AAPT 2009 Meeting Information

Total Page:16

File Type:pdf, Size:1020Kb

AAPT 2009 Meeting Information AAPT 2009 Meeting Information ........................... 4 Bus Schedule/information ................... 6 Winter Meeting Welcome to Chicago ........................... 8 First Time at a Meeting ...................... 10 February 12–16, 2009 Special Events .................................. 11 Committee Meetings ......................... 12 Chicago, Illinois Exhibitor Information ........................ 14 Commercial Workshops .................... 19 Awards/Plenaries .............................. 20 In conjunction with AAAS Annual Meeting Session Finder .................................. 22 Meeting at a Glance ........................... 25 Workshops ........................................ 29 SESSION ABSTRACTS Friday ........................................... 36 Saturday ...................................... .38 American Association of Physics Teachers Sunday ......................................... 63 One Physics Ellipse Monday ........................................ 90 College Park, MD USA 20740-3845 Index of Contributors ...................... 104 301-209-3300, fax: 301-209-0845 Our Donors ..................................... 107 [email protected], www.aapt.org Index of Advertisers ........................ 107 Map of Exhibit Hall .......................... 108 Welcome to Chicago! Beyond the standard committee meetings, exhibits, and ceremonial sessions, the Chicago AAPT meeting offers a rich spectrum of invited and contributed sessions, posters, workshops, crackerbarrels, and plenaries on disciplinary and interdisciplinary topics ranging from exciting new areas of contemporary research through the substance of what we teach at all levels to the history of physics, uses of technology, and recent research in physics education. In addition, we are having our meeting in conjunction with AAAS, whose symposia and special events span all sciences, and those who register with either organization will be welcome at a large fraction of the events arranged by the other. While a single theme would be difficult to identify for any AAPT meeting, we have, at this meeting, taken particular pains to highlight the contributions of Chicagoans to physics research and teaching. To that end, we have arranged a workshop at the Chicago Museum of Science and Industry (W08), field trips to Fermilab, invited talks by several Fermilab researchers (DA and NA), a session on the Manhattan project (LJ), a panel on the Illinois State Physics Project (LG), a panel on physics first (KA), several posters highlighting projects by Chicago-area high school students (PST1), a session (OG) in which Chicago-area high school teachers provide take-home demonstrations, a session (OH) in which you can view prize-winning demonstrations developed by students at Glenbrook South High School, a Share-A-Thon arranged largely by teachers in Chicago schools, and a demo show featuring particularly Chicago-area teachers. There is also a session (OC) on the International Year of Astronomy designed to whet your appetite for the fuller recognition that will be part of the 2009 summer meeting. In an effort to respond to those who have expressed concerns over the attention given to posters at past meetings, each poster in sessions PST1 and PST2 will be on display for a full day, and at least 1.5 hours of unopposed time for posters has been distributed throughout each day. So that some presenters may visit with other presenters, those with odd-numbered posters will be at their posters during half of the unopposed time, and those with even- numbered posters will be at their posters during the other half of that time. In the past six months, I have been made acutely aware that putting together the schedule of an AAPT meeting provides a challenge not unlike that posed by a Jackson Pollock puzzle, and complete elimination of conflicts is almost certainly impossible. The program sorters (Shannon Mandel, Michelle Strand, Charles Henderson, and Gordon Ramsey), AAPT staff in the Programs and Conferences Dept. (Tiffany Hayes, Cerena Cantrell, Janet Lane, Natasha Randall, and Annette Coleman), and I regret any conflicts that remain. At the same time, those who worked with me on this monumental task deserve deep appreciation for their diligence and creativity in solving the scheduling puzzle as fully as they have. The AAPT area chairs and committee members and all the presenters and presiders also deserve sincere thanks for their contributions to assuring a varied, full, and valuable meeting. Enjoy the meeting and—time permitting—Chicago! I am confident your challenge will be much less in finding interesting things to do than in deciding which of several compelling but conflicting events will be of greatest value to