Bulletin of the American Physical Society
2009 APS March Meeting
Volume 54, Number 1
Monday–Friday, March 16–20, 2009; Pittsburgh, Pennsylvania
Session L29: Focus Session: Incorporating Computational Physics into Teaching |
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Sponsoring Units: FEd DCOMP Chair: James Belak, Lawrence Livermore National Laboratory Room: 333 |
Tuesday, March 17, 2009 2:30PM - 3:06PM |
L29.00001: One Lattice Gauge Theorist's Perspective on Important Skills and Concepts for Computational Physics Courses Invited Speaker: Lattice Gauge Theory employs a number of numerical and statistical techniques including: sparse matrix inversion, Monte Carlo methods, higher order numerical integration schemes, resampling methods such as jackknife and bootstrap, and parameter estimation from correlated data. Many of these techniques can be taught to undergraduates in contexts more easily understood than a lattice gauge theory simulation. [Preview Abstract] |
Tuesday, March 17, 2009 3:06PM - 3:18PM |
L29.00002: Tips and Tools for Teaching Quantum Mechanics Guangtian Zhu, Chandralekha Singh Learning quantum mechanics is challenging -- students usually struggle to master the basic concepts, even though they may perform well on solving quantitative problems. Our group is investigating the difficulties that upper-level students have in learning quantum mechanics. To help improve student understanding of quantum concepts, we are designing quantum interactive learning tutorials (QuILTs) and tools for peer-instruction. Many of the tutorials employ computer simulations to help students visualize and develop better intuition about quantum phenomena. We will discuss the common students' difficulties, share the material we have developed and evaluated to make the quantum mechanics class engaging and useful, and show ways to bridge the gap between quantitative and conceptual aspects of quantum mechanics. [Preview Abstract] |
Tuesday, March 17, 2009 3:18PM - 3:30PM |
L29.00003: Building a Digital Library: Theory, Computation, and Education Wolfgang Christian Over the past dozen years the Open Source Physics (OSP) project has produced some of the most widely used interactive curricular materials for the teaching of introductory and advanced physics courses. These materials are based on Java applets called Physlets and on new OSP programs and applications. In this talk we will outline the pedagogical and technical features of these programs and describe our current effort to create and distribute our material using the comPADRE National Science Digital Library. Open Source Physics collection is available on the comPADRE website at http://www.compadre.org/osp/ [Preview Abstract] |
Tuesday, March 17, 2009 3:30PM - 3:42PM |
L29.00004: Introducing scientific computation from high school to college: the case of Modellus V\'Itor Teodoro, Rui Neves The development of computational tools and methods has changed the way science is done. This change, however, is far from being accomplished on high school and college curricula, where computers are mainly used for showing text, images and animations. Most curricula do not consider the use of computational scientific tools, particularly tools where students can manipulate and build mathematical models, as an integral part of the learning experiences all students must have. In this paper, we discuss how Modellus, a freely available software tool (created in Java and available for all operating systems) can be used to support curricula where students from the age of 12 to college years can be introduced to scientific computation. We will also show how such a wide range of learners and their teachers can use Modellus to implement simple numerical methods and interactive animations based on those methods to explore advanced mathematical and physical reasoning. [Preview Abstract] |
Tuesday, March 17, 2009 3:42PM - 3:54PM |
L29.00005: DIYModeling: a place for students and faculty to build their own game-quality simulations to enhance learning. Bryndol Sones, Frank Wattenberg DIYModeling (Do it Yourself Modeling) aims to improve both the quality of learning in the STEM disciplines and the extent to which the very best STEM learning reaches all students by leveraging the power of game- quality modeling and simulation. It builds on earlier work by many people using platforms like Java, Flash and game quality simulations like the Federation of American Scientists' Immune Attack. DIYModeling adds a new element that enables students and faculty to build their own game-quality simulations by specifying the underlying scientific and mathematical models without getting into the details of programming. The DIYModeling team is a consortium of math and basic science faculty from six universities teamed up with the software development company Tietronix Software (an 8a certified company), which does contract work for NASA to build complex software systems including game-quality immersive simulations. The goal of the program is to enable curriculum developers and students to develop game- quality, three-dimensional immersive simulations with educational benefit. Current applications under development include a first-person shooter game environment for use in data collection and statistical analysis, orbital mechanics in executing the Hohlman transfer, and solar power generation. Some pilot tests are planned for use in the spring semester. [Preview Abstract] |
Tuesday, March 17, 2009 3:54PM - 4:06PM |
L29.00006: Computational Physics at Haverford College Peter Love We will describe two new physics courses at Haverford College: Physics/CS 304, Computational Physics, an upper level elective for Physics, CS and Math Majors, and Physics 412, Research in Theoretical and Computational Physics. These courses are designed to extend students experience of physics using computation. They are also part of an interdisciplinary Concentration in Computational Science mounted jointly by the departments of Computer Science, Economics, Biology Chemistry and Mathematics. These courses make extensive use of Python, Scipy , Numpy and Visual Python, and include extensive independent projects. We will describe some results obtained and lessons learned. [Preview Abstract] |
Tuesday, March 17, 2009 4:06PM - 4:18PM |
L29.00007: Developing Computational Physics in Nigeria Godfrey Akpojotor, Emmanuel Enukpere, Famous Akpojotor, Sunny Ojobor Computer based instruction is permeating the educational curricula of many countries oweing to the realization that computational physics which involves computer modeling, enhances the teaching/learning process when combined with theory and experiment. For the students, it gives them more insight and understanding in the learning process and thereby equips them with scientific and computing skills to excel in the industrial and commercial environments as well as at the Masters and doctoral levels. And for the teachers, among others benefits, the availability of open access sites on both instructional and evaluation materials can improve their performances. With a growing population of students and new challenges to meet developmental goals, this paper examine the challenges and prospects of current drive to develop Computational physics as a university undergraduate programme or as a choice of specialized modules or laboratories within the mainstream physics programme in Nigeria institutions. In particular, the current effort of the Nigerian Computational Physics Working Group to design computational physics programmes to meet the developmental goals of the country is discussed. [Preview Abstract] |
