Bulletin of the American Physical Society
2006 APS March Meeting
Monday–Friday, March 13–17, 2006; Baltimore, MD
Session G42: Physics Education Research and Undergraduate Education |
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Sponsoring Units: FEd Chair: Paula Heron, University of Washington Room: Baltimore Convention Center 345 |
Tuesday, March 14, 2006 8:00AM - 8:12AM |
G42.00001: Light Quanta and Photochemistry M. Baublitz, M. Hersek, N. A. Gross, A. Bansil For many undergraduate students the photoelectric effect and quantum nature of light seem abstract because of their lack of first-hand experience with these phenomena. This is particularly true for non-science students taking general science courses. At Northeastern University through the \underline {E}mbedded \underline {L}earning \underline {MO}dules (ELMO) Project, developed with support from NSF and FIPSE, non-science students take part in experiments [1] related to the photoelectric effect that help them understand photochemical processes and the quantum nature of light. Photosensitive materials are produced by depositing thin layers of silver nitrate on paper, and various light sources and light filters are used that permit light from only a specific part of the spectrum to expose the photosensitive material. The dependence of the silver nitrate's photosensitivity on the color of the incident light provides students with an example that can be understood in terms of the quantum nature of light. [1] M. Hersek, N. A. Gross, E. J. Mason, and A. Bansil, J. College Sci. Teaching (in press); N. A. Gross, M. Hersek, and A. Bansil, Am. J. Phys. \textbf{73}, 986 (2005) [Preview Abstract] |
Tuesday, March 14, 2006 8:12AM - 8:24AM |
G42.00002: Generalizing the definition of buoyant force Carl Mungan I propose that buoyant force be defined as the negative of the weight of the displaced fluids, rather than as the net force exerted by fluid pressures on the surface of an object. In the case of a fully submerged object, these two definitions are equivalent. However, if the object makes contact with a solid surface (such as the bottom of a beaker of liquid), only the first definition is well-defined, while the second depends on the ambiguous issue of how much fluid penetrates between the object and the solid surface. [Preview Abstract] |
Tuesday, March 14, 2006 8:24AM - 8:36AM |
G42.00003: Integrating computation and simulation into the undegraduate physics curriculum Gus L. W. Hart At Northern Arizona University, we have been integrating computation and simulation into the curriculum at all levels. We hope to achieve a number of objectives: (i) increase student retention during the first three semesters of the program, (ii) train students in this ``third branch'' of science, (iii) provide students with scientific computing skills, (iv) expand the coverage of the upper-division course content. I will discuss two courses required during the freshman and sophomore years and how computation and simulation is integrated into the upper-division courses. The percieved successes and remaining shortcomings of the current curriculum will addressed. [Preview Abstract] |
Tuesday, March 14, 2006 8:36AM - 8:48AM |
G42.00004: Computational Physics in the Undergraduate Physics Curriculum J.E. Hasbun Recent efforts to incorporate computational physics in the undergraduate physics curriculum have made use of Matlab, IDL, Maple, Mathematica, Fortran, and C$^1$ as well as Java.$^2$ The benefits of similar efforts in our undergraduate physics curriculum are that students learn ways to go beyond what they learn in the classroom and use computational techniques to explore realistic physics applications. In so doing students become better prepared to perform undergraduate research that will be useful throughout their scientific careers.$^3$ Our standard computational physics course uses some of the above tools.$^1$ More recently, we have developed a first draft of a textbook for the junior level mechanics physics course that incorporates computational techniques. The text being developed in addition to employing the invaluable traditional analytical approach to problem solving, it incorporates computational physics to build on those problems. In particular, the course makes use of students abilities to use programming to go beyond the analytical approach and complement their understanding. Selected examples of representative lecture problems will be presented. $^1$ ``Computation and Problem Solving in Undergraduate Physics,'' David M. Cook, Lawrence University (2003), http://www.lawrence.edu/dept/physics/ccli. $^2$ ``Simulations in Physics: Applications to Physical Systems,'' H. Gould, J. Tobochnik, and W Christian; see also, http://www.opensourcephysics.org. $^3$ R. Landau, APS Bull. Vol 50, No.1, 1069 (2005) [Preview Abstract] |
Tuesday, March 14, 2006 8:48AM - 9:00AM |
G42.00005: Using the Open Source Physics Java Library to do Computer Simulations Harvey Gould, Jan Tobochnik, Wolfgang Christian Computation has become a common feature of many physics courses.