you. David M. Cook Vice President and Program Chair Lawrence University Appleton, WI 3 Special Thanks: AAPT thanks the following persons for their outstanding dedication and selfless contributions to the Winter Meeting: Paper Sorters: Shannon Mandel, Michelle Strand, Gordon Ramsey, and Charles Henderson. Our local organizers: Gordon Ramsey (Loyola University) and Samuel Dyson (Walter Payton College Preparatory H.S.) Meeting Information Fermi Lab’s: Spencer Pasero, of the Education Office in the Workforce Development and Resources Section at Fermilab, who helped in identifying speakers for the two sessions about research at Fermilab and also who arranged the two field trips to Fermilab.! Resource Room for Registrants with Disabilities Hyatt Regency, East Tower, Blue Level, Skyway Conference SquareHive is an Internet-based, Center, Room 282 social networking tool that connects Speaker-Ready Room Thurs, Feb. 12: 12–5:30 p.m. attendees to each other. Within There will be a Speaker Ready Fri, Feb. 13: 8–5:30 p.m. SquareHive you will be able to see who room located in the Hyatt, Sat, Feb. 14: 8–5:30 p.m. Grand Suite 3. Participants is already registered for the AAPT Sun, Feb. 15: 8–5:30 p.m. Winter ’09 meeting and interact with should take their presentations Mon, Feb. 16: 8 a.m.–12 p.m. there to prepare for the sessions. your colleagues before and during the Mobility assistance will be conference. The hours are: provided on request for persons Thurs., Feb. 12: 7 a.m–6:30 p.m. with disabilities within and out- www.squarehive.com Friday, Feb. 13: 7 a.m.–6:30 p.m. side the conference facilities. Saturday, Feb. 14: 7 a.m.–6:30 p.m. Call the AAPT Registration desk AAPT Sustaining Members Sunday, Feb. 15: 7 a.m.–6:30 p.m. at the Hyatt, 312-239-4820, for Monday, Feb. 16: 7 a.m.–12 p.m. Alberti’s Window information. ALTAY Scientific Spa American 3B Scientific AAPT Executive Board Arbor Scientific Lila Adair, President Mary Mogge AU Physics Enterprises Piedmont College Vice Chair of Section Representatives Carolina Biological Supply Co. Monroe, GA California State Polytechnic University Daedalon Design Simulation Tech, Inc Alexander Dickison, President-Elect Pomona, CA Educational Innovations, Inc. Seminole Community College Gordon Ramsey Heliocentris Energy Systems, Inc. Sanford, FL Four-Year College Representative John Wiley & Sons Inc. David M. Cook, Vice President Loyola University Chicago Johns Hopkins Univ. Center for Talented Youth Lawrence University Frankfort, IL Kinetic Books Appleton, WI Elizabeth B. Chesick High School Representative Klinger Educational Prod. Corp Steven Iona, Secretary PASCO scientific University of Denver 625 Walnut Lane Haverford, PA Pearson Denver, CO Physics Academic Software Dwain M. Desbien Paul W. Zitzewitz, Treasurer Physics2000.com Two-Year College Representative University of Michigan–Dearborn Rice Univ. Estrella Mountain Comm. College Dearborn, MI Sargent Welch CENCO Physics Avondale, AZ Harvey Leff, Past-President School Specialty Science Karl C. Mamola (ex officio) California State Polytechnic University Spectrum Techniques LLC Editor, The Physics Teacher Pomona, CA TeachSpin Inc Alan Gibson Jan Tobochnik (ex officio) Tel-Atomic Inc Chair of Section Representatives Editor, American Journal of Physics Vernier Software Adams High School Warren Hein (ex officio) W H Freeman & Company Rochester, MI AAPT Executive Officer WebAssign Ztek Co. 4 February 12–16, 2009 XXX AAPT Sustaining Members Alberti’s Window ALTAY Scientific Spa American 3B Scientific Arbor Scientific AU Physics Enterprises Carolina Biological Supply Co. Daedalon Design Simulation Tech, Inc Educational Innovations, Inc. Heliocentris Energy Systems, Inc. John Wiley & Sons Inc. Johns Hopkins Univ. Center for Talented Youth Kinetic Books Klinger Educational Prod. Corp PASCO scientific Pearson Physics Academic Software Physics2000.com Rice Univ. Sargent Welch CENCO Physics School Specialty Science Spectrum Techniques LLC TeachSpin Inc Tel-Atomic Inc Vernier Software W H Freeman & Company WebAssign Ztek Co. Bus Schedule to Workshops and Fieldtrips *All buses will load outside the Crystal Ballroom Foyer, located in the Hyatt Regency’s West Tower Date: Thursday, February 12, 2009 Date: Friday, February 13, 2009 • 7:15 a.m. – Bus departs Hyatt Hotel to Walter • 7:15 a.m. – Bus departs Hyatt Hotel to Walter Payton College Prep for Workshops Payton College Prep for Workshops • 7:30 a.m. – Bus departs Hyatt Hotel to Walter • 7:30 a.m. – Bus departs Hyatt Hotel to Walter Meeting Information Payton College Prep Payton College Prep • 8 a.m. – Bus departs Hyatt Hotel to Fermilab for • 8 a.m. – Bus departs Hyatt Hotel to Fermilab for Fieldtrip fieldtrip • 8:25 a.m. – Bus departs Hyatt Hotel to Walter • 8:30 a.m. – Bus departs Hyatt for Walter Payton Payton College Prep College Prep • 12:15 p.m.
