A-O-K Section Meeting of the American Association of Physics Teachers
Banquet Speaker
John S. Rigden
Washington University in St. Louis
Einstein: Why the Standard of Greatness?
Albert Einstein occupies a unique place in the modern mind because he was a physicist and
because physics has a special mystique. He is the standard of intelligence and, for that
reason, he is the standard of greatness. The intellectual outpouring that Einstein exhibited
in 1905 with five ground-breaking papers in a seven month period is unequaled in the
history of science. He challenged 100 years of confirmed wisdom with his March quantum
theory of light (the only 1905 paper Einstein regarded as revolutionary); he established
molecular dimensions, verified the statistical nature of thermodynamics, reconstructed
space and time, and showed that energy and mass were the same thing (E = mc2). All this he
did by means of pure reason and by so doing, Einstein touched the minds and emotions of
Homo sapiens, the thinking animal.
Keynote Speaker
John S. Rigden
Washington University in St. Louis
A Candle, a Bushel Basket, and Physicists
A physics education is a passport to a wide range of careers. Physics alumni and alumnae
are successful professionals, well paid, enjoy their work, and are respected by their coworkers. While physics departments would like to increase both their production of physics
majors and the number of graduate students, they do little-to-nothing to apprise students of
the professional opportunities physics provides and nothing to market a department’s
products or to expand the market for physicists. Physics is a mature science with a firmly
established reputation. If physics is what physicists do, then the reputation of physics is
inaccurate and it works against the welfare of academic physicists. If physics were a
business, it would be bankrupt. Since fresh ideas can come from thinking about old
practices in new ways, it is useful to think of physics in business terms.
October 8-9, 2004
University of Arkansas at Little Rock
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A-O-K Section Meeting of the American Association of Physics Teachers
Workshops
"Investigate (and Promote) Learning in Your Classroom with TINavigator"
Workshop leader: Tracy Watson, Department of Mathematics &
Statistics, UALR
See the power of a networked classroom using the TI-Navigator system. You will be able
to get immediate feedback from every student and know exactly who in your classroom
understands a concept and who needs extra help, as well as engage your students and
simplify your grading procedures. But that's not all. The TI-Navigator system can also be
used to place experimental data on all your students' calculators almost instantly for further
investigation.
Friday, October 8 1:30-3:45 pm
Saturday, October 9 10:45 am-12:00 pm
Modeling Physics
Workshop leader: Shane Thompson, Arkansas School for Math,
Science, and the Arts
In this workshop we plan to show a very brief overview of modeling physics. This particular
style of modeling uses components of both the high school and the university techniques.
So, whether seasoned modeler, just getting into it, or wondering "What is Modeling
Physics?" this workshop is for you.
Saturday, October 9 10:45 am-12:00 pm and 1:45-3:00 pm
Arkansas Physics Lending Library Workshops*
Workshop leader: Al Adams, Dept. of Physics & Astronomy, UALR
The University of Arkansas at Little Rock maintains a collection of hands-on materials for
middle and high school physical science and physics teachers to use in their classroom.
Modules covering all the principal topics in physics are available. Arkansas teachers may
borrow the equipment. A series of 75-minute sessions providing teachers with hands-on
working experience with many of the module components within the library collection is
planned for Friday October 8. While the sessions are topic-specific, all sessions are
independent so teachers may sign up for any one or any combination of the four. There will
be useful curriculum examples appropriate for both middle and high school science teachers
who are looking for hands-on laboratory experiences that address the physical science and
physics goals developed by the Arkansas Science Teachers Association.