Tuesday, March 17, 2009 4:18PM - 4:30PM |
L29.00008: EJS enhances traditional learning in freshman mechanics Amy Bug, Jen Trinh Easy Java Simulations (EJS) is a freeware authoring tool (part of the Open Source Physics project) [1]. EJS allows not only physics teachers, but students as well, to produce nonproprietary, platform-independent simulations with both numerical and graphical output. We report on the use of EJS as a helpful tool in a physics course for majors. In particular, EJS allows a student to conceptualize tough introductory material such as kinematics in polar coordinates and conservation of momentum with mass-transfer. The construction of an EJS simulation gives the student an environment in which to surmount both conceptual and mathematical roadbloacks to learning. [1] http://www.opensourcephysics.org/ [Preview Abstract] |
Tuesday, March 17, 2009 4:30PM - 4:42PM |
L29.00009: Computational Labs Using VPython Complement Conventional Labs in Online and Regular Physics Classes Martina E. Bachlechner Fairmont State University has developed online physics classes for the high-school teaching certificate based on the text book Matter and Interaction by Chabay and Sherwood. This lead to using computational VPython labs also in the traditional class room setting to complement conventional labs. The computational modeling process has proven to provide an excellent basis for the subsequent conventional lab and allows for a concrete experience of the difference between behavior according to a model and realistic behavior. Observations in the regular class room setting feed back into the development of the online classes. [Preview Abstract] |
Tuesday, March 17, 2009 4:42PM - 4:54PM |
L29.00010: A New Graduate Minor Program in Computational Science Lyle Long This talk will discuss the need for graduate educational programs in computational science. Due to the continued increase in computer power, algorithms, and software the need for students trained in computational science has increased dramatically. Theoretical and experimental methods are still important, but there is an enormous need for students who understand numerical methods, programming, parallel computing, and software engineering. A new Graduate Minor program has been developed at Penn State and is now available to all graduate students (http://www.csci.psu.edu). The Ph.D. students are required to take two core courses (out of three possible), attend two seminar series, and choose two additional courses (which are often in their major). This is an extremely popular program, with 17 students graduating in the first two years and 75 more currently enrolled (primarily from various engineering and science departments). This program allows students to pursue a traditional M.S. or Ph.D. degree, but also acquire knowledge in computational science and receive credit for it. We believe this is a good alternative, rather than including this material as additional requirements to the traditional programs or developing new M.S. or Ph.D. programs in Computational Science. [Preview Abstract] |
Tuesday, March 17, 2009 4:54PM - 5:06PM |
L29.00011: Material and Virtual Workspaces in Physics Research Chad Wickman, Christina Haas, Peter Palffy-Muhoray A growing body of research has examined the potential for computer-based tools to improve the quality and scope of physics education. Yet, few studies have investigated how experienced scientists deploy those tools in the conduct and communication of their work. Based on a study of text production in liquid crystal physics, I will discuss how specific applications, like LabVIEW, mediate the practice of experimental research. Findings suggest that experimentation involves a complex negotiation of material and virtual constraints and that, as a result, a concept of scientific literacy must account for the processes through which scientists visualize, display, and characterize their objects of study symbolically and textually. This approach, in examining the relationship between the material and virtual in a modern scientific workplace, ultimately offers insight into education that prepares students to undertake and communicate research in dynamic, multimedia laboratory environments. [Preview Abstract] |
Tuesday, March 17, 2009 5:06PM - 5:18PM |
L29.00012: Singular Function Integration in Computational Physics Javier Hasbun In teaching computational methods in the undergraduate physics curriculum, standard integration approaches taught include the rectangular, trapezoidal, Simpson, Romberg, and others. Over time, these techniques have proven to be invaluable and students are encouraged to employ the most efficient method that is expected to perform best when applied to a given problem. However, some physics research applications require techniques that can handle singularities. While decreasing the step size in traditional approaches is an alternative, this may not always work and repetitive processes make this route even more inefficient. Here, I present two existing integration rules designed to handle singular integrals. I compare them to traditional rules as well as to the exact analytic results. I suggest that it is perhaps time to include such approaches in the undergraduate computational physics course. [Preview Abstract] |
Tuesday, March 17, 2009 5:18PM - 5:30PM |
L29.00013: N-body, parallel simulation using a Barnes-Hut algorithm: performance versus accuracy Norman Chonacky, Brian Dobbins The Barnes-Hut method facilitates prioritizing two-body interactions in an N-body system according to their likely significance in calculating the system's dynamics. In particular, it allows a consistent segregation of two-body interactions into those that should be treated by direct calculation versus those that can be aggregated in subsets and then treated by mean-field approximations. In this paper we describe the principles of the Barnes-Hut method, its use in parallelized N-body simulations, and the performance/accuracy trade-offs it presents. We present the latter in the context of results from simulation cases: N-bodies interacting via a gravitational potential, and N-bodies interacting via a Lennard- Jones potential. These should be available in the near future to operate as part of the ``Bootable Cluster CD'' parallel computation environment of the National Computational Science Institute of the Shodor Educational Foundation. [Preview Abstract] |
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