However, the computation is usually an add-on and students do not
learn how to write simulations in a way that is similar to how
they are done in a research context. We describe how to teach
students to learn physics by writing and modifying programs in
Java using the objected oriented Open Source Physics library
available at |
Tuesday, March 14, 2006 9:00AM - 9:12AM |
G42.00006: Data Visualization in Physics I: Java applets for interactive demonstration of physics concepts Elizabeth M. Cherry, Steven J. Evans, Harold M. Hastings, Flavio F. Fenton As computing resources continue to develop toward increased flexibility and power, illustration of scientific concepts has become significantly easier. Java applets in particular form an especially appropriate medium through which simulations and animations can be shared easily across platforms. In this talk, we will show several Java applets that illustrate different concepts in physics, particularly in biophysics, complex systems, and excitable media. Various graphical interfaces will be shown for 0d to 2d systems. In addition, we will demonstrate how to incorporate Java applets into PowerPoint for easy presentation of results in classes and seminars. [Preview Abstract] |
Tuesday, March 14, 2006 9:12AM - 9:24AM |
G42.00007: Data Visualization in Physics II: VRML and Java for three-dimensional imaging and fully three-dimensional movies Flavio H. Fenton, Steven J. Evans, Harold M. Hastings, Elizabeth M. Cherry Presentation and analysis of large three-dimensional data sets is in general hard to do using only two-dimensional figures and plots. In this talk, we will demonstrate techniques for illustrating static and dynamic three-dimensional objects and data using Virtual Reality Modeling Language (VRML) as well as Java. The advantage of these two languages is that they are platform-independent, which allows for easy sharing of data and visualizations. In addition, manipulation of data is relatively easy as rotation, translation and zooming can be done in real- time for static objects as well as for data and objects that vary and deform in time. Examples of fully three-dimensional movies will be shown, including dendritic growth and propagation of electrical waves in cardiac tissue. In addition, we will show how to include VRML and Java viewers in PowerPoint for easy presentation of results in classes and seminars. [Preview Abstract] |
Tuesday, March 14, 2006 9:24AM - 9:36AM |
G42.00008: Advanced Lab Consortium ``Conspiracy'' Jonathan F. Reichert Advanced Laboratory instruction is a time-honored and essential element of an undergraduate physics education. But, from my vantage point, it has been neglected by the two major professional societies, APS and AAPT. At some schools, it has been replaced by ``research experiences,'' but I contend that very few of these experiences in the research lab, particularly in the junior year, deliver what they promise. It is time to focus the attention of APS, AAPT, and the NSF on the advanced lab. We need to create an Advanced Lab Consortium (ALC) of faculty and staff to share experiments, suppliers, materials, pedagogy, ideas, in short to build a professional network for those committed to advanced lab instruction. The AAPT is currently in serious discussions on this topic and my company stands ready with both financial and personnel resources to support the effort. This talk is a plea for co-conspirators. [Preview Abstract] |
Tuesday, March 14, 2006 9:36AM - 9:48AM |
G42.00009: Building and Sustaining a Successful Undergraduate Research Program Vijendra Agarwal, Gubbi Sudhakaran The multidisciplinary Undergraduate Research (UR) program initiated about ten years ago continues to be one of the institutional priorities at the University of Wisconsin- La Crosse (UW-L). While, UR program has boosted overall student retention at UW-L, the physics program has very definitely experienced a phenomenal growth in the number of majors (from 5 to 130) and external grants (over a million dollars) in the last few years. In no uncertain terms, this kind of growth is attributed to the nurturing environment of the department and faculty mentored research with undergraduate students. This presentation will focus on various elements, shared responsibility, and resources that are critical to initiating and building a sustainable UR program in physics but even more importantly how to institutionalize it. We shall further discuss our overall experiences from the modest beginnings to our continuous growth. [Preview Abstract] |
Tuesday, March 14, 2006 9:48AM - 10:00AM |
G42.00010: Adaptations of the Physics By Inquiry Curriculum Leon Hsu, Karen Cummings, Jack Taylor We report on the initial stages of a collaborative investigation into ways in which the Physics by Inquiry (PbI) curriculum (McDermott) can be implemented in larger enrollment courses using undergraduate peer instructors and cooperative grouping techniques. Typically, PbI is implemented in small classes with Physics graduate students as teaching assistants. However, many institutions, such as community colleges, do not have graduate students available. In other cases, there is a need for a larger enrollment class. We present three models we are investigating as responses to our local constraints. This work was partially supported by NSF DUE-0410804. [Preview Abstract] |
Tuesday, March 14, 2006 10:00AM - 10:12AM |