Friday, October 8
8:30-9:45 am
Heat and Temperature
10:30-11:45 am Motion and Forces
1:30--2:45 pm
Electricity and Magnetism
3:00-4:15 pm
Waves and Optics
*A joint project of the National Science Foundation and the University of Arkansas at Little Rock
October 8-9, 2004
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Platform Sessions
Saturday, October 9, 2004
All Sessions are in Fribourgh Hall room 102
Session 1
8:00-9:15 am
Chair: Ed Gran, UALR
8:00 am Coriolis Confusion
Ivan V. Griffin, Tulsa Community College, Tulsa, OK 74129, (918) 665-7778,
vgriffin@tulsacc.edu
The Coriolis force is an often neglected topic in freshman college Physics. The Coriolis term
occurs when there is motion in a rotating reference frame. The presentation of the Coriolis
force is different in various courses, such as Physical Science, Meteorology, Physics, and
Mechanics. This confuses our students. Depending on the course, it can be presented as a
real force or a fictitious force. Even the direction of the action of the Coriolis force is
different, depending on the course. The confusion can be cleared up by a clear focus on the
chosen reference frame.
8:15 am Analogies for Teaching and Assessing Physics – Trick or Treat?
Peter Fletcher, Physics Department, Kansas State University, 116 Cardwell Hall,
Manhattan, KS 66506-2601, (785) 532-1824, fletcher@phys.ksu.edu
As physics teachers we frequently call upon analogies and considerable research has been
devoted to examining their effectiveness. During the past decade studies have shifted to
investigating or describing the effectiveness of analogies presented in a classroom
environment. Interestingly, little research has been conducted into their affective benefits
which I believe is the key to the effective utilization of analogies. The treat – analogies can
be powerful teaching tools because they can make new material intelligible to students. The
trick – analogies may potentially block conceptual development. To stir your minds into a
self-reflective state, a brief overview of the state of play of analogies in physics/chemistry
education will be presented. This will be followed by a few thought provoking examples
which I will ask you to comment upon through a quick survey. So have your pens and
pencils at the ready.
October 8-9, 2004
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A-O-K Section Meeting of the American Association of Physics Teachers
8:30 am Investigating Students’ Knowledge of the Particle Structure of
Matter
Lili Cui, Physics Department, Kansas State University, 116 Cardwell Hall, Manhattan, KS
66506-2601, (785) 532-7167, lili@phys.ksu.edu
Dean A. Zollman, Kansas State University
N. Sanjay Rebello, Kansas State University
This study is in the early stages of an investigation of students’ models of the structure of
matter in three different countries. We administered a questionnaire, developed by Silke
Melkelskis-Seifert in Germany, to introductory college students and high school students.
The questionnaire includes Likert scale and open-ended questions focusing on the existence
of particle, particulate vs. continuous nature of matter, the solid, liquid and gaseous states
and their relationship, density of matter, etc. We interviewed a few of the survey
respondents to probe their understanding of these concepts and to validate the survey
questions. We will administer the survey to more high school/college students and teachers
in U.S., Germany and China. Follow-up interviews will help us understand the models
underlying students’ responses.
8:45 am NFO WebScope Educational Outreach Program
Al Grauer, University of Arkansas at Little Rock, Dept. of Physics & Astronomy, 2801 S.
University Ave., Little Rock, AR 72204, (501) 569- 3275
NFO WebScope is a fully robotic telescope facility that we have built and are operating via
the internet [www.nfo.edu, click on progress and also web cams and weather]. We are
initiating a pilot program to develop, implement, and evaluate curricular materials and
software that allow students (5th – 12th grade) to directly interact with the operation of a
research grade telescope at a remote location. Entry-level students will be able to begin to
do real science projects on their own. As the students develop confidence and skills, the
interface between them and the telescope will adjust to allow them to do additional
advanced projects. Students will then compare their observations with those from NASA
space missions.
