translational kinetic energy into
gravitational and elastic potential energy, and then back into kinetic
energy. In the simplest case of the total conversion of kinetic energy
into potential energy, the theoretical maximum achievable height is
v^2/2g. For a 70-kg athlete running at a velocity of 10 m/s, this is
about 5 m, but the Olympic record is around 6 m. It turns out that the
extra energy needed comes from the elastic energy stored in the pole
as it is bent by the athlete. We explore the physics of pole-vaulting by
studying the motion diagrams of the pole-vaulter using video and
spreadsheet analysis. Using such an approach can potentially
improve student conceptual understanding of conservation of energy.
Footnotes:
None
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DL08: Why Do I Have to Keep My Elbow In?
spacer
Location:
Mariposa 1000
Date:
Time:
Author:
Tuesday, Aug. 3
2:45 p.m.
Gerard Kratchman, Hicksville H.S.
516-733-6624, mcgorrc@sunysuffolk.edu
Co-Author(s): None
Abstract:
"Keep yor elbow in." "Keep your feet apart." "Don't let the ball touch
your palm." These and other coaching points are awkward and
unfamiliar for any 11 year-old just learning to play basketball. They
make sense to the coach because they work and they work because
of physics. This paper briefly reviews physical principles behind the
awkward bio-mechanics of the jumpshot and presents new insights
into how the body learns to transform these awkward movements into
a fluid precise and effective routine.
Footnotes:
None
spacer
DM: Physics Education in Africa, Part I
spacer
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (197 of 337) [7/30/2004 8:38:23 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Union Summit
Tuesday, Aug. 3
1:00 p.m.-3:30 p.m.
Kenneth Cecire, Hampton Univ.
757-728-6533, ken.cecire@hamptonu.edu
None
Computer projection (no computer -- must bring own computer),
overhead projector & screen
spacer
DM01: From Zululand to the Jersey Shore: Comparing Physics Education in Africa and the
United States.
spacer
Location:
Union Summit
Date:
Time:
Author:
Tuesday, Aug. 3
1:00 p.m.
Invited - Saalih Allie, Univ. of Cape Town
011-27-21-697-4414, saalih@science.uct.ac.za
Co-Author(s): Suzanne White-Brahmia
Abstract:
In this talk we describe what secondary and university education is
like in Central and South African countries. Regarding African
education, we discuss both the constraints and the resources of
teaching within a post-apartheid structure and within a traditional
African infrastructure. How do the physics learning experiences of
underrepresented groups in South Africa compare with those in the
United States? Both authors currently run programs designed to
promote success of underrepresented groups in physics in urban
areas of our respective countries. Focusing on university physics
teaching and learning, we compare the South African experience to
that of students from groups underrepresented in engineering
programs in the United States. We suggest ways in which educators
from both continents can learn from one another. Allie is a South
African university professor who helped develop one of the first
university physics courses for educationally disadvantaged black
South Africans. White-Brahmia was once a high school physics
teacher in the Peace Corps in rural Gabon (Central Africa).
Footnotes:
None
spacer
DM02: Teaching and Learning in a Tanzanian Physics Class
spacer
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (198 of 337) [7/30/2004 8:38:23 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Summit
Tuesday, Aug. 3
1:30 p.m.
Invited - Danielle B. Harlow, Univ. of Colorado, Boulder
303-492-5516, danielle.harlow@colorado.edu
Co-Author(s): None
Abstract:
In this presentation, I will discuss the Tanzanian school system
particularly as it relates to physics education and describe my
experiences teaching high school physics in a rural government
school in Tanzania, East Africa. The secondary school physics
curriculum is determined by an extensive national syllabus and a
comprehensive national exam at the conclusion of secondary studies.
Schools lack the funds to buy textbooks, lab equipment or even
enough desks for all of the students. And yet, through creativity and
determination, teachers teach and students learn in Tanzanian
physics classrooms. I will describe my experiences teaching physics
and working with local science teachers. I will talk about what I
learned about teaching and learning from my Tanzanian students and
fellow teachers.
Footnotes:
None
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DM03: Education in Zambia
spacer
Location:
Union Summit
Date:
Time:
Author:
Tuesday, Aug. 3
2:00 p.m.
Invited - Marilyn S. Ficht, Religious of The Sacred Heart of Mary
310-641-4682, mficht@lmu.edu
Co-Author(s): None
Abstract:
Basic School Education is for those who can afford uniforms and
school fees. Education is not compulsory so most children do not
attend school. Children must take government exams at the end of
grades seven, nine and twelve. Open Community Schools were set
up as an alternative to Government Basic Schools. The Open
Community Schools are funded privately and the teachers have had
no training whatsoever. There are two kinds of high schools in
Zambia - government high schools and grant aided high schools that
are run by religious congregations of men and women.There are
school fees for both. The government has full control of both.
Teachers for high school must go to a teacher training school for two
years after completing high school and pick the two subjects he/she
wishes to teach.
Footnotes:
*Sponsored by Kenneth Cecire. Supported by Hampton University
Center for the study of the Origin and Structure of Matter.
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DM04: Physics Outreach in South Africa
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (199 of 337) [7/30/2004 8:38:23 AM]
American Association of Physics Teachers
Location:
spacer
Union Summit
Tuesday, Aug. 3
2:30 p.m.
Invited - Vernon Simmons, Univ. of Pittsburgh
703-465-0699, vsimm03@yahoo.com
Co-Author(s): None
Abstract:
Professor Julia Thompson of the University of Pittsburgh with the
help of Professor Bill Willis at Columbia University has supported four
trips to South Africa for physics outreach. Thompson personally has
made two trips. This program has extended from larger cities such
Cape Town and Johannesburg to the more rural township areas. I will
give an outline of these trips from the planning to the actual
instruction phases and cover things that should and should not
happen in between.
Footnotes:
None
Date:
Time:
Author:
spacer
DM05: Physics Education: A Key Factor for Economic Development*
spacer
Location:
Union Summit
Date:
Time:
Author:
Tuesday, Aug. 3
3:00 p.m.
Invited - Maria Niland
Harvard Univ., Graduate School of Education - International
Education Policy Program
757-897-1974, mkniland@yahoo.com
Co-Author(s): None
Abstract:
With technology as the driving force behind the modern global
economy, African nations are lacking the critical mass of human
capital to actively participate. According to a 1992 study Africa had
only 20,000 scientists and engineers, or 0.36% of the world total. The
HIV-AIDS pandemic and its devastating impact on national education
systems have only served to worsen this dilemma. This paper
discusses the necessity of expanding access to quality secondary
physics education, as part of comprehensive plans to increase the
number of science professionals and research capabilities on the
continent. National policies, curricula, classroom environment,
pedagogy, gender disparities, and research opportunities are
reviewed.
Footnotes:
*Sponsored by the Hampton University Center for the study of the
Origin and Structure of Matter.
spacer
DN:
Plenary Session II: Sidney Drell
spacer
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (200 of 337) [7/30/2004 8:38:23 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Union Ballroom I
Tuesday, Aug. 3
4:15 p.m.-5:15 p.m.
John White,
925-422-4587, white10@llnl.gov
None
Computer projection (no computer -- must bring own computer),
overhead projector & screen
spacer
DN01: The Gravest Danger: Nuclear Weapons and Their Proliferation
spacer
Location:
Union Ballroom I
Date:
Time:
Author:
Tuesday, Aug. 3
4:15 p.m.
Invited - Sidney Drell
Stanford Univ., Stanford Linear Accelerator Ctr.
650-926-2664, drell@slac.stanford.edu
Co-Author(s): None
Abstract:
Nuclear weapons are unique in their terrifying potential. With an
energy release a million times larger than that of previous explosives,
mass destruction is inevitable. The prospect of the spread of nuclear
weapons and other dangerous technologies into the hands of suicidal
terrorists and rogue nations unrestrained by the norms of civilized
behavior has led President Bush to remark that "the gravest danger
our nation faces lies at the crossroads of radicalism and technology."
This talk will address what can and should be done, in the face of
new challenges in times punctuated by terrorist threats, to sustain
and strengthen the non-proliferation regime, taking into consideration
technical realities, and the roles and limits of diplomatic initiatives and
of military force. It will illustrate the importance of the involvement of
scientists in public policy issues in which an understanding of
technical realities is essential to arriving at sensible policy choices.
Footnotes:
None
spacer
DO:
Hot Topics: Statistics in Education Research
spacer
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (201 of 337) [7/30/2004 8:38:23 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Amador 150
Tuesday, Aug. 3
5:30 p.m.-6:30 p.m.
Scott Franklin, Rochester Institute of Technology
585-475-2536, svfsps@rit.edu
None
Computer projection (no computer -- must bring own computer),
overhead projector & screen
spacer
DO01: Regression Impression: What PER Needs to Know About Correlations
spacer
Location:
Amador 150
Date:
Time:
Author:
Tuesday, Aug. 3
5:30 p.m.
Invited - Thomas Foster, SIUE Phys/OSME
618-650-3049, tfoster@siue.edu
Co-Author(s): None
Abstract:
Determining the degree in which any two variables are related is a
very powerful tool in education research. These correlation studies
are used either for predicting future dependencies or for getting a
general impression for relationships within the data. Many datamanagement software packages (such as MS Excel or SPSS) will
allow correlation calculations to be made with great ease. But with
such power comes responsibility. There are accepted standards for
setting up the correlation calculations and interpreting the results. It is
important for the scientist to understand such issues as errors in the
correlation coefficients, significance standards, and the difference
between correlation and causation. The purpose of this talk is to
illuminate these issues for either educational researchers or those
who read PER publications.
Footnotes:
None
spacer
DO02: Quantitative Research in Physics Education
spacer
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (202 of 337) [7/30/2004 8:38:23 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Amador 150
Tuesday, Aug. 3
6:00 p.m.
Invited - Xueli Zou, California State Univ., Chico
530-898-5584, xzou@csuchico.edu
Co-Author(s): None
Abstract:
This talk will present some advantages and challenges of quantitative
research in physics education. In particular I will discuss issues
regarding using statistics as a tool to organize information and to
make inferences. Common pitfalls of data analysis will be illustrated.
Other possible approaches to represent and interpret data in physics
education research will be shared.
Footnotes:
None
spacer
DP:
Physics Education in Africa, Part II
spacer
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Union Summit
Tuesday, Aug. 3
5:30 p.m.-6:30 p.m.
Patricia Allen, Appalachian State Univ.
828-262-2989, allenpe@appstate.edu
None
Computer projection (no computer -- must bring own computer),
overhead projector & screen
spacer
DP01: Physics Teacher Development at a Rural School in South Africa
spacer
Location:
Union Summit
Date:
Time:
Author:
Tuesday, Aug. 3
5:30 p.m.
Jeanne Kriek, Unisa (South Africa)
011-27-12-429-8405, kriekj@unisa.ac.za
Co-Author(s): Diane Grayson
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (203 of 337) [7/30/2004 8:38:23 AM]
American Association of Physics Teachers
Abstract:
Footnotes:
In South Africa many physics teachers' content knowledge is not
strong and their schools are very poorly resourced, often lacking
running water, electricity, laboratories, textbooks or even enough
desks and chairs. Through the Center for the Improvement of
Mathematics, Science and Technology Education, we are involved in
the professional development of such teachers using distance
education. In this paper we will present a case study of one teacher
from a deep rural area and his development over the past two years.
We shall first describe his school and then present our professional
development model. We shall illustrate the impact of this model by
showing how the teacher's content knowledge, teaching skills and
professional attitudes have improved over the two years he has been
enrolled as our student.
*Sponsored by Diane Grayson.
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DP02: Secondary Science in the "Bush," 40 Years Ago
spacer
Location:
Union Summit
Date:
Time:
Author:
Tuesday, Aug. 3
5:45 p.m.
James Lehman, James Madison Univ. - Retired
540-433-1364, lehmancj@shentel.net
Co-Author(s): None
Abstract:
Secondary science instruction in Northern Rhodesia/Zambia in the
1960s required a degree of resourcefulness. At Chipembi Secondary
Girls School, the science department had limited demonstration
equipment, and no commercial electricity was available. The school
year went with the calendar year of three equal 12-week terms.
British texts and examinations were used. Important student goals
were directed to passing the "school leaving" examinations after the
Third and Fifth Forms. Teaching was topical in nature, and the
challenge for the teacher was to relate learning to everyday village
life as the students prepared for the final examinations. Concepts of
physics and chemistry were usually alternated term by term. Physics
instruction was given to separate areas of matter and energy, motion,
heat, sound, magnetism and electricity. Modest attempts were made
in problem solving. By 1968, Nuffeld and several other British
curricula were on the horizon with some unifying themes.
Footnotes:
None
spacer
DP03:
spacer
Three Years in Rural South Africa as "Physics Ambassador"*
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (204 of 337) [7/30/2004 8:38:23 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Summit
Tuesday, Aug. 3
6:00 p.m.
Henry Saphir, The City School
818-776-0011, henry@physicsfun.org
Co-Author(s): None
Abstract:
The author, an American physics teacher, spent three years in rural
South Africa where he co-founded the Nkonjane Trust Schools
Outreach Project upon the request of local principals and teachers.
Workshops and school visits were conducted at more than 60 venues
and were attended by teachers and/or students from more than 150
schools. Most of these schools serve children who are the first
generation to receive any formal schooling, and many teachers
themselves reportedly had never seen the experiments they were
supposed to teach the students about. Many of the schools had
neither electricity, nor water, nor a telephone; and classrooms were
overcrowded. The talk will begin with a short description of how the
NTSOP came about, will address how some of the challenges faced
were addressed, and will include some of our favorite experiments.
Footnotes:
*Supported in part by two grants from the Open Society Foundation South Africa, the Southern Life Foundation (South Africa), the Center
for the Art of Living (USA), and the Freunde der Erziehungskunst
Rudolf Steiners (Germany).
spacer
DP04: High School Physics Education in Zambia and the United States
spacer
Location:
Union Summit
Date:
Time:
Author:
Tuesday, Aug. 3
6:15 p.m.
Charles Tisdale, Princess Anne H.S.
757-473-5000, charles2381@cox.net
Co-Author(s): None
Abstract:
Adhering to the British education model, Zambia has a highly
centralized system of secondary education. All curricula, including
physics, are developed and desseminated by a national Ministry of
Education. This varies significantly from the American education
model. Sponsored by the Center for the Study of the Origin and
Structure of Matter (COSM) at Hampton University, a series of
workshops conducted between American and Zambian high school
physics teachers in July 2003 reveals that within either framework,
the challenges confronting physics teachers are the same.
Consequently, an on-going collaboration between these groups will
benefit both teachers and students.
Footnotes:
None
spacer
DQ:
Crackerbarrel on Instructional Apparatus
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (205 of 337) [7/30/2004 8:38:23 AM]
American Association of Physics Teachers
spacer
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Union Orchard Suite
Tuesday, Aug. 3
6:00 p.m.-7:30 p.m.
Dean Hudek, Brown Univ.
401-863-2062, Dean_Hudek@Brown.edu
None
None
spacer
DR:
The Physics of Music and the Music of Physics
spacer
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Union Redwood
Tuesday, Aug. 3
6:30 p.m.-8:00 p.m.
Peter Urone, California State Univ.
916-278-6362, paulpeterurone@earthlink.net
None
Computer projection (no computer -- must bring own computer),
overhead projector & screen
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DR01: Four Hands at the Piano
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Location:
Union Redwood
Date:
Time:
Author:
Tuesday, Aug. 3
6:30 p.m.
Invited - Donald Hall, California State Univ.
hallde@csus.edu
Co-Author(s): Marion O'Leary
Abstract:
Twenty fingers can play a lot of notes. Many of the best-known
symphonic and chamber music pieces of the 19th century have been
transcribed for two people at the piano, and prominent composers
such as Schumann, Brahms, Dvorak and Ravel have made original
contributions. We will perform several of these pieces, as well as
giving a short demonstration of the normal modes of the piano
strings.
Footnotes:
None
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DR02: Horn Physics
spacer
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (206 of 337) [7/30/2004 8:38:24 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Redwood
Tuesday, Aug. 3
7:00 p.m.
Invited - Brian W. Holmes, San Jose State Univ.
408-924-5248, horncabbage@aol.com
Co-Author(s): None
Abstract:
Some people imagine that the bell of a brass instrument is designed
to transmit sound into the surrounding space. However, only a tiny
portion of the sound inside a brass instrument escapes the bell; the
rest reflects back to the mouthpiece, forming standing waves which
control the player's lips. I will build a trumpet to show the significance
of the bell. Before valves were introduced, horn players augmented
the available notes by moving their right hands in the bell of the
instrument. I will illustrate this technique and explain its acoustical,
musical, and historical significance. Along the way, I will tootle on an
alphorn, a hunting horn, a keyed bugle, a baroque horn, and a valve
horn. I will perform an original composition for garden hose in D and
conclude with a Mozart Rondo, played on a valveless classical horn.
Footnotes:
None
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DR03: Physics Karaoke: Join the Physics Chanteuse in Musical Mnemonics*
spacer
Location:
Union Redwood
Date:
Time:
Author:
Tuesday, Aug. 3
7:30 p.m.
Invited - Lynda Williams, Santa Rosa Junior College
707-527-4680, lwilliams@santarosa.edu
Co-Author(s): None
Abstract:
Did you learn your ABCs with a musical rhyme? Students at any level
can learn and remember physics facts and equations with similar
musical mnemonics! Combining catchy tunes, scientific visualizations
and subtitles, Physics Karaoke can help every learning style to learn
physics with musical style! Join the Physics Chanteuse as she leads
you in a physics sing-a-long on subjects ranging from Newtonian
Mechanics to M Theory and beyond!
Footnotes:
*Songs and a tutorial on making Physics Karaoke available for free
download at http://www.scientainment.com
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DS:
Crackerbarrel on Reforms in Science Teacher Preparation Courses
spacer
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (207 of 337) [7/30/2004 8:38:24 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Union Foothill Suite
Tuesday, Aug. 3
6:30 p.m.-8:00 p.m.
Warren Hein, American Association of Physics Teachers
301-209-3323, whein@aapt.org
John Layman
None
spacer
DT:
Crackerbarrel on Modeling Instruction in High School Physics
spacer
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Union Hinde Auditorium
Tuesday, Aug. 3
6:30 p.m.-8:00 p.m.
Jane Jackson, Arizona State Univ.
480-965-8438, jane.jackson@asu.edu
None
None
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DU:
Crackerbarrel on Modern Physics Topics at Two-Year Colleges
spacer
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Union Valley Suite
Tuesday, Aug. 3
6:30 p.m.-7:30 p.m.
Tom Carter, College of Dupage
630-942-3346, carter@fnal.gov
None
None
spacer
DV:
Graduate Student Crackerbarrel: How to Know Who's Doing What?
spacer
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Amador 153
Tuesday, Aug. 3
6:30 p.m.-8:00 p.m.
Eleanor Sayre, Univ. of Maine
207-356-2792, le@fructose.umephy.maine.edu
None
None
spacer
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (208 of 337) [7/30/2004 8:38:24 AM]
American Association of Physics Teachers
DW: Physics Phun for Everyone!
spacer
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Union Ballroom I
Tuesday, Aug. 3
8:00 p.m.-9:30 p.m.
Chris Chiaverina, New Trier H.S. (retired)
815-455-0399, fizzforfun@aol.com
Paul Hewitt
Computer projection (no computer -- must bring own laptop),
Overhead projector, screen
spacer
EA:
Poster Session III
spacer
Location:
Date:
Time:
CoPresiders(s):
Equipment:
Union Ballroom II
Wednesday, Aug. 4
8:00 a.m.-9:00 a.m.
None
4'x4' posterboard, a 3'x15 table area beneath, & push pins provided
spacer
EA01: Construction and Use of the ECU Roll-Away Building Observatory
spacer
Location:
Union Ballroom II & III
Date:
Time:
Author:
Wednesday, Aug. 4
8:00 a.m.
Poster - Carl Rutledge, East Central Univ.
580-310-5392, crutledge@mac.com
Co-Author(s): None
Abstract:
An observatory to house a Celestron 14-inch telescope was
constructed by the East Central University Physics Department with
help from the Society of Physics Students and the ECU Astronomy
Club. A pre-manufactured sturdy 8-foot square building rolls away on
casters and exposes the telescope to the sky. The building also
houses two smaller portable telescopes. The facility has been used
for many public viewings, with the astronomy, introductory physics,
and general physical science classes, and for two student research
projects. Use of astronomy in physics classes and making the
observatory available for students to see celestial objects for
themselves increases interest in physics and provides a way for
students to do service learning by assisting with or hosting viewing
sessions. Construction details and observatory uses will be
illustrated.
Footnotes:
None
spacer
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (209 of 337) [7/30/2004 8:38:24 AM]
American Association of Physics Teachers
EA02: Undergraduate Research at MIT Haystack Observatory*
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Location:
Union Ballroom II & III
Date:
Time:
Author:
Wednesday, Aug. 4
8:00 a.m.
Poster - Preethi Pratap, MIT Haystack Observatory
978-692-4764, ppratap@haystack.mit.edu
Co-Author(s): Gordon McIntosh
Abstract:
The undergraduate education program at MIT Haystack Observatory
includes the development of a small radio telescope (SRT) and
access to a research grade 37-m radio telescope. The SRT is
intended to provide students and faculty with an introduction to radio
astronomy and is now commercially available. The telescope, which
provides students with an introduction to radio observing, consists of
a 2-m antenna with a digital receiver that operates in the 1420 MHz
band. The 37-m telescope which is remotely operable, is available to
students and faculty for research projects. Faculty can use the
telescope for classroom demonstrations while students can perform
short-term laboratory projects or long-term research projects. The
telescope is operated by the student or teacher over the internet.
Detailed instructions for the use of the telescope and project
suggestions are available on the Haystack Observatory web site
(http://www.haystack.mit.edu). Examples of research projects
performed by students are also included on the web site.
Footnotes:
*Supported by an NSF grant.
**Sponsored by Gordon McIntosh.
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EA03: Using Haystack Observatory for Undergraduate Research
spacer
Location:
Union Ballroom II & III
Date:
Time:
Author:
Wednesday, Aug. 4
8:00 a.m.
Poster - Gordon McIntosh, Univ. of Minnesota, Morris
320-589-6342, mcintogc@mrs.umn.edu
Co-Author(s): None
Abstract:
Haystack Observatory, located in Westford, MA, and operated by the
Massachusetts Institute of Technology, is available for remote use.
For the last several years I have had students carrying out
observations of silicon monoxide maser emission using the 37-m
radio telescope of this observatory. (SiO masers originate in the
circumstellar environment of late type stars. The stars observed are
Mira, R Cassiopeia, and VY Canis Majoris.) The observations have
been carried out at the University of Minnesota, Morris. Several
undergraduate research projects, studies of the masers' flux density
variations, polarization characteristics, velocity distributions, and
statistical properties, will be presented.
Footnotes:
None
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (210 of 337) [7/30/2004 8:38:24 AM]
American Association of Physics Teachers
EA04:
NASA's Gravity Probe B: Testing Einstein's Universe with the World's Roundest
Gyroscopes
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Location:
Union Ballroom II & III
Wednesday, Aug. 4
8:00 a.m.
Poster - Shannon Range
Educational Outreach Director Gravity Probe B
415-824-1716, kdoah@stanford.edu
Co-Author(s): None
Abstract:
NASA's Gravity Probe B is a satellite experiment that is testing
Einstein's theory of general relativity and curved spacetime. It uses
the world's roundest gyroscopes in a near-perfect satellite. This
poster session will describe both the mission and the basics of
Einstein's theory. Teacher guides, posters, and DVD will be
distributed to all visitors.
Footnotes:
None
Date:
Time:
Author:
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EA05: Interactive Assessment Using EDU in the Nebraska Astronomy Applet Project
spacer
Location:
Union Ballroom II & III
Date:
Time:
Author:
Wednesday, Aug. 4
8:00 a.m.
Poster - Kevin Lee, Univ. of Nebraska, Lincoln
402-472-3686, klee6@unl.edu
Co-Author(s): Christopher M. Siedell
Abstract:
The Nebraska Astronomy Applet Project (NAAP) is developing highquality astrophysical simulations accompanied by a variety of
supporting resources. NAAP materials are appropriate for use in both
college and high school introductory astronomy courses. Assessment
receives great emphasis in the NAAP project as all student materials
are embedded between randomized versions of a pre-test and posttest given in the web-based assessment engine EDU. Any instructor
may request a NAAP assessment account which contains all
assessments plus their own gradebook. This presentation will
illustrate examples of how FLASH animations can be embedded in
EDU and how a student's interaction with that animation can be
assessed. This technique makes assessments very interactive and
allows the probing of student problem solving techniques and their
knowledge of concepts at a deep level. NAAP materials may be
found at http://astro.unl.edu.
Footnotes:
None
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EA06:
Model Rocketry in the 21st Century Physics Classroom
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (211 of 337) [7/30/2004 8:38:24 AM]
American Association of Physics Teachers
Location:
spacer
Union Ballroom II & III
Wednesday, Aug. 4
8:00 a.m.
Poster - Kenneth Horst, Goshen H.S.
574-533-8651, ext. 3160, khorst@goshenschools.org
Co-Author(s): None
Abstract:
Model rocketry is an effective way to teach physics and engineering
concepts to high school students. The theoretical physics that
describes the flight of a model rocket can be accessible to these
students. An Excel spreadsheet with basic physics equations can be
used to predict a theoretical flight of a model rocket. This prediction
can also be detailed and modeled, using simulation software such as
RockSim. Electronic flight data recorders are readily available and
can collect motion information during an actual rocket flight. This data
can then be compared to the theoretical models. Students enjoy
designing, building, testing and modifying model rockets, both as inclass activities and in extra-curricular competitions such as the Team
America Rocketry Challenge, sponsored by the National Association
of Rocketry and the Aerospace Industries Association.
Footnotes:
None
Date:
Time:
Author:
spacer
EA07: Astronomy in the Classroom with the GLAST Telescope Network
spacer
Location:
Union Ballroom II & III
Date:
Time:
Author:
Wednesday, Aug. 4
8:00 a.m.
Poster - Tim Graves, Sonoma State Univ.
707-664-3259, gravest@universe.sonoma.edu
Co-Author(s): None
Abstract:
The NASA Education and Public Outreach Group at Sonoma State
University1 is creating a network of ground-based telescopes to
support the science and education goals of NASA's Gamma-ray
Large Area Space Telescope (GLAST), due for launch in 2007.
These telescopes will observe high-energy objects such as active
galaxies, black holes, neutron stars, and white dwarfs. This network
presents an exciting opportunity to get high school students directly
involved in hands-on activities using real astronomical data, and to
interact with NASA scientists on the GLAST team. The first telescope
in the network is already up and running. See how you can get this
data and use it in your classroom!
Footnotes:
*Sponsored by Lynn Cominsky.
1. See the NASA E/PO website at http://epo.sonoma.edu.
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EA08:
spacer
Fundamental Parameters of Open Star Clusters
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (212 of 337) [7/30/2004 8:38:24 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Ballroom II & III
Wednesday, Aug. 4
8:00 a.m.
Poster - Karen I. Hutchins, California State Univ., Sacramento
916-392-6354, khutchins@csus.edu
Co-Author(s): Amy M. Jones, Randy L. Phelps
Abstract:
Star clusters are unique laboratories for investigating a wide range of
astrophysical problems relating to star formation, stellar evolution, the
formation and structure of our Galaxy, and the age and distance
scale of the Universe.The Palomar-Las Campanas ObservatoryNOAO (PLCON) Open Cluster Survey is intended to provide for CCD
derived, VI color-magnitude diagrams of several hundred open
clusters, most of which have been poorly studied in the past, or never
studied at all. From these data, systematic estimates of cluster
reddenings, distances and ages can be derived. Here we report on
our initial results for a number of clusters in the survey.
Footnotes:
*Sponsored by Paul Peter Urone.
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EA09: Asteroid Collision with Earth: An Instructive Application of Conservation Laws
spacer
Location:
Union Ballroom II & III
Date:
Time:
Author:
Wednesday, Aug. 4
8:00 a.m.
Poster - Carl Mungan, U.S. Naval Academy
410-293-6680, mungan@usna.edu
Co-Author(s): None
Abstract:
Suppose that a small asteroid with known initial position and velocity
is on a collision course with Earth. With what speed relative to Earth
will it impact? One approach is to apply conservation of energy in the
solar frame and then transform the resulting final velocity of the
asteroid to the terrestial frame. Another approach is to transform the
asteroid's initial velocity to the terrestial frame and then apply
conservation of energy in that frame to find the asteroid's final
velocity. If "energy" means the sum of the gravitational potential
energy and kinetic energy of the asteroid, then these two approaches
give different answers! The two approaches can be reconciled by
introducing conservation of momentum into the analysis. It is
surprising that this is necessary even for a very small asteroid. But an
appreciation of this illuminates the standard derivation of the formula
for the solar system escape velocity.
Footnotes:
None
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EA10:
spacer
Touring the Subatomic Zoo
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (213 of 337) [7/30/2004 8:38:24 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Ballroom II & III
Wednesday, Aug. 4
8:00 a.m.
Poster - Cindy Schwarz, Vassar College
845-437-7349, schwarz@vassar.edu
Co-Author(s): None
Abstract:
Find out about the course A Tour of the Subatomic Zoo - particle
physics for non-science majors that I have taught for more than 15
years at Vassar College. Learn about the new book, Tales from the
Subatomic Zoo - short stories and poems written by students (with
subatomic particles as the characters). Read excerpts from "Jurassic
Quark" and the Oprah show where she interviews a proton who used
to be a neutron. Get into the lives of the two protons and two
neutrons that are not getting along in their helium nucleus and seek
the professional help of a "strong force mediator." Feel for the
electron who lives in a land of protons and is arrested for not
conserving charge and spends the time in jail building an accelerator
as a means of escape. No previous particle physics background
needed. Required: An imagination and a love of creativity.
Footnotes:
None
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EA11: Interactive Displays of "Lurching" Waves*
spacer
Location:
Union Ballroom II & III
Date:
Time:
Author:
Wednesday, Aug. 4
8:00 a.m.
Poster - R. Dean Ayers
California State Univ., Long Beach (Emeritus)
541-858-5858, rdayers@csulb.edu
Co-Author(s): Nader A. Inan
Abstract:
Introductory treatments of waves usually focus on undamped
traveling sinusoids and ideal standing waves. Those are just special,
limiting cases from a larger class of more realistic waves, all of which
have sinusoidal time dependence and crests that perform a
characteristic "lurching" or "galloping" motion. Variations in a
reflection coefficient and the constant for damping in propagation
generate a continuum of behaviors. Figures developed in DPGraph
run fast, and this software includes convenient controls for
parameters. Preliminary observations with interactive computer
graphics provide the motivation for a more mathematical treatment.
Programming is limited to analytic expressions with no iterations. This
means that the examples must stay close to fundamentals in the
physics and mathematics. Exploratory studies encourage the
programmer to ask analytic questions that might have been
overlooked otherwise. Several representative figures will be available
for hands-on manipulation.
Footnotes:
*Supported by the Paul S. Veneklasen Research Foundation and the
CSULB Scholarly and Creative Activities Committee.
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (214 of 337) [7/30/2004 8:38:24 AM]
American Association of Physics Teachers
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EA12: Response Matrix of a Multisphere Neutron Spectrometer
spacer
Location:
Union Ballroom II & III
Date:
Time:
Author:
Wednesday, Aug. 4
8:00 a.m.
Poster - Hector Vega-Carrillo, Universidad Autonoma de Zacatecas
492-922-7043, rvega@cantera.reduaz.mx
Co-Author(s): Eduardo Manzanares-Acuña
Abstract:
The response matrix of a Bonner sphere spectrometer was
calculated. The spectrometer has a 3.2 cm-diameter thermal neutron
detector; this is a 3He-filled proportional counter that is located at the
center of a set of polyethylene spheres. The response was calculated
for 0, 3, 5, 6, 8, 10, 12 and 16 inches-diameter polyethylene spheres
for neutrons whose energy goes from 1E(-9) to 20 MeV. The
response matrix was compared with a set of responses measured
with several monoenergetic neutron sources, from this comparison
calculated matrix is in agreement with the experimental results. Also
the matrix was compared against the response matrix calculated for
the PTB C spectrometer, Nevertheless that calculation was carried
out using a detailed model to describe the proportional counter both
matrices were in agreement.