Recommended publications
  • 2005 Annual Report American Physical Society
    1 2005 Annual Report American Physical Society APS 20052 APS OFFICERS 2006 APS OFFICERS PRESIDENT: PRESIDENT: Marvin L. Cohen John J. Hopfield University of California, Berkeley Princeton University PRESIDENT ELECT: PRESIDENT ELECT: John N. Bahcall Leo P. Kadanoff Institue for Advanced Study, Princeton University of Chicago VICE PRESIDENT: VICE PRESIDENT: John J. Hopfield Arthur Bienenstock Princeton University Stanford University PAST PRESIDENT: PAST PRESIDENT: Helen R. Quinn Marvin L. Cohen Stanford University, (SLAC) University of California, Berkeley EXECUTIVE OFFICER: EXECUTIVE OFFICER: Judy R. Franz Judy R. Franz University of Alabama, Huntsville University of Alabama, Huntsville TREASURER: TREASURER: Thomas McIlrath Thomas McIlrath University of Maryland (Emeritus) University of Maryland (Emeritus) EDITOR-IN-CHIEF: EDITOR-IN-CHIEF: Martin Blume Martin Blume Brookhaven National Laboratory (Emeritus) Brookhaven National Laboratory (Emeritus) PHOTO CREDITS: Cover (l-r): 1Diffraction patterns of a GaN quantum dot particle—UCLA; Spring-8/Riken, Japan; Stanford Synchrotron Radiation Lab, SLAC & UC Davis, Phys. Rev. Lett. 95 085503 (2005) 2TESLA 9-cell 1.3 GHz SRF cavities from ACCEL Corp. in Germany for ILC. (Courtesy Fermilab Visual Media Service 3G0 detector studying strange quarks in the proton—Jefferson Lab 4Sections of a resistive magnet (Florida-Bitter magnet) from NHMFL at Talahassee LETTER FROM THE PRESIDENT APS IN 2005 3 2005 was a very special year for the physics community and the American Physical Society. Declared the World Year of Physics by the United Nations, the year provided a unique opportunity for the international physics community to reach out to the general public while celebrating the centennial of Einstein’s “miraculous year.” The year started with an international Launching Conference in Paris, France that brought together more than 500 students from around the world to interact with leading physicists.
    [Show full text]
  • Carl Wieman Cheriton Family Professor and Professor of Physics and of Education Curriculum Vitae Available Online
    Carl Wieman Cheriton Family Professor and Professor of Physics and of Education Curriculum Vitae available Online CONTACT INFORMATION • Administrative Contact Linda J Kim Email [email protected] Bio BIO Carl Wieman holds a joint appointment as Professor of Physics and of the Graduate School of Education. He has done extensive experimental research in atomic and optical physics. His current intellectual focus is now on undergraduate physics and science education. He has pioneered the use of experimental techniques to evaluate the effectiveness of various teaching strategies for physics and other sciences, and served as Associate Director for Science in the White House Office of Science and Technology Policy. ACADEMIC APPOINTMENTS • Professor, Physics • Professor, Graduate School of Education HONORS AND AWARDS • Carnegie US University Professor of the Year, Carnegie Foundation for the Advancement of Teaching (2003) • Nobel Prize in Physics 2001, Nobel Foundation (2001) PROFESSIONAL EDUCATION • Ph.D., Stanford University , Physics (1977) • B.S., MIT , Physics (1973) Research & Scholarship RESEARCH INTERESTS • Brain and Learning Sciences • Higher Education • Science Education • Teachers and Teaching Page 1 of 3 Carl Wieman http://cap.stanford.edu/profiles/Carl_Wieman/ CURRENT RESEARCH AND SCHOLARLY INTERESTS The Wieman group’s research generally focuses on the nature of expertise in science and engineering, particularly physics, and how that expertise is best learned, measured, and taught. This involves a range of approaches, including individual cognitive interviews, laboratory experiments, and classroom interventions with controls for comparisons. We are also looking at how different classroom practices impact the attitudes and learning of different demographic groups. Some current projects include: 1. Investigating problem solving strategies.