G42.00011: Science on the Table: Motivating Non-Science Majors to Learn Physical Science Martha Weller, Judith Iriarte-Gross Most undergraduates in non-scientific fields view personal science knowledge as both irrelevant and unnecessary for their future well-being. Attempts by universities to address the problem of an increasingly scientifically illiterate citizenry through the incorporation of science requirements in the general education curriculum are viewed by students as one more obstacle in their quest for an undergraduate degree, not as an opportunity to develop the skills needed for personal and civic decision making related to scientific and technologic issues. We have modified the laboratory portion of our existing Physical Science course (previously a catch-all course intended to cover concepts in physics, chemistry, earth science, and astronomy in one semester) to incorporate activities that draw attention to the impact of science on society and individuals. These activities include classroom debates on current issues with scientific content as well as experiments that draw attention to the science of everyday materials and phenomena. We will discuss these activities and the skills students are expected to develop from them. [Preview Abstract] |
Tuesday, March 14, 2006 10:12AM - 10:24AM |
G42.00012: A Statistical Analysis of Activity-Based and Traditional Introductory Algebra Physics Using the Force and Motion Conceptual Evaluation Cecelia Trecia Markes With a three-year FIPSE grant, it has been possible at the University of Nebraska at Kearney (UNK) to develop and implement activity- based introductory physics at the algebra level. It has generally been recognized that students enter physics classes with misconceptions about motion and force. Many of these misconceptions persist after instruction. Pretest and posttest responses on the ``Force and Motion Conceptual Evaluation'' (FMCE) are analyzed to determine the effectiveness of the activity- based method of instruction relative to the traditional (lecture/lab) method of instruction. Data were analyzed to determine the following: student understanding at the beginning of the course, student understanding at the end of the course, how student understanding is related to the type of class taken, student understanding based on gender and type of class. Some of the tests used are the t-test, the chi-squared test, and analysis of variance. The results of these tests will be presented, and their implications will be discussed. [Preview Abstract] |
Tuesday, March 14, 2006 10:24AM - 10:36AM |
G42.00013: To Hold A Class When You Can Not Be There Tarlok Aurora Sometimes it is not possible for faculty to be physically present in class because of a need to participate in off-campus conferences or seminars. Due to scheduling conflicts, it may not be possible to find a substitute instructor. Under these conditions, one could cancel the class and make it up later on. Instead, it could also be productive for teaching and learning to make assignments that students could work on during the scheduled class time in the absence of the instructor. This would make learning student-centered and foster teamwork. To do this, students were instructed to meet in the classroom to work together on the specified day and an assignment was made visible on the Blackboard Learning Platform. The completed assignment was due no later than the next class period. The assignment involved reading selected pages from the physics textbook, answering questions and a quiz. It was found that on the specified day, thirteen (out of the fourteen) sophomore students got together and correctly completed the group assignment without supervision. This was not done for extra credit. Students liked working in a collaborative environment. This approach may be used in larger classes with multiple assignments made to small group of students. Details will be discussed. [Preview Abstract] |
Tuesday, March 14, 2006 10:36AM - 10:48AM |
G42.00014: Medical Physicists and AAPM Howard Amols The American Association of Physicists in Medicine (AAPM), a member society of the AIP is the largest professional society of medical physicists in the world with nearly 5700 members. Members operate in medical centers, university and community hospitals, research laboratories, industry, and private practice. Medical physics specialties include radiation therapy physics, medical diagnostic and imaging physics, nuclear medicine physics, and medical radiation safety. The majority of AAPM members are based in hospital departments of radiation oncology or radiology and provide technical support for patient diagnosis and treatment in a clinical environment. Job functions include support of clinical care, calibration and quality assurance of medical devices such as linear accelerators for cancer therapy, CT, PET, MRI, and other diagnostic imaging devices, research, and teaching. Pathways into a career in medical physics require an advanced degree in medical physics, physics, engineering, or closely related field, plus clinical training in one or more medical physics specialties (radiation therapy physics, imaging physics, or radiation safety). Most clinically based medical physicists also obtain certification from the American Board of Radiology, and some states require licensure as well. [Preview Abstract] |
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