American Association of Physics Teachers

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Abstract: We have continued to analyze the performance of >7000 biology majors in an upper-level physiology course at UC Davis as a function of graduation GPA, gender, ethnicity, kind of physics course previously taken, and grade in that physics course. We find that a student's grade in the physiology course is significantly influenced by the kind of physics course previously taken (reformed or traditional at UC Davis or traditional elsewhere) when other factors are controlled for. Our results show that students who take the reformed physics course, Physics 7, at UC Davis, have a statistically significant grade advantage in the subsequent physiology course. Variations in the grade advantage as a function of the differences in particular physics and physiology course offerings and analysis of the abilities and knowledge probed by course exams provide insights into how the thinking patterns of some students are changed after taking Physics 7. Footnotes: None spacer

AA02: Humanized Physics Project: Follow-Up Study of Former Students Using an Email Survey spacer Location: Union Hinde Auditorium Date: Monday, Aug. 2 Time: 8:00 a.m. Author: Invited - Amy Spiegel, Univ. of Nebraska, Lincoln 402-472-2790, [email protected] Co-Author(s): Robert G. Fuller Abstract: Students in the experimental versions of a humanized algebra-based college physics course over optics, E & M, and radiation were surveyed by email more than a year after they had completed the course. The follow-up instrument asked them to reflect on the course, to comment on specific elements of the course, and also included a physics content question. This paper will discuss the process that was used and report preliminary analyses of the results. Footnotes: *Sponsored by Robert G. Fuller. spacer

AA03: Do They Stay Fixed? spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (2 of 337) [7/30/2004 8:38:13 AM] American Association of Physics Teachers

Location: Union Hinde Auditorium Date: Monday, Aug. 2 Time: 8:30 a.m. Author: Invited - Gregory Francis, Montana State Univ. 406-994-6625, [email protected] Co-Author(s): Jeffrey P. Adams Abstract: Do the high gains for the FCI that are achieved by courses employing interactive engagement techniques persist long after the students leave the course? We report the results of a longitudinal study of three non-major introductory classes that achieved relatively high gains (=0.5) on the FCI using an inquiry-based tutorial approach. Footnotes: None spacer

AA04: Student Performance in Math and Physics Following a Preparatory Physics Course spacer Location: Union Hinde Auditorium Date: Monday, Aug. 2 Time: 9:00 a.m. Author: Invited - Edward Adelson, The Ohio State Univ. 614-292-2067, [email protected] Co-Author(s): None Abstract: Student success in physics courses following a preparatory course was originally tracked for nine years. The data showed that math course failures prevented many of these students from taking the next physics course within one or two quarters after the preparatory course. Data has now been obtained for students who have taken the preparatory course in recent years. With additional data it is possible to compare results for different teachers and a larger number of students. The results are consistent with studies tracking student performance on the basis of math preparation. Footnotes: None spacer

AB: First Year Issues for Physics Education spacer Location: Mariposa 1000 Date: Monday, Aug. 2 Time: 7:45 a.m.-9:15 a.m. Presider: R. Steven Turley, Brigham Young Univ. 801-422-3095, [email protected] Co- None Presiders(s): Equipment: Computer projection (no computer -- must bring own laptop), overhead projector & screen spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (3 of 337) [7/30/2004 8:38:13 AM] American Association of Physics Teachers

AB01: A Graduate Course in PER for PER Graduate Students spacer Location: Mariposa 1000 Date: Monday, Aug. 2 Time: 7:45 a.m. Author: Rachel Scherr Univ. of Maryland, Physics Education Research Group 301-405-6179, [email protected] Co-Author(s): Leslie J. Atkins Abstract: A new course at the University of Maryland is designed to give graduate students in physics education research skills both for conducting research on the teaching and learning of physics and for applying the results of such research to classroom teaching. The intent is for the course to be immediately relevant to students' needs as developing researchers and future researcher-instructors. Topics include qualitative research methods (video and transcript analysis), curriculum development and evaluation, and quantitative analysis of free-response questions. Students work to advance their skills in formulating useful questions about teaching and research situations, creating instructional materials that are well-tuned to their target populations, writing short papers, and constructively criticizing their peers' work. Footnotes: None spacer

AB02: In the Trenches: The Challenge of First-Year Physics spacer Location: Mariposa 1000 Date: Monday, Aug. 2 Time: 8:00 a.m. Author: David Balogh, Fresno City College 559-442-4600, ext. 8472, [email protected] Co-Author(s): None Abstract: The student transition from high school to college is hard enough for an instructor without the challenge of correcting the student's preconceived notions about the physical universe. In addition to teaching the principles of physics, instructors of first-year physics students must grapple with a host of issues ranging from math to critical thinking and problem solving skills. A discussion of the challenges and possible solutions will take place in an effort to help instructors develop successful methodologies for engendering student success. Footnotes: None spacer

AB03: Transitions from High School to University Physics at BYU spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (4 of 337) [7/30/2004 8:38:13 AM] American Association of Physics Teachers

Location: Mariposa 1000 Date: Monday, Aug. 2 Time: 8:15 a.m. Author: R. Steven Turley, Brigham Young Univ. 801-422-3095, [email protected] Co-Author(s): None Abstract: National studies have shown that first-year students tend to be academically disengaged, achieve lower grades than they expect, face a number of challenges (loneliness, making new friends, dealing responsibly with increased independence, finances), and look to peers rather than campus personnel for support. They often have trouble with time management and choose to spend more time partying and less time in volunteer and religious activities than in high school. Their self-concept of their abilities in computer skills, mathematics, writing, drive to achieve, and overall academic ability also change during this period. I will compare results for general student populations to data from surveys and focus groups of first- year physics students at Brigham Young University. From this data, I will suggest what kinds of activities are most helpful in a physics department to help students with the transition from high school to a college physics program. Footnotes: None spacer

AB04: A User-Friendly Physics Department spacer Location: Mariposa 1000 Date: Monday, Aug. 2 Time: 8:30 a.m. Author: Colin E. Inglefield, Weber State Univ. 801-626-6127, [email protected] Co-Author(s): None Abstract: Retention of majors beyond their first year is obviously vital for any undergraduate physics program. However, the first year a student is immersed in the major may be their most difficult. I will discuss how we work to create a positive environment for first-year students, including a significant fraction of nontraditional students, in our program. The hallmarks of our approach include accessibility of faculty, fostering relationships between the first year students, encouraging mentoring by our junior and senior students, and involvement of our beginning students in research projects. Results and student reactions to our efforts will be discussed. Footnotes: *Sponsored by R. Steven Turley. spacer

AB05: Creating a Mentoring Program for New Physics Graduate Students spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (5 of 337) [7/30/2004 8:38:13 AM] American Association of Physics Teachers

Location: Mariposa 1000 Date: Monday, Aug. 2 Time: 8:45 a.m. Author: Emily Maher, Univ. of Minnesota 612-624-4557, [email protected] Co-Author(s): None Abstract: At the University of Minnesota, advanced physics graduate students have initiated a mentoring program for first-year graduate students in the department. Our goal was to ease the transition to graduate school by providing new students with information relevant from the graduate student point of view and provide a venue to discuss concerns either as a group or in personal conversations with experienced graduate students. I will discuss the specific format of this program along with the topics that most concerned our first-year students. I will also discuss what we learned and how that might impact future programs of this nature. Footnotes: None spacer

AB06: The Making of a Physicist: The Transition from High School to University spacer Location: Mariposa 1000 Date: Monday, Aug. 2 Time: 9:00 a.m. Author: Brian Pyper, Brigham Young Univ., Idaho 208-496-1925, [email protected] Co-Author(s): None Abstract: A recent focus on reaching out to undergraduates in physics helps us to see how we integrate undergraduates into our physics programs.1 What role can faculty, departments, academic societies, and high schools play in this transition? This talk will give some thoughts about this based on experiences with the growth of the physics program at BYU-Idaho. Footnotes: 1. R.C. Hilborn and R.H. Howes, "Why many undergraduate physics programs are good but few are great," Physics Today 56(9), Sept. 2003. spacer

AC: Secondary Implementations of Research Based Curricula spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (6 of 337) [7/30/2004 8:38:13 AM] American Association of Physics Teachers

Location: Riverside 1015 Date: Monday, Aug. 2 Time: 7:45 a.m.-9:15 a.m. Presider: Karen Cummings, Southen Connecticut State 203-392-7043, [email protected] Co- None Presiders(s): Equipment: Computer projection (no computer -- must bring own laptop), overhead projector & screen spacer

AC01: Secondary Implementation of SCALE-UP Studio Approach at Three Large Universities* spacer Location: Riverside 1015 Date: Monday, Aug. 2 Time: 7:45 a.m. Author: Invited - Jeffery M. Saul, Univ. of Central Florida 407-823-6597, [email protected] Co-Author(s): None Abstract: Since the Student Centered Activities for Large Enrollment Undergraduate Physics (SCALE-UP) Project was started at North Carolina State in 1998, 13 colleges and universities have implemented SCALE-UP introductory physics classes. SCALE-UP differs from previous studio/workshop approaches to introductory physics in that it was designed from the start to be usable in classes of up to 100 students each. Each group of three to four students has access to a networked laptop and lab equipment in a multimedia classroom designed to enhance group interaction.This talk presents three case studies of implementing SCALE-UP beyond project team faculty at three large universities that teach University Physics to more than 1000 students each year, MIT, RIT, and UCF. The talk will focus on the changes needed to adapt the curriculum and approach to a particular institution and the lessons learned from helping non- PER faculty become effective SCALE-UP instructors. Footnotes: *Supported by Apple Computer, U.S. Department of Education FIPSE grant #P116B71905, NSF grant #DUE-0127050, PASCO Scientific, and Vernier Software. spacer

AC02: Physics by Inquiry: An Implementation with Pre-Service Teachers spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (7 of 337) [7/30/2004 8:38:13 AM] American Association of Physics Teachers

Location: Riverside 1015 Date: Monday, Aug. 2 Time: 8:15 a.m. Author: Invited - Lisa Snow, New Mexico State Univ. 505-646-2103, [email protected] Co-Author(s): Steve Kanim Abstract: An alarming number of K-12 students in New Mexico perform at "basic" and "below basic" levels in science and math. To address this problem, it is imperative that our children's teachers have a deep knowledge of the science and math content they are supposed to teach. In addition, teachers must have clear models of how this content can be effectively taught for student understanding. An example of how to provide pre-service teachers with both the content and pedagogy they will need to teach effectively is modeled by the Physics by Inquiry classes at NMSU. The curriculum used in these classes is based on over 20 years of research in physics education, and the instructional strategies modeled for students are aligned with pedagogical "best practices." This talk will present a rationale for these types of classes, student feedback, and some of the challenges associated with offering this type of class. Footnotes: None spacer

AC03: Adapting Research-Based Curricula at Seattle Pacific University: Successes and Challenges* spacer Location: Riverside 1015 Date: Monday, Aug. 2 Time: 8:45 a.m. Author: Invited - Stamatis Vokos, Seattle Pacific Univ. 206-281-2385, [email protected] Co-Author(s): None Abstract: The entire Physics Department at Seattle Pacific University is adapting to local conditions selected units from mutually reinforcing exemplary instructional materials that have been developed on the basis of physics education research: Tutorials in Introductory Physics (Physics Education Group at the University of Washington); Activity- based Physics Tutorials (Physics Education Research Group, University of Maryland); and RealTime Physics (University of Oregon, Tufts University, and Dickinson College). Use is also made of Interactive Examples delivered via Tycho, the web-based homework system developed by the Physics Education Research Group at the University of Illinois, Urbana-Champaign. This NSF CCLI-A&I project brings together several approaches to helping students deepen their understanding of physics. Preliminary results from this blending suggest considerable improvements in student learning. Interesting challenges have also arisen that may have implications for implementations of research-based materials in other institutional settings. Specific examples will be given to illustrate the lessons

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (8 of 337) [7/30/2004 8:38:13 AM] American Association of Physics Teachers

learned so far. Footnotes: *Supported in part by NSF grant #DUE-0310583, a Seattle Pacific University Academic Renewal Grant, and the SPU Science Initiative. spacer

AD: History of Nuclear Physics spacer Location: Union Ballroom I Date: Monday, Aug. 2 Time: 8:00 a.m.-9:00 a.m. Presider: Betty Preece, 321-723-6835, [email protected] Co- None Presiders(s): Equipment: Computer projection (no computer -- must bring own laptop), overhead projector & screen spacer

AD01: Twice Removed: Lise Meitner and Marietta Blau spacer Location: Union Ballroom I Date: Monday, Aug. 2 Time: 8:00 a.m. Author: Invited - Ruth Lewin Sime, Sacramento City College 916-929-7356, [email protected] Co-Author(s): None Abstract: In the 1920s and 1930s Marietta Blau (1894-1970) in Vienna was developing the photographic imaging techniques essential to particle physics, while Lise Meitner (1878-1968) in Berlin was known for her contributions to nuclear physics and the discovery of nuclear fission. After fleeing the Nazis in 1938, however, their careers were shattered and in time they and their work faded from view. In this talk I shall discuss the effects of gender, exile, postwar conditions, and Nobel decisions on the lives of these two women and the recognition of their work. Footnotes: None spacer

AD02: Big Science and Strong Medicine - The Lawrence Brothers' Legacy in Nuclear Science and Medicine spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (9 of 337) [7/30/2004 8:38:13 AM] American Association of Physics Teachers

Location: Union Ballroom I Date: Monday, Aug. 2 Time: 8:30 a.m. Author: Invited - Margaret McMahan, Lawrence Berkeley National Laboratory 510-486-5980, [email protected] Co-Author(s): None Abstract: Ernest Lawrence can be considered the father of "Big Science." His work at U.C. Berkeley earned him the Nobel prize in Physics in 1939 for the invention of the cyclotron and led to the establishment of the Radiation Laboratory in the hills above the campus, now Lawrence Berkeley National Laboratory. Lesser known are the contributions of his brother John, who joined Ernest in Berkeley in the early years and established a medical program at the new cyclotrons. The two fields of nuclear science and nuclear medicine - both diagnostic and therapeutic - are integrally linked to this day. Footnotes: None spacer

AE: Applications of Model Analysis spacer Location: Mendocino 1005 Date: Monday, Aug. 2 Time: 7:45 a.m.-8:45 a.m. Presider: Kathleen Harper, The Ohio State Univ. 614-292-3644, [email protected] Co- None Presiders(s): Equipment: Computer projection (no computer -- must bring own computer), overhead projector & screen spacer

AE01: Model Analysis as a Method for Cognitive Representation and Measurement* spacer Location: Mendocino 1005 Date: Monday, Aug. 2 Time: 7:45 a.m. Author: Invited - Lei Bao, The Ohio State Univ. 614-292-2450, [email protected] Co-Author(s): None Abstract: This talk will give an overview of the fundamental ideas in developing the method of Model Analysis. The discussion will provide a step-by- step introduction on the procedures of applying Model Analysis in research and instruction. A number of newly develop computational methods and tools will be introduced with practical examples. Footnotes: *Supported in part by NSF grants #REC-0087788 and #REC- 0126070. spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (10 of 337) [7/30/2004 8:38:13 AM] American Association of Physics Teachers

AE02: Multiage Studies of Student Thinking Using Model Analysis spacer Location: Mendocino 1005 Date: Monday, Aug. 2 Time: 8:15 a.m. Author: Invited - Michael Jabot, State Univ. of New York, Fredonia 716-673-3639, [email protected] Co-Author(s): David Henry Abstract: This paper will present preliminary findings on the use of Model Analysis in a multi-age study of student conceptions of electric current. Model Analysis has allowed the researchers the opportunity to investigate the development of these concepts, in particular those of resistance and current flow, across this developmental span. The insights from this study inform the research base as well as curricular planning. Footnotes: None spacer

AF: Involvement of Two-Year Colleges in Teacher Preparation spacer Location: Mendocino 1003 Date: Monday, Aug. 2 Time: 8:00 a.m.-9:00 a.m. Presider: Ingrid Novodvorsky, Arizona 520-626-4187, [email protected] Co- None Presiders(s): Equipment: Computer projection (no computer -- must bring own computer), overhead projector & screen spacer

AF01: How to Involve Community Colleges in Your Teacher Prep Program spacer Location: Mendocino 1003 Date: Monday, Aug. 2 Time: 8:00 a.m. Author: Invited - Keith Clay, Green River Comm. College 253-833-9111, ext. 4248, [email protected] Co-Author(s): None

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (11 of 337) [7/30/2004 8:38:13 AM] American Association of Physics Teachers

Abstract: Every university-based teacher prep program would profit from healthy partnerships with community colleges. Many universities report difficulty in gaining community college cooperation, and vice versa. Green River Community College and Central Washington University have developed and planned a large community college- based teacher prep program and worked to recruit many other colleges into the field. Some attempts were more productive than others. Some attempts by universities have failed miserably while others have been successful. Learn from the struggles and successes of Green River and other colleges and share your own insights. Footnotes: None spacer

AF02: Physics Teaching Partners* spacer Location: Mendocino 1003 Date: Monday, Aug. 2 Time: 8:30 a.m. Author: Invited - Marie Plumb, Jamestown Comm. College 716-665-5220, [email protected] Co-Author(s): None Abstract: Faculty from Jamestown Community College have partnered with faculty from SUNY Buffalo State to create, institutionalize, and populate model programs and opportunities as necessary to significantly increase the number of pre-K-12 teachers who are certified and well-qualified to teach physical sciences and physics, and to improve the quality of preservice preparation, induction, and continued professional growth for teachers in Western New York state and throughout New York state. A major part of the initiative is a summer academy that includes intensive courses in mechanics, and electricity and magnetism. One of the courses is designed to promote deep understanding of the teaching of introductory mechanics appropriate for K-8 physics. This paper will focus on the experiences of teaching the three-credit graduate course on the community college campus. Footnotes: *Supported in part by NSF grant #STEMTPO-0302097. spacer

AG: Representing Complex Learning spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (12 of 337) [7/30/2004 8:38:13 AM] American Association of Physics Teachers

Location: Amador 153 Date: Monday, Aug. 2 Time: 8:15 a.m.-9:15 a.m. Presider: Sherry Savrda, Seminole Comm. College 407-328-2205, [email protected] Co- None Presiders(s): Equipment: Computer projection (no computer -- must bring own computer), overhead projector & screen spacer

AG01: Issues in Addressing and Representing Hybrid Mental Models* spacer Location: Amador 153 Date: Monday, Aug. 2 Time: 8:15 a.m. Author: Zdeslav Hrepic, Kansas State Univ. 785-532-7167, [email protected] Co-Author(s): Dean A. Zollman, N. Sanjay Rebello Abstract: While constructing their understanding in various domains of physics, students go through transitional phases that may involve richly developed and consistently used mental models. These transitional models are unique cognitive structures composed of elements of both scientifically accepted and the most commonly used initial alternative models and have been previously referred to as hybrid models.1 The nature of hybrid models complicates the process of determining students' mental models through multiple-choice inventories. They may necessitate multiple questions to determine a student's model in a single context. In the case of sound propagation, three to four different questions (depending on the context) are needed for this purpose. In addition, representing students' usage of a hybrid model requires a separate dimension associated with that particular hybrid model. We will show our solution to the problems of addressing and representing hybrid models of sound propagation using a classroom response system in real time. Footnotes: *Supported in part by NSF grant # REC-0087788. 1. Hrepic, Z., Zollman, D. & Rebello, S. (2002). "Identifying students' models of sound propagation." Paper presented at the 2002 Physics Education Research Conference, Boise, ID. spacer

AG02: Constructing Reality: Contexts Supporting (and Inhibiting) Students' Representing the World Through Physics spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (13 of 337) [7/30/2004 8:38:13 AM] American Association of Physics Teachers

Location: Amador 153 Date: Monday, Aug. 2 Time: 8:30 a.m. Author: Noah Finkelstein, Univ. of Colorado, Boulder 303-735-6082, [email protected] Co-Author(s): None Abstract: The following paper builds on a contextual constructivist model of student learning to examine conditions that support (and inhibit) students developing productive models of the world. The paper examines data collected from students in varying contexts: manipulating laboratory equipment, using simulations of such equipment, and solving traditional and contextually relevant physics problems. Studies of the conceptual development of students and of student attitudes and beliefs about physics and reality reveal conditions where use of virtual laboratories can be as productive as actual hands-on laboratories, and conditions where the use of virtual models (whether simulation or traditional textbook problems) can be destructive. Footnotes: Supported in part by the Kavli Foundation and NSF. spacer

AG03: Simorgh Is in the Classroom: Artificial Simulations of the Physics Classroom* spacer Location: Amador 153 Date: Monday, Aug. 2 Time: 8:45 a.m. Author: Florin Bocaneala, The Ohio State Univ. 614-688-3598, [email protected] Co-Author(s): Lei Bao Abstract: Everyone has experienced some frustration trying to understand the complex system of a physics classroom. This system seems to be sensitive to a number of parameters beyond our control. In this presentation we propose an alternative to the traditional heads-on approach. Instead of trying to isolate and control the real system, we may start from a limited set of hypotheses, build an artificial classroom environment populated by artificial students that obeys our hypotheses and check the behavior of the artificial classroom against the real-life case. We will support our proposal, presenting results from such simulations. Footnotes: *Supported in part by NSF grants #REC-0087788 and #REC- 0126070. spacer

AG04: Efforts in Experimental and Computational Modeling of the Learning Environment* spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (14 of 337) [7/30/2004 8:38:13 AM] American Association of Physics Teachers

Location: Amador 153 Date: Monday, Aug. 2 Time: 9:00 a.m. Author: Lei Bao, The Ohio State Univ. 614-292-2450, [email protected] Co-Author(s): Florin Bocaneala Abstract: The learning environment of a classroom is a very complicated context that has many variables, many of which are difficult to be identified. The behavior of an individual student in such a learning environment is affected by both the individual's internal characters and the communications among the students and the instructors. To obtain theoretical understanding of such a complex system, we need new tools and methods that can capture the real time interactions among the individuals. In this talk, we will discuss our research efforts in developing methods to measure and analyze new forms of data such as student voices and physical motion and how such results can be modeled to extract information about the dynamics of the teaching and learning interactions. Footnotes: *Supported in part by NSF grants #REC-0087788 and #REC- 0126070. spacer

AH: Gender and Learning spacer Location: Amador 150 Date: Monday, Aug. 2 Time: 8:00 a.m.-9:00 a.m. Presider: Ann Brandon, Joliet West H.S. 815-727-6950, [email protected] Co- None Presiders(s): Equipment: Computer projection (no computer -- must bring own computer), overhead projector & screen spacer

AH01: Gender Equity Variations in a Large Active-Learning spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (15 of 337) [7/30/2004 8:38:13 AM] American Association of Physics Teachers

Location: Amador 150 Date: Monday, Aug. 2 Time: 8:00 a.m. Author: Mark McKinnon, Univ. of California, Davis 530-754-8697, [email protected] Co-Author(s): None Abstract: At the University of California at Davis, the introductory physics course for life science majors has been employing an active-learning approach since 1996. Currently, more than 1400 students begin this course each year. One of the surprising developments has been the significant improvement in gender equity over the traditional physics sequence. We are now focusing more attention on utilizing student performance to quantitatively explore a broad range of issues related to active-learning approaches and the role that they play in gender equity. In class, small groups of five to six students team to complete activities designed to elicit discussion about physical concepts. As the activities were annually modified, opinions differ on the effectiveness of each variation. I used two variations of laboratory activities, one less formulaic than the other. I will present findings of the relative gender equity as measured by quiz performance of these variations. Footnotes: *Sponsored by Wendell Potter. spacer

AH02: A Study of Gender and Cross-Discipline Conceptual Physics Understanding spacer Location: Amador 150 Date: Monday, Aug. 2 Time: 8:15 a.m. Author: Laura Kunkel, Brigham Young Univ., Idaho 208-496-1913, [email protected] Co-Author(s): Marie Balls, Brian A. Pyper Abstract: We administered the Force Concept Inventory as a pre-test to four different courses at BYU-Idaho: two physics courses and two non- science courses. The results showed some significant differences, both in student demographics (e.g. gender and year in school) and in conceptual physics understanding (e.g. self-perception and attitude towards science), as well as some very interesting correlations between specific items. Footnotes: *Sponsored by Brian A. Pyper. spacer

AH03: Relationships Among Gender, High School Physics Experience, and FCI Scores spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (16 of 337) [7/30/2004 8:38:13 AM] American Association of Physics Teachers

Location: Amador 150 Date: Monday, Aug. 2 Time: 8:30 a.m. Author: Thomas Thaden-Koch, Univ. of Minnesota 612-625-9392, [email protected] Co-Author(s): Paul Knutson, Vince Kuo, Patricia Heller, Kenneth Heller Abstract: Research strongly suggests that males and females experience physics courses differently.1 For several years, the Physics Education Research Group at the University of Minnesota has administered the Force Concept Inventory (FCI) and collected demographic data for students entering the introductory physics courses for engineers and biological science students. Analysis of pre-course FCI scores for these two courses reveals trends consistent with recently reported data2 Males and females reporting different high school physics experience (no physics, a regular physics course, or Advanced Placement Physics) have different patterns of FCI scores. The analysis, and differences among the patterns, will be discussed. Footnotes: 1. See E. Seymour, & N.M. Hewitt, Talking About Leaving: Why Undergraduates Leave the Sciences. Boulder, Westview Press (1997). 2. J. Blue, "Relationships between FCI score and high school activities." AAPT Winter Meeting, Miami Beach, (2004). spacer

AH04: Normalized Gain: What it Shows and What it Hides About Who is Learning spacer Location: Amador 150 Date: Monday, Aug. 2 Time: 8:45 a.m. Author: Suzanne White-Brahmia, Rutgers Univ. 732-445-3914, [email protected] Co-Author(s): Andrew Heckler Abstract: SAT gender and ethnicity gaps are associated with gaps in the quality and rigor of secondary physics and math courses taken.1 This may explain the gender and ethnicity gaps in the physics conceptual pretest scores (FCI, MBT, etc). The normalized gain was conceived, in part, to take into account the effects of differences in pretest scores2 and is now widely viewed as an important measure of conceptual learning. Nonetheless, there is a gender gap in the normalized gain.3 Does this gender gap tell us that women are learning less in our courses than men, or there is some other explanation? We suggest that the normalized gain is biased toward students with high pretest scores. We promote a different method for measuring learning gains.

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (17 of 337) [7/30/2004 8:38:13 AM] American Association of Physics Teachers

Footnotes: 1. B.C. Clewell and P.B. Campbell, "Taking stock: Where we've been, where we are, where we're going," Journal of Women and Minorities in Science and Engineering 8, 255-284 (2002). 2. R.R. Hake, "Interactive engagement versus traditional methods: A six-thousand- student survey of mechanics test data for introductory physics courses," Am. J. Phys. 66, 64-74 (1998). 3. L. McCullough (2002). "Gender, Educational Reform, and Instructional Assessment: Part I." Paper presented at the AAPT Meeting in Philadelphia, PA. January 2002. spacer

AI: Interactive Lecture Demonstrations - Physics Suite Materials That Enhance Learning in Lecture spacer Location: Union California Date: Monday, Aug. 2 Time: 8:00 a.m.-9:00 a.m. Presider: David Sokoloff, Univ. of Oregon 541-346-4755, [email protected] Co- Ron Thornton, Tufts Univ. Presiders(s): Equipment: Computer projection (no computer -- must bring own laptop), Overhead projector, screen spacer

AJ: New Perspectives in High School Physics Teaching spacer Location: Union Foothill Suite Date: Monday, Aug. 2 Time: 8:00 a.m.-9:15 a.m. Presider: Gene Ewald, Cuyahoga Falls H.S. 330-928-8344, [email protected] Co- None Presiders(s): Equipment: Computer projection (no computer -- must bring own laptop), Overhead projector, screen spacer

AJ01: Alternatives to High-Stakes Testing spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (18 of 337) [7/30/2004 8:38:13 AM] American Association of Physics Teachers

Location: Union Foothill Suite Date: Monday, Aug. 2 Time: 8:00 a.m. Author: Invited - Leon M. Lederman Illinois Institute of Tech./Illinois Math-Science Academy 630-907-5911, [email protected] Co-Author(s): Ray A. Burnstein Abstract: The NCLB Act of 2001 which provides most of the federal funding for elementary and secondary education imposes two main requirements. First, programs must demonstrate effectiveness through scientific research. Second, there is a strong emphasis on accountability and assessment at all levels of education - state, district, school and classroom. The state level requires annual high- stakes testing (examinations). The high-stakes testing (HST) aspect has created concerns from professional organizations i.e. AERA.1 One alternative is our proposal2 that classroom monitoring be accomplished by a learning/testing process involving wireless keypad use in the classroom on a daily basis.3 The same keypad system is used to deliver the State Board originated HST which will have become an inconspicuous part of the class procedure. Another alternative is to focus on "course embedded assessment" as the vehicle for achieving higher state mandated academic standards. Course embedded assessment refers to techniques that can be utilized in the classroom and provide diagnostic data. In general, classroom assessment is an established procedure in educational practice.4 Footnotes: 1. American Education Research Association http://www.aera.net/about/policy/stakes.htm 2. L. M. Lederman and R. A. Burnstein Announcer 33, (4), 79 (Winter 2003) 3. R. A. Burnstein and L. M. Lederman, "Using wireless keypads in lecture classes," Phys. Teach. 39, 8 (2001) and references therein. 4. M. Steadman and M. Svinicki, "Classroom Assessment Techniques," New Directions for Teaching and Learning No.75 Jossey-Bass Publishers and references therein. spacer

AJ02: Physics First Students Four Years Later spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (19 of 337) [7/30/2004 8:38:13 AM] American Association of Physics Teachers

Location: Union Foothill Suite Date: Monday, Aug. 2 Time: 8:30 a.m. Author: Olga Livanis, Stuyvesant H.S. 212-312-4990, [email protected] Co-Author(s): None Abstract: Stuyvesant High School is celebrating its centennial (1904-2004). In September 2000, the first, physics first class was scheduled and was taught by the principal, Stanley Teitel. Today in our fourth year of running physics in the ninth grade- and currently running three full classes with 34 students each, I would like to look back and characterize the first class, document their progress through and up until their graduation in June 2003. The two questions I would like to answer and share are, "how has the experience of taking physics first affected the first class throughout their high school career?" and, "how are the current freshmen measuring-up academically against juniors when comparing an item analysed January 2004 physics department final exam?" Footnotes: None spacer

AJ03: Symmetry and the Beautiful Universe spacer Location: Union Foothill Suite Date: Monday, Aug. 2 Time: 8:45 a.m. Author: Laura Nickerson, Illinois Mathematics and Science Academy 630-907-5915, [email protected] Co-Author(s): Leon M. Lederman Abstract: The entire Physics Department at Seattle Pacific University is adapting to local conditions selected units from mutually reinforcing exemplary instructional materials that have been developed on the basis of physics education research: Tutorials in Introductory Physics (Physics Education Group at the University of Washington); Activity- based Physics Tutorials (Physics Education Research Group, University of Maryland); and RealTime Physics (University of Oregon, Tufts University, and Dickinson College). Use is also made of Interactive Examples delivered via Tycho, the web-based homework system developed by the Physics Education Research Group at the University of Illinois, Urbana-Champaign. This NSF CCLI-A&I project brings together several approaches to helping students deepen their understanding of physics. Preliminary results from this blending suggest considerable improvements in student learning. Interesting challenges have also arisen that may have implications for implementations of research-based materials in other institutional settings. Specific examples will be given to illustrate the lessons learned so far. Footnotes: None spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (20 of 337) [7/30/2004 8:38:13 AM] American Association of Physics Teachers

AJ04: Inspirational Ideas for Teaching from Physics Education spacer Location: Union Foothill Suite Date: Monday, Aug. 2 Time: 9:00 a.m. Author: Gary Williams, Institute of Physics 011-44-0-1982-560678, [email protected] Co-Author(s): Stanley Micklavzina, David R. Lapp Abstract: Do you like wearing strange hats and make-up? Then you should go to Broadway, alternatively you could come to this talk. Wherein will be described an enjoyable and cheap way to teach the photoelectric effect using several different childrens toys. There will also be presented some ideas about teaching about infra-red, visible and ultraviolet parts of the electromagnetic spectrum. This will include using an ohp to produce a spectrum, a camera and a piece of Perspex to show infrared and make-up to demonstrate ultraviolet. Your pupils may never view you in the same light again! These ideas and many more have appeared in the journal Physics Education. Footnotes: None spacer

AK: Pseudophysics spacer Location: Union Orchard Suite Date: Monday, Aug. 2 Time: 8:00 a.m.-9:15 a.m. Presider: John White, 925-422-4587, [email protected] Co- None Presiders(s): Equipment: Computer projection (no computer -- must bring own laptop), Overhead projector, screen spacer

AK01: Facing the "Face" on Mars: Critical Thinking and Debunking Pseudoscience spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (21 of 337) [7/30/2004 8:38:14 AM] American Association of Physics Teachers

Location: Union Orchard Suite Date: Monday, Aug. 2 Time: 8:00 a.m. Author: Invited - Philip Plait, Sonoma State Univ. 707-664-2190, [email protected] Co-Author(s): None Abstract: Mars science has been in the news lately, and with it comes a spate of pseudoscience. From the "face" on Mars to the presence of a "city," huge alien fossils, and giant trees, the web and radio are full of all sorts of nonsense about the Red Planet. Using good science and a lot of humor, astronomer Phil Plait (webmaster of Bad Astronomy)1 will debunk the latest martian silliness, and show you how to get your students thinking critically about what they hear and read. Footnotes: 1. See http://www.badastronomy.com spacer

AK02: The Mind's Eye: A Physicist's Lighthearted Look at ESP spacer Location: Union Orchard Suite Date: Monday, Aug. 2 Time: 8:30 a.m. Author: Invited - Thomas Zepf, Creighton Univ. 402-280-2134, [email protected] Co-Author(s): None Abstract: This is a presentation on ESP (extrasensory perception) that has been done for hundreds of student groups ranging in level from junior high through college. Telepathy, clairvoyance, precognition, and psychokinesis are demonstrated using volunteers from the audience, often with surprising success. Is it real or fraudulent? Come and see for yourself. Footnotes: None spacer

AK03: Physics in Films: The Pseudoscience Flavor spacer Location: Union Orchard Suite Date: Monday, Aug. 2 Time: 9:00 a.m. Author: Costas Efthimiou, Univ. of Central Florida 407-823-0179, [email protected] Co-Author(s): Ralph Llewellyn

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (22 of 337) [7/30/2004 8:38:14 AM] American Association of Physics Teachers

Abstract: The authors have previously described a project they have to help improve public understanding of the basic principles of physical science. After a successful pilot course, the authors created versions-- nicknamed flavors--of the course whereby each flavor used a particular movie genre: Action/Adventure, SciFi, Modern Physics, Superheroes, Astronomy, Pseudoscience. The Pseudoscience flavor was especially praised by the students. Contrary to passive attendance in the Traditional course, the class was full of passionate discussions driven by scenes in popular movies such as ‘Sixth Sense,' ‘The Others,’ and ‘Dragonfly.’ The instructors presented scientific analysis, including how the scientific method works and what is acceptable in science. In a time that public science literacy has declined, revising the traditional science course to present science through the window of Pseudoscience might offer a way to restore science literacy and help society by eliminating misconceptions and attacking growing trends (astrology, remote viewing, psychic readings, etc) that might harm (financially or otherwise) innocent, easy-trusting citizens. Footnotes: None spacer

AL: Using Video Analysis in Teaching spacer Location: Union Redwood Date: Monday, Aug. 2 Time: 8:00 a.m.-9:30 a.m. Presider: Wolfgang Christian, Davidson College 704-894-2322, [email protected] Co- None Presiders(s): Equipment: Computer projection (no computer -- must bring own laptop), Overhead projector, screen spacer

AL01: Combining Video Analysis with Other Teaching Tools* spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (23 of 337) [7/30/2004 8:38:14 AM] American Association of Physics Teachers

Location: Union Redwood Date: Monday, Aug. 2 Time: 8:00 a.m. Author: Invited - Robert Teese, Rochester Institute of Tech. 485-475-6578, [email protected] Co-Author(s): None Abstract: Video analysis is a tool that is often used in physics courses to obtain real measurement data from videos of experiments. The students mark positions on the video to gather motion data, then graph the data, fit it or model it as part of a lab or homework exercise. However, teachers may also want students to include data that cannot be obtained from position measurements, such as temperatures, pressures or forces. That data could be obtained by reading dials or scales on other tools that are visible in the video, or by synchronizing electronic sensor data to the video. I will discuss the methods we are using for including other tools in video analysis homework exercises and Interactive Lecture Demonstrations that are being developed in the LivePhoto Physics Project. Footnotes: *Supported in part by NSF grant #DUE-0089380. spacer

AL02: Physics in Motion: A New Course for Non-Majors spacer Location: Union Redwood Date: Monday, Aug. 2 Time: 8:30 a.m. Author: Invited - Cindy Schwarz, Vassar College 845-437-7349, [email protected] Co-Author(s): None Abstract: I received an NSF CCLI grant to develop and teach a new course that uses digital video as the basis for learning physics concepts (primarily mechanics). I have now taught the class four times. Each student was loaned a laptop (ibook) computer and digital video camera (Canon Elura) for the semester. The first half of the course was a guided exploration of motion concepts through video. They filmed and analyzed their videos in VideoPoint. Then the students completed a multimedia presentation appropriate for K-12 students on DVD. They went to K-12 schools and presented their projects to a class (a total of over 400 students were involved so far). I will discuss the course and show examples of the students' work. Examples will include physics of the playground, misconception movies and physics in videogames. Footnotes: None spacer

AL03: Connecting the Dots: Using Tracker's Visualization Tools to Link Models with Reality spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (24 of 337) [7/30/2004 8:38:14 AM] American Association of Physics Teachers

Location: Union Redwood Date: Monday, Aug. 2 Time: 9:00 a.m. Author: Invited - Douglas Brown, Cabrillo College 831-479-6519, [email protected] Co-Author(s): None Abstract: Every physics teacher knows the importance of visualization and problem-solving tools (graphs, vectors, animations, etc.) for helping students make the connection between observations and mathematical models. Existing video analysis programs generally do an excellent job of plotting and fitting measured data, but lack vector representations and model animation overlays. I will demonstrate some of the visualization tools being developed for Tracker, a free Java video analysis program built on the Open Source Physics framework. These include linkable force, net force and motion vectors, spectral line profiles, interactive model overlays and more. Tracker can be downloaded from http://www.cabrillo.edu/~dbrown/tracker. For more information on Open Source Physics, see http://www.opensourcephysics.org. Footnotes: None spacer

AM: Poster Session I spacer Location: Union Ballroom II & III Date: Monday, Aug. 2 Time: 9:00 a.m.-10:00 a.m. Co- None Presiders(s): Equipment: 4'x4' posterboard, a 3'x15 table area beneath, & push pins provided spacer

AM01: Optical Diagnostics of Ping Pong Cannon* spacer Location: Union Ballroom II & III Date: Monday, Aug. 2 Time: 9:00 a.m. Author: Poster - Richard Peterson, Bethel Univ. 651-638-6465, [email protected] Co-Author(s): Benjamin N. Pulford, Keith R. Stein

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (25 of 337) [7/30/2004 8:38:14 AM] American Association of Physics Teachers

Abstract: An evacuated 3.60 m, 41.5 mm i.d. tube is used to accelerate a 40 mm table tennis ball following the puncturing of a sealing tape diaphragm near the ball. The transparent tube allows photogate speed measurements as a function of distance along the tube. The resultant graph shows peak speeds of 315 m/s (700 mph) after 2.60 m, while the speed drops to about 250 m/s (550 mph) as the ball approaches the sealed end and exits. The exit sealing tape is removed by internal tube pressure well before ball arrival. Dye laser pulses (of 0.4 microseconds) synchronized to ball position allow sharp images of the exiting ball, tape, and subsequent target damage. Highly transient pressure measurements (using heterodyne interferometry and piezoelectric transducers) and numerical simulation of fluid dynamics within the tube are in progress. Footnotes: *Supported in part by the MN NASA Space Grant and the Carlsen- Lewis Physics endowment at Bethel University. spacer

AM02: Magnet Falling Through a Pipe spacer Location: Union Ballroom II & III Date: Monday, Aug. 2 Time: 9:00 a.m. Author: Poster - M. Hossein Partovi, California State Univ., Sacramento 916-278-6501, [email protected] Co-Author(s): Eliza Morris Abstract: The demonstration of a magnet falling through the pipe is often used in elementary physics courses to introduce such concepts as Faraday's law of induction and Lenz's law. From there the rigor of development varies widely. Traditionally analytic solutions to the problem utilize several assumptions, producing results that vary significantly from experimental data. Here a more realistic model is developed treating the case of a uniformly magnetized, cylindrically symmetric permanent magnet moving non-relativistically inside an infinitely long conducting shell of arbitrary thickness. Numerical calculations are presented. The Mathematica code used is available from [email protected]. Footnotes: *Sponsored by Paul Peter Urone. spacer

AM03: Fringe Field of Parallel Plate Capacitor spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (26 of 337) [7/30/2004 8:38:14 AM] American Association of Physics Teachers

Location: Union Ballroom II & III Date: Monday, Aug. 2 Time: 9:00 a.m. Author: Poster - Burt Shiree, Santa Rosa Junior College 707-527-4636, [email protected] Co-Author(s): Finney Nathan, Jack Young Abstract: A parallel plate capacitor with variable separation is the standard apparatus used in physics labs to demonstrate the effect of the capacitor's geometry (plate area and plate separation) on the capacitance. In this experiment we will be examining the fringing effect of parallel plate capacitors using several different methods and compare them with the experimental results. Footnotes: *Sponsored by Younes Ataiiyan. spacer

AM04: Magnetic Spheres: A Resource for Teaching Many Physical Concepts spacer Location: Union Ballroom II & III Date: Monday, Aug. 2 Time: 9:00 a.m. Author: Poster - Alois Adams, Univ. of Arkansas, Little Rock 501-569-3498, [email protected] Co-Author(s): None Abstract: Magnetic spheres represent a relatively inexpensive tool for teaching, reinforcing, and assessing student understanding of several fundamental concepts in Introductory Physics, including (but not limited to) electricity and magnetism, forces and motion, and conservation of momentum and energy. Science supply vendors now offer a variety of rare earth magnets in the form of spheres. Sizes range from a few millimeters to a few centimeters in diameter. This presentation will first overview the various types of spheres that are available, present data on their typical values for magnetic moment and its variance within one shipment, then suggest a number of ways in which magnetic spheres can be exploited in traditional lecture and laboratory settings, as well as directed and open inquiry activities. Their application in a final capstone exercise that integrates many of the important ideas in Introductory Physics will also be illustrated. Results from several of these pedagogical applications will be presented. Footnotes: None spacer

AM05: Baseball's Ball spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (27 of 337) [7/30/2004 8:38:14 AM] American Association of Physics Teachers

Location: Union Ballroom II & III Date: Monday, Aug. 2 Time: 9:00 a.m. Author: Poster - George Bart, Truman College 773-907-4096, [email protected] Co-Author(s): None Abstract: Some amusing and little known facts will be presented about the ball. They are variously historical, physical, modern, and mathematical. For example, included will be the answer to who invented the familiar modern ball-cover seam figure, the unpublished surprising answer to the question of Fernando J. López-López1 about the baseball seam, and a theorem by a very famous mathematician. More detail with references and a preprint analyzing López-López's question is found at http://faculty.ccc.edu/gbart/baseball/. Footnotes: 1. Fernando J. López-López, Question #48 "Is there a physical property that determines the curve which defines the seam of a baseball?" Am. J. Phys. 64(9), 1097 (1996). spacer

AM06: Inexpensive and Effective Doppler Shift Laboratory for the Introductory Course spacer Location: Union Ballroom II & III Date: Monday, Aug. 2 Time: 9:00 a.m. Author: Poster - Joseph Amato, Colgate Univ. 315-228-7653, [email protected] Co-Author(s): Enrique J. Galvez, Roger E. Williams Abstract: Using a stable short wave radio, the beacon signal from a satellite in low Earth orbit was recorded as the spacecraft passed overhead. In the teaching laboratory, the audio recording is analyzed using a digital storage oscilloscope to determine the Doppler shift vs. time. The shape of the Doppler curve, and the overall frequency change (about 2 kHz) are used to study the satellite's motion. The recording has been transferred to compact disk, and copies will be available to interested teachers. Footnotes: None spacer

AM07: A Simple Air Drag Experiment with a Twist spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (28 of 337) [7/30/2004 8:38:14 AM] American Association of Physics Teachers