Footnotes:
None
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EA13: The Institute of Physics UK - The Teacher Network
spacer
Location:
Union Ballroom II & III
Date:
Time:
Author:
Wednesday, Aug. 4
8:00 a.m.
Poster - Gary Williams, Institute of Physics
011-44-0-1982-560678, gary.williams@physics.org
Co-Author(s): None
Abstract:
The Teacher Network In the UK the Institute of Physics is developing
a Teacher Network where 30 Coordinators spread across Wales,
England, Scotland and Ireland will support the teaching of Physics at
a local level. This poster reports some of the many different ways in
which the coordinators have filled their roles which in turn highlights
many of the problems that need to be overcome in physics teaching
today.
Footnotes:
None
spacer
EA14:
spacer
Physics on Stage - A Celebration of Physics Demonstrations
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (215 of 337) [7/30/2004 8:38:24 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Ballroom II & III
Wednesday, Aug. 4
8:00 a.m.
Poster - Gary Williams, Institute of Physics UK
011-44-0-1982-560678, gary.williams@physics.org
Co-Author(s): None
Abstract:
Physics on Stage 3 was a European-wide programme and festival for
physics teachers. At the main event 300 teachers from more than 22
countries met to share ideas, experiences and to enjoy performances
from biology and physics on the theme "Physics and Life". A 32strong team from the UK comprising of physics teachers and those
involved in physics education attended the week-long, physics
teaching festival held at the European Space Agency's Space and
Technology Centre (ESTEC), Noordwijk in November, as part of
European Science Week. Many of the ideas demonstrated have
appeared in the journal Physics Education.
Footnotes:
None
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EA15: The Surprising Impact of Seat Location on Student Performance*
spacer
Location:
Union Ballroom II & III
Date:
Time:
Author:
Wednesday, Aug. 4
8:00 a.m.
Poster - Carl Wieman, Univ. of Colorado, Boulder
303-492-6963, cwieman@jila.colorado.edu
Co-Author(s): Katherine Perkins
Abstract:
In a large (200 student) introductory physics course for nonscientists, we randomly assigned students to particular seat
locations. We discovered that seat location during the first half of the
semester had a dramatic impact on student success in the course.
Students sitting in the front of the room for the first half of the term
were nearly twice as likely as students from the back of the room to
have grades in the top 10% of the class, even though they were
moved to the back half way through the semester. This trend was
reversed for the bottom 10% of the class. The class was highly
interactive with all students frequently answering questions using
personal electronic response systems. The observed differences
were apparent in attendance records and homework scores as well
as the overall course grade. These results raise troubling questions
about the detrimental effects of large lecture halls.
Footnotes:
*Supported in part by NSF.
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EA16:
spacer
Examples of Students Developing Scientific Evaluation Abilities*
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (216 of 337) [7/30/2004 8:38:24 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Ballroom II & III
Wednesday, Aug. 4
8:00 a.m.
Poster - Aaron R. Warren, Rutgers Univ.
732-445-6886, aawarren@physics.rutgers.edu
Co-Author(s): Michael Gentile, Alan Van Heuvelen
Abstract:
This poster presents a detailed overview of research which is part of
a larger initiative by the Rutgers University PAER group to help
students develop scientific thinking abilities.1 In particular, we focus
on developing abilities which are necessary for students to critically
evaluate information. Such information can include proposed problem
solutions, conceptual statements, experiment designs, and
experiment reports. To develop these abilities we are currently
creating and testing several types of activities. Also, to reliably
measure the development of these abilities we are creating and
testing scoring rubrics. This poster presents detailed examples of the
activities, rubrics, and student response data which are briefly
discussed in our talk.2 The correlation between the development of
evaluative abilities and performance on both conceptual and
traditional problems is discussed.
Footnotes:
*Supported in part by NSF grant #DUE-0336713 and #DUE-0241078
1. Etkina, E., Developing & Assessing Scientific Abilities in an
Introductory Physics Course. Talk presented at 128th AAPT National
Meeting. (2004) 2. Warren, A. Gentile, M. Van Heuvelen, A.,
Developing Scientific Evaluation Abilities in Students. Talk to be
presented at 129th AAPT National Meeting. (2004).
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EA17: Using an Interactive Simulation to Teach Centripetal Force*
spacer
Location:
Union Ballroom II & III
Date:
Time:
Author:
Wednesday, Aug. 4
8:00 a.m.
Poster - Stephen Stonebraker, The Ohio State Univ.
614-688-3598, sstoneb@mps.ohio-state.edu
Co-Author(s): Dedra Demaree, Wenhui Zhao, Lei Bao
Abstract:
As part of continuing efforts at Ohio State University to develop a set
of interactive virtual reality simulations and curriculum to utilize them
we have produced a lab on the topic of circular motion and centripetal
force. The lab focuses on developing a conceptual understanding of
the relationship between force, radius, and velocity for an object in
uniform circular motion. It involves both physical equipment and a
computer component in which students use a joystick to apply forces
to a simulated ball. This poster will discuss the result of initial trials of
this lab from the spring quarter.
Footnotes:
*Supported in part by NSF grants #REC-0087788 and #REC0126070.
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (217 of 337) [7/30/2004 8:38:24 AM]
American Association of Physics Teachers
EA18:
Multiple Representations: A Quantitative Study on Students Use in Large Lecture
Classes*
spacer
Location:
Union Ballroom II & III
Wednesday, Aug. 4
8:00 a.m.
Poster - David Rosengrant, Rutgers Univ.
301-523-5621, scienceeducprof@aol.com
Co-Author(s): Alan Van Huevelen, Marina Milner-Bolotin, Eugenia Etkina
Abstract:
Rutgers PAER group is working on helping students develop
scientific abilities. One of the abilities is to create and understand
different representations of physical processes such as pictorial
representations, motion diagrams, free body diagrams, and energy
bar charts. Physics education literature1 suggests that using multiple
representations is beneficial for student understanding of physics
ideas and problem solving. Our research investigates how students
who are enrolled in a large introductory course that utilizes multiple
representations use them for problem solving. This poster will focus
on: 1. types and examples of representations available to use for
solving mechanics problems 2. the benefits of using these
representations in physics classes 3. students use on these multiple
representations related to their success rate on exams.
Footnotes:
*Supported in part by NSF grant #DUE- 0241078, #DUE-0336713.
1. J.I. Heller and F. Reif, "Prescribing effective human problem
solving processes: Problem description in physics," Cognit. Instruct.
1, 177- 216 (1984).
Date:
Time:
Author:
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EA19: Assessing the Impact of Multiple PER-Based Reforms in Large-Lecture Classes
spacer
Location:
Union Ballroom II & III
Date:
Time:
Author:
Wednesday, Aug. 4
8:00 a.m.
Poster - Steven Pollock, Univ. of Colorado, Boulder
303-492-2495, steven.pollock@colorado.edu
Co-Author(s): None
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (218 of 337) [7/30/2004 8:38:24 AM]
American Association of Physics Teachers
Abstract:
Footnotes:
We have implemented several proven reformed classroom
approaches in our introductory large enrollment (500+) calculus
based physics classes, including peer instruction with student
response system in lecture,1 tutorials2 with trained undergraduate
learning assistants3 in smaller recitations, and personalized computer
assignments.4 We took extensive survey data throughout the
semester along with validated pre/post content- and attitude-surveys
to investigate complementary effects of these multiple reforms, and to
begin to understand which features are necessary and effective for
high fidelity replication. Here we present the impacts in terms of
measured learning gains (e.g. median normalized gain on the FCI
was 0.67) with special emphasis on isolating correlations with specific
reform components, as well as with student attitudes and beliefs.
1. Peer Instruction, E. Mazur Prentice Hall (1997). 2. Tutorials in
Introductory Physics McDermott and Shaffer, Prentice Hall (2002). 3.
Supported by NSF-STEMTP. (See also
http://www.colorado.edu/physics/EducationIssues) 4. CAPA (now
http://www.lon-capa.org/) and Thinkwell (http://www.thinkwell.com)
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EA20: The Physics Education Technology Project: A New Suite of Physics Simulations
spacer
Location:
Union Ballroom II & III
Date:
Time:
Author:
Wednesday, Aug. 4
8:00 a.m.
Poster - Noah Podolefsky, Univ. of Colorado
303-641-8217, noah.podolefsky@colorado.edu
Co-Author(s): Katherine Perkins, Ron LeMaster, Noah Finkelstein, Wendy Adams,
Michael Dubson, Sam Reid, Carl Wieman
Abstract:
The Physics Education Technology (PhET) Project is an ongoing
effort to develop highly interactive, engaging, and realistic simulations
for all levels, particularly high school and college. There are more
than 30 simulations in the PhET suite, available freely online,1, 2
covering a range of topics in mechanics, work/energy,
electricity/magnetism, thermodynamics, and modern physics. The
simulations have been demonstrated effective in student laboratories,
lectures, as homework, and for popular use. The simulations are
designed to accurately model physical phenomena of the real world
(e.g. including wires with minimal resistance), and the game-like
environment promotes real-time student engagement/interaction.3
Current research efforts include student interviews to guide the
design of the simulations,4 and assessment of the impact of the
simulations on student learning.5 Here, we present an introduction to
the PhET project, our design philosophy, research efforts, and a
sampling of the simulations and their capabilities.
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (219 of 337) [7/30/2004 8:38:24 AM]
American Association of Physics Teachers
Footnotes:
1. http://www.colorado.edu/physics/phet 2. Supported by NSF, the
Kavli Foundation, and the University of Colorado. 3. K Perkins et al.
"Learning physics with simulations: the role of interactivity, animation,
and context" at this meeting. 4. W Adams et al. "Research-based
design features of web-based interactive simulations" at this meeting.
5. K Perkins et al. "Incorporating simulations in the classroom: a
survey of research results from the PhET Project" at this meeting.
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EA21: Learning Physics Through Projects and Modeling
spacer
Location:
Union Ballroom II & III
Date:
Time:
Author:
Wednesday, Aug. 4
8:00 a.m.
Poster - Sheila Pierce, Indiana Univ. East
765-973-8606, sheilad715@msn.com
Co-Author(s): Christie Hatfield, George Mathew
Abstract:
Physics is no longer confined to the lab as students work outside the
lab time on hands-on-activities, and computer aided design models.
For application of acquired physics concepts and further development
through convincing research methods, students now complete a
major project every semester such as a bed of nails, dish whisperer,
trebuchet, automobile, Van de Graaff generator.
Footnotes:
None
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EA22: Learning Physics with Simulations: The Role of Interactivity, Animation, and Context
spacer
Location:
Union Ballroom II & III
Date:
Time:
Author:
Wednesday, Aug. 4
8:00 a.m.
Poster - Katherine Perkins, Univ. of Colorado, Boulder
303-492-4367, katherine.perkins@colorado.edu
Co-Author(s): Wendy Adams, Noah Finkelstein, Ron LeMaster, Sam Reid, Michael
Dubson, Noah Podolefsky,, Carl Wieman
Abstract:
In this paper, we use data from student interviews, surveys, and
course results to examine how three characteristics of simulations interactivity, animation, and context - influence student learning,
engagement, and beliefs about physics. The Physics Education
Technology (PhET) Project1, 2, 3 has developed a suite of online
simulations which emphasize these characteristics. Our general
philosophy is to: 1. to make the simulations highly interactive; 2. to
have an accurate, visual dynamic representation of the physics that
provides an animated response as students play; and 3. to attend to
the context in which the physics is being presented with an emphasis
on creating game-like simulations that present the physics in the
context of everyday life. Student interviews provide insight into the
role of these characteristics in the students' conceptual development
and beliefs about learning physics. Comparative measures with and
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (220 of 337) [7/30/2004 8:38:24 AM]
American Association of Physics Teachers
Footnotes:
without the use of simulations document overall effectiveness of
these environments.
1. See http://www.colorado.edu/physics/phet
2. Supported by NSF, the Kavli Foundation, and CU.
3. N. Podolefsky, et al., The Physics Education Technology Project: a
new suite of physics simulations., in this meeting; K. Perkins, et al.,
Incorporating simulations in the classroom: a survey of research
results from the PhET Project, in this meeting; and W. Adams, et al.,
Research-based design features of web-based interactive
simulations, in this meeting.
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EA23: Helping Students Learn to Design Experiments in an Introductory Laboratory*
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Location:
Union Ballroom II & III
Date:
Time:
Author:
Wednesday, Aug. 4
8:00 a.m.
Poster - Sahana Murthy, Rutgers Univ.
732-445-6886, sahana@physics.rutgers.edu
Co-Author(s): Michael Gentile, Aaron Warren, Eugenia Etkina, Alan Van Heuvelen
Abstract:
The Physics and Astronomy Education group at Rutgers University is
working on helping students develop scientific abilities1 that are used
in the processes of scientific research. This poster focuses on the
ability to design experiments. We devised laboratory tasks that
engage students in designing experiments to find patterns, test
explanations for observed patterns, and solve practical problems. We
also developed scoring rubrics and a coding scheme to assess
different aspects of this ability. Our design tasks were used in a
laboratory course accompanying a lecture course which has an
enrollment of 450 students, and in an integrated course with lecture,
laboratory and workshop components that has an enrollment of 175.
This poster contains samples of laboratory-based design activities in
various topics in physics such as mechanics, thermodynamics,
electromagnetism and optics. We describe our rubrics, and show
examples of student responses with their score.
Footnotes:
*Supported in part by NSF grant #DUE-0241078.
1. Etkina, E., "Developing and assessing scientific abilities in an
introductory physics course," Announcer, 33, 4, 85 (2004).
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EA24:
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Conceptual Hierarchy of Physics as a Principle Leading to Structured Knowledge
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (221 of 337) [7/30/2004 8:38:24 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Ballroom II & III
Wednesday, Aug. 4
8:00 a.m.
Poster - Terhi Mäntylä, Univ. of Helsinki
358919150656, terhi.mantyla@helsinki.fi
Co-Author(s): None
Abstract:
The main component of good physics teaching is good subject
content. Physics teacher needs to give proper understanding of
physics' central concepts and its basic methods. For that, teachers
need to develop metacognitive understanding of physics. This
becomes possible within the framework of well-organized knowledge
structure. This goal brings in focus the conceptual system as a whole
and especially its organization as hierarchical structure. It is
discussed, what kind of conceptual hierarchy can be a useful vehicle
in teacher education and on what characteristics of physics'
knowledge and methods these views are anchored. In order to make
these ideas useful metacognitive tools for learning, we have
developed a kind of concept maps to represent concepts, laws and
their interrelationships. We discuss how these maps are used in
representing physics' knowledge and how they can be a useful
vehicle for ordering the knowledge to organized structures in preservice physics teacher education.
Footnotes:
None
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EA25: Design Experiments: Breakthrough for Cognitive Scientists, Old Stuff for PER's*
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Location:
Union Ballroom II & III
Date:
Time:
Author:
Wednesday, Aug. 4
8:00 a.m.
Poster - Richard Hake, Indiana Univ., Emeritus
818-992-0632, rrhake@earthlink.net
Co-Author(s): None
Abstract:
Either unaware or dismissive of three decades of Physics Education
Research (PER),1 Alan Collins2 and other cognitive scientists have
spawned a "design-based research" (DBR) movement3 so as to
facilitate classroom research. Its advocates appear to be oblivious of
PER, despite the fact that PER: a. often invokes some characteristics
of DBR methodology; b. has been largely devoted to classroom
research; and c. has direct implications for practice, even though the
implications have been largely ignored by the education community
and even physics faculty.
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (222 of 337) [7/30/2004 8:38:24 AM]
American Association of Physics Teachers
Footnotes:
*Partially supported by NSF Grant DUE/MDR-9253965. 1. L.C.
McDermott & E.F. Redish. "RL-PER1: Resource letter on physics
education research." Am. J. Phys. 67(9), 755-767 (1999); online at
http://www.physics.umd.edu/rgroups/ripe/perg/cpt.html 2. A. Collins,
"The Changing Infrastructure of Education Research," in E.C.
Lagemann & L.S. Shulman, eds., Issues in Education Research:
Problems and Possibilities. (Jossey-Bass, 1999), pp. 289-298; online
at http://learnweb.harvard.edu/tie/resources/collinspaper.htm 3.
Educational Researcher, Jan/Feb 2003, devoted to the theme "The
Role of Design in Educational Research," online at
http://www.aera.net/pubs/er/toc/er3201.htm
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EA26: The Design and Validation of the Colorado Learning Attitudes About Science Survey
spacer
Location:
Union Ballroom II & III
Date:
Time:
Author:
Wednesday, Aug. 4
8:00 a.m.
Poster - Wendy Adams, Univ. of Colorado, Boulder
970-539-6154, wendy.adams@colorado.edu
Co-Author(s): Michael Dubson, Noah Finkelstein, Carl Wieman
Abstract:
The Colorado Learning Attitudes about Science Survey (CLASS)1,2,6
is a new instrument designed to measure various facets of student
beliefs about learning physics. This instrument extends the work
done by the University of Maryland,3 University of California,
Berkeley5 and Arizona State University4 by expanding on and adding
to the different facets of student beliefs. It also has been written to be
suitably worded for students in a variety of different courses. This
poster introduces the CLASS, its design and validation studies and
some results obtained from its use. These include observing a
decline in student attitudes in traditional courses (similar to MPEX),
and particular interventions to eliminate the traditional deterioration of
student attitudes.
Footnotes:
1. See http://cosmos.colorado.edu/phet/survey/CLASS/CLASS.html
2. Using the Colorado Learning Attitudes about Science Survey to
probe students' attitudes and beliefs about Reality., W. Adams, N.
Finkelstein and C. Wieman, at this meeting.
3. E. F. Redish, Richard N. Steinberg, and Jeffery M. Saul, Am. J.
Phys. 66, 212-224 (1998).
4. Halloun and D. Hestenes, Science and Education 7:6, 553-577
(1998)
5. B. White, A. Elby, J. Frederiksen, and C. Schwarz, presented at
the American Education Research Association, Montreal, 1999
(unpublished).
6. Supported by NSF, the Kavli Foundation and the University of
Colorado.
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (223 of 337) [7/30/2004 8:38:24 AM]
American Association of Physics Teachers
EA27: Research-Based Design Features of Web-Based Interactive Simulations
spacer
Location:
Union Ballroom II & III
Date:
Time:
Author:
Wednesday, Aug. 4
8:00 a.m.
Poster - Wendy Adams, Univ. of Colorado, Boulder
970-539-6154, wendy.adams@colorado.edu
Co-Author(s): Kathy Perkins, Noah Finkelstein, Ron LeMaster, Sam Reid, Michael
Dubson, Noah Pdolefsky, and Carl Wieman
Abstract:
Through extensive interviews with students, we have developed
guidelines for creating simulations which are easy to use, inviting,
encourage exploration by the student and promote development of
student understanding of physics. The Physics Education Technology
(PhET) Project 1,2,3,4,5 focuses on the development of elaborate Javaand Flash-based animated simulations that help students develop
visual and conceptual models of physical phenomena. We have
researched and characterized elements of effective simulation
layouts, representational models, user help and guiding questions.
We incorporate these elements into the design for future PhET
simulations and they should prove useful for developing simulations
in general. This poster will present these design principles and the
research base of clinical interviews used to derive them.
Footnotes:
1. See http://www.colorado.edu/physics/phet
2. Researching the effectiveness of using PhET simulations in
classrooms: study designs and results K. Perkins, et al., at this
meeting.
3. The Physics Education Technology Project: a new suite of physics
simulations., N. Podolefsky, et al., at this meeting.
4. Learning physics with simulations: the role of interactivity,
animation, and context., K. Perkins, et al., at this meeting.
5. Supported by NSF, the Kavli Foundation, and University of
Colorado.
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EA28:
Korean Physics Teachers' Attitude and Awareness Toward Integrated Science
Education
spacer
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (224 of 337) [7/30/2004 8:38:24 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Ballroom II & III
Wednesday, Aug. 4
8:00 a.m.
Poster - Maneg Heeju,
82-2-709-2656, mhj0805@dankook.ac.kr
Co-Author(s): Lee Moonnam
Abstract:
A natural phenomenon is related to a variety of scientific concepts.
There is a necessity to integrate the relation between a natural
phenomenon and the many facets of science education, including
physics. By doing this, physics teachers play an important and
greater role in teaching integrated science education. A physics
teachers’ awareness and attitude toward integrated science
education is important to teaching in physics education. We analyzed
Korean physics teachers' awareness and attitudes to look for
improvement of physics teachers' education in integrated science
education.
Footnotes:
None
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EA29: Understanding Students' Conceptions in Physics: A Critical Review of the Literature*
spacer
Location:
Union Ballroom II & III
Date:
Time:
Author:
Wednesday, Aug. 4
8:00 a.m.
Poster - Jiyeon Park, Seoul National Univ.
011-82-2-880-1427, dino7795@snu.ac.kr
Co-Author(s): Gyoungho Lee
Abstract:
In science education, the research on students' conceptions has
started in early 1970. From the early 1980, the research on students'
conceptions stimulated the research on conceptual change. Recently,
mental model has a theoretical background in concrete arguments on
"how students' conceptions are constructed or created?" Mental
model has studied early in cognitive psychology, and several
researchers studied it partially in science education area. In this
study, we compared different theory that explain students'
conceptions in physics. Further we discussed the possibility of mental
model as a theory that could include different explanations about
students; conceptions from different theory.
Footnotes:
*Supported by Korea Research Foundation grant #KRF-2003-042B00165.
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EA30:
spacer
Helping Students Learn Physics Through Writing Better Laboratory Reports
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (225 of 337) [7/30/2004 8:38:24 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Ballroom II
Wednesday, Aug. 4
8:00 a.m.
Poster - Michael Carter, North Carolina State Univ.
(919) 515-4120, mpc@unity.ncsu.edu
Co-Author(s): Miriam Ferzli, Eric Wiebe
Abstract:
This interactive poster presentation introduces physics teachers to
LabWrite, a free, online tutorial that provides in-depth, studentcentered guidance in writing lab reports. LabWrite is based on the
premise that the lab report can play a crucial role in developing
students? understanding of key scientific concepts and in
strengthening their communication and critical thinking skills. One
component of the poster is a presentation of the key elements of the
LabWrite process, which has been shown to enhance students?
conceptual understanding of the science of labs. The poster also
describes special features of LabWrite, such as a student guide to
designing experiments, extensive graphing resources, and the
?tutor,? an application that allows students to write their reports
online. The interactive component of the poster gives teachers the
opportunity to explore the site using a provided laptop computer.
LabWrite (http://labwrite.ncsu.edu) is sponsored by grants from the
NSF.
Footnotes:
Sponsored Robert J. Beichner
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EA31: Investigating Students' Knowledge of Particle Structure of Matter in Different Cultures
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Location:
Union Ballroom II
Date:
Time:
Author:
Wednesday, Aug. 4
8:00 a.m.
Poster - Lili Cui, Kansas State Univ.
785-532-7167, lili@phys.ksu.edu
Co-Author(s): Dean Zollman, Sanjay N. Rebello
Abstract:
This study is in the early stages of an investigation of students'
models of the structure of matter. Initially, we will compare results for
students in three different countries. We will administer a
questionnaire, developed by Silke Melkelskis-Seifert in Germany,
which includes Likert scale and open-ended questions. This
questionnaire focuses on understanding students' models of matter at
the microscopic level, such as the existence of very small particles,
particular/continuous structure of matter, three (solid, liquid and
gaseous) states and their relationship, density of matter, etc. The
survey will be administered in North America, Europe and East Asia.
Follow-up interviews will help us understand the models underlying
students' responses.
Footnotes:
None
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (226 of 337) [7/30/2004 8:38:24 AM]
American Association of Physics Teachers
EA32: Results of the 1st Annual Bethany 3V Grand Prix
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Location:
Union Ballroom II
Date:
Time:
Author:
Wednesday, Aug. 4
8:00 a.m.
Poster - Todd Brown, Bethany College
304-829-7722, tbrown@bethanywv.edu
Co-Author(s): Katrina Brown
Abstract:
In the analog electronics class at Bethany College, a combination of
basic principles was successfully integrated into a multi-period
laboratory. The goal was to design, test and successfully complete an
electric car. Student groups were held to a strict budget as well as the
type and number of certain pieces of equipment. The cost
breakdown, the race courses, lessons learned by the students and
instructor as well as future modifications to this project will be
presented.
Footnotes:
None
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EA33: Using Latent Semantic Analysis to Identify (Mis)Conceptions
spacer
Location:
Union Ballroom II
Date:
Time:
Author:
Wednesday, Aug. 4
8:00 a.m.
Poster - Isidoros Doxas
Center for Integrated Plasma Studies, Univ. of Colorado
303-492 7988, doxas@colorado.edu
Co-Author(s): Noah Finkelstein, Simon Dennis, Walter Kintsch, Courtney Willis
Abstract:
Latent Semantic Analysis (LSA) is a vector-based bag-of-words
model originally intended for use in information retrieval systems. In
the traditional vector-space model, any span of text can be modeled
as a vector of numbers derived from the frequency with which known
terms occur in the texts. LSA differs from the standard vector-space
model of information retrieval in that it first creates a reduced
dimensionality space through the use of a Singular Value
Decomposition (SVD) to identify the most important eigenvectors in a
multidimensional space derived from texts on a given subject. A
critical fact about this technique is that it affords a wide number of
semantically meaningful vector operations. Among the more
important ones are document to document comparisons, which
facilitate clustering of texts across a number of dimensions, and term
to term comparisons, which can be used to measure student's grasp
of the vocabulary in a domain. We use LSA to indetify distinct
concepts in essay answers to open ended questions in Physics,
Astronomy, and Biology. LSA is found to give results with variance
comparable to the variance between human graders.
Footnotes:
None
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (227 of 337) [7/30/2004 8:38:24 AM]
American Association of Physics Teachers
EA34: Inquiry Science Teaching for Center for Adaptive Optics Graduate Students
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Location:
Union Ballroom II
Date:
Time:
Author:
Wednesday, Aug. 4
8:00 a.m.
Poster - Barry Kluger-Bell, Exploratorium
415-353-0463, barryk@exploratorium.edu
Co-Author(s): Doris Ash
Abstract:
The Exploratorium Institute for Inquiry (IFI), in collaboration with the
Center for Adoptive Optics (CfAO), has developed a highly
successful program to train research-oriented graduate students to
design and teach inquiry science sessions. Central to this program is
a five-day workshop, in which graduate students experience inquiry
learning in optics, learn some basics about learning theory and
design, with assistance, their own inquiry lessons. These designs are
carried out in CfAO sponsored outreach programs for High School
and community college students. This program satisfies NSF?s
?broader impact? requirement for research grants. In this poster, we
look at the program design and our evidence for success, and
discuss the elements that we perceive as critical to the program?s
success.
Footnotes:
Supported in part by NSF grant# EHR 9911834 and NSF grant# AST
9876783
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EA35:
Characterization and Modeling of Surface Roughness and Oxidation of Thorium Thin
Films
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Location:
Union Ballroom II
Date:
Wednesday, Aug. 4
Time:
8:00 a.m.
Author:
Poster - Nicole Farnsworth, Brigham Young Univ.
801-422-5385, nikif@email.byu.edu
Co-Author(s): Amy Baker, Steven Turley
Abstract:
The extreme ultraviolet (EUV) spectrum is becoming increasingly
important, promising applications in lithography, space-based
astronomy, and medical microscopes. Unfortunately, the optical
constants of materials, particularly heavy metals, in this range are not
well known, in part because of failings to accurately characterize and
model thin films. This presentation will examine the effects of surface
roughness and oxidation on the reflectance of thorium. We will
discuss the characterization of these films using atomic force
microscopy (AFM) and x-ray photoelectron spectroscopy (XPS) depth
profiling. We will also discuss the problems and limitations of these
characterizations, such as the effect of tip diameter on AFM data and
variability of sputtering rate in XPS depth profiling. In modeling our
data, we test the effectiveness of scalar correction factors for surface
roughness. We also test the efficacy of modeling a rough or oxidizing
surface as multiple layers whose optical constants vary continuously
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (228 of 337) [7/30/2004 8:38:25 AM]
American Association of Physics Teachers
Footnotes:
with depth.
None
spacer
EB:
Induction and Mentoring of Physics
spacer
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Union Forest Suite
Wednesday, Aug. 4
8:30 a.m.-11:15 a.m.
John Layman,
301-209-3302, jlayman@aapt.org
None
Computer projection (no computer -- must bring own laptop),
Overhead projector, screen
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EB01: Physics Teachers Can Be Mentors Too
spacer
Location:
Union Forest Suite
Date:
Time:
Author:
Wednesday, Aug. 4
8:30 a.m.
Invited - Michael Wolter, Ball State Univ., PhysTEC TIR
765-285-8902, physicstir@bsu.edu
Co-Author(s): None
Abstract:
The quality and retention of future physics teachers depends upon
current "master" physics teachers becoming involved in the preservice and in-service mentoring of novice physics teachers. The
Physics Teacher Education Coalition (PhysTEC) uses a "teacher-inresidence" to build a national model for the induction/mentoring of
novice physics teachers. This presentation will focus on the key
components needed to train physics teachers to be effective mentors.
Examples of linking state mentor certification training to physics
mentoring will be provided.
Footnotes:
None
spacer
EB02:
PhysTEC Teacher In Residence Returns to Classroom and Continues Mentoring
Teachers After Serving One Year at University
spacer
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (229 of 337) [7/30/2004 8:38:25 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Forest Suite
Wednesday, Aug. 4
9:00 a.m.
Invited - Dale Freeland, Portage Central H.S.
269-323-5232, dfreeland@portageps.org
Co-Author(s): None
Abstract:
The Physics Teacher Education Coalition (PhysTEC) project includes
a high school teacher serving as a Teacher in Residence (TIR) team
member in a university physics department. Personal experiences of
my university year and the following year back in the high school will
be summarized. Interactions while mentoring beginning teachers
during the past year will be reviewed. The session will include
comments made by Janet Lawrence, a mentee, who just completed
her second year of teaching. Growth for mentor, mentee, and
students involved create gratifying, positive rewards from this facet of
the PhysTEC project.
Footnotes:
None
spacer
EB03: Web Support for Teacher Preparation
spacer
Location:
Union Foretst Suite
Date:
Time:
Author:
Wednesday, Aug. 4
9:30 a.m.
Brian Adrian, Kansas State Univ.
785-532-1824, badrian@phys.ksu.edu
Co-Author(s): Oppress Makhafula, Dean Zollman, Scott Stevens
Abstract:
The Physics Teaching Web Advisory (Pathway)1 is a dynamic digital
library for physics teaching. Like a mentor, this interactive resource
will help teachers of all levels prepare for their classes and easily
obtain valuable assistance from peers and nationally known experts
in physics pedagogy and high quality content. Combining Carnegie
Mellon University's digital video library technology, Informedia, and
synthetic interview technology with pedagogical advances developed
at Kansas State University and with materials contributed by master
teachers, Pathway will provide continuously improving assistance
and expertise for teachers of all levels.
Footnotes:
1. Supported in part by NSF grant #DUE-0226157.
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EB04:
spacer
Incorporating a Teaching Practicum into a Physics Course for Preservice Teachers*
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (230 of 337) [7/30/2004 8:38:25 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Forest Suite
Wednesday, Aug. 4
9:45 a.m.
Donna Messina, Univ. of Washington
206-543-9813, messina@phys.washington.edu
Co-Author(s): Lezlie S. DeWater, Paula R.L. Heron, Lillian C. McDermott
Abstract:
Physics by Inquiry, the research-based curriculum developed by the
Physics Education Group at the University of Washington, provides
the basis for special courses in which teachers can develop in-depth
understanding of topics relevant to the K-12 classroom.1 These
courses include a practicum in which preservice teachers have an
opportunity to apply what they have learned at the University in a
middle or high school classroom. This teaching experience, which is
closely linked with their own study of physics, helps them recognize
the depth of subject-matter knowledge that they need to be able to
teach with confidence. The opportunity to observe the teachers as
they design, teach, and reflect upon a series of lessons has helped
broaden our own understanding of the type of preparation necessary
to be able to teach physics and physical science by inquiry.
Footnotes:
*Supported in part by NSF. 1. Physics by Inquiry, L.C. McDermott
and the Physics Education Group at the University of Washington,
Wiley (1996).
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EB05: An Innovative Graduate Program for In-Service Science Teachers
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Location:
Union Forest Suite
Date:
Time:
Author:
Wednesday, Aug. 4
10:00 a.m.
