Bulletin of the American Physical Society
2016 Fall Meeting of the APS New England Section
Volume 61, Number 11
Friday–Saturday, October 28–29, 2016; North Adams, Massachusetts
Session A1: Plenary I |
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Chair: Adrienne Wootters, MCLA Room: Fiegenbaum Center for Science and Innovation 121 |
Friday, October 28, 2016 3:00PM - 4:00PM |
A1.00001: Precise measurements of atomic structure in heavy atoms with undergtaduates at Williams College Invited Speaker: Tiku Majumder Low-energy atomic physics experiments have held an important historical role in probing fundamental physics questions more typically associated with accelerator-based experiments and particle physics. Independent atomic theory models for the heavy, complex atoms typically used in this work must exist in order to distinguish ‘ordinary’ quantum mechanical effects from the fundamental physics being targeted. In our lab at Williams, we have pursued a series of measurements of the atomic properties of relevant heavy atomic species (thallium, indium, lead) which provide exacting tests of ongoing atomic theory calculations. Over 50 undergraduates at all stages of their education have contributed to this work, more than 20 of whom have become co-authors on journal publications. Students are involved in all aspects of this work, from laser and optical system design, to development and use of our high-flux atomic beam apparatus, to implementation of locking and servo control systems, to overall experimental and data collection design, and finally to sophisticated data analysis procedures to achieve high precision and facilitate the search for systematic errors. Recent laser spectroscopy measurements of atomic hyperfine structure and atomic polarizabilities in our group will be discussed. [Preview Abstract] |
Friday, October 28, 2016 4:00PM - 5:00PM |
A1.00002: Fostering undergraduate research at small institutions: the role of instructional labs Invited Speaker: Gabe Spalding As we look to provide strong foundations for physics majors, to what extent can we supplement the kinds of intellectual independence that research experiences foster, with the development of a scaffolded, spiral curriculum of physics laboratory instruction extending throughout the four years typical of undergraduate work? This talk discusses an array of tools that are available to support your department’s internal dialog on these programmatic issues, as well as ways in which the broader community of instructors works to disseminate useful ideas, training, equipment and funds aimed at supporting the structures that are needed to construct a “real curriculum” of instructional lab courses and, at the same time, the (cyclical) release of structure that helps students to become independently active. [Preview Abstract] |
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