Location: Union Ballroom II & III Date: Monday, Aug. 2 Time: 9:00 a.m. Author: Poster - Joseph Amato, Colgate Univ. 315-228-7653, [email protected] Co-Author(s): Roger E. Williams, Enrique J. Galvez Abstract: A balloon is filled with an unknown gas and tied to a small mass m. The composite body is released from rest at a height h, and the time t to reach the floor is recorded for h < 2.0 meters. Because buoyancy and air drag are controlled by the balloon size, and the gravitational force is controlled by m, it is easy to pick parameters that allow accurate measurements h(t) using a simple stopwatch. Students plot h(t) to determine the terminal velocity. They are then asked to identify the forces on the body and, finally, to identify the gas in the balloon. This apparatus was displayed in the Apparatus Workshop at the Summer 2003 AAPT meeting. We now have two years' teaching experience with the apparatus, and will present student-generated data. Even without detailed instructions, almost all students complete the assignment successfully. Footnotes: None spacer

AM08: The New Laboratories in the Escuela Nacional Preparatoria, UNAM, México spacer Location: Union Ballroom II & III Date: Monday, Aug. 2 Time: 9:00 a.m. Author: Poster - Antonio Carlos, ENP(5)-Univ. of Mexico 011-52-5-21562811, [email protected] Co-Author(s): Alejandro Dosal Abstract: The University of Mexico (UNAM), in collaboration with the Interamerican of development Bank (BID), created in the pre- university level, laboratories called LACE ( Experimental Science of Advanced Laboratories). In this installation, students interact with teachers of different academic formation i.e. physicists, psychologies, mathematical, medicals, chemists, etc. all teachers of the ENP- UNAM.The principal idea is that the student, with the teacher’s guidance, develops investigations, that can be joint with investigations realized in the institutes of the UNAM. Actually in the ENP(5) “José Vasconcelos,” we have various investigations lines, the main are environmental engineering, social psychology, astronomy, medical physics, human body, mathematical clubs, etc. Footnotes: None spacer

AM09: Active Student Participation in Introductory Physics Laboratories* spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (29 of 337) [7/30/2004 8:38:14 AM] American Association of Physics Teachers

Location: Union Ballroom II & III Date: Monday, Aug. 2 Time: 9:00 a.m. Author: Poster - Claudio Guerra-Vela, Univ. of Puerto Rico, Humacao 787-850-9381, [email protected] Co-Author(s): Nicholas J. Pinto, Juan A. González Abstract: We have revitalized our calculus-based introductory physics laboratory courses in the University of Puerto Rico at Humacao last year, adapting us to the explosion in the availability of technological tools that is literally forcing physics educators to change the way they teach. These changes involved more than simply implementing technology for technology's sake. We used Microcomputer-Based Laboratory (MBL) tools in this effort because its effectiveness on lecture, laboratory, and recitation are well known from physics education research. Student learning is aided by immediate feedback since the MBL tools produce graphs as the measurements are being made in real time. The goal of this project was to design a series of related laboratory activities that develop both a conceptual understanding and quantitative laboratory skills for each topic. We present several aspects of our project and its results. Footnotes: *Supported by NSF grant # DUE 0125876. spacer

AM10: Computer-Animated Illustrations of Vibrations and Waves spacer Location: Union Ballroom II & III Date: Monday, Aug. 2 Time: 9:00 a.m. Author: Poster - Donald Hall, California State Univ. 916-278-7353, [email protected] Co-Author(s): None Abstract: Students in Musical Acoustics courses often lack much experience either with concepts in physics or with graphs as a representation of physical systems. We do well to provide demonstrations to illustrate these concepts, and computer animation can be a valuable supplement to physical demonstrations. The author has written a set of 11 programs in QBasic 4.5 for the PC, which are complementary to a similar set done by Bruce Richards in C++ for Mac users. The programs include depictions of basic physics (Doppler effect and normal modes), motion of plucked and bowed strings, motion of struck bars and drumheads, and air motion in various classes of pipes. Many of these are "movie versions" of illustrations in the author's textbook. Footnotes: None spacer

AM11: Electrons as Field Quanta: Straightforward Approach to Teaching Quantum Physics spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (30 of 337) [7/30/2004 8:38:14 AM] American Association of Physics Teachers

Location: Union Ballroom II & III Date: Monday, Aug. 2 Time: 9:00 a.m. Author: Poster - Art Hobson, Univ. of Arkansas 479-575-5918, [email protected] Co-Author(s): None Abstract: "Material particles can be understood as the quanta of various fields, in just the same way as the photon is the quantum of the electromagnetic field" (Steven Weinberg). Traditional instruction teaches, however, that matter is basically particles accompanied by a new "wave function." Weinberg's field theory view might be the simplest and most effective teaching approach to ordinary quantum mechanics for scientists or non-scientists. It dispels common misconceptions, resolves wave-particle paradoxes, and is the accepted physical view. This poster presents a teaching approach that follows quantum field theory's symmetric description of radiation and matter and, because of this symmetry, is simpler than the traditional approach. It is organized around four experiments: The double-slit experiment for both radiation and matter, showing that both are waves in a field; and a "time-lapse" view of both experiments, showing that the interference lines are formed by particle-like quanta (called photons and electrons, respectively). Footnotes: None spacer

AM12: Variations on the Frictionless Inclined Plane Problem spacer Location: Union Ballroom II & III Date: Monday, Aug. 2 Time: 9:00 a.m. Author: Poster - Richard McCall, St. Louis College of Pharmacy 314-446-8473, [email protected] Co-Author(s): None Abstract: We present calculations of the time required for an object to slide down a frictionless inclined plane as a function of the angle of inclination. Three situations are compared: one where the length of the plane is constant, one where the height (vertical projection) of the plane is constant, and one where the horizontal projection of the plane is constant. For all three cases, the time for the object to slide down the plane is very long, going to infinity, as the angle of elevation approaches 0°. But as the angle approaches 90°, there are some interesting similarities and differences. A particularly interesting result occurs at 45° for the situation where the horizontal projection is constant. Footnotes: None spacer

AM13: Utilizing Alberti's Window to Determine Center of Mass

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (31 of 337) [7/30/2004 8:38:15 AM] American Association of Physics Teachers

spacer Location: Union Ballroom II & III Date: Monday, Aug. 2 Time: 9:00 a.m. Author: Poster - Tim Morgan, Western Kentucky Univ. 270-745-5003, [email protected] Co-Author(s): Gordon Smith Abstract: Alberti's Window is a visualization program for studying kinematic motion. Western Kentucky University is currently exploring opportunities for integrating the software into certain courses. A student-led project uses Alberti's Window to determine the center of mass of a tossed rod. The experiment and resulting data will be presented. Footnotes: *Sponsored by Gordon Smith. spacer

AM14: Integrating Concepts in Human Dynamics Using Multiple Sensors* spacer Location: Union Ballroom II & III Date: Monday, Aug. 2 Time: 9:00 a.m. Author: Poster - Nancy Beverly, Mercy College 914-674-7275, [email protected] Co-Author(s): None Abstract: With the wide range of sensors (goniometers, 2D & 3D accelerometers, force plates, and motion sensors) now available that students can use with their own bodies, students not only can explore individual concepts in a relevant human context but also can integrate those concepts in a meaningful way using multiple sensors simultaneously. For example, students can examine the relationships between the muscle force exerted on their limb, the rotational dynamics of their limb, the force their limb exerts on a surface like the floor or a ball, and the dynamics of their body or the ball. As part of the Humanized Physics Project (HPP),1 numerous activities have been developed utilizing multiple sensors to integrate concepts through examination of real life activities like walking, running, jumping, throwing, and kicking. This has been expanded for use in student projects, where students have explored the dynamics of movements of their choosing Footnotes: *Supported by NSF grant #DUE-0088780 and DUE-0088496. 1. See HPP website at http://www.doane.edu/hpp. spacer

AM15: Creating Lessons for Scientific Reasoning from Professional Human Motion Data spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (32 of 337) [7/30/2004 8:38:15 AM] American Association of Physics Teachers

Location: Union Ballroom II & III Date: Monday, Aug. 2 Time: 9:00 a.m. Author: Poster - Robert Fuller, Univ. of Nebraska, Lincoln 402-472-2790, [email protected] Co-Author(s): P. Peter Urone, Christopher D. Wentworth, Mark Plano Clark Abstract: The state-of-the-art Richard W. and Jacqueline B. Chapin Gait and Motion Lab, Madonna Rehabilitation Center, in Lincoln, NE was used to collect data on the scripted motions of male and female subjects. Force components from the force plates in the floor and position coordinates for each of the 25 locations on their bodies were recorded 60 times per second. These data are now available from our project website at http://www.doane.edu/hpp. A variety of the different student assignments that can be developed from these data will be demonstrated. The goal of these assignments is to encourage the development of scientific reasoning by our students. Footnotes: None spacer

AM16: The Effect of Helium on the Human Voice: A Laboratory Activity* spacer Location: Union Ballroom II & III Date: Monday, Aug. 2 Time: 9:00 a.m. Author: Poster - Christopher D. Wentworth, Doane College 402-826-8257, [email protected] Co-Author(s): Mark W. Plano Clark Abstract: When we make vocalized sound, the larynx produces a fixed set of frequencies and the vocal tract filters the sound. The sound that is heard is a product of both of these effects. When air is replaced by helium in the lungs, an obvious and usually humorous change occurs in the sound quality. What produces the change? Does the larynx produce different frequencies, does the vocal tract filter differently, or is it some combination? We describe an activity in which students explore these questions using inexpensive sound editing software. This activity is part of a human-focused introductory physics course, developed as part of the Humanized Physics Project.1 Footnotes: *Supported in part by NSF grant #DUE-0088780 and #DUE-0088712. 1. Humanized Physics Project co-PIs: Robert G. Fuller and Vicki L. Plano Clark, University of Nebraska - Lincoln, Nancy L. Beverly, Mercy College, and Beth Ann Thacker, Texas Tech University. spacer

AM17: Enhancing Engagement in High School Physics Classes Using Virtual Reality* spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (33 of 337) [7/30/2004 8:38:15 AM] American Association of Physics Teachers

Location: Union Ballroom II & III Date: Monday, Aug. 2 Time: 9:00 a.m. Author: Poster - Homeyra Sadaghiani, The Ohio State Univ. 614-688-3598, [email protected] Co-Author(s): Stephen R. Stonebraker, Lei Bao Abstract: We used Virtual Reality (VR) physics experiments to facilitate student learning and engagement in high school classes. Ninth and twelfth grade students performed several VR experiments, including a collision and one involving circular motion to help them visualize the magnitude and the direction of forces in these experiments and receive real-time tactile feedback from these experiments. We will discuss the effectiveness of this tool regarding the students' learning motivation as well as their meaningful understanding of physics. Footnotes: *Supported in part by NSF grant # REC-0087788 and #REC- 0126070. spacer

AM18: Learning Physics Through Project-Based Assessments: Engaging Instruction for Non- Science Majors spacer Location: Union Ballroom II & III Date: Monday, Aug. 2 Time: 9:00 a.m. Author: Poster - Maria Boada Univ. of Pittsburgh, Art Institute of Pittsburgh 724-934-1389, [email protected] Co-Author(s): None Abstract: Many students enrolled in non-science majors at two-year colleges must complete general education requirements that include introductory physics courses. Making physics courses relevant and engaging presents a considerable challenge for the teacher. Students' epistemic beliefs regarding physics learning, lack of appropriate background knowledge and a deeply rooted set of misconceptions all contribute to poor performance and low motivation. I will outline a project-based assessment approach designed to help students make connections between qualitative knowledge and its applicability to real world situations. Initial results indicate an improvement in conceptual understanding and increased awareness of the significant role of physics concepts in everyday events. Footnotes: None spacer

AM19: Effects of Reworked Pre-tests in Physics by Inquiry Classes spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (34 of 337) [7/30/2004 8:38:15 AM] American Association of Physics Teachers

Location: Union Ballroom II & III Date: Monday, Aug. 2 Time: 9:00 a.m. Author: Poster - Gordon Aubrecht, II, The Ohio State Univ. 740-389-6786, ext. 6250, [email protected] Co-Author(s): None Abstract: Students in Physics by Inquiry classes are given many occasions to obtain feedback. For many years, we asked students to do a pretest at the beginning of each section in order to promote thinking about the subject of the section before the students begin the experiments. Having modified the pretests so students now rework them after completing a book section,1 students are able to see how their ideas have changed, an advantageous development. Students have begun citing the pretests as an important element in their learning. We shall give examples of reworked pretests and show how students' ideas have been changed. Footnotes: 1. L. C. McDermott, Physics by Inquiry, Volumes I and II (New York: Wiley, 1995). spacer

AM20: Teaching Undergraduate Physics at the Local Elementary School* spacer Location: Union Ballroom II & III Date: Monday, Aug. 2 Time: 9:00 a.m. Author: Poster - Eric Hagedorn, Univ. of Texas, El Paso 915-747-7540, [email protected] Co-Author(s): Sally Blake, Milijana Suskavcevic Abstract: Roughly half of U.S. elementary teachers meet background standards for science and science pedagogy.1 Only 24% of Texas 4th graders are proficient or above in science (http://nces.ed.gov/nationsreportcard/science/results). Only 11% of Hispanic high school students in the United States take Physics I and Chemistry I.2 Facts such as these have prompted science and education faculty at the University of Texas - El Paso to implement an innovative program to teach physics to intern teachers (student teachers) in the local elementary schools where they are completing their elementary teacher education program. This poster paper presents a theoretical rational for this field-based application of AAPT's Powerful Ideas in Physical Science (PIPS) curriculum, a description of the program along with logistical details, and preliminary results from evaluative data. Footnotes: *Supported by an NSF Math, Science Partnership grant. 1. I.R. Weiss, E.R. Banilower, K.C. McMahon, & P.S. Smith, (2000). Report of the 2000 National Survey of Science and Mathematics Education. Chapel Hill, NC: Horizon Research. 2. C. Llagas, & T.D. Snyder, Status and trends in the education of Hispanics. (Washington, D.C., National Center for Education Statistics, 2003). spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (35 of 337) [7/30/2004 8:38:15 AM] American Association of Physics Teachers

AM21: Mastering Physics and Mathematics Study Skills spacer Location: Union Ballroom II & III Date: Monday, Aug. 2 Time: 9:00 a.m. Author: Poster - Nouredine Zettili, Jacksonville State Univ. 256-782-8077, [email protected] Co-Author(s): Abdelkrim Boukahil Abstract: In this work, we discuss the methods of efficient study habits and how they can be used by students to help them improve learning scientific subjects such as physics and mathematics. In particular, we deal with the most efficient techniques needed to help the students improve their study skills. We focus on topics such as the skills of how to take class notes, how to develop long term memory, how to prepare for and take exams, how to study scientific and engineering subjects, notably physics and mathematics. We argue that the student who conscientiously uses the methods of efficient study habits will be able to achieve higher results than the student who does not; moreover, a student equipped with the proper study skills will spend much less time to learn a subject than a student who has no good study habits. The underlying issue here is not the quantity of time allocated to the study efforts by the student, but the efficiency and quality of actions. Footnotes: None spacer

AM22: 18th International Young Physicist Tournament to be Held in Switzerland in 2005 spacer Location: Union Ballroom II & III Date: Monday, Aug. 2 Time: 9:00 a.m. Author: Poster - Donald Franklin, St. Johns Country Day School 904-264-9572, [email protected] Co-Author(s): None Abstract: The 18th International Young Physicists Tournament will be looking for five high school students to represent the United States in Switzerland, to celebrate the World Year of Physics. Contest will be held in June of 2005. Team selection is scheduled for Feb. 25 and 26 in Orange Park, FL. Students and teachers can pick up the 17 questions to be used in this contest or check with http://iypt.org website. Information on the 17th IYPT in Brisbane, Australia also will be available. Footnotes: None spacer

AM23: SPIN-UP/TYC Project: Some Results spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (36 of 337) [7/30/2004 8:38:15 AM] American Association of Physics Teachers

Location: Union Ballroom II & III Date: Monday, Aug. 2 Time: 9:00 a.m. Author: Poster - Thomas O'Kuma, Lee College 281-425-6522, [email protected] Co-Author(s): Mary Beth Monroe, Warren W. Hein Abstract: The Strategic Programs for Innovations in Undergraduate Physics at Two-Year Colleges Project (SPIN-UP/TYC) is an 18-month program that conducted 10 site visits to outstanding physics programs around the country. Additionally, a national survey of two-year college physics programs was conducted by AIP for the project. The results of the 10 site visits and the national survey will be displayed with information on the project findings available for interested individuals. In-depth information about some of the 10 outstanding two-year college physics programs visited will be available at additional posters. Footnotes: None spacer

AM24: Development of the Rose State College Physics Program spacer Location: Union Ballroom II & III Date: Monday, Aug. 2 Time: 9:00 a.m. Author: Invited - James Gilbert, Rose State College 405-733-7591, [email protected] Co-Author(s): None Abstract: This poster will contain various community highlights, students' awards, pictures, etc. pertaining to the Rose State College Physics program. Other materials will be available for all interested individuals, such as College related pamphlets, informational programs, curriculum literature, degree plans, etc. Footnotes: Sponsored by Tom O'Kuma spacer

AM25: Delta College's Physics Program spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (37 of 337) [7/30/2004 8:38:16 AM] American Association of Physics Teachers

Location: Union Ballroom II & III Date: Monday, Aug. 2 Time: 9:00 a.m. Author: Poster - Scott Schultz, Delta College 989-686-9452, [email protected] Co-Author(s): None Abstract: Delta College's Physics Program continues to develop to meet the needs of its current student body. New classes and new delivery techniques have been developed over the last few years. SPIN- UP/TYC chose our program to conduct a case study to determine what factors have enabled our program to succeed. This poster session will outline our program and their findings. Footnotes: None spacer

AM26: SPINUP-TYC - Challenges and Opportunities in the Gainesville College Physics Program spacer Location: Union Ballroom II & III Date: Monday, Aug. 2 Time: 9:00 a.m. Author: Poster - J.B. Sharma, Gainesville College 770-535-6532, [email protected] Co-Author(s): None Abstract: Gainesville College is a two-year college in the greater Atlanta area. Elements of educational technologies and PER-based curricula began to be adapted into the program in the 1990's. Strong administrative and IT support have been critical in the development of the program. A new science building, which contains the new physics flex classroom cum laboratory, has allowed the fusing of the lab and lecture portions of the course. The physics learning flex-space has stations equipped with networked computers, and all the apparatus students will need for experiments. In addition, there is a smartboard, a set of wireless polling keypads, a set of GPS units and simulation and data analysis software. There is an active K-12 outreach and special topics courses are offered. Enrollments have steadily grown over the years. Handouts of some activities developed will be available for interested folks. Footnotes: None spacer

AM27: Two-Year College and High School Physics Workshops for the 21st Century* spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (38 of 337) [7/30/2004 8:38:16 AM] American Association of Physics Teachers

Location: Union Ballroom II & III Date: Monday, Aug. 2 Time: 9:00 a.m. Author: Poster - Curtis Hieggelke, Joliet Junior College 815-280-2371, [email protected] Co-Author(s): Thomas L. O'Kuma Abstract: This poster paper will report on recent and future workshops offered by this project for two-year college and high school physics teachers. The goal of this project has been to help two-year college and high school physics students develop a stronger understanding of science, with an emphasis on physics and its applications in industry. The task of updating and improving physics is difficult due to the rapid changes in technology, the heavy and complex workload of the faculty, and their lack of knowledge about the needs and applications of physics in the workplace. This program addressed these issues by providing faculty development workshops for teachers who teach core physics courses for technology programs and other programs. These workshops have been designed to acquaint the participants with the integration and implementation of emerging technology and active learning strategies. These workshops provided extensive and intensive, collaborative experiences for participants with workshop materials that made it easier for participants to implement the workshop ideas in their classrooms. Footnotes: *Supported in part by NSF grant #ATE-0101589. spacer

AM28: A New Force Transducer spacer Location: Union Ballroom II & III Date: Monday, Aug. 2 Time: 9:00 a.m. Author: Poster - Freeman Andersen, Brigham Young Univ. 801-422-5393, [email protected] Co-Author(s): J. Dean Barnett Abstract: We will show a new and versatile force transducer developed at Brigham Young University based on the Honywell FSG15N1A force sensor. These transducers are now being used in all our introductory physics labs. They are small, sensitive, bidirectional, light weight and durable. These transducers were made possible by using the latest in Electric Discharge Machining. Footnotes: None spacer

AM29: Vacuum Cannon Velocity Limit spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (39 of 337) [7/30/2004 8:38:16 AM] American Association of Physics Teachers

Location: Union Ballroom II & III Date: Monday, Aug. 2 Time: 9:00 a.m. Author: Poster - Eric Ayars, California State Univ., Chico 530-898-6724, [email protected] Co-Author(s): None Abstract: What is the maximum velocity of a projectile shot from a vacuum cannon? It's commonly assumed that the speed of sound is an upper limit, but the theoretical maximum velocity turns out to be quite a bit less than that. The maximum velocity is independent of any parameters of the vacuum cannon, such as diameter and projectile mass. This poster describes the theory, assumptions made in deriving the closed-form solution, and experimental measurements that support the theory as an upper limit. Footnotes: None spacer

AM30: Experiment on Radio-Controlled Toy Car in Uniform Circular Motion spacer Location: Union Ballroom II & III Date: Monday, Aug. 2 Time: 9:00 a.m. Author: Poster - Kazuyoshi Suzuki, Nippon Institute of Tech. 0480-33-7586, [email protected] Co-Author(s): None Abstract: To measure the centripetal force exerting on a body in uniform circular motion, most of the available setups have been based on measurements of the stretch of spring or direct measurements by a force probe. Then, if students have not understood the fact that the direction of velocity at any instant is perpendicular to the centripetal acceleration at that instant, its purpose may be reduce to half. Thus, we have developed a simple apparatus so that students not only might intuitively grasp the gist of the relationship in both directions but also could roughly measure their magnitudes. This simple apparatus, primarily a radio controlled toy car, consists of two wires to get the car to run in a circle on a horizontal floor, an electromagnetic connector for releasing the car from the constraint, simple accelerometer, etc. The car can be regarded as a model so that its total mass is attached on a rigid arm with negligible small mass. Footnotes: None spacer

AM31: A Simple Method of Schlieren Videography* spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (40 of 337) [7/30/2004 8:38:16 AM] American Association of Physics Teachers

Location: Union Ballroom II & III Date: Monday, Aug. 2 Time: 9:00 a.m. Author: Poster - Robert Teese, Rochester Institute of Tech. 485-475-6578, [email protected] Co-Author(s): Matthew M. Waters Abstract: Schlieren photography is a technique for visualizing regions of transparent media that have gradients in their index of refraction. It is often used for photographing shock waves or convection currents in air. While making videos for the LivePhoto Physics Project, we developed a simple method for doing schlieren photography with a video camera by exploiting the discrete nature of the camera's imaging device. The medium is lighted by a source grid in such a way that much of the light normally falls between the pixels in the sensor. If there is a gradient in the index of refraction of the medium, light may be deflected onto a pixel and be detected. The poster will show details of the method and sample results. Footnotes: *Supported in part by NSF grant #DUE-0089380. spacer

AM32: Battle of the Merry-Go-Rounds: Understanding Angular Momentum Conservation spacer Location: Union Ballroom II & III Date: Monday, Aug. 2 Time: 9:00 a.m. Author: Poster - Stephen J. Van Hook, Bowling Green State Univ. 419-372-0264, [email protected] Co-Author(s): None Abstract: In this lecture demonstration, students' understanding of angular momentum conservation is challenged by creating an apparent conflict between the conservation of linear and angular momenta. In addition, this demonstration can be used to demonstrate the importance of using a single reference point when calculating multiple torques in a situation. The demonstration costs less than $30 to build and can be constructed in less than an hour. Footnotes: None spacer

AM33: ICP/21: Hands-on Physics for Technicians and Transfer Students spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (41 of 337) [7/30/2004 8:38:16 AM] American Association of Physics Teachers

Location: Union Ballroom II & III Date: Monday, Aug. 2 Time: 9:00 a.m. Author: Poster - Sherry Savrda, Seminole Comm. College 407-328-2205, [email protected] Co-Author(s): Alexander K Dickison Abstract: The Introductory College Physics for the Twenty-First Century (ICP/21) project is nearing completion. Guided-inquiry activities, student projects, multiple-representation problem-solving and collaborative learning are centerpieces of the modules we have developed. New for this year are a comprehensive Instructor's Guide and a Solutions Manual. In this paper we present some of the unique activities used in the curriculum, and share some of the results of its implementation. Footnotes: None spacer

AM34: Quantum Dots in the Undergraduate Physics Curriculum* spacer Location: Union Ballroom II & III Date: Monday, Aug. 2 Time: 9:00 a.m. Author: Poster - Joshua B. Diamond, Siena College 518-783-2454, [email protected] Co-Author(s): Karen S. Quaal Abstract: Research and development work on semiconductor nanocrystals (quantum dots) is one of the areas contributing to the recent growth of nanotechnology. The size-dependent fluorescence of these crystallites has resulted in their commercial use as tags for biological molecules, and other applications are under active investigation. They also constitute a model quantum system accessible to experimental and theoretical study by upper division undergraduates. We report on recent collaborative efforts in which chemistry majors synthesized quantum dot samples and both physics and chemistry majors measured and analyzed some of their optical properties (absorption and fluorescence). The physics component also included discussion of the extension of bulk semiconductor theory to spherical nanometer-sized particles and the resulting significant effects on the electron-hole excitation spectrum. Footnotes: *Supported in part by NSF grant DMR-0303992 through the Nanotechnology Undergraduate Education (NUE) program. spacer

AM35: Modern Equipment and Teaching Methods in the Undergraduate Physics Laboratories spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (42 of 337) [7/30/2004 8:38:16 AM] American Association of Physics Teachers

Location: Union Ballroom II & III Date: Monday, Aug. 2 Time: 9:00 a.m. Author: Other - John Furneaux, Univ. of Oklahoma 405-325-3961, [email protected] Co-Author(s): Eric Abraham, Nicole Judice-Campbell, Sandra K. Moore-Furneaux Abstract: Neither students nor faculty were satisfied with required undergraduate physics laboratories. Computer resources were antiquated and inconsistent with experimental physics, while students acquired little useable knowledge. We integrated modern technology and experimental techniques with modern educational methods as articulated by L. Dee Fink1. Students constructed their own measurements and connected results to real situations in subsequent projects. Preliminary efforts produced positive results. As this approach is considerably less structured than traditional approaches, one assessment strategy correlated students' personal-need-for- structure (PNS), an established personality trait, with activities and student satisfaction. We find significant negative correlation between PNS and student satisfaction in group work and in the unstructured nature of the course. We also use assessment instruments based on Fink's significant learning1. Despite some discomfort, it is clear that aspects of significant learning were enhanced. A number of students expressed a sense of greater accomplishment and knowledge gain. Footnotes: 1) L. Dee Fink, Creating Significant Learning Experiences, Jossy- Bass, San Francisco, CA 2003. spacer

AM36: Interactive Demonstration of Air-damped Oscillatory Motion Using MBL Equipment spacer Location: Union Ballroom II & III Date: Monday, Aug. 2 Time: 9:00 a.m. Author: Poster - Rafael Digilov, Israel Institute of Technology 972-4-8292742, [email protected] Co-Author(s): Miriam Reiner, Zion Weizman Abstract: Microcomputer based laboratory (MBL) equipment used to demonstrate the air resistance force in damped harmonic motion. MBL-equipment makes possible to show that linear air resistance model is inadequate to account for the observed amplitude decay of real pendulum, and that at least two damping terms - linear and quadratic in the velocity - are generally needed to explain the amplitude decay versus time. Footnotes: None spacer

AM37: Teaching Middle School Physical Science with Robotics spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (43 of 337) [7/30/2004 8:38:16 AM] American Association of Physics Teachers

Location: Union Ballroom II & III Date: Monday, Aug. 2 Time: 9:00 a.m. Author: Poster - David Bennum, Univ. of Nevada, Reno 775-784-6128, [email protected] Co-Author(s): Mike Robinson, Ann-marie Volstedt Abstract: This poster describes the first year of a middle school teacher workshop series for the use of Lego Robotics to teach fundamental physics principles, elementary computer programming, and engineering technology to middle school students. Footnotes: None spacer

AM38: From Stars to Classroom "Hubble" Teaches Physics spacer Location: Union Ballroom II & III Date: Monday, Aug. 2 Time: 9:00 a.m. Author: Poster - David Bennum, Univ. of Nevada, Reno 775-784-6128, [email protected] Co-Author(s): Melodi Rodrigue, Valdean McClean, Philip Marshall Abstract: The data and light curves of an extra-solar planet transit of its star, taken by Hubble Space Telescope, are used to illustrate several fundamental concepts of physics. A simple working model of the process is shown which allows students at upper elementary through high school to understand the process and make their own "light curves". Physics/astronomy topics such as orbital mechanics and gravity, light and spectra, and measurement techniques can then be addressed in a set of hands on exercises that are age/grade level appropriate. Footnotes: None spacer

AN: Ceremonial Session I spacer Location: Union Ballroom I Date: Monday, Aug. 2 Time: 10:00 a.m.-11:30 a.m. Presider: Charles Holbrow, Colgate Univ. 315-228-7206, [email protected] Co- None Presiders(s): Equipment: Computer projection (no computer -- must bring own laptop), Overhead projector, screen spacer

AN01: Excellence in Pre-College Physics Teaching Award -- "Tango On"

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (44 of 337) [7/30/2004 8:38:16 AM] American Association of Physics Teachers

spacer Location: Union Ballroom I Date: Monday, Aug. 2 Time: 10:00 a.m. Author: Invited - James L. Hicks, Barrington H.S. - Retired 815-459-6107, [email protected] Co-Author(s): None Abstract: One of the main goals in teaching is to encourage students to be "drivers instead of passengers." It is well known from Piagetian research that many students, when encountering new material, usually regress to a concrete stage of reasoning. However, for students to understand and be successful problem solvers, many physics topics eventually require a more abstract way of thinking. What are the characteristics of the concrete only learner vs. those students who can think abstractly? Are there bridging activities that will encourage students to cross the concrete bridge? What are the obstacles that might prevent students from crossing with confidence? Characteristics of both types of students will be explored, and possible bridging activities to encourage abstract thinking will be presented. A model for physics instruction will be offered where students "ride the equations" before they discuss, derive, or problem solve. A handout will accompany the presentation outlining topics and corresponding bridging activities. Let's enjoy our "pizza" together, write a "Letter to Grandma", and above all, "Tango On". Footnotes: None spacer

AN02: Excellence in Undergraduate Physics Teaching Award--The Fourth Decade spacer Location: Union Ballroom I Date: Monday, Aug. 2 Time: 10:45 a.m. Author: Invited - Robert Brown, Case Western Reserve Univ. 216-368-4010, [email protected] Co-Author(s): None Abstract: I describe the beginning of my fourth decade of undergraduate teaching, a story that has astonished me with how fast it is changing. In the first decade, frantic memories abound of realizing just how much I did not know about the class material I was slated to teach (sometimes the next day!). The second decade taught me how even very young undergraduates could contribute to even very theoretical research programs and could understand even very fancy nonlinear physics. The third decade found me using e-mail, bulletin e-boards, simulations, computer movies, and daily questionnaires in my freshman courses. It also found me partnering with seniors, juniors, and even sophomores, as teaching assistants, who lectured right along with me. Now I have turned my teaching on its head, as I look to reverse and de-compartmentalize my previous ways, and I try to test the effectiveness of these changes. Footnotes: None

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (45 of 337) [7/30/2004 8:38:16 AM] American Association of Physics Teachers

spacer AO: Plenary Session I: Neville Smith spacer Location: Union Ballroom I Date: Monday, Aug. 2 Time: 11:30 a.m.-12:30 p.m. Presider: Renee Diehl, Pennsylvania State Univ. 814-865-9251, [email protected] Co- None Presiders(s): Equipment: Computer projection (no computer -- must bring own laptop), Overhead projector, screen spacer

AO1: Big Science in the Service of Small Science spacer Location: Union Ballroom I Date: Monday, Aug. 2 Time: 11:30 a.m. Author: Invited - Neville Smith, Lawrence Berkeley National Laboratory 510-486-5423, [email protected] Co-Author(s): None Abstract: When relativistic electrons circulate around a high-energy accelerator, they emit light called synchrotron radiation (SR) in an intense beam that covers a wide spectrum from infrared through visible, ultraviolet, soft x-rays and hard x-rays. Initially regarded as a nuisance, SR has become an indispensable tool in many areas of science, and accelerators are now built for the sole purpose of producing SR to service a community of small-scale experimenters that numbers in the thousands. The nature of such facilities will be described, and examples of current research will be offered from a wide range of scientific disciplines including both the physical and life sciences. The burgeoning new area of nanoscience is also well served by synchrotron sources. The new technology of extreme ultraviolet lithography, developed partly with the use of SR, will push feature size on microchips to ever smaller dimensions thereby affecting all of our lives. spacer

BA: Physics Video Contest Judging Evaluation spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (46 of 337) [7/30/2004 8:38:16 AM] American Association of Physics Teachers

Location: Union Summit Date: Monday, Aug. 2 Time: 12:30 p.m.-1:30 p.m. Presider: Trina Cannon, Highland Park H.S. 214-378-8271, [email protected] Co- None Presiders(s): Equipment: VCR & monitor spacer

BB: Astronomy Education Town Meeting spacer Location: Riverside 1004 Date: Monday, Aug. 2 Time: 12:30 p.m.-1:30 p.m. Presider: Edward Prather, Univ. of Arizona 520-621-6530, [email protected] Co- Tim Slater Presiders(s): Equipment: None spacer

BC: Crackerbarrel on Physics and Society Education spacer Location: Mendocino 1003 Date: Monday, Aug. 2 Time: 12:30 p.m.-1:30 p.m. Presider: Jane Flood, Muhlenberg College 484-664-3411, [email protected] Co- None Presiders(s): Equipment: None spacer

BD: Crackerbarrel on Topics of Professional Concern to Junior Faculty in Physics Education Research spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (47 of 337) [7/30/2004 8:38:16 AM] American Association of Physics Teachers

Location: Riverside 1002 Date: Monday, Aug. 2 Time: 12:30 p.m.-1:30 p.m. Presider: Luanna Ortiz, Arizona State Univ. 480-965-7867, [email protected] Co- None Presiders(s): Equipment: None spacer

BE: Sports and the Human Body, I spacer Location: Mariposa 1000 Date: Monday, Aug. 2 Time: 1:15 p.m.-3:00 p.m. Presider: Gerald Zani, Brown Univ. 401-863-3964, [email protected] Co- None Presiders(s): Equipment: Computer projection (no computer -- must bring own laptop), Overhead projector, screen spacer

BE01: Improving Students' Interest - Medical and Biological Contexts in Physics Education spacer Location: Mariposa 1000 Date: Monday, Aug. 2 Time: 1:15 p.m. Author: Invited - Hartmut Wiesner Physics Education Research Group, Univ. of Munich 011-49-89-2180-3175, [email protected] Co-Author(s): None Abstract: Although students have high expectations on physics in the beginning, their interest on physics decreases rapidly during the course of their science classes. To improve the situation the Physics education group at the University of Munich has developed lessons for teaching physics in the context of medicine and biology. The evaluation has shown that this is a successful way to improve students' interest on physics. Footnotes: None spacer

BE02: Two Lecture Demonstrations Students Will Remember spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (48 of 337) [7/30/2004 8:38:16 AM] American Association of Physics Teachers

Location: Mariposa 1000 Date: Monday, Aug. 2 Time: 1:45 p.m. Author: Invited - Wolfgang Rueckner, Harvard Science Ctr. 617-495-5360, [email protected] Co-Author(s): None Abstract: 1. Many introductory physics texts aimed at pre-medical and life- sciences students include, as an application of torques in static equilibrium situations, an analysis of the tensions in muscles and forces on joints. The primary muscles involved in supporting the human torso in a stooped position are the erector spinae (or sacrospinal) muscles. These can be realistically modeled, and the extraordinarily large forces calculated and demonstrated. 2. Measuring percentage body fat by hydrostatic weighing is relatively accurate and still considered to be a "gold standard." It's a marvelous and non-trivial application of Archimedes' principle in the study of fluid statics and lots of fun as a lecture demonstration. It could also be a laboratory experiment in which your nearest swimming pool becomes the laboratory. Footnotes: None spacer

BE03: Pressure in the Human Body spacer Location: Mariposa 1000 Date: Monday, Aug. 2 Time: 2:15 p.m. Author: Richard McCall, St. Louis College of Pharmacy 314-446-8473, [email protected] Co-Author(s): None Abstract: A study of fluids and pressure is often undertaken in the introductory physics class. Applications to the human body are numerous, including those that are necessary for proper bodily functions, as well as those in which excessive pressure can cause major problems. Examples will be described related to the circulatory system, lungs, eye, bladder, etc. Other applications include pressure required for an intravenous (IV) infusion and pressure (or stress) on bones. Footnotes: None spacer

BE04: The Physics of SCUBA Diving spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (49 of 337) [7/30/2004 8:38:16 AM] American Association of Physics Teachers

Location: Mariposa 1000 Date: Monday, Aug. 2 Time: 2:30 p.m. Author: Kenneth Metz Univ. of Cincinnati College of Applied Science 513-556-4866, [email protected] Co-Author(s): None Abstract: SCUBA diving is a topic of almost universal fascination and interest. As such, it provides an excellent focus for introducing a surprisingly broad variety of physics knowledge and interesting application in the classroom, much of which is related to the physiology of the sport diver. The presenter, a physics professor and SCUBA instructor, will offer selected, and sometimes novel, examples in the areas of mechanics, thermodynamics, optics, acoustics, hydrostatics and hydrodynamics. Footnotes: None spacer

BE05: Modes of Vibration of a Tennis Racket and Interactions with a Tennis Ball spacer Location: Mariposa 1000 Date: Monday, Aug. 2 Time: 2:45 p.m. Author: Rodney Korte, Northern Illinois Univ. 815-753-6493, [email protected] Co-Author(s): Thomas D. Rossing Abstract: Vibrational modes of a tennis racket, determined by experimental modal testing, can be divided into two categories: one in which the motion is dominated by the frame, and one in which the motion is dominated by the strings. Composite and wide-body rackets tend to have high stiffness and modal damping. The dwell time and coefficient of restitution of a tennis ball were measured for three cases: 1. impact with a hard surface; 2. the racket clamped; 3. the racket handle clamped. Some implications of the results for tennis players and designers of tennis equipment are discussed. Footnotes: None spacer

BF: NSDL: the National Science, Technology, Engineering and Mathematics Digital Library spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (50 of 337) [7/30/2004 8:38:16 AM] American Association of Physics Teachers

Location: Union Foothill Suite Date: Monday, Aug. 2 Time: 1:15 p.m.-3:15 p.m. Presider: Anne Cox, Eckerd College-NAS 727-864-8435, [email protected] Co- None Presiders(s): Equipment: Computer projection (no computer -- must bring own laptop), Overhead projector, screen spacer

BF01: An Overview of the NSDL Program spacer Location: Union Foothill Suite Date: Monday, Aug. 2 Time: 1:15 p.m. Author: Invited - Theodore Hodapp, National Science Foundation 703-292-4640, [email protected] Co-Author(s): None Abstract: The National Science, Technology, Engineering, and Mathematics (STEM) Education Digital Library (commonly known as NSDL, and found at http://www.nsdl.org) is just completing its fifth year of funding from the Division of Undergraduate Education (DUE) at the National Science Foundation. The underlying principle behind NSDL is to make STEM content easily available to educators, students, and the general public through web "portals", user-friendly tools, and selected content searches. This presentation will provide an overview of NSF funded efforts in general and within the Physics and Astronomy disciplines in particular. Discussion of ongoing efforts and future directions will be included. Footnotes: None spacer

BF02: Supporting Physics and Astronomy Education Through ComPADRE* spacer Location: Union Foothill Suite Date: Monday, Aug. 2 Time: 1:45 p.m. Author: Invited - Bruce Mason, Univ. of Oklahoma 405-325-3961, [email protected] Co-Author(s): None

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (51 of 337) [7/30/2004 8:38:16 AM] American Association of Physics Teachers

Abstract: Science education is a great deal simpler when faculty can find and share teaching resources rather than building these materials themselves. ComPADRE, a joint project of the AAPT, AAS, APS, and SPS, is a web resource for faculty to find, share, and collaborate on building high-quality, effective teaching and learning materials. It is an inter-networked set of collections, each designed for a specific community, where users can find or submit teaching resources, organize materials for their own use, and add comments about their own experiences using the materials. During this talk, the current status of the initial ComPADRE collections: physics and astronomy students, quantum physics, informal physics education, introductory undergraduate astronomy, and pre-college physics, will be demonstrated and explored. This includes the user tools and the content organization. Collaborations with other digital "libraries" and the National Science Digital Library also will be discussed. Footnotes: *Supported by NSF grant #0226129. spacer

BF03: MERLOT Physics Resources spacer Location: Union Foothill Suite Date: Monday, Aug. 2 Time: 2:15 p.m. Author: Invited - Tom Colbert, Augusta State Univ. 706-737-1458, [email protected] Co-Author(s): None Abstract: MERLOT Physics represents a collection of links to online resources to support the teaching of physics. The focus of the collection is on interactive online multimedia materials. Membership gives users the opportunity to browse, search, and use these resources in addition to contributing and reviewing materials. Peer review of MERLOT collection items gives users a detailed discussion and view at the quality of individual collection items. The MERLOT collection is multidisciplinary. I will discuss what MERLOT is and what it means to be a member of the MERLOT community and how you may benefit from this. What is the current status of the physics MERLOT discipline group? Participants can join in a discussion of their experiences with MERLOT and online teaching resources. Footnotes: None spacer

BF04: The PER-CENTRAL Project spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (52 of 337) [7/30/2004 8:38:16 AM] American Association of Physics Teachers

Location: Union Foothill Suite Date: Monday, Aug. 2 Time: 2:45 p.m. Author: Invited - Robert Beichner, North Carolina State Univ. 919-515-7226, [email protected] Co-Author(s): None Abstract: The Physics Education Research (PER) Community Enhancing Network for Teaching, Research, and Learning (CENTRAL) project will create a digital library to support the PER community and teachers who use the innovative pedagogies and curricula they develop. There will be an archive with links to much of the existing literature in the field, an annotated bibliography of nearly all PER literature, and descriptions/links to PER-based curricular materials. Efforts are also underway to create an electronic journal of research articles for the field. Project status and future plans will be discussed. Footnotes: None spacer

BG: The Future is Now: Designing, Changing, and Living with School Science Standards spacer Location: Union Ballroom I Date: Monday, Aug. 2 Time: 1:15 p.m.-2:45 p.m. Presider: Kathleen Harper, The Ohio State Univ. 614-292-3644, [email protected] Co- None Presiders(s): Equipment: Computer projection (no computer -- must bring own laptop), Overhead projector, screen spacer

BG01: Designing Standards -- The California Experience spacer Location: Union Ballroom I Date: Monday, Aug. 2 Time: 1:15 p.m. Author: Invited - Helen Quinn, Stanford Linear Accelerator Ctr. 650-926-2713, [email protected] Co-Author(s): None Abstract: I will talk about the process by which we arrived at the current California standards. I will focus on what I learned along the way, and try to extract some lessons that may be valuable if at any time in the future there is an opportunity to redesign or fine tune these standards. Footnotes: None spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (53 of 337) [7/30/2004 8:38:16 AM] American Association of Physics Teachers

BG02: The Character and Prospects of K-12 Science Standards spacer Location: Union Ballroom I Date: Monday, Aug. 2 Time: 1:45 p.m. Author: Invited - James Rutherford American Association for the Advancement of Science - Retired 510-898-8009, [email protected] Co-Author(s): None Abstract: Traditionally, K-12 education has not been driven by standards, i.e., by carefully specified learning goals. Suddenly, and surprisingly, that changed. Standards have become the new centerpiece of national, state, and local reform efforts. But given the history of K-12 reform, one must wonder whether the standards movement will really contribute significantly to the improvement of science education or instead turn out to be just one more silver bullet that missed the mark? I will try to throw some light on that question by noting how science standards came into being, discussing what purposes they can reasonably be expected to serve, and pointing to likely impediments. Footnotes: None spacer

BG03: Aiming at a Moving Target: Developing a Curriculum as Science Standards Change spacer Location: Union Ballroom I Date: Monday, Aug. 2 Time: 2:15 p.m. Author: Invited - Patricia Heller, Univ. of Minnesota 612-625-0561, [email protected] Co-Author(s): None Abstract: The CIPS (Constructing Ideas in Physical Science) project has developed a fully integrated curriculum appropriate for middle schools around the country. This curriculum is based on the AAAS benchmark and the NRC science standards, using pedagogy grounded in robust research results and using appropriate computer technology. The curricular materials are tested in schools as they are developed so that rapid feedback occurs to modify the material resulting in a curriculum that is appropriate to real students, in real schools, with real parents, taught by real teachers. Partially in response to the No Child Left Behind Law, States have been establishing or changing their science standards. While the State standards tend to be based on the AAAS benchmarks and NRC standards, they also tend to be idiosyncratic and often contradictory. This talk describes the challenging and frustrating process of building a solid physical science curriculum on the shifting sands of State science standards. Footnotes: None spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (54 of 337) [7/30/2004 8:38:16 AM] American Association of Physics Teachers