Kastro Hamed, Univ. of Texas, El Paso
915-747-7548, kastro@utep.edu
Co-Author(s): None
Abstract:
The newly established Masters in the Art of Teaching Science, which
was created in response to the critical shortage of highly qualified
physics and chemistry teachers, was designed to enhance the
teachers' ability to integrate physics content and pedagogy in their
own practice. The participants are in-service middle and high school
science teachers. I plan to explain the structure of UTEP's MAT
program, particularly the physics courses, the course objectives,
learning experiences, and assignments. Then I would like to present
results of analyzed data (both quantitative and qualitative) we
collected about the changes in teacher self-efficacy and content
knowledge during the first year of involvement.
Footnotes:
None
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EB06:
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Improving High School Physics Teaching Through an Outreach Initiative*
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (231 of 337) [7/30/2004 8:38:25 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Forest Suite
Wednesday, Aug. 4
10:15 a.m.
Nouredine Zettili, Jacksonville State Univ.
256-782-8077, nzettili@jsu.edu
Co-Author(s): None
Abstract:
We want to discuss our outreach initiative at Jacksonville State
University designed to help improve the teaching of physics at a
number of high schools in Northeast Alabama. This initiative is part of
Project IMPACTSEED (Improving Physics And Chemistry Teaching
in Secondary Education), a No-Child Left Behind (NCLB) grant
funded by the Alabama Commission on Higher Education (ACHE).
Pressing local need motivates this project: A number of high school
physics teachers teach out of field. To achieve IMPACTSEED's
goals, we have forged a functional collaboration with a some school
districts in Northeast Alabama aimed at achieving a double aim: (a) to
make physics and chemistry understandable and fun to learn within a
hands-on, inquiry-based setting; (b) to overcome the fear-factor for
physics and chemistry among students. Through a two-week long
summer institute, a series of weekend workshops designed to help
bring technology into physics classrooms, and onsite support, we
have been providing year-round support to the physics/chemistry
teachers in this area.
Footnotes:
*Supported by the Alabama Commission on Higher Education as part
of a NCLB grant.
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EB07: Induction Program Bringing More Physics into El Dorado High School
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Location:
Union Forest Suite
Date:
Time:
Author:
Wednesday, Aug. 4
10:30 a.m.
Eric Hagedorn, Univ. of Texas, El Paso
915-747-7540, ehagedorn@utep.edu
Co-Author(s): Milijana Suskavcevic, Sally Blake
Abstract:
This paper describes how a program designed to enhance the faculty
development of new science and mathematics teachers has led to an
interdisciplinary (biology, chemistry, and physics) effort at El Dorado
High School, to increase the numbers of students taking physics.
With assistance from physics and science education faculty at nearby
UTEP, these new science teachers are weaving physics themes
related to life in the desert into biology and chemistry, building a
xeriscape site on campus for their students' field work and community
outreach, and carefully investigating their own students' previous
experiences with and attitudes towards physics specifically.
Additionally, these teachers are interested in evaluating their own
teaching styles so as to increase their effectiveness. From these
efforts, this paper provides analyses of the responses of the high
school students to questionnaires about their middle school science
preparation, their knowledge of physics, and their curiosity about
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (232 of 337) [7/30/2004 8:38:25 AM]
American Association of Physics Teachers
Footnotes:
science in general.
None
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EB08: Learning Physics by Listening to Children
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Location:
Union Forest Suite
Date:
Time:
Author:
Wednesday, Aug. 4
10:45 a.m.
Danielle Harlow, Univ. of Colorado, Boulder
303-492-5516, danielle.harlow@colorado.edu
Co-Author(s): Valerie K. Otero
Abstract:
This presentation will provide evidence to support the claim that
prospective elementary teachers can deepen their understanding of
physics through analysis of the "physics talk" of elementary students.
Elementary Student Ideas (ESI) activities, one component of the
Physics for Elementary Teachers (PET) curriculum,1 are homework
and in-class assignments in which prospective and practicing
elementary teachers watch and analyze video clips of elementary
children talking and learning about physics topics. By observing
perspective and practicing elementary teachers engaged in ESI
activities, we have recognized that these adult students are not only
learning to listen to children. They are also benefiting from reflecting
on their own learning of physics content in the context of listening to
and analyzing elementary children's discourse about the same topics.
This paper examines the role of ESI activities in the practicing and
perspective teachers' learning of physics content.
Footnotes:
1. Supported by NSF grant #0096856.
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EB09: What My Mentor Means to Me
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Location:
Union Forest Suite
Date:
Time:
Author:
Wednesday, Aug. 4
11:00 a.m.
Michael D. Wolter, Ball State Univ., PhysTEC TIR
765-285-8902, physicstir@bsu.edu
Co-Author(s): None
Abstract:
National statistics show that 40 percent of new teachers leave the
profession in less than five years. The Physics Teacher Education
Coalition (PhysTEC) supports a national model for improving the
quality of training and the retention of novice physics teachers. This
presentation will provide initial reactions from novice physics teachers
and from middle and elementary school science teachers on the
impact of the in-service mentoring support provided as a result of
their interactions with their PhysTEC "teacher-in-residence".
Footnotes:
None
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (233 of 337) [7/30/2004 8:38:25 AM]
American Association of Physics Teachers
EC:
Crackerbarrel on Involvement of Two-Year Colleges in Teacher
Preparation
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Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Union California
Wednesday, Aug. 4
9:00 a.m.-10:00 a.m.
Ingrid Novodvorsky, Univ. of Arizona
520-626-4187, novod@email.arizona.edu
None
None
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ED:
Hot Topics In Physics: Strongly Coupled Plasmas
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Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Union Hinde Auditorium
Wednesday, Aug. 4
9:00 a.m.-10:30 a.m.
Leaf Turner, Los Alamos National Laboratory
505-667-7725, tleaf@lanl.gov
None
Computer projection (no computer -- must bring own computer),
overhead projector & screen
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ED01: Frozen Fire: Strongly-Correlated Plasmas in the Lab and within Stars
spacer
Location:
Union Hinde Auditorium
Date:
Time:
Author:
Wednesday, Aug. 4
9:00 a.m.
Invited - Travis Mitchell, Univ. of Delaware
302-831-3519, tbmitche@udel.edu
Co-Author(s): None
Abstract:
Plasmas, sometimes referred to as the "fourth state of matter" after
solids, liquids and gasses, are conductive assemblies of charged
particles, neutrals and fields that exhibit collective effects. Plasmas
are the most common form of matter, comprising more than 99% of
the visible universe. Penning traps use magnetic and electric fields to
confine charged particles, and subsequent laser cooling can produce
strongly correlated trapped ions which solidify into a lattice. Similar
strongly correlated plasmas are believed to exist in nature within
white dwarf stars, and on the surfaces of neutron stars. In this talk I
will give an overview of research on laser-cooled ions, and
summarize some recent experiments.
Footnotes:
None
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (234 of 337) [7/30/2004 8:38:25 AM]
American Association of Physics Teachers
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ED02: Imaging Ultracold Plasmas
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Location:
Union Hinde Auditorium
Date:
Time:
Author:
Wednesday, Aug. 4
9:30 a.m.
Invited - Thomas Killian, Rice Univ.
713-348-2927, killian@rice.edu
Co-Author(s): None
Abstract:
We create ultracold neutral plasmas by ionizing laser-cooled
strontium near the ionization threshold. The electron temperature can
be 1-1000K and the ion temperature is around 1 K. The density in the
plasma can be as high as 1010 cm-3. Such low temperature plasmas
behave very differently from conventional hot plasmas. Optical
imaging of the density profile of the plasma1 is a new diagnostic for
studying these systems. The optical probe uses the Sr+ 2S1/2 ?³
2P1/2 transition at 422 nm. 422 nm photons are absorbed by
strontium ions and imaged with an intensified CCD camera. We
resolve the density profile of the plasma, and observe kinetics on a
50 ns time-scale. The Doppler-broadened absorption spectrum
provides information on the ion velocity distribution, which gives an
accurate measure of the ion temperature.
Footnotes:
1. C. E. Simien, Y.C. Chen, P. Gupta, S. Laha, Y. N. Martinez, P. G.
Mickelson, S. B. Nagel, T. C. Killian, physics/0310017
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ED03: How Is Dipole Radiation Created in a Strongly Coupled Plasma?
spacer
Location:
Union Hinde Auditorium
Date:
Time:
Author:
Wednesday, Aug. 4
10:00 a.m.
Invited - Michael S. Murillo, Los Alamos National Laboratory
505-667-6767, murillo@lanl.gov
Co-Author(s): Leaf Turner
Abstract:
An axiom of electromagnetism is that accelerating charges radiate.
Bremsstrahlung, "braking-radiation," occurs when a charge is
accelerated by another charge. The theory, usually developed for
dilute plasmas, has a noble lineage extending back through Kramers,
Landau, and Sommerfeld. In a strongly coupled plasma, however, the
electrostatic energy exceeds the thermal energy of the plasma
leading to the occurrence of interesting many-body correlations. As a
result, an accelerating charge induces a collective response in the
plasma that, in turn, affects the acceleration of the charge. The
proper description can be encapsulated through the dielectric
properties of the plasma. We shall sketch the physics of such
bremsstrahlung in an intuitive and pedagogic manner. This physics
has significance for understanding radiative phenomena occurring in
such disparate objects as giant planets, the sun, laser-produced
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (235 of 337) [7/30/2004 8:38:25 AM]
American Association of Physics Teachers
Footnotes:
plasmas and brown and white dwarfs.
None
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EE:
On Apparatus and Demonstrations
spacer
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Union Orchard Suite
Wednesday, Aug. 4
9:00 a.m.-10:45 a.m.
Clarence Bakken, Gunn H.S. (retired)
650-354-8246, clarence@cbakken.net
None
Computer projection (no computer -- must bring own computer),
overhead projector & screen
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EE01: An Apparatus for the Demonstration of the Doppler Effect
spacer
Location:
Union Orchard Suite
Date:
Time:
Author:
Wednesday, Aug. 4
9:00 a.m.
Harry Bates, Towson Univ.
410-704-2441, hbates@towson.edu
Co-Author(s): None
Abstract:
A rotating audio source is described that can be used as the focus of
an undergraduate demonstration or laboratory on the Doppler effect.
This has been employed in both a general physics laboratory and as
a demonstration in the first course in general astronomy.
Footnotes:
None
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EE02: Measuring G with the Cavendish Apparatus
spacer
Location:
Union Orchard Suite
Date:
Time:
Author:
Wednesday, Aug. 4
9:15 a.m.
William McNairy, Duke Univ.
919-660-2689, mcnairy@phy.duke.edu
Co-Author(s): None
Abstract:
Recently I was asked to contribute to the rewriting of the user's guide
for the Cavendish Apparatus that is marketed by TelAtomic
Corporation. In my talk I will summarize the methods of obtaining
data with the Cavendish unit. Several improvements made from
earlier versions will be discussed, including computerization of the
data recording. I will also present experimental data and review tips
in the operation of this apparatus.
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (236 of 337) [7/30/2004 8:38:25 AM]
American Association of Physics Teachers
Footnotes:
Note: The presenter is not a paid representative of TelAtomic Corp. A
demonstration Cavendish unit was received for use in developing the
new user's guide.
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EE03: You Are Invited to Come See the Earth Turn
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Location:
Union Orchard Suite
Date:
Time:
Author:
Wednesday, Aug. 4
9:45 a.m.
Francis M. Tam, Frostburg State Univ.
301-687-4165, ftam@frostburg.edu
Co-Author(s): None
Abstract:
The new Frostburg State University Compton Science Center
features a Foucault pendulum at the center of its atrium. It is a
showcase for Physics and Engineering. This paper discusses some
student measurements and estimates of the Foucault pendulum,
including its period, length, and angles of rotation at Frostburg.
Footnotes:
None
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EE04: A Versatile Speed of Sound Apparatus
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Location:
Union Orchard Suite
Date:
Time:
Author:
Wednesday, Aug. 4
10:00 a.m.
Michael Pechan, Miami Univ.
513-529-4518, pechanmj@muohio.edu
Co-Author(s): Joseph Priest
Abstract:
Students taking a sophomore course in electronic instrumentation at
Miami University do a mid-term and a final project. This spring
students constructed an instrumentation amplifier to amplify the
output of a pressure sensor. A three-inch diameter speaker was used
to produce a pressure pulse in a one-meter section of PVC pipe.
Students performed a variety of experiments including measuring the
speed of sound in a gas, measuring the speed of sound as a function
of pressure, and recording the phase changes that occur at an openended and closed-end pipe. The apparatus and examples of student
projects will be discussed.
Footnotes:
*Sponsored by Joseph Priest.
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EE05:
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Two Inexpensive Demonstrations: Freely-Falling Frames and Boltzmann's Factor
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (237 of 337) [7/30/2004 8:38:25 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Orchard Suite
Wednesday, Aug. 4
10:15 a.m.
Thomas Moore, Pomona College
909-621-8726, tmoore@pomona.edu
Co-Author(s): None
Abstract:
In this talk, I will present two engaging experiments that illustrate
interesting contemporary physics concepts. The first is an
inexpensive and robust version of a demonstration that vividly shows
that free objects follow straight-line trajectories in a freely-falling
reference frame. The second uses a Squiggle Ball, a ping-pong ball,
and an inclined wooden plane to demonstrate Boltzmann's factor.
Both experiments have been constructed using inexpensive and
readily-available materials. I will display working examples of each
apparatus and discuss how they might be used in an introductory
physics course.
Footnotes:
None
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EE06: Motion Detector Study of Coupled Pendulums
spacer
Location:
Union Orchard Suite
Date:
Time:
Author:
Wednesday, Aug. 4
10:30 a.m.
John Milton, DePaul Univ.
773-325-4238, jmilton@depaul.edu
Co-Author(s): None
Abstract:
Two ultrasonic motion detectors are used to record the motion of a
pair of simple pendulums of equal length coupled by a horizontal
cord. The oscillation frequency is compared to the uncoupled
frequency. The frequency of the modulating envelope yields a value
for the coupling constant. Finally, the relation of the coupling constant
to the length of the connecting cord is determined.
Footnotes:
None
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EF:
Testing and Interpretation
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (238 of 337) [7/30/2004 8:38:25 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Amador 150
Wednesday, Aug. 4
8:30 a.m.-10:00 a.m.
Rex Rice, Clayton H.S.
314-322-7889, rexrice@swbell.net
None
Computer projection (no computer -- must bring own computer),
overhead projector & screen
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EF01: Using Interview Data to Explore Transfer of Student Learning
spacer
Location:
Amador 150
Date:
Time:
Author:
Wednesday, Aug. 4
8:30 a.m.
Paula Engelhardt, Kansas State Univ.
785-532-1824, engelhar@phys.ksu.edu
Co-Author(s): N. Sanjay Rebello
Abstract:
Interviews have been used extensively to explore students'
understanding of a variety of concepts within physics. Typically, we
have been looking to see how students explain the phenomena under
investigation and to look for difficulties students have in explaining
that phenomena. But what concepts do students bring with them to
an interview and how do they use those concepts during the course
of the interview? Can students transfer their knowledge from one
area of their lives to another? These questions will be addressed in
this presentation.
Footnotes:
None
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EF02: Getting the Most from Multiple-Choice Questions - Part 1
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Location:
Amador 150
Date:
Time:
Author:
Wednesday, Aug. 4
8:45 a.m.
Uri Haber-Schaim, Science Curriculum Inc.
617-489-8970, uri@sci-ips.com
Co-Author(s): None
Abstract:
Giving examples of good and poor multiple-choice questions, will
lead to the introduction of Diagnostic Analysis, a new software
package, which takes advantage of good questions. The main
features of the application will be described, and the reason why the
features were included will be given.
Footnotes:
None
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (239 of 337) [7/30/2004 8:38:25 AM]
American Association of Physics Teachers
EF03: Getting the Most from Multiple-Choice Questions - Part 2
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Location:
Amador 150
Date:
Time:
Author:
Wednesday, Aug. 4
9:00 a.m.
Robert Stair, Dakota Ridge H.S.
303-982-1970, rstair@comcast.net
Co-Author(s): None
Abstract:
Specific examples of tests administered to classes in Force, Motion,
and Energy will be given. It will be shown how the reports of the
analysis can be used to explain to students (and their parents) where
their weaknesses are, and improve the instruction.
Footnotes:
None
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EF04: A Summary of the Effects of Question Order*
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Location:
Amador 150
Date:
Time:
Author:
Wednesday, Aug. 4
9:15 a.m.
Kara Gray, Kansas State Univ.
785-532-7167, kgray@phys.ksu.edu
Co-Author(s): N. Sanjay Rebello, Dean A. Zollman
Abstract:
Developing accurate assessment tools is critical if we are to continue
to expand our knowledge of student understanding. Test
development often relies on the assumption that student knowledge
is unaffected by the test or by the order of questions on the test. The
results of this study call into question this assumption. This study
used multiple choice mechanics questions taken from the Force
Concept Inventory in both large class survey and interview situations
with introductory physics students. Our analysis shows that question
order can have a statistically significant effect on student responses
and these effects can influence student scores on these surveys.
This talk will also draw on some of the current theories of transfer to
provide explanations for the observed effects.
Footnotes:
*Supported in part by NSF grant # 0087788.
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EF05:
spacer
Is the Normalized Gain Valid?
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (240 of 337) [7/30/2004 8:38:25 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Amador 150
Wednesday, Aug. 4
9:30 a.m.
Andrew Heckler, The Ohio State Univ.
614-292-2874, heckler@mps.ohio-state.edu
Co-Author(s): None
Abstract:
The "normalized gain" is a widely used quantitative measure of
student learning in physics education research. While this measure
has proven to be quite useful in general terms, there are several
fundamental questions as to its specific meaning and validity as a
uniform measure of learning. We examine the pre and post scores
from several different kinds of conceptual physics tests and show
that, when several statistical effects are taken into account, the
normalized gain does not accurately or adequately represent the
empirical data. Instead, another more simple measure is found to
more accurately represent the underlying behavior of pre and post
test scores. These results indicate that the normalized gain can be
biased towards groups of students with high pre test scores. The
results also have potentially important implications for theories of
learning.
Footnotes:
None
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EF06: How Misconceptions Fit in Piaget's Theory of Intelligence
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Location:
Amador 150
Date:
Time:
Author:
Wednesday, Aug. 4
9:45 a.m.
Steven Maier, Northwestern Oklahoma State Univ.
580-327-8562, sjmaier@nwosu.edu
Co-Author(s): None
Abstract:
Piaget's theory of intelligence is based on the ordered progression
through four stages of development: sensorimotor, pre-operational,
concrete operational and formal operational. Critical to the
progression through these stages for the learner are assimilation,
accommodation, and organization. Within the context of Piagetian
theory, these terms will be defined and misconceptions will be
discussed. Specifically, how misconceptions fit in Piaget's theory of
intelligence will be addressed. Also to be discussed are the
implications of the developmental stages typical of high school and
introductory college physics students. To be outlined as a means for
putting Piagetian theory to practice is the time-tested tool The
Learning Cycle.
Footnotes:
None
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EG:
New Insights in Teaching Undergraduate Introductory Physics
spacer
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (241 of 337) [7/30/2004 8:38:25 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Union Ballroom I
Wednesday, Aug. 4
9:00 a.m.-10:45 a.m.
David Donnelly, Texas State Univ.
512-245-3644, donnelly@swt.edu
None
Computer projection (no computer -- must bring own computer),
overhead projector & screen
spacer
EG01: How Are Electromagnetic Radiation and Turned-On Magnetic Fields Created?
spacer
Location:
Union Ballroom I
Date:
Time:
Author:
Wednesday, Aug. 4
9:00 a.m.
Melvin Steinberg, Smith College
413-586-1488, meladele@crocker.com
Co-Author(s): None
Abstract:
I will describe experiments using batteries, wire coils, bicolor LEDs
and AM radio which suggest that: 1. Electric field is created in circuit
wires by accelerating charge when current is turned on or off, with
directions that oppose acceleration. 2. This field exits the wire,
accompanied by a right-hand-rule magnetic field that is created
simultaneously with the electric field. Superposition diagrams predict
electromagnetic fields coming from all around a coil will build up
stationary magnetic field inside the coil during current turn-on, will
dismantle this field during current turn-off, and will launch
electromagnetic radiation outward during turn-on and turn-off.
Additional diagrams show that energy conservation during
superposition requires the energy in fields to depend on the squares
of the field strengths. I will comment on implications for radiation from
transformers, and will argue that students could understand
Faraday's Law more fully if they first understand the mechanism of
field creation.
Footnotes:
None
spacer
EG02: Learning Introductory Nuclear Physics Through the Concept of a Continuous Wall
Paper of Short One Liner Questions
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (242 of 337) [7/30/2004 8:38:25 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Ballroom I
Wednesday, Aug. 4
9:15 a.m.
George Mathew, Indiana Univ. East
513-777-8893, justuseitnow@hotmail.com
Co-Author(s): None
Abstract:
Non-dependent student centered learning of Nuclear Physics through
short questions will be the focus of Wall Paper Physics. It
incorporates one liner short questions that constantly challenge
students with an extra degree of difficulty (compared to the previous
one they completed). Wall Paper Physics teaches the students to be
better learners and better teachers. Wall Paper Physics assumes
zero level starting knowledge and allows students to taste success at
their own speed. The usual scattered problems from a standard
textbook assigned as homework do not teach the students the
fundamentals, they simply underscore or repeat. Wall Paper Physics
approach to teaching is to let each problem build on the preceding
successfully completed one. It can simplify complex topics like
Kirchhoff's Laws, Nuclear Physics and make it manageable and fun.
Footnotes:
None
spacer
EG03: Choice of System and the Energy Equation*
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Location:
Union Ballroom I
Date:
Time:
Author:
Wednesday, Aug. 4
9:30 a.m.
Bruce A. Sherwood, North Carolina State Univ.
919-513-4827, bruce_sherwood@ncsu.edu
Co-Author(s): Ruth W. Chabay
Abstract:
An important but neglected topic in introductory mechanics is the
effect of the choice of system on the form of the energy equation.1 If
a falling rock is chosen as the system, the Earth does external work
+mgh but there is no potential energy, since a single object has no
potential energy (the negative of work done by internal forces acting
between a pair of objects). If the system includes both rock and
Earth, there is no external work but there is an interaction pair (Earth
and rock) with associated potential energy whose change is -mgh.
Since the human choice of system cannot affect the physical result,
both analyses although conceptually quite different lead to the same
result for the change in kinetic energy. Lack of clarity on the issues
can easily lead to the mistake of double counting, including both work
and potential energy in the energy equation.
Footnotes:
*Supported in part by NSF grant #DUE-0320608.
1. Matter & Interactions I: Modern Mechanics, Ch. 5. Ruth Chabay &
Bruce Sherwood, Wiley 2002, http://www4.ncsu.edu/~rwchabay/mi.
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American Association of Physics Teachers
EG04: A Simple Model to Understand the Work Done by Biological Systems
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Location:
Union Ballroom I
Date:
Time:
Author:
Wednesday, Aug. 4
9:45 a.m.
M. Sultan Parvez, Louisiana State Univ., Alexandria
318-473-6435, sparvez@lsua.edu
Co-Author(s): None
Abstract:
A simple mechanical device -- such as a piston and a cylinder -- can
be used to model work done by a person in weight lifting. Such a
model can be used to understand the analogousness between the
meaning of work in the physics sense and that in the colloquial sense--which physicists have been arguing about for a long time.1,2 Most
textbooks assert that the two meanings are antithetical. A leaking
cylinder with an inlet to pump water into it could be used as a model
to understand why it takes a lot of effort to hold a weight in the air.
Both the internal and external work done by a biological system can
be explained by the physics definition of work. The analysis can be
used to argue that the physical meaning and the colloquial meaning
of work are analogous.
Footnotes:
1. Kenneth S. Mendelson, Am. J. Phys. 71 (3), 279-281 (2003).
2. Robert C. Hilborn, Phys. Teach. 38, 447 (2000).
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EG05: Demonstrating Energy Transformations with a Loaded Bicycle Wheel
spacer
Location:
Union Ballroom I
Date:
Time:
Author:
Wednesday, Aug. 4
10:00 a.m.
Steve Melnichuk,
503-654-8618, stmelnichuk@comcast.net
Co-Author(s): None
Abstract:
The operation of the wheel will be demonstrated. Results of
measurements will be presented. They will include transformations
from kinetic energy to thermal energy, gravetational potential, and
elastic potential energy.
Footnotes:
*Sponsored by Uri Haber-Schaim.
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EG06: Rigorous Non-Calculus Derivations for Introductory Mechanics
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (244 of 337) [7/30/2004 8:38:25 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Ballroom I
Wednesday, Aug. 4
10:15 a.m.
Donald E. Fahnline, Penn State Altoona
814-949-5176, def2@psu.edu
Co-Author(s): None
Abstract:
Easy theorems on averages lead to a rigorous derivation of the
equations for constant acceleration motion. The presentation avoids
both calculus and unjustified special assumptions that students may
mistakenly think are generally valid. The same theorems on averages
also yield several other rigorous and general non-calculus derivations
useful for introductory physics courses, such as the work-kinetic
energy theorem.
Footnotes:
None
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EG07: Newton's Zeroth Law: An Asymmetric Convention of Physicists
spacer
Location:
Union Ballroom I
Date:
Time:
Author:
Wednesday, Aug. 4
10:30 a.m.
Edward Redish, Univ. of Maryland
301-405-6120, redish@umd.edu
Co-Author(s): Rachel Scherr
Abstract:
Introductory students are often confused as to what forces to
consider when analyzing an object's motion. We assist them by
articulating "Newton's zeroth law:" Objects respond only to the forces
they feel at the instant they feel them. This rule helps combat the
common intuition that objects move in response to forces they exert
(i.e., a swimmer moves by pushing herself off the wall of a pool).
Surprisingly, however, the students' alternative intuition is potentially
just as valid as the traditional physics formulation. We could replace
the forces appearing Newton's second law with their third-law
complements, introducing a minus sign, to express the alternative
that "objects respond to the forces that they exert at the moment that
they exert them." The resulting net force, exerted by the object
instead of acting on it, would be opposite the acceleration of the
object, as indicated by the minus sign.
Footnotes:
None
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EH:
Upper Level Topics in Physics I: Experimental and Numerical
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (245 of 337) [7/30/2004 8:38:26 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Union Foothill Suite
Wednesday, Aug. 4
9:00 a.m.-10:45 a.m.
A. James Mallmann, Milwaukee School of Engineering
414-277-7317, mallmann@msoe.edu
None
Computer projection (no computer -- must bring own computer),
overhead projector & screen
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EH01: Modeling Cycle and Research-Based Pedagogy in an Electronics Course
spacer
Location:
Union Foothill Suite
Date:
Time:
Author:
Wednesday, Aug. 4
9:00 a.m.
N. Sanjay Rebello, Kansas State Univ.
785-532-1539, srebello@phys.ksu.edu
Co-Author(s): Kara E. Gray
Abstract:
Over the past two semesters we have adapted the modeling cycle
and other research-based pedagogy in an upper-division physics
majors' course covering analog and digital electronic devices and
circuits. Through hands-on experiments and computer simulations
students were guided by thought-provoking questions, explored the
electrical properties and constructed equivalent circuit models of
these devices. They then deployed these models to analyze and
design various circuit applications. We interviewed students to gauge
their responses to the new pedagogy both before and after the
course. We also interviewed students separately to assess their
conceptual understanding and transfer of learning, as well as
analytical and design skills. We will describe students' reactions to
this pedagogical approach as well as how and what students learned
in this course.
Footnotes:
None
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EH02: Some Elementary but Surprising Facts About Semiconductor Materials and Devices
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (246 of 337) [7/30/2004 8:38:26 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Foothill Suite
Wednesday, Aug. 4
9:15 a.m.
A. James Mallmann, Milwaukee School of Engineering
414-277-7317, mallmann@msoe.edu
Co-Author(s): None
Abstract:
The explanation of the properties of semiconductor materials and
devices involves some complex ideas. Some surprising facts about
semiconductor materials and devices can, however, be discussed
using simple arithmetic and the principles of introductory general
physics. A collection of elementary, but surprising facts will be
presented and a simple apparatus will be used to illustrate one of
those surprising facts.
Footnotes:
None
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EH03: An Updated Version of Pfund's Method
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Location:
Union Foothill Suite
Date:
Time:
Author:
Wednesday, Aug. 4
9:30 a.m.
Larry Robinson, Austin College
903-813-2345, lrobinson@austincollege.edu
Co-Author(s): None
Abstract:
In his classic text, Physical Optics, R.W. Wood reports on a method
(attributed to A.H. Pfund) to measure the refractive index of liquids
using a technique based on total internal reflection. In Pfund's
method a glass plate, with a painted lower surface, is illuminated from
above so a bright spot of light falls on the painted surface. The light
scattered upward reaches the top surface where it is transmitted or
reflected. Once the angle of incidence reaches the critical angle, all of
the light is reflected from the upper surface, resulting in a dark
circular region surrounded by a brighter outer region seen on the
painted surface. Measurements of glass thickness and diameter of
the dark circle allow calculation of the refractive index for the glass.
The index for a liquid placed on upper surface can also be measured.
An updated version of this method will be described.
Footnotes:
None
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EH04: Trials and Tribulations: Laser Spectroscopy of Lithium*
spacer
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (247 of 337) [7/30/2004 8:38:26 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Foothill Suite
Wednesday, Aug. 4
9:45 a.m.
William DeGraffenreid, California State Univ., Sacramento
916-278-5938, degraff@csus.edu
Co-Author(s): None
Abstract:
As most scientists know, rarely does research go as planned. In
response to advances in theoretical techniques that have led to
calculations of the structure of lithium with precision comparable to
those of existing experimental values, a systematic study of atomic
lithium was started in 2001 at NIST. After nearly a year of collecting
data on the 3S and 4S levels of atomic lithium (including resolving a
pretty nasty coincidence in the spectra of Li and Li_2) and a few
weeks prior to submission of some of these results to a journal for
publication, a systematic complication was discovered that rendered
most of our data meaningless. I will discuss our attempts to salvage
the data as well as our revised approach that got us back on track.
Footnotes:
*Portions of this work were completed while W. DeGraffenreid was a
NRC Postdoctoral Fellow at the National Institute of Standards and
Technology.
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EH05: French Spit
spacer
Location:
Union Foothill Suite
Date:
Time:
Author:
Wednesday, Aug. 4
10:00 a.m.
Lewis C. Epstein, San Francisco City College, Emeritus
415-826-3488, thinking@prodigy.net
Co-Author(s): None
Abstract:
Can a jet of steam squirt out of a boiler; and can new additional
outside (cold) water join the jet flow; and then can the jet re-inject
both itself, plus the added water, back into the same boiler from
which the jet originally came; and do it all without added outside
work? And can this question be answered without calculus? Without
algebra?
Footnotes:
None
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EH06: Stability of Truncated Cones with Fill Fraction: I. Analytical Formulation
spacer
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (248 of 337) [7/30/2004 8:38:26 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Foothill Suite
Wednesday, Aug. 4
10:15 a.m.
Saami Shaibani
Instruction Methods, Academics and Advanced Scholarship (IMAAS)
434-237-6775, shaibani@imaas.org
Co-Author(s): None
Abstract:
Many containers have the form of a hollow truncated cone with open
top. Measurements for the cone angle α in the variety of containers
studied here are commonly 5 to 10 degrees; some negative angles
also exist, as do zero values for the special case of a cylinder. The
stability mode of all such containers changes with loss of liquid during
tipping, as identified in this research by computing the critical angle θ
at which the metastable condition occurs. Numerical methods show
that an increase in α produces a decrease in θ, whose particular
nature can then be examined independently via practical exercises
that have already been designed.1 The non trivial relationship for θ(α)
allows students to assess container stability without possible bias
from foreknowledge of the expected answer. Benefits of this
experimentation include the opportunity to learn by discovery2 rather
than by reverse engineering to contrive agreement with a textbook.
Footnotes:
1. S.J. Shaibani, Stability of Truncated Cones with Fill Fraction: II.
Instructional Laboratory (to be presented)
2. cf Nuffield Foundation curricula and similar.
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EH07: A Study of a Two-Dimensional Amorphous System
spacer
Location:
Union Foothill Suite
Date:
Time:
Author:
Wednesday, Aug. 4
10:30 a.m.