October 8-9, 2004
University of Arkansas at Little Rock
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A-O-K Section Meeting of the American Association of Physics Teachers
Session 2
10:30-12:00 pm
Chair: Andre Rollefson, UALR
10:30 am Modern Miracle Medical Machines*
Bijaya Aryal, Physics Department, Kansas State University, 116 Cardwell Hall,
Manhattan, KS 66506-2601, (785) 532-7167, bijaya@phys.ksu.edu
Spartak Kalita, Kansas State University
Dean A. Zollman, Kansas State University
Technology that is derived from modern physics is used frequently in medicine to diagnose
and treat a variety of illnesses. We are developing instructional materials that introduce
these medical applications to motivate the study of modern physics. These activity-based
units are being created so that they may be included in a standard algebra-based physics
course biology and pre-professional. Medical procedures such as positron emission
tomography (PET), magnetic resonance imaging (MRI), and computer tomography (CT)
help focus the learning on contemporary topics in physics. Additional information is
available at http://web.phys.ksu.edu/mmmm/
*Supported by a National Science Foundation Director’s Award for Distinquished Teaching
Scholars, Grant DUE 04-2675
10:45 am Movie Physics: Transfer of Knowledge by Observation – A First
Look
Carina Poltera, Kansas State University, Manhattan, KS 66506-2601, (785) 532-7167,
cmp3377@ksu.edu
N. Sanjay Rebello, Kansas State University
Physics is an integrated part of our lives. Yet questions arise if students from introductory
physics courses can transfer their learning from the classroom to life experiences. With the
use of movie media, we have examined the extent to which students in algebra based physics
courses can transfer their learning from the classroom or personal experiences to situations
shown in various movie clips. A total of eight movie clips containing physics based
situations were shown to students to activate any classroom knowledge or personal
experiences. Preliminary findings show that while most students were able to discuss
whether or not events in the clip were physically possible, their discussions tended to invoke
the transfer of their personal experiences more strongly that the transfer of classroom
concepts.
11:00 am Council on Undergraduate Research (CUR)
Mostafa Hemmati, Department of Physical Science, Arkansas Tech University, Russellville,
AR 72801, (479) 968-0340, mostafa.hemmati@mail.atu.edu
Council on Undergraduate Research (CUR) “The Council on Undergraduate Research (CUR)
helps to strengthen the research programs of faculty in predominantly undergraduate
institutions and promotes research by undergraduate students in all settings of natural and
social sciences and mathematics education. We believe that education is best served by
faculty-student collaborative research combined with investigative teaching strategies, CUR
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provides avenues for faculty development and helps administrators to improve and assess
the research environments of their institutions. CUR generates awareness and national
support for undergraduate research. We speak on behalf of primarily undergraduate
institutions (PUIs). We work with federal agencies and private and local organizations to
develop and maintain research-based educational opportunities.
11:15 am Speededness and Classroom Response Systems: A Pilot Study
Daniel Bullock, Department of Physical Science, Arkansas Tech University, 1701 North
Boulder Ave., Russellville, AR 72801, (479) 968-0293,
Wilson J. Gonzalez-Espada, Arkansas Tech University
With the introduction of classroom response system (CRS) in physics classrooms,
instructors are able to examine assessment parameters that are commonly described in the
standardized assessment literature but that were not readily available before. The purpose
of this paper is to examine students’ item speededness, as measured through CRS, in
responding to multiple-choice questions posed on a semester-long introductory physics
course. We will determine whether statistical relationships exists between average response
times (ART) for correct and incorrect questions in general. In addition, we well determine
whether these parameters are statistically related to variables such as students’ gender, GPA,
and final grade in the course. It is expected that this exploratory analysis of speededness will
provide additional information for instructors about how to improve the validity of their
tests and to advise students about test-taking techniques.
11:30 am DyKnow: A tool for collaborative learning in the physics
classroom
Stephen R. Addison, Department of Physics & Astronomy, University of Central Arkansas,
Conway, AR 72035, (501) 450-5900, saddison@mail.uca.edu
In recent years enquiry-based learning, collaborative learning and other technologyenhanced pedagogies have been adopted in a variety of academic disciplines. In physics
classrooms such methodologies have been used in laboratories and have been used in
introductory classes using studio formats. Many courses beyond the introductory level
remain largely lecture based.
DyKnow allows teachers and students to exchange information in real-time in a computerequipped networked classroom. As a result, the DyKnow collaborative learning environment
can be used to introduce technology-based collaborative learning and enquiry-based
learning in introductory courses and it can enable those pedagogies to continue to be used
throughout curriculum. The DyKnow system will be tested in University Physics at the
University of Central Arkansas in spring 2005. In this session preliminary feedback on the
use of the system and the ways in which the system will be embedded in the University
Physics sequence will be presented.