BH: What's New in Astronomy Education Research spacer Location: Amador 153 Date: Monday, Aug. 2 Time: 1:30 p.m.-3:00 p.m. Presider: Edward Prather, Univ. of Arizona 520-621-6530, [email protected] Co- None Presiders(s): Equipment: Computer projection (no computer -- must bring own laptop), Overhead projector, screen spacer

BH01: Results on Research into Students' Ideas About Stars and Star Formation spacer Location: Amador 153 Date: Monday, Aug. 2 Time: 1:30 p.m. Author: Invited - Janelle Bailey, Univ. of Arizona 520-626-9480, [email protected] Co-Author(s): Edward E. Prather, Bruce Johnson, Timothy F. Slater, Robin A. Ward Abstract: The topics of stars, star formation, and stellar evolution are widely addressed in college introductory astronomy courses and are included in the National Science Education Standards at the high school level. To explore what students think about these topics, nearly 2000 open-ended surveys have been administered to nonscience majors in an introductory college astronomy course. Responses were analyzed and coded for recurring themes. Additionally, a small number of interviews were conducted to explore student responses in more detail. Preliminary results show that while students understand some basic properties of stars and have ideas about how stars are formed, their ideas are typically incomplete and often scientifically inaccurate. Common alternative conceptions include the notion of stars being "on fire" or otherwise "burning" and that chemical reactions provide the light that we see. Further details into this investigation and our findings will be presented. Footnotes: None spacer

BH02: Responder Devices as Research Tools: Assessing Traditional Lecture Versus Active Engagement spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (55 of 337) [7/30/2004 8:38:16 AM] American Association of Physics Teachers

Location: Amador 153 Date: Monday, Aug. 2 Time: 2:00 p.m. Author: Invited - Erin Dokter, Univ. of Arizona 520-626-8122, [email protected] Co-Author(s): Edward E. Prather, Gina Brissenden, Timothy F. Slater Abstract: The Conceptual Astronomy and Physics Education Research (CAPER) Team at the University of Arizona has been using personal responder devices as a research tool in the large enrollment, non- science majors, introductory astronomy course (Astro 101). In this talk we will describe how this technology is used to access and compare student understanding of basic topics in astronomy after receiving instruction in the form of a traditional lecture and again after working through a novel set of active engagement activities known as "Lecture Tutorials." In particular we were able to design our investigation to also examine the effect that hearing the same question multiple times after different forms of instruction can have on student understanding. Additionally, results from a survey designed to assess student beliefs about the use of this technology will be discussed. Footnotes: None spacer

BH03: Research on an Auditory Display Used to Teach About Mars Gamma Ray Data spacer Location: Amador 153 Date: Monday, Aug. 2 Time: 2:30 p.m. Author: Invited - John Keller, Univ. of Arizona 520-621-1632, [email protected] Co-Author(s): Edward E. Prather, Timothy F. Slater, Marty Quinn, Jeff Forde Abstract: Planetary scientists and astronomy education researchers from the University of Arizona and the National Optical Astronomy Observatory have collaborated with Design Rhythmics Sonification Research Lab in New Hampshire to create both a visual and auditory display of recent gamma ray data from Mars. Using this novel educational product, students can both "see" and "hear" variations in the gamma ray signal coming from Mars that results from seasonal changes in the planet's polar carbon dioxide ice caps. This product is being used both to highlight the value of data from the Mars 2001 Odyssey mission and to serve as a testbed for research into the use and effectiveness of auditory displays in science education. We will provide background on the Mars data presented, an overview of the animation/sonification product, results from educational testing of the product, and future research plans. Footnotes: None spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (56 of 337) [7/30/2004 8:38:16 AM] American Association of Physics Teachers

BI: SPIN-UP/TYC spacer Location: Riverside 1015 Date: Monday, Aug. 2 Time: 1:30 p.m.-3:10 p.m. Presider: Thomas O'Kuma, Lee College Physical Sciences 281-425-6522, [email protected] Co- None Presiders(s): Equipment: Computer projection (no computer -- must bring own laptop), Overhead projector, screen spacer

BI01: SPIN-UP/TYC: A Final Project Report* spacer Location: Riverside 1015 Date: Monday, Aug. 2 Time: 1:30 p.m. Author: Invited - Warren Hein, American Association of Physics Teachers 301-209-3323, [email protected] Co-Author(s): Mary Beth Monroe, Thomas O'Kuma Abstract: The SPIN-UP/TYC project investigated and analyzed the role that undergraduate physics instruction at two-year colleges plays in encouraging students, particularly women and minorities, to pursue undergraduate degrees in physics and other STEM disciplines. As a secondary goal, the project sought to identify the mechanisms by which change occurs in physics programs at two-year colleges. The project also investigated the role of the physics program in the preparation of pre-service K-12 teachers. Site visits were conducted at 10 two-year college exemplary physics programs which resulted in 10 case studies. In addition, a survey was conducted by the AIP Statistics Research Center of a sample of physics programs at two- year colleges nationwide. This presentation will discuss the methodologies used in the project and share findings of this investigation that are also available in the final published report of the project. Footnotes: *Supported in part by NSF grant #DUE-0203862. spacer

BI02: Challenges and Opportunities - Physics at Gainesville College spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (57 of 337) [7/30/2004 8:38:16 AM] American Association of Physics Teachers

Location: Riverside 1015 Date: Monday, Aug. 2 Time: 1:50 p.m. Author: Invited - J.B. Sharma, Gainesville College 770-718-3812, [email protected] Co-Author(s): None Abstract: Gainesville College is a two year college in the greater Atlanta area. Elements of educational technologies and PER based curricula began to be adapted into the program in the 90's. Strong administrative and IT support have been critical in the development of the program. A new science building, which contains the new physics flex classroom cum laboratory, has allowed the fusing of the lab and lecture portions of the course. The physics learning flex-space has stations equipped with networked computers, and all the apparatus students will need for experiments. In addition, there is a smartboard, a set of wireless polling keypads, a set of GPS units and simulation and data analysis software. There is an active K12 outreach and special topics courses are offered. Enrollments have steadily grown over the years and for the first time, two sections of calculus based physics will be offered this coming Fall. Footnotes: None spacer

BI03: Delta College's Physics Program spacer Location: Riverside 1015 Date: Monday, Aug. 2 Time: 2:10 p.m. Author: Invited - Scott Schultz, Delta College 989-686-9452, [email protected] Co-Author(s): None Abstract: Delta College is a two-year community college located in the tri-city area of Michigan. This talk will outline our program and present some of our practices that have allowed the physics discipline to adapt to meet the needs of our students and maintain a healthy learning environment. As part of the SPIN-UP/TYC program we took some time to analyze what we were currently doing and what we would like to do in the future. This was especially timely as we were in the process of hiring two-tenure track physics instructors. Footnotes: None spacer

BI04: Development of the Rose State College Physics Program spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (58 of 337) [7/30/2004 8:38:16 AM] American Association of Physics Teachers

Location: Riverside 1015 Date: Monday, Aug. 2 Time: 2:30 p.m. Author: Invited - James Gilbert, Rose State College 405-733-7591, [email protected] Co-Author(s): None Abstract: The RSC physics program began its revitalization in the fall of 1999. The program has grown steadily, beginning with a newly hired faculty member and a single classroom, which housed most lectures and all laboratories. It currently has two faculty members, a full-time laboratory assistant, newly renovated lecture and laboratory rooms with additional laboratory facilities, and much expanded laboratory and classroom equipment and computers. The curriculum, including lecture and laboratory courses, along with student related research projects have also been developed and expanded though out the program's development. The students of the RSC physics program represent a very diverse populace, including military students, along with servicing a wide variety of students' academic and professional needs. The physics faculty are also involved with off-campus programs and affiliations, such as high school collaborations and "adopt-a-school" programs. This talk will discuss the evolution and facets of the program, which contributed to its selection as an exemplary physics program by the SPIN-UP/TYC.1 Footnotes: 1. See http://www.aapt.org/Projects/spinup-tyc.cfm for program and contact information. spacer

BJ: New Faculty: Challenges and Accomplishments spacer Location: Amador 150 Date: Monday, Aug. 2 Time: 1:30 p.m.-2:50 p.m. Presider: Kenneth Krane, Oregon State Univ. 541-737-1692, [email protected] Co- None Presiders(s): Equipment: Computer projection (no computer -- must bring own laptop), Overhead projector, screen spacer

BJ01: Just-In-Time Teaching and Student Motivation spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (59 of 337) [7/30/2004 8:38:16 AM] American Association of Physics Teachers

Location: Amador 150 Date: Monday, Aug. 2 Time: 1:30 p.m. Author: Invited - Philip Collins, Univ. of California, Irvine 949-824-9961, [email protected] Co-Author(s): None Abstract: The method of Just-In-Time Teaching (JITT) uses simple online tools to help teach physics content (http://www.jitt.org). In particular, pre- lecture "warmup" assignments can be used to motivate students to read and come to class, to gauge students' understanding of concepts, and to solicit feedback and other student-teacher communication. These are particularly difficult problems for very large lecture courses, and I will describe my own experience using JITT in an introductory physics lecture with 450 students. I have taught the same course twice, once using JITT and once not, and I will compare student comments and course evaluations from the two courses. Footnotes: None spacer

BJ02: Motivating Nonscience Majors in Physical Science spacer Location: Amador 150 Date: Monday, Aug. 2 Time: 1:50 p.m. Author: Invited - Nirmol Podder, Troy State Univ. 334-670-3409, [email protected] Co-Author(s): Sraboni Ghosh Abstract: Motivating nonscience majors in physics could be a primary challenge for a new faculty who has neither an assigned faculty mentor nor any prior experience in teaching nonscience students. The greatest concern becomes the level of the students' math and science background and the level at which the faculty should project him/herself while teaching a general physical science class for the first time. The other challenges are: keeping a balance between the department and the new faculty's own expectation; and effectively teaching a class with diverse student-body (cultural background, gender, socioeconomic status, etc.). For new faculty, this kind of class provides an excellent learning experience and opportunity to experiment with the various methods discussed in the AAPT new faculty workshop. Interactive classroom instruction along with problem solving sessions yields some level of motivation in students. Some of the methods used in this class are the flash card method in an interactive problem solving session, participation of students in working out problems on the blackboard, etc. Footnotes: None spacer

BJ03: Adapting Physics Topics for a Survey Science Course

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (60 of 337) [7/30/2004 8:38:16 AM] American Association of Physics Teachers

spacer Location: Amador 150 Date: Monday, Aug. 2 Time: 2:10 p.m. Author: Katrina Brown, Univ. of Pittsburgh, Greensburg 724-222-4586, [email protected] Co-Author(s): None Abstract: The University of Pittsburgh at Greensburg requires a Natural Science course for humanities majors. The first semester of this course covers topics in biology, chemistry and physics. The physics portions of the class discuss particles, fusion, waves and the Big Bang. This presentation will focus on some of the difficulties encountered while preparing for and teaching this course. Instructional techniques, methods of assessment, dealing with student misconceptions and student expectations will be discussed. Footnotes: None spacer

BJ04: Success in Employing Methods From the New Faculty Workshop spacer Location: Amador 150 Date: Monday, Aug. 2 Time: 2:30 p.m. Author: Kyle Altmann, Elon Univ. 336-278-6292, [email protected] Co-Author(s): None Abstract: I was inspired by the New Faculty Workshop last November to try out some new techniques in my University Physics course. While I found much of the workshop very interesting and useful, as a first year faculty member I wanted to start with baby-steps. I thought that Just in Time Teaching (JiTT) would have a high reward to effort ratio. So far, I'm quite pleased. I think it has definitely improved the students' consideration of the material beforehand. It has also increased their communication electronically with me. I will review the changes I have made to my usual style, comment on the amount of work it took as a new adopter, and the students' reactions to the new methods. Footnotes: None spacer

BK: SPS Undergraduate Research and Outreach spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (61 of 337) [7/30/2004 8:38:17 AM] American Association of Physics Teachers

Location: Union Summit Date: Monday, Aug. 2 Time: 1:30 p.m.-3:00 p.m. Presider: Gary White, Society of Physics Students 301-209-3013, [email protected] Co- None Presiders(s): Equipment: Computer projection (no computer -- must bring own laptop), Overhead projector, screen spacer

BK01: Martian Outreach spacer Location: Union Summit Date: Monday, Aug. 2 Time: 1:30 p.m. Author: Invited - Stacey Sude, Society of Physics Students 703-629-0575, [email protected] Co-Author(s): None Abstract: What do cylinders, circuits, and glowsticks have in common? They're all found in this year's SPS Outreach Catalyst Kits (SOCKs). SOCKs are sent to SPS chapters that are interested in initiating or reinvigorating a science outreach program. Shaped like giant denim stockings, this year's SOCKs offer two physics lessons that are adjustable for age group. The first presents a new cylinder-dropping experiment related to the Mars Lander space missions. The second, a unit on light, includes materials and lessons about stars and rainbows as well as a spectral scavenger hunt. Initially field-tested by the 2003 SPS interns (Ashley Smith and Stacey Sude) at two University of Maryland MRSEC K-12 science camps this summer, the SOCKs have been distributed to 15 SPS chapters across the nation. Even after school is out, the fun will continue as experimental data sent to SPS by the chapters is analyzed during the summer. Footnotes: None spacer

BK02: Attending the 2003 ICPS and Studies of Single Quantum Wells spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (62 of 337) [7/30/2004 8:38:17 AM] American Association of Physics Teachers

Location: Union Summit Date: Monday, Aug. 2 Time: 2:00 p.m. Author: Invited - James Hitchcock, Angelo State Univ. 325-374-7733, [email protected] Co-Author(s): None Abstract: This past summer I was fortunate enough to represent the Society of Physics Students (SPS) at the International Conference for Physics Students (ICPS) in Odense, Denmark. This conference is a showcase for student research as well as an annual meeting for the International Association of Physics Students, IAPS. Every year SPS gives out the Outstanding Undergraduate Student Research Award. This award includes a seat as a delegate at the annual meeting for IAPS as well as an invited talk at the ICPS. The work I presented at the ICPS involved studies on single quantum wells both stained and unstrained. Sample pairs of identical composition and thickness, each grown along different axes were studied using temperature dependent photoluminescence (PL) and photoluminescence excitation (PLE). PL spectra indicate that the dominant optical transition occurs in the InGaAs layer. PLE spectra indicate excitation energy dependence with the primary absorption transition in the GaAs material. Footnotes: None spacer

BK03: Phase Measurements of Cosmic Anisotropy Polarization Mapper (CAPMAP) Radiometers spacer Location: Union Summit Date: Monday, Aug. 2 Time: 2:30 p.m. Author: Maire Daly The Univ. of Chicago Kavli Institute for Cosmological Physics 770-355-9043, [email protected] Co-Author(s): None Abstract: The Cosmic Microwave Background (CMB) is radiation released 300,000 years after the big bang, when photons last scattered off of free electrons in the early universe. Previous experiments indicate that the CMB is polarized. This polarization gives information about the structure and components of the early universe. CAPMAP is designed to measure the polarization at small angular scales using four correlation radiometers. These radiometers divide two orthogonal components of the radiation into two branches of waveguide whose signals are later coherently compared. To ensure accurate comparison, the phase difference between the two branches must be minimal: the radiometer must be "phase matched." The phase difference for each radiometer was evaluated by direct measurement and by calculation of the bandwidth. Both methods indicate that the radiometers were phase matched. Phase

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (63 of 337) [7/30/2004 8:38:17 AM] American Association of Physics Teachers

measurements were also made at a lower temperature. Such cooling was determined to have a minimal effect on the phase. Footnotes: Sponsored by the University of Chicago chapter of the Society of Physics Students (SPS) spacer

BK04: The Space/Time Universe spacer Location: Union Summit Date: Monday, Aug. 2 Time: 2:45 p.m. Author: L Riofrio, San Francisco State Univ. 415-776-1659, [email protected] Co-Author(s): None Abstract: Evidence from supernovae and the CMB may confirm a Relativistic Space/Time. Theory proposes a Universe of radial scale R=ct, where c is related by GM=tc^3. Coupled to Friedmann equations, these expressions predict stable density (Omega)=1 and Einstein-de Sitter expansion. CMB horizon, density, baryonic matter and supernova data are precisely explained without hypothetical fields. Observations of Type Ia supernovae provide tests. Since Planck relationship (hc) remains constant, redshift of supernovae measures expansion. Plotted against magnitude, results confirm density (Omega)=1, expanding as predicted. At high redshifts v/c increases non-linearly, indicating that c changes at the rate predicted. CMB data also indicates density (Omega)=1, and proportion of baryonic matter consistent with prediction of 4.507034%. Since Space/Time precisely predicts observations without epicycles, Theory should be considered as an alternative to more cumbersome ideas. Footnotes: None spacer

BL: Crackerbarrel on Professional Concerns of Instructional Resource Specialists spacer Location: Mendocino 1005 Date: Monday, Aug. 2 Time: 1:30 p.m.-3:00 p.m. Presider: Dean Hudek, Brown Univ. 401-863-2062, [email protected] Co- None Presiders(s): Equipment: None spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (64 of 337) [7/30/2004 8:38:17 AM] American Association of Physics Teachers

BM: Crackerbarrel on Student Assessment in Introductory Physics Laboratories spacer Location: Riverside 1004 Date: Monday, Aug. 2 Time: 1:30 p.m.-3:00 p.m. Presider: Duane Deardorff, Univ. of North Carolina 919-962-3013, [email protected] Co- None Presiders(s): Equipment: None spacer

BN: The Physics of Beams and the Accelerators That Produce Them spacer Location: Union Redwood Date: Monday, Aug. 2 Time: 1:15 p.m.-4:00 p.m. Presider: Andrew Sessler, Lawrence Berkeley National Laboratory [email protected] Co- None Presiders(s): Equipment: Computer projection (no computer -- must bring own laptop), Overhead projector, screen spacer

BN01: Eighty Years of Particle Accelerators spacer Location: Union Redwood Date: Monday, Aug. 2 Time: 1:15 p.m. Author: Invited - Andrew M. Sessler, Lawrence Berkeley National Laboratory 510-486-4992, [email protected] Co-Author(s): None

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (65 of 337) [7/30/2004 8:38:17 AM] American Association of Physics Teachers

Abstract: The development of particle accelerators started in the 1920s in an effort to develop a laboratory device that would enable physicists to make nuclear reactions and make artificial radioactivity (thus doing away with the need to use radioactive materials, while broadening the scope of possibilities). Thus, first, electrostatic machines were developed, and then, later, cyclotrons, betatrons, synchrotrons, and colliders. At the same time new, and ever better, detectors were developed. With these machines, and detectors, a wealth of physics was uncovered. Furthermore, the accelerators, themselves, proved to have uses far beyond those originally envisioned. A brief historical review will be presented of the accelerators, with comments upon their principles of operation and the technical advances that permitted ever-better machines to be constructed, while the science these machines make accessible will be partially covered in the various talks of this symposium. Footnotes: None spacer

BN02: Modern Accelerators: How They Are Built, Why They Are Built, and Their Future* spacer Location: Union Redwood Date: Monday, Aug. 2 Time: 1:30 p.m. Author: Invited - Alvin V. Tollestrup, Fermi National Accelerator Laboratory 630-840-4331, [email protected] Co-Author(s): None Abstract: The present machines that are exploring the fundamental laws of physics at high energy collide beams of electrons against positrons, electrons against protons, protons against anti-protons, and heavy ions against each other. Some of the problems that arise in the construction of these machines and that limit their energy reach are explored. They have produced a beautiful picture of the structure of matter down to distances less that one thousandth of the proton radius. And yet experiments that use accelerators as well as experiments in astrophysics, indicate that we do not yet understand the universe around us. Machines that are being planned and built now will help to answer some of these questions, but will raise many more. This paper will discuss some of these issues. Footnotes: *Supported in part under U.S. DOE Contract DE-AC02-76CH03000. spacer

BN03: Medical Applications of Accelerators* spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (66 of 337) [7/30/2004 8:38:17 AM] American Association of Physics Teachers

Location: Union Redwood Date: Monday, Aug. 2 Time: 2:00 p.m. Author: Invited - Arlene J. Lennox, Fermi National Accelerator Laboratory 630-840-4850, [email protected] Co-Author(s): None Abstract: Accelerators used for medicine include synchrotrons, cyclotrons, and electron, proton and light ion linear accelerators (linacs). The most common application of accelerators in medicine is the use of electron linacs in conventional radiation therapy for cancerous tumors. Small proton linacs and cyclotrons are increasingly being used to produce short-lived radioisotopes for positron emission tomography (PET) scans. Larger accelerators, which were formerly found only at physics laboratories, are beginning to be used in clinics for improved forms of radiation therapy called hadron therapy. This paper describes the different types of accelerators, with emphasis on the parameters that make each appropriate for specific applications. Issues related to moving newer applications from the realm of research to a more universally available commercial environment will be discussed. Footnotes: *Operated by Universities Research Association for the U.S. Department of Energy under contract #DE-AC02-76CH0300 spacer

BN04: Accelerators to Make Electricity -- An Overview of Heavy-Ion-Driven Fusion* spacer Location: Union Redwood Date: Monday, Aug. 2 Time: 2:30 p.m. Author: Invited - Christine M. Celata Lawrence Berkeley National Laboratory/The Heavy Ion Fusion Virtual National Laboratory 510-486-7740, [email protected] Co-Author(s): None Abstract: Making commercial electrical power using nuclear fusion is a possible safe, environmentally friendly method of energy production; fuel is plentiful. Heavy ion accelerators are a good candidate for heating and compressing the heavy hydrogen fuel to the state necessary for fusion to occur. Providing the large amount of power necessary (about 500 terawatts every fifth of a second) necessitates a different kind of accelerator from classical accelerators used in high energy or nuclear physics. Multiple (~100) very intense beams of heavy ions must be accelerated to a few GeV simultaneously, then focused to a target a few millimeters in radius. The beam physics is very different from classical accelerator physics because beam particle density is ~1,000,000 times larger. The commercial energy motivation, the accelerator system to drive the fusion, and the beam physics involved will be discussed, along with description of experiments that are showing feasibility of this approach.

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (67 of 337) [7/30/2004 8:38:17 AM] American Association of Physics Teachers

Footnotes: *Supported by the Office of Energy Research, U.S. Department of Energy, under contract numbers DE-AC03-76SF00098, W-7405-Eng- 48, DE-AI02-93ER40799, AC02-76CH03073, and DE-AI02-94ER- 54232. spacer

BN05: Accelerator Mass Spectrometry: Isotopic Science Tools from Archaeology to Zoology spacer Location: Union Redwood Date: Monday, Aug. 2 Time: 3:00 p.m. Author: Invited - Jay C. Davis, Lawrence Livermore National Laboratory 925-422-1166, [email protected] Co-Author(s): None Abstract: The discovery that tandem electrostatic accelerators could be configured for accurate single atom detection of rare isotopes produced a revolution in many scientific disciplines. This technique produced a gain in sensitivity of up to 106 relative to scintillation counting for many isotopes, producing great advances in archaeology, the study of climate records and processes, and the reconstruction of dosimetry from events such as Hiroshima, Nagasaki and Chernobyl. At the Center for Accelerator Mass Spectrometry the use of labeled organic compounds was pioneered. The high sensitivity and low risk for 14C-labeled compounds made possible research with human subjects to understand fundamental processes of metabolism and disease not previously accessible. The LLNL spectrometers can measure isotopes from tritium to plutonium, opening new possibilities for forensic research in support of national security. Jay Davis, founding director of CAMS will provide an introduction to the technique and to the research results obtained to date. Footnotes: None spacer

BN06: spacer Location: Union Redwood Date: Monday, Aug. 2 Time: 3:30 p.m.-4:00 p.m. Author: TBA Co-Author(s): None Abstract: None Footnotes: None spacer

BO: Effective Teacher Training: What's New, What Works?, I spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (68 of 337) [7/30/2004 8:38:17 AM] American Association of Physics Teachers

Location: Mendocino 1003 Date: Monday, Aug. 2 Time: 1:15 p.m.-3:30 p.m. Presider: Ann Brandon, Joliet West H.S. 815-727-6950, [email protected] Co- None Presiders(s): Equipment: Computer projection (no computer -- must bring own laptop), Overhead projector, screen spacer

BO01: Pre-High School Science Teacher Education Progams at Western Michigan University spacer Location: Mendocino 1003 Date: Monday, Aug. 2 Time: 1:30 p.m. Author: Invited - Robert Poel, Western Michigan Univ. 269-387-3336, [email protected] Co-Author(s): None Abstract: For the past 10 years Western Michigan University has been developing a special group of science courses designed specifically for the pre-service elementary teacher. These six content courses employ inquiry-learning strategies and emphasize the development and use of evidence-based ideas that are fundamental to understanding phenomena experienced by young learners. Recently, the university has also obtained a NSF grant to develop a pre-service middle-school science teacher program using the same approach, but addressing the increased content background needs of the middle-school learner. This project titled, Enlist, Equip, and Empower (E-Cubed), is more comprehensive in that it also addresses recruitment issues and the need to support the new middle-school science teacher's need for broader and deeper content background across the sciences. This presentation will introduce and discuss these pre-service education programs for prospective teachers who are often required to teach a curriculum that spans all the science disciplines and, for most elementary teachers, the entire elementary curriculum. Footnotes: None spacer

BO01a: Teaching a Synchronous Online Component of a Class for Teachers spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (69 of 337) [7/30/2004 8:38:17 AM] American Association of Physics Teachers

Location: Mendocino 1003 Date: Monday, Aug. 2 Time: 1:15 p.m. Author: Marilyn V. Rands, Lsawrence Technological Univ. 248-204-3546, [email protected] Co-Author(s): None Abstract: Electricity, Magnetism, and Waves is a course in the Master of Science Education degree program at LTU. This past summer all the courses for this program were changed to a one night on-campus and one night online format. Some of the results of teaching an inquiry-based physics course in this format will be discussed. Footnotes: None spacer

BO02: Pushing to the Edge: Making a Dream Teacher spacer Location: Mendocino 1003 Date: Monday, Aug. 2 Time: 2:00 p.m. Author: Invited - Eugenia Etkina, Rutgers Univ. 743-932-7496, ext. 8330, [email protected] Co-Author(s): None Abstract: If you were to make a wish list of knowledge and skills of an ideal physics teacher, what would you put on the list? You will think of the content knowledge, of epistemology of physics, and its history. You will worry about student difficulties and best ways to help. You will be concerned about student assessment, design of units and lesson plans. You will remember the importance of cognitive and physics education research. Effective use of technology, knowledge of science standards and methods of teaching diverse learners will be included. The dreams might even go as far as bringing modern science and authentic research into the classroom. The list will get longer and longer and you will realize that one needs years to learn. Is the list unrealistic? A new program of physics teacher preparation at Rutgers addresses all items on this wish list. The talk will provide the details. Footnotes: None spacer

BO03: Physics Teacher Education at Illinois State University: Effectively Promoting Inquiry* spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (70 of 337) [7/30/2004 8:38:17 AM] American Association of Physics Teachers

Location: Mendocino 1003 Date: Monday, Aug. 2 Time: 2:30 p.m. Author: Invited - Carl Wenning, Illinois State Univ. 309-438-8756, [email protected] Co-Author(s): Barbara Short Abstract: As teacher educators we were, until recently, frustrated with secondary-level teacher candidates who did not implement inquiry in their teaching of physics. During the past two years we have seen a significant turn-around in the way our teacher candidates perform during their high school student teacher practicum. They are now employing inquiry regularly and effectively. It is our belief that this change stems from modifications in the way physics teacher candidates are prepared at Illinois State University. We have implemented a systematic six-phase inquiry-oriented professional development plan for teacher candidate preparation that includes modeling, promoting, developing, practicing, deploying, and supporting inquiry practice. This talk will focus on the unique nature of the large and growing physics education sequence at Illinois State University. Presenters will describe the program's six required pedagogically-oriented physics courses, online syllabi, and teacher preparation activities. Footnotes: *See http://www.phy.ilstu.edu/pte.html for additional details. spacer

BO04: Physics by Inquiry: A Cornerstone for an Effective Reform spacer Location: Mendocino 1003 Date: Monday, Aug. 2 Time: 3:00 p.m. Author: Constance Barsky, The Ohio State Univ. 614-292-3323, [email protected] Co-Author(s): None Abstract: By 1997, more than 2000 science and mathematics teachers completed intensive six-week summer Institutes in Physical Science, Life Science or Mathematics by Inquiry as part of Project Discovery.1 Physics by Inquiry 2 was taught in the Physical Science Institute and served as the model for the professional development programs in both the Mathematics and Life Science Institutes. An analysis of surveys completed by a subset of the participating teachers showed that their attitudes toward inquiry-based instruction, their capacity to adopt inquiry-based teaching strategies, and their classroom use of inquiry-based instructional practices experienced strong, positive and significant growth from the time prior to their initial Discovery experience to the following spring. A longitudinal study of these teachers demonstrated that the impact of the professional development was sustained over several years.3 Lessons learned from Discovery and its adoption of Physics by Inquiry are applicable to both pre-service and inservice efforts at educational reform.

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (71 of 337) [7/30/2004 8:38:17 AM] American Association of Physics Teachers

Footnotes: 1. Project Discovery, the Ohio Mathematics and Science Statewide Systemic Initiative was funded by NSF grant # OSR-92500 (J.B. Kahle and K.G. Wilson, Co-Principal Investigators) and the State of Ohio. 2. L. C. McDermott, P.S. Shaffer, M.L. Rosenquist and the Physics Education Group at the University of Washington, Physics by Inquiry, Volumes I & II (John Wiley & Sons, New York, 1996). 3. J.A. Supovitz, D.P. Mayer, and J.B. Kahle, "Promoting Inquiry-based Instructional Practice: The Longitudinal Impact of Professional Development in the Context of Systemic Reform," Educational Policy, 14, 331-356, ( July 2000). spacer

BO05: PER-Based Teacher Preparation spacer Location: Mendocino 1003 Date: Monday, Aug. 2 Time: 3:15 p.m. Author: Dewey I. Dykstra, Jr, Boise State Univ. 208-426-3105, [email protected] Co-Author(s): None Abstract: States are changing their specifications for the evaluation of teacher preparation programs. Times of change present opportunities to shift emphases to be more consistent with findings from physics education research (PER). Idaho now includes in its specification for science teacher preparation programs the expectation that such programs be able to provide evidence that their science teacher candidates demonstrate "knowledge of how to anticipate and plan for the conceptions students are likely to bring to class" and demonstrate the "ability to design, evaluate, and appropriately use activities to facilitate students' development of new conceptions in science." In response to this at Boise State University a course for science teacher candidates is being developed. The course will be described with the resources used. Student work will be illustrated. A description of a degree program for the preparation of physics/physical science teachers in which this course in intended to fit will be presented. Footnotes: None spacer

BP: Introductory Laboratories and Writing spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (72 of 337) [7/30/2004 8:38:17 AM] American Association of Physics Teachers

Location: Union Orchard Suite Date: Monday, Aug. 2 Time: 1:30 p.m.-3:30 p.m. Presider: Francis Tam, Frostburg State Univ. 301-687-4165, [email protected] Co- None Presiders(s): Equipment: Computer projection (no computer -- must bring own laptop), Overhead projector, screen spacer

BP01: Developing Scientific Evaluation Abilities in Students* spacer Location: Union Orchard Suite Date: Monday, Aug. 2 Time: 1:30 p.m. Author: Aaron R. Warren, Rutgers Univ. 732-445-6886, [email protected] Co-Author(s): Michael Gentile, Alan Van Heuvelen Abstract: This talk presents research which is part of a larger initiative by the Rutgers University PAER group to help students develop scientific thinking abilities.1 In particular, we focus on developing abilities which are necessary for students to critically evaluate information. Such information can include proposed problem solutions, conceptual statements, experiment designs, and experiment reports. To develop these abilities we are currently creating and testing several types of activities. Also, to reliably measure the development of these abilities we are creating and testing scoring rubrics. This talk presents some background for our research, examples of our activities and rubrics, and preliminary results. The correlation between the development of evaluative abilities and performance on both conceptual and traditional problems will be discussed. Footnotes: *Supported in part by NSF grants #DUE-0336713 and #DUE- 0241078. 1. Etkina, E., Developing & Assessing Scientific Abilities in an Introductory Physics Course. Talk presented at 128th AAPT National Meeting, (2004). spacer

BP02: Developing and Assessing Students' Ability to Design Experiments* spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (73 of 337) [7/30/2004 8:38:17 AM] American Association of Physics Teachers

Location: Union Orchard Suite Date: Monday, Aug. 2 Time: 1:45 p.m. Author: Sahana Murthy, Rutgers Univ. 732-445-6886, [email protected] Co-Author(s): Michael Gentile, Aaron Warren, Eugenia Etkina, Alan Van Heuvelen Abstract: The Physics and Astronomy Education group at Rutgers University is working on helping students develop scientific abilities.1 An important ability is designing and conducting experiments. Scientists design experiments for many purposes, some of which are to find patterns, test explanations for observed patterns, or solve practical problems. To investigate how students develop this ability, we devised laboratory-based activities wherein students design and perform experiments to answer a question. We also developed scoring rubrics that can be used both as formative assessment tools and to track students' progress. Our design tasks were used in a laboratory course accompanying a lecture course which has an enrollment of 450 students, and in an integrated course with lecture, laboratory and workshop components that has an enrollment of 175. In this talk we present an example of a design task, a sample student response and the score based on our rubrics. Footnotes: * Supported in part by NSF grant #DUE-0241078. 1. Etkina, E., "Developing and assessing scientific abilities in an introductory physics course," Announcer, 33, 4, 85 (2004). spacer

BP03: Development and Assessment of Students' Skills in Designing and Conducting Introductory Physics Experiments: Part I* spacer Location: Union Orchard Suite Date: Monday, Aug. 2 Time: 2:00 p.m. Author: Orion Davies, California State Univ., Chico 530-898-5584, [email protected] Co-Author(s): Xueli Zou Abstract: In collaboration with the Physics and Astronomy Education Research group at Rutgers University, three different types of student experiments (testing, application, and investigation design) have been developed and implemented in a calculus-based introductory course at California State University, Chico. Students working in small groups are engaged in designing and conducting their own experiments to test a physics principle, build a real-life device, solve a complex problem, or to conduct an open-inquiry investigation.1 In the first part of our talk we will illustrate examples of the design tasks and discuss instructional strategies of implementation.

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (74 of 337) [7/30/2004 8:38:17 AM] American Association of Physics Teachers

Footnotes: *Supported in part by NSF grant #DUE- 0242845 and DUE-0088906. **Sponsored by Xueli Zou. 1. Etkina, E. & Van Heuvelen, A. (2001). Investigative Science Learning Environment: Using the processes of science and cognitive strategies to learn physics. Proceedings of the 2001 Physics Education Research Conference. Rochester, NY, 17-21. spacer

BP04: Development and Assessment of Students' Skills in Designing and Conducting Introductory Physics Experiments: Part II* spacer Location: Union Orchard Suite Date: Monday, Aug. 2 Time: 2:15 p.m. Author: Xueli Zou, California State Univ., Chico 530-898-5584, [email protected] Co-Author(s): Sahana Murthy Abstract: In collaboration with the Physics and Astronomy Education Research group at Rutgers University, three different types of student experiments - testing, application, and investigation design - have been developed and implemented in a calculus-based introductory course at California State University, Chico. Students working in small groups are engaged in designing and conducting their own experiments to test a physics principle, build a real-life device, solve a complex problem, or to conduct an open-inquiry investigation.1 In the second part of our talk, we will report on a study assessing how those design tasks help students develop skills in designing and conducting experiments, compared to typical verification-type laboratory activities. A performance-based task is given to students in a three-hour long lab, and they are asked to use the given equipment to design, conduct, and write up their own experiment. A set of scoring rubrics on scientific abilities 2 are used to analyze student performance. Detailed results will be shared. Footnotes: *Supported in part by NSF DUE # 0242845 and #0088906 1. Etkina, E. & Van Heuvelen, A. (2001). Investigative Science Learning Environment: Using the processes of science and cognitive strategies to learn physics. Proceedings of the 2001 Physics Education Research Conference. Rochester, NY, 17-21. 2. Etkina, E., Developing and Assessing scientific abilities in an introductory physics course. Announcer, 33, 4, 8 (2003). spacer

BP05: Assessing and Revising Physics Lab Curricula spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (75 of 337) [7/30/2004 8:38:17 AM] American Association of Physics Teachers

Location: Union Orchard Suite Date: Monday, Aug. 2 Time: 2:30 p.m. Author: James Little, Univ. of Arizona 520-621-2614, [email protected] Co-Author(s): Ingrid Novodvorsky Abstract: The University of Arizona has been revising its physics lab curricula with an eye to improving student understanding and retention. These revised labs are designed to provide students with minimal guidance, with the lab Teaching Assistants facilitating exploration and discussion rather than providing detailed directions. Students performance is assessed using a combination of qualitative observations and quantitative quizzes. Preliminary results indicate that student performance is highly dependent on which TA is teaching their class. In this presentation I will describe the overall class format of this highly innovative course and discuss the apparent weaknesses and strengths of a classroom designed to be entirely administrated through Socratic inquiry. Footnotes: None spacer

BP06: Highly Structured Open Inquiry Labs spacer Location: Union Orchard Suite Date: Monday, Aug. 2 Time: 2:45 p.m. Author: Jonte Bernhard, Linköping Univ. 011-46-11-363318, [email protected] Co-Author(s): Oskar Lindwall Abstract: According to several studies MBL is very effective in fostering a good functional understanding of physics. We have made an in-depth analysis of students' courses of action in labs in two introductory mechanics courses using digital camcorders resulting in 260 hours of videotaped interaction. We have explored the different ways students orient to, interpret, and participate in MBL. Traditional taxonomy of laboratory instruction styles often suggests that there is a dichotomy between a lab being structured and being open inquiry. However in our study we question this dichotomy and we will from our empirical data show that students' courses of action in some dimensions are framed by encounters with the instructions, the technology, the teacher, and other peers wile they in other dimensions are free to explore. Therefore we propose that MBL-tasks could best be described as being both highly structured in some aspects and open inquiry in other. Footnotes: None spacer

BP07: Using Fake Scientific Papers as a Prompt*

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (76 of 337) [7/30/2004 8:38:17 AM] American Association of Physics Teachers

spacer Location: Union Orchard Suite Date: Monday, Aug. 2 Time: 3:00 p.m. Author: Tim Erickson, Epistemological Engineering 510-653-3377, [email protected] Co-Author(s): None Abstract: We have begun to develop a genre of open-ended physics assignments. These assignments begin with students receiving a (short, plausible, fake, and incorrect) theoretical "scientific paper" to which they must respond with a paper of their own. Students report experimental results -- from an investigation of their own design -- that support or refute the original paper's theoretical claim. Since the prompt and response are in the style of a scientific paper, this type of assignment makes different demands on students than a traditional lab. This supports "writing across the curriculum" and some departments' efforts to highlight technical writing and communication. Early student work has been intriguing. We will refelect on what makes a good one of these prompts, share what we have, and invite others to contribute effective prompts or ideas. Footnotes: *Supported by NSF grant #DMI-0216656. spacer

BP08: The Impact of Discipline-Specific Writing in Physics spacer Location: Union Orchard Suite Date: Monday, Aug. 2 Time: 3:15 p.m. Author: Scott Franklin, Rochester Institute of Tech. 585-475-2536, [email protected] Co-Author(s): Lisa Hermsen Abstract: Discipline-specific writing (also known as Writing in the Disciplines) emphasizes formal writing assignments to socialize students into an academic field. The goal is to introduce students to physics conventions and challenge them to model appropriate modes of reasoning and communication. This may improve students' epistemologies with a resulting increase in content learning. We are studying the evolution of student proficiency at scientific writing in Explorations in Physics, an activity-based curriculum for non-science majors. We are investigating the correlation between scientific writing ability and content mastery as well as the impact of writing instruction on epistemological sophistication. We have developed a primary-trait analysis rubric for measuring writing samples and are comparing the results with a variety of metrics of student achievement. We are ultimately testing a fundamental tenet of writing in the disciplines: that discipline-specific writing leads to an epistemological understanding of the discipline which, in turn, increases learning of content. Footnotes: None spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (77 of 337) [7/30/2004 8:38:17 AM] American Association of Physics Teachers

BQ: Student Problem Solving, I spacer Location: Union Hinde Auditorium Date: Monday, Aug. 2 Time: 1:30 p.m.-3:30 p.m. Presider: William Waggoner, Creighton Univ. 631-344-7803, [email protected] Co- None Presiders(s): Equipment: Computer projection (no computer -- must bring own laptop), Overhead projector, screen spacer

BQ01: Are We Teaching Physics? spacer Location: Union Hinde Auditorium Date: Monday, Aug. 2 Time: 1:30 p.m. Author: Peter Lindenfeld, Rutgers Univ. 609-921-9524, [email protected] Co-Author(s): None Abstract: Do we love our problems so much that we forget to ask just what they teach? Which of them deal with important principles, and which are exercises that contribute little to the student's understanding of physics? Do they have an independent existence outside our introductory courses? On which side of this divide are ladder problems, or Atwood's machines? In physics education research we ask how students learn, and we look for ways to help them, but only rarely do we ask which problems and subjects are fundamental and can be built on, and which are unessential diversions. I suggest that our standard menu needs to be reexamined. Many of its components, particularly in mechanics, can be characterized as "puzzle physics". It is time to replace them with more interesting, more relevant, more realistic, and more modern physics. Footnotes: None spacer

BQ02: Studying the Effect of Interactive Examples on Introductory Physics Courses spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (78 of 337) [7/30/2004 8:38:17 AM] American Association of Physics Teachers

Location: Union Hinde Auditorium Date: Monday, Aug. 2 Time: 1:45 p.m. Author: Adam Feil, Univ. of Illinois 217-332-0272, [email protected] Co-Author(s): None Abstract: Interactive Examples (IE's), developed at the University of Illinois at Urbana-Champaign, are online homework problems that guide students through the solution by providing help in the form of questions.1 As students progress through the help sequence they may choose to stop at any time once they are able to solve the problem. Because help is given in the form of questions, students remain engaged throughout the interactive help sequence. Dynamic feedback is given based on a student's correct or incorrect answer to the help questions. Data from five years of an introductory mechanics course and an introductory E&M course has been analyzed to measure student performance gains Footnotes: 1. See http://www.physics.uiuc.edu/research/per/ie.html spacer

BQ03: Using Computers as Interactive Problem-Solving Coaches spacer Location: Union Hinde Auditorium Date: Monday, Aug. 2 Time: 2:00 p.m. Author: Leon Hsu, Univ. of Minnesota 612-625-3472, [email protected] Co-Author(s): Ken Heller Abstract: As more powerful computers become available, they can play an important role in physics instruction by coaching students to develop good problem-solving skills. Building on previous research on the teaching of problem solving and on computer-student interactions, we are designing computer tutorials that provide students with guided practice in solving problems. We will present a prototype of such a tutorial along with students reactions to it and discuss some of the design issues identified. Footnotes: None spacer

BQ04: Learning and Knowledge Transfer Between Tutorial and Related Problems spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (79 of 337) [7/30/2004 8:38:17 AM] American Association of Physics Teachers

Location: Union Hinde Auditorium Date: Monday, Aug. 2 Time: 2:15 p.m. Author: David Pritchard, Massachusetts Institute of Tech. 617-253-6812, [email protected] Co-Author(s): Elsa-Sofia Morote, Rasil Warnakulasooriya Abstract: We compare two equally skilled groups who solve pairs of tutorial and related problems in introductory mechanics at MIT using the web- based tutor, myCyberTutor. The two groups solve the problems in reverse order with respect to each other. The group that solves the tutorials first experiences twice as large a reduction in difficulty per unit of time spent on the tutorial problem as the other group experiences on the tutorial due to solving the related problem first. The time to completion graphs provides confirmatory analysis - preparatory problems reduce the time necessary to solve the following problem, particularly when there is an insightful short method to solution. We conclude that learning and knowledge transfer is better facilitated through deductive pedagogy (tutorial, then related problem) than by inductive pedagogy (related problem, then tutorial). We argue that this results from transfer of schema, and note that our work does not address its permanence. Footnotes: None spacer

BQ05: Insight from Time for Completion Curves spacer Location: Union Hinde Auditorium Date: Monday, Aug. 2 Time: 2:30 p.m. Author: Rasil Warnakulasooriya, Massachusetts Institute of Tech. 617-452-5092, [email protected] Co-Author(s): David E. Pritchard Abstract: The curve relating the fraction of students who finish a problem to the log of the time to completion (item response curve) reveals a great deal about the interaction of students with that problem. We show that for multi-part introductory problems, the central part of these curves is nearly an error function, corresponding fairly closely to the integral of the log normal distribution expected for item response curves. We argue that the excess early finishers are predominately students solving the problem by insight or mapping from an earlier result. We suggest that late students include both those who get help before the problem is due and those who finish in-the-course of reviewing for tests. The results can also be looked at closely in terms of the specific features of a preceding problem that help students answer the subsequent problem(s) shedding light into what may have been transferred. Footnotes: None spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (80 of 337) [7/30/2004 8:38:17 AM] American Association of Physics Teachers