Paul Saulnier, Gustavus Adolphus College
507-933-6123, psaul@gustavus.edu
Co-Author(s): Kelly Younge, Cory Christenson, Amit Bohara, Jason Crnkovic
Abstract:
The radial distribution and pair correlation functions provide a means
of characterizing an amorphous material. These functions are a
measure of the spatial distribution of a system of particles.
Additionally, they may be used to infer the particle-particle interaction
potentials in an aggregation of particles. We introduce an experiment
suitable for the undergraduate laboratory that illustrates the meaning
and application of the radial distribution function to a model
amorphous two-dimensional system of hard spheres comprised of
varying area fractions. Larger area fractions lead to an increase in the
correlation length as well as the magnitude of the underlying particleparticle correlations.
Footnotes:
None
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (249 of 337) [7/30/2004 8:38:26 AM]
American Association of Physics Teachers
EI:
Educational Value of Computers
spacer
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Amador 153
Wednesday, Aug. 4
9:00 a.m.-10:45 a.m.
Randolph Peterson, Univ. of the South
931-598-1550, rpeterso@sewanee.edu
None
Computer projection (no computer -- must bring own computer),
overhead projector & screen
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EI01: Evaluation and Feedback with PADs
spacer
Location:
Amador 153
Date:
Time:
Author:
Wednesday, Aug. 4
9:00 a.m.
Scott Bonham, Western Kentucky Univ.
270-745-6196, scott.bonham@wku.edu
Co-Author(s): Matthew Dawson, Ian Rice
Abstract:
Evaluation and feedback play an important role in student learning,
especially when on-going, immediate and formative. The Physics
Applets for Drawing (PADs)1, 2 provides a suite of Java applets that
allow students to draw graphs and diagrams within web pages,
including online homework. A key feature is the internal evaluation
engine, which both checks whether the drawing has been made
correctly and can provide customized, situation specific feedback.
This could provide the student feedback on a problem solution with
text indicating errors or visual display of consequences of their
answer. Tutorial applications can teach a skill by leading the student
through the process, step by step. Poll applications could provide the
instructor with a description of different students' work for classroom
discussion, like peer instruction and JiTT questions. In this talk I will
discuss how the evaluation and feedback is carried out in the PADs,
and demonstrate a variety of applications.
Footnotes:
1. See http://physics.wku.edu/PAD.
2. Supported by NSF grant #DUE-0231353 and Western Kentucky
University faculty development fund.
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EI02:
spacer
Student Graphs Drawn Using Paper and Computer*
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (250 of 337) [7/30/2004 8:38:26 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Amador 153
Wednesday, Aug. 4
9:15 a.m.
James Dawson, Western Kentucky Univ.
270-745-6196, jmd723@yahoo.com
Co-Author(s): Scott W. Bohnam
Abstract:
This experiment compared student graph responses on paper
homework and responses on Webassign using GraphPAD. Algebra
based mechanics students answered homework questions from the
Real Time Physics curriculum, alternating between paper and
Webassign throughout the semester. Comparing responses between
the two mediums makes it possible to determine the effects on
student responses of the two submission mediums. We used a semiqualitative coding scheme, categorizing the responses students
made. We used the scheme to look at the effects of constraint,
feedback and multiple submissions on student responses and
submission habits. It appears that initial submissions by students
using the Webassign are similar to paper responses, but with
feedback and multiple submissions most students achieved the
correct answer.
Footnotes:
*Supported by NSF grant #DUE-0231353.
**Sponsored by Scott Bohnam.
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EI03:
Incorporating Simulations in the Classroom: A Survey of Research Results from the
PhET Project
spacer
Location:
Amador 153
Date:
Wednesday, Aug. 4
Time:
9:30 a.m.
Author:
Katherine Perkins, Univ. of Colorado, Boulder
303-492-4367, katherine.perkins@colorado.edu
Co-Author(s): Wendy Adams, Noah Finkelstein, Ron LeMaster, Sam Reid, Michael
Dubson, Noah Podolefsky,, Carl Wieman
Abstract:
A major focus of the Physics Education Technology (PhET) Project1,
2, 3is to investigate a number of research questions on the use of
interactive simulations for teaching and learning physics. These
questions include: In what education settings and with which student
populations are these simulations effective and why? What conditions
promote student learning from and engagement with the simulations
and which deter it? How do the simulations influence student
attitudes and beliefs about physics? What level of guidance is
required for the simulation to be an effective learning aid? Over the
past year, we have started to investigate these questions in several
research studies. We have used the PhET simulations with a broad
range of students, including both non-science and science majors,
and in a range of contexts, including lecture, labs, tutorials,
homework, and pre-class assignments. Here we present a survey of
our research on the PhET simulations and report on their impact on
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (251 of 337) [7/30/2004 8:38:26 AM]
American Association of Physics Teachers
Footnotes:
student learning and student attitudes.
1. See http://www.colorado.edu/physics/phet; 2. Supported by NSF,
the Kavli Foundation, and CU; 3. N. Podolefsky, et al., The Physics
Education Technology Project: a new suite of physics simulations., in
this meeting; K. Perkins, et al., Learning physics with simulations: the
role of interactivity, animation, and context, in this meeting; and W.
Adams, et al., Research-based design features of web-based
interactive simulations, in this meeting.
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EI04: Assessing and Revising Computer Modeling Instruction in "Matter and Interactions"*
spacer
Location:
Amador 153
Date:
Time:
Author:
Wednesday, Aug. 4
9:45 a.m.
Matthew Kohlmyer, North Carolina State Univ.
919-513-7214, makohlmy@unity.ncsu.edu
Co-Author(s): Ruth Chabay, Bruce Sherwood
Abstract:
Computer modeling, an important skill in modern physics research, is
emphasized by the Matter & Interactions1 introductory physics
curriculum. Students in this curriculum write computer programs that
model a wide variety of physical systems using an iterative
application of fundamental physics principles. In order for students to
be able to do this successfully, instructors must know the difficulties
students have in learning computer modeling. Based on results from
a think-aloud protocol study in Spring 2003 at NC State, instructional
materials were designed and implemented at the beginning of the
Fall 2003 semester. A second think-aloud protocol was then
conducted to search for qualitative differences and similarities in
students' difficulties and reasoning processes while engaged in
computer modeling. Results of this study and how they affect the
future instructional revision cycle for Matter & Interactions will be
presented.
Footnotes:
*Supported in part by NSF grant #DUE-0320608. 1. R. Chabay and
B. Sherwood, Matter & Interactions (Wiley, 2002). See
http://www4.ncsu.edu/~rwchabay/mi.
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EI05:
spacer
Student Interpretation of 2D Versus 3D Substorm Current Wedge Images
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (252 of 337) [7/30/2004 8:38:26 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Amador 153
Wednesday, Aug. 4
10:00 a.m.
Ramon Lopez, Florida Institute of Tech.
915-747-7534, relopez@fit.edu
Co-Author(s): Kastro Hamed
Abstract:
We report the results of a study of eight physics majors who were
provided with 2-D and 3-D depictions of a current system that forms
during some geomagnetic disturbances, the substorm current wedge
(SCW). Student understanding of the SCW was probed by asking
them to determine the magnetic perturbations produced by the
current system. None of the students were able to determine the
complete correct set of perturbations from the 2-D drawing, but all of
them were able to do so from the 3-D rendering. Our analysis
strongly suggests that the cognitive processing of mental images is a
key factor in the students' ability to correctly determine the magnetic
perturbations due to the SCW, and that determining the direction of a
magnetic field from an arbitrary current is not an impediment. We
also discuss the broader implications of this result for teaching about
magnetism and the relationship to electric current.
Footnotes:
None
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EI06: LivePhoto Physics Video Analysis Homework: A Preliminary Study
spacer
Location:
Amador 153
Date:
Time:
Author:
Wednesday, Aug. 4
10:15 a.m.
Alicia R. Allbaugh, Rochester Institute of Tech.
585-475-5302, allbaugh@rit.edu
Co-Author(s): Robert B. Teese
Abstract:
The LivePhoto Physics project is creating a web-based homework
system that enables students to perform analysis of videos of
physical phenomenon as part of a homework session. These
homework sessions include some conceptual assessment as well as
the video analysis laboratory activities and more traditional homework
problems/questions. Pilot homework sessions have been assigned to
calculus-based students at RIT. In addition, more traditional
assessment measures after an assigned session have been
collected. A brief overview of the system will be presented as well as
some preliminary implications on its effectiveness.
Footnotes:
None
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EI07:
spacer
Correlating Student Use of Follow-Up Questions with Class Performance
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (253 of 337) [7/30/2004 8:38:26 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Amador 153
Wednesday, Aug. 4
10:30 a.m.
Michael Scott, Univ. of Illinois, Urbana-Champaign
217-328-6530, mscott1@uiuc.edu
Co-Author(s): Gary Gladding, Tim Stelzer
Abstract:
A preparatory course is offered at the University of Illinois to students
who are under prepared for the calculus-based introductory physics
sequence. The nature of the course consists of five components, four
of which are online: lectures, preflights, homework, and quizzes.
From these four computer-based components, we are able to collect
data from the students that consist of all submitted responses along
with time stamps. The fifth component of the course is a weekly, twohour class where students meet together in a discussion-style setting.
In the fall semester of 2003, this class time was videotaped giving
more than 300 hours of data. Thus, nearly every aspect of the
students' experience with the course is documented in some form or
another. This talk will look at reflective, follow-up questions used in
the Interactive Examples homework to see how student use of these
meta-cognitive exercises correlate with their class and course
performance.
Footnotes:
None
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EJ:
Assessment Issues and Differing Student Audiences
spacer
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Union Redwood
Wednesday, Aug. 4
9:15 a.m.-11:15 a.m.
Robert Fuller, Univ. of Nebraska
402-472-2790, rfuller2@unl.edu
None
Computer projection (no computer -- must bring own computer),
overhead projector & screen
spacer
EJ01:
spacer
Cognitive Models Matter for Creating and Interpreting Classroom Measurements
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (254 of 337) [7/30/2004 8:38:26 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Redwood
Wednesday, Aug. 4
9:15 a.m.
Invited - Edward Redish, Univ. of Maryland
301-405-6120, redish@umd.edu
Co-Author(s): Andy Elby, Timothy L. McCaskey
Abstract:
Researchers who create educational assessment tasks rely on a
cognitive model of thinking and learning, whether that model is
explicit or tacit. Understanding an assessment requires an analysis
along a number of dimensions: a model of student thinking, a model
of the instructional goals, a model of the task, and a model of how the
student interacts with the task. This analysis has implications both for
the creation of the task and for making sense of what the assessment
is really telling you. We illustrate how these components play out in
the study of the coherence of student thinking in algebra-based
physics using a modified MPEX and an FCI splitting task.
Footnotes:
None
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EJ02: Gender Interactions with the Force Concept Inventory
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Location:
Union Redwood
Date:
Time:
Author:
Wednesday, Aug. 4
9:45 a.m.
Invited - Laura McCullough, Univ. of Wisconsin-Stout
715-232-2536, mcculloughl@uwstout.edu
Co-Author(s): None
Abstract:
Does gender make a difference in how students answer an FCI
question? Should the FCI be changed to accommodate for gender?
What would a female focused FCI look like? In this talk, I will present
data that support the idea that men and women in physics classes do
answer the FCI differently. I will also show the effects of changing the
context of the FCI questions to be more female-centric. By changing
the context of the questions but keeping the physics the same, very
different results are obtained on certain questions. I will also look at
the choices students make on particular questions; these data
suggest that men and women may view problems and the physics
involved differently.
Footnotes:
None
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EJ03:
spacer
Changing Distracters on Questions of the Force Concept Inventory
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (255 of 337) [7/30/2004 8:38:26 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Redwood
Wednesday, Aug. 4
10:15 a.m.
Invited - N. Sanjay Rebello, Kansas State Univ.
785-532-1539, srebello@phys.ksu.edu
Co-Author(s): Dean A. Zollman
Abstract:
We report on a two-phase study that investigated the effect of
distracters on student performance on selected Force Concept
Inventory (FCI) questions. In the first phase we presented students
with four FCI questions in an open-ended format. Students' open
ended responses were categorized. In the second phase we reverted
to a multiple-choice format, but replaced the infrequently used
distracters on the original FCI questions with new distracters
constructed from the open-ended response categories in the first
phase. Our results indicate that changing the distracters may change
the ideas that students activate and transfer into the problem. Our
results also appear to imply that the effectiveness of distracters may
change with student population. The original FCI was a product of
careful research with a student population that may have been
different from the students in our research, thereby resulting in a
different set of distracters.
Footnotes:
None
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EJ04: Designing a Diagnostic Instrument for Multiple Audiences
spacer
Location:
Union Redwood
Date:
Time:
Author:
Wednesday, Aug. 4
10:45 a.m.
Invited - Paula Engelhardt, Kansas State Univ.
785-532-1824, engelhar@phys.ksu.edu
Co-Author(s): None
Abstract:
Determining and Interpreting Resistive Electric circuits Concepts Test
(DIRECT) was developed to help instructors evaluate their students
understanding of dc resistive electric circuits. The distracters of the
test incorporate common misconceptions and alterative ways of
reasoning that students have been shown to use. The test was
designed and field-tested for use with multiple audiences ranging
from high school physics students through introductory level physics
students. The results from these field tests showed performance level
differences between various groups (high school, algebra-based,
calculus-based). Gender differences were found across all levels that
were tested. DIRECT has recently been used to examine upper level
physics majors and first/second year graduate student understanding
of circuit concepts. These upper level students had a different
interpretation of the questions from the introductory level students.
These results and the difficulty of designing a single diagnostic for
multiple audiences will be discussed.
Footnotes:
None
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (256 of 337) [7/30/2004 8:38:26 AM]
American Association of Physics Teachers
spacer
EK:
Physics and Society Education: The Environment and Other Societal
Issues
spacer
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Union Ballroom III
Wednesday, Aug. 4
9:00 a.m.-11:00 a.m.
Harvey Leff, California State Polytechnic Univ.
909-869-4013, hsleff@csupomona.edu
None
Computer projection (no computer -- must bring own computer),
overhead projector & screen
spacer
EK01: Smoulder-Phase Aerosols from the World Trade Center Collapse Site
spacer
Location:
Union Ballroom III
Date:
Time:
Author:
Wednesday, Aug. 4
9:00 a.m.
Invited - Thomas A. Cahill, Univ. of California, Davis
530-752-4674, tacahill@ucdavis.edu
Co-Author(s): None
Abstract:
The physics and chemistry of the World Trade Center collapse piles
were unprecedented in many regards, leading to serious mistakes
and health and welfare impacts for workers and nearby residents. Yet
in other ways, the system was constrained by the well known
properties of municipal incineration, which should have alerted
regulatory agencies of the hazards of the smoulder phase. One factor
in particular that has been extremely useful is tracing the energy
sources that caused the piles to smoulder for months. The other is
the chemistry of what were probably the most heavily computerized
buildings in the world. I will describe our present understanding of the
process and some lessons for the future.
Footnotes:
None
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EK02: The Smoking Gun: Energy and Health in Developing Nations
spacer
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (257 of 337) [7/30/2004 8:38:26 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Ballroom III
Wednesday, Aug. 4
9:30 a.m.
Invited - Daniel M. Kammen, Univ. of California
510-642-1139, kammen@socrates.berkeley.edu
Co-Author(s): None
Abstract:
Biomass energy -- agricultural wastes, wood, and charcoal -- provide
the bulk of household energy in many developing nations. The
combustion of these fuels in simple stoves also results in some of the
most polluted microenvironments on Earth. Studies of indoor air
pollution have revealed a direct causal link to respiratory infections
and a host of other illnesses, which in total make biomass
combustion a leading form of illness across the globe. Management
of this problem involves the development of low-cost, improved
efficiency stoves, and has been a true success story of "appropriate
technology."
Footnotes:
None
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EK03: Environmental Noise Control
spacer
Location:
Union Ballroom III
Date:
Time:
Author:
Wednesday, Aug. 4
10:00 a.m.
Thomas Rossing, Northern Illinois Univ.
815-753-6493, rossing@physics.niu.edu
Co-Author(s): None
Abstract:
Noise affects people in many ways. In addition to causing temporary
and permanent hearing loss, noise interferes with speech
communication, interrupts sleep, and reduces human efficiency. We
have come to recognize the importance of good classroom acoustics.
Students deserve to understand the teacher and each other. Only
recently have standards for classroom acoustics been developed by
professional organizations.
Footnotes:
None
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EK04: Exploring the Chadwick Gap -- A Forensic Physics Issue
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (258 of 337) [7/30/2004 8:38:26 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Ballroom III
Wednesday, Aug. 4
10:15 a.m.
Richard J. Reimann, Boise State Univ.
208-426-3691, rreimann@boisestate.edu
Co-Author(s): None
Abstract:
In 1991, a pediatric group led by D. L. Chadwick1 reviewed medical
records and reported seven fatal injuries for 100 children who
reportedly fell from less than 1.2 m but only one for 118 who fell more
than 3 m. The notable absence of fatalities from 65 mid-range falls is
herein termed the "Chadwick gap." Their study noted "an astonishing
concentration of risk of death in the group with the shortest falls" and
deemed that result "absurd" with the conclusion that "false histories"
were presented. This view has extreme social implications that often
bring charges of homicide whenever infant deaths are attributed to
low-level falls. This report reviews the issue from a basic physics
perspective.
Footnotes:
1. David L. Chadwick (MD), et. El., "Deaths from falls in children: how
far is fatal?," The Journal of Trauma 31(10) 1353-1355, (1991)
Williams & Wilkins.
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EK05: Approaching Civics Through Physics at Eastern Michigan University: First Steps
spacer
Location:
Union Ballroom III
Date:
Time:
Author:
Wednesday, Aug. 4
10:30 a.m.
Ernest R. Behringer, Eastern Michigan Univ.
734-487-8799, ebehringe@emich.edu
Co-Author(s): Ann M. Blakeslee
Abstract:
Physics teachers have a vested interest in addressing societal issues
at least in part because the study of physics is energy intensive and
requires a stable society. During the past two years, societal issues
such as energy and sustainability have been addressed in Lunch
Time Physics events in the Department of Physics and Astronomy at
Eastern Michigan University. In addition, the department will
participate in civic engagement by organizing a public event
focussing on the issue of energy as part of the American Democracy
Project of the American Association of State Colleges and
Universities. This event is intended to provide information about
candidate positions related to energy. We will share the materials we
have developed for these events.
Footnotes:
None
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EK06: Ninth Graders' Vision of the 21st Century US Energy Future
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (259 of 337) [7/30/2004 8:38:26 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Ballroom III
Wednesday, Aug. 4
10:45 a.m.
John L. Roeder, The Calhoun School
212-497-6500, jlroeder@aol.com
Co-Author(s): None
Abstract:
At the 2002 summer meeting in Boise I described an "Active Physics"formatted chapter on energy issues which asked students to plan
their energy future without fossil fuels.1 At the same meeting Pat
Keefe presented his spreadsheet in which he asks his students to
plan U.S. energy supply and use for the 21st century.2 This past year
I taught the same energy issues chapter but changed the chapter
challenge to have my ninth graders complete Keefe's spreadsheet.
This paper will present those results.
Footnotes:
1. John L. Roeder, "Active physics chapters on energy," Announcer,
32, 2, 95 (Summer 2002). 2. Pat S. Keefe, "Now, can anybody here
count?" Anouncer, 32, 2, 124 (Summer 2002).
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EL:
Science Methods Courses and Their Relationships to Science
Courses, II
spacer
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Amador 153
Wednesday, Aug. 4
1:30 p.m.-3:30 p.m.
John Layman,
301-209-3302, jlayman@aapt.org
Warren Hein
Computer projection (no computer -- must bring own computer),
overhead projector & screen
spacer
EL01:
Recommendations for Pre-Service Teacher Preparation Based on In-Service Teacher
Needs
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (260 of 337) [7/30/2004 8:38:26 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Amador 153
Wednesday, Aug. 4
1:30 p.m.
Frank Hicks, California State Univ., Sacramento
510-486-6610, hicks@csus.edu
Co-Author(s): None
Abstract:
There is a stark disconnect between the way most teachers learn
science and the way they are expected to teach it. In an attempt to
help bridge this disconnect, I will describe a framework for modeling
inquiry-based teaching for science teachers. The framework was
used successfully with novice and experienced in-service teachers in
a recent professional development program for New York City public
schools; it should be capable of achieving greater impact in courses
for pre-service teachers. In the framework, participants build
knowledge of scientific content and process through a progression of
activity-based lessons that repeatedly give practice performing
complete scientific investigations. The lessons and strategies from
the model can be used to improve existing courses or to plan new
courses. I will also present suggestions for involving education
experts in planning and execution.
Footnotes:
None
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EL02: The UNI Model for Secondary Science Teaching Programs
spacer
Location:
Amador 153
Date:
Time:
Author:
Wednesday, Aug. 4
1:45 p.m.
Lawrence T. Escalada, Univ. of Northern Iowa
319-273-2431, escalada@uni.edu
Co-Author(s): None
Abstract:
At the UNI, undergraduate secondary science teaching programs
(e.g., BA Physics Major-Teaching) are within the appropriate
departments of the College of Natural Sciences. Secondary science
teaching majors are required to take the same science content
courses and other required courses as their non-teaching peers.
They are also required to complete Professional Teacher Education
courses offered by the College of Education which involve extensive
field experiences at the university laboratory school and at local
schools. Secondary science teaching methods courses are also
required courses for these students and are taught by science
department faculty. These upper level methods courses also involve
extensive field experiences at local schools. Students complete their
teaching program by student teaching their last semester with
supervision from one of the State of Iowa student teaching centers. A
brief overview of this secondary science teaching program model
from the perspective of a physics teaching major will be discussed.
Footnotes:
None
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (261 of 337) [7/30/2004 8:38:26 AM]
American Association of Physics Teachers
EL03: Modeling Instruction: An Exemplary Method to Prepare Pre-Service Teachers*
spacer
Location:
Amador 153
Date:
Time:
Author:
Wednesday, Aug. 4
2:00 p.m.
Larry Dukerich, Dobson H.S.
480-472-3174, dukerich@asu.edu
Co-Author(s): None
Abstract:
The workshops conducted nationwide since 1995 by the Modeling
Instruction Program are ideally suited to providing a blend of coherent
content and effective pedagogy to pre-service teachers. At Arizona
State University, all the methods courses for high school teachers are
offered by the College of Liberal Arts and Sciences. The collaboration
between physics faculty and veteran high school teachers allows
these courses to incorporate the best high school curriculum
materials, including the appropriate use of technology, with the
results of physics education research. Modeling workshops serve
both in-service and pre-service teachers; the latter group find the
insights of their more experienced colleagues who have "been there
and done that" invaluable in preparing for their own classrooms.
Footnotes:
*Supported in part by an NSF grant. See
http://modeling.asu.edu/MNS/MNS.html.
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EL04: Highly Successful Science Methods Courses at Piedmont College
spacer
Location:
Amador 153
Date:
Time:
Author:
Wednesday, Aug. 4
2:15 p.m.
Lila Adair, Piedmont College
770-266-6168, adairtlj@mindspring.com
Co-Author(s): None
Abstract:
Science methods courses at Piedmont College are designed to do
two things: first, teach the basic process skills needed to do science,
and second to master the science concepts through hands-on
activities. Even after having completed two years of science, students
are still afraid of having to teach science to children in grades K-8.
After 16 weeks, most students are excited about teaching science
and feel well prepared. The course is divided into four major sections:
state curriculum, process skills and teaching techniques; life science;
earth science; and physical science. The majority of the classwork
involves performing age appropriate activities to teach specific
content and individual student presentations of actual science
lessons. A complete syllabus and specific student work will be
presented by the author.
Footnotes:
None
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (262 of 337) [7/30/2004 8:38:26 AM]
American Association of Physics Teachers
EL05: Physics for Middle Childhood Educators: Blending Science and Methods
spacer
Location:
Amador 153
Date:
Time:
Author:
Wednesday, Aug. 4
2:30 p.m.
Stephen Van Hook, Bowling Green State Univ.
419-372-0264, sjvanho@bgnet.bgsu.edu
Co-Author(s): Lena Ballone-Duran
Abstract:
Education and physics faculty at Bowling Green State University
have collaborated to create a new introductory physics class for preservice middle childhood (grades 4-9) teachers. This physics content
course integrates the methods taught in the science methods course
into the introductory physics course. All instruction explicitly employs
constructivist teaching methods (e.g, the 5E model). In addition, the
students engage in service learning through developing inquiry-based
science lessons that they teach to students in local elementary
schools. Rather than providing conflicting models of science
teaching, the physics content course and science methods course
now reinforce one another and pre-service teachers receive a
consistent message about how to teach science.
Footnotes:
None
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EL06: Physical Science Methods: A Content Course or a Methods Course?
spacer
Location:
Amador 153
Date:
Time:
Author:
Wednesday, Aug. 4
2:45 p.m.
Vicente Talanquer, Univ. of Arizona
520-626-8169, vicente@email.arizona.edu
Co-Author(s): Ingrid Novodvorsky
Abstract:
As part of the College of Science Teacher Preparation Program at
the University of Arizona, prospective secondary science teachers
take one or more subject methods courses; e.g., Biology, Earth
Science, and Physical Science Teaching Methods. The latter course
was developed for prospective physics and chemistry teachers. The
goals of this course are to strengthen students? conceptual
understanding of physical science topics, investigate typical student
difficulties with these topics, and develop and analyze teaching
activities that foster understanding. In this presentation, we will
describe the evolution of the course, lessons learned from teaching it,
and its relationship to content courses in our respective departments.
Footnotes:
*Sponsored by Ingrid Novodvorsky.
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EL07:
CANCELLED: Reforming Content and Pedagogy Courses in the CETP-PA Project
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (263 of 337) [7/30/2004 8:38:26 AM]
American Association of Physics Teachers
Location:
spacer
Amador 153
Wednesday, Aug. 4
3:00 p.m.
Patsy Ann Johnson, Slippery Rock Univ. of Pennsylvania
724-738-2317, patsy.johnson@sru.edu
Co-Author(s): None
Abstract:
CANCELLED: During the summer of 2000, the National Science
Foundation (NSF) awarded funds to Pennsylvania's State System of
Higher Education for the Collaborative for Excellence in Teacher
Preparation in Pennsylvania (CETP-PA).1 This project's objectives
included reforming university science and mathematics content
courses to reflect research-based effective pedagogy, supplementing
the mathematics and science content of education methods courses,
introducing the paired supervision of science and mathematics
student teachers by content and pedagogy specialists, and providing
for students majoring in education more consistency among their
university courses, their field experiences, and their induction period.
During the first four years of this five-year project, much progress has
been made toward meeting these objectives. On 12 universities,
there are 475 CETP-PA team members, 62% of whom are university
faculty. Both science departments and education departments are
well represented on teams. More than 150 university courses have
been affected by the CETP-PA project.
Footnotes:
1. See the CETP-PA website at http://www.lhup.edu/CETP_PA/
Date:
Time:
Author:
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EL08: Challenges of Teacher Education for Physics Departments
spacer
Location:
Amador 153
Date:
Time:
Author:
Wednesday, Aug. 4
3:15 p.m.
Terhi Mäntylä, Univ. of Helsinki
358919150656, terhi.mantyla@helsinki.fi
Co-Author(s): Ismo T. Koponen, Jari Lavonen
Abstract:
In physics teacher education one of the challenges is to promote the
development of expertise needed from physics teachers. In that close
collaboration between physicist and physics education professionals
is needed. This, however, poses many challenges which are not
easily met. We describe here some guidelines, based on our own
experience from a course for pre-service physics teacher education,
how these challenges can be met by designing a course, which takes
into attention the aspect of expertise expected from physics teachers.
The positive results and feedback received is discussed.
Footnotes:
None
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (264 of 337) [7/30/2004 8:38:26 AM]
American Association of Physics Teachers
EM: NSF-CCLI Projects, II: Curriculum Reform & Upper Division
Initiatives
spacer
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Riverside 1015
Wednesday, Aug. 4
8:30 a.m.-10:45 a.m.
Kandiah Manivannan, Southwest Missouri State Univ.
417-836-6425, kam3191@smsu.edu
None
Computer projection (no computer -- must bring own computer),
overhead projector & screen
spacer
EM01: Humanized Physics Project: NSF-CCLI Challenges and Opportunities with
Subcontractors and Collaborators
spacer
Location:
Riverside 1015
Date:
Time:
Author:
Wednesday, Aug. 4
8:30 a.m.
Robert G. Fuller, Univ. of Nebraska, Lincoln
402-472-2790, rfuller2@unl.edu
Co-Author(s): None
Abstract:
The NSF-CCLI program offers several different approaches to
institutional cooperation. Our Humanized Physics Project embodies
two of them, subcontracts with two very different institutions and
collaboration with a third, also quite different, institution. This talk will
explore the challenges and opportunities offered by these different
ways for physics educators to work together with external funding.
Footnotes:
None
spacer
EM02: Summative Report on Studio Physics at Rensselaer
spacer
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (265 of 337) [7/30/2004 8:38:26 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Riverside 1015
Wednesday, Aug. 4
8:45 a.m.
Karen Cummings
Rensselaer Polytechnic Institute/Southern Connecticut State Univ.
203-392-7043, cummingsk2@southernct,.edu
Co-Author(s): None
Abstract:
The Studio Physics program at Rensselaer was funded in part by an
NSF- CCLI Adaptation and Implementation grant. In this talk I will
outline the status of Studio Physics program at the start of the grant
period, at the end of the grant period and now; approximately one
year later. Assessments of student conceptual learning were
preformed in every semester of the grant period. These assessment
results will be summarized, as will student reactions to the course as
measured with surveys.
Footnotes:
None
spacer
EM03: Re-Modeling University Physics*
spacer
Location:
Riverside 1015
Date:
Time:
Author:
Wednesday, Aug. 4
9:00 a.m.
Eric Brewe, Hawaii Pacific Univ.
808-236-3575, ebrewe@hpu.edu
Co-Author(s): David O. Hestenes
Abstract:
The NSF CCLI program was created to engage science educators in
the cyclic process of "discovery, innovation and application." At
Arizona State University, the Re-Modeling University Physics project
exemplified this ideal. Using the success of the Modeling Physics
program developed for high-school instruction as a foundation, the
Re-Modeling project incorporated pedagogical and epistemological
research to re-model university physics. The outcome has been the
development of a university physics curriculum that includes an
integrated Energy Thread, enhanced coverage of modern topics, and
special attention to the modeling approach to problem solving. In this
talk, we will highlight the curriculum, and outline goals for future
research, and implementations of modeling physics.
Footnotes:
*Supported by NSF CCLI grant #DUE-9952706.
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EM04: The WebScience Project at IUPUI*
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (266 of 337) [7/30/2004 8:38:27 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Riverside 1015
Wednesday, Aug. 4
9:15 a.m.
Andrew D. Gavrin, IUPUI
317-274-6909, agavrin@iupui.edu
Co-Author(s): None
Abstract:
The WebScience project was funded by the CCLI program adaptation
and implementation track from 1999-2003. Its primary goal was to
expand the use of the Just-in-Time Teaching (JiTT) method. JiTT had
been developed at IUPUI, in collaboration with the United States Air
Force Academy, for use in the introductory calculus-based physics
sequence. During this project, JiTT was adapted and implemented in
11 other courses in physics, chemistry, biology and mathematics. In
this talk, we will give an overview of the successes and failures of the
project in meeting its stated goals, including the adaptation and
implementation process, and the assessment methods and
dissemination strategies we used. We will also present the broader
implications of the work to the university and the faculty involved.
Footnotes:
*Supported by the NSF grant # DUE-9981111.
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EM05: Micro and Nanotechnology in an Undergraduate Physics Curriculum
spacer
Location:
Riverside 1015
Date:
Time:
Author:
Wednesday, Aug. 4
9:30 a.m.
Allen Armstrong, Shippensburg Univ. of Pennsylvania
717-477-1570, aja@cutter.ship.edu
Co-Author(s): None
Abstract:
We have developed a curriculum that introduces micro and
nanotechnology applications into our Bachelor of Physics Degree
program. This program takes the form of a Concentration in
Nanotechnology Applications. Its development involved a revision of
the syllabi of several of our upper level physics courses and the
addition of a one semester intensive training program in
nanofabrication at the NSF-Penn State Nanofabrication Facility.