    [Show full text]
  • Carl Wieman Stanford University Department of Physics and Grad School of Education
    Carl Wieman Stanford University Department of Physics and Grad School of Education *based on the research of many people, some from my science ed research group I. Introduction– Educational goals & research-based principles of learning II. Applying learning principles in university courses and measuring results III. Teaching expertise (for university science/physics) My background in education Students:17 yrs of success in classes. Come into my lab clueless about physics? 2-4 years later expert physicists! ?????? ~ 30 years ago Research on how people learn, particularly physics • explained puzzle • I realized were more effective ways to teach • got me started doing science ed research-- experiments & data, basic principles! (~ 100 papers) “Expertise”– solving problems like a good physicist Major advances past 1-2 decades New insights on how to learn & teach complex thinking physicists, bio, University chemists science & eng. brain classroom research studies today cognitive psychology Strong arguments for why apply to most fields Basic result– rethink how learning happens old/current model new research-based view brain changeable ~ same knowledge transformation soaks in, varies with brain Primary educational focus of Change neurons by intense thinking. universities: Improved capabilities. • contents of knowledge “soup” • admitting best brains I. Introduction– Educational goal (better decisions) & research-based principles of learning II. Applying learning principles in university courses and measuring results Basics of most university science classroom research: 1. Test how well students learn to make decisions like expert (physicist, biologist, …). 2. Compare results for different teaching methods: a. Students told what to do in various situations (“lecture”) b. Practice making decisions in selected scenarios, with feedback.
    [Show full text]
  • Nobel Lectures™ 2001-2005
    World Scientific Connecting Great Minds 逾10 0 种 诺贝尔奖得主著作 及 诺贝尔奖相关图书 我们非常荣幸得以出版超过100种诺贝尔奖得主著作 以及诺贝尔奖相关图书。 我们自1980年代开始与诺贝尔奖得主合作出版高品质 畅销书。一些得主担任我们的编辑顾问、丛书编辑, 并于我们期刊发表综述文章与学术论文。 世界科技与帝国理工学院出版社还邀得其中多位作了公 开演讲。 Philip W Anderson Sir Derek H R Barton Aage Niels Bohr Subrahmanyan Chandrasekhar Murray Gell-Mann Georges Charpak Nicolaas Bloembergen Baruch S Blumberg Hans A Bethe Aaron J Ciechanover Claude Steven Chu Cohen-Tannoudji Leon N Cooper Pierre-Gilles de Gennes Niels K Jerne Richard Feynman Kenichi Fukui Lawrence R Klein Herbert Kroemer Vitaly L Ginzburg David Gross H Gobind Khorana Rita Levi-Montalcini Harry M Markowitz Karl Alex Müller Sir Nevill F Mott Ben Roy Mottelson 诺贝尔奖相关图书 THE PERIODIC TABLE AND A MISSED NOBEL PRIZES THAT CHANGED MEDICINE NOBEL PRIZE edited by Gilbert Thompson (Imperial College London) by Ulf Lagerkvist & edited by Erling Norrby (The Royal Swedish Academy of Sciences) This book brings together in one volume fifteen Nobel Prize- winning discoveries that have had the greatest impact upon medical science and the practice of medicine during the 20th “This is a fascinating account of how century and up to the present time. Its overall aim is to groundbreaking scientists think and enlighten, entertain and stimulate. work. This is the insider’s view of the process and demands made on the Contents: The Discovery of Insulin (Robert Tattersall) • The experts of the Nobel Foundation who Discovery of the Cure for Pernicious Anaemia, Vitamin B12 assess the originality and significance (A Victor Hoffbrand) • The Discovery of
    [Show full text]
  • Spectroscopy & the Nobel
    Newsroom 1971 CHEMISTRY NOBEL OSA Honorary Member Gerhard Herzberg “for his contributions to the knowledge of electronic structure and geometry of molecules, particularly free radicals” 1907 PHYSICS NOBEL 1930 PHYSICS NOBEL 1966 CHEMISTRY NOBEL OSA Honorary Member Albert OSA Honorary Member Sir Robert S. Mulliken “for Abraham Michelson “for his Chandrasekhara Venkata his fundamental work optical precision instruments Raman “for his work on the concerning chemical bonds and the spectroscopic and scattering of light and for and the electronic structure metrological investigations the discovery of the effect of molecules by the carried out with their aid” named after him” molecular orbital method” 1902 PHYSICS NOBEL 1919 PHYSICS NOBEL Hendrik Antoon Lorentz and Johannes Stark “for his Pieter Zeeman “for their discovery of the Doppler researches into the influence effect in canal rays and of magnetism upon radiation the splitting of spectral phenomena” lines in electric fields” 1955 PHYSICS NOBEL OSA Honorary Member Willis Eugene Lamb “for his discoveries concerning the fine structure of the hydrogen Spectroscopy spectrum” & the Nobel ctober is when scientists around the world await the results from Stockholm. O Since the Nobel Prize was established in 1895, a surprising number of the awards have gone to advances related to or enabled by spectroscopy—from the spectral splitting of the Zeeman and Stark effects to cutting-edge advances enabled by laser frequency combs. We offer a small (and far from complete) sample here; to explore further, visit www.nobelprize.org. 16 OPTICS & PHOTONICS NEWS OCTOBER 2018 1996 CHEMISTRY NOBEL OSA Fellow Robert F. Curl Jr., Richard Smalley and Harold 1999 CHEMISTRY NOBEL Kroto (not pictured) “for their Ahmed H.
