Bulletin of the American Physical Society
2009 Spring Meeting of the Texas Sections of the APS, AAPT, and SPS
Volume 54, Number 2
Thursday–Saturday, April 2–4, 2009; Stephenville, Texas
Session M1: AAPT2 |
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Chair: Shaukat Goderya, Tarleton State University Room: Science Building 102 |
Saturday, April 4, 2009 10:00AM - 10:12AM |
M1.00001: Spiral Physics Thomas O'Kuma Spiral Physics is an active learning curriculum developed originally by Paul D'Alessandris of Monroe Community College in Rochester, NY. In this talk, I will outline why I decided to change to Spiral Physics, how I implemented a modified Spiral Physics curriculum, some interesting aspects of the approach, and some results. [Preview Abstract] |
Saturday, April 4, 2009 10:12AM - 10:24AM |
M1.00002: Elastic Collisions and Gravity Steven Ball Elastic collisions are fascinating demonstrations of conservation principles. The mediating force must be conservative in an elastic collision. Truly elastic collisions take place only when the objects in collision do not touch, e.g. magnetic bumpers on low friction carts. This requires that we define a collision as a momentum transfer. Elastic collisions in 1-D can be solved in general and the implications are quite remarkable. For example, a heavy object moving initially towards a light object followed by an elastic collision results in a final velocity of the light object greater than either initial velocity. This is easily demonstrated with low friction carts. Gravitational elastic collisions involving a light spacecraft and an extremely massive body like a moon or planet can be approximated as 1-D collisions, such as the ``free return'' trajectory of Apollo 13 around the moon. The most fascinating gravitational collisions involve the gravitational slingshot effect used to boost spacecraft velocities. The maximum gravitational slingshot effect occurs when approaching a nearly 1-D collision, revealing that the spacecraft can be boosted to greater than twice the planet velocity, enabling the spacecraft to travel much further away from the Sun. [Preview Abstract] |
Saturday, April 4, 2009 10:24AM - 10:36AM |
M1.00003: How Mass Changes with Velocity and Energy? Lianxi Ma It is well known that mass of an object $m$ can increase with its speed $v$, which is one reason that we believe that the speed of light $c$ is the ultimate limit for all objects. As the $v$ is approaching to the speed of light, the $m$ becomes larger and larger so the acceleration becomes more and more difficult. It is also well known that $m$ is related to the energy $E$. Energy is released in the nuclear reaction while the mass is lost and this has been the theoretical basis for nuclear fission and fusion reactions. However, argument exists over how to interpret the relationship between mass and velocity and energy. In the text, we don't want to discuss if the use of relativistic mass is appropriate. Instead, we discuss two examples that seem to be confusing in the teaching of special relativity. A harmonic spring oscillator and a proton accelerated in an electric field are chosen as examples to discuss the mass change with energy and velocity. We show that the two equations $m=\gamma m_0 $ and $m=\frac{E}{c^2}$ agree each other if potential energy and related mass are properly considered. [Preview Abstract] |
Saturday, April 4, 2009 10:36AM - 10:48AM |
M1.00004: ATE Program for Physics Faculty Thomas O'Kuma This talk will report on this project for two-year college and high school physics teachers. It will include data from the recently held workshops that are part of this project, follow-up activities conducted by the participants of this project, and some interesting information from the project. [Preview Abstract] |
Saturday, April 4, 2009 10:48AM - 11:00AM |
M1.00005: The Electrical Currents in a DC RC Circuit Lianxi Ma, Chi Chen A RC circuit with DC voltage source composed of two RC units is investigated. We find that except for a rare scenario of C2R2 = C1R1, there is always an accumulation of charge between the two units. This charge accumulation causes the current difference on R1 and R2. The transient processes of currents and charges are discussed. [Preview Abstract] |
Saturday, April 4, 2009 11:00AM - 11:12AM |