11:45 am Web Support for Teacher Preparation*
Brian W. Adrian, Kansas State University, 116 Cardwell Hall, Manhattan, KS 66506, (785)
532-1824, badrian@phys.ksu.edu
Dean Zollman, Kansas State University
Scott Stevens, Carnegie Mellon University
The Physics Teaching Web Advisory (Pathway) is a dynamic digital library for physics
teaching. This interactive resource will help teachers of all levels, prepare for their classes
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A-O-K Section Meeting of the American Association of Physics Teachers
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.
*Supported in part by NSF grant DUE-0226157
12:00-12:10 pm Teacher in Residence Program at UAF
David A. Young and Donna Owen
October 8-9, 2004
University of Arkansas at Little Rock
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A-O-K Section Meeting of the American Association of Physics Teachers
Session 3
1:45–3:00 pm
Chair: Tony Hall, UALR
1:45 pm Students’ Models of X-rays and Their Interactions*
Spartak Kalita, Physics Department, Kansas State University, 116 Cardwell Hall,
Manhattan, KS 66506-2601, (785) 532-1824, spartak@phys.ksu.edu
The topic of highly energetic electromagnetic radiation, widely used by physicians, is usually
only barely covered in introductory physics courses. Thus, to understand topics such as xrays, students must transfer basic familiarity with EM, optics, particle and wave propagation
to “fill in the gap” between their everyday and scientific experience in this particular case.
We are designing and conducting semi-structural clinical interviews for determining how
university students understand X-ray phenomena, having finished their standard one-year
introductory physics course. The results from the studies of students’ X-ray-related mental
models will be extended to both the phase of teaching experiments and other topic areas
such as positron emission tomography (PET), magnetic resonance imaging (MRI),
ultrasound applications, etc.
*Supported by a National Science Foundation Director’s Award for Distinguished Teaching Scholars, Grant
DUE 04-2675
2:00 pm The Standard Model of Elementary Particles and Beyond
Wilhelm Richter, Arkansas School for Math, Sciences & Arts, 129 Pine Meadows Loop, Hot
Springs, AR 71901, (501) 622-5397, richterw@asmsa.org
This session will reflect my Fermi Lab experience, present how the symmetry principle
guided the researchers to detect the elementary particles of the Standard Model and touch
on the future of elementary particle physics. Printed copies of the presentation and of several
lab exercises will be available.
2:15 pm Developing an inquiry-based physical science course for
preservice elementary teachers
Zdeslav Hrepic, Physics Department, Fort Hays State University, 600 Park Street, Hays,
KS 67601, (785) 628-4500, zhrepic@fhsu.edu
Paul Adams, Fort Hays State University
Nancy Talbott, Fort Hays State University
Germaine Taggart, Fort Hays State University
Lanee Young, Fort Hays State University
Preservice elementary teachers should experience science through inquiry in order to be
effective in teaching science. In addition, inquiry as a mode of teaching is mandated by
Kansas and National Science Education Standards. As a result of the No Child Left Behind
Act, teachers also need to be prepared to include basic skills in reading and mathematics in
all instruction. To address these issues Fort Hays State University (FHSU) is adapting and
extending the NSF-developed teacher enhancement materials, Operation Primary Physical
Science (OPPS), for use in a physical science course for preservice elementary teachers. We
will present main features of OPPS, demonstrate its effectiveness as shown through
October 8-9, 2004
University of Arkansas at Little Rock
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A-O-K Section Meeting of the American Association of Physics Teachers
workshops with in-service teachers and discuss some preliminary and anecdotal results that
we have collected since the beginning of the Fall 2004 semester. Authors welcome
participants’ inputs, suggestions and especially possible cooperation in enhancing and
promoting the material.
2:30 pm Qualitative Examination of Prelab Questions in Intro Lab
Karen Williams, East Central University, 1100 East 14th Street, Ada, OK 74820, (580) 3105394, kwillims@mac.com
Prelab questions were implemented in General Physics II this summer. Students responded
to questions about the lab procedure and theory via Beyond Question which is an internet
based tool developed at Erskine College. Student comments about the value of the prelab
questions and the future of prelab questions in our introductory labs will be discussed.