    [Show full text]
  • Serving Career and Technical Education Students in Minnesota
    Career and Technical Student Organizations Serving Career and Technical Education Students in Minnesota 1 Career and Technical Student Organizations (CTSO) provide exceptional experiences for students through experiential and applied learning when integrated into the classroom. Students gain knowledge, technical and employability skills that today’s employers demand. Leadership opportunities provided through CTSOs build their confidence, personal networks and future entrepreneurship. CTSOs add to our students’ education and success in Minnesota’s Career and Technical Education (CTE) programs. CTE provides our greatest collective opportunity to create a skilled, knowledgeable, and productive future workforce. Integrating CTSOs into those programs not only strengthens technical skills through workplace activities and competitive events; it empowers students through leadership activities. CTSOs have served students for over 70 years. Minnesota is proud to be a part of that tradition. The Minnesota State Colleges and Universities, the Minnesota Department of Education and Minnesota Foundation for Student Organizations support: DECA and Collegiate DECA, Business Professionals of America (BPA) High School and BPA College, Family Career and Community Leaders of America (FCCLA), Agricultural Education FFA and Post Secondary Agricultural Education (PAS), Health Occupations Student Association (HOSA) and SkillsUSA High School and SkillsUSA College. As our graduates enter the workforce, we must ensure they have had the opportunity to develop and refine the skills in their occupational area. We must ensure they are professional and they are prepared. Career and Technical Student Organizations will ensure they are equipped to meet the demands of America’s workforce. JoAnn Simser, Ph.D. State Director Career Technical Education Minnesota State Colleges and Universities 2 Minnesota Fact Sheet CTE STATE OVERVIEW At the secondary level, career and technical education is delivered through comprehensive high schools, cooperatives and centers.
    [Show full text]
  • BEC) in Alkali Atoms Masatsugu Sei Suzuki Department of Physics, SUNY at Bimghamton (Date: January 24, 2012)
    Bose-Einstein condensation (BEC) in alkali atoms Masatsugu Sei Suzuki Department of Physics, SUNY at Bimghamton (Date: January 24, 2012) In 1925 Einstein predicted that at low temperatures particles in a gas could all reside in the same quantum state. This peculiar gaseous state, a Bose–Einstein condensate (BEC), was produced in the laboratory for the first time in 1995, using the powerful laser-cooling methods developed in recent years. These condensates exhibit quantum phenomena on a large scale, and investigating them has become one of the most active areas of research in contemporary physics. _________________________________________________________________________ The first gaseous BEC was generated by Eric Cornell and Carl Wieman in 1995 at the University of Colorado at Boulder NIST-JILA lab, using a gas of Rb atoms cooled to 170 nK. For their achievements Cornell, Wieman, and Wolfgang Ketterle at MIT received the 2001 Nobel Prize in Physics. In November 2010 the first photon BEC was observed. _________________________________________________________________________ Carl Wieman was born in Corvallis, Oregon in the United States and graduated from Corvallis High School. Wieman earned his B.S. in 1973 from MIT and his Ph.D. from Stanford University in 1977; he was also awarded a Doctor of Science, honoris causa from the University of Chicago in 1997. He was awarded the Lorentz Medal in 1998. In 2001, he won the Nobel Prize in Physics, along with Eric Allin Cornell and Wolfgang Ketterle for fundamental studies of the Bose-Einstein condensate. In 2004, he was named United States Professor of the Year among all doctoral and research universities. http://en.wikipedia.org/wiki/Carl_Wieman Eric Allin Cornell (born December 19, 1961) is an American physicist who, along with Carl E.