Central to the concentration was the development of a NSF-CCLI
funded undergraduate teaching laboratory at Shippensburg
University. The implementation of this concentration has led to an
increase in the enrollment and retention of physics majors at
Shippensburg and surprisingly has sparked an interest among our
students in cross-disciplinary studies, particularly in biology and
chemistry.
Footnotes:
None
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EM06: Institutionalizing a Reform Curriculum in a Large Engineering School*
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (267 of 337) [7/30/2004 8:38:27 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Riverside 1015
Wednesday, Aug. 4
9:45 a.m.
Ruth W. Chabay, North Carolina State Univ.
919-513-4826, ruth_chabay@ncsu.edu
Co-Author(s): Bruce A. Sherwood
Abstract:
The Matter & Interactions1 curriculum represents a significant change
from the traditional content and pedagogy of the large introductory
calculus-based course taken by engineering and science students.
After four semesters of development and testing at NCSU, use of this
reform curriculum has expanded to involve 50% of the students
taking introductory calculus-based physics, and 7 out of the 13 faculty
teaching lecture sections of the course. We will discuss the issues
involved in making large changes in infrastructure and academic
culture in a relatively short time.
Footnotes:
*Supported in part by NSF grant #DUE-0320608.
1. Matter & Interactions, Ruth Chabay & Bruce Sherwood, Wiley
2002, http://www4.ncsu.edu/~rwchabay/mi.
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EM07: The Optics Project on the Web (WebTOP)*
spacer
Location:
Riverside 1015
Date:
Time:
Author:
Wednesday, Aug. 4
10:00 a.m.
John Foley, Mississippi State Univ.
662-325-2918, jtf1@ra.msstate.edu
Co-Author(s): Taha Mzoughi, Ernest R. Behringer
Abstract:
WebTOP is a web-based, interactive software package designed to
help teachers teach optics and students learn optics. It contains 17
modules that investigate topics in wave simulation, geometrical
optics, physical optics and laser physics. Each module provides the
user with a three-dimensional scene that simulates an optical
phenomenon. The user can change the simulation parameters either
by interacting with a widget in the scene, or by typing in the desired
value. When appropriate the simulation is animated. WebTOP allows
users to record sessions as small, human-readable scripts that can
be replayed and edited. As part of our current CCLI grant, we are
collaborating with colleagues throughout the United States in
developing tutorials based on WebTOP modules. In this talk the
Polarization tutorial will be showcased. The modules and the
Polarization tutorial are available for use and/or download at
http://webtop.msstate.edu.
Footnotes:
*Supported in part by NSF grant #DUE-0231217.
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EM08: Modernization/Expansion of University of Wisconsin River Falls Optics Curriculum*
spacer
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (268 of 337) [7/30/2004 8:38:27 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Riverside 1015
Wednesday, Aug. 4
10:15 a.m.
Eileen Korenic, Univ. of Wisconsin, River Falls
715-425-3560, eileen.korenic@uwrf.edu
Co-Author(s): Lowell I. McCann
Abstract:
This project focused on improving optics education of students at all
levels of our physics curriculum. We added a laboratory experience
to the Optics course for physics majors. We created three new opticsoriented courses for high school teachers as part of the Master of
Science in Education program: Liquid Crystals, Laser Physics, and
Optics. Finally, we developed a Science of Light course for nonscience majors including 22 new hands-on, inquiry-based activities.
As a result of the course adaptations, more students have chosen
optics-based senior projects and secondary school physics teachers
have developed and modified activities and demonstrations for their
own classrooms and for wider dissemination. Using pre- and posttesting in the courses, we measured improvement in understanding
of optics in everyday life and in attitude toward science. Based on
surveys of graduates and secondary school teachers, our physics
majors and nearly 2000 secondary students benefited from our
improved optics curriculum.
Footnotes:
*Supported by NSF grant #0086995.
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EM09: Teaching a Combined Electron Microscopy and Scanning Probe Microscopy Course
spacer
Location:
Riverside 1015
Date:
Time:
Author:
Wednesday, Aug. 4
10:30 a.m.
Da-Ming Zhu, Univ. of Missouri-Kansas City
816-235-5326, zhud@umkc.edu
Co-Author(s): None
Abstract:
A combined electron microscopy and scanning probe microscopy
course has been taught at the University of Missouri-Kansas City.
The course was born out a traditional electron microscopy course.
The addition of scanning probe instrumentation to the course has
given students broader view and experience on new technologies.
Scanning Probe Microscopy (SPM)can give students more hands-on
experience, particularly to those students who are not in physics or
physics related majors. Several experiements designed for students
to do while taking the course will be discussed and the results will be
presented.
Footnotes:
*Sponsored by Gerald Taylor.
spacer
EN:
Plenary Session III: Carol R. Stoker
spacer
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (269 of 337) [7/30/2004 8:38:27 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Union Ballroom I
Wednesday, Aug. 4
11:15 a.m.-12:15 p.m.
Isidoros Doxas, Univ. of Colorado
303-492-7988, doxas@colorado.edu
None
Computer projection (no computer -- must bring own computer),
overhead projector & screen
spacer
EN01: Drilling for Life on Mars
spacer
Location:
Union Ballroom I
Date:
Time:
Author:
Wednesday, Aug. 4
11:15 a.m.
Invited - Carol Stoker, NASA Ames Research Ctr.
650-604-6490, carol.r.stoker@nasa.gov
Co-Author(s): None
Abstract:
I review the evidence for liquid water beneath the Martian surface. I
make the case that a subsurface biosphere could be present on Mars
and show the strategy for accessing it using robotic drilling.
Searching for life with human tended drilling may be a major focus of
future human exploration of Mars. The strategy for searching for
subsurface life on Earth is illustrated by results from a recent drilling
experiment to search for life at Rio Tinto, Spain.
Footnotes:
None
spacer
FA:
Student Conceptions of Atomic and Quantum Physics
spacer
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Union Redwood
Wednesday, Aug. 4
1:00 p.m.-2:30 p.m.
William Evenson, Brigham Young Univ.
801-422-6078, evenson@byu.edu
None
Computer projection (no computer -- must bring own computer),
overhead projector & screen
spacer
FA01:
spacer
Students' Perception of an Atom*
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (270 of 337) [7/30/2004 8:38:27 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Redwood
Wednesday, Aug. 4
1:00 p.m.
Ridvan Unal, Afyon Kocatepe Univ.
011-90-272-228-1311, runal@aku.edu.tr
Co-Author(s): Bekir Oruncak, Huseyin A. Yalim, Ismet Dogan
Abstract:
Students' perception of an atom have been investigated through a
written questionnaire. We looked the ways students describe an atom
and its relation to matter and energy. A total of 919 students from
eight different high schools and Afyon Kocatepe University
participated in the survey. The collected data through a written
questionnaire were analyzed using the phenomenographic method.1
The results were categories.We have compared our results with
previous study.2
Footnotes:
*Supported by AKU- Scientific Research Committee, Grant# 022FENED.10
**Sponsored by Dean Zollman.
1. Ference Marton, Journal of Thought 21, 28-49 (1986).
2. R. Unal and D. Zollman, Student Description of an Atom: A
Phenomenographic Analysis,
http://www.phys.ksu.edu/perg/papers/vqm/AtomModels.PDF
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FA02: Conceptual Learning in a General Education Quantum Physics Course
spacer
Location:
Union Redwood
Date:
Time:
Author:
Wednesday, Aug. 4
1:15 p.m.
Michael Wittmann, Univ. of Maine
2075811237, wittmann@umit.maine.edu
Co-Author(s): Roger E. Feeley, Jeffrey T. Morgan, Eleanor C. Sayre
Abstract:
To measure the effectiveness of a new general education quantum
physics course at The University of Maine, we are investigating
students' learning of concepts in quantum mechanics. We have
modified materials from proven curricula1,2 to match the needs and
skills of students with non-science majors. Students develop basic
concepts of quantum physics with an emphasis on observations and
building analogies to everyday events and intuitive physics situations.
We measure student understanding primarily with written pre- and
post-test responses. Though some students can successfully reason
about bound states of finite wells and tunneling, more have problems
with these and other fundamental ideas of quantum physics.
Footnotes:
1. L.C. McDermott, P.S. Shaffer, and the Physics Education Group at
the University of Washington (2001). Tutorials in Introductory
Physics. New York, Prentice Hall. 2. M.C. Wittmann, R.N. Steinberg,
and E.F. Redish, Activity-Based Tutorials, Volume 2: Modern
Physics, in preparation. New York, John Wiley & Sons, Inc.
Preliminary version available at
http://www.physics.umd.edu/perg/qm/qmcourse/NewModel/.
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (271 of 337) [7/30/2004 8:38:27 AM]
American Association of Physics Teachers
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FA03: Students' Conceptions About Probability in a Double-Slit Experiment for Electrons
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Location:
Union Redwood
Date:
Time:
Author:
Wednesday, Aug. 4
1:30 p.m.
Pornrat Wattanakasiwich, Oregon State Univ.
541-737-4631, muay@physics.orst.edu
Co-Author(s): Krane S. Kenneth
Abstract:
Probability is important in making sense of quantum physics.
However, most physics education research has been focused on the
introductory level. A few previous studies have been done in the area
of modern physics, which involved students' understanding of
probability or even higher-level concepts of QM. We have been
investigating students' conceptions about probability in the double-slit
experiment for electrons. Some of the misconceptions we have
observed were similar to the findings from previous research.
Evidence indicates that some misconceptions were based on
students' misunderstanding of graphical representations and their
confusion between wave concepts in classical and modern physics.
Footnotes:
None
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FA04: Examining Student Understanding of Basic Topics in Quantum Mechanics*
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Location:
Union Redwood
Date:
Time:
Author:
Wednesday, Aug. 4
1:45 p.m.
Andrew Crouse, Univ. of Washington
206-543-9299, acrouse@u.washington.edu
Co-Author(s): Peter S. Shaffer, Lillian C. McDermott
Abstract:
The Physics Education Group at the University of Washington is
investigating student understanding of quantum mechanics as part of
an ongoing research and curriculum development effort. Recent
studies have focused on the topics of probability, stationary states,
measurement, and time-dependence. Examples from pretests, posttests, and interviews will be used to illustrate some common
difficulties students encounter while applying and interpreting basic
quantum mechanical principles.
Footnotes:
*Supported in part by NSF.
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FA05:
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A Survey to Investigate Student Understanding of Quantum Tunneling
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (272 of 337) [7/30/2004 8:38:27 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Redwood
Wednesday, Aug. 4
2:00 p.m.
Jeffrey Morgan, Univ. of Maine
207-581-1038, jeffrey.morgan@umit.maine.edu
Co-Author(s): Michael C. Wittmann
Abstract:
Initial interviews on quantum tunneling with undergraduate physics
majors1 have revealed that a significant percentage of students
believe energy is lost in tunneling and have difficulty sketching and
interpreting the wave function in the region of a potential barrier,
corroborating the findings of Bao2 and others3. We have used these
results to construct a survey designed to probe student conceptual
understanding of tunneling through a symmetric square barrier. The
survey asks respondents to sketch the wave function in the region of
a potential barrier, and to use their sketch to reason about both the
probability of tunneling and the average energy of particles that have
tunneled. Further questions involve changes to the barrier or the
particle energy. We discuss the evolution of the survey design, as
well as the responses of advanced undergraduate physics and
engineering physics majors at the University of Maine during the
2002-03 and 2003-04 academic years.
Footnotes:
1. Jeffrey T. Morgan, Michael C. Wittmann, and John R. Thompson,
"Student understanding of tunneling in quantum mechanics:
examining interview and survey results for clues to student
reasoning," 2003 PERC Proceedings. 2. Lei Bao, "Dynamics of
student modeling: A theory, algorithms, and application to quantum
mechanics," Ph.D. Dissertation, University of Maryland, 1999. 3.
Edward F. Redish, Michael C. Wittmann, and Richard N. Steinberg,
"Affecting student reasoning in the context of quantum tunneling,"
121st AAPT National Meeting.
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FA06: Student Learning of Quantum Mechanics*
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Location:
Union Redwood
Date:
Time:
Author:
Wednesday, Aug. 4
2:15 p.m.
Homeyra Sadaghiani, The Ohio State Univ.
614-688-3598, hsada@mps.ohio-state.edu
Co-Author(s): Lei Bao
Abstract:
Quantum physics is an abstract topic that not only deals with the
inaccessible venues and concepts of the microscopic world, but also
requires a certain degree of mathematical skill. In this study, we aim
to determine the most important skills and concepts that can enhance
students? performance in a quantum mechanics class. We would like
to know, for example, if a relationship exists between particular math
skills and understanding of quantum mechanics. In this talk we will
discuss the research findings with specific examples.
Footnotes:
*Supported in part by NSF grant #REC-0087788 and #REC-0126070.
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (273 of 337) [7/30/2004 8:38:27 AM]
American Association of Physics Teachers
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FB:
High School Teaching: Things That Work
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Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Union California
Wednesday, Aug. 4
1:30 p.m.-3:00 p.m.
Cathy Ezrailson, Texas A&M Univ.
281-773-5458, ezrailson@yahoo.com
None
Computer projection (no computer -- must bring own computer),
overhead projector & screen
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FB01: From Harmonic Oscillators to CDs
spacer
Location:
Union California
Date:
Time:
Author:
Wednesday, Aug. 4
1:30 p.m.
Larry Brown, Mogan Park Academy
773-881-6700, lgbrown@morganparkacademy.org
Co-Author(s): None
Abstract:
I trace the development of concepts beginning with a mechanical
harmonic oscillator through to a Fast Fourier Transform (FFT)
analysis of electronic signals. Hooke's Law, kinematics equations and
Newton's second law are used to analyze an oscillating mass on a
spring. Solutions of the harmonic oscillator equation are shown to be
trigonometric. Standing waves on a string are related to harmonic
oscillators. Kundt's tube and other demonstrations of sound are used
to help students visualize the phenomena. Sine wave signals from a
generator and keyboard synthesizer are amplified while being shown
on a dual trace oscilloscope and used to demonstrate the addition of
sine waves to produce more complex wave forms. The students are
then lead to consider the decomposition of waves as a concept and
then shown FFT analysis of microphone signals which leads to an
introduction of digitizing signals and compression techniques.
Footnotes:
None
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FB02:
spacer
Scintillating Materials in the Classroom
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (274 of 337) [7/30/2004 8:38:27 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union California
Wednesday, Aug. 4
1:45 p.m.
Beth Marchant, Notre Dame Univ.
574-631-3343, marchant.2@nd.edu
Co-Author(s): None
Abstract:
Scintillating materials have optical properties that are much different
from most other materials. When struck by a charged particle (even a
muon from a cosmic ray), they will glow at a particular wavelength.
Research is being done by high school teachers and students on
these materials at the University of Notre Dame. I will present a
background on the research as well as information on how you can
use this knowledge in the classroom. You will be given samples of
scintillating fiber to take back to your classroom in addition to other
handouts.
Footnotes:
None
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FB03: Half-Life or Something Like It*
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Location:
Union California
Date:
Time:
Author:
Wednesday, Aug. 4
2:00 p.m.
Kenneth Cecire, Hampton Univ.
757-728-6533, ken.cecire@hamptonu.edu
Co-Author(s): None
Abstract:
Exponential decay is a key concept in nuclear and particle physics.
The paper will review several simple and safe laboratory experiments
that help students to understand this phenomenon. Nuclear and
particle decay data that can found on the web and analyzed by
students will also be discussed.
Footnotes:
*Supported in part by NSF and the Department of Energy, Office of
Science.
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FB04:
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Model Rocketry in the 21st Century Physics Classroom
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (275 of 337) [7/30/2004 8:38:27 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union California
Wednesday, Aug. 4
2:15 p.m.
Kenneth E. Horst, Goshen H.S.
574-533-8651, ext. 3160, khorst@goshenschools.org
Co-Author(s): None
Abstract:
Model rocketry is an effective way to teach physics and engineering
concepts to high school students. The theoretical physics that
describes the flight of a model rocket can be accessible to these
students. An Excel spreadsheet with basic physics equations can be
used to predict a theoretical flight of a model rocket. This prediction
can also be detailed and modeled, using simulation software such as
RockSim. Electronic flight data recorders are readily available and
can collect motion information during an actual rocket flight. This data
can then be compared to the theoretical models. Students enjoy
designing, building, testing and modifying model rockets, both as inclass activities and in extra-curricular competitions such as the Team
America Rocketry Challenge, sponsored by the National Association
of Rocketry and the Aerospace Industries Association.
Footnotes:
None
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FB05:
The Session Includes a Sequence of Activities and Equipment Made to Enhance Student
Understanding of the Right Hand Rule
spacer
Location:
Union California
Wednesday, Aug. 4
2:30 PM
Dale Freeland, Portage Central H.S.
269-323-5232, dfreeland@portageps.org
Co-Author(s): None
Abstract:
Sequencing of 10 events in helping students understand and apply
right rule to currenet carrying wires will be shown. A commercial
speaker is reviewed after making one from a clear plastic cup, a
straw, wire and magnets. The activities include some original
equipment made for enhanced understanding. This session is aimed
at high school teachers who feel a need to improve their own
sequencing of activities in this area.
Footnotes:
None
Date:
Time:
Author:
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FB06:
spacer
From Force to Electricity and Magnetism: 5th to 12th Grade
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (276 of 337) [7/30/2004 8:38:27 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union California
Wednesday, Aug. 4
2:45 p.m.
Robert Baker, El Camino Fundamental H.S.
916-485-6370, bob.baker@worldnet.att.net
Co-Author(s): None
Abstract:
The Academic Talent Search program at California State University
provides advanced instruction for gifted 5th through 8th grade
students. Last summer a Physics Electricity and Magnetism course
was added to the Academic Talent Search curriculum. I developed
four units of hands-on instruction for this course based on the
Modeling Physics program of Arizona State University. The E&M
course starts with an introduction to force and uses force to develop
energy, electric charge, electric fields electric potential, electric
current, and electrical/magnetic interactions. The session materials
available as handouts provide 18-hours of instruction. The course
stands on its own as an enrichment course for high achieving prehigh school students or the course can be integrated into a normal
high school physics program. The session handouts are currently
used in the Academic Talent Search Program, High School
Conceptual Physics, High School Physics, and Advanced Placement
Physics B.
Footnotes:
None
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FC:
Upper Level Topics in Physics II: Theoretical & Pedagogical
Considerations
spacer
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Union Foothill Suite
Wednesday, Aug. 4
1:30 p.m.-3:00 p.m.
Steven Shropshire, Idaho State Univ.
208-234-4205, shropshi@athena.physics.isu.edu
None
Computer projection (no computer -- must bring own computer),
overhead projector & screen
spacer
FC01:
spacer
Variational Mechanics in One and Two Dimensions
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (277 of 337) [7/30/2004 8:38:27 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Foothill Suite
Wednesday, Aug. 4
1:30 p.m.
Edwin Taylor, Massachusetts Institute of Tech.
781-646-7775, eftaylor@mit.edu
Co-Author(s): Jozef Hanc, Slavomir Tuleja
Abstract:
Why isn't conservation of energy sufficient to predict the motion of a
particle in two and three dimensions in a conservative potential?
Because conservation of energy specifies only speed at a given
location, not velocity. A particle moving in one dimension can reverse
direction at will if energy conservation is the only criterion. Prevent
this crazy motion by demanding that the area under the phase
diagram (mv vs. x) have the smallest possible value. This area
equals the so-called "abbreviated action," which upperclass
mechanics says is a minimum for the actual motion when energy is
conserved. Minimizing abbreviated action also predicts particle
motion in two dimensions. An algebra trick demonstrates that
Hamilton action, the time integral of KE minus PE, is also minimum
for the actual motion. Then we discover that Hamilton action is
fundamental, predicting energy conservation, F = ma, and motion of
multi-particle systems in three dimensions.1
Footnotes:
1. See http://www.eftaylor.com
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FC02: Symmetry in Introductory Mechanics
spacer
Location:
Union Foothill Suite
Date:
Time:
Author:
Wednesday, Aug. 4
1:45 p.m.
Jozef Hanc, Technical Univ.
421 904 685 987, jozef.hanc@tuke.sk
Co-Author(s): None
Abstract:
Conservation laws are powerful tools of physics. Noether's theorem
uses symmetry properties of Nature to provide a deep justification for
conservation laws. For example, invariance under translation in time
leads to the law of conservation of energy. Such symmetry
arguments in classical mechanics are typically developed using highlevel mathematics, which delays their introduction until advanced
mechanics classes. However, the corresponding physical ideas are
much easier to understand than the mathematical derivations.
Applying non-traditional but elementary symmetry arguments to a few
real examples allows us to introduce the relation between symmetry
and conservation in first-year mechanics classes.
Footnotes:
*Sponsored by Edwin F. Taylor.
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FC03:
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Redesigning Second-Year Physics: New Waves Courses at Two Universities
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (278 of 337) [7/30/2004 8:38:27 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Foothill Suite
Wednesday, Aug. 4
2:00 p.m.
David Kaplan, Southern Illinois Univ., Edwardsville
618-650-2479, dkaplan@siue.edu
Co-Author(s): None
Abstract:
A major difficulty faced by upper-level physics students involves the
need to simultaneously absorb new physics and unfamiliar
mathematical technique. Frequently, the novice has difficulty even
separating the two in her/his mind. The free use of Fourier techniques
often imposes a particular source of frustration, as the justification for
the appropriateness of the expansions is usually left to mathematics
courses which stress rigor over physical insight. Introducing a secondyear wave physics course helps in alleviating this. In addition to
providing an early, centralized broad exposure to the wave
phenomena common to many areas of physics, there is an
opportunity to provide meaningful physical insight into wave
equations, superposition, complete sets of functions, linearization,
and Fourier techniques in a familiar classical physics context.
Aspects of my experience in meeting these goals with today's
students in setting up new waves courses at two different universities
will be discussed.
Footnotes:
*Sponsored by Thomas Foster.
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FC04:
Simple Solutions for Quantum Harmonic and Anharmonic Oscillators Using
Heisenberg's Matrix Mechanics
spacer
Location:
Union Foothill Suite
Wednesday, Aug. 4
2:15 p.m.
William A. Fedak, Univ. of Michigan, Dearborn
248-567-3028, bfedak@umd.umich.edu
Co-Author(s): Jeffrey J. Prentis
Abstract:
We present an algebraic method for solving the quantum mechanical
problems of the harmonic and anharmonic oscillators without the use
of wave functions, Schrödinger equations, Hermite polynomials, Dirac
notation, ladder operators, or quantum mechanical perturbation
theory. This method is based on Heisenberg's original "quantum
theoretical re-interpretation" which comes as close as possible to the
formalism of classical mechanics. The energy of the stationary states
and the transition probability between the states emerge from the
same calculation. This method of quantum mechanics retains the
dynamics (F=ma) of classical mechanics but replaces the Fourier
series for x(t) with a matrix of observable transition elements (spectral
frequency and intensity) which characterize the line spectrum of the
emitted light. Such an approach illuminates the connection between
classical and quantum physics and is suitable for use in introductory
quantum courses.
Date:
Time:
Author:
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (279 of 337) [7/30/2004 8:38:27 AM]
American Association of Physics Teachers
Footnotes:
None
spacer
FC05: Accurate Computation of Exact Pendulum Motion
spacer
Location:
Union Foothill Suite
Date:
Time:
Author:
Wednesday, Aug. 4
2:30 p.m.
Satinder Sidhu, Washington College
410-778-7255, ssidhu2@washcoll.edu
Co-Author(s): None
Abstract:
It is well known that a pendulum performs simple harmonic motion
only in the limiting case of an infinitesimally-small amplitude. Many
intermediate-level textbooks consider the large-amplitude case and
derive the expression for the exact period of motion in terms of the
complete elliptic integral. The latter is then left as something to be
looked up in a table, or computed from its expansion as a power
series in the amplitude. The fact that this integral can be computed
through a centuries-old, trivially simple algorithm is so little
appreciated that it could qualify as the best-[un]kept secret in
computational work. The algorithm will be described, along with its
extensions to compute the pendulum's angular position and velocity
as functions of time. A computer program that computes these
quantities to machine-limited precision will be made available.
Footnotes:
None
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FC06: Defying Gravity: Dynamics of the Double-Cone V-Rail System
spacer
Location:
Union Foothill Suite
Date:
Time:
Author:
Wednesday, Aug. 4
2:45 p.m.
Sohang Gandhi, Univ. of Central Florida
407-696-2098, sohang_gandhi@yahoo.com
Co-Author(s): None
Abstract:
Consider a ramp consisting of two rails converging to form a ?V,?
which are at an incline with respect to the horizontal. When a doublecone is placed upon the incline, it can be demonstrated that the
object rolls, spontaneously, upward for certain angles of inclination. A
qualitative explanation is already known for the phenomenon: as the
cone rolls uphill, the widening of the ramp allows the center of mass
of the cone to drop, overbalancing the increase of altitude due to the
inclination of the ramp. However, it appears that a thorough and
mathematically rigorous account has yet to be published in the
literature. The goal of this project is to remedy this omission.
Although the statement of the problem is quiet simple, the solution
presents unique challenges which require skillful and imaginative
application of the various techniques of analytical mathematics. The
geometry of the system adds considerable difficulties; mastery of
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (280 of 337) [7/30/2004 8:38:27 AM]
American Association of Physics Teachers
Footnotes:
three-dimensional geometry will be necessary.
*Sponsored by Costas Efthimou.
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FD:
Pacific Rim Women in Physics
spacer
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Union Orchard Suite
Wednesday, Aug. 4
1:30 p.m.-2:45 p.m.
Betty Preece,
321-723-6835, bp@snez.net
None
Computer projection (no computer -- must bring own computer),
overhead projector & screen
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FD01: Active Learning in Physics in Developing Countries
spacer
Location:
Union Orchard Suite
Date:
Time:
Author:
Wednesday, Aug. 4
1:30 p.m.
Invited - Minella Alarcon, UNESCO (SC/BES/MPC)
011-33-1-45683891, m.alarcon@unesco.org
Co-Author(s): None
Abstract:
UNESCO promotes active learning as student-centred, hands-on and
minds-on technique of teaching physics. An activity-based approach,
students work in groups, experiment in class, and are guided to
discuss among themselves their observations, predictions, and
results. Teachers prepare activities, hardly lecture or explain, instead,
guide students in making observations, analysing results, and making
conclusions. Assessment is an essential part of the method and
takes place almost immediately. UNESCO promotes active learning
in developing countries for two main reasons: to foster the use of
laboratory and hands-on activities in physics classes, and promote
conceptual understanding among physics teachers. Interventions
take the form of workshops and training courses using traditional
equipment and inexpensive materials. By considering the diverse
needs and conditions in target countries, training modules are being
developed based on available resources and cultural context.
Workshop facilitators and resource persons include those from
developing countries and more of them will be trained.
Footnotes:
None
spacer
FD02:
spacer
Teaching and Learning of Physics in Australian Universities*
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (281 of 337) [7/30/2004 8:38:27 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Orchard Suite
Wednesday, Aug. 4
2:00 p.m.
Manjula Sharma, Univ. of Sydney
011-61-2-9351-2051, m.sharma@physics.usyd.edu.au
Co-Author(s): None
Abstract:
The Australian Universities Teaching Commission has funded a team
with members from 12 institutions to investigate the changes
occurring in the teaching and learning of physics at Australian
Universities. The project aims to study a variety of factors ranging
from learning outcomes, curriculum development, employer and
student satisfaction to staff development. The focus of the project is
on undergraduate physics including service teaching, and the role of
the multidisciplinary nature of physics on undergraduate programs. In
this talk I will present the rationale for the project, the research plan
and some preliminary results.
Footnotes:
*Supported by the Australian Universities Teaching Commission.
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FD03: Introducing Our New Textbook Selected Topics of General Physics and Applications
spacer
Location:
Union Orchard Suite
Date:
Time:
Author:
Wednesday, Aug. 4
2:15 p.m.
Invited - Yan-Lai Yan, Shanghai Jiao Tong Univ.
(86)21-64740230 13501804009, ylyan@sjtu.edu.cn,
ylyan@online.sh.cn
Co-Author(s): None
Abstract:
This book is one of the "Textbook Series for 21st Century" recently
published by the Higher Education Press. It is a product of the
National Project on Reform of College Physics Teaching for 21st
Century sponsored by the State Ministry of Education of China, and I
am the Co-chief Editor. The book touched on nine selected topics,
including big bang, entropy, sensor, synchrotron radiation, laser,
superconductivity, nano-technology, and the physics behind some
famous ancient Chinese technology. Each of them was treated on the
knowledge based on level of General Physics. The main purpose of
the book is to guide the students to appreciate the beauty and
harmony of physics and to realize how can be such widely applied
thus being more pictured in comprehension. I have lectured
sophomores of Shanghai Jiao Tong University on these topics in a
quite leisurely way. Almost every student showed great interest in the
course and fed back with positive comments.
Footnotes:
None
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FE:
Computer Software and Web Assistance in Teaching Physics
spacer
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (282 of 337) [7/30/2004 8:38:27 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Union Ballroom I
Wednesday, Aug. 4
1:30 p.m.-3:15 p.m.
Robert Teese, Rochester Institute of Technology
585-475-6578, rbtsps@rit.edu
None
Computer projection (no computer -- must bring own computer),
overhead projector & screen
spacer
FE01: Take (Your) Work Out of (Their) Homework*
spacer
Location:
Union Ballroom I
Date:
Time:
Author:
Wednesday, Aug. 4
1:30 p.m.
Patsy McDonald, Univ. of Texas
512-471-5416, patsymc@physics.utexas.edu
Co-Author(s): C. Fred Moore
Abstract:
Tired of grading homework? Like pedagogically sound problems?
You can select thought-provoking homework problems for your
students, then let the Homework Service take over the delivery and
grading, all under your control. Over 8800 physics and 4200 physical
science problems are available. Problems are both multiple choice
and algorithmic (requiring calculated answers) in nature, ranging in
difficulty from conceptual through AP to college freshman level. Your
only cost is some printing and minimal connect time. The system
delivers unique problems to your students, grades their answers,
gives them immediate feedback and a chance to resubmit answers
after reworking the problems, then provides complete explanations
after the due date. Students also have minimal connect time since
they work their problems off line. Tests can also be generated; all test
questions become multiple choice in nature.
Footnotes:
*See http://hw.utexas.edu/overview.html.
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FE02:
spacer
Some Experiments for a Distance-Education Laboratory Physics Course
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (283 of 337) [7/30/2004 8:38:31 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Ballroom I
Wednesday, Aug. 4
1:45 p.m.
Daniel Marble, Tarleton State Univ.
254-968-9880 , marble@tarleton.edu
Co-Author(s): Daniel J. Suson, Mirley K. Balasubramanya, Lionel D. Hewett, Omar
A. Gonzalez
Abstract:
Six state universities in Texas have formed the Texas Electronic
Coalition for Physics to sustain and strengthen their physics
programs. Upper-division distance education physics courses
originate at one member campus and students at other member
campuses receive them through a hybrid ITV-internet medium. We
describe here some strategies for teaching an upper division
laboratory physics course for such a distributed learning environment.
We have devised seven categories of physics experiments. Students
can participate in these experiments without having to be physically
present at the location of the experimental setup.
Footnotes:
None
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FE03: Revitalizing Physics Programs Through a Distributed Department
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Location:
Union Ballroom I
Date:
Time:
Author:
Wednesday, Aug. 4
2:00 p.m.
Mirley Balasubramanya, Texas A&M Univ., Corpus Christi
361-825-6020, bala@falcon.tamucc.edu
Co-Author(s): James Espinosa, Omar A. Gonzalez, Daniel J. Suson, Paul H. Cox
Abstract:
A group of state universities in Texas has jointly offered upper-level
undergraduate physics courses through the Texas Electronic
Coalition for Physics for the past ten years. They have formalized
their relationship to successfully create a fully functioning distributed
physics department. We report on the status of this innovative
project, the inter-institutional organizational structures that have
evolved to support this initiative, the successes achieved by the
distributed department during the past three years, and the problems
encountered and possible solutions. We also report on the hybrid
interactive TV-internet media employed by the coalition for upper
level physics education.
Footnotes:
None
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FE04:
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Mathematica with a Numerical Methods Course
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (284 of 337) [7/30/2004 8:38:31 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Ballroom I
Wednesday, Aug. 4
2:15 p.m.