2:45 pm Eliciting and representing hybrid mental models through
formative assessment*
Zdeslav Hrepic, Physics Department, Fort Hays State University, 600 Park Street, Hays,
KS 67601, (785) 628-4500, zhrepic@fhsu.edu
Dean A Zollman, Kansas State University
Sanjay Rebello, Kansas State University
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.
*Supported in part by NSF ROLE 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.
October 8-9, 2004
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Session 4
3:15-4:45 pm
Chair: C. Stephen Storm, ASU
3:15 pm Success of Minority Students in Physics at ECU
Carl T. Rutledge, Physics Department, East Central University, Ada OK 74820, (580) 3105392, crutledge@mac.com
Karen A. Williams, East Central University
East Central University has been very successful with recruiting and graduating
underrepresented minority students in physics, especially in the years since 1994 when some
new programs were begun. For example, five of seven new Sigma Pi Sigma Physics Honor
Society inductees in the fall of 2003 were Native Americans. The methods used to recruit,
support, retain and graduate minority students will be discussed.
3:30 pm College Students’ Mental Models of Atomic Friction and
Lubrication
Edgar Corpuz, Kansas State University, 116 Cardwell Hall, Manhattan, KS 66506-2601,
(785) 532-7167, eddy@phys.ksu.edu
N. Sanjay Rebello, Kansas State University
Eleven (11) students enrolled in conceptual modern physics were interviewed to probe their
mental models of atomic friction and lubrication. Interview questions were constructed in a
way that students were guided to explain phenomena under investigation at the atomic level.
Our results show that students’ mental models of friction at the atomic level are dominated
by their macroscopic experiences. Students often believe that friction is produced when two
macroscopic surfaces come into contact and rub against each other. Friction at the atomic
level, according to these students, should therefore be just the mechanical interactions
(interlocking or rubbing) of the atoms. Based on these results, we are currently conducting
teaching interviews with the aim of enabling students to develop metaconceptual awareness
of the seemingly different nature of macroscopic and microscopic friction.
3:45 pm Prior math Performance predicting physics grades
Rudolph L. Eichenberger, Southern Arkansas University, 1908 LaCari, Magnolia, AR
71753, (870) 235-4283, rjeichen@saumag.edu
The relationship between a student’s prior mathematics performance, MATH ACT score,
and his/her success measured by university engineering physics grade was investigated by
the author over a five year period. A statistically significant correlation of γ = 0.27 was
found between the ACT Math scores and physics I grades.
4:00 pm Using Graphical Analysis to curve fit potentials on conductive
paper
Jim C. Johnson, Emporia State University, 1708 Calle de Loma, Emporia, KS 66801, (620)
343-9134, johnsoja@emporia.edu
The Pasco Field Mapper Kit is used to produce several two-dimensional conducting patterns
on conductive paper. When a potential difference is applied between the conducting areas, a
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University of Arkansas at Little Rock
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A-O-K Section Meeting of the American Association of Physics Teachers
voltmeter can be used to map out equipotentials and electric fields on the paper. The
potential can also be measured as a function of distance between the conductors and this
data can be curve fitted using a computer. This electricity experiment has features that lend
it to use with the modeling method of physics teaching.
4:15 pm Service Learning and the Introductory Physics Student
Jeff W. Laub, School of Mathematics, Science and Health Sciences, Rogers State University,
1701 West Will Rogers Blvd., Claremore, OK 74017, (918) 343-7617, jlaub@rsu.edu
Students in an introductory physics course were challenged with the task of explaining a
basic physics concept to high school students at an academy for the blind. The university
students selected a concept that was learned in the lecture portion of an introductory physics
course. They designed an initial prototype and visited several times with the high school
students to test the success of the project. They made any necessary modifications and
presented the final experiment to the high school for use by current and future students.
Included in this presentation will be examples of the projects, reactions from both sets of
students, and other lessons learned from the program.