M1.00006: A Course in Science and Pseudoscience Richard Taylor A new course at Hockaday, Science and Pseudoscience, examines what we know, how we know it, and why we get fooled so often and so easily. This is a course in which we measure things we thought we understood and use statistical analysis to test our understanding. We investigate extraordinary claims through the methods of science, asking what makes a good scientific theory, and what makes scientific evidence. We examine urban myths, legends, bad science, medical quackery, and plain old hoaxes. We analyze claims of UFOs, cold fusion, astrology, structure-altered water, apricot pit cures, phlogiston and N-rays, phrenology and orgonomy, ghosts, telekinesis, crop circles and the Bermuda Triangle -- some may be true, some are plainly false, and some we're not really sure of. We develop equipment and scientific techniques to investigate extra-sensory perception, precognition, and EM disturbances. [Preview Abstract] |
Saturday, April 4, 2009 11:12AM - 11:24AM |
M1.00007: A New Tune for an Old Sonometer Paul Williams Sonometers have long been a useful device for teaching about properties of standing waves on strings and production of sound. With modern probeware their uses can be increased significantly. An application of the sonometer presented in this paper is as a demonstration of Faraday's Law of Induction as applied to an electric guitar pickup. A demonstration pickup can be put together with a magnet and a coil. The output can be displayed on an oscilloscope or collected and displayed with computer based probes and a software package such as LoggerPro. This paper will describe a lab activity based on this use of the sonometer. [Preview Abstract] |
Saturday, April 4, 2009 11:24AM - 11:36AM |
M1.00008: Qualitative Understanding of Magnetism at Three Levels of Expertise Francesco Stefani, Jill Marshall This work set out to investigate the state of qualitative understanding of magnetism at various stages of expertise, and what approaches to problem-solving are used across the spectrum of expertise. We studied three groups: 10 novices, 10 experts-in-training, and 11 experts. Data collection involved structured interviews during which participants solved a series of non-standard problems designed to test for conceptual understanding of magnetism. The interviews were analyzed using a grounded theory approach. None of the novices and only a few of the experts in training showed a strong understanding of inductance, magnetic energy, and magnetic pressure; and for the most part they tended not to approach problems visually. Novices frequently described gist memories of demonstrations, text book problems, and rules (heuristics). However, these fragmentary mental models were not complete enough to allow them to reason productively. Experts-in-training were able to solve problems that the novices were not able to solve, many times simply because they had greater recall of the material, and therefore more confidence in their facts. Much of their thinking was concrete, based on mentally manipulating objects. The experts solved most of the problems in ways that were both effective and efficient. Part of the efficiency derived from their ability to visualize and thus reason in terms of field lines. [Preview Abstract] |
Saturday, April 4, 2009 11:36AM - 11:48AM |
M1.00009: Al Gore did Not Invent the Internet, Hans Christian Oersted did in 1820 James Roberts, Aman Anand, Jai Dahiya In this talk it will be shown how the simple process of a current in a wire producing ``action at a distance'' in a compass can lead to development of the telegraph, telephone, wireless communication and finally to the internet. This discovery led to the invention of a motor and an electric generator. Such simple discoveries often have profound effects on what we are able to do. A discussion of how activities based on this discovery are being used in the Regional Collaborative for Excellence in Science Teaching UNT to engage students and teachers in science activities. Hand out materials will be provided to the audience on these activities. [Preview Abstract] |
Saturday, April 4, 2009 11:48AM - 12:00PM |
M1.00010: PVDF Smart Sensors in the Physics Classroom Eric Hagedorn, Michael Eastman, Guillermo Carbajal-Franco Films of PVDF (polyvinylidene difluoride), a thermoplastic fluoropolymer, can be made such that they have strong piezoelectric and pyroelectric properties. Commercially available metal coated PVDF sensor elements can be used with appropriate data input electronics and a computer to measure a variety of interesting physical phenomena. This presentation describes two demonstrations with PVDF sensors that were used in an introductory undergraduate course that taught basic chemistry and physics using materials science. The circuits, software, and data acquisition hardware will be briefly described along with data from actual runs that illustrate both the piezo and pyro-electric properties of these sensors. The educational context for this work will be elaborated on as well. [Preview Abstract] |
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