BQ06: Procedural and Conceptual Understanding of Electricity Phenomena by Non-Science Majors spacer Location: Union Hinde Auditorium Date: Monday, Aug. 2 Time: 2:45 p.m. Author: Milijana Suskavcevic, Univ. of Texas, El Paso 915-747-7549, [email protected] Co-Author(s): Sally Blake Abstract: Students' use of procedures to solve problems in physics versus their deeper conceptual understanding of physics topics guided the development of this study. The non-science majors who take physical science course were assigned homework problems that reinforce their use of either procedural or conceptual problem solving techniques. Correlations between students' homework performance using the two distinct problem solving styles and their performance on the content tests in electrostatics and electric circuits will be presented. Footnotes: None spacer

BQ07: Implementing Effective Model-Based Instruction spacer Location: Union Hinde Auditorium Date: Monday, Aug. 2 Time: 3:00 p.m. Author: Patrick Hession, Univ. of California, Davis 530-754-8697, [email protected] Co-Author(s): None Abstract: We are in a continuing process of reforming the introductory physics course for biological science majors based on the results of educational research. One approach to the challenge of improving student analytical thinking is to organize course content and presentation around models. Models are arguably the principal product and methodology of science and are useful for answering questions, because they exclude extraneous issues and have a simplified internal logic. We have discovered that in spite of organizing the course around models, and directly teaching students how to use models, most tend to fall back into old habits of answering questions by, for example, grabbing the first apparently relevant equation and plugging in values. To reach our goals, we now believe it is necessary to modify the way we ask questions so that students cannot avoid explicitly using the model. We give examples of this approach. Footnotes: *Sponsored by Wendell Potter. spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (81 of 337) [7/30/2004 8:38:17 AM] American Association of Physics Teachers

BQ08: Diagnosing Treatments: Evaluating Options for Combating Post-Exam Syndrome spacer Location: Union Hinde Auditorium Date: Monday, Aug. 2 Time: 3:15 p.m. Author: Kathleen Harper The Ohio State Univ., Faculty and TA Development 614-292-3644, [email protected] Co-Author(s): Matt Finnerty, Robert W. Brown Abstract: Previously, we described exam correction assignments to assist students in using midterms as a learning tool.1 Preliminary results suggested that student learning resulted. These new studies strive to answer several subsequent questions: Does learning result from the nature of the assignment, or from the students simply putting in additional time with the material? Does working additional problems on a topic post-exam impact student learning of the topic? Does the way in which instructors present and/or explain the exam-correction steps have an impact on learning? In the primary study, four parallel sections of a large course, after receiving back their graded exams, either did exam corrections, worked problems similar to the exam, or worked problems on new material. All took a follow-up test on the same topics as the initial test. The results from this study, and their implications for the issues described above, will be discussed. Footnotes: 1. K. A. Harper & R. W. Brown, "A Treatment for Post-Exam Syndrome," 128th AAPT National Meeting (2004). spacer

BR: Incorporating Human-Performance Activities and Sports in Introductory Physics Courses spacer Location: Union Orchard Suite Date: Monday, Aug. 2 Time: 3:30 p.m.-5:30 p.m. Presider: Carolyn Haas, Salem Comm. College 856-351-2667, [email protected] Co- None Presiders(s): Equipment: Computer projection (no computer -- must bring own laptop), Overhead projector, screen spacer

BR01: Headers, Wheelies, and More Bicycle Physics spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (82 of 337) [7/30/2004 8:38:17 AM] American Association of Physics Teachers

Location: Union Orchard Suite Date: Monday, Aug. 2 Time: 3:30 p.m. Author: Invited - William Wehrbein, Nebraska Wesleyan Univ. 402-465-2247, [email protected] Co-Author(s): None Abstract: Most people, regardless of gender, geographical location, or economic status, have ridden a bicycle. The rider of a bicycle has concrete experiences of such concepts as velocity, acceleration, forces (gravitational, frictional, drag, and muscle force), mass, momentum, work, energy, power, torque, moment of inertia, and angular momentum, as well as engineering design, strength of materials, and ergometric considerations of the proper interaction between human body and machine. As an example, we will use basic physics to explore theoretically the conditions required to "pop a wheelie" or avoid a "header." In addition, some old and new resources for introducing the bicycle into the physics curriculum will be briefly reviewed. Footnotes: None spacer

BR02: Diving into Physics spacer Location: Union Orchard Suite Date: Monday, Aug. 2 Time: 4:00 p.m. Author: Invited - Gregory S. Mulder, Linn-Benton Comm. College 541-917-4744, [email protected] Co-Author(s): None Abstract: In my classes, I assign a variety of group projects in which students are asked to create an experiment, collect data and present results to the class. In this presentation, I briefly describe three sports-related projects that my students often take part in: 1. underwater physics--in this activity, students are first trained to use SCUBA gear and then perform one of several underwater experiments of their own design; 2. the physics of snowboarding--there are all sorts of things students can do with sensors, cameras, snow and boards; and 3. the physics of falling--in this activity, students jump out of airplanes and get a surprising amount of data. Footnotes: None spacer

BR03: Physics and the History of Bicycles spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (83 of 337) [7/30/2004 8:38:17 AM] American Association of Physics Teachers

Location: Union Orchard Suite Date: Monday, Aug. 2 Time: 4:30 p.m. Author: Invited - Dean Zollman, Kansas State Univ. 785-532-1619, [email protected] Co-Author(s): None Abstract: The forerunner of the bicycle, the Draisienne, was patented in 1818. For about 75 years a variety of frames, drives, wheels, and suspensions were developed. Yet by 1897 when a group of African- American soldiers tested the military value of the bicycle in a 2200- mile trip, their bicycles looked remarkably like today's bikes. The applications of physics are evident in the evolution from the Draisienne to today's diamond-shaped frame. One might conclude that the diamond frame is the ideal scientific design. Archibald Sharp said as much in 1896. Yet, aerodynamic considerations can lead one to an alternative - the recumbent. However, the application of physics to technological advances is seldom independent of socio-political interactions. In 1934 the Union Cycliste Internationale banned recumbent bicycles from competition. This action limited bicycle design for 50 years. Thus, the history of the bicycle makes an excellent vehicle for teaching physics and its application in social contexts. Footnotes: None spacer

BR04: VideoPoint Analysis of Bicycle Gear Ratios spacer Location: Union Orchard Suite Date: Monday, Aug. 2 Time: 5:00 p.m. Author: Invited - Chuck Stone, North Carolina A&T State Univ. 336-334-7646, [email protected] Co-Author(s): None Abstract: VideoPoint is a video analysis software package for Macintosh and Windows based computers that allows one to collect position and time data from digital video images in the form of "video points." This presentation will describe a VideoPoint project that investigates how a bicycle's speed depends on the pedaling gear. The gear ratio dictates how much power a cyclist can transmit to the rear wheel of a bike. Two different methods will be used to measure gear ratios. The first method determines the gear ratio by simply counting the number of teeth on the driver and driven gears. The second method determines the gear ratio by using VideoPoint to measure the angular speeds of the pedals and rear wheel. Both methods yield consistent results. The extensive use of technological tools, computer software, and data analysis routines makes this project a viable activity for undergraduate physics students. Footnotes: None spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (84 of 337) [7/30/2004 8:38:17 AM] American Association of Physics Teachers

BS: Cognitive Issues in PER spacer Location: Union Ballroom I Date: Monday, Aug. 2 Time: 3:30 p.m.-5:30 p.m. Presider: Jeffery Saul, Univ. of Central Florida 407-823-6597, [email protected] Co- None Presiders(s): Equipment: Computer projection (no computer -- must bring own laptop), Overhead projector, screen spacer

BS01: Problem Solving, Scaffolding and Learning spacer Location: Union Ballroom I Date: Monday, Aug. 2 Time: 3:30 p.m. Author: Invited - Chandralekha Singh, Univ. of Pittsburgh 412-624-9045, [email protected] Co-Author(s): None Abstract: One finding of cognitive research is that people do not automatically acquire usable knowledge by spending lots of time on task. Because students' knowledge hierarchy is more fragmented, "knowledge chunks" are smaller than that of experts. The limited capacity of short term memory makes the cognitive load high during problem solving tasks, leaving few cognitive resources available for meta-cognition. The abstract nature of the laws of physics and the chain of reasoning required to draw meaningful inferences makes these issues critical. Scaffolding can reduce cognitive load for students, and provide opportunities for metacognition. In order to provide optimal scaffolding, it is crucial to consider the difficulty of a problem from the perspective of students. The perceived difficulty of a problem depends strongly on the familiarity and intuition one has developed about it. I will discuss these issues by drawing on examples from research. Footnotes: None spacer

BS02: How Might Cognitive Science Inform Physics Education Research? spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (85 of 337) [7/30/2004 8:38:17 AM] American Association of Physics Teachers

Location: Union Ballroom I Date: Monday, Aug. 2 Time: 4:00 p.m. Author: Invited - Robert J. Dufresne, Univ. of Massachusetts 413-545-2140, [email protected] Co-Author(s): None Abstract: Cognitive science attempts to understand the processes of the mind, such as perception, memory, awareness, judgment, and reasoning. Cognitive science differentiates itself from classical psychology through its use of models of mental processes to explain behavior in response to context. Modern cognitive science is multidisciplinary in nature and to date remains quite far from anything approaching a unified perspective concerning the functioning of the mind. PER as a discipline attempts to address practical problems in physics education, focusing on learning difficulties and the need of the physics teaching community for improved curricula and teaching methodologies. In my talk, I will use the context of a study of student's judgments of motion to consider how cognitive science might enhance PER. I will attempt to delineate the complexity of the problem PER addresses and explain why I believe cognitive science is essential for success of the PER endeavor. Footnotes: None spacer

BS03: Resources, Framing, and Transfer* spacer Location: Union Ballroom I Date: Monday, Aug. 2 Time: 4:30 p.m. Author: Invited - David Hammer, Univ. of Maryland, College Park 301-405-8188, [email protected] Co-Author(s): Andrew Elby, Rachel Scherr, Edward F. Redish Abstract: Education researchers have long debated to what extent learners can be expected to "transfer" knowledge they acquire or develop in one context to another. Early arguments, for example, concerned whether learning Latin trains minds for other subjects; of course we might ask the same question about learning physics. The topic remains controversial with respect to whether transfer is rare or ubiquitous, how precisely to define the term, how (and whether) students can be taught to transfer. In our work we often focus on whether and how students apply what they learn in new contexts. But we do not speak in terms of "transfer." We speak, rather, in terms of activating resources and locally coherent frames. This talk reviews arguments that a resources-based perspective provides a more firm and generative basis for research than the notion of transfer. Footnotes: *Supported in part by NSF grant #REC-0087519. spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (86 of 337) [7/30/2004 8:38:17 AM] American Association of Physics Teachers

BS04: Using Learning Theories to Model Students' Conceptual Changes spacer Location: Union Ballroom I Date: Monday, Aug. 2 Time: 5:00 p.m. Author: Invited - Michael Wittmann, Univ. of Maine 207-581-1237, [email protected] Co-Author(s): None Abstract: The explosion of data from careful observations of student learning in the past decade allows for (and asks for) organization and summary. The results should be both generally descriptive and specifically predictive. Researchers in the cognitive and learning sciences have done much work of use to the PER community. In this talk, I extend the "resources"1 and "coordination classes"2 model to describe several different types of conceptual change3, 4 that have been observed in the classroom and described in the literature.5, 6 I use the extended coordination class model to summarize work done by others in PER and make several predictions that may lead to further avenues for research. Throughout, I emphasize the incompleteness of the models and the need for further discussion and refinement of our theoretical thinking. Footnotes: 1. Hammer, D., "Student resources for learning introductory physics" Am. J. Phys., 67 (Physics Education Research Supplement), S45- S50, (2000). 2. diSessa, A. A., and Sherin, B. L., "What changes in conceptual change," International Journal of Science Education, 20, 10, 1155-1191, (1998). 3. Posner, G. J., Strike, K. A., Hewson, P. W., and Gertzog, W. A., "Accommodation of a scientific conception: Toward a theory of conceptual change." Science Education, 66, 2, 211-227, (1982). 4. Strike, K. A., and Posner, G. J. (1992). A revisionist theory of conceptual change. In R. A. Duschl & R. J. Hmailton (Eds.), Philosophy of Science, Cognitive Psychology, and Educational Theory and Practice (pp. 147-176). Albany: State University of New York Press. 5. Demastes, S., Good, R. , Peebles, P., " Patterns of conceptual change in evolution," Journal of Research in Science Teaching, 33, 4, 407-431, (1996). 6. Limón, M., "On the cognitive conflict as an instructional strategy for conceptual change: a critical appraisal." Learning and Instruction, 11, 357-380, (2001). spacer

BT: Twentieth Century Appletrees spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (87 of 337) [7/30/2004 8:38:18 AM] American Association of Physics Teachers

Location: Union Hinde Auditorium Date: Monday, Aug. 2 Time: 3:30 p.m.-6:00 p.m. Presider: Mark Lattery, Univ. of Wisconsin 920-424-4433, [email protected] Co- None Presiders(s): Equipment: Computer projection (no computer -- must bring own laptop), Overhead projector, screen spacer

BT01: High Energy Physics in Chicago - The Fermi Years spacer Location: Union Hinde Auditorium Date: Monday, Aug. 2 Time: 3:30 p.m. Author: Invited - Gaurang Yodh, Univ. of California 949-824-6660, [email protected] Co-Author(s): None Abstract: At the end of World War II, University of Chicago attracted two Nobel Prize winners, Enrico Fermi and Harold Urey to embark upon a new era of research in Physical Sciences. They brought with them an extraordinary group of talented younger scientists to make Chicago one of the most exciting centers for research into high energy physics. I had the privilege to work in Fermi's group which discovered of the first nucleon excited state, the Delta pion-nucleon resonance. The "students" included Owen Chamberlin, Jack Steinberger, T.D.Lee, C.N. Yang, Jerome Friedman and Jim Cronin who made seminal contributions to the field of high energy physics and received Nobel recognition. I will highlight the excitement and research of those years and the unique role of Fermi in Chicago. Footnotes: None spacer

BT02: Owen Chamberlain: Experiments Among the Proto-Optometrists spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (88 of 337) [7/30/2004 8:38:18 AM] American Association of Physics Teachers

Location: Union Hinde Auditorium Date: Monday, Aug. 2 Time: 4:00 p.m. Author: Invited - Andrew Harris, Univ. of Maryland 301-405-7531, [email protected] Co-Author(s): None Abstract: As a young graduate student in the early 1980s, I received an assignment to be Owen Chamberlain's teaching assistant for the "Optics for Optometry" course. It was a delightful experience. We met weekly to set up the experiments. While we did, Chamberlain cheerfully related stories of his days as a graduate student and some of the informal physics experiments he and his colleagues made. I will do my best to relate his stories and to convey his satisfaction in simple, clear experiments as well. Footnotes: None spacer

BT03: Edward Purcell and Julian Schwinger: Great Physicists, Real People spacer Location: Union Hinde Auditorium Date: Monday, Aug. 2 Time: 4:30 p.m. Author: Invited - John Rigden, Washington Univ. in St. Louis 314-965-5512, [email protected] Co-Author(s): None Abstract: Edward M. Purcell and Julian Schwinger were outstanding physicists as well as fascinating individuals. Their greatness as physicists is a matter of public record. Regardless of their stature in physics, however, they can still exhibit personal misgivings as well as other down-to-Earth human qualities. On a few occasions, great physicists can also reveal unusual generosity. These human aspects, often unknown, are the subject of this talk. Footnotes: None spacer

BT04: Gamow and the Graduate Student (and Others I Have Known) spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (89 of 337) [7/30/2004 8:38:18 AM] American Association of Physics Teachers

Location: Union Hinde Auditorium Date: Monday, Aug. 2 Time: 5:00 p.m. Author: Invited - Virginia Trimble, Univ. of California 949-824-4156, [email protected] Co-Author(s): None Abstract: George Gamow has often, and rightly, been credited as the first person to take the early universe seriously as a topic of scientific inquiry. Just possibly, however, he did not take it quite seriously enough, as the headline story will indicate. The "others" include Carl Sagan and Richard Feynman, each of whom sometimes showed flashes of genuine human kindness that you might not guess existed from the biographies of them that have been published. Footnotes: None spacer

BT05: Encounters with Great Physicists spacer Location: Union Hinde Auditorium Date: Monday, Aug. 2 Time: 5:30 p.m. Author: Albert Bartlett, Univ. of Colorado, Boulder 303-443-0595, [email protected] Co-Author(s): None Abstract: There was a great concentration of famous physicists at the wartime Los Alamos Laboratories. I will recount experiences and stories involving Niels Bohr, Enrico Fermi, Richard Feynman, Edward Teller, and the Japanese balloon bomb. Footnotes: None spacer

BT06: Millikan's Minute Mistake: An Historical Account of a Subtle Systematic Error spacer Location: Union Hinde Auditorium Date: Monday, Aug. 2 Time: 5:45 p.m. Author: J. Terrence Klopcic, Kenyon College 740-427-5364, [email protected] Co-Author(s): None

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (90 of 337) [7/30/2004 8:38:18 AM] American Association of Physics Teachers

Abstract: In the 1930s, there were two methods for determining the charge of the electron: Millikan's definitive technique by which he measured the forces on charged oil drops and the inference of the electron charge via precision measurements of Avogadro's number and the Faraday. And they disagreed outside of their assigned margins of uncertainty. This presentation will set the broad background before quantitatively analyzing the tiny effect that accounts for the discrepancy between the two methods of electron charge measurement. Ironically, the discussion underscores the marvelous perception and meticulous care of the great scientist as well as the intricate complexity in the world of physics. This talk is based on a presentation recently given by Kenyon Emeritus Professor Franklin Miller, himself the 1970 recipient of AAPT's prestigious Millikan Award. Footnotes: None spacer

BU: Integrating Astronomy into the Physics Curriculum spacer Location: Amador 153 Date: Monday, Aug. 2 Time: 3:30 p.m.-5:45 p.m. Presider: Michelle Larson, Montana Space Grant Consortium 406-994-6172, [email protected] Co- None Presiders(s): Equipment: Computer projection (no computer -- must bring own laptop), Overhead projector, screen spacer

BU01: Astronomy as a Unifying Theme for Building a Physics Curriculum spacer Location: Amador 153 Date: Monday, Aug. 2 Time: 3:30 p.m. Author: Invited - Doug Lombardi Univ. of Arizona, Lunar and Planetary Laboratory 520-626-8973, [email protected] Co-Author(s): Timothy F. Slater, Edward E. Prather

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (91 of 337) [7/30/2004 8:38:18 AM] American Association of Physics Teachers

Abstract: Many students enter your physics classroom curious about the universe and astronomy, providing a stimulating setting for engaging students. A primary goal of high school physics is developing understanding of physics concepts and applying these concepts to solve problems. Also, we believe students should experience ideas about matter and energy fostering an appreciation for the nature universe. Both of these goals can be successfully achieved by using astronomy as a vehicle to motivate students, where instead of simply injecting astronomical examples into a class, the entire physics course is designed using astronomy as a unifying theme. This course would review basic mathematical principles simultaneously with cosmology, as well as teaching waves and the electromagnetic spectrum using space telescope observations, fundamental forces in conjunction with stellar cycles, Newton's Laws of Motion through space exploration, position, velocity, acceleration via comets, momentum and impulse alongside asteroid impacts, and vectors via lunar cycles. Footnotes: None spacer

BU02: Supplementing the Physics Curriculum with Astronomy Examples spacer Location: Amador 153 Date: Monday, Aug. 2 Time: 4:00 p.m. Author: Invited - Timothy Slater, Univ. of Arizona 520-621-7096, [email protected] Co-Author(s): Doug Lombardi, Edward E. Prather Abstract: Recent discoveries are putting the cosmos on the front page. Students are constantly bombarded by the media with the latest images, findings, and advances in space science and astronomy. However, few high school curricula provide a meaningful context for students to make sense of these recent findings and ideas. High school earth science courses in particular are rare and those that do exist rarely include a significant astronomy component. As a result, one wonders if there might be a place within high school physics courses for astronomy. One approach, of several, is to significantly enhance the high school physics course by injecting astronomical phenomena as illustrative examples of topics commonly covered in physics classes. These ideas include discussing stellar evolution in the context of conservation of energy, galaxy rotation rates and rotational motion, planetary orbits and angular momentum, and the decrease in star light intensity with density. Footnotes: None spacer

BU03: Conducting Mini Researches in Physics Using the Internet* spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (92 of 337) [7/30/2004 8:38:18 AM] American Association of Physics Teachers

Location: Amador 153 Date: Monday, Aug. 2 Time: 4:30 p.m. Author: David Pundak, Ort Braude College 011-972-4-6653748, [email protected] Co-Author(s): Shmaryahu Rozner, Arie Maharshak Abstract: The article discusses the possibility of using professional information resources on the Internet so that students can conduct mini researches. Many students view physics as a complex model of reality. With the aim of bringing them closer to the understanding of physics, students were offered to conduct projects based on data collected by teams activating advanced scientific instruments. The college team developed a process with a number of phases: choosing a topic, creating a scientific background, articulating a project proposal, focusing on a specific research question, raising hypothesizes, becoming acquainted with the data base, and so on. Students conducted projects on assorted subjects in astronomy, such as: "From a Solar Storm on the Sun to a Magnetic Storm" or "Information about the Colors of Star." In the website that was designed for this purpose there are about 30 such proposals. Our lecture will report on the success and difficulties in conducting this project.1 Footnotes: *Thanks for "Blossoms of Science" team, in Jordan Valley College. 1. See the Astrotop website at http://www2.yarden.ac.il/bloss/astrotop spacer

BU04: SPECTRA Teachers Workshops spacer Location: Amador 153 Date: Monday, Aug. 2 Time: 4:45 p.m. Author: Sarah Johnson, Univ. of La Verne 909-593-3511, ext. 4432, [email protected] Co-Author(s): David Chappell Abstract: During the summers of 2003 and 2004, the University of La Verne in collaboration with Jet Propulsion Laboratory offered three weeklong SPECTRA (Space telescope Educational Collaboration introducing Teachers to Research in Astronomy) Teachers' Workshops.1 The main focus of these workshops was to introduce local high school physics and physical science teachers to current research topics in astronomy and teach them how to incorporate the Hubble Space Telescope into their curricula. Hands-on activities using real HST data were created for these workshops, with an emphasis on using astronomy to teach physics concepts. In addition to the workshops, a SPECTRA web site was created as a resource for secondary teachers. We will describe the philosophy, format and contents of the workshops and elaborate on our experiences during their planning and execution. The feedback we received from the teachers who participated will also be discussed.

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (93 of 337) [7/30/2004 8:38:18 AM] American Association of Physics Teachers

Footnotes: 1. See http://www.ulv.edu/~natsci/physics/workshops/index.shtml spacer

BU05: Using Digital Image Analysis to Teach Parallax spacer Location: Amador 153 Date: Monday, Aug. 2 Time: 5:00 p.m. Author: Jeff Adkins, Deer Valley H.S. ESPACE Academy 925-777-0932, [email protected] Co-Author(s): None Abstract: Parallax is often given short shrift even in astronomy classes because of the difficulty of measuring original parallaxes of stars. Three parallax activities will be demonstrated and materials shared. The first is an activity developed by Jeff Adkins for his high school astronomy classes, using straightforward geometry to determine the distance to a flagpole across campus through the analysis of digital images. The second is a report on the status of a project we have been working on to determine the distance to the moon using parallax obtained through simultaneous photography from both coasts of the United States. Footnotes: None spacer

BU06: Huge Black Holes: Measuring the Monster in the Middle spacer Location: Amador 153 Date: Monday, Aug. 2 Time: 5:15 p.m. Author: Sarah Silva, Sonoma State Univ., NASA E/PO 707-664-2244, [email protected] Co-Author(s): Lynn Cominsky, Phil Plait Abstract: The NASA Education and Public Outreach Group at Sonoma State University has developed this exciting series of three hands-on, inquiry-based activities to use in your physical science or mathematics classroom. These standards-based activities use various properties of black holes in distant galaxies to engage your students. Build a model of a black hole and learn why it is so difficult for scientists to study them; view a black hole from different distances using a free classroom poster and see how changes in the light from a black hole can be used to measure its size. Free NASA materials! Footnotes: None spacer

BU07: Nature's Second Biggest Bangs: The Gamma-Ray Burst Zoo spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (94 of 337) [7/30/2004 8:38:18 AM] American Association of Physics Teachers

Location: Amador 153 Date: Monday, Aug. 2 Time: 5:30 p.m. Author: Philip Plait, Sonoma State Univ., NASA E/PO Group 707-664-2190, [email protected] Co-Author(s): Sarah Silva, Tim Graves, Lynn Cominsky Abstract: The NASA Education and Public Outreach Group1 at Sonoma State University has developed an exciting series of four hands-on, inquiry- based activities to use in your physical science or mathematics classroom. These standards-based activities are based on gamma- ray bursts, mysterious astronomical explosions of unimaginable energy which have perplexed astronomers for 40 years. In these activities, students will use various properties of cosmic bursts to sort them into different categories; use basic geometry to determine the direction to a burst; use the burst locations in the sky to deduce their distance; and learn about how these objects focus their energy into tight beams. These activities are cross-disciplinary, fulfill requirements of many science and math standards, and they're fun for your students. Receive free NASA materials! Footnotes: *Sponsored by Lynn Cominsky. 1. See http://epo.sonoma.edu spacer

BV: Student Concepts in Astronomy spacer Location: Mendocino 1003 Date: Monday, Aug. 2 Time: 4:00 p.m.-5:00 p.m. Presider: Ray Polomski, Dumont H.S. 201-387-3098, [email protected] Co- None Presiders(s): Equipment: Computer projection (no computer -- must bring own laptop), Overhead projector, screen spacer

BV01: The Effect of WebAssign in an Introductory Astronomy Course spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (95 of 337) [7/30/2004 8:38:18 AM] American Association of Physics Teachers

Location: Mendocino 1003 Date: Monday, Aug. 2 Time: 4:00 p.m. Author: Rhett Allain, Southeastern Louisiana Univ. 985-549-2894, [email protected] Co-Author(s): None Abstract: This project aims to examine the effectiveness of using WebAssign1 in the delivery of homework in an introductory astronomy course at Southeastern Louisiana University. A previous study2 has compared a physics course using WebAssign to a course that uses graded paper homework. In this study, we are comparing the use of WebAssign to assigned, but not graded, homework. Results will be evaluated by comparing conceptual gains on the Astronomy Diagnostic Test, results of common exams and surveys. Footnotes: 1. http://webassign.net 2. S. Bonham, R. Beichner, D. Deardorff, "Online Homework: Does It Make a Difference?" Phys. Teach, 39, 293-296, (May 2001). spacer

BV02: Identifying Student Concepts of "Gravity" spacer Location: Mendocino 1003 Date: Monday, Aug. 2 Time: 4:15 p.m. Author: Roger Feeley, The Univ. of Maine 207-581-3410, [email protected] Co-Author(s): John R. Thompson, Michael C. Wittmann Abstract: We have investigated student concepts of "gravity" among non- science majors, pre-service K-12 teachers, and high school students. Both interview and survey questions were developed or modified from those in the literature.1,2,3 Students were questioned on their reasoning about the behavior of objects on the surface of a planetary body (e.g., the Earth or the moon) and the causes of this behavior. Results will be presented indicating that the survey successfully elicited student difficulties with various aspects of gravity, including the tendency to attribute gravity to the presence of an atmosphere, and to dissociate the concepts of gravity and weight. Footnotes: 1. V. Bar, B. Zinn, R. Goldmuntz, and C. Sneider, (1994), "Children's concepts about weight and free fall," Science Education, 78 (2), 149- 169. 2. T. Berg and W. Brouwer, (1991), "Teacher awareness of student alternate conceptions about rotational motion and gravity," Journal of Research in Science Teaching, 28 (1), 3-18. 3. J. Dostal and D. Meltzer, "Student concepts of gravity in introductory astronomy and physics courses," Announcer 30 (2), 88, (2000). spacer

BV03: Uncovering Students' Conceptual Hierarchy of Lunar Phases Using IRT spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (96 of 337) [7/30/2004 8:38:18 AM] American Association of Physics Teachers

Location: Mendocino 1003 Date: Monday, Aug. 2 Time: 4:30 p.m. Author: Aaron Hines, Southern Illinois Univ. Edwardsville 618-650-3342, [email protected] Co-Author(s): Rebecca Lindell Abstract: According to cognitive theory, to encourage the development of a scientific understanding, instructors need to be able determine if their students have a mental model of phenomena, how deeply rooted these mental models are and how structured they are. The majority of research to date has focused on the different mental models of specific phenomena, as well as how deeply rooted these mental models are. In this research project we utilized data obtained from the national field test of the Lunar Phases Concept Inventory (LPCI) to determine the conceptual hierarchy of the concept of lunar phases by employing the psychometric theory of item response. Item response theory (IRT) looks for patterns of item response based upon underlying latent traits typically total score. Rather than use the typical total score to estimate the latent trait, this research utilized the understanding of the different dimensions of lunar phases as the latent trait. Footnotes: *Sponsored by Rebecca Lindell. spacer

BV04: The Effectiveness of Different Instructional Types at Teaching Lunar Phases spacer Location: Mendocino 1003 Date: Monday, Aug. 2 Time: 4:45 p.m. Author: Rebecca Lindell, Southern Illinois Univ., Edwardsville 618-650-2934, [email protected] Co-Author(s): Steven Sommer Abstract: There has been a huge debate among astronomy instructors and Astronomy Education Research on the most effective way to teach the difficult concept of lunar phases. In this talk, we will present research comparing pre and post-test data obtained from the national field test of the Lunar Phases Concept Inventory (LPCI) to determine the different instructional types' effectiveness at teaching the eight different conceptual dimensions measured with the LPCI: phase period, orbital period, motion of the moon, orbital direction, effect of location on observed phase, Earth-Moon-Sun positions and observed phase, cause of lunar phases and relationship between phase, location in the sky and time of observation. For this comparison, the normalized gains, the effect sizes and the results from model analysis were calculated. Our results show that active learning techniques are much more effective at teaching the concept of lunar phases than traditional instruction. Footnotes: None spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (97 of 337) [7/30/2004 8:38:18 AM] American Association of Physics Teachers

BW: From Kauai to Pluto: the Physics of Sailing and How to Teach It spacer Location: Union Foothill Suite Date: Monday, Aug. 2 Time: 4:00 p.m.-5:30 p.m. Presider: Isidoros Doxas, Univ. of Colorado 303-492-7988, [email protected] Co- None Presiders(s): Equipment: Computer projection (no computer -- must bring own laptop), Overhead projector, screen spacer

BW01: The Physics of Terrestrial Sail Design spacer Location: Union Foothill Suite Date: Monday, Aug. 2 Time: 4:00 p.m. Author: Invited - Kame Richards, Pineapple Sails 510-522-2200, [email protected] Co-Author(s): None Abstract: Sail shapes and sail sizes are dependent on the conditions in which the sail will be used. Wind strength and wind angle are the biggest factors. But after designing and manufacturing a given shape, when the sail is expose to wind, there are stresses in the sail cloth which change its shape, and stresses in the sailboat mast and rigging which also change the sail's shape. This talk will cover the dimensioning of sails, characteristics of sail materials and the deformation of sailboat rigs and hulls. Footnotes: None spacer

BW02: Physics Education Research in Fluid Dynamics spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (98 of 337) [7/30/2004 8:38:18 AM] American Association of Physics Teachers

Location: Union Foothill Suite Date: Monday, Aug. 2 Time: 4:30 p.m. Author: Invited - Beth Ann Thacker, Texas Tech. Univ. 806-742-2996, [email protected] Co-Author(s): David Lamp Abstract: We present the results of a study of students' understanding of fluid dynamics at the introductory level. We interviewed students' in a new introductory algebra-based curriculum, taught in a hand's-on, laboratory environment, on their understanding of fluid dynamics before and after a unit on fluids. We analyzed the models they used to explain physical phenomena. We report on their construction of models before and after instruction. Footnotes: None spacer

BW03: Solar Sailing spacer Location: Union Foothill Suite Date: Monday, Aug. 2 Time: 5:00 p.m. Author: Invited - Benjamin L. Diedrich National Oceanic and Atmospheric Administration 301-713-2789 x150, [email protected] Co-Author(s): None Abstract: Solar sails are large, lightweight mirrors that propel a spacecraft by momentum from sunlight. Momentum is transferred by both the incident and reflected sunlight. The sum of these two forces is perpendicular to the sail surface if it is perfectly reflective. Directing a component of the force with or against the orbital velocity allows a sail to spiral away from or towards the sun. The constant thrust can also be used to "hover" in space near the Earth for a variety of applications. Several government and private groups are developing the technology and planning test flight over the next several years. Footnotes: None spacer

BX: Crackerbarrel on Physics First Implementation spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (99 of 337) [7/30/2004 8:38:18 AM] American Association of Physics Teachers

Location: Union Summit Date: Monday, Aug. 2 Time: 4:00 p.m.-5:00 p.m. Presider: Lila Adair, Piedmont College 770-266-6168, [email protected] Co- None Presiders(s): Equipment: None spacer

BY: Crackerbarrel on New Faculty Challenges spacer Location: Amador 150 Date: Monday, Aug. 2 Time: 4:00 p.m.-5:30 p.m. Presider: Kenneth Krane, Oregon State Univ. 541-737-1692, [email protected] Co- None Presiders(s): Equipment: None spacer

BZ: Crackerbarrel on What You Can Do for the 2005 World Year of Physics spacer Location: Riverside 1015 Date: Monday, Aug. 2 Time: 4:00 p.m.-5:30 p.m. Presider: Matt Briggs, Los Alamos National Lab 505-661-4001, [email protected] Co- None Presiders(s): Equipment: None spacer

BZA: Innovative Laboratory Environments for Algebra-Based Physics spacer Location: Mendocino 1005 Date: Monday, Aug. 2 Time: 4:00 p.m.-5:00 p.m. Author: TBA Co-Author(s): None Abstract: None spacer

BZA01: ISLE Labs in Large Introductory Physics Course for Science Majors*

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (100 of 337) [7/30/2004 8:38:18 AM] American Association of Physics Teachers

spacer Location: Mendocino 1005 Date: Monday, Aug. 2 Time: 4:00 p.m. Author: Invited - Marina Milner-Bolotin, Univ. of British Columbia 604-221-2467, [email protected] Co-Author(s): None Abstract: PER Group at Rutgers University develops, implements, and evaluates the Investigative Science Learning Environment (ISLE) in large introductory algebra-based physics courses. Physics labs play an important role in this process. In ISLE-based labs, students choose the topic of investigation, make observations, come up with multiple explanations, verify their hypothesis by conducting testing experiments, and finally, present and defend their work in exit interviews. Twice during the semester, students take a practical hands-on lab exam, which tests not only their understanding of the past work, but their ability to come up with original ideas, evaluate experiments of others, and apply their knowledge to everyday life. In this talk we will describe the ISLE-based labs in detail and report on the ways of assessing student skills targeted by these labs. Impact on student problem solving skills, their interest in physics study, and issues of teacher (TA) training will be also addressed.1,2 Footnotes: *Supported by NSF grant #DUE-0241078 and #DUE-0336713. 1. Etkina, E. & Van Heuvelen, A. (2001). Investigative Science Learning Environment: Using the processes of science and cognitive strategies to learn physics. Proceedings of the 2001 Physics Education Research Conference. Rochester, NY, 17-21. 2. Physics for the Sciences web site: http://www.physics.rutgers.edu/ugrad/193/labs.html and http://www.physics.rutgers.edu/ugrad/194/labs.html spacer

BZA02: Humanized Physics - A Lens To Focus On Algebra-Based Physics Laboratories* spacer Location: Mendocino 1005 Date: Monday, Aug. 2 Time: 4:00 p.m. Author: Invited - Robert G. Fuller, Univ. of Nebraska, Lincoln 402-472-2790, [email protected] Co-Author(s): Nancy Beverly, Christopher Wentworth & Mark Plano Clark, Beth Ann Thacker, Vicki L. Plano Clark

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (101 of 337) [7/30/2004 8:38:18 AM] American Association of Physics Teachers

Abstract: Research has shown that knowledge transfer is extremely difficult and our traditional mode of thinking-"we just teach students the basic principles of physics and then they can apply those principles when they get on the job years later" is NOT research based. People make mental connections more easily if the knowledge is in a context they have seen before. Hence, the core belief of the Humanized Physics Project (HPP) is that the human applications are at the core of the course, not just something pasted on top of the basic physics. Hence the HPP is a new "lens" through which we see physics. It changes our view of the physics and enables use to transform the traditional physics laboratories. This presentation will discuss the attributes of this "lens" and give specific examples of how it changes physics laboratory activities. Footnotes: *Supported in part by the NSF CCLI Program under grant #DUE00- 88712 and #DUE00-88780. spacer

BZA03: Activity Cycles: A Model for the Reformed Introductory Laboratory spacer Location: Mendocino 1005 Date: Monday, Aug. 2 Time: 4:30 p.m. Author: Invited - Charles De Leone, California State Univ., San Marcos 760-750-8074, [email protected] Co-Author(s): Wendell Potter Abstract: In the UC Davis reformed introductory physics course for students in the life sciences, the students spend five hours a week working in TA led cooperative groups in an active learning environment. The student's time in these discussion/laboratories is organized around a series of short linked activities cycles that are aimed at developing aspects of a students understanding of a physical model. These activity cycles involve elements of both traditional laboratory work and elements that you would not normally expect to find in traditional laboratories, such as groups presentations to the whole class and problem solving. In this talk we will discuss the specifics of the activity cycle approach, along with a look at what our studies of the reformed course over the past eight years have identified as some of the benefits and drawbacks of this approach. Footnotes: None spacer

CA: Teaching Thermal and Statistical Physics spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (102 of 337) [7/30/2004 8:38:18 AM] American Association of Physics Teachers

Location: Union Ballroom I Date: Tuesday, Aug. 3 Time: 7:30 a.m.-9:45 a.m. Presider: Paula Heron, Univ. of Washington 206-543-3894, [email protected] Co- None Presiders(s): Equipment: Computer projection (no computer -- must bring own laptop), Overhead projector, screen spacer

CA01: Student Understanding of the First and Second Laws of Thermodynamics spacer Location: Union Ballroom I Date: Tuesday, Aug. 3 Time: 7:30 a.m. Author: Invited - Christian Kautz, Technical Univ. Hamburg-Harburg 011-49-40-42878-4259, [email protected] Co-Author(s): None Abstract: To improve retention of students, the Technical University of Hamburg-Harburg (Germany) has begun an empirical research program on student learning in introductory engineering courses. As part of this study, we are investigating student understanding of various topics in thermodynamics, including the first and second laws and their application to heat engines and refrigerators using cyclic and flow processes. In this presentation, examples of student responses to qualitative and quantitative questions will be used to illustrate student difficulties relating general definitions and principles to specific processes and devices. Results from this study will be compared to those obtained in related studies in freshmen and sophomore physics courses at U.S. institutions. Footnotes: None spacer

CA02: Recent Developments in Teaching Statistical Physics spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (103 of 337) [7/30/2004 8:38:18 AM] American Association of Physics Teachers

Location: Union Ballroom I Date: Tuesday, Aug. 3 Time: 8:00 a.m. Author: Invited - Harvey Gould, Clark Univ. 508-793-7485, [email protected] Co-Author(s): Jan Tobochnik Abstract: Statistical and thermal physics has been a neglected area in the undergraduate physics curriculum until recently. However, this situation is changing due in part to the importance of statistical concepts in much of current physics research and related areas. This talk will describe some current efforts to develop curriculum materials and new textbooks for teaching topics in statistical and thermal physics, and the use of computer simulations to provide concrete models of thermal systems and concrete applications of abstract ideas such as thermal averages, entropy, probability distributions, and the density of states. Footnotes: None spacer

CA03: Using Molecular Models to Understand Macroscopic Thermal Phenomena spacer Location: Union Ballroom I Date: Tuesday, Aug. 3 Time: 8:30 a.m. Author: Invited - Priscilla Laws, Dickinson College 717-243-9525, [email protected] Co-Author(s): None Abstract: This talk will describe how the outcomes of physics education research have informed the development of three activity-based units on thermodynamics at the introductory level.1 A sequence of observations and activities will be described that are designed to help students enrich their understanding of how physicists can use model building to construct self-consistent models of physical reality. The observations and activities involve the use of computer-based laboratory measurements of macroscopic phenomena and digital video analysis of both real events and simulated microscopic events to help students understand the ideal gas law, the first law of thermodynamics, and heat engines. Footnotes: 1. P. Laws, Workshop Physics Activity Guide (Module 3, 2nd Edition), John Wiley and Sons, 2004. spacer

CA04: Students' Reasoning Regarding Fundamental Concepts in Thermodynamics: Implications for Instruction* spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (104 of 337) [7/30/2004 8:38:18 AM] American Association of Physics Teachers

Location: Union Ballroom I Date: Tuesday, Aug. 3 Time: 9:00 a.m. Author: Invited - David Meltzer, Iowa State Univ. 515-294-9358, [email protected] Co-Author(s): None Abstract: To aid in developing curricular materials for the introductory physics course, we have investigated students' reasoning regarding concepts in thermal physics. I will describe how students' difficulties with fundamental concepts such as heat, work, and the first law of thermodynamics present obstacles to learning more advanced topics. We found that responses to written questions were very consistent with results of detailed individual interviews, and suggested that most students seemed to acquire a reasonable grasp of the state-function concept. However, there was a widespread and persistent tendency to improperly over-generalize this concept to both work and heat. Most students interviewed thought that net work done and net heat absorbed by a system undergoing a cyclic process must be zero, while fewer than 20% were able to make effective use of the first law of thermodynamics even after instruction was completed. I will outline possible instructional strategies to address these issues. Footnotes: *Supported in part by NSF grant #DUE-9981140 and #REC-0206683. spacer

CA05: The Statistical Physics Laboratory spacer Location: Union Ballroom I Date: Tuesday, Aug. 3 Time: 9:30 a.m. Author: Jeffrey Prentis, Univ. of Michigan, Dearborn 313-593-5277, [email protected] Co-Author(s): None Abstract: A collection of squiggle balls provides a hands-on many-body system that can be used to design a complete package of laboratory experiments in statistical physics. The experiments are pure statistical mechanics - involving only mechanical measurements and statistical operations. There are no barometers, thermometers, or calorimeters. We use a "prob-ometer" to measure the probability of a state. The statistical patterns that weave through the mechanical data show how thermal order emerges from molecular chaos. Simple experiments are discussed such as pV diagram, Brownian motion, and polymer statistics. Deep principles are illustrated such as the fundamental postulate, the ergodic hypothesis, and the Boltzmann factor. Footnotes: None spacer

CB: Physics Teaching Around the World

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (105 of 337) [7/30/2004 8:38:18 AM] American Association of Physics Teachers

spacer Location: Union Summit Date: Tuesday, Aug. 3 Time: 7:30 a.m.-9:45 a.m. Presider: John Fitzgibbons, Syracuse Univ. 315-451-0854, [email protected] Co- None Presiders(s): Equipment: Computer projection (no computer -- must bring own laptop), Overhead projector, screen spacer

CB01: Work in Progress - Teaching Energy spacer Location: Union Summit Date: Tuesday, Aug. 3 Time: 7:30 a.m. Author: Invited - Gary Williams, Institute of Physics UK 011-44-0-1982-560678, [email protected] Co-Author(s): None Abstract: Do you want to engage your students more quickly when teaching energy? In this talk one of the authors of the paper "Another go at energy" published in the journal Physics Education, will describe a method for teaching the topic of energy. The method employed is a compromise between the ideal and the real. Extensive use of symbols and visual aids means that pupils can engage immediately without having to concentrate on learning the scientific vocabulary, this can come later. The symbols are used to build up chains that show how the energy is changed from one form into another. Those chains then spread into something resembling a Sankey diagram. The symbols have also been used to play games and examine the ways in which power stations work. The method is cheap, interactive and from the authors experience, effective. Footnotes: None spacer

CB02: Physics Education in Cuba spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (106 of 337) [7/30/2004 8:38:18 AM] American Association of Physics Teachers

Location: Union Summit Date: Tuesday, Aug. 3 Time: 8:00 a.m. Author: Invited - Diego de Jesus Ortega, Universidad Pedagogica de Matanzas 011-53-562-985-4848, [email protected] Co-Author(s): Simon George Abstract: This paper will present a historical background of physics education in Cuba, starting from the end of the 18th century. It will narrate the characteristics of education of physics inhigh schools.It will also describe the study of physics at the university, both at the undergraduate and the graduate levels. Footnotes: None spacer