4:30 pm Action Research Task-Analysis Model
Linda C. Kondrick, Arkansas Tech University, 1701 North Boulder, Russellville, AR 72801,
(479) 968-0341, linda.kondrick@mail.atu.edu
Action research is a comprehensive term used to categorize field site-investigations used by
the reflective practitioner to analyze and reform their practices. Action research is gaining
diversity among its practitioners. The proliferation of action research strategies among
practitioners who have not been formally trained in education research has precipitated the
need to develop an action research model. The action research task-analysis model
presented in this paper was developed to inform the design, implementation, and
publication of the results of action research strategies. This conceptual model uses a global
take –analysis model for categorizing action research strategies based upon a threedimensional pyramidal structure. The design is adaptable to an unlimited number of
dimensions. However, the basic model considers three criteria: research goal, method of
inquiry, and sophistication of data analysis. The model allows the researcher to
conceptualize the balance among the various criteria in the design of an action research
study. The model structure is demonstrated for qualitative, quantitative, and mixed-method
studies. The strength of this model is that it can be used for a variety of purposes: a planning
tool, a faculty development framework, or a comparative evaluation tool. Examples are
given for each application of the model.
October 8-9, 2004
University of Arkansas at Little Rock
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Meeting Schedule
Friday, October 8, 2004
7:30-5:30 pm
Registration
8:30-9:45 am
APLL Heat & Temperature Workshop Al Adams
10:30 -11:45 am APLL Motion & Forces Workshop Al Adams
11:45-1:30 pm
Lunch
1:30-2:45 pm
APLL Electricity & Magnetism Workshop Al Adams
1:30-2:45 pm
TI-Navigator Tracy Watson
3:00-4:15 pm
APLL Waves & Optics Al Adams
3:00-6:00 pm
Tours
5:30-6:00 pm
Registration
6:00-7:00 pm
Social Hour
6:45-7:30 pm
Registration
7:00-9:00 pm
Banquet and Speaker
9:30 pm
Executive Meeting
PHYS* 104
PHYS 202
PHYS 202
PHYS 202
DKSN* 601
PHYS 202
PHYS 104
BAILEY*
BAILEY
DSC* Room C
DSC Room C
DSC Room C
Saturday, October 9, 2004
7:30-12:00 pm Registration
PHYS 104
8:00-8:15 am
Coriolis Confusion Ivan V. Griffin
FH* 102
8:15-8:30 am
Analogies for Teaching/Assessing Trick or Treat? Peter FletcherFH 102
8:30-8:45 am
Students’ Knowledge of Structure of Matter Lili Cui
FH 102
8:45-9:15 am
NFO WebScope Al Grauer
FH 102
9:30-10:30 am Keynote Address John Rigden
FH 102
10:30-10:45 am Modern Miracle Medical Machines Bijaya Aryal
FH 102
10:45-11:00 am Movie Physics: Transfer of Knowledge Carina Poltera
FH 102
10:45 -12:00 pm Modeling Physics Workshop Shane Thompson
ERSC* 107
10:45-12:00 pm TI-Navigator Workshop Tracy Watson
DKSN 604
11:00-11:15 am Council on Undergrad Research (CUR) Mostafa Hemmati
FH 102
11:15-11:30 am Speededness & Classroom Response Systems Daniel Bullock FH 102
11:30-11:45 am DyKnow: A tool for collaborative learning Stephen Addison FH 102
11:45-12:00 pm Web Support for Teacher Preparation Brian Adrian
FH 102
12:00-12:10 pm TIR Program Announcement David Young& Donna Owen FH 102
12:15-1:15 pm
Lunch
1:15-1:40 pm
AOK Section Business Meeting
FH 102
1:15-1:40 pm
AR Alliance Meeting
FH 101
1:45-2:00 pm
Students’ Models of X-rays & Interactions Spartak Kalita
FH 102
1:45-3:00 pm
Modeling Physics Workshop Shane Thompson
ERSC 107
2:00-2:15 pm
Standard Model of Elementary Particles Wilhelm Richter
FH 102
2:15-2:30 pm
Inquiry-Based Physical Science/Preservice Elem. Teachers
FH 102
Zdeslav Hrepic
2:30-2:45 pm
