Bulletin of the American Physical Society
Joint Spring 2012 Meeting of the Texas Sections of the APS and AAPT and Zone 13 of the SPS
Volume 57, Number 2
Thursday–Saturday, March 22–24, 2012; San Angelo, Texas
Session H3: Contributed Oral Presentations: AAPT 2 |
Hide Abstracts |
Chair: Heather Galloway, Texas State University Room: Houston Harte University Center UC 211 |
Saturday, March 24, 2012 10:30AM - 10:42AM |
H3.00001: Student Understanding and Application of the Dirac Delta Function David Donnelly, Hunter Close We will present the analysis of student responses to a survey designed to test their understanding of and ability to use the Dirac delta function to solve problems in an upper division electrodynamics course. Students were asked to solve three different problems involving the Delta function, and to articulate the reasoning they were using to solve the problem. Results indicate that: 1. students view two-dimensional and three-dimensional problems as independent concepts rather than one being a special case of the other. 2. Students understand the Dirac delta function as acting as a ``localization operator'', but are not able to employ the delta function in a mathematically formal way. 3. Students view the Dirac delta function as similar to the Kronecker delta. Namely that it is a piecewise continuous function. [Preview Abstract] |
Saturday, March 24, 2012 10:42AM - 10:54AM |
H3.00002: An Introduction to the WeBWork Online Homework System for Introductory Physics Courses Douglas Young The use of online homework systems, such as WebAssign or the University of Texas' Quest Learning, as part of an introductory physics course has become popular among physics teachers. In some situations, such as teaching physics in high school, access to these services is not possible. WeBWork is an open-source online homework system maintained by the Mathematical Association of America and funded by the National Science Foundation. WeBWork has a small library of physics problems. In this paper, I will provide an introduction to how WeBWork could be used as part of an introductory physics course. [Preview Abstract] |
Saturday, March 24, 2012 10:54AM - 11:06AM |
H3.00003: Compton scattering with low intensity radioactive sources Carroll Quarles Compton scattering experiments with gamma rays typically require a ``hot'' source ($\sim $5mCi of Cs137) to observe the scattering as a function of angle. (See Ortec AN34 Experiment {\#}10 Compton Scattering) Here a way is described to investigate Compton scattering with micro Curie level radioactive sources that are more commonly available in the undergraduate laboratory. A vertical-looking 2 inch coaxial hpGe detector, collimated with a 2 inch thick lead shield, was used. Cylindrical Al targets of various thicknesses were placed over the collimator and several available sources were placed around the target so that the average Compton scattering angle into the collimator was 90 deg. A peak could be observed at the expected energy for 90 deg. Compton scattering by doing 24 hour target-in minus target-out runs. The peak was broadened by the spread in the scattering angle due to the variation in the angle of the incoming gamma ray and the angular acceptance of the collimator. A rough analysis can be done by modeling the angular spread due to the geometry and correcting for the gamma ray absorption from the target center. Various target materials and sources can be used and some variation in average Compton scattering angle can be obtained by adjusting the geometry of the source and target. [Preview Abstract] |
Saturday, March 24, 2012 11:06AM - 11:18AM |
H3.00004: Jell-O Optics: Edibly Exploring Snell's Law and Optical Power Jennifer Hendryx, Mathias Reynolds This presentation details a laboratory exercise and/or demonstration of refraction with an inexpensive, simple set-up: a pan of Jell-O, protractors, and laser pointers. This activity is presented from the perspective of an optical sciences graduate student who has spent the school year team-teaching high school math and physics (through Academic Decathlon). The goal is to present some of the fundamentals of optics with an enjoyable and affordable approach. The concepts include Snell's law, index of refraction, and optical power/focal length as they relate to the curvature of a lens. [Preview Abstract] |
Saturday, March 24, 2012 11:18AM - 11:30AM |
H3.00005: Physics Education Technology (PhET) Virtual Lab Activities for Distance Learning Courses Thomas Callaway The Physics Education Technology (PhET) simulations offer a great set of tools to present simulations of physics phenomena in the classroom. This presentation describes the use of PhET to develop virtual lab assignments that supplement hands-on lab activities for a distance learning class in conceptual physics. [Preview Abstract] |
Saturday, March 24, 2012 11:30AM - 11:42AM |
H3.00006: Using peer review process for teaching introductory physics laboratory Tikhon Bykov In recent years various peer instruction methods have been widely used and proven to be successful for teaching of introductory physics courses. Most of these methods refer to student interactions in small peer groups during lectures and/or discussion sessions. At the same time peer review process has been a standard part of any scientific enterprise and/or scientific publication process for more than a century. We have incorporated a method very similar to professional peer review into teaching of introductory physics laboratory. In this process students are asked to review anonymous copies of each other's lab reports and determine whether or not these reports are suitable for publication in a scientific journal. This technique has become an essential part of the Modular Curriculum Approach (MCA) teaching model designed and adopted at McMurry University. MCA has demonstrated significant gains in student learning. [Preview Abstract] |
Saturday, March 24, 2012 11:42AM - 11:54AM |
H3.00007: Physics Learning Styles in Higher Education Rebecca Loos, James Ward Students in Physics learn in a variety ways depending on backgrounds and interests. This study proposes to evaluate how students in Physics learn using Howard Gardner's Theory of Multiple Intelligences. Physics utilizes numbers, conceptualization of models, observations and visualization skills, and the ability to understand and reflect on specific information. The main objective is to evaluate how Physics students learn specifically using spatial, visual and sequential approaches. This will be assessed by conducting a learning style survey provided by North Carolina State University (NCSU). The survey is completed online by the student after which the results are sent to NCSU. Students will print out the completed survey analysis for further evaluation. The NCSU results categorize students within five of ten learning styles. After the evaluation of Howard Gardner's Theory of Multiple Intelligences and the NCSU definitions of the ten learning styles, the NCSU sensing and visual learning styles will be defined as the Gardener's spatial, visual learning styles. NCSU's sequential learning style will be looked at separately. With the survey results, it can be determined if Physics students fall within the hypothesized learning styles. [Preview Abstract] |
Saturday, March 24, 2012 11:54AM - 12:06PM |
H3.00008: Insight to Student Reasoning Through Use of Question Format Mark Ellermann, Beth Thacker We study the effects of problem format on physics students' incorrect answers on quiz questions. We analyzed students' incorrect answers by a rubric. The three problem formats analyzed were: multiple choice, calculation, and ranking. This builds on previous research where the effect of problem format on students' answers was analyzed. The answers were analyzed according to answer choice and explanation wording. [Preview Abstract] |
Follow Us |
Engage
Become an APS Member |
My APS
Renew Membership |
Information for |
About APSThe American Physical Society (APS) is a non-profit membership organization working to advance the knowledge of physics. |
© 2024 American Physical Society
| All rights reserved | Terms of Use
| Contact Us
Headquarters
1 Physics Ellipse, College Park, MD 20740-3844
(301) 209-3200
Editorial Office
100 Motor Pkwy, Suite 110, Hauppauge, NY 11788
(631) 591-4000
Office of Public Affairs
529 14th St NW, Suite 1050, Washington, D.C. 20045-2001
(202) 662-8700