CB03: First Year Physics and Experimental Seminar Course; Lund University, Sweden spacer Location: Union Summit Date: Tuesday, Aug. 3 Time: 8:30 a.m. Author: Invited - Per Olof Zetterberg, Lund Univ. 011-46-46-222-7725, [email protected] Co-Author(s): Stanley Micklavzina, Johan Zetterberg Abstract: In our program at Lund University the first year physics course is a one semester full time course. Advantages of this program will be discussed. The term concludes with an experimental seminar course that runs for seven days of full time work for the students. Here the students decide on an experimental topic and work in pairs coached by three instructors. In the course the students learn how to develop an experiment of their own design. They learn about the methodology of research and how to proceed when something goes wrong. The course process and samples of student projects will be presented. This popular course provides a way for students to really feel that they are a part of the Physics Department. Footnotes: Lund University spacer

CB04: Physics Education in Nepal spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (107 of 337) [7/30/2004 8:38:19 AM] American Association of Physics Teachers

Location: Union Summit Date: Tuesday, Aug. 3 Time: 9:00 a.m. Author: Choodamani Khanal, California State Univ. 562-985-4848, [email protected] Co-Author(s): Simon George Abstract: In step with the growing industrial needs of a newly developing country, physics education has become increasingly important in Nepal's education system. How is physics taught in primary and secondary schools? What is the nature of the physics programs offered in the colleges and universities in the country of Mt. Everest. These and related topics will be discussed. Footnotes: None spacer

CB05: Student Physics Field Day spacer Location: Union Summit Date: Tuesday, Aug. 3 Time: 9:15 a.m. Author: Junehee Yoo, Seoul National Univ. 011-82-2-880-7755, [email protected] Co-Author(s): None Abstract: We organize a physics field day in National Folk Museum. Students are encouraged to find their own inquiry problems into musical instruments during the field day. Students' understanding in physics of their subject musical instruments are investigated. Also the way how they develop their project are pursued. Footnotes: None spacer

CB06: Teaching Innovation in Introductory Physics in Philippine Context spacer Location: Union Summit Date: Tuesday, Aug. 3 Time: 9:30 a.m. Author: Lamberto A. Jeresano Technological Univ. of the Philippines 06-392-061-5737, [email protected] Co-Author(s): None

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (108 of 337) [7/30/2004 8:38:19 AM] American Association of Physics Teachers

Abstract: Science/physics educators in the Philippines are confronted with seemingly insurmountable problems such as large classes, dearth of instructional materials, under trained teachers, limited opportunities for professional growth, inadequate if not absence of laboratory facilities, etc. In view of the above, the presenter with some colleagues from state colleges and universities formed association, the Bicol Physics Society, whose aim is to help alleviate some of these problems. One of the trusts of the society is the promotion of new trends in science education and the use of improvised science/physics apparatus. These are the two main topics taken up in seminar workshop organized by the association. Hands-on on the use of apparatus is stressed in the service training. The AAPT through the Bauder Small Grant Program provided funds for the purchase of materials, spare parts, supplies and other incidental expenses for construction of apparatus. This paper describes the two- seminar-workshop that has been constructed. Footnotes: None spacer

CC: Panel on Preparing Physics Majors for the Job Market spacer Location: Union California Date: Tuesday, Aug. 3 Time: 7:45 a.m.-9:00 a.m. Presider: Charles De Leone, California State Univ. 760-750-8074, [email protected] Co- None Presiders(s): Equipment: Computer projection (no computer -- must bring own laptop), Overhead projector, screen spacer

CD: Special Topics in Teaching Astronomy spacer Location: Riverside 1002 Date: Tuesday, Aug. 3 Time: 7:45 a.m.-9:00 a.m. Presider: Rebecca Lindell, Southern Illinois Univ. 618-650-2934, [email protected] Co- None Presiders(s): Equipment: Computer projection (no computer -- must bring own laptop), Overhead projector, screen spacer

CD01: Teaching Applications Resulting from the Infrared Investigation of Mars' Atmosphere* spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (109 of 337) [7/30/2004 8:38:19 AM] American Association of Physics Teachers

Location: Riverside 1002 Date: Tuesday, Aug. 3 Time: 7:45 a.m. Author: Robert Novak, Iona College 914-633-2239, [email protected] Co-Author(s): None Abstract: Since 1996, the presenter has been working with the Infrared Spectroscopy Group (Michael Mumma, P.I.) of the Planetary Systems Branch of NASA?s Goddard Space Flight Center. The group uses infrared spectrometers on telescopes to detect and measure molecules in planetary objects. The presenter has used NASA's 3 meter Infrared Telescope (IRTF) on Mauna Kea to measure the seasonal variation of ozone and water on Mars. He will discuss ways in which this research is used in the teaching of courses for both science and non-science majors. He will also discuss the undergraduate research program that resulted from this study, including visits by undergraduates to the IRTF, and community outreach. Footnotes: *Supported in part NASA grant #RTOP 693-344-32-31 and NSF grant #AST-0205397 through their RUI program. spacer

CD02: Analysis of Galaxy Groups Using SDSS Data* spacer Location: Riverside 1002 Date: Tuesday, Aug. 3 Time: 8:00 a.m. Author: Daniel Smith, Jr., South Carolina State Univ. 803-536-7162, [email protected] Co-Author(s): None Abstract: The Sloan Digital Sky Survey (SDSS) has collected redshift and position data for a few hundred thousand galaxies. Algorithms in Mathematica and in C will be described that allow the development of a catalog of galaxy groups from that data. The groups catalog is used, in turn, to analyze the peculiar velocities of galaxies that distort the usual wedge plots of large scale structure. Because of the availability of the data on-line, the analyses presented can be performed in an undergraduate astronomy lab. Footnotes: *Supported by NASA Office of Space Science (NAG 5-10145). spacer

CD03: Interactive Classroom Materials Focusing on Astronomical Coordinates and Motions spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (110 of 337) [7/30/2004 8:38:19 AM] American Association of Physics Teachers

Location: Riverside 1002 Date: Tuesday, Aug. 3 Time: 8:15 a.m. Author: Kevin Lee, Univ. of Nebraska, Lincoln 402-472-3686, [email protected] Co-Author(s): Christopher M. Siedell, Tara Tonniges Abstract: The ClassAction Project is creating materials to promote interactive engagement in the college astronomy classroom. These materials include questions for student voting and discussion questions more appropriate for oral reports to the class. All questions are grouped by topic and linked together in a FLASH computer database which can be projected in the classroom. Each database allows instructors to conveniently select from a variety of questions with dynamically changing illustrations. The questions are also dynamic in that instructors have the capability to recast them into alternate forms based on their own preferences and formative feedback from the class. A primary goal of ClassAction is the enhancement of students' metacognitive skills through rapid feedback. Many additional resources are available for providing feedback including outlines of information, images, and animations. Sample materials from the "Motions in the Sky" module will be demonstrated and can be found at http://astro.unl.edu. Footnotes: None spacer

CD04: Inappropriate Illustrations and Other Material in Introductory Astronomy Textbooks spacer Location: Riverside 1002 Date: Tuesday, Aug. 3 Time: 8:30 a.m. Author: Patrick Hecking, Thiel College 724-589-2104, [email protected] Co-Author(s): None Abstract: Several types of misunderstandings may arise from illustrations in astronomy textbooks. Many texts fail to explain the viewpoint and/or scale of a particular drawing or photo. Horizon views are frequently confused with viewing the familiar compass. Introductory textbooks are generally written too much like physics texts, intimidating the unprepared reader. Examples of images and inappropriate subjects are presented and remedies discussed. Footnotes: None spacer

CD05: NASA's XMM-Newton Mission Partners with LTI to Develop an X-ray STARLAB Cyloinder spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (111 of 337) [7/30/2004 8:38:19 AM] American Association of Physics Teachers

Location: Riverside 1002 Date: Tuesday, Aug. 3 Time: 8:45 a.m. Author: Tim Graves, Sonoma State Univ. 707-664-3259, [email protected] Co-Author(s): None Abstract: The NASA Education and Public Outreach Group at Sonoma State University,1 in partnership with Learning Technologies, Inc., is developing a new X-ray sky cylinder for the portable STARLAB planetarium. With this cylinder, you'll be able to show your students the sky as normally seen in visible light, and compare it to the sky as seen in high-energy X-rays. Due to a new technique in manufacturing, the cylinder will also include full-color images of astronomical objects as seen in both visible light and X-rays! Also included will be an educator's guide and a set of standards-based, inquiry-driven activities for your students. Footnotes: *Sponsored by Lynn Cominsky. 1. See NASA E/PO website at http://epo.sonoma.edu. spacer

CE: Laboratory Initiatives in Introductory Physics spacer Location: Union Orchard Suite Date: Tuesday, Aug. 3 Time: 7:45 a.m.-9:00 a.m. Presider: Gregory Puskar, West Virginia Univ. 304-293-3422 x1455, [email protected] Co- None Presiders(s): Equipment: Computer projection (no computer -- must bring own laptop), Overhead projector, screen spacer

CE01: Impulse Measurements Demonstrating Safety Harness Value in the Introductory Laboratory spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (112 of 337) [7/30/2004 8:38:19 AM] American Association of Physics Teachers

Location: Mariposa 1000 Date: Tuesday, Aug. 3 Time: 7:45 a.m. Author: S. Clark Rowland, Andrews Univ. 269-471-3502, [email protected] Co-Author(s): None Abstract: We recognize the challenge in convincing non-science students that understanding physics will be of value to them. Risk has been used as a motivational tool in our Scientific Inquiry course. The value of a safety harness is one topic covered. A force sensor, connected to a computer, permits students to record force as a function of time in the laboratory. They observe that without restraint, a very large force is recorded for a short time. They also find that with a safety harness, a much smaller force is recorded for a longer time. Visual observation that the area under the force versus time curves are identical but when a safety harness is used the maximum force is low, assists students in finding physics meaningful. Footnotes: None spacer

CE02: Determining Efficiency and Entropy Change for a Simple Heat Engine spacer Location: Mariposa 1000 Date: Tuesday, Aug. 3 Time: 8:00 a.m. Author: Stephen Luzader, Frostburg State Univ. 301-687-7072, [email protected] Co-Author(s): None Abstract: We use the PASCO Heat Engine apparatus for an experiment in the fourth semester of our introductory physics sequence. For the basic experiment in the accompanying manual, the device is used to lift a mass through a measured distance. The mechanical work (mgh) is compared with the thermodynamic work (the area of the engine's cycle on a PV diagram). Our students go through a more elaborate analysis, comparing engine's estimated actual efficiency with its Carnot efficiency and estimating the entropy change during one cycle. The results show that the efficiency is much less than the Carnot efficiency, and there is a net positive change in entropy as predicted by the Second Law of Thermodynamics. The experiment helps the students solidify some rather abstract thermodynamic concepts when the analysis is carried out correctly. Students are often surprised by the large difference between the Carnot efficiency and the actual efficiency. Footnotes: None spacer

CE03: What Teachers Modify in Problem Solving Labs, and Why spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (113 of 337) [7/30/2004 8:38:19 AM] American Association of Physics Teachers

Location: Mariposa 1000 Date: Tuesday, Aug. 3 Time: 8:15 a.m. Author: Edit Yerushalmi , Weizmann Institute of Science 011-972-8-934-3743, [email protected] Co-Author(s): Bat Sheva Eylon, Ken Heller, Patricia Heller Abstract: Problem-solving labs were developed and implemented at the Physics Department, University of Minnesota.1 In these labs students engage in a learning cycle of predict-explore-measure-explain to confirm if their solution to a context rich problem is correct. This instructional approach conflicts with some conceptions and practices of instructors when dealing with an introductory physics laboratory. Its dissemination requires a professional development framework in which instructors can adjust specific materials to fit their own context, and reflect on their implementation. We report on a preliminary study conducted with two Israeli high school teachers who customized the original labs to their contexts. We identify how the teachers modified the original labs and relate these modifications to the change in context. The findings of this study as well as the process of supporting the teachers can inform the design of professional development accompanying the dissemination of problem-solving- labs approach to different target audiences. Footnotes: 1. Supported by NSF grant #ILI-9651339. spacer

CE04: Paperless Laboratories for Introductory Physics spacer Location: Mariposa 1000 Date: Tuesday, Aug. 3 Time: 8:30 a.m. Author: John Fontanella, United States Naval Academy 410-293-5507, [email protected] Co-Author(s): Lou A. Cox, Michael Wathen, Mary C. Wintersgill Abstract: A laboratory format is described where students carry out experiments then enter information into a web-based response form. The web-based response form contains PER-based instructions for carrying out the experiment, questions concerning the experiment or associated physics and text boxes or radio buttons for inputting experimental data or answers to questions. The responses of the students are written to a text file that can be opened (usually in Excel) by the instructor for assessment. Graphs are transmitted to the instructor electronically, usually via the Digital Drop Box in Blackboard. Graded labs are made available to the students electronically, usually via posting on Blackboard. Other features include Blackboard-based pre-lab exercises and post-lab quizzes. Finally, formal laboratory reports can be submitted to the instructor electronically. Experiences with this system for 21 experiments during academic year 2003-2004 are described. Footnotes: *Sponsored by Mary C. Wintersgill.

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (114 of 337) [7/30/2004 8:38:19 AM] American Association of Physics Teachers

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CE05: Using a Physics Lab Exam to Assess Student Performance* spacer Location: Mariposa 1000 Date: Tuesday, Aug. 3 Time: 8:45 a.m. Author: Duane Deardorff, The Univ. of North Carolina, Chapel Hill 919-962-3013, [email protected] Co-Author(s): None Abstract: For the past three years, students in our introductory physics labs have been required to take a lab exam to assess each student's ability to make accurate measurements with typical laboratory instruments, analyze and interpret empirical data, apply fundamental physics principles, design simple experiments, evaluate results, analyze measurement errors, and properly communicate findings. In completing the exercises in this hands-on exam, students are permitted to use their lab manual, notes, textbook, calculator, computer, and any other resources (except other students). The laboratory teaching assistants score the exams using a detailed grading rubric designed by the Lab Director. An historical analysis of student performance on the lab exam has revealed many interesting findings, which will be the focus of this talk. Footnotes: *See http://www.physics.unc.edu/labs. spacer

CF: Electronic Student Response Systems spacer Location: Amador 150 Date: Tuesday, Aug. 3 Time: 7:45 a.m.-9:00 a.m. Presider: Ray Burnstein, Illinois Institute of Technology 312-567-3379, [email protected] Co- None Presiders(s): Equipment: Computer projection (no computer -- must bring own laptop), Overhead projector, screen spacer

CF01: The Navigator - Clickers on Steroids spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (115 of 337) [7/30/2004 8:38:19 AM] American Association of Physics Teachers

Location: Amador 150 Date: Tuesday, Aug. 3 Time: 7:45 a.m. Author: David Young Univ. of Arkansas, Fayetteville/Fayetteville Public Schools 479-443-9061, [email protected] Co-Author(s): None Abstract: How one group is trying to cope with modeling and high stakes testing by using the Navigator wireless assessment system to push and listen to students. How can we know what kids know and then point them to the Truth while preparing for assessments that "seem" to be knowledge level interactions with our curriculum? Footnotes: None spacer

CF02: Improving Student Engagement Using Electronic Classroom Polling spacer Location: Amador 150 Date: Tuesday, Aug. 3 Time: 8:00 a.m. Author: Tim Stelzer, Univ. of Illinois 217-265-0758, [email protected] Co-Author(s): None Abstract: Electronic classroom polling systems offer the potential to significantly enhance the effectiveness of Peer Instruction in large lectures. In addition to providing prompt and accurate feedback to the instructor, such systems also increase student participation by allowing students' responses to be anonymous to their peers. Data collected by electronic polling systems can be used by the instructor to correlate individual student lecture performance with performance in other aspects of the course. In this talk, I will discuss experiences with Peer Instruction at the University of Illinois over the past several years, both with and without electronic polling systems. I will also discuss what we have found to be key components to the successful implementation of a classroom polling system and data from our current solution. Footnotes: None spacer

CF03: Use of Voting Machines in a Freshman Physics Course* spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (116 of 337) [7/30/2004 8:38:19 AM] American Association of Physics Teachers

Location: Amador 150 Date: Tuesday, Aug. 3 Time: 8:15 a.m. Author: Neville Reay, The Ohio State Univ. 614-292-7436, [email protected] Co-Author(s): Pengfei Li, Lei Bao Abstract: A "voting machine system" (VM) was used by student groups during winter 2003 quarter lectures in a calculus-based electricity and magnetism physics course for Freshman Engineering Honors students. Groups were able to answer multiple-choice questions and see an anonymous display of student choices. Based on positive student response, an improved system was developed and used by individual students during winter and spring 2004 quarters of the same course. Use of the latter system and the advantage of individual versus group response will be discussed, together with excerpts of VM student surveys from 2003 and 2004. We also will discuss a question format that shows promise for identifying and correcting student preconceptions. Additional VM work will be presented by Pengfei Li in the talk that follows. Footnotes: *Supported in part by NSF grant #REC-0087788 and #REC-0126070. spacer

CF04: Model-Based Analysis of In-Class Polling Data* spacer Location: Amador 150 Date: Tuesday, Aug. 3 Time: 8:30 a.m. Author: Pengfei Li, The Ohio State Univ., Columbus 614-688-3598, [email protected] Co-Author(s): Neville W. Reay, Lei Bao Abstract: At The Ohio State University, an in-class polling system, Voting Machine (VM), was used as a lecture instrument to teach students in an introductory electromagnetism class. Through research, we designed a sequence of three questions (basic, intensive, extensive) as a tool to trigger the student into different learning modes. Comparison of students performance on related exam questions between students in classes using VM and the students in other lecture section of the same class that do not use VM method will be presented. Further analysis is conducted to explore the relationships between the students' in-class polling data and their progress in learning. In this talk, we will discuss the results and the potential models that we aim to extract. Footnotes: *Supported in part by NSF grants REC-0087788 & REC-0126070. spacer

CF05: Effects of Using the Personal Response System and Peer Instruction at a Community College spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (117 of 337) [7/30/2004 8:38:19 AM] American Association of Physics Teachers

Location: Amador 150 Date: Tuesday, Aug. 3 Time: 8:45 a.m. Author: Tom G. Carter, College of Dupage 630-942-3346, [email protected] Co-Author(s): None Abstract: I will present results from three years of using Peer Instruction and an electronic Personal Response System (PRS) in an algebra-based introductory physics class at a two-year college. Results will be represented both in terms of average normalized gains on the FMCE and in terms of some informal anecdotal data. Surprisingly, I see little, if any, effect on student knowledge. Footnotes: None spacer

CG: Interaction of Student Beliefs and Physics Learning spacer Location: Mendocino 1005 Date: Tuesday, Aug. 3 Time: 7:45 a.m.-9:00 a.m. Presider: Lawrence Badar, Case Western Univ. 440-331-2586, [email protected] Co- None Presiders(s): Equipment: Computer projection (no computer -- must bring own laptop), Overhead projector, screen spacer

CG01: Student "Splits" Between Intuition and Scientist Answers* spacer Location: Mendocino 1005 Date: Tuesday, Aug. 3 Time: 7:45 a.m. Author: Timothy McCaskey, Univ. of Maryland 301-405-6185, [email protected] Co-Author(s): Andrew Elby

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (118 of 337) [7/30/2004 8:38:19 AM] American Association of Physics Teachers

Abstract: Previous work showed that, on FCI items, students indicate that the answer they "really believe" often differs from the answer they think a scientist would give.1 However, interviews revealed that these "splits" rarely indicate lack of belief in the scientifically-accepted answer. Instead, splits often indicated a difference between the student's "intuitive" answer and the one he or she thinks a scientist would give.2 Because "intuition splits" are something students gravitate toward expressing (even when asked something else!) and because they are interesting in their own right, we modified the FCI task: Students now indicate their "scientist answer" and the answer that "makes the most intuitive sense" to them. New interviews established that the modified task suffers from fewer interpretive difficulties. In addition, evidence suggests that students reconcile concepts like Newton's laws with their intuition more effectively if such reconciliation is an explicit goal of instruction. Footnotes: *Supported by NSF grant #REC-0087519. 1. T. McCaskey et al., 127th AAPT National Meeting (2003). 2. T. McCaskey et al., 128th AAPT National Meeting (2004). spacer

CG02: Using the Colorado Learning Attitudes About Science Survey to Probe Students' Attitudes and Beliefs About Reality spacer Location: Mendocino 1005 Date: Tuesday, Aug. 3 Time: 8:00 a.m. Author: Wendy Adams, Univ. of Colorado, Boulder 970-539-6154, [email protected] Co-Author(s): Noah Finkelstein, Carl Wieman Abstract: We have developed an instrument for probing students' attitudes and beliefs about learning physics and used it in a variety of courses. The Colorado Learning Attitudes about Science Survey (CLASS)1,2,3 probes eight facets of student beliefs about learning. This talk examines the facet of student attitudes about physics and reality. During design and analysis of the instrument it became clear that traditional facet of "Reality" subsumed two distinct facets; Reality World View (physics explains the behavior of the world around us) and Reality Personal View (physics matters in my everyday life). Subsequent research in introductory college physics courses using the CLASS reveal correlations between student retention and attitudes. Notably: students retained in a course have more expert- like incoming attitudes and beliefs, and there is a clear correlation between the incoming Reality Personal View and the number of physics majors in a course.

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (119 of 337) [7/30/2004 8:38:19 AM] American Association of Physics Teachers

Footnotes: 1. See http://cosmos.colorado.edu/phet/survey/CLASS/CLASS.html 2. The design and Validation of the Colorado Learning Attitudes about Science Survey, W Adams, M. Dubson, N. Finkelstein, and C. Wieman, at this meeting. 3. Supported by NSF, the Kavli Foundation and the University of Colorado. spacer

CG03: Luck Versus Control: Does Introductory Physics Affect Student Beliefs?* spacer Location: Mendocino 1005 Date: Tuesday, Aug. 3 Time: 8:15 a.m. Author: Paul Knutson, Univ. of Minnesota 612-625-9323, [email protected] Co-Author(s): Vince Kuo, Thomas Thaden-Koch, Patricia Heller, Kenneth Heller Abstract: It has been proposed that student attitudes and beliefs about learning physics are affected, mostly adversely, by experiences in introductory physics.1 We have begun2 to determine whether components of this effect can be ascribed to standard measures of student disposition. We have used the Rotter I:E scale, a measure of the disposition known as Locus of Control (LoC)3. In an effort to measure LoC in a way more relevant (and acceptable) to physics students and faculty, we matched some items from the original Rotter I:E scale with new items written in a physics context. Results of administering both the original Rotter I:E scale and the matched physics items to 300 students in an introductory physics course for biology majors will be presented. Footnotes: *Supported in part by the University of Minnesota and NSF grant #DUE-9972470. 1. Redish, E. F., Saul, J. M., and Steinberg, R. N., "Student expectations in introductory physics." Am. J. Phys., 66, 212-224 (1998). 2. Kuo, V. H. et al (2003). Locus of Control -- Chance or Self Attribute. AAPT Summer Meeting, Madison. 3. Rotter, J., "Generalized expectancies for internal versus external control of reinforcement." Psychological Monographs, 80, 1-28 (1966). spacer

CG04: Developing Instruments for Evaluating Anxiety Caused by Cognitive Conflict spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (120 of 337) [7/30/2004 8:38:19 AM] American Association of Physics Teachers

Location: Mendocino 1005 Date: Tuesday, Aug. 3 Time: 8:30 a.m. Author: Yeounsoo Kim, The Ohio State Univ. 614-688-3598, [email protected] Co-Author(s): Lei Bao, Florin Bocaneala Abstract: Physics learning situations often involve many cognitive conflicts between a student's present understandings and new information being learned. Cognitive conflict is known as an important factor in conceptual change. Therefore, it is important to help physics teachers and students develop skills and knowledge for more effective conflict management. However there is no readily available method by which to identify the types of meaningful (constructive) cognitive conflict that students may have in their learning. We focus the study on the student anxiety caused by cognitive conflict so that we can improve student motivations in learning. This study is targeted to develop an easy-to-use instrument that can be implemented in classroom to monitor students' status of their anxiety in cognitive conflict situations and the effects on students' motivations in learning. Footnotes: *Supported by Korea Research Foundation grant #KRF-2003-037- B00102. spacer

CG05: Continuing the Debate: Experiences from the Fourth and Fifth Science and Mathematics Workshops for Tibetan Buddhist Monks* spacer Location: Mendocino 1005 Date: Tuesday, Aug. 3 Time: 8:45 a.m. Author: Mel Sabella, Chicago State Univ. 773-995-2172, [email protected] Co-Author(s): Hunter G. Close, Randal R. Harrington, Stamatis Vokos Abstract: Experiences from the Science and Mathematics Workshop for Tibetan Buddhist Monks continue to provide useful information on how non-traditional students interact with research-based instructional materials. In this talk we describe how our mode of instruction and evaluation has evolved since our first experience, at the third workshop. Short video clips will illustrate how the monks' culture of debate serves as a resource in their development of a scientific model. Particular attention will be paid to our instruction on Electrostatics and Special Relativity. Preliminary research results on the monks' understanding of these topics will be presented. Footnotes: *Funded in part by His Holiness the Dalai Lama through the Library of Tibetan Works and Archives and the Sager Family Foundation. spacer

CI: Physics Sports spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (121 of 337) [7/30/2004 8:38:19 AM] American Association of Physics Teachers

Location: Union Hinde Auditorium Date: Tuesday, Aug. 3 Time: 7:45 a.m.-9:15 a.m. Presider: Steven Shropshire, Idaho State Univ. 208-282-2212, [email protected] Co- None Presiders(s): Equipment: Computer projection (no computer -- must bring own laptop), Overhead projector, screen spacer

CI01: YSU Physics Olympics, A Quarter Century Plus One spacer Location: Union Hinde Auditorium Date: Tuesday, Aug. 3 Time: 7:45 a.m. Author: Invited - Richard Zitto, Youngstown State Univ. 330-941-7110, [email protected] Co-Author(s): None Abstract: What do you do with 640 students, 32 teachers, lots of parents and on-lookers, news media, exhausted colleagues, $500 worth of donuts, juice, coffee, and the whole Beeghly Athletic Center for a Saturday??? Obviously you have the makings for the Youngstown State University Physics Olympics. We have just completed the 26th year of this event and will use this talk to "show & tell" you about our Physics Olympics. We will hand out the rules, talk about the logistics, and explain the prize money that keeps the schools aiming for a higher finish. This yearly happening requires a huge amount of cooperation and help from the university community, local industry, local professionals, our physics faculty and majors, former and current students and teachers. The cost for this phun Saturday is around $4000 making funding a special project in its own right. Footnotes: None spacer

CI02: Developing, Implementing and Coordinating a Regional Physics Competition* spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (122 of 337) [7/30/2004 8:38:19 AM] American Association of Physics Teachers

Location: Union Hinde Auditorium Date: Tuesday, Aug. 3 Time: 8:15 a.m. Author: Invited - Susan Weinshanker, San Diego City Schools 858-273-1313, ext. 243, [email protected] Co-Author(s): None Abstract: This a unique collaborative experience for students taking Physics in San Diego County High Schools. As the coordinator for the 2003 Competition, I helped to develop and implement this event. Teachers may register up to four students, who are then randomly assigned into teams that will tackle experimental problems typically found in College Preparatory Physics courses. Students are able to demonstrate excellence during the competition by successful completing five separate team assignments. San Diego County of Education and San Diego Science Alliance present the Physics Team Competition. This event is free to schools thanks to generous corporate support through SDSA. SDCOE and SDSA also provides the resources for the lab kits, T-shirts for participant and refreshments. Local scientists, teachers, university professors and engineers from the business and the local community have an opportunity to work with San Diego Physics students as question writers, team-school coaches, judges, and/ or proctors. Footnotes: *In cooperation with SDCOE (San Diego County of Education) and SDSA (San Diego Science Alliance). spacer

CI03: A New Test Item in Physics Competitions spacer Location: Union Hinde Auditorium Date: Tuesday, Aug. 3 Time: 8:45 a.m. Author: Göran Grimvall, Royal Institute of Tech. 011-46-8-5537-8160, [email protected] Co-Author(s): None Abstract: In Sweden there is an annual online competition for university and college students of engineering. One of the several test items is closely related to thinking in physics. The teams are presented with graphs of the form y(x) vs x and with numerical values but no units marked on the axes. There are five figure legends for each graph, one of which is authentic. The others are wrong, taken from vastly different fields but at first glance not unreasonable. Many of the correct or distracting legends refer to sports, energy and environmental issues, biology etc. The test is designed to measure universal skills that should be the lasting result of an education in physics and related fields and is a challenge in scientific thinking. The main idea could be used at other levels and in other areas. The talk presents several such examples I have designed. Footnotes: None spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (123 of 337) [7/30/2004 8:38:19 AM] American Association of Physics Teachers

CI04: Physics Olympics: Do's, Don'ts, and Costs spacer Location: Union Hinde Auditorium Date: Tuesday, Aug. 3 Time: 9:00 a.m. Author: Michael Weber, Brigham Young Univ., Hawaii 808-293-3810, [email protected] Co-Author(s): None Abstract: For the past several years, the Hawaii Section has held an annual Physics Olympics for high school students. I will describe the organization, mechanics, and costs of planning and running the event, as well as lessons learned. Footnotes: None spacer

CJ: Mentoring Undergraduates in Research spacer Location: Mendocino 1003 Date: Tuesday, Aug. 3 Time: 8:00 a.m.-9:30 a.m. Presider: Jack Hehn, American Institute of Physics 301-209-3010, [email protected] Co- None Presiders(s): Equipment: Computer projection (no computer -- must bring own laptop), Overhead projector, screen spacer

CJ01: Research with Undergraduates: The Value of the "Great Unknown" spacer Location: Mendocino 1003 Date: Tuesday, Aug. 3 Time: 8:00 a.m. Author: Invited - Toni D. Sauncy, Angelo State Univ. 325-942-2242, [email protected] Co-Author(s): None

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (124 of 337) [7/30/2004 8:38:19 AM] American Association of Physics Teachers

Abstract: Including open-ended, independent investigation in an advanced laboratory setting as part of the undergraduate experience for physics students generates excitement, interest and motivation for young scientists. These research training opportunities provide a means of better preparing students for the challenges that they may face in graduate school or the technological workforce, giving them practical, 'hands-on" experience and the chance to apply ideas from coursework to experiments which generate problems for which a solution is not "known." The difficulties of establishing research facilities at a small, regional university are many. The prospect of splitting time between a full-time course load and the significant time commitment required to conduct advanced laboratory work with an undergraduate student, without the assistance of additional staff or graduate students, is daunting. However the goal of meaningful integration of teaching with research work can be achieved and the results satisfying to for both student and faculty mentor. Footnotes: None spacer

CJ02: Research with Students: The Interplay Between Theory, Computation, and Education* spacer Location: Mendocino 1003 Date: Tuesday, Aug. 3 Time: 8:30 a.m. Author: Invited - Mario Belloni, Davidson College 704-894-2320, [email protected] Co-Author(s): Wolfgang Christian Abstract: Members of the Physics Department at Davidson College actively encourage students to conduct research. Faculty-student research projects typically span a semester, the summer, or both. Often we find that students engage in research with more than one faculty member, and therefore, they get experience in more than one research area. In fact some of the most interesting student projects occur when one project morphs into another in a very different field. In this talk we will briefly describe the theoretical, computational, and educational research programs at Davidson, focusing on several faculty-student projects that merge these areas together. Footnotes: *Supported by a Research Corp. Cottrell College Science Award (CC5470) and by NSF grant #DUE-0126439. spacer

CJ03: Undergraduate Research: The National Overview spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (125 of 337) [7/30/2004 8:38:19 AM] American Association of Physics Teachers

Location: Mendocino 1003 Date: Tuesday, Aug. 3 Time: 9:00 a.m. Author: Invited - Patrick J. Mulvey, American Institute of Physics 301-209-3076, [email protected] Co-Author(s): None Abstract: The opportunity for physics majors to work on a research project is now an important part of many departments' undergraduate curriculum and has been credited with revitalizing many programs. But how many physics (and astronomy) majors actually participate in an undergraduate research project? How do these research projects effect the students? The Statistical Research Center of the American Institute of Physics included a series of questions in a recent survey of physics and astronomy seniors that gives an overview of the undergraduate research experiences for students nationally. This paper will discuss the types of research options available, the compensation the students received, and the opportunity to present their results. I will examine the relationship between undergraduate research and post-degree outcomes. I will also look at some comparisons at the departmental level. Footnotes: None spacer

CK: Looking for Information in All the Right Places spacer Location: Union Foothill Suite Date: Tuesday, Aug. 3 Time: 7:45 a.m.-9:15 a.m. Presider: Patricia Viele, Cornell Univ. 607-255-2501, [email protected] Co- None Presiders(s): Equipment: Computer projection (no computer -- must bring own laptop), Overhead projector, screen spacer

CK01: Using Colleges and Universities Science Outreach Programs as a Resource spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (126 of 337) [7/30/2004 8:38:19 AM] American Association of Physics Teachers

Location: Union Foothill Suite Date: Tuesday, Aug. 3 Time: 7:45 a.m. Author: Invited - Nevjinder Singhota, Cornell Ctr. for Materials Research 607-255-1486, [email protected] Co-Author(s): None Abstract: The Cornell Center for Materials Research (CCMR) Educational Programs Office is funded by the National Science Foundation (NSF). CCMR provides hands-on science and math lessons to K-12 students, teachers, and community members. Faculty, postdoctoral associates, graduate students, undergraduates, and staff volunteer their time to develop and present lessons. Cornell University also has a wide array of other science outreach programs. Some of the programs are run by the Public Service Center, Lab of Elementary and Particle Physics, Nanobiotechnology Center, and the Cornell Institutes for Physics and Biology Teachers. These programs received funding from some of the following entities: Cornell, NSF, General Electric and the Howard Hughes Medical Institute. I will explain how the different agencies provide funding to universities and colleges for science and math outreach efforts. I will go over some of the different requirements of each funding agency and how to begin your search in finding the program that meets your students' needs. Footnotes: None spacer

CK02: Strategies for Integrating Information Literacy into the Curriculum spacer Location: Union Foothill Suite Date: Tuesday, Aug. 3 Time: 8:15 a.m. Author: Invited - Ilene Rockman, California State Univ. 510-885-2446, [email protected] Co-Author(s): None Abstract: I will present reasons and methods for moving library instruction from traditional bibliographic instruction to an information literacy program that is collaborative and integrated into the core curriculum. Many faculty and administrators do not use the phrase "information literacy" but are concerned about critical thinking, educational engagement, and information fluency. Librarians also share concerns about learning outcomes, student achievement, and student retention. Footnotes: None spacer

CK03: The Role of Science Museums in Science Education spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (127 of 337) [7/30/2004 8:38:20 AM] American Association of Physics Teachers

Location: Union Foothill Suite Date: Tuesday, Aug. 3 Time: 8:45 a.m. Author: Invited - John Ericson, Lawrence Hall of Science 510-642-9019, [email protected] Co-Author(s): None Abstract: Will review a variety of programs and materials for science educators offered by the Lawrence Hall of Science. Footnotes: None spacer

CL: Challenges to Sustainability of Educational Reform spacer Location: Union Redwood Date: Tuesday, Aug. 3 Time: 8:00 a.m.-9:30 a.m. Presider: Apriel Hodari, 703-824-2125, [email protected] Co- None Presiders(s): Equipment: Computer projection (no computer -- must bring own laptop), Overhead projector, screen spacer

CL01: Workshop or Sweatshop? Transforming Student Resistance into Positive Learning Experiences spacer Location: Union Redwood Date: Tuesday, Aug. 3 Time: 8:00 a.m. Author: Invited - Juliet Brosing, Pacific Univ. 503-352-2840, [email protected] Co-Author(s): Priscilla W. Laws, Mary H. Fehrs Abstract: Workshop Physics1 is a carefully crafted curriculum for calculus- based physics that replaces lectures with activity-based learning. Computer spreadsheets are used along with sensors and data acquisition software for student-directed collection, graphical display and analysis of real data. Mathematical modeling is also an important component. There is much evidence that this method enables students to confront their misconceptions and construct a conceptual framework that deepens their understanding of physics. However, some students are surprisingly hostile about this approach to learning. Workshop Physics was developed at Dickinson College and is now taught at many other institutions, including Pacific University. Pacific University has also implemented physics tutorials, interactive lecture demonstrations, and other "reform" methods in the algebra based physics sequence. There are two basic challenges when implementing "reform" pedagogies: student reaction and curricular

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (128 of 337) [7/30/2004 8:38:20 AM] American Association of Physics Teachers

issues. Successful strategies for meeting these challenges will be described. Footnotes: 1. See http://physics.dickinson.edu/~wp_web/WP_homepage.html spacer

CL02: Putting Freire to the Test: Roberto Clemente High School Reform, 1989-1997 spacer Location: Union Redwood Date: Tuesday, Aug. 3 Time: 8:30 a.m. Author: Invited - Cristina Pacione-Zayas Univ. of Illinois, Urbana-Champaign 773-405-4128, [email protected] Co-Author(s): None Abstract: This paper discusses the educational impact and implications of a libratory school reform program implemented at Roberto Clemente Community Academy (RCAA) from 1991-1996. RCAA is a Chicago public high school that draws the majority of its population from the surrounding Puerto Rican community, West Town/Humboldt Park. RCAA faces complex challenges being a predominantly low-income school with high drop-out/push-out rates, low graduation rates, and poor standardized test scores. Given these statistics, along with additional socio-political factors, Clemente’s students are set up to fail. In this paper, I trace the events that lead up to the reform, an analysis of the curriculum, and interrogate the persecution and dismantling of Clemente’s reform. Finally, I conclude with exploring the implications of what happens when communities of color author and implement a curriculum that is culturally relevant and succeed in making the school an extension of the community. Footnotes: None spacer

CM: Programs for Women in Science and Engineering spacer Location: Amador 153 Date: Tuesday, Aug. 3 Time: 8:00 a.m.-9:00 a.m. Presider: Evelyn Patterson, U.S. Air Force Academy 719-333-2370, [email protected] Co- None Presiders(s): Equipment: Computer projection (no computer -- must bring own laptop), Overhead projector, screen spacer

CM01: Women in Applied Sciences and Engineering at Arizona State University spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (129 of 337) [7/30/2004 8:38:20 AM] American Association of Physics Teachers

Location: Amador 153 Date: Tuesday, Aug. 3 Time: 8:00 a.m. Author: Invited - Dana Newell Arizona State Univ., Ctr. for Engineering Diversity and Retention 480-965-5323, [email protected] Co-Author(s): None Abstract: Since 1993, the WISE Program at ASU has concentrated on designing and expanding programs that offer a universal approach to the retention of women in the Fulton School of Engineering. In recent years, WISE retention programs have grown to include year-long academic programs for students; professional and peer mentoring programs; bridge programs for incoming students; seminars and technical workshops that aid in professional development; cross- curricular programs that explore the relationship between engineering and other disciplines; and programs that encourage student involvement in community service. Since 1995, university first-year retention rates for Fulton Engineering women have increased from 72% to 80%. Overall retention rates have increased from 53% to 63%. Innovative programming has aided in increasing college retention rates for women and assisted female students to surpass university goals for their retention. An overview of WISE Retention Programs is presented and includes a discussion of retention rates for women. Footnotes: None spacer

CM02: MentorNet®: Large-Scale Online Mentoring to Advance Women in Physics spacer Location: Amador 153 Date: Tuesday, Aug. 3 Time: 8:30 a.m. Author: Invited - Carol Muller, MentorNet 408-924-4070, [email protected] Co-Author(s): None Abstract: In 2000, almost three decades after Title IX, women earned not quite 22% of bachelors, 20% of masters, and 14% of the PhD degrees granted in physics. Of the physics faculty members at the top 50 research universities, just 6.6% are women. Mentoring is a useful strategy for encouraging women's retention in physics and related fields. MentorNet,1 the E-Mentoring Network for Women in Engineering and Science, was founded in 1997 as an innovative large-scale electronic mentoring network. Its signature one-on-one mentoring programs pair college engineering and science students with female and male professionals in industry, government, and higher education for email-based, structured mentoring relationships, lasting eight months at a time. Since 1998, MentorNet has matched more than 11,000 students with e-mentors. MentorNet's program design is guided by research and evaluation, and formative and

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (130 of 337) [7/30/2004 8:38:20 AM] American Association of Physics Teachers

summative evaluations are conducted each year. This talk will describe the programs and outcomes of e-mentoring. Footnotes: 1. See http://www.MentorNet.net spacer

CN: Crackerbarrel on Issues for Two-Year College Physics Program spacer Location: Riverside 1015 Date: Tuesday, Aug. 3 Time: 7:45 a.m.-9:00 a.m. Presider: William Hogan, Joliet Junior College 815-280-2213, [email protected] Co- None Presiders(s): Equipment: None spacer

CO: Poster Session II spacer Location: Union Ballroom II & III Date: Tuesday, Aug. 3 Time: 9:00 a.m.-10:00 a.m. Co- None Presiders(s): Equipment: 4'x4' posterboard, a 3'x15 table area beneath, & push pins provided spacer

CO01: A Pattern Recognition Experiment Using LC-TV Spatial Light Modulators spacer Location: Union Ballroom II & III Date: Tuesday, Aug. 3 Time: 9:00 a.m. Author: Poster - Anthony Behof, DePaul Univ. 773-325-7332, [email protected] Co-Author(s): Mark A. Hoggarth, Jeffrey A. Matasek, Rafael L. Yah Abstract: This paper describes a pattern recognition experiment suitable for an undergraduate optics laboratory. The experiment is based on matched spatial filtering and uses a computer-generated hologram for the complex frequency plane mask. Liquid crystal television (LC- TV) displays are used rather than film for both the input object and the frequency plane mask allowing nearly real-time recognition. The optical correlation signal is recorded with a charge-coupled device camera and can therefore be analyzed quantitatively. This experiment provides the opportunity for the student to gain insight into the meaning and usefulness of the Fourier transform in coherent optical processing systems. Footnotes: None

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (131 of 337) [7/30/2004 8:38:20 AM] American Association of Physics Teachers

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CO02: Quantum Optics PEPTYC Project: Final Report spacer Location: Union Ballroom II & III Date: Tuesday, Aug. 3 Time: 9:00 a.m. Author: Poster - Thomas O'Kuma, Lee College 281-425-6522, [email protected] Co-Author(s): Robert Beck Clark, Mary Beth Monroe, Todd R. Leif, Regina M. Barrera Abstract: The Two Year College Quantum Optics ATE Program is a four year project that utilized the resources of a university laser research group with a successful collaboration of two year college faculty members. The project engaged 48 two year college physics faculty members from around the nation in two two-year long programs. The project has finished the last component for the last group of participants for the program. Some of the results of the project and some lessons learned will be displayed and discussed. Footnotes: None spacer

CO03: PADs: Interactive Drawing of Graphs and Diagrams over the Web spacer Location: Union Ballroom II & III Date: Tuesday, Aug. 3 Time: 9:00 a.m. Author: Poster - Scott Bonham, Western Kentucky Univ. 270-745-6196, [email protected] Co-Author(s): Matthew Dawson, Ian Rice Abstract: The Physics Applets for Drawing (PADs)1 project provides a suite of Java Applets that enable students to easily draw graphs and diagrams on a web page. PADs include an internal evaluation engine for checking student work and giving appropriate feedback. They can be used for vector diagrams, strobe diagrams, linear and polynomial graphs, bar charts, animation and motion capture, video analysis, equations and data tables. They accept a number of input parameters that control appearance, what constitutes "correct," and feedback to student. This means that the same applet can be used for a wide range of exercises without any programming involved. PADs can be used within an on-line homework system such as WebAssign or on stand-alone HTML pages. Ready-to-use exercises are available from the project web site http://physics.wku.edu/PAD and the WebAssign homework system. PADs are available free of charge and others are invited to contribute exercises. Footnotes: 1. Supported by NSF grant #DUE-0231353 and Western Kentucky University faculty development fund. spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (132 of 337) [7/30/2004 8:38:20 AM] American Association of Physics Teachers

CO04: Design of an Electronics Kit Suitable for Integrated Lecture/Lab Courses spacer Location: Union Ballroom II & III Date: Tuesday, Aug. 3 Time: 9:00 a.m. Author: Poster - Gordon P. Smith, Western Kentucky Univ. 270-745-5003, [email protected] Co-Author(s): Michael Robertson Abstract: Western Kentucky University is creating an interactive physics curriculum for it's algebra-based physics courses, modeled after SCALE-UP. This experience prompted the design of an electronics kit that was compact, easy to transport, versatile, and inexpensive. The resulting kit utilizes off-the-shelf components allowing students to investigate a wide range of electrical and magnetic phenomena. The kit itself costs approximately $80, and a wide variety of accessories can be constructed for little additional cost. The advantages of the kit are many. Students use the same pieces of equipment over and over, gaining confidence in measurement abilities. The students may see inside the kit to trace connections. Electrical components are color-coded as to function. All accessories may be stored in an integral drawer, promoting ease of storage and distribution. The poster will present details of construction, and a kit will be provided for the curious. Footnotes: None spacer

CO05: Trebuchet Versus Flinger spacer Location: Union Ballroom II & III Date: Tuesday, Aug. 3 Time: 9:00 a.m. Author: Poster - William G. Harter, Univ. of Arkansas 479-575-6567, [email protected] Co-Author(s): Dave Wall Abstract: The trebuchet or ingenium was introduced to Western Civilization before the tenth century. It was used as a devastating weapon until just before the time of Galileo, when it was replaced by the cannon. Recent interest by medievalists in recreating this powerful throwing device has captured the attention of physicists and others who study mechanics. We show here that the study of the trebuchet is a rich source of analogies between topics ranging from parametric resonance and quantum band theory to the bio-mechanics of a tennis or golf stroke. With modern technology, the possibility of a supersonic trebuchet arises. Footnotes: *Sponsored by Jesse David Wall. spacer

CO06: Is Pressure Lower in a Moving Fluid?