Rodney Varley, City Univ. of New York, Hunter College
212-772-5252, rodney.varley@hunter.cuny.edu
Co-Author(s): None
Abstract:
An interdisciplinary "Numerical Methods" course has been shared
between physics, mathematics and computer science since 1992 at
Hunter C. Recently, the lectures and workshops for this course have
become formalized and placed online.1 Mathematica notebooks for
the lectures are available for automatic download (by "double
clicking" the lecture icon) for student use in the classroom or at home.
AOL (or Netscape/Explorer) can be used provided Mathematica (or
the "free" MathReader) has been made a "helper application". Using
Mathematica has the virtue that mathematical equations (no LaTex
required) can easily be included with the text for computations and
Mathematica's graphing is easy to use. Computational cells can be
included within the notebook and students may easily modify the
calculation to see the result of "what if..." questions. Homework is
sent as Mathematica notebooks to the instructor via the internet and
the corrected workshops are returned in the same manner. Most
exam questions require computational solutions.
Footnotes:
1. See http:/www.ph.hunter.cuny.edu; follow the links "Course
Listings and Websites" >> "PHYS385 (Numerical Methods).
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FE05: Should a Fortran-Savvy Physics Teacher Learn Java, Flash, or Neither?*
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Location:
Union Ballroom I
Date:
Time:
Author:
Wednesday, Aug. 4
2:30 p.m.
Michael A. Dubson, Univ. of Colorado, Boulder
303-492-4938, michael.dubson@colorado.edu
Co-Author(s): None
Abstract:
If you want to write sophisticated, interactive simulations that can be
widely and safely distributed via the Internet, there are only two
possible programming languages to use: Java and Flash. Both are
powerful, object-oriented languages, full of idiosyncrasies, and
difficult to master. If you have experience with procedural languages,
such as Fortran or Basic, your procedural habits may hinder mastery
of object-oriented thinking. Both Java and Flash have undergone
major revisions in the last few years, with drastic modifications
inelegantly layered on top of older, obsolete ones, which are retained
for backward compatibility. Novices are confronted with a diverse
tutorial literature describing an uncomfortable mix of programming
styles. In this talk, I'll compare the languages, show some
programming examples, and describe the joys and frustrations of
getting started with either. The moral will be: enter with caution!
Footnotes:
*Supported in part by the NSF and the Kavli Foundation.
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (285 of 337) [7/30/2004 8:38:31 AM]
American Association of Physics Teachers
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FE06: Use of Graphing Calculator and iMovie in Physical Science Education
spacer
Location:
Union Ballroom I
Date:
Time:
Author:
Wednesday, Aug. 4
2:45 p.m.
David l. Blackman, Univ. of California, Berkeley - Retired
541-512-9722, gribear@mind.net
Co-Author(s): None
Abstract:
Just as symmetry group simplify overlap integral calculation, fixed
point and bifurcation analysis make equilibrium and stable point
calculations a breeze. Teaching the fundamental concepts behind
this analysis is facilitated by movies created with Graphing Calculator
and iMovie. Problems from mechanics, electronics, biological, and
photonic will be used to illustrate bifurcation and fixed point analysis.
A bead on a rotating ring will illustrate pitchfork bifurcation; a
simplified laser will illustrate a transcritical bifucation; Hemoglobin
saturation equilirium will illustrate saddle point-node bifurcation; and a
simplified model of the hydrogen cation potential well will illustrate
potential wells, K-capture and bonding/antibonding phenomena.
Footnotes:
None
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FE07: Entanglement: From Quantum Strangeness to Information Technology
spacer
Location:
Union Ballroom I
Date:
Time:
Author:
Wednesday, Aug. 4
3:00 p.m.
M. Hossein Partovi, California State Univ., Sacramento
916-278-6501, hpartovi@csus.edu
Co-Author(s): None
Abstract:
Entanglement is an extraordinarily powerful form of correlation that is
manifested among quantum systems. Once established, it will persist
even if the parties are separated to large distances, a feature that
greatly troubled Einstein and Schroedinger. However, entanglement
can be degraded or destroyed if the parties interact with other
systems, whence its extreme fragility. Quantum computers rely on
entanglement to achieve a highly parallel mode of processing that
offers the prospect of rendering certain intractable problems readily
computable. This would make RSA cryptography, which is routinely
used to secure sensitive communications such as those for internet
commerce, readily decipherable. Remarkably, the fragility of
entanglement provides the remedy in the form of an undecipherable
encryption scheme, quantum cryptography. Quantum teleportation is
another exotic phenomenon based on entanglement. A discussion of
these ideas with attention to historical context and implications for
technology will be presented.
Footnotes:
*Sponsored by Paul Peter Urone.
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (286 of 337) [7/30/2004 8:38:31 AM]
American Association of Physics Teachers
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FF:
Physics & Society Education: Arms Controls and Other Societal
Issues
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Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Mendocino 1003
Wednesday, Aug. 4
1:30 p.m.-3:15 p.m.
Jane Flood, Muhlenberg College
484-664-3411, flood@muhlenberg.edu
None
Computer projection (no computer -- must bring own computer),
overhead projector & screen
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FF01: Direct Science Instruction Suffers Setback in California - Or Does It?*
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Location:
Mendocino 1003
Date:
Time:
Author:
Wednesday, Aug. 4
1:30 p.m.
Richard Hake, Indiana Univ., Emeritus
818-992-0632, rrhake@earthlink.net
Co-Author(s): None
Abstract:
On 10 March 2004, the California State Board of Education (CSBE),
bending to pressure from teachers, scientists, and leaders of industry
and higher education, amended the California Curriculum
Commission's (CCC's) Criteria for Evaluating K-8 Science
Instructional Materials in Preparation for the 2006 Adoption.1 The
most startling amendment reversed the Criteria's demand that
"instructional materials must compose no more than 20 to 25 percent
of hands-on activities" to read "instructional materials must compose
at least 20 to 25 percent of hands-on activities." Although heralded as
a setback for direct instruction (DI) in California, I argue that DI will
probably continue to predominate in K-8 science classrooms because
instructional material adoptions will be heavily influenced by the DIoriented CCC and CSBE. I list 11 objections to the Criteria that
remain in force despite the amendments, and make three
suggestions for loosening the CCC's stifling stranglehold on K-8
science education: replace the CCC's DI diehards; rewrite the Criteria
to insure local control of teaching practices and instructional
materials; and drastically upgrade teachers' salaries and working
conditions.
Footnotes:
*Supported in part by NSF grant #DUE/MDR-9253965. 1. For a Nov.
10, 2003, outline of the California Curriculum Commission Science
Committee Draft Proposal for K-8 Science in California in 2006 see
http://www.physics.indiana.edu/~hake/CCCSC-2006Proposal-4.pdf.
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (287 of 337) [7/30/2004 8:38:31 AM]
American Association of Physics Teachers
FF02: Teaching About Nuclear Weapons
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Location:
Mendocino 1003
Date:
Time:
Author:
Wednesday, Aug. 4
1:45 p.m.
Art Hobson, Univ. of Arkansas
479-575-5918, ahobson@uark.edu
Co-Author(s): None
Abstract:
You can teach your introductory classes plenty of physics while
incorporating content that is relevant to today's news by devoting one
or more class periods to nuclear weapons. Topics can include
E=mc2, the energetics of fission and fusion, the discovery of fission,
the chain reaction, uranium enrichment, plutonium processing, the
Manhattan Project, A-bomb and H-bomb design, the destructive
power of these weapons, nuclear weapons proliferation, and class
discussion of the human implications of all this. For more details, see
my textbook Physics: Concepts and Connections (Prentice Hall, 3rd
edition 2003).
Footnotes:
None
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FF03: Nuclear Weapons of Mass Destruction Missing from Physics Textbooks
spacer
Location:
Mendocino 1003
Date:
Time:
Author:
Wednesday, Aug. 4
2:00 p.m.
Lynda Williams, Santa Rosa Junior College
707-527-4680, lwilliams@santarosa.edu
Co-Author(s): None
Abstract:
Most physics textbooks do not include a chapter, section or even a
mention of the physics or history of nuclear weapons. Most folks
would agree that the production of nuclear weapons is one of the
most significant 'achievements' of physics in the 20th century. Why
then is the subject left out of physics textbooks? Who better to teach
the history and science of The Bomb than the ones who created it?
The irony is that this is a topic in physics most students are eager to
learn about! In the current political climate it is vital that students (and
the public) understand the history and science of nuclear weapons.
Indeed, to complete a one year survey course in physics (ala Cutnell
and Johnson) and never learn about nuclear weapons is a grave
disservice to our students. In my talk I will conduct a survey of the
treatment of nuclear weapons in physics textbooks at both the high
school and college levels. I will then make a case for the importance
of including nuclear weapons in all physics curriculum and provide
samples of lesson plans.
Footnotes:
None
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (288 of 337) [7/30/2004 8:38:31 AM]
American Association of Physics Teachers
FF04: Institute for Learning in Retirement at Miami University (Ohio)
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Location:
Mendocino 1003
Date:
Time:
Author:
Wednesday, Aug. 4
2:15 p.m.
Joseph Priest, Miami Univ.
513-529-5658, priestjr@muohio.edu
Co-Author(s): None
Abstract:
The Institute for Learning in Retirement (ILR) at Miami University
promotes opportunities for retirement-age persons to enrich their
lives as they explore areas within science, the arts, society,
technology, literature, languages, business, economics, and other
subjects of interest. Classes involve one period a week for five
weeks. I have taught four courses in ILR titled Energy and Society,
The Manhattan Project, Magnetism: Its Everywhere, and Physics for
Those Who Think They Hate Physics. Participants in these classes
are very eager to learn about science and societal issues, and they
are a joy to teach and to be with. The organization of these courses
and the perceived merits of teaching them will be discussed.
Footnotes:
None
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FF05:
Radiation and Nuclear Technology for Non-Scientists: An Experimental Undergraduate
Course
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Location:
Mendocino 1003
Wednesday, Aug. 4
2:30 p.m.
Kathryn Miknaitis, Univ. of Washington
206-543-4032, gator@u.washington.edu
Co-Author(s): None
Abstract:
A new undergraduate physics course was created, covering radiation
and nuclear technology for non-science students. The goal was to
explore socially relevant scientific literacy education by teaching the
basic science of the atom, the nucleus, and radiation phenomena
alongside applications to current issues. Topics included debates on
cell phones and brain cancer, depleted uranium use in the military,
"dirty bomb" threats, nuclear waste controversies, nuclear power
issues, and nuclear weapons proliferation. This course was
developed and taught by a physics graduate student through the
Huckabay Teaching Fellowship program at the University of
Washington, under the mentorship of Stamatis Vokos of Seattle
Pacific University, and Derek Storm of the University of Washington.
An overview of the course and the unique challenges of this teaching
project will be given. Assessment of student learning and lessons
from the project will also be described.
Footnotes:
*Sponsored by Stamatis Vokos.
Date:
Time:
Author:
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (289 of 337) [7/30/2004 8:38:31 AM]
American Association of Physics Teachers
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FF06: An Innovative Course in Technical Writing and Much More
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Location:
Mendocino 1003
Date:
Time:
Author:
Wednesday, Aug. 4
2:45 p.m.
Maria B. Cranor, Univ. of Utah
801-581-7632, mc@physics.utah.edu
Co-Author(s): Richard H. Price
Abstract:
As part of a new degree progam for physics majors considering a
wide variety of career options, we have developed an upper level
course in technical communication that is very different from most
university writing courses. In this course, the emphasis in written and
oral communication is on clarity and efficiency, but the course goes
beyond writing and speaking. Modules are included on project
organization (proposals, updates, final reports), ethics in the technical
workplace (scientific fraud, voodoo science, the Sokal hoax), legal
aspects of science (patent law, scientific testimony and the Frye
decision), managerial decisions (group work, aligning goals and
rewards), and statistics on the run (rules of thumb and abuses of
statistics). Though the course is in principle very portable, it is highly
labor intensive and is a course that cannot be taught by most faculty
members.
Footnotes:
*Sponsored by Richard H. Price.
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FF07: From Lord Kelvin's Warming Machine to Groundwater Heat Pumps
spacer
Location:
Mendocino 1003
Date:
Time:
Author:
Wednesday, Aug. 4
3:00 p.m.
Harvey S. Leff, California State Polytechnic Univ.
909-869-4013, hsleff@csupomona.edu
Co-Author(s): None
Abstract:
Lord Kelvin (William Thomson) introduced the heat pump concept,
imagining a high-efficiency warming machine that expands cold
outdoor air isothermally while absorbing energy from the outdoors,
then compresses it adiabatically to increase its temperature, and
delivers it to a cooler indoor space. Modern heat pumps vaporize a
cold liquid refrigerant by absorption of energy from winter outdoor air,
then compress the vapor to raise its temperature, and use it to heat
cooler indoor air via a heat exchanger. Because heat pump
efficiencies drop with lower outdoor temperatures, using groundwater
as a heat pump's low-temperature energy source enables more
efficient heating. I shall outline the history of the heat pump from Lord
Kelvin to the present day, focusing on energy and environmental pros
and cons of groundwater heat pumps and relevant physics principles.
Footnotes:
None
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (290 of 337) [7/30/2004 8:38:31 AM]
American Association of Physics Teachers
spacer
FG:
NSF-CCLI Projects, III: Text/Materials Development &
Dissemination
spacer
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Mendocino 1005
Wednesday, Aug. 4
1:30 p.m.-3:30 p.m.
Donald Holcomb, Cornell Univ.
607-254-8971, dfh1@cornell.edu
None
Computer projection (no computer -- must bring own computer),
overhead projector & screen
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FG01: A Flexible Text in Computation for Undergraduate Physics Majors
spacer
Location:
Mendocino 1005
Date:
Time:
Author:
Wednesday, Aug. 4
1:30 p.m.
David Cook, Lawrence Univ.
920-832-6721, david.m.cook@lawrence.edu
Co-Author(s): None
Abstract:
For about 15 years, use of graphical, symbolic, and numeric
computational tools throughout the Lawrence undergraduate physics
curriculum has steadily increased. NSF CCLI-EMD grant DUE9952285 has supported the refinement and completion of a flexible
text based on these developments at Lawrence but designed to
support efforts of many departments to embed computation in their
undergraduate programs, even when those departments use different
software packages on different hardware platforms than those in use
at Lawrence. The end result has benefitted from the comments of 70
physics faculty members who participated in one of four week-long
summer workshops held at Lawrence and from beta testing by a few
of those individuals at institutions around the country. Detailed
information about the project and the resulting text is posted on the
project web site, http://www.lawrence.edu/dept/physics/ccli.
Footnotes:
None
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FG02:
spacer
Physics for Architects: A Textbook for Architecture Students*
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (291 of 337) [7/30/2004 8:38:31 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Mendocino 1005
Wednesday, Aug. 4
1:45 p.m.
Yehuda Salu, Howard Univ.
301-236-9019, ysalu@howard.edu
Co-Author(s): None
Abstract:
Most undergraduate architecture programs in the United States
require their students to take an introductory physics class. The main
three reasons for that are: 1. Architects have to understand the
fundamentals of physics as they apply to their profession. 2. Physics
is a component of general education. 3. Physics is a tool for
developing analytical thinking skills. Most architecture students take
their physics with pre-med and similar majors, in courses whose
textbooks and curriculum are determined mostly by the needs of the
other groups. Obviously, this situation is not optimal for architecture
students. A new textbook, Physics for Architects was developed to
better serve undergraduate architecture students. To comply with the
three reasons mentioned above and to meet the time constraints of
the class, it was necessary to judiciously select the included topics, to
expand some of them, and to limit and modify others. An overview of
the book, its philosophy, and its implied curriculum will be presented.
Footnotes:
*Supported in part NSF CCLI grant #DUE-0087360.
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FG03: NSF Impact on Professional Activity at a Liberal Arts College*
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Location:
Mendocino 1005
Date:
Time:
Author:
Wednesday, Aug. 4
2:00 p.m.
Wolfgang Christian, Davidson College
704-894-2322, wochristian@davidson.edu
Co-Author(s): Mario Belloni
Abstract:
The NSF CCLI-EMD program funded the Open Source Physics
Education project in 2002. This project's goal is to create new open
source applets as well as to nationally disseminate curricular material
based on these applets. The material we are developing as part of
this grant encompasses a wide variety of topics: introductory physics,
computational physics and upper-level physics. This, however, was
not the first NSF grant we received. Early cost-sharing grants had
tremendous local impact and led directly to the goals that are being
realized in the current grant. Nationally, NSF programs have been
essential in supporting professional development and in supporting
the development, dissemination, and assessment of curricular
materials. This talk will describe the past, present, and future of
curriculum development at Davidson College focusing on the unique
local and national deliverables that were created as a direct result of
NSF support.
Footnotes:
*Supported by NSF grant #DUE-0126439.
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (292 of 337) [7/30/2004 8:38:31 AM]
American Association of Physics Teachers
FG04: The Computational Physics for Undergraduates (CPUG) Degree Program at OSU*
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Location:
Mendocino 1005
Date:
Time:
Author:
Wednesday, Aug. 4
2:15 p.m.
Rubin Landau, Oregon State Univ.
541-737-1693, rubin@physics.orst.edu
Co-Author(s): None
Abstract:
A four-year undergraduate degree program leading to a Bachelor's
degree in Computational Physics is described. The courses and texts
developed are research- and Web-rich, and culminate in an
advanced computational laboratory derived from graduate theses and
faculty research. The five computational courses developed for this
program act as a bridge connecting the physics with the computation
and the mathematics, and the computational science community. A
multilanguage text for a course in Introductory Scientific Computing is
in preparation for publication by Princeton University Press, while a
new, and highly revised, version of an intermediate-upper level text in
Computational Physics is in preparation for publication by WileyInterscience.
Footnotes:
*Supported in part by NSF grant #998094 and the National
Partnership for Advanced Computational Infrastructure-EOT.
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FG05: Teaching Computer Simulation
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Location:
Mendocino 1005
Date:
Time:
Author:
Wednesday, Aug. 4
2:30 p.m.
Harvey Gould, Clark Univ.
508-793-7485, hgould@clarku.edu
Co-Author(s): None
Abstract:
Computational physics has become a third way of doing (and
learning) physics, complementing theoretical and experimental
physics. I will discuss the advantages of teaching computational
physics in the context of a laboratory-based course on computer
simulation, and present some of the topics from the forthcoming
edition of a computer simulation text which is being written in
collaboration with Jan Tobochnik and Wolfgang Christian.
Footnotes:
None
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FG06:
spacer
Magnetism TIPERs*
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (293 of 337) [7/30/2004 8:38:31 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Mendocino 1005
Wednesday, Aug. 4
2:45 p.m.
Curtis Hieggelke, Joliet Junior College
815-280-2371, curth@jjc.cc.il.us
Co-Author(s): David P. Maloney, Thomas L. O'Kuma
Abstract:
This paper will illustrate and describe materials from a collection of
new instructional materials for the topics and concepts in magnetism.
These materials can be used as classroom materials, quizzes or
exam questions, or homework. These materials employ various
TIPER (Tasks Inspired by Physics Education Research) formats that
include: Ranking Tasks; Working Backwards Tasks; What, if
anything, is Wrong Tasks; Qualitative Reasoning Tasks; Bar Chart
Tasks; Conflicting Contentions Tasks; Linked Multiple Choice Tasks;
Changing Representations Tasks; Meaningful, Meaningless
Calculations Tasks; and other types of alternative task formats. The
tasks are arranged into sets of issues or questions that provide a way
of asking a question in different ways. Such materials support active
learning approaches and can be easily incorporated without making
major changes in teaching.
Footnotes:
*Supported in part by CCLI grant # 9952735 from NSF's Division of
Undergraduate Education.
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FG07: TIPERs for Electrostatics*
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Location:
Mendocino 1005
Date:
Time:
Author:
Wednesday, Aug. 4
3:00 p.m.
David Maloney, Indiana Univ.-Purdue Univ., Fort Wayne
260-481-6292, maloney@ipfw.edu
Co-Author(s): Curtis J. Hieggelke, Stephen E. Kanim
Abstract:
This paper will be a progress report on the work of developing
TIPERs (Tasks Inspired by Physics Education Research) for the topic
of electrostatics. An individual TIPER is a one page task from one of
12 formats (Ranking Tasks, Comparison Tasks, What, if anything, is
wrong Tasks, Bar Chart Tasks, etc) that can be used in a variety of
ways by introductory physics instructors. We are developing TIPER
sets where each set has four, or more, different task formats asking
essentially the same question, or asking about the same physical
situation. These sets are intended to enable instructors to have the
students reason through, or confront, the ideas several different
times/ways by responding to various formats. The materials are
designed so that an instructor can use one, or more, of the tasks in a
set without having to make major changes in his/her pedagogy.
Footnotes:
*Supported by NSF CCLI grant #0125831.
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (294 of 337) [7/30/2004 8:38:31 AM]
American Association of Physics Teachers
FG08: Creation of Multimedia Textbook for Contextually-Relevant Introductory Course*
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Location:
Mendocino 1005
Date:
Time:
Author:
Wednesday, Aug. 4
3:15 p.m.
DJ Wagner
Rensselaer Polytechnic Institute/Grove City College
724-458-3789, djwagner@gcc.edu
Co-Author(s): None
Abstract:
The Science of Information Technology (ScIT) introduces students to
physics principles critical to the operation of information technology.
The course has been offered as an elective at Renssealer since
1999, with materials delivered through WebCT. Students from all
disciplines have completed the course; the vast majority of them have
demonstrated both enjoyment and learning. ScIT covers a wide
range of physics topics, blending traditionally-covered topics like
capacitance with topics like quantum-mechanical tunneling that are
often omitted from traditional physics courses. The course is
structured around four facets of how Information Systems work:
Information Transfer, Information Storage, Information Processing,
and Future Information Technologies. Our NSF-CCLI grant has
enabled the conversion of many course materials into a form useful
by other institutions, along with the study of student preconceptions
of topics covered by the course. This talk will demonstrate the
available materials and provide results of evaluations of student
learning and attitude.1
Footnotes:
*RPI work supported in part by NSF CCLI Program under grant DUE0089399 1. See http://www.rpi.edu/dept/phys/ScIT
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FH:
Effective Teacher Training: What's New, What Works?, II
spacer
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Riverside 1015
Wednesday, Aug. 4
1:30 p.m.-3:45 p.m.
Lila Adair, Piedmont College
770-266-6168, adairtlj@mindspring.com
None
Computer projection (no computer -- must bring own computer),
overhead projector & screen
spacer
FH01:
spacer
Arizona State University's Summer Graduate Program for Physics Teachers*
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (295 of 337) [7/30/2004 8:38:31 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Riverside 1015
Wednesday, Aug. 4
1:30 p.m.
Jane Jackson, Arizona State Univ.
480-965-8438, jane.jackson@asu.edu
Co-Author(s): David O. Hestenes
Abstract:
A summer graduate program at Arizona State University1 prepares
high school physics teachers nationwide to lead science education
reform in their schools. Courses are in three main categories: 1.
research-based physics pedagogy (Modeling Instruction) in full
accord with the National Science Education Standards; 2.
interdisciplinary courses to promote collaboration among teachers in
different sciences and understanding of relations among science,
society and environment; 3. major advances in 20th century physics.
Courses in the second and third categories are taught by research
scientists to share their insights and excitement directly with
teachers. Teachers share with the faculty what they know about
science pedagogy. Although the program is fundamentally for lifelong
learning, it can lead to a Master of Natural Science degree. More
than 150 teachers participate each summer. The program is very
successful; evidence will be presented.
Footnotes:
* Supported in part by an NSF grant. 1. See
http://modeling.asu.edu/MNS/MNS.html.
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FH02: Physics for Elementary Teachers: A New Curriculum*
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Location:
Riverside 1015
Date:
Time:
Author:
Wednesday, Aug. 4
1:45 p.m.
Fred M. Goldberg, San Diego State Univ.
619-594-6609, fgoldberg@sciences.sdsu.edu
Co-Author(s): Steve Robinson, Valerie Otero
Abstract:
With support from NSF we have developed a one-semester researchbased Physics for Elementary Teachers (PET) course that focuses
on achieving four main goals: physics content, nature of science,
elementary students' ideas, and learning about learning. During the
2003-2004 academic year the curriculum has been piloted at six
Universities. In this talk I will briefly describe the curriculum, focusing
on the conceptual, nature of science, and learning about learning
components. I will also share some preliminary evaluation data. Next
year we expect PET to be field-tested at about 25 Universities and
two-year colleges. Information about the PET curriculum is available
at http://cpucips.sdsu.edu/web/pet.
Footnotes:
*Supported by NSF Grant ESI-0138900
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FH03:
Can Inquiry Experience Change Students' Preconceptions About Teaching?
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (296 of 337) [7/30/2004 8:38:31 AM]
American Association of Physics Teachers
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Location:
Riverside 1015
Date:
Wednesday, Aug. 4
Time:
2:00 p.m.
Author:
Gordon Aubrecht, II, The Ohio State Univ.
740-389-6786, ext. 6250, aubrecht@mps.ohio-state.edu
Co-Author(s): None
Abstract:
In teaching inquiry classes in physics, we ask ask students to reflect
on their learning in journals. One of the journal questions deals with
student conceptions of their use (or non-use) of inquiry techniques in
their own classrooms in the future. We report on students' answers to
this question over our decade-long experience in running this course,
which reflects how much or how little the student expects to use the
techniques.
Footnotes:
None
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FH04: PET: Using Elementary Students Ideas to Promote Learning and Reflection*
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Location:
Riverside 1015
Date:
Time:
Author:
Wednesday, Aug. 4
2:15 p.m.
Steve Robinson, Tennessee Technological Univ.
931-528-1301, sjrobinson@tntech.edu
Co-Author(s): Valerie Otero, Fred Goldberg
Abstract:
The new Physics for Elementary Teachers (PET) course we have
developed with support from NSF contains a component in which
college students analyze short video snippets of elementary students
engaged in physics activities. Through the use of related readings
and open-ended questions, the college students are given the
opportunity to examine and interpret the initial and developing ideas
of elementary students ideas in content areas closely related to those
in the PET course. In addition, they are asked to reflect on their own
learning and relate it to that of the elementary students. In this talk I
will show an example of the elementary student video, discuss some
of the questions based on it, and will also show a segment of a
college class discussion at the conclusion of the assignment.
Footnotes:
*Supported by NSF Grant ESI-0138900.
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FH05:
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Teachers' Mathematical Modeling of Motion
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (297 of 337) [7/30/2004 8:38:32 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Riverside 1015
Wednesday, Aug. 4
2:30 p.m.
David Carrejo, Univ. of Texas, Austin
512-220-9087, carrejo@mail.utexas.edu
Co-Author(s): Jill A. Marshall
Abstract:
This talk presents a study of pre-college teachers' development and
mathematization of models of motion in the context of a summer
institute for in-service science teachers and a physical science
content and pedagogy course for pre-service teachers. The study
examines the tensions between the standard paradigms of the
disciplines of physics and mathematics and pre-college teachers'
understanding of situations involving motion based on their own
physical experiences and observations as these issues arose in the
teachers' work. In particular, teachers developed a running average
construct and an analogous acceleration concept that they were able
to use profitably to describe and predict motion, although neither fit
within the mathematical framework for kinematics accepted by the
physics community. This development parallels in some respects the
historical evolution of kinematics thinking from considerations of
average velocity over intervals toward the concept of instantaneous
velocity.
Footnotes:
*Sponsored by Jill Marshall
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FH06: A Proposed Graduate Program for Physics Teacher Training
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Location:
Riverside 1015
Date:
Time:
Author:
Wednesday, Aug. 4
2:45 p.m.
Mark Lattery, Univ. of Wisconsin Oshkosh
920-424-7105, lattery@uwosh.edu
Co-Author(s): None
Abstract:
U.S. enrollments in high school physics have risen at an impressive
rate for the last fifteen years (AIP, 2002). To meet this demand,
school districts throughout the nation are scrabbling to re-certify
teachers in physics teaching. The University of Wisconsin Oshkosh is
now proposing a Master's degree program, designed for Wisconsin
physics teachers, that includes courses in physics content and
pedagogy. Please share with us your experiences and advice.
Footnotes:
None
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FH07:
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Helping Future Teachers Develop Inductive and Hypothetico-Deductive Reasoning
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (298 of 337) [7/30/2004 8:38:32 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Riverside 1015
Wednesday, Aug. 4
3:00 p.m.
Eugenia Etkina, Rutgers Univ.
732-932-7496, ext. 8339, etkina@rci.rutgers.edu
Co-Author(s): None
Abstract:
If we want our students to grow up questioning authority, having
evidence for their beliefs, being able to change their ideas, and hear
different opinions, we need to bring the spirit of scientific investigation
into a classroom. For the students to learn to think like scientists,
their teachers should possess a working knowledge of the nature of
science. This talk will describe a course for pre-service high school
physics teachers where they investigated how scientists struggled to
develop their current conceptions of motion, force, momentum,
energy, electric charge, molecular structure, light, atom and nucleus.
In examining historical records, pre-service teachers had to identify
original observations, competing models and testing experiments that
helped to discard some models. We studied how pre-service
teachers learned to use the inductive and hypothetico-deductive
aspects of scientific reasoning and how they learned to incorporate
the elements of historical scientific investigations into high school
physics curriculum materials.
Footnotes:
None
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FH08: Assessment Analysis -- Statistical Analysis for Teachers
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Location:
Riverside 1015
Date:
Time:
Author:
Wednesday, Aug. 4
3:15 p.m.
Aaron P. Titus, High Point Univ.
336-841-4668, titus@mailaps.org
Co-Author(s): None
Abstract:
Physics education research, for many high school and college
teachers, is a simple form of action research. As teachers, we try to
ascertain what we are teaching and what students are learning (in
our classroom), and we seek to make improvements, perhaps
implementing a new teaching strategy or incorporating a new
curriculum. Assessment of teaching effectiveness is often quantitative
and requires statistical analysis. We may give a pretest and posttest
or look for correlations between measures of student achievement.
Assessment analysis is a free, web-based application that helps
teachers calculate normalize gain, effect size, correlation coefficients,
and factor analysis. After seeing Assessment Analysis, you'll never
want to use Excel again!
Footnotes:
None
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (299 of 337) [7/30/2004 8:38:32 AM]
American Association of Physics Teachers
FH09: Professional Development for Preservice and Inservice Teachers
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Location:
Riverside 1015
Date:
Time:
Author:
Wednesday, Aug. 4
3:30 p.m.
Joan Mackin, Penn State Univ.
814-867-3913, jem211@psu.edu
Co-Author(s): None
Abstract:
Field experiences offer preservice or student teachers the opportunity
to observe teachers as well as plan and implement lessons. Certainly
this is a professional development experience for the preservice
teachers. Is it a professional development experience for the mentor
teachers as well? The presentation will discuss the perceptions of
both preservice and mentor teachers about the opportunity for
professional development during field experiences. Supervision is
normally associated with evaluation by preservice and inservice
teachers. How can a supervisor coach and guide as well as evaluate
teachers? Effective methods of coaching and supervising preservice
and inservice teachers will also be discussed.
Footnotes:
None
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FI:
Student Conceptions of Classical Physics
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Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Amador 150
Wednesday, Aug. 4
1:30 p.m.-4:00 p.m.
Juan Burciaga, Vassar College
845-437-7853, juburciaga@vassar.edu
None
Computer projection (no computer -- must bring own computer),
overhead projector & screen
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FI01:
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Using Research to Guide the Development of a Dynamics Curriculum*
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (300 of 337) [7/30/2004 8:38:32 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Amador 150
Wednesday, Aug. 4
1:30 p.m.
MacKenzie Stetzer, Univ. of Washington
206-685-2046, stetzer@phys.washington.edu
Co-Author(s): Peter S. Shaffer, Paula R.L. Heron, Lillian C. McDermott
Abstract:
The Physics Education Group at the University of Washington is
conducting an ongoing investigation of student understanding of
dynamics in order to refine instructional materials on this topic for
inclusion in Physics by Inquiry, a set of laboratory-based, inquiryoriented modules.1 As part of our iterative cycle of research,
curriculum development, and instruction, we have administered
pretests and post-tests and have also carefully observed students as
they progressed through the module. In this talk, we will reflect upon
some important insights that have been gained from this
investigation.
Footnotes:
*Supported in part by NSF. 1. Physics by Inquiry, L.C. McDermott
and the Physics Education Group at the University of Washington,
Wiley (1996).
