Bulletin of the American Physical Society
APS March Meeting 2011
Volume 56, Number 1
Monday–Friday, March 21–25, 2011; Dallas, Texas
Session V21: Focus Session: Teaching Computational Physics to Classroom and Research Students |
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Sponsoring Units: DCOMP FEd Chair: Amy Bug, Swarthmore College Room: D161 |
Thursday, March 24, 2011 8:00AM - 8:36AM |
V21.00001: Computational (Physics Education) vs. (Computational Physics) Education: Many Body for Anybody Invited Speaker: The substantial role of computational approaches to physics research is not currently reflected proportionately in how we prepare future physicists. We can do better in using computation to teach the concepts of physics --Computational (Physics Education) -- and to prepare students to be computational physicists -- (Computational Physics) Education. We have the opportunity to demonstrate that effective use of computing in physics really matters. A computational approach in physics education is essential because quantitative reasoning, computational thinking, and multiscale modeling are the intellectual ``heart and soul'' of 21st Century physics and therefore are the essential skills of the 21st Century physicist. Computing matters because we can apply the power of interactive computing to reach a deeper understanding of physics and the mathematics underlying the theory and their role in understanding the world. We will explore a transformation in physics education, supported by interactive computing resources, promoting a dynamic encounter with the world through guided discovery. We will explore a variety of free and low-cost sources for modeling tools from Shodor and its Computational Science Education Reference Desk, a pathway project of the National Science Digital Library. [Preview Abstract] |
Thursday, March 24, 2011 8:36AM - 8:48AM |
V21.00002: ABSTRACT WITHDRAWN |
Thursday, March 24, 2011 8:48AM - 9:00AM |
V21.00003: Computing Band Structures in Undergraduate Solid State Javier Hasbun Understanding band structures is quite challenging for undergraduate solid state physics students. Calculating the band structures is even more difficult. However, using the techniques developed earlier [1], and which were applied to the simple cubic structures, it is possible to extend them to semiconducting systems in a simple way. The idea is to employ the 8-band model concept of Harrison's Hamiltonian approach [2] to model and parametrize the bands. The method also uses the system's band structure's Green's function and employs the k-space Brillouin-zone ray approach [3] combined with a complex integration method [4] to obtain the density of states. The number of occupied electron states up to a certain energy is obtained using Romberg's method and example results will be shown. [1] Javier Hasbun (J42.00013) http://meetings.aps.org/Meeting/MAR10/Event/119248 [2] S. Froyen, and W. A. Harrison, Phys. Rev. B Vol. 20, 2420 (1979). [3] An-Ban Chen, Phys. Rev. B, Vol. 16, 3291 (1977). [4] Javier Hasbun http://meetings.aps.org/link/BAPS.2009.MAR.L29.12 [Preview Abstract] |
Thursday, March 24, 2011 9:00AM - 9:12AM |
V21.00004: Introducing Computational Physics in Introductory Physics using Intentionally Incorrect Simulations Anne Cox Students in physics courses routinely use and trust computer simulations. Finding errors in intentionally incorrect simulations can help students learn physics, be more skeptical of simulations, and provide an initial introduction to computational physics. This talk will provide examples of electrostatics simulations that students can correct using Easy Java Simulations and are housed in the Open Source Physics Collection on ComPADRE (http://www.compadre.org/osp). [Preview Abstract] |
Thursday, March 24, 2011 9:12AM - 9:48AM |
V21.00005: Computational {\ldots} Physics Education: Letting physics learning drive the computational learning Invited Speaker: For several years I have been part of a team researching and rethinking why physicists are more willing to admit the value of computational modeling than to include it in what they teach. We have concluded that undergraduate faculty face characteristic barriers that discourage them from starting to integrate computation into their courses. Computational tools and resources are already developed and freely available for them to use. But there loom ill-defined ``costs'' to their course learning objectives and to them personally as instructors in undertaking this. In an attempt to understand these issues more deeply, I placed myself in the mindset of a relative novice to computational applications. My approach: focus on a physics problem first and then on the computation needed to address it. I asked: could I deepen my understanding of physics while simultaneously mastering new computational skills? My results may aid appreciation of the plight of both a novice professor contemplating the introduction of computation into a course and the students taking it. These may also provide insight into practical ways that computational physics might be integrated into an entire undergraduate curriculum. [Preview Abstract] |
