Bulletin of the American Physical Society
86th Annual Meeting of the APS Southeastern Section
Volume 64, Number 19
Thursday–Saturday, November 7–9, 2019; Wrightsville Beach, North Carolina
Session H03: Physics Education and Outreach |
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Chair: Liping Gan, University of North Carolina Wilmington Room: Holiday Inn Resort Turtlewatch |
Saturday, November 9, 2019 8:00AM - 8:12AM |
H03.00001: Great operation Han Yongquan The even general formula is: 2n, where n is an integer greater than 1, and 2n can decompose the prime factor, that is, 2n$=$N1N2N3..., where N1, N2, N3, ... are all prime numbers. 2n, N1N2N3... must be written as the sum of two identical odd numbers or the sum of two identical even numbers, whichever comes first. That is, it can be learned: 2n$=$(m$+$m), m$=$N1N2N3.../2, when m is a prime number (specially pointed out: when n$=$2, 2n$=$2$+$2), the proposition is proved. When m is a composite number, it is proved as follows: When m is an even number, m adds an odd number or subtracts an odd number to exhaust all odd numbers, and since more than 2 prime numbers must exist in the odd number, it is sure to find the sum of the two prime numbers to represent any even number (2n). When m is an odd number, m plus an even number or an even number can also exhaust all odd numbers, and since more than 2 prime numbers must exist in odd numbers, the sum of two prime numbers must be found to represent any even number (2n). . That is, 2n$=$[(N1N2N3.../2-a)$+$(N1N2N3.../2$+$a)] ...1, whether a is an odd number when m is an even number, or a is an odd number when m is an odd number, 1 It can always be established.the Goldbach conjecture can be proved. [Preview Abstract] |
Saturday, November 9, 2019 8:12AM - 8:24AM |
H03.00002: Collaborative Group Quizzes as a Novel Formative Assessment Gerald Feldman While summative assessment is used to measure individual progress, formative assessment can be treated more like a training exercise than a formal evaluation. Thus, adding a collaborative element into such an assessment can offer particular advantages. We have instituted a novel and dynamic method for quizzes that combines individual student accountability with the benefits of collaborative group learning, thus leveraging these formative assessments as opportunities for meaningful student learning. Quizzes consist of multiple-choice questions, with half the points based on individual work and half based on group work. The latter part of the quiz uses IF-AT scratch-off cards, which are similar to lottery tickets with five covered answer boxes. Students discuss the questions in groups and then get instant feedback by uncovering the box corresponding to their collective choice. If incorrect, they continue to discuss and then scratch off a second (or third) box for reduced credit. The minimal pressure in the individual portion of the quiz is mitigated by the added points in the group phase which are earned through fruitful exchanges with the other group members. Students find the group interactions highly engaging and the suspense of revealing the hidden answer boxes quite stimulating. They deliberate over their answers very carefully, and this helps focus their attention on the relevant physics concepts being probed by the questions. Upon completion of the quiz, all correct answers are revealed, and each student knows their score. This feedback loop, coupled with the group discussion and the self-correction option, provides a powerful learning experience for the students. [Preview Abstract] |
Saturday, November 9, 2019 8:24AM - 8:36AM |
H03.00003: An Experiment to verify Ampere's law for a ``long'' straight current carrying conductor Ponn Maheswaranathan In electromagnetism, the topic of magnetostatics is introduced with Oersted's discovery of the magnetic field caused by an electric current, followed by Biot-Savart law for the magnetic field of the element of current. Ampere's law is used to derive expressions for magnetic fields of current distributions with a high degree of symmetry. Circular coils, solenoids$^{\mathrm{\thinspace }}$and toroids are commonly available in the introductory physics laboratory for verifying Ampere's law. However, when it comes to quantitative measurements, it is difficult to measure the magnetic field of a long steady current, since it is very small. In this study, a simple experiment is described to verify Ampere's law for a long straight current carrying conductor. A narrow and long rectangular multi-loop design is used to increase the strength of the magnetic field in between the long sides. As expected, magnetic field is found to be linearly proportional to the electric current. The current dependence of the magnetic field is used to determine the fundamental constant, the permeability of free space with acceptable experimental error. Theory predicts that the effect of shorter sides are only 2 percent for a width to length ratio of 0.2, and hence smaller dimensions, down to 20-cm by 4-cm, can be employed for good results. [Preview Abstract] |
Saturday, November 9, 2019 8:36AM - 8:48AM |
H03.00004: Students coordinating among multiple semiotic resources to solve physics problems Nandana Weliweriya, Eleanor Sayer As part of a larger project to investigate problem-solving processes among upper-division physics students, we investigate how students construct and coordinate among multiple representations while solving problems. In this study, we use a social semiotic perspective to sketch a theoretical framework. We use this theoretical framework to investigate how semiotic resources might be combined to buildup representational spaces (diagrammatic, gestural, and algebraic) and then to solve physics problems. Data for this study is drawn from upper-division Electromagnetism I and Mechanics courses, where students engage in individual oral exams. In this talk, we present cases of Alan and Danny as exemplary cases for problem-solving. We use a resource graph representation to show how these students coordinate among resources (semiotic and conceptual resources) in their problem-solving activities. Our analysis of these cases illustrates a novel way of thinking about what kinds of representations students bring up and use while solving physics problems and how students bring up and use these representations. [Preview Abstract] |
Saturday, November 9, 2019 8:48AM - 9:00AM |
H03.00005: Integrating Computation into Undergraduate Physics with PICUP Larry Engelhardt, Marie Lopez del Puerto, Danny Caballero, Kelly Roos, Bob Hilborn We are finishing the fourth year of an NSF-funded project to help faculty integrate computation throughout the undergraduate physics curriculum. This project is all about improving physics education, and creating and sustaining a community of faculty that have the tools and support to integrate computation. We will discuss the current state of this project, what we have been doing, and where to go from here. [Preview Abstract] |
Saturday, November 9, 2019 9:00AM - 9:30AM |
H03.00006: Motivating persistence in physics through entrepreneurial thinking experiences Invited Speaker: Caesar Jackson TBD [Preview Abstract] |
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