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (133 of 337) [7/30/2004 8:38:20 AM] American Association of Physics Teachers

spacer Location: Union Ballroom II & III Date: Tuesday, Aug. 3 Time: 9:00 a.m. Author: Poster - Evan Jones, Sierra College 916-645-4361, [email protected] Co-Author(s): None Abstract: Introductory physics texts often incorrectly claim that Pstream, the static pressure in a fluid jet (as from a blow-dryer), is lower than Pambient, the pressure of the surrounding ambient fluid. Experimental evidence and arguments based on theory show that this claim is false, and that Pstream=Pambient. We show how the Bernoulli principle is often inappropriately applied in an attempt to defend the incorrect claim that Pstream Footnotes: None spacer

CO07: Bringing the Introductory Course into the 21st Century spacer Location: Union Ballroom II & III Date: Tuesday, Aug. 3 Time: 9:00 a.m. Author: Poster - Thomas Moore, Pomona College 909-621-8726, [email protected] Co-Author(s): None Abstract: Contemporary perspectives can not only encourage student excitement in the introductory calculus-based physics courses but actually make the ideas easier to learn. This poster will illustrate how approaches inspired by modern physics can simplify and clarify classical physics concepts and help students avoid the standard misconceptions that arise with traditional instruction. I will also illustrate how even contemporary topics such as relativity and quantum physics can be taught in the introductory course in a serious and substantial manner without leaving the students behind. Footnotes: None spacer

CO08: The Nkonjane Trust Schools Outreach Project* spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (134 of 337) [7/30/2004 8:38:20 AM] American Association of Physics Teachers

Location: Union Ballroom II & III Date: Tuesday, Aug. 3 Time: 9:00 a.m. Author: Poster - Henry M. Saphir, The City School 818-776-0011, [email protected] Co-Author(s): Mami Kitamura-Saphir Abstract: Nkonjane Trust has been active in furthering rural education for underprivileged children in KwaZulu-Natal (South Africa) since 1986. The Nkonjane Trust Schools Outreach Project, focusing on experience-based Science and Mathematics, was established in 1997. The aim of the project was to bring new and stimulating ideas to rural teachers who themselves had suffered from an unimaginative education under the old apartheid regime and who often had little or no formal training. It was attempted to inspire teachers to realize that education is much more than administering a textbook, and indeed that much good teaching can be achieved without textbooks and with little resources. Our poster presents reports about the outreach project and its activities, feedback from workshop participants, and photos of both rural schools and workshop activities. Footnotes: *Supported in part by two grants from the Open Society Foundation - South Africa, the Southern Life Foundation (South Africa), the Center for the Art of Living (USA), and the Freunde der Erziehungskunst Rudolf Steiners (Germany). spacer

CO09: Computation in Undergraduate Physics: The Lawrence Approach spacer Location: Union Ballroom II & III Date: Tuesday, Aug. 3 Time: 9:00 a.m. Author: Poster - David Cook, Lawrence Univ. 920-832-6721, [email protected] Co-Author(s): None Abstract: Since the mid-1980s, the Lawrence Department of Physics has been striving to embed the use of general purpose graphical, symbolic, and numeric computational tools throughout our curriculum. Developed with support from the National Science Foundation, the Keck Foundation, and Lawrence University, our approach involves introducing freshman to tools for data acquisition and analysis, offering sophomores a course that introduces them to symbolic, numerical, and visualization tools, incorporating computational approaches alongside traditional approaches to problems in many intermediate and advanced courses, and making computational resources available so that students come to see them as tools to be used routinely on their own initiative whenever that use seems appropriate. A flexible text that is microscopically customizable to reflect many different choices of hardware and software is now complete. Details about the Lawrence curricular approach and about the text are posted on the project web site at

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (135 of 337) [7/30/2004 8:38:20 AM] American Association of Physics Teachers

http://www.lawrence.edu/dept/physics/ccli. Footnotes: None spacer

CO10: Online Resource for Health-Related Physics spacer Location: Union Ballroom II & III Date: Tuesday, Aug. 3 Time: 9:00 a.m. Author: Poster - Rod Nave, Georgia State Univ. 404-651-3221, [email protected] Co-Author(s): None Abstract: The specific needs for understanding in physics by students entering nursing and the allied health sciences do not match well with standard introductory physics courses. A number of texts have tried to target this audience, including the authorÕs Physics for the Health Sciences. The present effort is to produce a core of concepts relevant to the needs of the health sciences in an online resource as a part of the HyperPhysics Project. The value of an online resource lies partly in the fact that a focused core of concepts can be highlighted in terms of their direct relevance to the health sciences, but with an abundance of links to the broader scope of the standard introductory physics sequence. Footnotes: None spacer

CO11: Three Current Models of Cardiac Function spacer Location: Union Ballroom II & III Date: Tuesday, Aug. 3 Time: 9:00 a.m. Author: Poster - David Blackman Univ. of California, Berkeley & Hon. Prof. ASIU 541-512-9722, [email protected] Co-Author(s): None Abstract: Cardiac Arrythmia breaks down to three problems. The Thermodynamics of the sodium/calcium exchanger; the thermodynamics of leakage current; and the kinetics of the sodium/potassium pump. Serum potassium accelerates the sodium/potassium pump, which can substitute for leakage current. One can treat cardiac arrythmia with short term mild hyperkalemia. Footnotes: None spacer

CO12: Low Active Learning Gains in Physics at A&T* spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (136 of 337) [7/30/2004 8:38:20 AM] American Association of Physics Teachers

Location: Union Ballroom II & III Date: Tuesday, Aug. 3 Time: 9:00 a.m. Author: Poster - Floyd J. James, North Carolina A&T State Univ. 336-334-7646, [email protected] Co-Author(s): None Abstract: In 2000, the North Carolina A&T State University Department of Physics introduced active learning techniques into its introductory physics courses. Laboratories were converted to the RealTime Physics (RTP) curriculum, while in a few cases, Interactive Lecture Demonstrations were used in classrooms. The Force and Motion Concepts Evaluation test was used as a pre and post test assessment tool. Results achieved over a three-year period do not show the significant gains in learning that were achieved by the developer or many secondary adopter sites. In many cases, performance was comparable to that achieved by traditional methods only. Footnotes: *Supported in part by a U.S. Department of Education MSEIP grant #P120A990065-00. spacer

CO13: Video Problems: A New Type of Context-Rich Problem* spacer Location: Union Ballroom II & III Date: Tuesday, Aug. 3 Time: 9:00 a.m. Author: Poster - David Brookes, Rutgers Univ. 732-445-6887, [email protected] Co-Author(s): Michael Lawrence, Juliana Timofeeva, Eugenia Etkina Abstract: The Rutgers PAER group is working on helping students develop scientific abilities in the context of real-world problems. In this poster we will present a number of open-ended video problems1 and accompanying scoring rubrics that provide formative assessment to students. A video problem comprises footage of two physical situations and a question that calls for finding the same physical quantity from these two situations. For example, a video of a coin flying off a rotating record and a video of the same coin sliding off a tilted record are followed by a question: "use two independent methods to estimate the coefficient of friction between the coin and the record." Students need to decide what quantities to measure and how to measure them to solve the problem. These problems are being used in high school physics and introductory level college physics courses, and in teacher training courses at Rutgers University.2 Footnotes: 1. Video problems can be found at http://paer.rutgers.edu/PT3/ 2. Supported by NSF grant #DUE-0241078 and the U.S. Department of Education. spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (137 of 337) [7/30/2004 8:38:20 AM] American Association of Physics Teachers

CO14: An Example of Virtual Reality Experiments in Introductory Physics Laboratories spacer Location: Union Ballroom II & III Date: Tuesday, Aug. 3 Time: 9:00 a.m. Author: Poster - Dedra N. Demaree, The Ohio State Univ. 614-668-3321, [email protected] Co-Author(s): Stephen Stonebraker, Wenhui Zhao, Lei Bao Abstract: The Ohio State University (OSU) Physics Department is modifying the current introductory calculus based Physics laboratories to include Virtual Reality (VR) experiments developed by the PER group at OSU. The new laboratories combine physical equipment which gives hands-on experience with simulations which provide an ideal environment for studying specific processes in detail. The VR experiments allow for detailed study of fast processes which otherwise would not easily be visualized. An example of this is the new Impulse-Momentum laboratory. The VR collisions software shows the forces and resulting deformation of two carts during a collision. This leads to student exploration of momentum conservation directly from Newton's third law. Students not only confront cognitive conflicts about forces but also develop a deeper understanding of momentum conservation. This poster will present the value of incorporating VR simulations with specific examples from the Impulse-Momentum laboratory. Footnotes: *Supported in part by NSF grants #REC-0087788 and #REC- 0126070. spacer

CO15: Student Attitudes Towards Laboratory Quizzes spacer Location: Union Ballroom II & III Date: Tuesday, Aug. 3 Time: 9:00 a.m. Author: Poster - Dedra Demaree, The Ohio State Univ. 614-668-3321, [email protected] Co-Author(s): Lei Bao

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (138 of 337) [7/30/2004 8:38:20 AM] American Association of Physics Teachers

Abstract: The Ohio State University Physics Department recently introduced laboratory quizzes in the introductory calculus based Physics sequence in order to motivate student participation in the laboratory portion of the course. Previously the laboratories were graded solely on an attendance basis, with full points given regardless of the amount of student effort. The new laboratory quizzes provide an additional small component to each student's overall grade. Several quiz types were tested to find a format which maximizes their effectiveness as a learning tool while minimizing the students' dismay over the additional work load. A balance was found between providing enough points to motivate the students to participate while keeping the points low enough to maintain a non-competitive environment in which to learn during the laboratories. Student feedback was obtained through extensive interviews and an anonymous online survey. Student attitudes towards the new laboratory quizzes will be presented. Footnotes: None spacer

CO16: Interactive Lecture Demonstrations in the Introductory Physics Class in Japan spacer Location: Union Ballroom II & III Date: Tuesday, Aug. 3 Time: 9:00 a.m. Author: Poster - Michi Ishimoto, Kochi Univ. of Tech. 011-81-887-52-2510, [email protected] Co-Author(s): None Abstract: Interactive Lecture Demonstrations by R.K Thornton and D.R. Sokoloff was introduced in the introductory physics classes with traditional lectures in Japanese. The students were mainly biology, chemistry, and material engineering majors. Force and Motion Conceptual Evaluation examinations were given before and after the course. The exam result has shown that high school physics education has not improved the understanding of physics concepts for most students. The result of the exams will be compared with those in the United States. A major problem for ILD was the passive student attitude to participation in discussion. Footnotes: None spacer

CO17: The Development of an Instrument to Monitor Student Affective Status* spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (139 of 337) [7/30/2004 8:38:20 AM] American Association of Physics Teachers

Location: Union Ballroom II & III Date: Tuesday, Aug. 3 Time: 9:00 a.m. Author: Poster - Lei Bao, The Ohio State Univ. 614-292-2450, [email protected] Co-Author(s): Florin Bocaneala, YeounSoo Kim Abstract: Situations that trigger students into explicit awareness of contradictory ideas may motivate the students to change their initial understandings; however, an inappropriate level of conflicts can also cause frustrations among the learners. Therefore, it is important to know a student's affective status during the learning, which may have significant impact on the student's learning achievement and attitude. In our research, we are developing an instrument to measure and monitor the individual student's affective status in a course period. In this presentation, we will discuss the underlying theme in this development and the variables considered in the measurement. Footnotes: *Supported in part by NSF grants #REC-0087788 and #REC- 0126070. spacer

CO18: Speech Volume and Group Cognitive Processes in Physics Classrooms* spacer Location: Union Ballroom II & III Date: Tuesday, Aug. 3 Time: 9:00 a.m. Author: Poster - Florin Bocaneala, The Ohio State Univ. 614-688-3598, [email protected] Co-Author(s): Lei Bao Abstract: We investigate correlations between speech patterns during group discussions around solving physics laboratory type tasks and group cognitive processes. The speech volume pattern gives us insight in the internal group dynamics and even maps regions of the cognitive process that common Physics Education Research means do not cover. Finally, we compare these findings with previous studies of hand gestures during similar tasks. Footnotes: *Supported in part by NSF grants #REC-0087788 and #REC- 0126070. spacer

CO19: Collective Learning and Communication in a Physics Classroom* spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (140 of 337) [7/30/2004 8:38:20 AM] American Association of Physics Teachers

Location: Union Ballroom II & III Date: Tuesday, Aug. 3 Time: 9:00 a.m. Author: Poster - Florin Bocaneala, The Ohio State Univ. 614-688-3598, [email protected] Co-Author(s): Lei Bao Abstract: We attempt to elucidate the mechanism and the impact of communication in a student group learning. Consequently, we model the individual learners and the communication going on between them while they try to understand a given problem task. We pay particular attention to the decision process inherent to the listener role. Next, the study moves from democratic learning to expert guided learning, analyzing the statistic performance predicted by the model. Footnotes: *Supported in part by NSF grants #REC-0087788 and #REC- 0126070. spacer

CO20: Students' Mental Models and Beliefs About Circular Motion* spacer Location: Union Ballroom II & III Date: Tuesday, Aug. 3 Time: 9:00 a.m. Author: Poster - Yeounsoo Kim, The Ohio State Univ. 614-688-3598, [email protected] Co-Author(s): Gyoungho Lee, Jiyeon Park, Lei Bao Abstract: Students can create on the spot mental models to deal with the demands of specific problem-solving situations. These models have important information about how the students construct the representations of the physical world and change their knowledge. This research is a study for developing learning strategy considering students' mental models. The purpose of this study is to investigate high school students' mental models and beliefs about circular motion, and to find out epistemological and ontological presuppositions related to the beliefs. To conduct this research, we developed an instrument for identifying student's mental models and interviewed two participants with this tool. We will present the characteristics of the metal models and the process of the development of the instrument and discuss the reasons why teachers should consider students' mental models and beliefs when they design instruction. Footnotes: *Supported by Korea Research Foundation grant #KRF-2003-042- B00165. spacer

CO21: Anxiety Types in Cognitive Conflict at Action and Reaction Task* spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (141 of 337) [7/30/2004 8:38:20 AM] American Association of Physics Teachers

Location: Union Ballroom II & III Date: Tuesday, Aug. 3 Time: 9:00 a.m. Author: Poster - Yeounsoo Kim, The Ohio State Univ. 614-688-3598, [email protected] Co-Author(s): Yongheon Cho, Sangwoo Shin, Jaesool Kwon, Lei Bao Abstract: Recent research in science education shows the importance of cognitive conflict as a teaching strategy. A cognitive conflict can be produced by various physics learning situations and has the potential for producing either constructive or destructive outcomes. However there is no research to propose the types of positive or negative cognitive conflict that students may have in their learning. We focus the study on the student anxiety caused by cognitive conflict so that we can improve student motivations in learning. Based on some case studies, this study will suggest what type of anxiety is constructive or destructive in learning situation when students are confronted with anomalous situation about action and reaction task. In addition, we will discuss the relationships between anxiety types, learning motivation and epistemological beliefs. Footnotes: *Supported by Korea Research Foundation grant #KRF-2003-037- B00102. spacer

CO22: Student Anxiety Types in Cognitive Conflict Situations and Conceptual Change* spacer Location: Union Ballroom II & III Date: Tuesday, Aug. 3 Time: 9:00 a.m. Author: Poster - Yeounsoo Kim, The Ohio State Univ. 614-688-3598, [email protected] Co-Author(s): Lei Bao Abstract: Within any learning situation cognitive conflicts among ideas or opinions are inevitable and have the potential for producing either constructive or destructive outcomes, depending on how they are managed. Our focus is to study student's anxiety caused by cognitive conflict so that we can improve student's motivations in learning. This study aims to find out what types of anxiety is constructive or destructive in conceptual change when college students are confronted with anomalous situations about electric circuit tasks. We will present the process of students' conceptual change according to anxiety types in conflict situation and discuss the implications for the cognitive conflict strategies based on management of anxiety types in physics instruction. Footnotes: *Supported by Korea Research Foundation grant #KRF-2003-037- B00102. spacer

CO23: Jackson by Inquiry: Group Learning-Based Approach to Graduate Electrodynamics

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (142 of 337) [7/30/2004 8:38:20 AM] American Association of Physics Teachers

spacer Location: Union Ballroom II & III Date: Tuesday, Aug. 3 Time: 9:00 a.m. Author: Poster - Yuhfen Lin, The Ohio State Univ. 614-688-3598, [email protected] Co-Author(s): Bruce R. Patton Abstract: Although versions of the inquiry method have been used to teach K- 12 physics over the years, such an approach was not thought suitable for the more technical material in advanced physics courses. In the graduate level electrodynamics course at the Ohio State University, we have replaced part of the lecture time with a conceptual problem-solving recitation section. In the recitation, students working in groups of four go through examples or problems from the textbook with the aid of guided questions from a recitation worksheet. The instructors provide feedback when needed and interact with students at regular checkpoints to make sure that they have understood the ideas. After covering most of the material this way for two quarters, each group takes over the teaching of an advanced topic by developing their own lectures, recitation worksheet, and homework assignment. Results from the course and our observations will be presented. Footnotes: None spacer

CO24: Student Understanding of Fourier Analysis* spacer Location: Union Ballroom II & III Date: Tuesday, Aug. 3 Time: 9:00 a.m. Author: Poster - Homeyra Sadaghiani, The Ohio State Univ. 614-688-3598, [email protected] Co-Author(s): Lei Bao Abstract: The Fourier theorem is one of the most important principles of wave behavior. However, understanding and application of this theorem in the context of waves (both mechanical waves and matter waves) require understanding of certain math topics that are not often directly discussed in physics classrooms. We are investigating the mathematical background of junior physics majors and their ability to apply the abstract mathematics to extract physical meanings for this theorem. We will present the methodology and results of our study. Footnotes: *Supported in part by NSF grant # REC-0087788 and #REC- 0126070. spacer

CO25: Student Understanding of Probability-Wave Distributions and Measurement Uncertainty* spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (143 of 337) [7/30/2004 8:38:20 AM] American Association of Physics Teachers

Location: Union Ballroom II & III Date: Tuesday, Aug. 3 Time: 9:00 a.m. Author: Poster - Homeyra Sadaghiani, The Ohio State Univ. 614-688-3598, [email protected] Co-Author(s): Lei Bao Abstract: The understandings of probability-waves, probability density, and measurement uncertainty play an important role in understanding quantum mechanics both at introductory and advanced levels. However, students in introductory quantum classes often have developed a strong deterministic view for the physical world. In this study, we will discuss research results of students' difficulties in recognizing the probabilistic nature of the quantum mechanics and their ability to apply the mathematical principles of the probabilistic model to quantum phenomena. Footnotes: *Supported in part by NSF grant # REC-0087788 and REC-0126070. spacer

CO26: Effects of In-Class Polling on Student Performance in Learning Physics spacer Location: Union Ballroom II & III Date: Tuesday, Aug. 3 Time: 9:00 a.m. Author: Poster - Pengfei Li, The Ohio State Univ., Columbus 614-688-3598, [email protected] Co-Author(s): Neville W. Reay, Lei Bao Abstract: At The Ohio State University, Voting Machine (VM), an in-class polling system was used as a lecture instrument to teach students in an introductory electromagnetism class. A sequence of three questions (basic, intensive, extensive) was chosen as a useful tool to trigger the student into different learning modes. Using the voting machine, both the instructor and the students got instant interactive feedback during the teaching-learning activities. Initial results show that students using VM had better scores on relevant examination questions than students in other sections of the same course that didn't use VM. Further analysis is conducted to explore the relationships between the students' in-class polling data and their progress in learning. In this talk, we will discuss how the instant feedback works and the potential models that we aim to extract. Footnotes: None spacer

CO27: Use of Voting Machines to Teach Freshman Physics* spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (144 of 337) [7/30/2004 8:38:20 AM] American Association of Physics Teachers

Location: Union Ballroom II & III Date: Tuesday, Aug. 3 Time: 9:00 a.m. Author: Poster - Neville Reay, The Ohio State Univ. 614-292-6956, [email protected] Co-Author(s): Pengfei Li, Lei Bao Abstract: A "voting machine system* (VM) was used by groups of students during winter 2003 quarter lectures in an electricity and magnetism physics course for Freshman Engineering Honors students. Groups were able to answer multiple-choice questions and immediately see an anonymous display of student choices. Student response was so positive that an improved system was developed and used by individual students during the winter and spring 2004 quarters of the same course. The improved system is presented, together with excerpts from 2003 and 2004 student surveys. We also will display a question format that shows promise for identifying and correcting student preconceptions. Additional VM work will be displayed in the poster of Pengfei Li. Footnotes: *Supported in part by NSF grant #REC-0087788 and #REC-0126070. spacer

CO28: Interactive Video Tutorials for Enhancing Problem Solving, Reasoning, and Meta- Cognitive Skills of Introductory Physics Students spacer Location: Union Ballroom II & III Date: Tuesday, Aug. 3 Time: 9:00 a.m. Author: Poster - Chandralekha Singh, Univ. of Pittsburgh 412-624-9045, [email protected] Co-Author(s): None Abstract: We are developing interactive problem-solving video tutorials to help introductory physics students learn effective problem-solving heuristics and enhance their problem solving, reasoning, and metacognitive abilities. Students will be able to access the tutorials at anytime over the Internet at their convenience. The self-paced video tutorials provide scaffolding support for a variety of problem solving techniques, and opportunities for knowledge and skill acquisition. The problem-solving heuristics begin with a qualitative analysis of the problem, followed by decision making, implementation, assessment, and reflection stages. We will discuss the assessment of the project which involves controlled studies comparing performance of the video learners against those who receive identical content from non-visual means. Footnotes: None spacer

CO29: Physics Exploration Center for Large Introductory Courses* spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (145 of 337) [7/30/2004 8:38:20 AM] American Association of Physics Teachers

Location: Union Ballroom II & III Date: Tuesday, Aug. 3 Time: 9:00 a.m. Author: Poster - Chandralekha Singh, Univ. of Pittsburgh 412-624-9045, [email protected] Co-Author(s): None Abstract: We have designed a "Physics Exploration Center" (PEC) to supplement lecture-oriented teaching in the large introductory physics courses. At PEC, physics lecture demonstrations are turned into fun activities that are integrated with the introductory physics courses. The central objective of PEC is to provide students an opportunity for hands-on, demonstration-based homework problems. These can be assigned in large classes since students can do them at their own convenience and at their own pace during the week. The PEC experience is different from a traditional laboratory, and is meant to be more conceptual and open-ended. The primary purpose is to help students with conceptual understanding of the lecture material, to challenge their preconceptions by providing contradictory experiences, and introduce them to scientific method. Evaluation of PEC using surveys and by administering standardized pre/post tests with appropriate control group shows that visualization of concepts helps students in understanding and remembering physics concepts and it positively impacts their attitude and epistemological beliefs. Footnotes: *Supported in part by NSF grant #DUE-9952498. spacer

CO30: Student Understanding of Quantum Mechanics* spacer Location: Union Ballroom II & III Date: Tuesday, Aug. 3 Time: 9:00 a.m. Author: Poster - Chandralekha Singh, Univ. of Pittsburgh 412-624-9045, [email protected] Co-Author(s): None Abstract: We are investigating student difficulties and designing tutorials related to time-development and measurement issues in upper-level undergraduate Quantum Mechanics. Our investigation includes interviews with individual students, and development and administration of free-response tests and tutorials. Results of our investigation will be discussed. Footnotes: *Supported by NSF grant #PHY-0244708. spacer

CO31: Using Scientific Abilities Rubrics to Assess Student Experimental Work spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (146 of 337) [7/30/2004 8:38:20 AM] American Association of Physics Teachers

Location: Union Ballroom II & III Date: Tuesday, Aug. 3 Time: 9:00 a.m. Author: Poster - Michael Gentile, Rutgers Univ. 732-763-8017, [email protected] Co-Author(s): Eugenia Etkina, Sahana Murthy, Aaron Warren, Suzanne Brahmia Abstract: The Rutgers PAER group is working on helping students develop scientific abilities. Some of these are experimental design, data collection and analysis, and construction and modification of explanations. We developed Scientific Abilities Rubrics for assessment and feedback. This poster will describe the rubrics and their use in two introductory physics courses. In the course for health science majors, the rubrics are used for grading laboratory practical exams that include experiments designed and performed by the students themselves. In the course for engineering majors the students work in groups outside of class on semester- long projects based on the ISLE1 cycle designing and analyzing observational experiments, forming explanations and predictions, and finally testing their predictions. The rubrics are used to offer feedback and to determine the project grade. In both courses the instructors using the instrument are typical physics graduate teaching assistants. Footnotes: 1. Etkina, E. & Van Heuvelen, A. (2001). Investigative Science Learning Environment: Using the processes of science and cognitive strategies to learn physics. Proceedings of the 2001 Physics Education Research Conference. Rochester, NY, 17-21. spacer

CO32: Developing and Measuring Students' Ability to Model Physical Phenomena* spacer Location: Union Ballroom II & III Date: Tuesday, Aug. 3 Time: 9:00 a.m. Author: Poster - Michael Gentile, Rutgers Univ. 732-763-8017, [email protected] Co-Author(s): Alan Van Heuvelen, Aaron Warren, Eugenia Etkina Abstract: Instructional methods have lagged behind the needs of a 21st century workforce. Employers in technical fields desire a set of scientific abilities in their employees which are largely absent in students currently completing their education.1 The Rutgers University PAER group under a grant from the NSF is developing a learning system that helps to correct this mismatch by developing scientific abilities in students. Being able to model a physical phenomenon so it can be more easily studied is an important ability that practicing physicists use regularly. Tasks involving explaining new phenomena, constructing relationships from patterns in data, making predictions, and designing experiments to solve practical problems all encourage students to develop this ability. This poster will show specific examples of these tasks, corresponding student work, and a method for scoring and analyzing it.

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (147 of 337) [7/30/2004 8:38:20 AM] American Association of Physics Teachers

Footnotes: *Supported by NSF grant #DUE-0241078 and #DUE-0336713. 1. Roman Czujko, "The physics bachelors as a passport to the workplace: recent research results, in the changing role of physics departments in modern universities," edited by E. F. Redish and J. S Rigden, AIP Conf. Proc. No. 399, Woodbury, NJ, 1997. spacer

COM01: Executive Board I spacer Location: Yuba River Room, Doubletree Hotel Date: Saturday, July 31 Time: 7:00 p.m.-10:00 p.m. Abstract: None spacer

COM02: Publications Committee spacer Location: Union Capital Room Date: Sunday, Aug. 1 Time: 8:00 a.m.-11:00 a.m. Abstract: None spacer

COM03: Venture Fund Committee spacer Location: Union Camelia Room Date: Sunday, Aug. 1 Time: 11:00 a.m.-11:30 a.m. Abstract: None spacer

COM04: Executive Board II spacer Location: Union Capital Room Date: Sunday, Aug. 1 Time: 12:30 p.m.-4:30 p.m. Abstract: None spacer

COM05: Programs I spacer Location: Union Hinde Auditorium Date: Sunday, Aug. 1 Time: 4:30 p.m.-5:30 p.m. Abstract: None spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (148 of 337) [7/30/2004 8:38:20 AM] American Association of Physics Teachers

COM06: Membership & Benefits Committee spacer Location: Union Green & Gold Room Date: Sunday, Aug. 1 Time: 4:30 p.m.-5:30 p.m. Abstract: None spacer

COM07: Section Officers' Exchange spacer Location: Union Ballroom I Date: Sunday, Aug. 1 Time: 5:30 p.m.-6:30 p.m. Abstract: None spacer

COM08: Section Representatives Meeting spacer Location: Union Ballroom I Date: Sunday, Aug. 1 Time: 8:30 p.m.-10:00 p.m. Abstract: None spacer

COM09: Investment Advisory Committee spacer Location: Union Camelia Room Date: Monday, Aug. 2 Time: 8:00 a.m.-9:30 a.m. Abstract: None spacer

COM10: Nominating Committee spacer Location: Union Green & Gold Room Date: Monday, Aug. 2 Time: 8:00 a.m.-9:30 a.m. Abstract: None spacer

COM11: PTRA Rural Regional Coordinators' Meeting spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (149 of 337) [7/30/2004 8:38:20 AM] American Association of Physics Teachers

Location: Union Capital Room Date: Monday, Aug. 2 Time: 4:00 p.m.-5:30 p.m. Abstract: None spacer

COM12: Teacher Prep Committee spacer Location: Union California Date: Monday, Aug. 2 Time: 4:00 p.m.-5:30 p.m. Abstract: None spacer

COM13: Professional Concerns Committee spacer Location: Riverside 1006 Date: Monday, Aug. 2 Time: 4:00 p.m.-5:30 p.m. Abstract: None spacer

COM14: Examination Editorial Board Meeting spacer Location: Union Camelia Room Date: Monday, Aug. 2 Time: 4:00 p.m.-5:30 p.m. Abstract: None spacer

COM15: Minorities in Physics Committee spacer Location: Riverside 1002 Date: Monday, Aug. 2 Time: 4:00 p.m.-5:30 p.m. Abstract: None spacer

COM16: PIRA Business Meeting spacer Location: Mariposa 1000 Date: Monday, Aug. 2 Time: 4:00 p.m.-5:30 p.m. Abstract: None spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (150 of 337) [7/30/2004 8:38:20 AM] American Association of Physics Teachers

COM17: AAPT Liaisons Meeting spacer Location: Union Capital Room Date: Tuesday, Aug. 3 Time: 7:00 a.m.-8:00 a.m. Abstract: None spacer

COM18: Pre-High School Committee spacer Location: Union Green & Gold Room Date: Tuesday, Aug. 3 Time: 7:00 a.m.-8:00 a.m. Abstract: None spacer

COM19: Laboratories Committee spacer Location: Mariposa 1000 Date: Tuesday, Aug. 3 Time: 6:00 p.m.-7:30 p.m. Abstract: None spacer

COM20: SI Unit & Metric Ed. Committee spacer Location: Union Fireside Lounge Date: Tuesday, Aug. 3 Time: 6:30 p.m.-7:30 p.m. Abstract: None spacer

COM21: Graduate Education Committee spacer Location: Union Oak Room Date: Tuesday, Aug. 3 Time: 6:30 p.m.-7:30 p.m. Abstract: None spacer

COM22: History & Philosophy Committee spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (151 of 337) [7/30/2004 8:38:20 AM] American Association of Physics Teachers

Location: Union Walnut Room Date: Tuesday, Aug. 3 Time: 6:30 p.m.-7:30 p.m. Abstract: None spacer

COM23: International Education Committee spacer Location: Union Camelia Room Date: Tuesday, Aug. 3 Time: 6:30 p.m.-7:30 p.m. Abstract: None spacer

COM24: Interest of Senior Physicists Committee spacer Location: Union Green & Gold Room Date: Tuesday, Aug. 3 Time: 6:30 p.m.-7:30 p.m. Abstract: None spacer

COM25: Women in Physics Committee spacer Location: Union Summit Date: Tuesday, Aug. 3 Time: 7:30 p.m.-9:00 p.m. Abstract: None spacer

COM26: Science Education for the Public Committee spacer Location: Union California Date: Tuesday, Aug. 3 Time: 7:30 p.m.-9:00 p.m. Abstract: None spacer

COM27: Apparatus Committee spacer Location: Union Orchard Suite Date: Tuesday, Aug. 3 Time: 7:30 p.m.-9:00 p.m. Abstract: None spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (152 of 337) [7/30/2004 8:38:20 AM] American Association of Physics Teachers

COM28: Space Science & Astronomy Committee spacer Location: Union Capital Room Date: Tuesday, Aug. 3 Time: 7:30 p.m.-9:00 p.m. Abstract: None spacer

COM29: Undergraduate Education Committee spacer Location: Union Forest Suite Date: Tuesday, Aug. 3 Time: 7:30 p.m.-9:00 p.m. Abstract: None spacer

COM30: Research in Physics Education Committee spacer Location: Union Redwood Date: Tuesday, Aug. 3 Time: 8:00 p.m.-10:00 p.m. Abstract: None spacer

COM31: Two-Year College Committee spacer Location: Union Valley Suite Date: Tuesday, Aug. 3 Time: 8:00 p.m.-10:00 p.m. Abstract: None spacer

COM32: Educational Technologies Committee spacer Location: Union Foothill Suite Date: Tuesday, Aug. 3 Time: 8:00 p.m.-10:00 p.m. Abstract: None spacer

COM33: High School Committee spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (153 of 337) [7/30/2004 8:38:21 AM] American Association of Physics Teachers

Location: Union Hinde Auditorium Date: Tuesday, Aug. 3 Time: 8:00 p.m.-10:00 p.m. Abstract: None spacer

COM34: Programs II spacer Location: Union Summit Date: Wednesday, Aug. 4 Time: 7:00 a.m.-8:30 a.m. Abstract: None spacer

COM35: Awards Committee spacer Location: Union Green & Gold Room Date: Wednesday, Aug. 4 Time: 1:00 p.m.-2:00 p.m. Abstract: None spacer

COM36: Bauder Fund Committee spacer Location: Union Valley Suite Date: Wednesday, Aug. 4 Time: 1:00 p.m.-2:00 p.m. Abstract: None spacer

COM37: Executive Board III spacer Location: Yuba River Room, Doubletree Hotel Date: Wednesday, Aug. 4 Time: 4:00 p.m.-7:00 p.m. Abstract: None spacer

CP: Ceremonial Session II spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (154 of 337) [7/30/2004 8:38:21 AM] American Association of Physics Teachers

Location: Union Ballroom I Date: Tuesday, Aug. 3 Time: 10:15 a.m.-11:45 a.m. Presider: Charles Holbrow, Colgate Univ. Physics & Astronomy 315-228-7206, [email protected] Co- None Presiders(s): Equipment: Computer projection (no computer -- must bring own laptop), Overhead projector, screen spacer

CP01: Klopsteg Memorial Award--Quantum Experiments: From Philosophical Curiosity to a New Technology spacer Location: Union Ballroom I Date: Tuesday, Aug. 3 Time: 10:15 a.m. Author: Invited - Anton Zeilinger, Univ. of Vienna 011-43-142-775-1201, [email protected] Co-Author(s): None Abstract: Two interesting recent exeprimental developments will be discussed: the distribution of entanglement and quantum teleportation over large distances and the detailed studies of quantum interference in macromolecules such as buckyballs. Such experiments are not only interesting from a fundamental point of view, they are also opening up the door for a new information technology including quantum cryptography and quantum computation. Most importantly, while being etchnically quite challenging, their concepts and the results can easily be presented in a way suitable for undergraduate teaching or even for the public at large. The talk will conclude with a discussion of possible future developments such as the search for quantum phenomena in biological systems and the prospects of space-based quantum communication. Footnotes: None spacer

CP02: Robert A. Millikan Award--The Challenges of Teaching Modern Physics spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (155 of 337) [7/30/2004 8:38:21 AM] American Association of Physics Teachers

Location: Union Ballroom I Date: Tuesday, Aug. 3 Time: 11:00 a.m. Author: Invited - Kenneth S. Krane, Oregon State Univ. 541-737-1692, [email protected] Co-Author(s): None Abstract: Introductory modern physics plays a critical role in the undergraduate curriculum. It is a transitional course that, in both physics content and mathematical skills, bridges from introductory physics to the rigorous upper-division program. It is often students' first exposure to "real" physics, which may solidify their desire to study physics or even convert them to physics from other majors. However, the topics of relativity and quantum physics pose challenges to both students and instructors. Students must master an unfamiliar and often counterintuitive set of rules, and instructors must tailor the level and pace to an audience of often widely varying physics and mathematics backgrounds. Physics education research has revealed a new set of reasoning difficulties that reflect students' inability to apply core principles to new situations. In this talk I will discuss some issues of content and pedagogy that impact the teaching of modern physics. Footnotes: None spacer

DA: 3-D Physics Software spacer Location: Amador 153 Date: Tuesday, Aug. 3 Time: 12:30 p.m.-3:00 p.m. Presider: Gerald Meisner, Univ. of North Carolina 336-334-4217, [email protected] Co- None Presiders(s): Equipment: Computer projection (no computer -- must bring own computer), overhead projector & screen spacer

DA01: Vpython: Python Plus Animations in Stereo 3D* spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (156 of 337) [7/30/2004 8:38:21 AM] American Association of Physics Teachers

Location: Amador 153 Date: Tuesday, Aug. 3 Time: 12:30 p.m. Author: Invited - Bruce Sherwood, North Carolina State Univ. 919-513-4827, [email protected] Co-Author(s): None Abstract: VPython (http://vpython.org), based on the modern object-oriented programming language Python (a href="http://python.org">http://python.org), makes it easy to write programs that generate real-time, navigable 3D animations. VPython includes a set of 3D objects (sphere, cylinder, arrow, etc.), tools for creating other shapes, and support for 3D vector algebra. We will show examples of 3D programs written by students and by instructors. By adding a single statement to an existing VPython program, animations can be viewed in true stereo 3D. One can choose several modes: active shutter glasses, passive polarized glasses, or colored glasses (e.g. red-cyan). We will demonstrate the new stereo capability and discuss the pros and cons of various schemes for display of stereo 3D for a large audience. Footnotes: *Supported in part by NSF grant DUE-0237132. spacer

DA02: 3D in the Introductory Calculus-Based Course spacer Location: Amador 153 Date: Tuesday, Aug. 3 Time: 1:00 p.m. Author: Invited - Ruth Chabay, North Carolina State Univ. 919-513-4826, [email protected] Co-Author(s): None Abstract: Physical phenomena take place in a 3D world, but introductory physics courses emphasize 2D descriptions and analyses, in part because drawing diagrams in 3D is difficult. Howover, while experts can supply the missing third dimension when viewing typical 2D diagrams, students often are unable to make the connection to the real 3D world. Appropriate instruction,1 appropriate notation (the form used in some calculus textbooks has turned out to be particularly helpful), and appropriate 3D drawing and visualization tools2 can make 3D accessible to students. In this context students begin to view vectors as objects and powerful analysis tools rather than as unpleasant trig. Students even demonstrate competence in using unit vectors, a topic we had previously found very difficult to teach. Footnotes: 1. Matter & Interactions, Ruth Chabay & Bruce Sherwood, Wiley 2002, http://www4.ncsu.edu/~rwchabay/mi. 2. See http://vpython.org. spacer

DA03: 3D Environments in LAAPhysics Tutorials

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (157 of 337) [7/30/2004 8:38:21 AM] American Association of Physics Teachers

spacer Location: Amador 153 Date: Tuesday, Aug. 3 Time: 1:30 p.m. Author: Jameson Bennett, Univ. North Carolina, Greensboro 336-334-4217, [email protected] Co-Author(s): Harol Hoffman, Gerald W. Meisner Abstract: Advancements in computer technologies give us access to virtual environments that closely model the actions of the physical world. Observable phenomena are now able to be simulated in a real-time manner, allowing students to engage both the virtual and physical worlds in similar ways. Learn Anytime Anywhere Physics1 (LAAPhysics) is a comprehensive online introductory physics course that has integrated a three dimensional (3D) virtual environment into its existing two dimensional (2D) courseware. The 3D development of LAAPhysics focuses on instruction of basic physics in open-ended interactive virtual environments. This permits enhanced learning in a laboratory environment, allowing users to solve problems in ways of their own design. This paper will compare the use of the LAAPhysics 3D and 2D lab environments, showcasing the open-endedness of the 3D labs. We will also discuss the authoring tools for those wishing to set up their own 3D simulated laboratories. Footnotes: Sponsored by Gerald W. Meisner. 1. Supported in part by FIPSE grant #P339B990329. spacer

DA04: Beta Testing LAAPhysics in a California High School spacer Location: Amador 153 Date: Tuesday, Aug. 3 Time: 1:45 p.m. Author: Mark Hughs, Gilbert South H.S. 714-999-3738, [email protected] Co-Author(s): Mike Turner, Harol Hoffman, Gerald W. Meisner Abstract: The promise of technology is a fully interactive learning experience for every student; grounded in clearly-defined objectives, yet yielding to specific needs and modalities of learning. Yet despite sufficient infrastructure, this promise has remained unfulfilled until now. Learn Anytime Anywhere Physics1 capitalizes on Physics Education Research and the current technology infrastructure to bring a research-based introductory physics curriculum to a national population with a minimal and financially instruction and fully consumed the student's formal physics instruction for the introductory topics of scientific thinking, velocity, and acceleration. Outcomes will be discussed with respect to student and teacher success, failures, and emotional reactions to the software. While the test was brought to a premature end by network failure, sufficient anecdotal evidence exists to suggest that this technology can be utilized in many situations to enhance or fully replace student laboratory experience. Footnotes: 1. Supported in part by FIPSE grant #P339B990329.

