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 H1: AAPT1 |
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Chair: Jimmy McCoy, Tarleton State University Room: Science Building 102 |
Friday, April 3, 2009 3:20PM - 3:32PM |
H1.00001: Starting Introductory Physics with a BANG Rachel Wyatt, Pete Lohstreter, Richard Taylor The advent of a new era in physics is being ushered in by the Large Hadron Collider, and it provides a prime curricular opportunity to introduce students to physics in an exciting and relevant way. We decided to begin our freshmen-level physics course this year with a focus on the LHC and several associated particle physics concepts. The unit included measurements and analysis of radioactive sources, observations of a cloud chamber, and discussions of current media concerning the LHC ranging from the ``LHC Rap'' on YouTube to blogs and editorials addressing the potential creation of black holes. This approach with first-time physics students helped them to view the subject as meaningful and contemporary. We will outline the curriculum in further detail and share compelling anecdotal evidence that supports the use of the LHC as a focal point in beginning a physics course. [Preview Abstract] |
Friday, April 3, 2009 3:32PM - 3:44PM |
H1.00002: ``Hands-on'' Physics for Pre-service Teachers over the Internet Tom Callaway The choice of instructional tools used to teach an on-line ``hands-on'' physics course for elementary school pre-service teachers will be presented. The advantages of WEBct for class management and Elluminate for live on-line lectures will be discussed. The production and use of DVD's and provided materials for instruction on ``hands-on" activities will also be presented. Experiences obtained from teaching an on-line course for pre-service elementary school teachers will be shared. [Preview Abstract] |
Friday, April 3, 2009 3:44PM - 3:56PM |
H1.00003: Teaching from a Microgravity Environment: Harmonic Oscillator and Pendulum Raymond Benge, Charlotte Young, Shirley Davis, Alan Worley, Linda Smith, Amber Gell This presentation reports on an educational experiment flown in January 2009 as part of NASA's Microgravity University program. The experiment flown was an investigation into the properties of harmonic oscillators in reduced gravity. Harmonic oscillators are studied in every introductory physics class. The equation for the period of a harmonic oscillator does not include the acceleration due to gravity, so the period should be independent of gravity. However, the equation for the period of a pendulum does include the acceleration due to gravity, so the period of a pendulum should appear longer under reduced gravity (such as lunar or Martian gravity) and shorter under hyper-gravity. These environments can be simulated aboard an aircraft. Video of the experiments being performed aboard the aircraft is to be used in introductory physics classes. Students will be able to record information from watching the experiment performed aboard the aircraft in a similar manner to how they collect data in the laboratory. They can then determine if the experiment matches theory. Video and an experimental procedure are being prepared based upon this flight, and these materials will be available for download by faculty anywhere with access to the internet who wish to use the experiment in their own classrooms. [Preview Abstract] |
Friday, April 3, 2009 3:56PM - 4:08PM |
H1.00004: Student-selected final projects in Introductory Physics Nicholas Park For a few years now, I have used projects as an alternative final assessment in my physics classes. In this talk, I will focus on the final project used in my year-long honors physics classes. My initial goal for this project was to give the students the opportunity to learn how physics was relevant to an area in which they were personally interested, which demanded a highly personalized project. It was challenging to set up a structure that provided this flexibility while still insuring a sufficiently rigorous project demonstrating a true understanding of the relevant physical models. After several years, I developed a structure that accomplished this goal fairly well, although there is still room for improvement. [Preview Abstract] |
Friday, April 3, 2009 4:08PM - 4:20PM |
H1.00005: The use of WIKIs in 9$^{th}$ grade Physics Pete Lohstreter, Rachel Wyatt, Richard Taylor With the introduction of our laptop computer program several years ago, we have been charged with finding more ways to introduce technology into the classroom. It seemed only logical to incorporate the WIKIPEDIA philosophy in our Physics classes. Students are required to make entries to the WIKI on a regular basis. The documents become a storehouse of cumulative knowledge produced by all students and accessible to all students. Example WIKIs will be shown and suggestions on how to incorporate a WIKI into your classroom will be given. [Preview Abstract] |
Friday, April 3, 2009 4:20PM - 4:32PM |
H1.00006: In Our Expanding Universe, How Far Can We See and Where Can We Go? Lionel D. Hewett The latest experimental observations conclude that we are living in an infinite universe that is expanding exponentially outward. Clearly, the full extent of this infinite universe is not accessible to our observations today. As we look back toward the Big Bang, there is a visible horizon beyond which we cannot see. As we look toward the future, there is an accessible horizon beyond which we cannot go. What happens to these horizons as we move into the future? Do they grow to encompass the whole universe, or shrink to nothingness as the universe evolves? Do the myriads of galaxies currently seen on deep sky photographs eventually disappear over the horizon as they accelerate beyond the speed of light? Are there distant galaxies visible today that can never be reached, even if we learn to travel at the speed of light? This presentation answers these and other perplexing questions regarding the observational limits of our expanding universe. [Preview Abstract] |