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FI02: Factors Influencing a Student Making Sense of Newton's Second Law*
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Location:
Amador 150
Date:
Time:
Author:
Wednesday, Aug. 4
1:45 p.m.
Benjamin Williams, San Diego State Univ.
619-594-2571, bwilliam@sciences.sdsu.edu
Co-Author(s): None
Abstract:
In the Physics for Elementary Teachers curriculum, college students
work in small groups to develop ideas in physics. This study
investigates how one particular student, situated within a
collaborative technologically rich environment, came to make sense
of the observation that objects subjected to a constant force
continually increase in speed. Factors that appeared to influence this
student as she successfully developed this physics idea include
social interactions, curriculum structure, classroom norms, prior
knowledge, and interaction with classroom technology. The findings
presented here detail these factors and how they are interrelated.
Information about the PET curriculum is available at
http://cpucips.sdsu.edu/web/pet.
Footnotes:
*Supported by NSF Grant ESI-0138900.
**Sponsored by Fred Goldberg.
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FI03:
spacer
Students' Microscopic Models of Friction: A First Look*
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (301 of 337) [7/30/2004 8:38:32 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Amador 150
Wednesday, Aug. 4
2:00 p.m.
Edgar Corpuz, Kansas State Univ.
785-532-7167, eddy@phys.ksu.edu
Co-Author(s): N. Sanjay Rebello
Abstract:
The emerging field of nanoscience and technology will soon
revolutionize the world that we live in. However, a review of existing
research in science education shows that only a few studies have
been done to investigate how students think about familiar physical
phenomena at the microscopic level. We conducted semi-structured
clinical interviews to probe introductory college students' existing
models of friction at the microscopic level. Preliminary results indicate
that students' models of friction at the microscopic level are
significantly influenced by their macroscopic experiences. Our
findings will serve as a basis to design teaching interviews to help
students construct appropriate microscopic models of friction and
related phenomena.
Footnotes:
*Supported in part by NSF grant # DUE-0206943.
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FI04: Assessing the Effectiveness of Visualizations in Electromagnetism
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Location:
Amador 150
Date:
Time:
Author:
Wednesday, Aug. 4
2:15 p.m.
Sen-Ben Liao, Massachusetts Institute of Tech.
617-258-9191, senben@ceci.mit.edu
Co-Author(s): Carolann Koleci, John Belcher, Judy Dori, Peter Dourmashkin
Abstract:
The Physics Department at MIT has introduced TEAL (Technology
Enabled Active Learning) as the new format of teaching introductory
mechanics and electromagnetism. Not only are lectures, recitations,
and labs merged into a technologically and collaboratively rich
setting, the approach also employs interactive instruction,
visualization software and cooperative learning. A large number of
animations and Java applets have been developed to help students
understand and visualize abstract concepts. In this talk we report our
recent finding on the effectiveness of these animations and
visualizations.
Footnotes:
None
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FI05:
spacer
Evaluating and Using BEMA (Brief Electricity and Magnetism Assessment)*
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (302 of 337) [7/30/2004 8:38:32 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Amador 150
Wednesday, Aug. 4
2:30 p.m.
Lin Ding, North Carolina State Univ.
919-513-7214, lding@ncsu.edu
Co-Author(s): Robert Beichner, Ruth Chabay, Bruce Sherwood
Abstract:
BEMA is a comprehensive multiple-choice test designed to assess
students' mastery of fundamental concepts in electricity and
magnetism after taking the calculus-based introductory E&M course.1
We will present results of statistical studies that show that BEMA has
good reliability, an important measure for evaluating a test, and we
will briefly explain the reasons for doing such studies. BEMA has
been used in previous comparisons of traditional and reform
courses.2 We plan to use BEMA in further studies in Spring 2004.
Footnotes:
*Supported in part by NSF grant #DUE-0320608. 1. Qualitative
Understanding and Retention. AAPT conference, Denver, Aug. 14,
1997. Contributed talk, Ruth Chabay and Bruce Sherwood. 2. Matter
& Interactions II: Electric & Magnetic Interactions. Ruth Chabay &
Bruce Sherwood, Wiley 2002, http://www4.ncsu.edu/~rwchabay/mi.
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FI06: Student Understanding of Gauss' Law of Electricity
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Location:
Amador 150
Date:
Time:
Author:
Wednesday, Aug. 4
2:45 p.m.
Chandralekha Singh, Univ. of Pittsburgh
412-624-9045, clsingh@pitt.edu
Co-Author(s): Paul Reilly
Abstract:
We are investigating student difficulties and designing tutorials
related to Gauss' law in introductory calculus-based courses. Our
investigation includes interviews with individual students,
development and administration of free-response pre-/post-tests, and
development of a conceptual multiple-choice test. Results of our
investigation will be discussed.
Footnotes:
None
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FI07:
spacer
Student Difficulties with the Ontology of Electric Current
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (303 of 337) [7/30/2004 8:38:32 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Amador 150
Wednesday, Aug. 4
3:00 p.m.
Thomas Brown, Minnesota State Univ., Mankato
507-389-2096, thomas.brown@mnsu.edu
Co-Author(s): None
Abstract:
Physics education research has yielded a substantial body of
knowledge on students' preconceptions in a wide range of
introductory physics topics. Comparably fewer conversations have
been aimed at developing a framework for understanding why
students have formed these often errant ideas. In this work, a concise
theory of conceptual change proposed by Chi and based on students'
incorrect assignment of the ontology of difficult concepts is employed
to better understand student difficulties with electric current.1 The
value of starting from such a conceptual framework is discussed on
three levels. First, data are presented that show the degree to which
ontological category mistakes in electric current are common in our
students. Second, the specific difficulties which arise from these
mistakes are discussed. And third, data will be presented that show
the efficacy of curricular materials developed with the aim of
addressing the ontological mistakes in this context.
Footnotes:
1. M.T.H. Chi, "Conceptual change within and across ontological
categories: Examples from learning and discovery in science,"
Cognitive Models of Science: Minnesota Studies in the Philosophy of
Science, (1992).
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FI08: Student Understanding of Sound Propagation: Research and Curriculum Development
spacer
Location:
Amador 150
Date:
Time:
Author:
Wednesday, Aug. 4
3:15 p.m.
Katherine Menchen, The Univ. of Maine
207-581-1038, katherine.menchen@umit.maine.edu
Co-Author(s): John R. Thompson
Abstract:
Our ongoing research involves exploring student understanding of
sound and sound phenomena as part of the process of developing
instructional materials to improve student learning, especially among
preservice teachers. Our current focus is on sound propagation. We
have previously reported, based on responses to written questions,
that the concepts of propagation and resonance are not functionally
distinguished by many students.1 More recent student interview data
confirm this earlier work. In addition, the interviews indicate student
difficulties with certain properties of media or objects that are
propagating sound. We have been using our research results to
develop curriculum that addresses the difficulties described above.
For example, establishing clear boundaries that distinguish between
situations involving propagation and those involving resonance is an
important step in resolving these issues. We will discuss our findings,
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (304 of 337) [7/30/2004 8:38:32 AM]
American Association of Physics Teachers
Footnotes:
as well as how they have shaped the curriculum.
1. K.VP. Menchen and J.R. Thompson, "Preservice teacher
understanding of propagation and resonance in sound phenomena,"
accepted for publication in 2003 Phys. Educ. Res. Conf. Proc., K.
Cummings, S. Franklin, J. Marx, Eds. (2004).
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FI09: Student Understanding in Upper-Division Physics
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Location:
Amador 150
Date:
Time:
Author:
Wednesday, Aug. 4
3:30 p.m.
Ingrid Novodvorsky, Univ. of Arizona
520-626-4187, novod@email.arizona.edu
Co-Author(s): J.D. Garcia
Abstract:
What does it mean to understand upper-division physics? These are
the courses in which students encounter complex mathematical
techniques for analyzing physical phenomena, and much course time
and problem solving is devoted to acquisition of declarative
knowledge; i.e., relevant equations and their derivations. However,
we must also ascertain that students understand the physical
concepts underlying the mathematical techniques and develop the
procedural knowledge needed to solve novel problems. While the
stronger students may be able to do this, that skill is not automatic for
all students, as many struggle just to keep up with the mathematical
techniques. At the University of Arizona, we are beginning a longterm research project designed to determine how undergraduate
physics majors conceptualize physics content as they progress
through a degree program. In this presentation, results from our pilot
study will be presented, along with future research directions.
Footnotes:
None
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FI10: Challenges in Measuring Conceptual Learning in Upper-Level Physics Courses
spacer
Location:
Amador 150
Date:
Time:
Author:
Wednesday, Aug. 4
3:45 p.m.
Bradley Ambrose, Grand Valley State Univ.
616-331-2524, ambroseb@gvsu.edu
Co-Author(s): None
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (305 of 337) [7/30/2004 8:38:32 AM]
American Association of Physics Teachers
Abstract:
Footnotes:
Ongoing research at Grand Valley State University (GVSU) is driving
the development of instructional materials, modeled after Tutorials in
Introductory Physics,1for use in upper-level mechanics courses.2
Despite mounting evidence of the need for such materials, assessing
their effectiveness can present challenges that seldom arise in the
context of large introductory classes. I will discuss how the use of
both formal and informal research methods at GVSU has helped
elucidate the nature of persistent student conceptual difficulties, as
well as guide the refinement of selected tutorial materials.
1. L.C. McDermott, P.S. Shaffer, and the Physics Education Group at
the Univ. of Washington (Prentice Hall, 2002).
2. B.S. Ambrose, "Investigating student understanding in intermediate
mechanics: Identifying the need for a tutorial approach to instruction,"
Am. J. Phys. 72 (4), 453-459 (2004).
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FJ:
Student Problem Solving, II
spacer
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Union Ballroom III
Wednesday, Aug. 4
1:30 p.m.-4:00 p.m.
Karen Bouffard, Newton Rules, Inc.
978-768-0103, kbouff@aol.com
None
Computer projection (no computer -- must bring own computer),
overhead projector & screen
spacer
FJ01: Reinforcing Effective Problem-Solving Strategies Using On-Line Homework
spacer
Location:
Union Ballroom III
Date:
Time:
Author:
Wednesday, Aug. 4
1:30 p.m.
Chuck Bennett, Univ. North Carolina, Asheville
828-251-6047, bennett@unca.edu
Co-Author(s): None
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (306 of 337) [7/30/2004 8:38:32 AM]
American Association of Physics Teachers
Abstract:
Footnotes:
We are developing a set of online curricular materials for College
Physics designed to better manage student's study efforts and to
reinforce effective problem-solving strategies. The approach uses
textbook example/exercise pairs where the problem parameters have
been randomized. In the example, students follow a detailed solution
by submitting intermediate and final results. A follow-up exercise is
carefully designed to be of intermediate difficulty with solution that
may be obtained with some algebraic manipulation of the equations
that appear in the preceding example solution. The material is closely
integrated with the text, and thus provides better incentives for careful
reading. Class testing indicates that this approach is effective at
relieving math anxiety, promoting independent thinking, and helping
to eliminate unproductive study efforts that students often use with
online homework.
None
spacer
FJ02: Analyzing Student Performance and Behavior Under the "Flexible Homework" System*
spacer
Location:
Union Ballroom III
Date:
Time:
Author:
Wednesday, Aug. 4
1:45 p.m.
Stephen Stonebraker, The Ohio State Univ.
614-688-3598, sstoneb@mps.ohio-state.edu
Co-Author(s): Lei Bao
Abstract:
We have reported on our "Flexible Homework" system at previous
meetings, including a talk at the Winter meeting. Under this system
students are allowed to choose, with some restrictions, which
problems they wish to solve. Additionally, fully worked-out solutions
for some problems are made available before the assignments are
due. Here we will present more detailed statistical analysis of what
effects these freedoms seem to be having on our students, including:
evaluation of their content knowledge; whether "good" and "bad"
students use the solutions differently; and, if there is a relationship
between the types of problems a student chooses and their
performance on exams and diagnostics.
Footnotes:
*Supported in part by NSF grant #REC-0087788 and #REC-0126070.
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FJ03:
spacer
Andes, An Intelligent Tutor for a Two Semester General Physics Course
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (307 of 337) [7/30/2004 8:38:32 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Ballroom III
Wednesday, Aug. 4
2:00 p.m.
Mary Wintersgill, U.S. Naval Academy
410-293-5507, mwinter@usna.edu
Co-Author(s): Donald J. Treacy, Robert N. Shelby, Kay G. Schulze, Kurt VanLehn
Abstract:
Andes is an intelligent tutoring system that allows students to receive
immediate feedback as they work homework problems. Previously,
the range of topics addressed by Andes had been restricted to those
normally covered in the first semester of a two-semester general
physics course. This spring the coverage has been expanded
significantly, to include many topics in introductory electricity and
magnetism including forces on charges due to E- and B-fields,
electric potential, Faraday's Law, a variety of circuits and lenses and
mirrors. Specific examples of problems and the considerations
involved in presenting them, as well as plans for future developments
and distribution of Andes will be discussed.
Footnotes:
None
spacer
FJ04:
Are Students Good at Choosing Representational Formats for Problem Solving in
Physics?*
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Location:
Union Ballroom III
Wednesday, Aug. 4
2:15 p.m.
Patrick Kohl, Univ. of Colorado, Boulder
303-492-7825, kohlp@ucsu.colorado.edu
Co-Author(s): Noah Finkelstein
Abstract:
Student problem-solving ability appears to be tied to the
representational format of the problem (mathematical, pictorial,
graphical, verbal).1 In a controlled study of a 250-student algebra
based physics class, we confirm and build on these results by
examining student problem-solving ability on quizzes involving four
different representational formats, with problems as close to
isomorphic as possible. We find that there are statistically significant
performance differences between problem formats. We examine
students' capacity for self-assessment by giving follow-up quizzes in
which they can choose between various problem formats, and look
for factors that may influence their ability or choices. We find that
allowing students to choose which representational form they use
increases student performance under some circumstances and
reduces it in others.
Footnotes:
*Supported by an NSF grant.
**Sponsored by Noah Finkelstein.
1. Meltzer, D. E. (in press). Relation between students' problemsolving performance and representational mode.
Date:
Time:
Author:
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (308 of 337) [7/30/2004 8:38:32 AM]
American Association of Physics Teachers
FJ05: Student Difficulties with Equations in Physics
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Location:
Union Ballroom III
Date:
Time:
Author:
Wednesday, Aug. 4
2:30 p.m.
Eugene Torigoe, Univ. of Illinois, Urbana-Champaign
217-333-0272, torigoe@uiuc.edu
Co-Author(s): Gary Gladding, Tim Stelzer
Abstract:
The ability to correctly apply equations in physics poses a major
barrier to understanding in our classes. One of the reasons students
have difficulties may be related to a confusion between algebra and
arithmetic. Algebraic equations express relationships between
variables, while arithmetic equations express a process to solve for
an unknown. Some of the student difficulties with equations in
physics may be related to arithmetic approaches to problems that
require an understanding of algebraic relations. In my talk I will
discuss observed student difficulties with the use of equations from
this perspective.
Footnotes:
None
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FJ06: Students' Difficulties in Understanding Mathematical Expressions in Physics Courses
spacer
Location:
Union Ballroom III
Date:
Time:
Author:
Wednesday, Aug. 4
2:45 p.m.
Sejung Kim, North Carolina State Univ.
919-513-7214, skim10@unity.ncsu.edu
Co-Author(s): Robert Beichner
Abstract:
It is known that physics students have difficulties understanding
mathematical expressions. Since mathematics is a fundamental tool
in the calculus based physics course, the inability to handle
mathematical expressions can inhibit the learning of physics
concepts. This research will examine the difficulties students have in
understanding mathematical physics expressions with derivative and
integration examples. We hope the research will lead to improved
instruction yielding better student facility in applying mathematics to
model physical phenomena.
Footnotes:
None
spacer
FJ07:
spacer
Student Use of Integration in a Physics Context
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (309 of 337) [7/30/2004 8:38:32 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Ballroom III
Wednesday, Aug. 4
3:00 p.m.
Dawn Meredith, Univ. of New Hampshire
603-862-2063, dawn.meredith@unh.edu
Co-Author(s): Karen A. Marrongelle
Abstract:
We presented students in the introductory calculus-based physics
course with physics problems that required calculus in the solution.
However, the need for calculus was not explicitly stated. We interpret
these interviews using the frameworks of Sfard (mathematical
conceptions as operational or structural) and Sherin (symbolic forms).
We give evidence of a common progression in understanding of
intergrals, and note that the understanding of limit and of the integral
as a sum may be linked. We also share some practical ideas for
teaching calculus in a physics context.
Footnotes:
None
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FJ08: Retention and Transfer of Learning from Trigonometry to Algebra-Based Physics
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Location:
Union Ballroom III
Date:
Time:
Author:
Wednesday, Aug. 4
3:15 p.m.
Darryl Ozimek, Kansas State Univ.
785-532-7167, djozimek@phys.ksu.edu
Co-Author(s): N. Sanjay Rebello, Paula Engelhardt
Abstract:
Transfer of learning is often defined as the ability to apply what has
been learned in one context to another context. There have been
relatively few research studies that investigate retention and transfer
of learning from trigonometry to physics courses. Our primary goal is
to present results from a study to investigate the concepts that
students retained and transferred from a trigonometry course to a
physics course. We analyze data from students' scores on on-line
homework assignments, final exam and course grades, as well as
pre-instruction and post-instruction surveys. Results indicate that it is
easier for students to transfer certain trigonometric concepts and
skills than others in a given physical context. Findings of the study
will aid in instruction of trigonometric and physics concepts for the
purpose of increasing student retention and transfer of these
concepts.
Footnotes:
*Supported in part by NSF grant #DUE-0206943.
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FJ09:
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Advanced Mechanics Students' Conflicts Between Physics and Mathematics Intuitions
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (310 of 337) [7/30/2004 8:38:32 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Ballroom III
Wednesday, Aug. 4
3:30 p.m.
Eleanor Sayre, Univ. of Maine
207-356-2792, le@fructose.umephy.maine.edu
Co-Author(s): Michael C. Wittmann
Abstract:
As part of ongoing research into cognitive processes and student
thought, we have investigated conflicts between physics and
mathematics intuitions in advanced mechanics students. Students
compared various damped and undamped harmonic motions using
both differential equations and verbal descriptions of physical
systems. We present evidence from a reformed sophomore-level
mechanics class which contains both both tutorial1 and lecture
components. Preliminary data suggest that mathematics and physics
intuitions, even in advanced students, are poorly linked and
occasionally lead to conflicting predictions.
Footnotes:
1. Bradley S. Ambrose, "Investigating student understanding in
intermediate mechanics: Identifying the need for a tutorial approach
to instruction," Am. J. Phys. 72 (4), 453-459 (2004).
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FJ10: Multiple Representations: Do Students Benefit from Using Them?*
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Location:
Union Ballroom III
Date:
Time:
Author:
Wednesday, Aug. 4
3:45 p.m.
David Rosengrant, Rutgers Univ.
301-523-5621, scienceeducprof@aol.com
Co-Author(s): Alan Van Huevelen, Marina Milner-Bolotin, Eugenia Etkina
Abstract:
Rutgers PAER group is working on helping students develop
scientific abilities. One of the abilities is to create and understand
different representations of physical processes such as pictorial
representations, motion diagrams, free body diagrams, and energy
bar charts. Physics education literature1 suggests that using multiple
representations is beneficial for student understanding of physics
ideas and problem solving. Our research investigates how students
who are enrolled in a large introductory course that utilizes multiple
representations use them for problem solving. This presentation will
focus on: 1. the representations that students use the most when
solving different types of mechanics problems 2. how students' use of
representations is related to their success on mechanics problems
and 3. how students evolve in their use of multiple representations to
solve problems.
Footnotes:
* Supported in part by NSF grant #DUE- 0241078 and #DUE0336713
1. J.I. Heller and F. Reif, "Prescribing effective human problem
solving processes: Problem description in physics," Cognit. Instruct.
1, 177- 216 (1984).
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (311 of 337) [7/30/2004 8:38:32 AM]
American Association of Physics Teachers
FK:
Physics of Baseball
spacer
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Union Ballroom II
Wednesday, Aug. 4
1:30 p.m.-4:15 p.m.
Paul Robinson, San Mateo H.S.
(650) 369-1813, laserpablo@aol.com
None
Computer projection (no computer -- must bring own computer),
overhead projector & screen
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FK01: CANCELLED: Balls and Strikes: Called by Man or Machine?
spacer
Location:
Union Ballroom II
Date:
Time:
Author:
Wednesday, Aug. 4
Invited - Robert Adair, Yale Univ. (Emeritus)
650-400-9425, adair@hepmail.physics.yale.edu
Co-Author(s): None
Abstract:
Paper withdrawn due to unavoidable scheduling conflicts.
Footnotes:
None
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FK02: Measurement of the COR of Baseballs as a Function of Humidity
spacer
Location:
Union Ballroom II
Date:
Time:
Author:
Wednesday, Aug. 4
2:00 p.m.
Invited - David Kagan, California State Univ., Chico
530-898-4575, dkagan@csuchico.edu
Co-Author(s): None
Abstract:
Coors Field, where the Colorado Rockies play baseball, is known to
be a "hitter's ballpark." This is not surprising to a physicist because
the thinner, drier air at the high altitude of Denver will cause less drag
on a fly ball. The Rockies attempted to correct for this effect by
humidifying the baseballs used at these games. In principle, the balls
will then have a smaller coefficient of restitution (COR) and therefore
not leave the bat with as high a velocity. We have measured the COR
as a function of humidity and can definitively say whether this feature
of the weather is a cloud on the horizon of the National Pastime.
Footnotes:
None
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (312 of 337) [7/30/2004 8:38:32 AM]
American Association of Physics Teachers
FK03: Optimization of Baseball and Softball Batting Mechanics
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Location:
Union Ballroom II
Date:
Time:
Author:
Wednesday, Aug. 4
2:30 p.m.
Invited - John W. White
Lawrence Livermore National Laboratory/Modesto Junior College
925-422-4587, white10@llnl.gov
Co-Author(s): None
Abstract:
A wide variety of basic physical principles are integrated in a simple
system that provides a way to optimize a hitter's mechanics. These
include: center-of-gravity, linear and rotational kinetic energy,
precession, conservation of angular momentum, the stability of a
spinning top, and many more. These ideas have been implemented
with success from Little League to the Major Leagues. Comparisons
are made to the ideas of Ted Williams and the competing ideas of
Charley Lau. The talk is presented at a level that is suitable for the
general public.
Footnotes:
None
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FK04: How to Hit Home Runs
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Location:
Union Ballroom II
Date:
Time:
Author:
Wednesday, Aug. 4
3:00 p.m.
Invited - Mont Hubbard, Univ. of California
530-752-6450, mhubbard@ucdavis.edu
Co-Author(s): None
Abstract:
Improved models for the pitch, batting, and post-impact flight phases
of a baseball are used in an optimal control context to find bat swing
parameters that produce maximum range. The improved batted flight
model incorporates experimental lift and drag profiles (including the
drag crisis). An improved model for bat-ball impact includes the
dependence of the coefficient of restitution on the approach relative
velocity and the dependence of the incoming pitched ball angle on
speed. Undercut distance and bat swing angle are chosen to
maximize range of the batted ball. The sensitivity of the maximum
range is calculated for all model parameters including bat and ball
speed, bat and ball spin, and wind speed. Post-impact conditions are
found to be independent of the ball-bat coefficient of friction. The lift is
enhanced by spin produced by undercutting the ball during batting.
An optimally hit curve ball will travel farther than an optimally hit
fastball or knuckleball due to increased lift during flight.
Footnotes:
None
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FK05:
How to Hit a Splash Hit in San Francisco
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (313 of 337) [7/30/2004 8:38:32 AM]
American Association of Physics Teachers
spacer
Location:
Union Ballroom II
Date:
Wednesday, Aug. 4
Time:
3:30 p.m.
Author:
Invited - Paul Robinson, San Mateo H.S.
650-400-9425, laserpablo@aol.com
Co-Author(s): Paul Mitiguy, Michael Woo
Abstract:
A visually appealing interactive simulation shows the significant
factors that influence the flight of a baseball at the home ball park of
the San Francisco Giants. The factors that are examined are initial
ball speed and direction, air resistance (lift and drag), spin, and wind.
Other factors that are not examined include temperature, air-density,
altitude, gravity, solar pressure, uplift due to temperature gradients,
and the effect of the earth's spin. The purpose of this simulation is to
provide insight for baseball players, students, and physics instructors
as to what is required to hit a long homerun.
Footnotes:
None
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FK06: Physics of the Knuckleball
spacer
Location:
Union Ballroom II
Date:
Time:
Author:
Wednesday, Aug. 4
4:00 p.m.
Stephen B. Turcotte, Brigham Young Univ., Idaho
208-496-1909, turcottes@byui.edu
Co-Author(s): None
Abstract:
The knuckleball is one of the most difficult pitches to throw and also
the most difficult to hit. The challenges of both throwing this pitch and
hitting it will be discussed. To better visualize the unusual path that
the knuckleball follows, a model using Excel will be presented. This
model will show the trajectory of the ball as a function of spin and
initial orientation.
Footnotes:
None
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FL:
Musical Acoustics
spacer
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Union Hinde Auditorium
Wednesday, Aug. 4
1:30 p.m.-5:00 p.m.
Donald Hall, California State Univ.
916-278-7353, hallde@csus.edu
None
Computer projection (no computer -- must bring own computer),
overhead projector & screen
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (314 of 337) [7/30/2004 8:38:32 AM]
American Association of Physics Teachers
FL01: Musical Pitch Perception - What Use Is It?*
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Location:
Union Hinde Auditorium
Date:
Time:
Author:
Wednesday, Aug. 4
1:30 p.m.
Invited - William Hartmann, Michigan State Univ.
517-355-5202, hartmann@pa.msu.edu
Co-Author(s): None
Abstract:
In terms of the number of difference limens over its range of
operation, pitch perception is the most precise of all human auditory
capabilities. It will be argued that the pitch sensation, including the
surprising fusion of the harmonics of a periodic complex tone to form
a single perceptual entity, plays an essential role in the human ability
to segregate different simultaneous sources in the real world.
Psychoacoustical experiments in which a listener must detect a
mistuned harmonic suggest that source segregation is mediated by a
variation in neural synchrony within tuned frequency channels of the
auditory system. This model is supported by the dependence of
segregation ability on mistuned harmonic frequency and local
environment, tone level, mistuned distractors, and overall tone
duration. The synchrony-based model is also consistent with
physiological experiments on single fibers of the auditory nerve. [
Footnotes:
*Supported by the NIDCD of the NIH. Background site:
www.pa.msu.edu/acoustics
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FL02: Digital Simulation of Acoustic Musical Instruments
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Location:
Union Hinde Auditorium
Date:
Time:
Author:
Wednesday, Aug. 4
2:00 p.m.
Invited - Julius Smith III, Stanford Univ., Music Dept.
650-917-8381, jos@ccrma.stanford.edu
Co-Author(s): None
Abstract:
This introductory talk will give an overview of algorithms for real-time
synthesis of acoustic musical instruments, particularly members of
the string, wind, and brass families. Salient physical principles will be
summarized, followed by an overview of methods for physical
simulation suitable for real-time sound synthesis. The techniques
come primarily from the field of digital signal processing with
consideration for the perception of sound. Sound examples will be
included.
Footnotes:
None
spacer
FL03:
spacer
Physics Based Modeling of the Piano
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (315 of 337) [7/30/2004 8:38:32 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Hinde Auditorium
Wednesday, Aug. 4
2:30 p.m.
Invited - Nicholas Giordano, Purdue Univ.
765-494-6418, ng@physics.purdue.edu
Co-Author(s): None
Abstract:
There are many interesting problems in musical acoustics that can
only be dealt with via computational methods. For the most part, the
essential physics is readily accessible at an introductory level, and
comes directly from Newton's laws. In this talk I give a quick tour of
some of the issues encountered in modeling the piano. Our goal is to
use Newton's laws to describe the motion of all of the components of
the instrument, i.e., the strings, soundboard, and surrounding air,
etc., and thereby calculate the sound produced by a piano entirely
from first principles. I will also show how these types of projects can
be used in the classroom (e.g., in an undergraduate course on
computational physics) to teach various topics, including wave
motion, resonance, and Fourier analysis, with a system that is very
appealing to students.
Footnotes:
*Sponsored by Donald Hall.
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FL04: An Exploration of Factors Controlling Saxophone Timbre
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Location:
Union Hinde Auditorium
Date:
Time:
Author:
Wednesday, Aug. 4
3:00 p.m.
Invited - Stuart M. Anderson, Augsburg College
612-331-7562, anderstu@augsburg.edu
Co-Author(s): Richard W. Peterson, Chien-Kwan Lin
Abstract:
Saxophones are capable of an unusually wide range of tone quality,
ranging from soothing and smooth to piercing and obnoxious.
Although changes in equipment have a demonstrable impact on
timbre, it is widely believed that each player strives -- consciously or
not -- towards some aural image of what they consider to be an ideal
'sound.' One of the most challenging aspects of saxophone pedagogy
is enabling players to become aware of, and develop the facility to
purposefully control, the timbre they produce. This presentation will
explore the main factors affecting saxophone timbre including the
player's oral cavity and embouchure as well as reed characteristics
and mouthpiece geometry. Preliminary results from reed resonance
studies using impulsive excitation, normal mode imaging of vibrating
reeds using both time-averaged and stroboscopic holographic
interferometry at Bethel College, and a timbre-mapping project at
Eastman School of Music, will be presented.
Footnotes:
None
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (316 of 337) [7/30/2004 8:38:33 AM]
American Association of Physics Teachers
FL05: Skilled Performance in Musicians: Physics, Biophysics, Psychophysics, Metaphysics
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Location:
Union Hinde Auditorium
Date:
Time:
Author:
Wednesday, Aug. 4
3:30 p.m.
Invited - George Moore, Univ. of Southern California
213-626-0440, gmoore@usc.edu
Co-Author(s): None
Abstract:
Skilled performance in musicians is best appreciated from an
understanding of the physics of the musical instrument; the
biophysics of muscles and sense organs used in the execution and
monitoring of performance; and the nature of, and limits in,
perception-- the domain of psychophysics. Our current interest is the
inverse problem: what is the nature of the brain's implicit model of the
physics of the instrument? What model of the external world is
constructed from the blizzard of sensory signals that accompany
performance? How is the brain's model of the body integrated with
the musician's cognitive intentions in the formation of command
signals transmitted to muscles? Those intentions go well beyond the
formal demands of a musical score--considered as an ordered
sequence of instructions--and include an ever-changing variety of
subjective, aesthetic and interpretative considerations (mood, style,
dynamics and tempo) which lie in the domain of metaphysics.
Footnotes:
None
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FL06: Examining the Support for Music-Movement Transfer Effects
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Location:
Union Hinde Auditorium
Date:
Time:
Author:
Wednesday, Aug. 4
4:00 p.m.
Invited - Benjamin Johns, Chanticleer
415-447-8375, chantinerd@aol.com
Co-Author(s): None
Abstract:
The correlations between music and body movement have, since
being observed by Pythagoras and Aristotle, developed into various
and sometimes copyrighted pedagogical methods for musicians,
dancers, actors, and patients requiring physical therapy. A
cornerstone in the success of recent music pedagogical methods is a
compilation of interdisciplinary, and typically qualitative, research in
the fields of music cognition, neurobiology, biomechanics/kinesiology,
physical therapy, and developmental psychology. These studies
enumerate ways in which directed, abstract body movement can
enhance biomechanical efficiency, make for more expressive music
performance, and increase spatial intelligence. Certain theories help
to explain music-movement transfer effects, but there is yet little hard
evidence to support them.
Footnotes:
None
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (317 of 337) [7/30/2004 8:38:33 AM]
American Association of Physics Teachers
FL07: Musical Acoustics Courses and Music Students in the U.S.A.
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Location:
Union Hinde Auditorium
Date:
Time:
Author:
Wednesday, Aug. 4
4:30 p.m.
Invited - Donald Hall, California State Univ.
916-278-7353, hallde@csus.edu
Co-Author(s): None
Abstract:
Musical Acoustics courses in American universities, and the
textbooks written for them, have developed largely for the sake of
General Education courses whose purpose is to provide token
exposure to science for students majoring in other subjects. The
author is not aware of any substantial previous data showing whether
these courses play a significant role in the training of music majors. A
survey questionnaire was sent to the heads of all music programs
accredited with the National Association of Schools of Music. The
results provide new information about the number of schools that
have Musical Acoustics courses available, and the proportion in
which this course has some integral role as a required or
recommended part ot the student's program.