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (158 of 337) [7/30/2004 8:38:21 AM] American Association of Physics Teachers

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DA05: Some Viewer Controlled 3D Figures for Vibrations and Waves* spacer Location: Amador 153 Date: Tuesday, Aug. 3 Time: 2:00 p.m. Author: R. Dean Ayers California State Univ., Long Beach (Emeritus) 541-858-5858, [email protected] Co-Author(s): Nader A. Inan Abstract: Simple harmonic motions and waves with sinusoidal time dependence can be used as building blocks for more complicated motions. Their conceptual relationship to uniform circular motion is shown in 3-D figures using DPGraph. Controls are provided for physical parameters and the viewing orientation. Seeing waves in one spatial independent variable as projections of rotating wire figures may make phasors more concrete and ease the transition to the complex exponential representation. "Lurching waves" that result from an imperfect reflection provide a continuous connection between the special cases of traveling sinusoids and perfect standing waves. In two spatial dimensions, imperfect reflection at oblique incidence produces a disturbance that "lurches" toward the interface while traveling parallel with it. Not all waves are sinusoidal. Traveling pulse waves and their reflections are represented conveniently in a spacetime diagram. Movie frames and waveforms at specific locations are just orthogonal slices through one three-dimensional figure. Footnotes: *Supported by the Paul S. Veneklasen Research Foundation and the CSULB Scholarly and Creative Activities Committee. spacer

DA06: Improving Introductory Physics Laboratories with Virtual Reality Simulations* spacer Location: Amador 153 Date: Tuesday, Aug. 3 Time: 2:15 p.m. Author: Dedra Demaree, The Ohio State Univ. 614-668-3321, [email protected] Co-Author(s): Stephen Stonebraker, Wenhui Zhao, Lei Bao

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (159 of 337) [7/30/2004 8:38:21 AM] American Association of Physics Teachers

Abstract: The Ohio State University (OSU) Physics Department is modifying the current introductory calculus based physics laboratories to include Virtual Reality (VR) experiments developed by the PER group at OSU. Traditionally students are not enthusiastic about the laboratories and are often frustrated with inaccurate measurements and poor agreement with expected numerical results. Providing VR simulations allows for an ideal environment for studying specific processes with precise results. Mixing hands-on experiments with VR simulations allows for practical discussions of errors and approximations, as well as provides the opportunity for relating fast and/or intermolecular processes with easily observable events. As an added benefit, the joystick controlled VR experiments resemble interactive video games which increase student interest. With the inclusion of VR simulations, the laboratories can be more challenging and educational while also providing fun for the students. Preliminary results of student reactions to the VR experiments will be presented. Footnotes: *Supported in part by NSF grants #REC-0087788 and #REC- 0126070. spacer

DA07: Three-Dimensional Visualization of Optical Phenomena spacer Location: Amador 153 Date: Tuesday, Aug. 3 Time: 2:30 p.m. Author: Taha Mzoughi, 662-325-2923, [email protected] Co-Author(s): John T. Foley Abstract: Many approaches can be taken to visualize physical phenomena in three dimensions. We will use this talk to illustrate the approaches that we have used to visualize optical phenomena in WebTOP modules.1 The various modules use different kinds of three- dimensional interactive scenes to illustrate different physical principles. For example, the Lenses module displays dots at locations where rays strike a movable observation screen. Some modules depict moving electric field vectors at predefined observation points. Other modules show intensity patterns on observation screens, while others depict waves moving in a pool. Currently, WebTOP contains seventeen modules covering topics in wave simulation, geometrical optics, physical optics and laser physics. Some WebTOP modules are appropriate for use in introductory physics courses others for undergraduate and graduate optics courses. WebTOP modules are available for use and/or download at http://webtop.msstate.edu. Footnotes: 1. Sponsored in part by NSF grant #DUE- 0231217. spacer

DA08: Statics and Constant Force Modules In LAAPhysics* spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (160 of 337) [7/30/2004 8:38:21 AM] American Association of Physics Teachers

Location: Amador 153 Date: Tuesday, Aug. 3 Time: 2:45 p.m. Author: Gerald Meisner, Univ. of North Carolina, Greensboro 336-334-4217, [email protected] Co-Author(s): Mike Turner, Harol W. Hoffman Abstract: We report on current developments in the LAAPhysics1 project. Selected environments from newly developed statics and constant force modules will be presented, infrastructure modifications have been instituted to make the client - server system more robust, and the GUI has been improved as beta testers have given additional feedback. Modifications of both student learning tools and faculty authoring tools will be discussed. Beta testing for both 2D and 3D tutorials in mechanics continues; student responses and reactions will be summarized. Footnotes: **Supported in part by FIPSE grant # P339B990329. 1. See http://www.laaplatform.org spacer

DB: Applications of Physics in Radiotherapy and Diagnostic Radiology spacer Location: Mendocino 1003 Date: Tuesday, Aug. 3 Time: 1:00 p.m.-2:30 p.m. Presider: Lynn Aldrich, College Misericordia Physics Dept. 570-674-6376, [email protected] Co- None Presiders(s): Equipment: Computer projection (no computer -- must bring own computer), overhead projector & screen spacer

DB01: Molecular Imaging for Radiation Therapy: Biological and Technical Challenges spacer Location: Mendocino 1003 Date: Tuesday, Aug. 3 Time: 1:00 p.m. Author: Invited - Edward Graves, Stanford Univ. School of Medicine 650-723-5549, [email protected] Co-Author(s): None

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (161 of 337) [7/30/2004 8:38:21 AM] American Association of Physics Teachers

Abstract: A number of functional imaging modalities, such as positron emission tomography (PET) and magnetic resonanc spectroscopy (MRS) are now used to provide more effective diagnosis and localization of tumors. However, the vast majority of radiotherapy planning and followup is done on the basis of conventional computed tomography (CT) and magnetic resonance imaging (MRI), in which structure is the primary source of image contrast. In order to apply emerging molecular imaging technologies toward radiation oncology, a number of issues must be addressed. Foremost among these are the development of strategies to image molecular signatures with implications for radiation therapy, and the engineering of techniques for integrating novel imaging information into the selection of a treatment course and/or treatment plan for a patient. This talk will review the fundamental physics associated with PET and MRS, and will highlight current work being conducted to incorporate these imaging modalities in radiotherapy planning. Footnotes: None spacer

DB02: The Development of a CT Scanner for Breast Cancer Screening spacer Location: Mendocino 1003 Date: Tuesday, Aug. 3 Time: 1:30 p.m. Author: Invited - John Boone, Univ. of California, Davis Medical Ctr. 916-734-3158, [email protected] Co-Author(s): Karen K. Lindfors, Thomas R. Nelson Abstract: While x-ray mammography has demonstrated a significant reduction in breast cancer mortality, imaging systems with increased sensitivity are desirable. We are developing a computed tomography (CT) scanner for breast cancer screening. Cone-beam acquisition geometry is exploited, whereby the detector has a large field of view (30cm x 40cm) and thus only one rotation around the pendant breast is required to produce roughly 200 coronal CT images. The design and various performance metrics of the prototype system will be presented. The spatial resolution (modulation transfer function) and the noise properties of the breast CT scanner will be discussed. While it is too soon to make conclusions in regards to the clinical performance of breast CT, observations in regards to the potential efficacy of this technology will be discussed. Footnotes: None spacer

DB03: Current Applications of Physics in Radiation Oncology spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (162 of 337) [7/30/2004 8:38:21 AM] American Association of Physics Teachers

Location: Mendocino 1003 Date: Tuesday, Aug. 3 Time: 2:00 p.m. Author: Invited - Lynn Verhey, Univ. of California, San Francisco 415-353-7184, [email protected] Co-Author(s): None Abstract: The technology surrounding the planning and delivery of radiation to cancer patients has experienced a revolution in the past decade as a direct result of the computer revolution. Control and monitoring of the linear accelerators that produce the treatment x-ray beams is now totally computerized. The adoption of computer-driven multi-leaf collimators (MLC) and dynamic jaws, has made it possible to treat a patient from multiple beam directions without human intervention. State-of-the-art, intensity modulated radiotherapy (IMRT) involves modifying the shape of the MLC in order to produce variable intensity across each treatment field. This results in dose distributions that conform closely to complex 3D tumor targets. In this talk we will present some basic physics background related to radiotherapy, and describe recent developments in the research area called image guided radiotherapy (IGRT), a method which employs pretreatment images to accurately guide delivery of the highly conformal IMRT treatments. Footnotes: None spacer

DC: Student Conceptions of Energy and Thermal Physics spacer Location: Amador 150 Date: Tuesday, Aug. 3 Time: 1:00 p.m.-2:30 p.m. Presider: Alex Dickison, Seminole Comm. College 407-328-2202, [email protected] Co- None Presiders(s): Equipment: Computer projection (no computer -- must bring own computer), overhead projector & screen spacer

DC01: Student Understanding of Gravitational Potential Energy and Moving Objects spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (163 of 337) [7/30/2004 8:38:21 AM] American Association of Physics Teachers

Location: Amador 150 Date: Tuesday, Aug. 3 Time: 1:00 p.m. Author: Michael Loverude, California State Univ., Fullerton 714-278-2270, [email protected] Co-Author(s): None Abstract: We have been investigating student understanding of energy concepts in the context of introductory courses for non-science majors as well as those for science and engineering majors. We have found that many students develop incomplete understandings of the concept of gravitational potential energy. Moreover, students often make incorrect notions about the motion of bodies under the influence of gravity. These incorrect beliefs may prevent the development of a coherent understanding of energy as a conserved quantity. Examples will be presented of student responses to written questions and those posed in interviews. Footnotes: None spacer

DC02: Helping Students to Develop a Functional Understanding of Energy Conservation* spacer Location: Amador 150 Date: Tuesday, Aug. 3 Time: 1:15 p.m. Author: Beth Lindsey, Univ. of Washington 206-543-7849, [email protected] Co-Author(s): Paula R.L. Heron, Peter S. Shaffer, Lillian C. McDermott Abstract: Arnold Arons and many others have noted that most introductory mechanics texts present the concept of work in a way that is limited in its applications to systems with no internal degrees of freedom, and may appear to contradict the principle of energy conservation when naively applied to deformable systems. At the University of Washington, the Physics Education Group has been developing research-based tutorials to supplement traditional instruction in textbooks, lectures, and labs. We will discuss our experiences in trying to develop a tutorial on energy conservation that helps students apply a more general form of this principle. Footnotes: *Supported in part by an NSF grant. spacer

DC03: Do We Say What We Mean? Misclassification of Physics Concepts and Students' Difficulties spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (164 of 337) [7/30/2004 8:38:21 AM] American Association of Physics Teachers

Location: Amador 150 Date: Tuesday, Aug. 3 Time: 1:30 p.m. Author: David T. Brookes, Rutgers Univ. 732-729-7835, [email protected] Co-Author(s): None Abstract: Physicists understand that the word "heat" refers to a process through which a system can gain or lose energy. But is this understanding reflected in the way physicists write and talk about heat? I will analyse references to "heat" in three popular introductory college physics textbooks, and introduce a simple coding scheme. This coding scheme will be used to classify references to "heat" as either "substance" based or "process" based. I will also code student's reasoning about the concept of "heat" with the same coding scheme. I will argue that both physicists' writing about and students understanding of "heat" is predominantly substance based. Footnotes: None spacer

DC04: Using the Thermal Concept Evaluation to Focus Instruction: A Critique spacer Location: Amador 150 Date: Tuesday, Aug. 3 Time: 1:45 p.m. Author: Paul Zitzewitz, Univ. of Michigan, Dearborn 313-593-5277, [email protected] Co-Author(s): Gail R. Luera, Charlotte A. Otto Abstract: In 2001, Yeo and Zadnik published an assessment tool, the Thermal Concept Evaluation, to evaluate students' understanding of thermal concepts. Similar to similar instruments, Yeo and Zadnik suggested that their instrument could be used as a pre-test or post-test instrument, to assess alternative conceptions during classroom instruction, or to plan instruction or remediation. TCE questions are presented in everyday contexts in order to probe students' own conceptions rather than conceptions learned and applied in classroom settings. We employed the TCE in the context of a science education capstone course for future elementary educators co-taught by a science educator and a physicist or chemist. The TCE was primarily used to guide instruction in terms of selecting activities that would force students to confront the common misconceptions identified by the measure. The uses and limitations of the TCE we encountered are described and applied to a broader audience of potential users. Footnotes: None spacer

DC05: Semi-Intuitive Thinking and Reasoning Inconsistencies in Calorimetry spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (165 of 337) [7/30/2004 8:38:21 AM] American Association of Physics Teachers

Location: Amador 150 Date: Tuesday, Aug. 3 Time: 2:00 p.m. Author: Warren Christensen, Iowa State Univ. 515-294-1647, [email protected] Co-Author(s): Ngoc-Loan P. Nguyen, David E. Meltzer Abstract: As part of a project to investigate and address learning difficulties in thermal physics, we have explored students' approaches to solving calorimetry problems involving two substances with differing specific heats. We have found that students often employ various context- dependent rules-of-thumb such as "equal energy transfer implies equal temperature change," and "temperature changes are directly proportional to specific heat." Through interviews we find that students frequently get confused by, or tend to overlook, the detailed proportional reasoning or algebraic procedures that could lead to correct solutions. Instead, they often proceed with semi-intuitive reasoning that at times may be productive, but more often leads to inconsistencies and non-uniform conceptual understanding. We will present new data that indicate the occurrences of these incorrect responses are reproducible across semesters, instructors, and instructional formats. Footnotes: *Supported in part by NSF DUE-#9981140 and NSF REC-#0206683 spacer

DC06: Some Random Observations spacer Location: Amador 150 Date: Tuesday, Aug. 3 Time: 2:15 p.m. Author: David Van Domelen, Kansas State Univ. 785-532-1605, [email protected] Co-Author(s): None Abstract: What does it mean for something to be random? Even experts don't necessarily agree completely on the answer to that question, so we certainly can't expect students to. Students in various introductory physics courses filled out two surveys regarding the topic of randomness, with interesting results that will be discussed here. Footnotes: None spacer

DD: Public Outreach Activities for the World Year of Physics 2005 spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (166 of 337) [7/30/2004 8:38:21 AM] American Association of Physics Teachers

Location: Union California Date: Tuesday, Aug. 3 Time: 1:00 p.m.-2:45 p.m. Presider: Chuck Stone, North Carolina A&T State Univ. 336-256-2039, [email protected] Co- None Presiders(s): Equipment: Computer projection (no computer -- must bring own computer), overhead projector & screen spacer

DD01: The WYP 2005 - An Opportunity to Increase the Public's Awareness and Appreciation of Physics spacer Location: Union California Date: Tuesday, Aug. 3 Time: 1:00 p.m. Author: Invited - Jessica Clark, American Physical Society 301-209-3244, [email protected] Co-Author(s): Warren W. Hein, Gary D. White Abstract: The year 2005 marks the 100th anniversary of Einstein's "miraculous year" in which he published four important papers describing ideas that have since influenced all of modern physics. The year provides the opportunity to celebrate Einstein, his great ideas, and his influence on life in the 21st century. The World Year of Physics (WYP 2005) is a worldwide celebration of physics and its importance in everyday lives. The goal of the WYP is to raise the public awareness of physics and physical science and this presentation will share what the American Physical Society, American Association of Physics Teachers, and the American Institute of Physics/Society of Physics Students are doing to promote the WYP 2005. Footnotes: None spacer

DD02: Fysik Lasershow: 10 Years of Outreach, How It Is Done and the Resulting Impact spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (167 of 337) [7/30/2004 8:38:21 AM] American Association of Physics Teachers

Location: Union California Date: Tuesday, Aug. 3 Time: 1:30 p.m. Author: Invited - Per Olof Zetterberg, Lund Univ. 011-46-46-222-7725, [email protected] Co-Author(s): Johan Zetterberg Abstract: One of the main goals for The World Year of Physics 2005 is to connect the general public with physics and how developments in physics surrounds us in our everyday life. For eight years we have been marketing physics to young students and general audiences with a show that features 45 minutes of demonstrations and an artistic 15 minute laser show. Originally set-up in the main lecture hall of the Physics Department, the laser display is mostly built from physics education apparatus such as gratings, rotating mirrors, oscillating springs, etcetera. We now also pack up the show and travel to science festivals and public gatherings resulting in a total of 70 shows, each with an audience of around 200. We have an improved situation of students enrolling for studying physics in Lund and we think the shows may have had an impact on our recruitment. Footnotes: None spacer

DD03: Einstein Experts for Interested Nonexperts spacer Location: Union California Date: Tuesday, Aug. 3 Time: 2:00 p.m. Author: Richard Price, Univ. of Utah/Univ. of Texas, Brownsville 801-581-8691, [email protected] Co-Author(s): None Abstract: The World Year of Physics is the centenary of Einstein's miraculous year, and will create a market for experts to talk about Einstein, the person and the physics. The Topical Group in Gravitation (TGG), the United States national association of researchers in relativity, will serve this market with a free expert Speakers Program available to 4- year colleges and high schools, and for more general outreach. TGG speakers will be participating who have a talent for clear exposition and who are experts in various Einstein-related topics (e.g., black holes, gravitational waves, cosmology, Einstein's impact, Einstein as a person.) Footnotes: None spacer

DD04: International Physics Road Show Workshop: Physics on Stage spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (168 of 337) [7/30/2004 8:38:21 AM] American Association of Physics Teachers

Location: Union California Date: Tuesday, Aug. 3 Time: 2:15 p.m. Author: Stanley J. Micklavzina, Univ. of Oregon 541-689-0700, [email protected] Co-Author(s): None Abstract: I had the privilege of attending Physics on Stage 3 (http://www.physicsonstage.net/) a European Union conference where delegates from all E.U. countries are invited to participate and exchange ideas of how to bring physics to the public. The conference had physics performance, presentations, workshops, and an apparatus fair. I will present slides and pass along ideas from this conference that could also be implemented in The World Year of Physics 2005. Footnotes: None spacer

DD05: SPS Across the U.S. Celebrates World Year of Physics spacer Location: Union California Date: Tuesday, Aug. 3 Time: 2:30 p.m. Author: Karen Williams, President Society of Physics Students 580-310-5394, [email protected] Co-Author(s): None Abstract: The Society of Physics Students across the United States are preparing to celebrate the WYP beginning in October 2004 with the Sigma Pi Sigma Congress and SPS National Council Meeting and continuing throughout 2005 to commemorate the 100th anniversary of Einstein's three great papers. Learn what fantastic events these bright students and their advisors have planned for this celebration. Get ideas for activities that your school, department, or university can do to help promote physics in the community where you are located. Or take notes and plan your travels around these events to help join in on the fun. Footnotes: None spacer

DE: Human BioPhysics Laboratories spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (169 of 337) [7/30/2004 8:38:21 AM] American Association of Physics Teachers

Location: Union Foothill Suite Date: Tuesday, Aug. 3 Time: 1:00 p.m.-2:45 p.m. Presider: Dan MacIsaac, SUNY Buffalo State Univ. 716-878-3802, [email protected] Co- None Presiders(s): Equipment: Computer projection (no computer -- must bring own computer), overhead projector & screen spacer

DE01: A Guide to Humanizing Your Introductory Physics Laboratory Activities* spacer Location: Union Foothill Suite Date: Tuesday, Aug. 3 Time: 1:00 p.m. Author: Invited - Nancy L. Beverly, Mercy College 914-674-7275, [email protected] Co-Author(s): None Abstract: Would your students benefit from greater human/biophysical context in their physics laboratories? Would your students be even more engaged with their active-learning, hands-on activities if they saw more human relevance? The Humanized Physics Project (HPP)1 has been developing human-oriented laboratory activities for the entire algebra-based physics curriculum. Learn from our experience how to humanize your laboratory activities, ranging from superficial but surprisingly effective modifications to complete replacement. Suggestions, with many examples, will include: 1. Doing essentially the same activity as before (whether traditional, workshop style, learning cycle, etc.), but with a human-oriented front-end motivational piece and/or human back-end reflection/questions. 2. Using some aspects of your previous activities to model a human functioning or biophysical process. 3. Exploring a human functioning or biophysical process directly using readily available traditional laboratory equipment. 4. Using special-design equipment to explore or model human/biophysical activities. Footnotes: *Supported by NSF grant #DUE- 0088780 and DUE-0088496. 1. See HPP website at http://www.doane.edu/hpp. Other Humanized Physics Project members: Robert Fuller, Vicki Plano Clark, University of Nebraska-Lincoln; Christopher Wentworth, Mark Plano Clark, Doane College; Beth Ann Thacker, Texas Tech University. spacer

DE02: Humanized Physics Project: Using Speech and Hearing to Teach Physics spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (170 of 337) [7/30/2004 8:38:22 AM] American Association of Physics Teachers

Location: Union Foothill Suite Date: Tuesday, Aug. 3 Time: 1:30 p.m. Author: Invited - Mark Plano Clark, Doane College 402-826-8621, [email protected] Co-Author(s): Christopher D. Wentworth Abstract: The Humanized Physics Project (HPP)1 was funded to produce curricular materials for the algebra-based introductory physics course based on the knowledge that more than half our students are pursuing health related majors. Many of those students found little relevance for physics in their chosen fields even though specific health-related examples were included in the homework. Our plan was to begin each topic by posing questions about the human body as the motivation for studying physics and then to use physics to model these human processes. We will present the results of our efforts to teach the physics of sound and waves using human speech and hearing. This effort has resulted in the development of new hands-on equipment, online digital video, and interactive Macromedia Flash animations. Footnotes: 1. Collaborative effort with R.G. Fuller and V. L. Plano Clark at UNL, N. Beverly at Mercy College, and B.A. Thacker at TTU. Supported in part by NSF grant #DUE-0088780 and DUE-0088712. spacer

DE03: Hands-On Labs to Teach Engineering Principles Through Human Body Applications spacer Location: Union Foothill Suite Date: Tuesday, Aug. 3 Time: 2:00 p.m. Author: Invited - Jennifer Kadlowec, Rowan Univ. 856-256-5344, [email protected] Co-Author(s): Stephanie Farrell, Shreekanth Mandayam, Anthony Marchese, John Schmalzel Abstract: The human body is an exquisite combination of interacting systems, which can be used as a multidisciplinary focal point for learning engineering principles and measurements. A suite of hands-on modules have been developed for introducing freshman engineering students to chemical, mechanical, and electrical engineering principles through application to the human body. The modules explore respiration, metabolism, pulmonary mechanics, the cardiovascular system, work and power, electrical signals, biomechanics, and mechanics of materials. Through the investigation of these systems, students learn basic concepts of mass and energy balances; fluid flow; work, energy, and efficiency; forces, moments and accelerations; material strength and stresses; and electrical signal processing. A description of each module including the associated measurements, calculations, engineering principles and survey data are provided. Footnotes: None

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (171 of 337) [7/30/2004 8:38:22 AM] American Association of Physics Teachers

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DE04: Modeling the Human Body for Biomechanical Data Collection: Application to Running spacer Location: Union Foothill Suite Date: Tuesday, Aug. 3 Time: 2:30 p.m. Author: Ben Johnson, Georgia State Univ. 404-651-4047, [email protected] Co-Author(s): Mike Hales, Rod Nave Abstract: Modeling methods for collecting 2D and 3D kinematic and kinetic data of the human body will be applied to an athlete as s/he performs a running activity. Anthropometric parameters, segmental and body center of gravity (COG) will be discussed. In addition, data collection methods for gathering 2D and 3D data on the runner will be presented and will include details on both linear and angular motion. Instrumentation including computer software packages utilized to perform a comprehensive biomechanical analysis will be discussed. Lastly, data collected on a runner will be presented and will include commonly reported variables such as stride rate, stride frequency, horizontal and vertical velocity of the body COG, angular velocity of leg segments and ground reaction forces. Footnotes: *Sponsored by Rod Nave. spacer

DF: Physics and Civic Engagement spacer Location: Union Hinde Auditorium Date: Tuesday, Aug. 3 Time: 1:00 p.m.-3:00 p.m. Presider: John White, 925-422-4587, [email protected] Co- None Presiders(s): Equipment: Computer projection (no computer -- must bring own computer), overhead projector & screen spacer

DF01: Fossil Fuels and Global Warming Concerns spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (172 of 337) [7/30/2004 8:38:22 AM] American Association of Physics Teachers

Location: Union Hinde Auditorium Date: Tuesday, Aug. 3 Time: 1:00 p.m. Author: Invited - Ben Santer, Lawrence Livermore National Laboratory, L-189 925-423-3364, [email protected] Co-Author(s): None Abstract: This presentation begins by examining natural mechanisms (solar radiation, volcano eruptions, etc.) that warm the earth; and it also discusses natural temperature fluctuations that the earth experiences. With this background established, the presentation emphasizes human factors that contribute to global warming, particularly the importance of the use of fossil fuels. The scientific research that provides the foundation for our understanding of global warming is then discussed, including some criticisms of this research (and a rebuttal). A brief review of earth's historical global climate provides an introduction to future prospects. Finally, educational outreach opportunities are considered Footnotes: None spacer

DF02: Energy Alternatives to Compete with Current Fossil Fuel Technology spacer Location: Union Hinde Auditorium Date: Tuesday, Aug. 3 Time: 1:30 p.m. Author: Invited - Bill Halsey Lawrence Livermore National Laboratory, L-638 925-423-1133, [email protected] Co-Author(s): None Abstract: This presentation will examine the challenge of meeting future energy needs while addressing global warming concerns. We United States and the global community. We then consider possible contributions from various primary energy sources and efficiency improvements to meet such demands. Energy sources include: cleaner fossil fuels (higher efficiency and/or carbon sequestration), renewables such as wind, solar, biomas etc.; and finally the potential for fission energy including current nuclear power plants, new plant designs, and R&D for advanced nuclear reactor technology. Footnotes: None spacer

DF03: Fusion Reactors and Long-Term Energy Prospects spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (173 of 337) [7/30/2004 8:38:22 AM] American Association of Physics Teachers

Location: Union Hinde Auditorium Date: Tuesday, Aug. 3 Time: 2:00 p.m. Author: Invited - John Perkins Lawrence Livermore National Laboratory, L-018 925-423-6012, [email protected] Co-Author(s): None Abstract: This presentation begins with an examination of fuel options; it then explores inertial confinement fusion reactor designs plus magnetic confinement fusion reactor designs. Planned programs in modern fusion energy research will be examined leading to a discussion of the status of fusion reactors under development at NIF (National Ignition Facility, an inertial confinement approach) and ITER (International Thermonuclear Experimental Reactor, a tokomak). Finally, a comparison will be made of fusion energy options versus fission energy options. Footnotes: None spacer

DF04: International Security and Arms Control Issues spacer Location: Union Hinde Auditorium Date: Tuesday, Aug. 3 Time: 2:30 p.m. Author: Invited - Michael May Ctr. for International Security and Co-operation 650-723-9733, [email protected] Co-Author(s): None Abstract: This presentation will address complex issues that involve interactions between many areas: science, technology, economics, politcs etc. The focus of this invited paper is concerns about weapons of mass destruction with an emphasis on nuclear weapons. The physics community's role in contributing to discussions on such difficult topics is explored, particularly with regard to educating the public. Footnotes: None spacer

DG: Bridging Conceptual Understanding and Problem-Solving spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (174 of 337) [7/30/2004 8:38:22 AM] American Association of Physics Teachers

Location: Union Redwood Date: Tuesday, Aug. 3 Time: 1:00 p.m.-3:00 p.m. Presider: Mel Sabella, Chicago State Univ. 773-995-2175, [email protected] Co- None Presiders(s): Equipment: Computer projection (no computer -- must bring own computer), overhead projector & screen spacer

DG01: Inspecting Bridge Foundations spacer Location: Union Redwood Date: Tuesday, Aug. 3 Time: 1:00 p.m. Author: Invited - Stephen E. Kanim, New Mexico State Univ. 505-646-1208, [email protected] Co-Author(s): None Abstract: We would like our students to see the same connections that we see in physics relationships between topics as well as the interplay between concepts and mathematics. However, our students often fail to see the same unifying themes that we do. Moreover, they often resort to formulaic approaches to problem solution that appear unrelated to the underlying physics. "Bridging exercises" we have written to encourage student application of physics concepts to the solution of problems have been more successful in some topics than in others. Analysis of student work on our less successful attempts at bridging suggest that there are fundamental mathematical concepts that students are able to use in simple situations that they have difficulty applying when problems require more formal reasoning. We give examples of difficulties with basic algebra and vector use that we believe limit students' options when solving physics problems. Footnotes: None spacer

DG02: On the Association Between Physical Meanings and Equations spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (175 of 337) [7/30/2004 8:38:22 AM] American Association of Physics Teachers

Location: Union Redwood Date: Tuesday, Aug. 3 Time: 1:30 p.m. Author: Invited - Bruce Sherin, Northwestern Univ. 847-467-2405, [email protected] Co-Author(s): None Abstract: Early accounts of physics problem-solving assumed that experts understand equations only in a very limited way. In these early accounts, equations were treated nearly as black boxes; an expert just recognizes the physical principle that is relevant, and then writes the equations associated with that principle from memory. I believe that these accounts miss much of what is important in problem solving. In this presentation, I will offer evidence that equations are, indeed, very meaningful to physicists. Even moderately advanced physics students learn to recognize specific structures in equations, and to associate those structures with physical meanings. During the solving of a physics problem, each of these associations between equation structures and physical meanings constitutes a potential bridge between conceptual understanding and problem solving. Footnotes: None spacer

DG03: Bridging Conceptual Understanding to Problem Solving Through Qualitative Analysis Activities spacer Location: Union Redwood Date: Tuesday, Aug. 3 Time: 2:00 p.m. Author: Invited - Ian Beatty, Univ. of Massachusetts, Amherst 413-545-9483, [email protected] Co-Author(s): William J. Leonard, Robert J. Dufresne, William J. Gerace Abstract: We see qualitative analysis of problem situations as the "missing link" between conceptual understanding and expert-like problem solving in physics. When students engage in analysis activities, they enrich their understanding and appreciation of physics concepts and simultaneously build sound, transferable, concept-based problem- solving skills. "Researching the Role of Analysis" is an ongoing NSF- funded project (ROLE-0106771) studying how the integration of qualitative analysis activities into a large introductory physics course, through in-class formative assessment and web-based homework, impacts students learning and attitudes. We will describe the project and present some preliminary results. Footnotes: None spacer

DG04: Does Problem Solving in General Physics Promote Conceptual Understanding? spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (176 of 337) [7/30/2004 8:38:22 AM] American Association of Physics Teachers

Location: Union Redwood Date: Tuesday, Aug. 3 Time: 2:30 p.m. Author: Invited - David Maloney, Indiana Univ.-Purdue Univ., Fort Wayne 260-481-6292, [email protected] Co-Author(s): None Abstract: In a general physics course students typically are assigned the task of working many of the end-of-chapter numerical exercises from their textbooks. If asked why they assign these tasks most instructors say something like: "students learn the physics by doing the problems." But how effective are these tasks for promoting conceptual understanding among most of the students who take general physics? There is now a reasonable size body of research on problem solving in general and more specifically in physics that provides some insight into whether having students work these tasks is effective in promoting conceptual understanding. I will briefly review this literature and then talk about implications of the research and ideas for alternative problem types. Footnotes: None spacer

DH: Science Methods Courses and Their Relationships to Science Courses, I spacer Location: Union Ballroom I Date: Tuesday, Aug. 3 Time: 1:30 p.m.-3:30 p.m. Presider: Warren Hein, American Association of Physics Teachers 301-209-3311, [email protected] Co- John Layman Presiders(s): Equipment: Computer projection (no computer -- must bring own computer), overhead projector & screen spacer

DH01: Physics Teachers and Teacher Educators: Partners in Change spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (177 of 337) [7/30/2004 8:38:22 AM] American Association of Physics Teachers

Location: Union Ballroom I Date: Tuesday, Aug. 3 Time: 1:00 PM Author: Invited - Chance Hoellwarth, California Polytechnic State Univ. 805-756-1665, [email protected] Co-Author(s): Alice R. Tomasini, Lizza Demsetz, Matthew J. Moelter, Declan Mulhall Abstract: Educating future teachers is a challenging endeavor. Subject matter courses must deepen content knowledge. Science methods courses must broaden future teachers’ repertoire of instructional strategies, and more importantly transition students from the role of "good student” to "reflective practitioner." Physics professors and an education professor at Cal Poly collaborated to re-design the curriculum and instruction of a two-course sequence of physical science for future elementary school teachers. The goal was to give future elementary school science teachers content knowledge and an experience in an inquiry approach to science learning. The result has been a hybrid content/methods course that should give future teachers a stronger foundation in content knowledge and science pedagogy that later methods courses will build upon. In this talk we will describe a re-designed physical science course sequence and results from the first year of implementation. We found that this process of successful transition from “good student” to “reflective practitioner” is a mutual concern that intrinsically links the work of the physics professors and teacher educators. Footnotes: None spacer

DH02: Building a Bridge Between Content and Pedagogy spacer Location: Union Ballroom I Date: Tuesday, Aug. 3 Time: 1:30 p.m. Author: Invited - Alan Van Heuvelen, Rutgers Univ. 732-445-2522, [email protected] Co-Author(s): Eugenia Etkina

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (178 of 337) [7/30/2004 8:38:22 AM] American Association of Physics Teachers

Abstract: Knowledge for good teaching rests on two pillars: content knowledge and pedagogical content knowledge. Content knowledge involves the facts and principles of a particular science and the methods of inquiry needed to acquire and use that knowledge. Pedagogical content knowledge is a combination of content and pedagogy for effective teaching and involves students' original ideas and potential difficulties, alternative ways to represent ideas, and effective instructional methods. Where do pre-service physics teachers acquire this knowledge? At Rutgers we use an Investigative Science Learning Environment (ISLE) learning system in introductory courses in the Department of Physics and Astronomy and the same system in teaching methods courses in the Graduate School of Education. We will describe specific features of the undergraduate courses in physics and their relationship to the methods courses in the physics teacher preparation program. Footnotes: None spacer

DH03: Combined Science Methods and Physics Content Courses for Teachers* spacer Location: Union Ballroom I Date: Tuesday, Aug. 3 Time: 2:00 p.m. Author: Invited - Dave Henry State Univ. of New York, Buffalo - State College Elementary Education 716-878-3802, [email protected] Co-Author(s): Daniel L. MacIsaac, Kathleen A. Falconer, Joseph Zawicki, Marie Plumb Abstract: As part of establishing a new K-12 Summer Physics Teachers' Academy, we have been experimenting with graduate courses both combining methods and content (e.g. PHY622, PHY 521 - 6cr courses) and co-convening methods and content course work (PHY594 + EDU671 - 3cr each). These courses are collaboratively taught by a cadre of local expert grade school teachers plus elementary education, science education and physics faculty. We will share our experiences in these efforts, including new research concerning the teaching efficacy and content knowledge of four distinct groups of course participants: pre-service teachers, in-service teachers who are not science specialists, in-service science teachers with expertise in fields other than physics and alternative certification candidates who are STEM professionals new to teaching. Each of these populations has distinct characteristics and concerns, and present distinct challenges in physics teacher preparation. Footnotes: *Supported by NSF grant #DUE-0302097. spacer

DH04: Science Methods Courses and Their Relationship to Science Courses

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (179 of 337) [7/30/2004 8:38:22 AM] American Association of Physics Teachers

spacer Location: Union Ballroom I Date: Tuesday, Aug. 3 Time: 2:30 p.m. Author: Invited - Valerie Otero, Univ. of Colorado, Boulder 303-492-7403, [email protected] Co-Author(s): Steve Iona, Steve Pollock Abstract: The STEM Colorado project1 is a response to findings in educational research suggesting that effective teacher preparation requires the weaving together of content, pedagogy and practice. Based on the belief that teacher preparation begins in the College of Arts and Sciences, STEM Colorado provides opportunities for integrating content, pedagogy and practice through the Undergraduate Learning Assistants (LA) Program. LAs facilitate discussions in our large- enrollment undergraduate courses, making it possible for us to model research-based practices. LAs and their faculty instructors attend a special course in Education Theory and Practice, jointly conducted by the School of Education and K-12 teachers. Through early engagement in undergraduate field experiences, their corresponding education course, and collaboration with science faculty, LAs are turning to K-12 education as a legitimate career option. Our collaborative presentation will be given from the perspectives of faculty in the school of education, the physics department, and the K- 12 schools. Footnotes: 1. Supported in part by NSF grant #DUE-0302134. spacer

DH05: UTeach: A Model Collaborative Teacher Preparation Program spacer Location: Union Ballroom I Date: Tuesday, Aug. 3 Time: 3:00 p.m. Author: Invited - Jill Marshall Univ. of Texas, Austin - Science and Math Ed 512-232-9685, [email protected] Co-Author(s): None Abstract: Given the tensions facing the science reform movement, high stakes accountability imposed by NCLB, and challenges of teaching an increasingly diverse student population, teachers today need extensive preparation outside of their content areas. Equally important is exposure to robust content learning via inquiry-oriented, research-based strategies. A third critical aspect is alignment between curriculum in college content courses and the material pre- college teachers are required to teach by state education standards. UTeach, the nationally-recognized teacher preparation program at UT Austin, is a collaboration between the College of Natural Sciences and the College of Education designed to meet these needs for future teachers in Texas. The collaboration allows for a strong discipline- oriented focus in pedagogy classes, and support for content courses based in cutting edge research in cognition and instruction. The

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (180 of 337) [7/30/2004 8:38:22 AM] American Association of Physics Teachers

program, its coursework and design philosophy, and the effect it is having on teaching in Texas, will be presented in detail. Footnotes: None spacer

DI: NSF-CCLI Physics Projects, I: Initiatives in Introductory Teaching spacer Location: Union Orchard Suite Date: Tuesday, Aug. 3 Time: 1:00 p.m.-3:00 p.m. Presider: Gerald Taylor, James Madison Univ. 540-568-6328, [email protected] Co- None Presiders(s): Equipment: Computer projection (no computer -- must bring own computer), overhead projector & screen spacer

DI01: NSF - CCLI Program Overview spacer Location: Union Orchard Suite Date: Tuesday, Aug. 3 Time: 1:00 p.m. Author: Invited - Duncan E. McBride, National Science Foundation 703-292-4630, [email protected] Co-Author(s): None Abstract: The National Science Foundation's undergraduate Course, Curriculum, and Laboratory Improvement (CCLI) program receives about 125 physics and astronomy proposals each year and makes about 25 grants from them. (The entire program receives about 1500 proposals and makes about 200 awards.) Grants in physics and astronomy range from equipment for a single lab to comprehensive curriculum development projects. I will describe the program and discuss some of the physics and astronomy projects it funds. In addition, I will discuss planned and proposed changes in the CCLI program that are under discussion. There will be time for questions and discussion of the CCLI program with the audience. This paper will also serve as an introduction to the contributed papers from CCLI projects that follow in the same session. Footnotes: None spacer

DI02: An Algebra-Based Physics Course for Health Scientists* spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (181 of 337) [7/30/2004 8:38:22 AM] American Association of Physics Teachers

Location: Union Orchard Suite Date: Tuesday, Aug. 3 Time: 1:30 p.m. Author: Beth Ann Thacker, Texas Tech. Univ. 806-742-2996, [email protected] Co-Author(s): Ann Marie Eligon Abstract: A hands-on, inquiry-based, laboratory-based, algebra-based physics curriculum aimed at students in the health sciences has been developed. Based on research and our experience teaching these students, we believe that the student population in the algebra-based introductory course has significantly different needs, backgrounds, career goals and learning styles than students in other physics courses (particularly the calculus-based course). We designed a curriculum aimed specifically at these students, which includes new materials developed specifically for this course (for example, a unit on fluids, and an introduction to electricity and magnetism that focused on developing models of the physical world). The curriculum also incorporates parts of materials that had been developed for the calculus-based or other curricula (pre-service teachers, for example), but often completely re-wrote them, taking the needs, backgrounds and learning styles of the algebra-based students into account. Footnotes: *Supported by NSF-CCLI grant #9981031. spacer

DI03: A Hands-On Course Covering Light and Optics* spacer Location: Union Orchard Suite Date: Tuesday, Aug. 3 Time: 1:45 p.m. Author: Jeff Marx, McDaniel College 410-386-4619, [email protected] Co-Author(s): Shabbir Mian, Vasilis Pagnois Abstract: We developed a hands-on class for non-science majors titled A World of Light and Color. Our course relies on cycles of Predictions- Observations-Discussion to help students understand various fundamental properties of light. Specifically, when the students first encounter an activity they must commit to a prediction regarding its outcome. They then perform the activity and carefully record their observations. This cycle repeats a few times with different activities all designed to isolate a particular optical phenomenon. After several predictions and observations, the entire class discusses their observations and develops a coherent description of the phenomenon. In this talk, we describe factors that motivated our particular design, outline the structure of a typical class, provide an overview of topics, and offer thoughts and suggestions for implementation. Footnotes: *Supported by NSF CCLI grant # 0125828. spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (182 of 337) [7/30/2004 8:38:22 AM] American Association of Physics Teachers

DI04: Adapting Existing Research-Based Curriculum for Use in Our Local Environment* spacer Location: Union Orchard Suite Date: Tuesday, Aug. 3 Time: 2:00 p.m. Author: John Lindberg, Seattle Pacific Univ. 206-281-2866, [email protected] Co-Author(s): Lane Seeley, Eleanor Close, Stamatis Vokos Abstract: The Physics Department at Seattle Pacific University has been awarded recently a NSF CCLI-A&I grant to adapt Tutorials in Introductory Physics, Activity Based Physics, Real Time Physics, and Tycho Interactive Examples into our entire introductory curriculum. We have started to investigate how to optimize student performance by combining parts of these curricula into an integrated package that is tailored to our environment, a small, private, undergraduate university. Our most recent diagnostic test results are showing significant improvement in student learning. Footnotes: *Supported in part by NSF grant #DUE-0310583 and the SPU Science Initiative. spacer

DI05: Extending the Impact of Research-Based Curriculum Beyond the Introductory Physics Sequence* spacer Location: Union Orchard Suite Date: Tuesday, Aug. 3 Time: 2:15 p.m. Author: Lane H. Seeley, Seattle Pacific Univ. 206-281-2011, [email protected] Co-Author(s): John Lindberg, Eleanor Close, Stamatis Vokos Abstract: The Physics Department at Seattle Pacific University is currently engaged in an NSF CCLI-A&I supported program to infuse our year- long introductory courses with research-based curriculum. Changes in the introductory sequence represent the first phase of a broader effort to reshape the curriculum in all physics courses at SPU. In this talk we will describe initial efforts and perspectives on the extension of an inquiry based curriculum into both our service courses for non- scientists and our upper division curriculum. Specific attention will be given to bridging the gap between inquiry-based introductory curriculum and independent undergraduate research projects. Footnotes: *Supported in part by NSF grant #DUE-0310583 and the SPU Science Initiative. spacer

DI06: Implementation of Tutorials in Introductory Physics and Preliminary Results* spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (183 of 337) [7/30/2004 8:38:23 AM] American Association of Physics Teachers

Location: Union Orchard Suite Date: Tuesday, Aug. 3 Time: 2:30 p.m. Author: Robert Endorf, Univ. of Cincinnati 513-556-0530, [email protected] Co-Author(s): Kathleen M. Koenig Abstract: We describe our adaptation and implementation of Tutorials in Introductory Physics1 in the recitation sections of the introductory calculus-based physics course taught at the University of Cincinnati. This course is taken by approximately 600 students each year, most of whom are first year engineering students. The tutorials were first introduced in a few recitation sections, and are being gradually extended to all recitation sections for each course sequence. Our preliminary results show that students who took recitation sections in classes using Tutorials had greater gains on the Force Concept Inventory than students in classes which did not use Tutorials. Our results also demonstrate that student conceptual understanding after Tutorial instruction is directly related to the ability of the graduate teaching assistants (TA's) to engage the students in Socratic dialog during the Tutorials. This emphasizes the importance of effective training for TA's before teaching tutorials. Footnotes: * Supported by NSF grant #DUE-0126919. 1. L.C. McDermott, P.S. Shaffer and the Physics Education Group at the University of Washington, Tutorials in Introductory Physics, First Ed. (Prentice Hall, 2002). spacer

DI07: Enhancing the Physics Lab Experience for Undergraduates at Boston University spacer Location: Union Orchard Suite Date: Tuesday, Aug. 3 Time: 2:45 p.m. Author: Andrew Duffy, Boston Univ. 617-353-9089, [email protected] Co-Author(s): None Abstract: This talk will focus on two NSF CCLI-funded projects at Boston University. The first, already completed, involved the establishment of three 24-student microcomputer-based laboratories for use by several hundred introductory physics students. Lab write-ups and pre- lab assignments (which use Physlets) for that project are available http://physics.bu.edu/ulab/all_labs.html. The second project is in progress, and involves extending the reforms at the introductory level into the modern physics and advanced laboratory courses. Footnotes: None spacer

DJ: Instructors Beliefs About Teaching and Learning

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (184 of 337) [7/30/2004 8:38:23 AM] American Association of Physics Teachers

spacer Location: Mendocino 1005 Date: Tuesday, Aug. 3 Time: 1:00 p.m.-3:00 p.m. Presider: Steven Iona, Univ. of Denver 303-871-2238, [email protected] Co- None Presiders(s): Equipment: Computer projection (no computer -- must bring own computer), overhead projector & screen spacer

DJ01: Are Physics Graduate Students' Beliefs About Teaching and Learning Consonant? spacer Location: Mendocino 1005 Date: Tuesday, Aug. 3 Time: 1:00 p.m. Author: Yuhfen Lin, The Ohio State Univ. 614-688-3598, [email protected] Co-Author(s): Gordon Aubrecht Abstract: Most physics graduate students teach as recitation or lab instructors in introductory physics courses at the same time they take graduate level courses. These students may or may not apply the same standards they expect in the courses they take to their own classes. We investigate whether they apply similar or distinct standards to these courses. This talk focuses on aspects of both teaching of and learning by OSU Physics Department graduate students as they have self-reported in a survey. What do they think teachers should do to help their students learn? What is their plan for their own teaching so that they could accomplish that goal? What is their expectation from their graduate study? What do they hope to gain from their graduate level courses? Footnotes: None spacer

DJ02: Graduate Student Learning Techniques spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (185 of 337) [7/30/2004 8:38:23 AM] American Association of Physics Teachers

Location: Mendocino 1005 Date: Tuesday, Aug. 3 Time: 1:15 p.m. Author: Anita Corn, Colorado School of Mines 303-384-2414, [email protected] Co-Author(s): None Abstract: Graduate students represent a special population. Because they have obtained a bachelor of science in physics, performed well on the Graduate Record Examination, and possess the desire to learn yet more about physics, we may consider them expert learners. Graduate students at the Colorado School of Mines were asked how they learn and what qualities make a good professor. How can we use information obtained from these interviews to improve both graduate and undergraduate courses? Footnotes: None spacer

DJ03: Model What You Preach: Explicit Interactive Training for Physics TAs* spacer Location: Mendocino 1005 Date: Tuesday, Aug. 3 Time: 1:30 p.m. Author: Cathy A. Ezrailson, Texas A&M 281-773-5458, [email protected] Co-Author(s): None Abstract: Physics graduate teaching assistants are often expected to intuitively know how to teach or "pick it up" while teaching physics undergraduates during recitation. This study demonstrates how an explicit training model for graduate teaching assistants, blending model-based reasoning with cognitive coaching methods can translate into a change in TA's views of the nature of physics and in their undergraduate students' conceptual understanding. Physics TAs were interviewed, took the MPEX2, (Elby, 2001) and were assessed formatively during the semester using the RTOP (Lawson, et al., 2001). Undergraduate students were surveyed about recitation methods using an instrument based on the RTOP, in order to track how well the TAs adhered to the cognitive coaching methodology. The FCI, (Halloun & Hestenes, 1997) was used to assess the impact of the TA's teaching methods (N=4). Four sections each also acted as treatment (n = 78) and controls (n=108). This model yielded some surprising results. Footnotes: *Supported by NSF grant #0083336. spacer

DJ04: Factors Contributing to the Decision-Making of First Year Physics Teachers spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (186 of 337) [7/30/2004 8:38:23 AM] American Association of Physics Teachers