    [Show full text]
  • 9-15 Wieman .Indd
    WHY NOT TRY a Scientific Approach to Science Education? By Carl Wieman he purpose of science education is no longer simply In short, we now need to make science education effective to train that tiny fraction of the population who will and relevant for a large and necessarily more diverse fraction of become the next generation of scientists. We need the population. a more scientifically literate populace to address What do I mean by an effective education in science? I be- the global challenges that humanity now faces and lieve a successful science education transforms how students that only science can explain and possibly mitigate, think, so that they can understand and use science like scientists Tsuch as global warming, as well as to make wise decisions, do. (See Figure 1). But is this kind of transformation really pos- informed by scientific understanding, about issues such as sible for a large fraction of the total population? genetic modification. Moreover, the modern economy is largely based on science and technology, and for that economy to thrive and for individuals within it to be successful, we need Figure 1. Transporting student thinking from technically literate citizens with complex problem-solving novice to expert. skills. Carl Wieman, recipient of the Nobel Prize in physics in 2001 and the Carnegie Foundation’s U.S. University Professor of the Year Award in 2004, currently directs the Carl Wieman Science Education Initiative at the University of British Columbia and the Colorado Science Edu- cation Initiative. Prior to joining UBC, he served on the faculty at the University of Colorado from 1984 to 2006 as a distinguished professor of physics and presidential teaching scholar.
    [Show full text]
  • ¿ Qué Podemos Hacer Para Lograr Un Aprendizaje Significativo De La Física?
    ¿Qué podemos hacer para lograr un aprendizaje significativo de la física? Michel Picquart Universidad Autónoma Metropolitana Iztapalapa, Apdo. postal 55-534, Col. Vicentina, 09340 México DF, México. E-mail: [email protected] (Recibido el 9 de Octubre de 2007; aceptado el 22 de Diciembre de 2007) Resumen Con base en cómo llegan los estudiantes a la División de Ciencias Básicas e Ingeniería (CBI) de la Universidad Autónoma Metropolitana-Iztapalapa (México, D. F.) y la necesidad que tenemos de formar buenos profesionales, proponemos un cambio en los cursos de física del Tronco General (TG). Este cambio incorpora la detección de las ideas previas de los alumnos y la puesta en marcha de estrategias didácticas específicas para lograr el cambio conceptual adecuado. Se sugiere, en particular, la resolución de problemas abiertos propuestos como pequeños proyectos de investigación para que los resuelvan en equipos. Se enfatiza también sobre la necesidad de una formación pedagógica del profesorado. Palabras clave: Ideas previas, problemas como investigación y trabajo en equipo, formación docente. Abstract On basis to how come the students to the CBI division of the UAM-I and the necessity to form good professionals, we propose a change in the introductory courses of physics. This change takes into account the student’s misconceptions detection and new didactic strategies. It is suggested the resolution of problems as investigation and collaborative work. We also insist on the necessity of a pedagogical formation of the professors. Keywords: Previous ideas, problems as investigation and work team, training teachers. PACS: 01.40.Fk, 01.40.gb, 01.40.J-.