Footnotes:
None
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FM:
Teaching Physics with Audio Analysis
spacer
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Union Forest Suite
Wednesday, Aug. 4
1:30 p.m.-4:30 p.m.
Andy Gavrin, IUPUI
317-274-6909, agavrin@iupui.edu
None
Computer projection (no computer -- must bring own computer),
overhead projector & screen
spacer
FM01: Programming Audio Effects with Mathematica
spacer
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (318 of 337) [7/30/2004 8:38:33 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Forest Suite
Wednesday, Aug. 4
1:30 p.m.
Invited - David Keeports, Mills College
510-430-2162, dave@mills.edu
Co-Author(s): None
Abstract:
Audio effects are widely used to make the sounds of musical
instruments, especially electric guitars and electronic keyboards,
more pleasant and interesting. Common effects include equalization,
echo, reverberation, tremolo, vibrato, and chorus, while less
commonly used effects include phase shifting, flanging, wave
envelope modification, and ring modulation. Over the past 15 years,
inexpensive digital multieffect processors, each typically capable of
producing dozens of effects, have to a large extent replaced analog
single-effect processors. The efficiency of digital effect processors
derives largely from the fact that for such devices, an effect is merely
an (often short) algorithm applied by a digital signal processor to
digitized sound. In this talk, I will demonstrate the "one effect, one
algorithm" rule by using Mathematica to apply a variety of audio
effects to some equation-generated musical instrument waves.
Footnotes:
None
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FM02: Understanding Physics Through Audio Signal Analysis Using MATLAB
spacer
Location:
Union Forest Suite
Date:
Time:
Author:
Wednesday, Aug. 4
2:00 p.m.
Invited - William Robertson, Middle Tennessee State Univ.
615-898-5837, wmr@physics.mtsu.edu
Co-Author(s): None
Abstract:
Sound card equipped personal computers offer a powerful resource
for the acquisition, analysis, and synthesis of audio signals. Realizing
the potential of this resource requires the use of appropriate audio
software. This presentation will review briefly some of the variety of
audio software options available and then focus primarily on the
sound capabilities of MATLAB. A number of examples of MATLAB
applications in undergraduate teaching at all levels will be offered. I
begin with demonstrations suitable for lower division classes
(specifically a Physics of Music class) that build an intuitive
understanding of time, frequency, and Fourier decomposition and
elucidate a scientific understanding of the musical concept of pitch.
For upper division physics students I will describe advanced lab or
undergraduate research projects that explore the concepts of
interference, dispersion, group and phase velocity in simple and
inexpensive audio experiments using MATLAB for tone creation, data
analysis, and modeling.
Footnotes:
None
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (319 of 337) [7/30/2004 8:38:33 AM]
American Association of Physics Teachers
FM03: Free and Easy Sound Analysis
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Location:
Union Forest Suite
Date:
Time:
Author:
Wednesday, Aug. 4
2:30 p.m.
Invited - Kyle Forinash, Indiana Univ. Southeast
812-941-2390, kforinas@ius.edu
Co-Author(s): Raymond Wisman, Chris W. Lang, Nimbus Couzin
Abstract:
In this talk we will present some easy and cheap sound analysis
techniques. In particular we will: 1. Present software that will allow
serial and sound port data collection into an Excel spreadsheet; 2.
Present software that does time versus frequency (spectrogram)
analysis; 3. Briefly describe a few of the more interesting applets for
sound analysis available on the web which we used in a physics of
sound class for freshmen this past semester. The data collection and
manipulation software will be available as a download from our web
site. Links to the sound applets will also be provided.1
Footnotes:
1. See http://physics.ius.edu/~kyle/Forinash.html
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FM04: Sound Experiments Using Logger-Pro
spacer
Location:
Union Forest Suite
Date:
Time:
Author:
Wednesday, Aug. 4
3:00 p.m.
Invited - Michael LoPresto, Henry Ford Comm. College
313-845-9722, lopresto@hfcc.edu
Co-Author(s): None
Abstract:
Logger-Pro by Vernier Software and Technologies can be used with
their microphone probe and Lab-Pro Interface to capture sound
waves, display the waveforms and do a Fast-Fourier Transform. This
data can be used for a variety of interesting experiments,
demonstrations and activities. These range from displaying simple
waveforms produced by tuning forks to compare subjective
perceptions of sound to the objective properties of the waves to
analyzing the harmonic spectra of complex waves produced by
voices and musical instruments. Musical intervals can also be
analyzed to study fundamental tracking and consonance and
dissonance. The frequency of the sound waves can be determined
from the data which allows for verifying the expressions for the
frequencies of a resonance tube to studying how the physical
properties of musical instruments affect their air-columns and thus,
the musical pitches they produce.
Footnotes:
None
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (320 of 337) [7/30/2004 8:38:33 AM]
American Association of Physics Teachers
FM05: Resonances in a Closed-Open Tube with Conical Bore
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Location:
Union Forest Suite
Date:
Time:
Author:
Wednesday, Aug. 4
3:30 p.m.
David Tamres, Univ. of Wisconsin, Stevens Point
715-346-4505, dtamres@uwsp.edu
Co-Author(s): None
Abstract:
Analysis is presented of acoustic resonances in a closed-open tube
(a tube closed at one end and open at the other) in which the bore is
a long, truncated cone. The circular cross-section at the closed end is
much smaller in diameter than at the open end. Sound wave
excitation is assumed to occur at the closed end. n such a tube,
resonances are known to occur at both even and odd multiples of the
fundamental frequency, in contrast to the more familiar case of a
closed-open tube of cylindrical bore, where resonances occur only at
odd multiples of the fundamental frequency. The goal of the analysis
is an intuitive understanding of why resonances in closed-open tubes
of conical bore and of cylindrical bore differ in this fundamental way.
Applications to woodwind instruments will be discussed.
Footnotes:
None
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FM06: Audio Analysis in a Physics of Music Course
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Location:
Union Forest Suite
Date:
Time:
Author:
Wednesday, Aug. 4
3:45 p.m.
Gordon Ramsey, Loyola Univ., Chicago
773-508-3540, gpr@hep.anl.gov
Co-Author(s): None
Abstract:
A series of talks for the general public on the technical aspects of
music and instruments has developed into a course on the physics of
music. I have used Vernier's Sound program, now packaged in
LabPro, to illustrate why different instruments and instrument groups
have different sounds. Sound samples of each instrument are taken
and a harmonic analysis is performed. Instrument groups tend to
have similar harmonic content within their group but different content
among the groups. These analyses will be discussed along with
explanations of why they occur. Suggestions will be made for
including this analysis in talks for the public and beginning physics
courses.
Footnotes:
None
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FM07: Inquiry Based Activities Using Sound Analysis Software
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (321 of 337) [7/30/2004 8:38:33 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Forest Suite
Wednesday, Aug. 4
4:00 p.m.
Nicholas Gross, Northeastern Univ.
617-373-2932, n.gross@neu.edu
Co-Author(s): Benjamin Bray, Marta Hersek, Arun Bansil
Abstract:
The ELMO (for Embedded Learning Modules) Project1 is an ongoing
initiative at Northeastern University for teaching science to nonscience students. Science instructors have worked in consultation
with arts faculty to designed courses specifically suited to visual arts,
music and theater majors with material and examples that are of
particular relevance to each major. Class meetings are built around
hands-on and inquiry-based activities that explore topics from
science and technology in ways that students find particularly
engaging. For example, music students participate in activities that
explore the structure of tones and sounds produced by both
acoustical and electronic instruments as well as the human voice. In
this talk we will describe the use of different types of software for
these activities. The programs used vary from freeware to
professional grade sound analysis systems and are used both for
instructor-run demonstrations and student-centered inquiry based
activities.
Footnotes:
1. See http://elmo.neu.edu/
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FM08: Acoustic Phenomena
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Location:
Union Forest Suite
Date:
Time:
Author:
Wednesday, Aug. 4
4:15 p.m.
Leopold Mathelitsch, Univ. of Graz, Institute of Physics
011-43-316-380-5247, leopold.mathelitsch@uni-graz.at
Co-Author(s): Ivo Verovnik
Abstract:
Advanced computer technology allows for an extension and
enrichment of teaching acoustics. Acoustic phenomena can be
presented, analysed and discussed in classrooms in a way that was
not possible 10 to 20 years ago. We want to illustrate the broad range
of examples that can be covered in this respect - sounds of nature
(wind, thunder, raindrops) and technology (noise of cars, helicopters,
dentists´ drill), sounds produced by animals and men, either by the
own body (heart beats, muscle noise, speaking and singing voice) or
with tools (musical instruments). One appealing feature of these
physically interesting and demanding examples is that they open
immediately interdisciplinary links to other fields.
Footnotes:
None
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FN:
Postdeadline
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (322 of 337) [7/30/2004 8:38:33 AM]
American Association of Physics Teachers
spacer
Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Union Summit
Wednesday, Aug. 4
1:30 p.m.
Deborah Rice, Gateway Institute of Technology
314-322-7889, debrice@swbell.net
None
Computer projection (no computer -- must bring own computer),
overhead projector & screen
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FN02: Creating Curriculum and Interactivity for Middle School integrated Science
spacer
Location:
Union Summit
Date:
Time:
Author:
Wednesday, Aug. 4
1:45 p.m.
Julie Callahan,
801-585-9931, julie@cosmic.utah.edu
Co-Author(s): None
Abstract:
Looking for a little pizzazz for your applets or online applications?
Ever thought that you have a great idea for a web-based lesson, but
don't know where to start? Let us help you get started. ASPIRE has
been creating interactive online labs and lessons for Integrated
Science courses since 1997. Creating online content presents many
challenges. With new technologies available online, ASPIRE has
been able to use traditional production methods and adopted from
industry methods and created new techniques to develop immersive
labs. In this session, learn how the ASPIRE team creates their
lessons from beginning to end. ASPIRE is the educational outreach
program for the High Resolution Cosmic Ray Research group at the
University of Utah. ASPIRE is funded by the National Science
Foundation.
Footnotes:
None
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FN03:
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An Electronic Fieldtrip Experience "Physics of Baseball" Curriculum Integration
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (323 of 337) [7/30/2004 8:38:33 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Summit
Wednesday, Aug. 4
2:00 p.m.
Michael Dodrill, Burris Laboratory School
765-285-1131, mkdodrill@bsu.edu
Co-Author(s): Nancy Watson, Brian Carr, Jeff Arnett, Jim Sherwood
Abstract:
I had the great opportunity of working on the Science of the Sandlot:
Fastballs, Flips and Physics episode of the Electronic Field Trip
series produced by Ball State University. It was the purpose of the
teachers to collaborate with the Education Director of the National
Baseball Hall Of Fame, his staff, and the production crew from Ball
State University to create a grade 6 through grade 12 curriculum to
teach physics using baseball. I teach high school physics, and
integrating baseball into my physics curriculum was one of the best
experiences that I have had with professional development. This
paper will discuss the pains and many pleasures of integrating the
great sport of baseball into a conceptual based high school physics
course.
Footnotes:
Mike Wolter
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FN04: LabWrite: Helping Students Learn Physics by Writing Better Laboratory Reports
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Location:
Union Summit
Date:
Time:
Author:
Wednesday, Aug. 4
2:15 p.m.
Michael Carter, North Carolina State University
(919) 515-4120, mpc@unity.ncsu.edu
Co-Author(s): Miriam Ferzli, Eric Wiebe
Abstract:
Many scholars in the fields of science writing and writing to learn
science have noted a connection between writing and learning. A
case in point is the lab report, the major form of writing in physics
classes. Lab reports encourage learning not only by inviting students
to reflect on what they have done in the lab but also by shaping the
laboratory experience through the format of the report itself, guiding
students in thinking scientifically about the lab. The problem, though,
is how can physics teachers take advantage of the potential of writing
to learn in the laboratory setting. This paper describes one solution to
this problem: LabWrite, a set of free, online, just-in-time instructional
materials that have been shown to significantly enhance science
learning (http://labwrite.ncsu.edu). The purpose of this presentation is
to introduce LabWrite and to report the findings of studies of LabWrite
in lab sections.
Footnotes:
Sponsored by Robert J. Beichner
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FN05:
spacer
An inquiry-based method for exploring series/parallel capacitor combinations
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (324 of 337) [7/30/2004 8:38:33 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Summit
Wednesday, Aug. 4
2:30 p.m.
Douglas Young, Mercer Univ.
478-301-2704, young_dt@mercer.edu
Co-Author(s): None
Abstract:
The use of batteries and light bulbs as an aid for learning about
resistive combinations has a long and venerable history. In this talk, I
will present some inquiry-based experiments used at Mercer to
explore parallel and series combinations for capacitors. In these
experiments, groups of capacitors are charged using a battery and
then discharged through a single light bulb. Students measure the
length of time the bulb is lit for various combinations of capacitors
and compare the time for each combination to the length of time the
bulb is lit by a single capacitor. In this manner, the total capacitance
of the circuit is determined with respect to a single capacitor. A
discussion of the implementation of these experiments, and
challenges to student understanding of these experiments, will
conclude the talk.
Footnotes:
None
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FN06: A Web-based Tool for the Analysis of Concept Inventory Data
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Location:
Union Summit
Date:
Time:
Author:
Wednesday, Aug. 4
2:45 p.m.
Joseph Beuckman, Sothern Illinois Univ.
618-310-1261, joe@beigerecords.com
Co-Author(s): Rebecca S Lindell, Scott V Franklin
Abstract:
Computing technology now makes possible previously impractical
methods of analyzing student assessment data beyond the traditional
"total average score" approach. Our new, web-based tool will allow
researchers in any location to upload their data and quickly download
a complete analysis report. Analyses eventually included with this
tool will be basic test statistics, Model Analysis Theory results,
concept structure analysis, Traditional Item Analysis, Concentration
Item Analysis, pre and post test comparison, including the
calculations of gains, normalized change and effect size. The tool
currently analyzes data from the Lunar Phases Concept Inventory
(LPCI). It will be expanded to analyze data from other commonly
utilized concept inventories in the PER community and, eventually,
from user-designed and uploaded conceptual domains and
inventories. In this poster, we will discuss the development of this
analysis tool, as well as present our results to date. Instructors and
researchers are encouraged to use the latest version of the analysis
tool via our website.
Footnotes:
None
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (325 of 337) [7/30/2004 8:38:33 AM]
American Association of Physics Teachers
FN07: Concept of Force and Newton's Laws - A Cross Disciplinary Approach
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Location:
Union Summit
Date:
Time:
Author:
Wednesday, Aug. 4
3:00 p.m.
Zenobia Lojewska, Springfield College
860-668-6922, Zenobia_Lojewska@spfldcol.edu
Co-Author(s): John H Gibson
Abstract:
Project 2061 is the AAAS initiative to reform K-12 science education.
" Science for All Americans " outlines what all students should know
at certain grade level. Presented lesson plans are in line with
"Benchmarks for Science Literacy" and were developed as a
collaborative effort of the Physical Education and Mathematics,
Physics and Computer Science Departments. Lesson plans designed
for the different levels (K-2, 3-5, 6-8, 9-12) contain sport activities.
They could be very useful for understanding Newton's Laws of
motion.
Footnotes:
None
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FO:
AAPT/PERC Bridging Session: Transfer of Learning
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Location:
Date:
Time:
Presider:
CoPresiders(s):
Equipment:
Union Redwood
Wednesday, Aug. 4
4:00 p.m.-5:30 p.m.
N. Sanjay Rebello, Kansas State Univ.
785-532-1539, srebello@phys.ksu.edu
Rachel Scherr
Computer projection (no computer -- must bring own computer),
overhead projector & screen
spacer
FO01:
spacer
Is Transfer Ubiquitous or Rare -- New Paradigms for Studying Transfer*
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (326 of 337) [7/30/2004 8:38:33 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Redwood
Wednesday, Aug. 4
4:00 p.m.
Invited - Jose Mestre, Univ. of Massachusetts
413-545-2040, mestre@physics.umass.edu
Co-Author(s): None
Abstract:
The term transfer is used in the cognitive literature to mean the
application of learning acquired in one context to another context.
Studies commonly show lack of transfer, leading some to question
whether it happens at all. Others argue that transfer is ubiquitous
(e.g., you are transferring your knowledge now to understand this
abstract). I will discuss an emerging view of transfer that, rather than
focusing on whether some body of knowledge is applied (or not)
wholesale to a novel context, focuses on activation and application of
knowledge pieces. This view shifts the emphasis from asking "did
transfer happen?" to asking questions such as "what knowledge is
activated and how does it depend on context?", "what is the nature
and dynamic of the activation process, and how reliable is it?" I will
provide some examples of the kinds of insights that ensue when
transfer studies are analyzed from this new perspective and discuss
implications for PER.
Footnotes:
*Supported by NSF grant #REC-010677.
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FO02: Assessing Transfer of Conceptual Understanding
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Location:
Union Redwood
Date:
Time:
Author:
Wednesday, Aug. 4
4:30 p.m.
Invited - Karen Cummings
Rensselaer Polytechnic Institute/Southern Connecticut State Univ.
203-392-7043, cummingsk2@southernct,.edu
Co-Author(s): None
Abstract:
A project is underway at Rensselaer Polytechnic Institute in which
tools and techniques are being developed to assess the transfer of
conceptual understanding developed in introductory physics and
calculus courses to higher level engineering courses. This project,
which is funded under the NSF-CCLI Assessing Student
Achievement program, will be described in this talk. The tools under
development will be presented as will preliminary data sets. The
research on transfer of understanding that informed the project
design will be discussed as well.
Footnotes:
None
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FO03:
spacer
Measuring the Transfer of Mathematical Skills*
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (327 of 337) [7/30/2004 8:38:33 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Union Redwood
Wednesday, Aug. 4
5:00 p.m.
Invited - Manjula Sharma, Univ. of Sydney
011-61-2-9351-2051, m.sharma@physics.usyd.edu.au
Co-Author(s): None
Abstract:
The development of numeracy and mathematical skills in university
science students is essential for success in their studies and future
careers. However, anecdotal evidence indicates that a significant
number of students demonstrate inadequate mathematical skills
when solving discipline specific problems requiring basic
mathematics. To better understand this issue, a team of researchers
from the University of Sydney have developed and trialled an
instrument for measuring the transfer of mathematical skills and
knowledge. In this presentation I will present the complex pattern of
transfer emerging from our investigations. I will also discuss
questions that have arisen and implications for PER.
Footnotes:
*Supported by a SCIFER grant at the University of Sydney.
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OE01: Preregistration Packet Pick-Up
spacer
Location:
Union Lobby Suite
Date:
Time:
Abstract:
Friday, July 30
6:00 p.m.-7:00 p.m.
None
spacer
OE02: Registration
spacer
Location:
Union Lobby Suite
Date:
Time:
Abstract:
Saturday, July 31
7:30 a.m.-3:00 p.m.
None
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OE03: Baseball Trip
spacer
Location:
Parking Lot 4 - Offsite to San Francisco
Date:
Time:
Abstract:
Saturday, July 31
1:00 p.m.-11:30 p.m.
None
spacer
OE04: Registration
spacer
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (328 of 337) [7/30/2004 8:38:33 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Abstract:
Union Lobby Suite
Sunday, Aug. 1
7:30 a.m.-3:00 p.m.
None
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OE05: Apparatus Competition Set-up
spacer
Location:
Union Delta Suite
Date:
Time:
Abstract:
Sunday, Aug. 1
9:00 a.m.-4:30 p.m.
None
spacer
OE06: Apparatus Competition Judging
spacer
Location:
Union Delta Suite
Date:
Time:
Abstract:
Sunday, Aug. 1
6:00 p.m.-9:00 p.m.
None
spacer
OE07: Exhibit Show & Welcome Reception
spacer
Location:
Union Ballroom II & III
Date:
Time:
Abstract:
Sunday, Aug. 1
7:00 p.m.-9:00 p.m.
None
spacer
OE08: High School Share-a-thon
spacer
Location:
Union Hinde Auditorium
Date:
Time:
Abstract:
Sunday, Aug. 1
8:00 p.m.-9:30 p.m.
None
spacer
OE09: Registration
spacer
Location:
Union Lobby Suite
Date:
Time:
Abstract:
Sunday, Aug. 1
6:30 p.m.-9:30 p.m.
None
spacer
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (329 of 337) [7/30/2004 8:38:33 AM]
American Association of Physics Teachers
OE10: First Timers Gathering
spacer
Location:
Union Summit
Date:
Time:
Abstract:
Monday, Aug. 2
6:45 a.m.-7:45 a.m.
None
spacer
OE12: Morning snacks & Posters I
spacer
Location:
Union Ballroom II & III
Date:
Time:
Abstract:
Monday, Aug. 2
9:00 a.m.-10:00 a.m.
None
spacer
OE14: High School Physics Photo Contest
spacer
Location:
Union Lobby
Date:
Time:
Abstract:
Monday, Aug. 2
7:30 a.m.-5:30 p.m.
None
spacer
OE15: TYC Resource Room
spacer
Location:
Union Valley Suite
Date:
Time:
Abstract:
Monday, Aug. 2
9:00 a.m.-5:00 p.m.
None
spacer
OE16: Apparatus Competition/PIRA & History/Philosophy Resource Room
spacer
Location:
Union Delta Suite
Date:
Time:
Abstract:
Monday, Aug. 2
9:00 a.m.-5:00 a.m.
None
spacer
OE17: Exhibits open to public
spacer
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (330 of 337) [7/30/2004 8:38:33 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Abstract:
Union Ballroom II & III
Monday, Aug. 2
10:00 a.m.-1:30 p.m.
None
spacer
OE18: Afternoon snacks & Posters I
spacer
Location:
Union Ballroom II & III
Date:
Time:
Abstract:
Monday, Aug. 2
3:00 p.m.-4:00 p.m.
None
spacer
OE19: Exhibit Show
spacer
Location:
Union Ballroom II & III
Date:
Time:
Abstract:
Monday, Aug. 2
3:00 p.m.-5:00 p.m.
None
spacer
OE21: Star Gazing at CSU
spacer
Location:
Amador Hall Observatory, 4th floor roof
Date:
Time:
Abstract:
Monday, Aug. 2
9:00 p.m.-11:00 p.m.
None
spacer
OE22: Registration
spacer
Location:
Union Lobby Suite
Date:
Time:
Abstract:
Tuesday, Aug. 3
7:30 a.m.-4:00 p.m.
None
spacer
OE23: Morning snacks & Posters II
spacer
Location:
Union Ballroom II & III
Date:
Time:
Abstract:
Tuesday, Aug. 3
9:00 a.m.-10:00 a.m.
None
spacer
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (331 of 337) [7/30/2004 8:38:33 AM]
American Association of Physics Teachers
OE24: Exhibit Show
spacer
Location:
Union Ballroom II & III
Date:
Time:
Abstract:
Tuesday, Aug. 3
9:00 a.m.-1:30 p.m.
None
spacer
OE25: TYC Resource Room
spacer
Location:
Union Valley Suite
Date:
Time:
Abstract:
Tuesday, Aug. 3
9:00 a.m.-5:00 p.m.
None
spacer
OE26: Apparatus Competition/PIRA & History/Philosophy Resource Room
spacer
Location:
Union Delta Suite
Date:
Time:
Abstract:
Tuesday, Aug. 3
9:00 a.m.-5:00 p.m.
None
spacer
OE27: H.S. Physics Photo Contest
spacer
Location:
Union Lobby
Date:
Time:
Abstract:
Tuesday, Aug. 3
7:30 a.m.-9:00 p.m.
None
spacer
OE28: Exhibits open to public
spacer
Location:
Union Ballroom II & III
Date:
Time:
Abstract:
Tuesday, Aug. 3
10:00 a.m.-1:30 p.m.
None
spacer
OE29: CSU Physics Department Tours
spacer
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (332 of 337) [7/30/2004 8:38:33 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Abstract:
See sign-up sheet onsite
Tuesday, Aug. 3
12:00 p.m.-2:00 p.m.
None
spacer
OE30: Afternoon snacks & Posters II
spacer
Location:
Union Ballroom II & III
Date:
Time:
Abstract:
Tuesday, Aug. 3
3:00 p.m.-4:00 p.m.
None
spacer
OE31: Exhibit Show
spacer
Location:
Union Ballroom II & III
Date:
Time:
Abstract:
Tuesday, Aug. 3
3:00 p.m.-5:00 p.m.
None
spacer
OE32: Registration
spacer
Location:
Union Lobby Suite
Date:
Time:
Abstract:
Wednesday, Aug. 4
7:30 a.m.-4:00 p.m.
None
spacer
OE33: Great Book Giveaway & Announcements of contest winners
spacer
Location:
Union Ballroom II
Date:
Time:
Abstract:
Wednesday, Aug. 4
8:00 a.m.
None
spacer
OE34: Morning snacks & Posters III
spacer
Location:
Union Ballroom II
Date:
Time:
Abstract:
Wednesday, Aug. 4
8:00 a.m.-9:00 a.m.
None
spacer
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (333 of 337) [7/30/2004 8:38:33 AM]
American Association of Physics Teachers
OE35: TYC Resource Room
spacer
Location:
Union Valley Suite
Date:
Time:
Abstract:
Wednesday, Aug. 4
9:00 a.m.-1:00 p.m.
None
spacer
OE36: Apparatus Competition/PIRA & History/Philosophy Resource Room
spacer
Location:
Union Delta Suite
Date:
Time:
Abstract:
Wednesday, Aug. 4
9:00 a.m.-1:00 p.m.
None
spacer
OE37: Registration
spacer
Location:
Union Lobby Suite
Date:
Time:
Abstract:
Monday, Aug. 2
7:30 a.m.-4:00 p.m.
None
spacer
OE38: Exhibit Show
spacer
Location:
Union Ballroom II & III
Date:
Time:
Abstract:
Monday, Aug. 2
9:00 a.m.-1:30 p.m.
None
spacer
OE39: AAPT Picnic & Demo Show
spacer
Location:
offsite at PASCO
Date:
Time:
Abstract:
Monday, Aug. 2
6:00 p.m.-9 p.m.
None
spacer
SUN: SPS/AAPT Student Poster Reception
spacer
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (334 of 337) [7/30/2004 8:38:33 AM]
American Association of Physics Teachers
Location:
Date:
Time:
Author:
Co-Author(s):
Abstract:
Union Orchard
Sunday, Aug. 1
5:30 p.m.-7:00 p.m.
TBA
None
None
spacer
SUN01: Applied Cross-Discipline Undergraduate Research Through Corporate Sponsorship*
spacer
Location:
Union Orchard
Date:
Time:
Author:
Sunday, Aug. 1
5:30 p.m.
Poster - Orion Davies, California State Univ., Chico
530-893-3290, oriondavies@earthlink.net
Co-Author(s): None
Abstract:
Research into the extermination of pathogens with laser radiation by
means of a tunable carbon dioxide laser is employing undergraduate
students at California State University, Chico. The poster will present
the educational benefits and research experience provided to the
involved students by integrating corporate sponsored research into
the extracurricular fold. Details of the project will be discussed
including, laser operation, optical design, differential absorption
analysis, and bacterial culturing.
Footnotes:
*Supported in part by Advanced Light Technologies LLC
**Sponsored by Xueli Zou.
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SUN02: Toy Blocks and Rotational Physics
spacer
Location:
Union Orchard
Date:
Time:
Author:
Sunday, Aug. 1
5:30 p.m.
Poster - Isabel Jully, Loyola Marymount Univ.
714-943-3469, mijully@yahoo.com
Co-Author(s): Gabriele U. Varieschi
Abstract:
In this poster we summarize the theory of the "falling chimney," which
deals with the breaking of tall structures in mid-air, when they fall to
the ground. We describe how to reproduce these effects using smallscale models built with toy blocks. We also present an improved and
more effective way to perform and analyze these interesting
experiments, by using video capture software together with a digital
video camera.
Footnotes:
*Sponsored by Gabriele Varieschi.
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SUN03: Molecular Hydrogen Emission Features Within the Rosette Molecular Cloud
http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (335 of 337) [7/30/2004 8:38:33 AM]
American Association of Physics Teachers
Location:
spacer
Union Orchard
Sunday, Aug. 1
5:30 p.m.
Poster - Jason Ybarra, California State Univ., Sacramento
916-446-1704, jybarra@csus.edu
Co-Author(s): Randy L. Phelps
Abstract:
A recent optical survey of the Rosette Molecular Cloud (RMC) has
revealed many [SII] emission features in and around embedded
clusters. Using near-infrared molecular hydrogen (H2) observations
obtained with the Lick Observatory 3-meter telescope, we have
discovered molecular hydrogen emission features that are spatially
coincident with the [SII] emission features in the RMC. 2MASS data
is used to identify possible young stellar objects (YSOs) that may be
responsible for the emission. The spatial relationships between the
YSOs, [SII] features and the newly detected near-infrared emission
features, and the significance of these detections, will be discussed.
Footnotes:
None
Date:
Time:
Author:
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SUN04: Recursive mentoring: A graduate-student led program for physics majors
spacer
Location:
Union Orchard Suite
Date:
Time:
Author:
Sunday, Aug. 1
5:30 p.m.
Poster - Edward Price
Ctr. for Teaching Development, Univ. of California-San Diego
619 594 0424, edprice@ucsd.edu
Co-Author(s): Paul C Whitford, Chris Schroeder
Abstract:
We report on a mentoring program designed for undergraduate
physics majors and implemented using an integrated approach that
accomplishes multiple goals with low incremental cost. Partially in
response to the SPIN-UP report*, a program was initiated to better
integrate physics majors? into the physics department and extend
their undergraduate preparation beyond coursework. The program
was developed in consultation with local Society of Physics Students
(SPS) members and offered under the auspices of UCSD?s SPS
chapter. Program activities were designed and conducted by physics
graduate student participants in UCSD?s Preparing Future Physics
Faculty program, which itself is a mentoring program for physics
graduate students. Thus, organizing the undergraduate mentoring
program served as a practical and self-reflective experience for the
graduate students involved. In this poster we describe the program,
its outcomes, and the benefits of an integrated and recursive
approach to mentoring.
Footnotes:
*National Task Force on Undergraduate Physics report on the
Strategic Programs for Innovations in Undergraduate Physics project.
http://www.aapt.org/Projects/ntfup.cfm
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (336 of 337) [7/30/2004 8:38:33 AM]
American Association of Physics Teachers
SUN05: 2004 Analysis of comPADRE Resources
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Location:
Union Orchard Suite
Date:
Time:
Author:
Sunday, Aug. 1
5:30 p.m.
Poster - Allison Gregg, AAPT
301-209-3300, alysson1220@hotmail.com
Co-Author(s): None
Abstract:
ComPADRE is a web-based network of collections designed for
faculty and students to find and share Physics and Astronomy
teaching and learning resources. In the summer of 2004, an analysis
was conducted to examine the content and structure of the
comPADRE resource database. The classification of materials by
topic, grade level, and usage was studied. Our findings include large
amounts of resources within general categories and few resources in
others. The specific findings and recommendations for balance are
discussed.
Footnotes:
Sponsored by Gary White
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SUN06: Using Students' Preconceptions to Improve upon CcurricularMmaterials
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Location:
Union Orchard Suite
Date:
Time:
Author:
Sunday, Aug. 1
5:30 p.m.
Poster - Frances A. Mateycik, Rensselaer Polytechnic Institute
203-249-1760, mateyf@rpi.edu
Co-Author(s): None
Abstract:
The Science of Information Technology (ScIT) is a course at
Rensselaer introducing students to the physics underlying IT. We are
currently expanding the online curriculum to facilitate widespread use
beyond the Rensselaer course. As part of the development of the
prototype module, we are assessing students' understanding of total
internal reflection (TIR) and optical fibers through the use of clinical
interviews. Findings drawn from these interviews are used both to
check whether the revised materials address students'
preconceptions and to develop a multiple-choice diagnostic tool. We
have piloted the diagnostic questions on TIR and optical fibers with
three different groups of physics students. We will present aspects of
the conceptual and methodological findings and discuss how we are
using these findings to refine both the curricular materials and the
diagnostic questions.
Footnotes:
None
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2004 © American Association of Physics Teachers
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http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (337 of 337) [7/30/2004 8:38:33 AM]