Bulletin of the American Physical Society
2008 APS April Meeting and HEDP/HEDLA Meeting
Volume 53, Number 5
Friday–Tuesday, April 11–15, 2008; St. Louis, Missouri
Session W16: Physics Education II |
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Sponsoring Units: FEd Chair: Bruce Mason, University of Oklahoma Room: Hyatt Regency St. Louis Riverfront (formerly Adam's Mark Hotel), Director's Row 29 |
Tuesday, April 15, 2008 10:45AM - 10:57AM |
W16.00001: Understanding the Gender Gap in Introductory Physics Noah Finkelstein, Lauren Kost, Steven Pollock While it has been suggested interactive engagement (IE) techniques can eliminate the gender gap (the difference in performance between men and women on measures of conceptual learning), we find that, at our institution, the gender gap persisted from pre to posttest in IE classes (Pollock, Physical Review: ST PER. 3, 010107, 2007). This talk reports on a three-part follow-up study that investigates what factors contribute to the gender gap. First, we analyze student grades in different components of the course and find that men and women's course grades are not significantly different (p$>$0.1), but men outscore women on exams and women outscore men on homework and participation. Second, we compare average posttest scores of men and women who score similarly on the pretest and find that there are no significant differences between men and women's average posttest scores. Finally, we analyze other factors in addition to the pretest score that could influence the posttest score and find that gender does not account for a majorportion of the variation in posttest scores when a measure of mathematics performance is included. These findings indicate that the gender gap exists in interactive physics classes, but may be due in large part to differences in preparation, background, and math skills as assessed by traditional survey instruments. [Preview Abstract] |
Tuesday, April 15, 2008 10:57AM - 11:09AM |
W16.00002: Why Don't More Women and Minorities Study Undergraduate Physics? A Case Study Hillary Smith, Derek Weisel It has often been suggested that the lack of women and ethnic minorities studying physics in college can be traced back to the science and math education of students in high school and before. This talk presents data from a two-part survey of high school science students. First, students were asked what subjects they enjoy and their perceived level of competency in math and science. Second, students were asked their plans for secondary education and what factors contributed to this decision. The results been correlated to gender and ethnicity. Analysis of the results indicates trends along gender and ethnic lines in what students believe they are good at, what they enjoy studying, in what ways they plan to continue their education, and what they plan to study in college. [Preview Abstract] |
Tuesday, April 15, 2008 11:09AM - 11:21AM |
W16.00003: Can Scientific Reasoning Ability and Epistemological Beliefs Limit Success in Introductory Physics? Brian Pyper, London Jenks, Michelle Klingler, Allison Shaffer Research in Physics Education is shedding new light on the relationship between scientific reasoning ability, epistemological beliefs, and conceptual change in Introductory Physics. This talk will present data acquired from several courses at BYU-Idaho in an ongoing effort to improve conceptual understanding among introductory Physics and Physical Science students. [Preview Abstract] |
Tuesday, April 15, 2008 11:21AM - 11:33AM |
W16.00004: Quantitative rubber sheet models of gravitation wells using Spandex Gary White Long a staple of introductory treatments of general relativity, the rubber sheet model exhibits Wheeler's concise summary---``Matter tells space-time how to curve and space-time tells matter how to move''---very nicely. But what of the quantitative aspects of the rubber sheet model: how far can the analogy be pushed? We show$^{1}$ that when a mass M is suspended from the center of an otherwise unstretched elastic sheet affixed to a circular boundary it exhibits a distortion far from the center given by h = A*(M*r$^{2})^{1/3}$ . Here, as might be expected, h and r are the vertical and axial distances from the center, but this result is not the expected logarithmic form of 2-D solutions to LaPlace's equation (the stretched drumhead). This surprise has a natural explanation and is confirmed experimentally with Spandex as the medium, and its consequences for general rubber sheet models are pursued. $^{1}$``The shape of `the Spandex' and orbits upon its surface'', \textit{American Journal of Physics}, \textbf{70}, 48-52 (2002), G. D. White and M. Walker. See also the comment by Don S. Lemons and T. C. Lipscombe, also in \textit{AJP}, \textbf{70, }1056-1058 (2002). [Preview Abstract] |
Tuesday, April 15, 2008 11:33AM - 11:45AM |
W16.00005: Synchronizing Physics And Math Standards Derek Weisel State and national standards tend to focus primarily on math and reading. This has led many schools to focus the majority of instruction time on these two subjects. This creates the negative effect of placing less emphasis on physics in many schools. An effective way to keep physics as a primary focus in schools is to emphasize that physics curriculum meets many of the math standards and can be used as a tool to introduce, practice and reinforce important math concepts. This is also a way for physics curriculum to be introduced at the elementary level. This talk will highlight some common areas where math standards are being met and exceeded in the physics curriculum. [Preview Abstract] |
Tuesday, April 15, 2008 11:45AM - 11:57AM |
W16.00006: Improvement in High School physics Teaching will Increase Physics Enrollment Samina Masood We study the effect of better high school teaching on the physics enrollment. Adequate mathematics background, physics curriculum, teaching methodology and the teacher-student relationship contribute to attract students to study physics at the college level. [Preview Abstract] |
Tuesday, April 15, 2008 11:57AM - 12:09PM |
W16.00007: Analysis of the Collapse of the South Tower of the World Trade Center Crockett Grabbe An analysis of the South Tower collapse is made by examining the earlier stages of the collapse, with careful consideration given to the conservation of energy and momentum in the top segment of the tower. This includes events such as the upward movement of the corner of that top segment on collapse initiation, at the same time that squibs appear below the segment. Information gained on the details of that development is used to calculate the minimum energy and power of the sources of that collapse initiation, and it is shown that the sources of that energy and power include 2 separate sets of conventional explosions inside the building just below the top segment. It is shown these explosive forces must produce the energy- and momentum-imparting moves of that top segment, and result in the white clouds that are seen to arise from pulverized concrete below the the floors where the plane impacted, and the subsequent gray clouds that result from pulverized concrete (part of it black carbon produced by the fires) of the top segment. The development of the gray clouds is shown to result from the rapid disintegration of this top segment near its interface with the floors below the impact. [Preview Abstract] |
Tuesday, April 15, 2008 12:09PM - 12:21PM |
W16.00008: ABSTRACT WITHDRAWN |
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