    [Show full text]
  • Spectrum Published During the 2002–2003 Academic ■ Year
    No. 23; FALL 2004 PECTRUM S FOR ALUMNI & FRIENDS OF THE DEPARTMENT OF PHYSICS & ASTRONOMY UNIVERSITY OF NEBRASKA–LINCOLN ANTHONY F. STARACE, EDITOR Materials Researchers Awarded $5.4 Million NSF Grant BY DAVE FITZGIBBON/ The grant funds more than UNIVERSITY COMMUNICATIONS research projects, Sellmyer said. Editor’s Note: The growing ma- Training of graduate and under- terials research group at UNL graduate students, and programs achieved one of its goals this year, for educational outreach and the award of a 6 year MRSEC for “Quantum and Spin Phenomena in technology transfer to business Nanomagnetic Structures.” David and industry are included in the J. Sellmyer is the Center Director. center. The six-year grant will Department faculty participat- fund salaries for two post-doctor- ing in the Center include Shireen al fellows, 14 graduate students Adenwalla, Bernard Doudin, Peter Dowben, Stephen Ducharme, and 10 undergraduate students. It Sitaram Jaswal, Roger Kirby, Di- also funds a program that brings andra Leslie-Pelecky, Sy-Hwang high school teachers and students Liou, Ralph Skomski, and Evgeny to campus for research experi- Tsymbal. The focus of the center is on fabricating and studying new ences, recruitment of graduate nanomagnetic structures and mate- students from underrepresented rials. In what follows we reprint the groups, and supports a “Women UNL news release of the award. in Science” program for high MRSEC Group: Some of the MRSEC faculty at a September 24th, 2002 cel- school students. incoln, Neb., Sept. 23, ebration hosted by Chancellor Harvey Perlman and Vice Chancellor for Research Prem Paul to recognize the NSF award.
    [Show full text]
  • 2007 Annual Report APS
    American Physical Society APS 2007 Annual Report APS The AMERICAN PHYSICAL SOCIETY strives to: Be the leading voice for physics and an authoritative source of physics information for the advancement of physics and the benefit of humanity; Collaborate with national scientific societies for the advancement of science, science education, and the science community; Cooperate with international physics societies to promote physics, to support physicists worldwide, and to foster international collaboration; Have an active, engaged, and diverse membership, and support the activities of its units and members. Cover photos: Top: Complementary effect in flowing grains that spontaneously separate similar and well-mixed grains into two charged streams of demixed grains (Troy Shinbrot, Keirnan LaMarche and Ben Glass). Middle: Face-on view of a simulation of Weibel turbulence from intense laser-plasma interactions. (T. Haugbolle and C. Hededal, Niels Bohr Institute). Bottom: A scanning microscope image of platinum-lace nanoballs; liposomes aggregate, providing a foamlike template for a platinum sheet to grow (DOE and Sandia National Laboratories, Albuquerque, NM). Text paper is 50% sugar cane bagasse pulp, 50% recycled fiber, including 30% post consumer fiber, elemental chlorine free. Cover paper is 50% recycled, including 15% post consumer fiber, elemental chlorine free. Annual Report Design: Leanne Poteet/APS/2008 Charts: Krystal Ferguson/APS/2008 ast year, 2007, started out as a very good year for both the American Physical Society and American physics. APS’ journals and meetings showed solidly growing impact, sales, and attendance — with a good mixture Lof US and foreign contributions. In US research, especially rapid growth was seen in biophysics, optics, as- trophysics, fundamental quantum physics and several other areas.
    [Show full text]
  • In Troubling Times, Our Community Goes the Extra Mile
    School TalkSUMMER 2020 Above and beyond In troubling times, our community goes the extra mile. Resilience in action f you want to see the definition of Iresilience in action, look no further than public school districts and their communities — especially Mounds View Public Schools. As a result of the COVID- pandemic, schools unexpectedly closed to limit the spread of coronavirus, and students never returned to classrooms after spring break. The spring athletics and activities season was canceled along with proms, field trips and traditional graduation ceremonies. School, quite simply, never looked the same for the rest of the academic year. In the face of this adversity, how did our community respond? Teachers reorganized entire lesson parents’ cars, along with Chromebooks, recognized all these efforts with smiles, plans and shifted to distance learning musical instruments and left-behind virtual high-fives, “thank you” posters, from makeshift office spaces in their medications. They transformed sections flowers, pizzas, coffee and other homes. From kindergartners to seniors, of several schools into childcare centers donations. students learned how to log on and for children of parents who work in “This is not a path any of us chose,” tune in for video lessons with their the emergency or healthcare fields. said Superintendent Chris Lennox. patient and flexible teachers. At home, Staff handed out thousands of grab- “But it’s been heartening to see our parents juggled childcare concerns and and-go meals from school curbsides. school community extending so much homework help with their own job Custodians disinfected spaces to support, encouragement and grace to responsibilities during uncertain times.
    [Show full text]