Qualitative Exam Prelab Questions in Intro Lab
FH 102
Karen Williams
2:45-3:00 pm
Eliciting/Representing Hybrid Mental Models Zdeslav Hrepic FH 102
3:15-3:30 pm
Success of Minority Students in Physics Carl T. Rutledge
FH 102
3:30-3:45 pm
Mental Models: Atomic Friction & Lubrication Edgar Corpuz FH 102
3:45-4:00 pm
Prior Math Performance Predicting Physics Grades
FH 102
Rudolf L. Eichenberger
4:00-4:15 pm
Using Graphical Analysis to Curve Fit Potentials Jim Johnson FH 102
4:15-4:30 pm
Service Learning & Introductory Physics Student Jeff Laub
FH 102
4:30-4:45 pm
Action Research Task-Analysis Model Linda Kondrick
FH 102
5:00-5:15 pm
Raffle & Closing
FH 102
*PHYSICS
DICKINSON
October 8-9, 2004
BAILEY ALUMNI CENTER
DONAGHEY STUDENT CENTER
University of Arkansas at Little Rock
EARTH SCIENCE
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A-O-K Section Meeting of the American Association of Physics Teachers
Tours & Demonstrations
Friday, October 8
All tours leave from PHYS 104
3:00 pm
Hybrid Rocket Firing
Laser Lab
Physics Computer Lab
3:30 pm
Hybrid Rocket Firing
Laser Lab
Observatory
4:00 pm
Observatory
Hybrid Rocket Firing
Physics Computer Lab
4:30 pm
Robotics Demonstration
Virtual Reality Center
Hybrid Rocket Firing
Observatory
5:00 pm
Robotics Demonstration
Virtual Reality Center
Observatory
5:30 pm
Robotics Demonstration
Virtual Reality Center
Observatory
October 8-9, 2004
University of Arkansas at Little Rock
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A-O-K Outstanding
High School Physics Teacher Awardees
1975 Bill Wood, McClellan High School, Little Rock AR
1976 Jack Knight, Putnam city High School, Putnam City OK
Kenneth Roper, Shawnee Mission South High School, Shawnee Mission KS
1977 Jo Anne Rife, Harrison High School, Harrison AR
1978 Harold McCord, Nathan Hale High School, Tulsa OK
1979 Loren Riblett, Wamego High School, Wamego KS
1980 Bill Screenton, Jacksonville High School, Wamego KS
1981 Unknown- Meeting held at OSU
1982 Leroy Anderson, Shawnee Mission East High School, Shawnee Mission KS
Charles Engle, Newton High School, Newton KS
1983 Jerrel Boast, Pine Bluff High School, Pine Bluff AR
1984 Marian Nottingham, Duncan High School, Duncan OK
1985 Kenneth Roper, Shawnee Mission South High School, Shawnee Mission KS
1986 Jerrel Boast, Pine Bluff High School, Pine Bluff AR
1987 Eugene Thompson, Booker T. Washington High School, Tulsa OK
1988 Judy Mealing, Derby High School, Derby KS
1989 Rudolf M. Timmerman, Newark High School, Newark AR
1990 Jane Rich, Shawnee High School, Shawnee OK
1991 Bernadine Samson, Bird City High School, Bird City KS
1992 William A. Merrifield, Fayetteville Senior High School, Fayetteville, AR
Guy Boydstun, Greenland High School, Greenland AR
1993 Tim Bodine, Inola High School, Inola OK
1994 Keith Goering, Chanute High School, Chanute KS
1995 Sherry Lane, Greenwood High School, Greenwood AR
Tomilea Lee-Cross, Russellville Middle School, Russellville AR
1996 Eldon Lehman, Western Heights High School, Oklahoma City OK
1997 Earl Legleiter, El Dorado High School, El Dorado KS
1998 Stanley Gann, Lakewood High School, Hot Springs AR
1999 Martha J. Peters, Edison High School, Tulsa OK
2000 Does anyone know if there was a recipient this year in KS?
2001 Steve Storm, Heber Springs High School, Heber Springs AR
Jennifer Self, Central High School, Little Rock AR
2002 Phillip Scott, McAlester High School, McAlester OK
2003 Cheryl Shepherd-Adams, Hays High School, Hays KS
2004 David A. Young, Fayetteville High School, Fayetteville AR
October 8-9, 2004
University of Arkansas at Little Rock
14
A-O-K Section Meeting of the American Association of Physics Teachers
A-O-K Section Officers
N. Sanjay Rebello, President
Physics Dept.