Thursday, March 24, 2011 9:48AM - 10:00AM |
V21.00006: Teaching computational physics: An embarrassment of riches for teaching computational physics Amy Bug, Larry Engelhardt The first decade of the 21st century has provided a wealth of exceptional resources for teaching computational physics, including numerous textbooks, libraries of computer codes (visual as well as numerical), and high-level interfaces for accessing these libraries. We are now faced with the very real challenge of choosing which of these resources to incorporate into the finite number of courses available in a given curriculum. This choice depends on several factors: How much time can be allocated to teaching computational methods and at what stage in the curriculum? What are the goals? (Learning physics better? Being prepared to work in research labs studying large-scale problems?) Are commercial packages an appropriate option for your student population? In recent years one of us (L.E.) has taught three undergraduate computational physics courses per year. The other (A.B.) has taught at various points in the undergraduate spectrum (a seminar for seniors, a computational methods lab for sophomores, a summer research experience for freshmen from underrepresented groups). Thus, while there are no right or wrong answers to these questions, we will present some of the decisions we have made, and will discuss the consequences. [Preview Abstract] |
Thursday, March 24, 2011 10:00AM - 10:12AM |
V21.00007: A course in Computational Physics George Rawitscher This course, taught at UConn, has several objectives: 1) To make the students comfortable in using MATLAB; 2) To reveal the existence of unavoidable inaccuracies due to numerical roundoff errors and algorithm inaccuracies; 3) to introduce modern spectral expansion methods [1], and compare them with conventional finite difference methods. Some of the projects assigned in the course will be described, such as the motion of a falling parachute, and the vibrations of an inhomogeneous vibrating string [2]. \\[4pt] [1] Lloyd N. Trefethen, ``Spectral Methods in MATLAB (SIAM, Philadelphia, PA, 2000)''; John P. Boyd, ``Chebyshev and Fourier Spectral Methods,'' (Dover Publications, Inc. Mineola, New York, Second revised edition, 2001). \newline [2] G. Rawitscher and J. Liss, ``The vibrating inhomogeneous string,'' Am. J. of Phys., to be published; and arXiv:1006,1913v1 [physics.comp-ph] [Preview Abstract] |
Thursday, March 24, 2011 10:12AM - 10:24AM |
V21.00008: Using Python as a first programming environment for computational physics in developing countries Godfrey Akpojotor, Louis Ehwerhemuepha, Myron Echenim, Famous Akpojotor Python unique features such its interpretative, multiplatform and object oriented nature as well as being a free and open source software creates the possibility that any user connected to the internet can download the entire package into any platform, install it and immediately begin to use it. Thus Python is gaining reputation as a preferred environment for introducing students and new beginners to programming. Therefore in Africa, the Python African Tour project has been launched and we are coordinating its use in computational science. We examine here the challenges and prospects of using Python for computational physics (CP) education in developing countries (DC). Then we present our project on using Python to simulate and aid the learning of laboratory experiments illustrated here by modeling of the simple pendulum and also to visualize phenomena in physics illustrated here by demonstrating the wave motion of a particle in a varying potential. This project which is to train both the teachers and our students on CP using Python can easily be adopted in other DC. [Preview Abstract] |
Thursday, March 24, 2011 10:24AM - 10:36AM |
V21.00009: Undergraduate research in numerical relativity: How to put a black hole on a graphics card Jason D. Grigsby Andreas Weyhausen, a diploma student at the Friedrich-Schiller University, ported a standard code for the full 3D stable simulation of black holes to run on a graphics processing unit (GPU), a first in the field. A presentation will be made describing the task he accomplished with key results, including a speed-up comparison to the serial code. This will be placed in context of the course work that prepared him for the project and advising provided by the FSU gravity group prior, during and after the execution leading to his thesis on Numerical Algorithms of General Relativity for Heterogeneous Computing Environments. [Preview Abstract] |
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