Friday, April 3, 2009 4:32PM - 4:44PM |
H1.00007: Modeling Instruction in High School Physics Nicholas Park The modeling method of physics instruction, developed at Arizona State University, is now being implemented in many classrooms across the nation. Teachers report that modeling workshops have fundamentally changed their teaching to the benefit of their students. While there are many passing fads in education, modeling instruction is a coherent instructional method that really does work, and that can be applied to any introductory curriculum. I will present some of the underpinnings of the modeling method and explain why it deserves a careful look from each of us. [Preview Abstract] |
Friday, April 3, 2009 4:44PM - 4:56PM |
H1.00008: Comparison of the effect of 2-D vs. 3-D on student comprehension in a lab on phases of the moon Ximena Cid, Ramon Lopez We are investigating the pedagogical effects of visual representations on student comprehension in astronomy. Previous work indicates an increase in a student's cognitive load when mentally manipulating three-dimensional images. In astronomy, student difficulties with mentally manipulating 3-D images while retaining related material may be connected with spatial intelligence issues. To investigate this, we conducted a lab (15 sections) on phases of the moon during the fall 2008 semester using the introductory astronomy classes. Half of the labs were taught with full stereo visuals using a portable Astro Wall system; the other half of the labs were conducted with identical visuals rendered in 2-D. We assessed student comprehension using the Lunar Phases Concept Inventory. We will present data that show the effect that 2-D and 3-D representations have on student comprehension. [Preview Abstract] |
Friday, April 3, 2009 4:56PM - 5:08PM |
H1.00009: Making Waves Everyday: How Students Learn about Wave Phenomena through the Learning Cycle Marianne Torales, Milijana Suskavcevic, Jesus Carrillo This study describes development and implementation of a four-week, project-based unit on wave phenomena and its impact on high school students enrolled in the physics class. The 5E learning cycle served as the unit's educational model, requiring students to engage their prior knowledge on sound and light, explore and explain the wave concepts using activities developed and adopted by the physics education team, elaborate on the topic with the support of computer simulations, and evaluate the present and future applications of waves - specifically in the fields of industry and medicine. A number of qualitative and quantitative measures were used to determine the impact of the intervention on students' understanding of the topic. The preliminary findings show significant shifts from students' misconceptions to conceptual understanding of these important physics concepts. [Preview Abstract] |
Friday, April 3, 2009 5:08PM - 5:20PM |
H1.00010: Formula recollection through a NEVER BEFORE SEEN mnemonic technique Shannon Schunicht While in the Army, Mr. Schunicht was involved in a mid- air collision rendering him unconscious for 3 weeks. Everything had to be re-learned, as nursing actions were reported as having been displayed upon awakening from the extended unconsciousness (19 days). Studies in recovery brought about some pragmatic discoveries to compensate for the residual memory deficits. The most valuable was having each vowel represent a mathematical operation, i.e. ``a'' multiplication implying ``@'',``o'' for division implying ``over'', ``i'' for subtraction implying ``minus'', ``u'' for addition implying ``plus'', and ``e'' implying ``equals''. Most constants and variables are indeed consonants, e.g. ``c'' = ``speed of light'' \& ``z'' = ``altitude''. Note, how with this author's mnemonic technique, ANY FORMULA may be algebraically manipulated into a word, or series of words for ease of recollection. Additional letters may be added to the enhance the letter combination's intelligibility, but these additional letters need be consonants only! The transition of complicated formulas into simple acronyms will be shown, as well as those submitted by attendees upon arrival. One common example is the quadratic equation: CAPITAL LETTERS ARE ADDITIONAL CONSONANTS yeS, i buiLD rabbits 4caTS oN 2HaTS (remember Dr. Seuss?) The possibilities of mnemonic technique are limitless as Delta X $=>$ 0. With the student's usage, an acronym will become more apropos to the actual formula it actually represents! [Preview Abstract] |
Friday, April 3, 2009 5:20PM - 5:32PM |
H1.00011: HST at CERN an Amazing Adventure Evelyn Restivo The High School Teacher Program (HST) at the European Organization for Nuclear Research, CERN, in Geneva, Switzerland was initiated in 1998 by a group of scientists, as a multicultural international program designed to introduce high school physics teachers to high-energy physics. The goal of the program is to provide experiences and materials that will help teachers lead their students to a better understanding of the physical world. Interacting with physics teachers from around the world leads to new approaches for dealing with educational issues that all teachers encounter. The program includes a variety of tours, a series of lectures and classroom activities about the physics expected from the Large Hadron Collider. [Preview Abstract] |
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