Kansas State University
116 Cardwell
Manhattan, KS 65506-2601
(785) 537-7543 FAX (785) 532-6806
srebello@phys.ksu.edu
C. Stephen Storm
AR Representative-2 Year College
Al J. Adams, Vice President
Vice President/Treasurer
Dept. of Physics/Astronomy
University of Arkansas at Little Rock
2801 S. University Ave.
Little Rock, AR 72204-1099
(501) 569-3498 FAX (501) 569-3314
ajadams@ualr.edu
Ronald G. Albrecht
KS Representative-2 Year College
Science Division
Dodge City Community College
2501 N. 14th Ave.
Dodge City, KS 67801-2399
(620) 225-1222 FAX (620) 225-0918
ralbrecht@dodgecitycc.edu
Debra Burris, Secretary
Division of Science & Math
Oklahoma City Community College
7777 S. May Ave.
Oklahoma city, OK 73159
(401) 682-1611
dburris@okccc.edu
Debra Burris
OK Representative-2 Year College
Division of Science & Math
Oklahoma City Community College
7777 S. May Ave.
Oklahoma city, OK 73159
(401) 682-1611
dburris@okccc.edu
Karen A. Williams, Past President
Physics Department
East Central University
Ada, OK 74820-6899
(580) 310-5394 FAX (580) 310-5606
kwillims@mac.com
Rudolph J. Eichenberger
AR Representative-4 Year College
Southern Arkansas University
SAU Box 9176
Magnolia, AR 71754-9716
(870) 234-4283 FAX (870) 235-5005
rjeichen@saumag.edu
Carl T. Rutledge
OK Representative-4 Year College
East Central University
ECU Box X-4
Ada, OK 74820
(580) 310-5392
crutledg@mac.com
Jim Johnson
KS Representative-4 Year College
Emporia State University
1200 Commercial
Emporia, KS 66801
(620) 341-5970 FAX (620) 341-6055
johnsoja@emporia.edu
October 8-9, 2004
Arkansas State Univ.-Heber Springs
71 Cleburne Park Road
Heber Springs, AR 72543
(501) 250-9911 FAX (501) 250-9903
csstorm@asub.edu
Jane Biles Rich
OK Representative-High School
Rt. 2 Box 115A
Prague, OK 74864
(404) 275-3081 FAX (405) 275-9501
jrich@shawnee.k12.ok.us
Cheryl Shepherd-Adams
KS Representative-High School
Hays High School
2300 E. 13th Street
Hays, KS 67601
(785) 628-5630 FAX (785) 628-3005
cshepardadams@usd.org
Risie R. Howard-Klein
AR Representative-High School
McClellan High School
9417 Geyer Springs Road
Little Rock, AR 72209
(501) 447-2100 FAX (501) 447-2101
hrh804@hotmail.com
Todd R. Leif, Section Representative
Cloud County Community College
2221 Campus Drive
Concordia, KS 66901
(785) 243-1435 FAX (785) 243-1043
leif@cloud.edu
University of Arkansas at Little Rock
15
Restaurants
South of campus: (a good walk)
El Dorado Mexican
Colton’s Steak House* (SW corner of
Asher & University)
Casa Viva* (Asher Shopping Center)
McDonalds*
Wendys*
N
O
R
T
H
University Ave.
West of campus in shopping center: (easy walk)
Frontier Grill (10% discount or free drink if you show your AAPT badge)
Pizza Hut
West of campus south of shopping center: (slightly longer walk)
Subway
Go Go China
Burger King
Arby’s
North of campus on University Ave.
Catfish City* (about 3 blocks north on east side of street)
Senior Tequila* (about 3 blocks north on west side of street)
On Friday, eating facilities in the Donaghey Student Center are open. (Closed on Saturday)
*Need to use car