Location: Mendocino 1005 Date: Tuesday, Aug. 3 Time: 1:45 p.m. Author: Barbara Short, Loyola Univ., Chicago 630-238-1992, [email protected] Co-Author(s): Carl J. Wenning Abstract: Perceptions of three new secondary education physics teachers and their university professor are examined based on beliefs and other factors contributing to their decision-making to perform inquiry practices. Environment, background, and personalities play into the following results. Belief systems take time to develop using filters; gestalts change beliefs. Modeling is a powerful technique influencing decision-making and beliefs over time. Nurturing and preparation build confidence fostered at the university and public school. Knowledge gained through experience, instruction, and reflection by the teacher enhances student learning. Problem solving is learned and personality-based, helping to determine success. Too many constraints to a novice cause limitations in his/her ability to be an effective teacher. Early acceptance into a new environment helps to increase a sense of belonging leading to performance. Positive attitudes towards students affect relationships with students in the classroom. New teachers focus more on their actions than on their students' learning. Footnotes: None spacer

DJ05: Participation of Baghdad University in West Point's New Instructor Training spacer Location: Mendocino 1005 Date: Tuesday, Aug. 3 Time: 2:00 p.m. Author: Mark Snyder, U.S. Military Academy 845-938-3535, [email protected] Co-Author(s): Raymond Nelson, William Czajkowski, David Williams Abstract: The Department of Physics at the United States Military Academy has a faculty turnover of approximately 25% per year. New faculty arrive with master's degrees from two years of graduate schooling and experienced faculty return to the field army every summer. New faculty are prepared through an intensive five week program of instruction that introduces all aspects of the four-year leader development program and emphasizes the learning model and teaching philosophy of the Department of Physics. This year the department is joined by two junior professors from Baghdad University as West Point initiates a cooperative program to help that institution recover from decades of isolation and become a part of the international community of educators. This talk will report on the results and lessons learned from this effort. Footnotes: *Sponsored by Raymond Nelson. spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (187 of 337) [7/30/2004 8:38:23 AM] American Association of Physics Teachers

DJ06: Teaching, Learning and PER: Views from Mainstream Faculty spacer Location: Mendocino 1005 Date: Tuesday, Aug. 3 Time: 2:15 p.m. Author: Melissa H. Dancy, Univ. of North Carolina, Charlotte 828-227-3676, [email protected] Co-Author(s): Charles Henderson Abstract: Anecdotal evidence suggests that findings of educational research and resulting curricula are, at best, only marginally incorporated into introductory physics courses. We are working on a long-term project to provide the PER community with information that will facilitate the incorporation of research-based strategies and materials into mainstream physics instruction. In this talk, we will report on the pilot phase of this project which involved interviews with well respected and thoughtful senior faculty who are not part of the PER community. These interviews focus on their use of and attitudes towards PER and PER-based instructional strategies as well as their general beliefs about teaching and learning. Hypothesis will be made about some of the reasons why these instructors do not more fully incorporate PER into their instruction. Footnotes: None spacer

DJ07: Experiences from Introducing Educational Physics Techniques to Non-PER Faculty spacer Location: Mendocino 1005 Date: Tuesday, Aug. 3 Time: 2:30 p.m. Author: Gordon Smith, Western Kentucky Univ. 270-745-5003, [email protected] Co-Author(s): Scott Bonham Abstract: Western Kentucky University is introducing PER methods in some our courses. We will share from our experiences (good and bad) implementing a reformed-based physics curriculum in the introductory college (algebra-based) physics course at WKU. One of us has a background in Physics Education research and was hired to bring new teaching methods to the department, while the other has no formal background in PER. This combination has been interesting in finding some "outsider" misconceptions, figuring out how to translate PER concepts and approaches, and learning how we as teachers can learn. Footnotes: None spacer

DJ08: Making Sense of Student Ideas - What Elementary Pre-Service Teachers Notice

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (188 of 337) [7/30/2004 8:38:23 AM] American Association of Physics Teachers

spacer Location: Mendocino 1005 Date: Tuesday, Aug. 3 Time: 2:45 p.m. Author: Matty Lau, Univ. of Maryland 301-405-3161, [email protected] Co-Author(s): David Hammer Abstract: This is a study of a group of pre-service teachers' understanding of what it means to teach and learn science. I am particularly interested in characterizing what aspects of the science class they focus on and how they make sense of student ideas in science. Understanding this will shed insight into how they envision the role of a teacher, what factors help shape their decision-making process, and what they find important in learning science. I will present data of pre-service teachers as they observe and discuss video case studies of elementary school students doing science. I will also talk about the implications of my findings with respect to the development process of teachers. Footnotes: None spacer

DK: History and Philosophy of Physics in Physics Teaching spacer Location: Riverside 1015 Date: Tuesday, Aug. 3 Time: 1:00 p.m.-3:00 p.m. Presider: Mark Lattery, Univ. of Wisconsin 920-424-7105, [email protected] Co- None Presiders(s): Equipment: Computer projection (no computer -- must bring own computer), overhead projector & screen spacer

DK01: Ben Franklin as my Lab Partner* spacer Location: Riverside 1015 Date: Tuesday, Aug. 3 Time: 1:00 p.m. Author: Robert Morse, St. Albans School 202-537-6452, [email protected] Co-Author(s): None

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (189 of 337) [7/30/2004 8:38:23 AM] American Association of Physics Teachers

Abstract: My long interest in Franklin's work on electrostatics, sparked by Rodney LaBrecque's chapter on Franklin's experiments in my AAPT workshop, Teaching About Electrostatics (AAPT 1992) led to a larger project on Franklin's experiments during a sabbatical at the Wright Center at Tufts University. The result is a web publication of teaching materials with Franklin's text side by side with modern table top experiments using inexpensive materials. The downloadable package which will be available on the Wright Center website at http://tufts.edu/as/wright_center includes illustrations and most of Franklin's letters on electrostatics in electronic form. I will discuss my experience with Franklin's experiments, his description of his qualitative, explanatory model of electricity, show samples of the materials and discuss how they may be used by teachers for their own and their student's edification. Footnotes: *Supported by the Wright Center for Science Teaching, Tufts University, Medford MA. spacer

DK02: Saving Our Twentieth Century Apparatus Heritage spacer Location: Riverside 1015 Date: Tuesday, Aug. 3 Time: 1:15 p.m. Author: Thomas Greenslade, Jr., Kenyon College 740-427-2989, [email protected] Co-Author(s): None Abstract: When I started studying early physics teaching apparatus with a visit to the back rooms of the Smithsonian Institution in 1975, I was initially attracted to the nineteenth century apparatus. It was beautiful, with brass and rosewood construction, and it resonated with my interests in Victorian architecture and photography. Because of natural winnowing processes, there was only so much of it, and it was usually well cared for in museums and colleges and universities that understood that they owned historical treasures. After a time, my interest shifted to the apparatus of the century just past. American high schools, colleges and universities have large collections of apparatus from the era 1900-1960. But now the apparatus is beginning to be thrown away. In this talk, and in my various articles, I want to remind us of this apparatus heritage, and suggest ways that it might be conserved. Footnotes: None spacer

DK03: 1930's New York City High School Physics: Crucible of the Future spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (190 of 337) [7/30/2004 8:38:23 AM] American Association of Physics Teachers

Location: Riverside 1015 Date: Tuesday, Aug. 3 Time: 1:30 p.m. Author: Walter Hellman, Hillsboro H.S. 503-648-6361, [email protected] Co-Author(s): None Abstract: The evolution of Stuyvesant High School from a trade school to an early science magnet school set the stage for the development of the modern high school physics syllabus and science magnet schools in general, including the Bronx High School of Science. The role of the principal, Ernest von Nodroff and other influential Stuyvesant faculty will be discussed, as well as the nature of the new 1930's Regents physics curriculum, largely developed by Stuyvesant faculty. Footnotes: None spacer

DK04: Gallery of Distinguished Physicists at the University of North Texas spacer Location: Riverside 1015 Date: Tuesday, Aug. 3 Time: 1:45 p.m. Author: Donald Kobe, Univ. of North Texas 940-565-3272, [email protected] Co-Author(s): Samuel E. Matteson Abstract: The Physics Department at the University of North Texas has established a Portrait Gallery of Distinguished Physicists. A total of 78 portraits of distinguished physicists in the areas of classical mechanics, electromagnetism and optics, quantum mechanics, thermodynamics and statistical mechanics, solid state, atomic, and nuclear and particle physics are attractively displayed on the corridor walls. The gallery has several educational purposes. Students can learn about the history of physics by reading the plaque that describes the life and contributions of each person. By enabling students to associate faces with the names of physical laws and units, it helps students learn physics. Students can see that physics is a human endeavor and international in scope. Men and women from many different cultures, ethnic backgrounds and countries have contributed to physics. It also provides role models for students. The gallery and student reponses to it will be discussed. Footnotes: None spacer

DK05: Research in the History of Quantum Mechanics in Classroom spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (191 of 337) [7/30/2004 8:38:23 AM] American Association of Physics Teachers

Location: Riverside 1015 Date: Tuesday, Aug. 3 Time: 2:00 p.m. Author: Hang Deng-Luzader, Frostburg State Univ. 301-687-4385, [email protected] Co-Author(s): Robert Powell, Michael Zimmerman Abstract: In the "Introduction to Quantum Mechanics" course at FSU, students were required to do research on the development of quantum theory. Several good presentations were given to the class by the students. This activity expanded students' knowledge about the historical aspect related to the class material, and stimulated their interest in quantum mechanics. This presentation will demonstrate how the activity is organized, and show students research on the subjects of blackbody radiation, and the development of matrix and wave Quantum Mechanics. Footnotes: None spacer

DK06: Eugene Lafont: An Early Physics Educator in Colonial India spacer Location: Riverside 1015 Date: Tuesday, Aug. 3 Time: 2:15 p.m. Author: Rajive Tiwari, Belmont Abbey College 704-825-6756, [email protected] Co-Author(s): None Abstract: Eugene Lafont, a Jesuit priest from Belgium, was a pioneer of collegiate physics education in 19th century India. His contribution to Indian science extended to establishing substantial science curricula, public lectures on a variety of physics related topics,setting up meteorological stations and an astronomical observatory. He also helped an Indian scientist lay the foundation for an institution in Calcutta intended for encouraging scientific work by native scientists. This last effort had the effect of undermining what he saw as the British attempt at keeping the Indian scientists in a subordinate position. It is widely accepted that the work of Christian missionaries in various ways strengthened the colonial enterprise. Fr. Lafont's life and work is an important exception to this tendency. Footnotes: None spacer

DK07: Teaching Electron Spin spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (192 of 337) [7/30/2004 8:38:23 AM] American Association of Physics Teachers

Location: Riverside 1015 Date: Tuesday, Aug. 3 Time: 2:30 p.m. Author: Walter Jaronski, Radford Univ. 540-831-5274, [email protected] Co-Author(s): None Abstract: What should we think, and what should we teach our students, about electron spin? Arthur I. Miller has called attention (in his book Imagery in Scientific Thought) to the role of visual imagery in science, in particular to the Kantian distinction between visualization (Anschauung) and visualizability (Anschaulichkeit), and the importance of this issue to the founders of quantum theory. We shall review these general ideas and then concentrate on the specific example of electron spin. The treatment of spin in standard textbooks in modern physics and quantum mechanics will be surveyed. We will argue in favor of a balance between pedagogical effectiveness and technical correctness in these presentations. For completeness, some nonstandard interpretations of spin will also be briefly considered. Footnotes: None spacer

DK08: Role of History in Teaching Physics spacer Location: Riverside 1015 Date: Tuesday, Aug. 3 Time: 2:45 p.m. Author: Subhash Antani, Edgewood College 608-663-6971, [email protected] Co-Author(s): None Abstract: Recent advances in physics education have revealed many insights and techniques in undergraduate level introductory physics instruction. Workshop physics, tools for scientific thinking, interactive lecture demonstrations, cooperative problem solving strategies, and using the physics suite to name some. This talk will focus on the importance of integrating history of physics into physics pedagogy. It is generally agreed by educators that knowing the history of a subject one wishes to learn is essential in developing a fuller appreciation of that discipline. Incorporating historical aspects in physics teaching infuses a cultural flavor and conveys the salient idea that science is a human activity. It is contended that this approach should become a cornerstone of teaching physics as a liberal arts. This talk will present a systematic discussion of these ideas and highlight experiences we have gained so far at our institution. Footnotes: None spacer

DL: Sports & the Human Body, Part II

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (193 of 337) [7/30/2004 8:38:23 AM] American Association of Physics Teachers

spacer Location: Mariposa 1000 Date: Tuesday, Aug. 3 Time: 1:00 p.m.-3:00 p.m. Presider: Gerald Zani, Brown Univ. Dept. of Physics (401) 863-3964, [email protected] Co- None Presiders(s): Equipment: Computer projection (no computer -- must bring own computer), overhead projector & screen spacer

DL01: The Physics of Law Eleven: Judging the Soccer Offside spacer Location: Mariposa 1000 Date: Tuesday, Aug. 3 Time: 1:00 p.m. Author: William Franz, Randolph-Macon College 804-752-7220, [email protected] Co-Author(s): None Abstract: Soccer players are judged offside if they are beyond a second to last defender when they receive a ball played to them by a teammate. Judgment of position is rendered when the ball is played, requiring the official to observe simultaneously two actions occurring at different points on the field. Reaction time and its consequences on decision accuracy will be discussed along with different cues the official may use. Further, the dwell time that the ball spends on a player's foot suggests the law may be unenforceable as written. Footnotes: None spacer

DL02: Modeling the Motion of a Bowling Ball spacer Location: Mariposa 1000 Date: Tuesday, Aug. 3 Time: 1:15 p.m. Author: Nolan Samboy, Siena College 518-783-2440, [email protected] Co-Author(s): Joshua B. Diamond Abstract: Bowling ball construction has changed significantly over the past 20 years. In addition to the dramatic changes made in the external material of the ball, the internal construction has evolved from a spherical core to a non-spherical weight block. As a result of the inertial forces of this non-spherical core, each ball will react in its own unique way (governed by the manner in which the finger holes are drilled with respect to the core's orientation). Using Mathematica, classical mechanics, and experimental results based on the motion of an actual ball, the motion of bowling balls containing both a spherical core and non-spherical core will be modeled.

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (194 of 337) [7/30/2004 8:38:23 AM] American Association of Physics Teachers

Footnotes: None spacer

DL03: Using Golf to Teach Physics* spacer Location: Mariposa 1000 Date: Tuesday, Aug. 3 Time: 1:30 p.m. Author: Donald G. Franklin, St. Johns Country Day School 904-264-9572, [email protected] Co-Author(s): None Abstract: Teaching near The World Of Golf in St. Augustine has given me the opportunity to take my students there for a day field trip. They have a video and a science program to help make the trip fully educational. An 18 hole putting green gives the students "hands on" physics. Working with The World of Golf, we are hoping to produce a workbook that any teacher can use at any golf course to teach their students physics! We explore projectile motion, coefficents of friction, momentum,to name a few. Having golf clubs in school to prepare for the field trip allows for discussions on the types of clubs and their uses. People who live in hills can even teach quadratic formula when greens and tees are at different heights. Using a local golf course also helps with school and business partnerships. Footnotes: *Contributing material from The World of Golf, St. Augustine, FL. spacer

DL04: Football Physics spacer Location: Mariposa 1000 Date: Tuesday, Aug. 3 Time: 1:45 p.m. Author: Marianne Breinig, The Univ. of Tennessee 865-974-7842, [email protected] Co-Author(s): None Abstract: We are developing a set of web-based, interactive modules on the physics of football. Users will be drawn to the modules because of their interest in football and they will learn how to recognize the physical principles involved in various aspect of the sport. The modules will actively engage the users. Animations will let users play games and test predictions. Video analysis will allow users to get detailed information about certain aspects of a play. We foremost aim for an understanding of the essential physical concepts but will also include a module for advanced users guiding them through data analysis and problem solving techniques. The modules will be published at http://footballphysics.utk.edu/. Footnotes: None spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (195 of 337) [7/30/2004 8:38:23 AM] American Association of Physics Teachers

DL05: Trebuchet Mechanics and Sports Physics* spacer Location: Mariposa 1000 Date: Tuesday, Aug. 3 Time: 2:00 p.m. Author: Jesse D. Wall, City College of San Francisco 479-251-7454, [email protected] Co-Author(s): Bill Harter Abstract: The ancient siege weapon operates on the same principles as many human activities such as golf and tennis. A medium sized trebuchet, built to throw a water melon at the summer meeting picnic, will be discussed and a classroom sized version will be demonstrated. The operating principles, of both human and machine, will be discussed as well as certain graphical techniques that can be used to better understand those principles. Footnotes: *A link to this presentation as well as other material can be found at http://www.fizziker.com/meeting_abstracts.htm spacer

DL06: From Trebuchet To Quantum Mechanics* spacer Location: Mariposa 1000 Date: Tuesday, Aug. 3 Time: 2:15 p.m. Author: William G. Harter, Univ. of Arkansas 479-575-6567, [email protected] Co-Author(s): Dave Wall Abstract: Graphical techniques can be used to better understand oscillatory motion covered at many levels of physics from classical mechanics to quantum mechanics. Both ruler and compass geometrical constructions and computer simulations have been developed to help students at all levels, from high school to doctorial graduate student, work on various aspects of this topic. Applications to the ancient siege weapon, sports physics, and the quantum physics of the electronic band stucture will be discussed. Footnotes: *A link to this presentation as well as other material can be found at http://www.fizziker.com/meeting_abstracts.htm. **Sponsored by Jesse David Wall. spacer

DL07: Video and Spreadsheet Analysis of Pole-Vaulting spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (196 of 337) [7/30/2004 8:38:23 AM] American Association of Physics Teachers

Location: Mariposa 1000 Date: Tuesday, Aug. 3 Time: 2:30 p.m. Author: Anjali Manivannan, Glendale H.S. 417-888-2520, [email protected] Co-Author(s): None Abstract: Pole-vaulting is a sport that includes a series of maneuvers such as rotating the body, turning upside down, and jumping over a bar using a pole. It involves the conversion of translational kinetic energy into gravitational and elastic potential energy, and then back into kinetic energy. In the simplest case of the total conversion of kinetic energy into potential energy, the theoretical maximum achievable height is v^2/2g. For a 70-kg athlete running at a velocity of 10 m/s, this is about 5 m, but the Olympic record is around 6 m. It turns out that the extra energy needed comes from the elastic energy stored in the pole as it is bent by the athlete. We explore the physics of pole-vaulting by studying the motion diagrams of the pole-vaulter using video and spreadsheet analysis. Using such an approach can potentially improve student conceptual understanding of conservation of energy. Footnotes: None spacer

DL08: Why Do I Have to Keep My Elbow In? spacer Location: Mariposa 1000 Date: Tuesday, Aug. 3 Time: 2:45 p.m. Author: Gerard Kratchman, Hicksville H.S. 516-733-6624, [email protected] Co-Author(s): None Abstract: "Keep yor elbow in." "Keep your feet apart." "Don't let the ball touch your palm." These and other coaching points are awkward and unfamiliar for any 11 year-old just learning to play basketball. They make sense to the coach because they work and they work because of physics. This paper briefly reviews physical principles behind the awkward bio-mechanics of the jumpshot and presents new insights into how the body learns to transform these awkward movements into a fluid precise and effective routine. Footnotes: None spacer

DM: Physics Education in Africa, Part I spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (197 of 337) [7/30/2004 8:38:23 AM] American Association of Physics Teachers

Location: Union Summit Date: Tuesday, Aug. 3 Time: 1:00 p.m.-3:30 p.m. Presider: Kenneth Cecire, Hampton Univ. 757-728-6533, [email protected] Co- None Presiders(s): Equipment: Computer projection (no computer -- must bring own computer), overhead projector & screen spacer

DM01: From Zululand to the Jersey Shore: Comparing Physics Education in Africa and the United States. spacer Location: Union Summit Date: Tuesday, Aug. 3 Time: 1:00 p.m. Author: Invited - Saalih Allie, Univ. of Cape Town 011-27-21-697-4414, [email protected] Co-Author(s): Suzanne White-Brahmia Abstract: In this talk we describe what secondary and university education is like in Central and South African countries. Regarding African education, we discuss both the constraints and the resources of teaching within a post-apartheid structure and within a traditional African infrastructure. How do the physics learning experiences of underrepresented groups in South Africa compare with those in the United States? Both authors currently run programs designed to promote success of underrepresented groups in physics in urban areas of our respective countries. Focusing on university physics teaching and learning, we compare the South African experience to that of students from groups underrepresented in engineering programs in the United States. We suggest ways in which educators from both continents can learn from one another. Allie is a South African university professor who helped develop one of the first university physics courses for educationally disadvantaged black South Africans. White-Brahmia was once a high school physics teacher in the Peace Corps in rural Gabon (Central Africa). Footnotes: None spacer

DM02: Teaching and Learning in a Tanzanian Physics Class spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (198 of 337) [7/30/2004 8:38:23 AM] American Association of Physics Teachers

Location: Union Summit Date: Tuesday, Aug. 3 Time: 1:30 p.m. Author: Invited - Danielle B. Harlow, Univ. of Colorado, Boulder 303-492-5516, [email protected] Co-Author(s): None Abstract: In this presentation, I will discuss the Tanzanian school system particularly as it relates to physics education and describe my experiences teaching high school physics in a rural government school in Tanzania, East Africa. The secondary school physics curriculum is determined by an extensive national syllabus and a comprehensive national exam at the conclusion of secondary studies. Schools lack the funds to buy textbooks, lab equipment or even enough desks for all of the students. And yet, through creativity and determination, teachers teach and students learn in Tanzanian physics classrooms. I will describe my experiences teaching physics and working with local science teachers. I will talk about what I learned about teaching and learning from my Tanzanian students and fellow teachers. Footnotes: None spacer

DM03: Education in Zambia spacer Location: Union Summit Date: Tuesday, Aug. 3 Time: 2:00 p.m. Author: Invited - Marilyn S. Ficht, Religious of The Sacred Heart of Mary 310-641-4682, [email protected] Co-Author(s): None Abstract: Basic School Education is for those who can afford uniforms and school fees. Education is not compulsory so most children do not attend school. Children must take government exams at the end of grades seven, nine and twelve. Open Community Schools were set up as an alternative to Government Basic Schools. The Open Community Schools are funded privately and the teachers have had no training whatsoever. There are two kinds of high schools in Zambia - government high schools and grant aided high schools that are run by religious congregations of men and women.There are school fees for both. The government has full control of both. Teachers for high school must go to a teacher training school for two years after completing high school and pick the two subjects he/she wishes to teach. Footnotes: *Sponsored by Kenneth Cecire. Supported by Hampton University Center for the study of the Origin and Structure of Matter. spacer

DM04: Physics Outreach in South Africa

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (199 of 337) [7/30/2004 8:38:23 AM] American Association of Physics Teachers

spacer Location: Union Summit Date: Tuesday, Aug. 3 Time: 2:30 p.m. Author: Invited - Vernon Simmons, Univ. of Pittsburgh 703-465-0699, [email protected] Co-Author(s): None Abstract: Professor Julia Thompson of the University of Pittsburgh with the help of Professor Bill Willis at Columbia University has supported four trips to South Africa for physics outreach. Thompson personally has made two trips. This program has extended from larger cities such Cape Town and Johannesburg to the more rural township areas. I will give an outline of these trips from the planning to the actual instruction phases and cover things that should and should not happen in between. Footnotes: None spacer

DM05: Physics Education: A Key Factor for Economic Development* spacer Location: Union Summit Date: Tuesday, Aug. 3 Time: 3:00 p.m. Author: Invited - Maria Niland Harvard Univ., Graduate School of Education - International Education Policy Program 757-897-1974, [email protected] Co-Author(s): None Abstract: With technology as the driving force behind the modern global economy, African nations are lacking the critical mass of human capital to actively participate. According to a 1992 study Africa had only 20,000 scientists and engineers, or 0.36% of the world total. The HIV-AIDS pandemic and its devastating impact on national education systems have only served to worsen this dilemma. This paper discusses the necessity of expanding access to quality secondary physics education, as part of comprehensive plans to increase the number of science professionals and research capabilities on the continent. National policies, curricula, classroom environment, pedagogy, gender disparities, and research opportunities are reviewed. Footnotes: *Sponsored by the Hampton University Center for the study of the Origin and Structure of Matter. spacer

DN: Plenary Session II: Sidney Drell spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (200 of 337) [7/30/2004 8:38:23 AM] American Association of Physics Teachers

Location: Union Ballroom I Date: Tuesday, Aug. 3 Time: 4:15 p.m.-5:15 p.m. Presider: John White, 925-422-4587, [email protected] Co- None Presiders(s): Equipment: Computer projection (no computer -- must bring own computer), overhead projector & screen spacer

DN01: The Gravest Danger: Nuclear Weapons and Their Proliferation spacer Location: Union Ballroom I Date: Tuesday, Aug. 3 Time: 4:15 p.m. Author: Invited - Sidney Drell Stanford Univ., Stanford Linear Accelerator Ctr. 650-926-2664, [email protected] Co-Author(s): None Abstract: Nuclear weapons are unique in their terrifying potential. With an energy release a million times larger than that of previous explosives, mass destruction is inevitable. The prospect of the spread of nuclear weapons and other dangerous technologies into the hands of suicidal terrorists and rogue nations unrestrained by the norms of civilized behavior has led President Bush to remark that "the gravest danger our nation faces lies at the crossroads of radicalism and technology." This talk will address what can and should be done, in the face of new challenges in times punctuated by terrorist threats, to sustain and strengthen the non-proliferation regime, taking into consideration technical realities, and the roles and limits of diplomatic initiatives and of military force. It will illustrate the importance of the involvement of scientists in public policy issues in which an understanding of technical realities is essential to arriving at sensible policy choices. Footnotes: None spacer

DO: Hot Topics: Statistics in Education Research spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (201 of 337) [7/30/2004 8:38:23 AM] American Association of Physics Teachers

Location: Amador 150 Date: Tuesday, Aug. 3 Time: 5:30 p.m.-6:30 p.m. Presider: Scott Franklin, Rochester Institute of Technology 585-475-2536, [email protected] Co- None Presiders(s): Equipment: Computer projection (no computer -- must bring own computer), overhead projector & screen spacer

DO01: Regression Impression: What PER Needs to Know About Correlations spacer Location: Amador 150 Date: Tuesday, Aug. 3 Time: 5:30 p.m. Author: Invited - Thomas Foster, SIUE Phys/OSME 618-650-3049, [email protected] Co-Author(s): None Abstract: Determining the degree in which any two variables are related is a very powerful tool in education research. These correlation studies are used either for predicting future dependencies or for getting a general impression for relationships within the data. Many data- management software packages (such as MS Excel or SPSS) will allow correlation calculations to be made with great ease. But with such power comes responsibility. There are accepted standards for setting up the correlation calculations and interpreting the results. It is important for the scientist to understand such issues as errors in the correlation coefficients, significance standards, and the difference between correlation and causation. The purpose of this talk is to illuminate these issues for either educational researchers or those who read PER publications. Footnotes: None spacer

DO02: Quantitative Research in Physics Education spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (202 of 337) [7/30/2004 8:38:23 AM] American Association of Physics Teachers

Location: Amador 150 Date: Tuesday, Aug. 3 Time: 6:00 p.m. Author: Invited - Xueli Zou, California State Univ., Chico 530-898-5584, [email protected] Co-Author(s): None Abstract: This talk will present some advantages and challenges of quantitative research in physics education. In particular I will discuss issues regarding using statistics as a tool to organize information and to make inferences. Common pitfalls of data analysis will be illustrated. Other possible approaches to represent and interpret data in physics education research will be shared. Footnotes: None spacer

DP: Physics Education in Africa, Part II spacer Location: Union Summit Date: Tuesday, Aug. 3 Time: 5:30 p.m.-6:30 p.m. Presider: Patricia Allen, Appalachian State Univ. 828-262-2989, [email protected] Co- None Presiders(s): Equipment: Computer projection (no computer -- must bring own computer), overhead projector & screen spacer

DP01: Physics Teacher Development at a Rural School in South Africa spacer Location: Union Summit Date: Tuesday, Aug. 3 Time: 5:30 p.m. Author: Jeanne Kriek, Unisa (South Africa) 011-27-12-429-8405, [email protected] Co-Author(s): Diane Grayson

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (203 of 337) [7/30/2004 8:38:23 AM] American Association of Physics Teachers

Abstract: In South Africa many physics teachers' content knowledge is not strong and their schools are very poorly resourced, often lacking running water, electricity, laboratories, textbooks or even enough desks and chairs. Through the Center for the Improvement of Mathematics, Science and Technology Education, we are involved in the professional development of such teachers using distance education. In this paper we will present a case study of one teacher from a deep rural area and his development over the past two years. We shall first describe his school and then present our professional development model. We shall illustrate the impact of this model by showing how the teacher's content knowledge, teaching skills and professional attitudes have improved over the two years he has been enrolled as our student. Footnotes: *Sponsored by Diane Grayson. spacer

DP02: Secondary Science in the "Bush," 40 Years Ago spacer Location: Union Summit Date: Tuesday, Aug. 3 Time: 5:45 p.m. Author: James Lehman, James Madison Univ. - Retired 540-433-1364, [email protected] Co-Author(s): None Abstract: Secondary science instruction in Northern Rhodesia/Zambia in the 1960s required a degree of resourcefulness. At Chipembi Secondary Girls School, the science department had limited demonstration equipment, and no commercial electricity was available. The school year went with the calendar year of three equal 12-week terms. British texts and examinations were used. Important student goals were directed to passing the "school leaving" examinations after the Third and Fifth Forms. Teaching was topical in nature, and the challenge for the teacher was to relate learning to everyday village life as the students prepared for the final examinations. Concepts of physics and chemistry were usually alternated term by term. Physics instruction was given to separate areas of matter and energy, motion, heat, sound, magnetism and electricity. Modest attempts were made in problem solving. By 1968, Nuffeld and several other British curricula were on the horizon with some unifying themes. Footnotes: None spacer

DP03: Three Years in Rural South Africa as "Physics Ambassador"* spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (204 of 337) [7/30/2004 8:38:23 AM] American Association of Physics Teachers

Location: Union Summit Date: Tuesday, Aug. 3 Time: 6:00 p.m. Author: Henry Saphir, The City School 818-776-0011, [email protected] Co-Author(s): None Abstract: The author, an American physics teacher, spent three years in rural South Africa where he co-founded the Nkonjane Trust Schools Outreach Project upon the request of local principals and teachers. Workshops and school visits were conducted at more than 60 venues and were attended by teachers and/or students from more than 150 schools. Most of these schools serve children who are the first generation to receive any formal schooling, and many teachers themselves reportedly had never seen the experiments they were supposed to teach the students about. Many of the schools had neither electricity, nor water, nor a telephone; and classrooms were overcrowded. The talk will begin with a short description of how the NTSOP came about, will address how some of the challenges faced were addressed, and will include some of our favorite experiments. Footnotes: *Supported in part by two grants from the Open Society Foundation - South Africa, the Southern Life Foundation (South Africa), the Center for the Art of Living (USA), and the Freunde der Erziehungskunst Rudolf Steiners (Germany). spacer

DP04: High School Physics Education in Zambia and the United States spacer Location: Union Summit Date: Tuesday, Aug. 3 Time: 6:15 p.m. Author: Charles Tisdale, Princess Anne H.S. 757-473-5000, [email protected] Co-Author(s): None Abstract: Adhering to the British education model, Zambia has a highly centralized system of secondary education. All curricula, including physics, are developed and desseminated by a national Ministry of Education. This varies significantly from the American education model. Sponsored by the Center for the Study of the Origin and Structure of Matter (COSM) at Hampton University, a series of workshops conducted between American and Zambian high school physics teachers in July 2003 reveals that within either framework, the challenges confronting physics teachers are the same. Consequently, an on-going collaboration between these groups will benefit both teachers and students. Footnotes: None spacer

DQ: Crackerbarrel on Instructional Apparatus

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (205 of 337) [7/30/2004 8:38:23 AM] American Association of Physics Teachers

spacer Location: Union Orchard Suite Date: Tuesday, Aug. 3 Time: 6:00 p.m.-7:30 p.m. Presider: Dean Hudek, Brown Univ. 401-863-2062, [email protected] Co- None Presiders(s): Equipment: None spacer

DR: The Physics of Music and the Music of Physics spacer Location: Union Redwood Date: Tuesday, Aug. 3 Time: 6:30 p.m.-8:00 p.m. Presider: Peter Urone, California State Univ. 916-278-6362, [email protected] Co- None Presiders(s): Equipment: Computer projection (no computer -- must bring own computer), overhead projector & screen spacer

DR01: Four Hands at the Piano spacer Location: Union Redwood Date: Tuesday, Aug. 3 Time: 6:30 p.m. Author: Invited - Donald Hall, California State Univ. [email protected] Co-Author(s): Marion O'Leary Abstract: Twenty fingers can play a lot of notes. Many of the best-known symphonic and chamber music pieces of the 19th century have been transcribed for two people at the piano, and prominent composers such as Schumann, Brahms, Dvorak and Ravel have made original contributions. We will perform several of these pieces, as well as giving a short demonstration of the normal modes of the piano strings. Footnotes: None spacer

DR02: Horn Physics spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (206 of 337) [7/30/2004 8:38:24 AM] American Association of Physics Teachers

Location: Union Redwood Date: Tuesday, Aug. 3 Time: 7:00 p.m. Author: Invited - Brian W. Holmes, San Jose State Univ. 408-924-5248, [email protected] Co-Author(s): None Abstract: Some people imagine that the bell of a brass instrument is designed to transmit sound into the surrounding space. However, only a tiny portion of the sound inside a brass instrument escapes the bell; the rest reflects back to the mouthpiece, forming standing waves which control the player's lips. I will build a trumpet to show the significance of the bell. Before valves were introduced, horn players augmented the available notes by moving their right hands in the bell of the instrument. I will illustrate this technique and explain its acoustical, musical, and historical significance. Along the way, I will tootle on an alphorn, a hunting horn, a keyed bugle, a baroque horn, and a valve horn. I will perform an original composition for garden hose in D and conclude with a Mozart Rondo, played on a valveless classical horn. Footnotes: None spacer

DR03: Physics Karaoke: Join the Physics Chanteuse in Musical Mnemonics* spacer Location: Union Redwood Date: Tuesday, Aug. 3 Time: 7:30 p.m. Author: Invited - Lynda Williams, Santa Rosa Junior College 707-527-4680, [email protected] Co-Author(s): None Abstract: Did you learn your ABCs with a musical rhyme? Students at any level can learn and remember physics facts and equations with similar musical mnemonics! Combining catchy tunes, scientific visualizations and subtitles, Physics Karaoke can help every learning style to learn physics with musical style! Join the Physics Chanteuse as she leads you in a physics sing-a-long on subjects ranging from Newtonian Mechanics to M Theory and beyond! Footnotes: *Songs and a tutorial on making Physics Karaoke available for free download at http://www.scientainment.com spacer

DS: Crackerbarrel on Reforms in Science Teacher Preparation Courses spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (207 of 337) [7/30/2004 8:38:24 AM] American Association of Physics Teachers

Location: Union Foothill Suite Date: Tuesday, Aug. 3 Time: 6:30 p.m.-8:00 p.m. Presider: Warren Hein, American Association of Physics Teachers 301-209-3323, [email protected] Co- John Layman Presiders(s): Equipment: None spacer

DT: Crackerbarrel on Modeling Instruction in High School Physics spacer Location: Union Hinde Auditorium Date: Tuesday, Aug. 3 Time: 6:30 p.m.-8:00 p.m. Presider: Jane Jackson, Arizona State Univ. 480-965-8438, [email protected] Co- None Presiders(s): Equipment: None spacer

DU: Crackerbarrel on Modern Physics Topics at Two-Year Colleges spacer Location: Union Valley Suite Date: Tuesday, Aug. 3 Time: 6:30 p.m.-7:30 p.m. Presider: Tom Carter, College of Dupage 630-942-3346, [email protected] Co- None Presiders(s): Equipment: None spacer

DV: Graduate Student Crackerbarrel: How to Know Who's Doing What? spacer Location: Amador 153 Date: Tuesday, Aug. 3 Time: 6:30 p.m.-8:00 p.m. Presider: Eleanor Sayre, Univ. of Maine 207-356-2792, [email protected] Co- None Presiders(s): Equipment: None spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (208 of 337) [7/30/2004 8:38:24 AM] American Association of Physics Teachers

DW: Physics Phun for Everyone! spacer Location: Union Ballroom I Date: Tuesday, Aug. 3 Time: 8:00 p.m.-9:30 p.m. Presider: Chris Chiaverina, New Trier H.S. (retired) 815-455-0399, [email protected] Co- Paul Hewitt Presiders(s): Equipment: Computer projection (no computer -- must bring own laptop), Overhead projector, screen spacer

EA: Poster Session III spacer Location: Union Ballroom II Date: Wednesday, Aug. 4 Time: 8:00 a.m.-9:00 a.m. Co- None Presiders(s): Equipment: 4'x4' posterboard, a 3'x15 table area beneath, & push pins provided spacer

EA01: Construction and Use of the ECU Roll-Away Building Observatory spacer Location: Union Ballroom II & III Date: Wednesday, Aug. 4 Time: 8:00 a.m. Author: Poster - Carl Rutledge, East Central Univ. 580-310-5392, [email protected] Co-Author(s): None Abstract: An observatory to house a Celestron 14-inch telescope was constructed by the East Central University Physics Department with help from the Society of Physics Students and the ECU Astronomy Club. A pre-manufactured sturdy 8-foot square building rolls away on casters and exposes the telescope to the sky. The building also houses two smaller portable telescopes. The facility has been used for many public viewings, with the astronomy, introductory physics, and general physical science classes, and for two student research projects. Use of astronomy in physics classes and making the observatory available for students to see celestial objects for themselves increases interest in physics and provides a way for students to do service learning by assisting with or hosting viewing sessions. Construction details and observatory uses will be illustrated. Footnotes: None spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (209 of 337) [7/30/2004 8:38:24 AM] American Association of Physics Teachers

EA02: Undergraduate Research at MIT Haystack Observatory* spacer Location: Union Ballroom II & III Date: Wednesday, Aug. 4 Time: 8:00 a.m. Author: Poster - Preethi Pratap, MIT Haystack Observatory 978-692-4764, [email protected] Co-Author(s): Gordon McIntosh Abstract: The undergraduate education program at MIT Haystack Observatory includes the development of a small radio telescope (SRT) and access to a research grade 37-m radio telescope. The SRT is intended to provide students and faculty with an introduction to radio astronomy and is now commercially available. The telescope, which provides students with an introduction to radio observing, consists of a 2-m antenna with a digital receiver that operates in the 1420 MHz band. The 37-m telescope which is remotely operable, is available to students and faculty for research projects. Faculty can use the telescope for classroom demonstrations while students can perform short-term laboratory projects or long-term research projects. The telescope is operated by the student or teacher over the internet. Detailed instructions for the use of the telescope and project suggestions are available on the Haystack Observatory web site (http://www.haystack.mit.edu). Examples of research projects performed by students are also included on the web site. Footnotes: *Supported by an NSF grant. **Sponsored by Gordon McIntosh. spacer

EA03: Using Haystack Observatory for Undergraduate Research spacer Location: Union Ballroom II & III Date: Wednesday, Aug. 4 Time: 8:00 a.m. Author: Poster - Gordon McIntosh, Univ. of Minnesota, Morris 320-589-6342, [email protected] Co-Author(s): None Abstract: Haystack Observatory, located in Westford, MA, and operated by the Massachusetts Institute of Technology, is available for remote use. For the last several years I have had students carrying out observations of silicon monoxide maser emission using the 37-m radio telescope of this observatory. (SiO masers originate in the circumstellar environment of late type stars. The stars observed are Mira, R Cassiopeia, and VY Canis Majoris.) The observations have been carried out at the University of Minnesota, Morris. Several undergraduate research projects, studies of the masers' flux density variations, polarization characteristics, velocity distributions, and statistical properties, will be presented. Footnotes: None spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (210 of 337) [7/30/2004 8:38:24 AM] American Association of Physics Teachers

EA04: NASA's Gravity Probe B: Testing Einstein's Universe with the World's Roundest Gyroscopes spacer Location: Union Ballroom II & III Date: Wednesday, Aug. 4 Time: 8:00 a.m. Author: Poster - Shannon Range Educational Outreach Director Gravity Probe B 415-824-1716, [email protected] Co-Author(s): None Abstract: NASA's Gravity Probe B is a satellite experiment that is testing Einstein's theory of general relativity and curved spacetime. It uses the world's roundest gyroscopes in a near-perfect satellite. This poster session will describe both the mission and the basics of Einstein's theory. Teacher guides, posters, and DVD will be distributed to all visitors. Footnotes: None spacer

EA05: Interactive Assessment Using EDU in the Nebraska Astronomy Applet Project spacer Location: Union Ballroom II & III Date: Wednesday, Aug. 4 Time: 8:00 a.m. Author: Poster - Kevin Lee, Univ. of Nebraska, Lincoln 402-472-3686, [email protected] Co-Author(s): Christopher M. Siedell Abstract: The Nebraska Astronomy Applet Project (NAAP) is developing high- quality astrophysical simulations accompanied by a variety of supporting resources. NAAP materials are appropriate for use in both college and high school introductory astronomy courses. Assessment receives great emphasis in the NAAP project as all student materials are embedded between randomized versions of a pre-test and post- test given in the web-based assessment engine EDU. Any instructor may request a NAAP assessment account which contains all assessments plus their own gradebook. This presentation will illustrate examples of how FLASH animations can be embedded in EDU and how a student's interaction with that animation can be assessed. This technique makes assessments very interactive and allows the probing of student problem solving techniques and their knowledge of concepts at a deep level. NAAP materials may be found at http://astro.unl.edu. Footnotes: None spacer

EA06: Model Rocketry in the 21st Century Physics Classroom

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (211 of 337) [7/30/2004 8:38:24 AM] American Association of Physics Teachers

spacer Location: Union Ballroom II & III Date: Wednesday, Aug. 4 Time: 8:00 a.m. Author: Poster - Kenneth Horst, Goshen H.S. 574-533-8651, ext. 3160, [email protected] Co-Author(s): None Abstract: Model rocketry is an effective way to teach physics and engineering concepts to high school students. The theoretical physics that describes the flight of a model rocket can be accessible to these students. An Excel spreadsheet with basic physics equations can be used to predict a theoretical flight of a model rocket. This prediction can also be detailed and modeled, using simulation software such as RockSim. Electronic flight data recorders are readily available and can collect motion information during an actual rocket flight. This data can then be compared to the theoretical models. Students enjoy designing, building, testing and modifying model rockets, both as in- class activities and in extra-curricular competitions such as the Team America Rocketry Challenge, sponsored by the National Association of Rocketry and the Aerospace Industries Association. Footnotes: None spacer

EA07: Astronomy in the Classroom with the GLAST Telescope Network spacer Location: Union Ballroom II & III Date: Wednesday, Aug. 4 Time: 8:00 a.m. Author: Poster - Tim Graves, Sonoma State Univ. 707-664-3259, [email protected] Co-Author(s): None Abstract: The NASA Education and Public Outreach Group at Sonoma State University1 is creating a network of ground-based telescopes to support the science and education goals of NASA's Gamma-ray Large Area Space Telescope (GLAST), due for launch in 2007. These telescopes will observe high-energy objects such as active galaxies, black holes, neutron stars, and white dwarfs. This network presents an exciting opportunity to get high school students directly involved in hands-on activities using real astronomical data, and to interact with NASA scientists on the GLAST team. The first telescope in the network is already up and running. See how you can get this data and use it in your classroom! Footnotes: *Sponsored by Lynn Cominsky. 1. See the NASA E/PO website at http://epo.sonoma.edu. spacer

EA08: Fundamental Parameters of Open Star Clusters spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (212 of 337) [7/30/2004 8:38:24 AM] American Association of Physics Teachers

Location: Union Ballroom II & III Date: Wednesday, Aug. 4 Time: 8:00 a.m. Author: Poster - Karen I. Hutchins, California State Univ., Sacramento 916-392-6354, [email protected] Co-Author(s): Amy M. Jones, Randy L. Phelps Abstract: Star clusters are unique laboratories for investigating a wide range of astrophysical problems relating to star formation, stellar evolution, the formation and structure of our Galaxy, and the age and distance scale of the Universe.The Palomar-Las Campanas Observatory- NOAO (PLCON) Open Cluster Survey is intended to provide for CCD derived, VI color-magnitude diagrams of several hundred open clusters, most of which have been poorly studied in the past, or never studied at all. From these data, systematic estimates of cluster reddenings, distances and ages can be derived. Here we report on our initial results for a number of clusters in the survey. Footnotes: *Sponsored by Paul Peter Urone. spacer

EA09: Asteroid Collision with Earth: An Instructive Application of Conservation Laws spacer Location: Union Ballroom II & III Date: Wednesday, Aug. 4 Time: 8:00 a.m. Author: Poster - Carl Mungan, U.S. Naval Academy 410-293-6680, [email protected] Co-Author(s): None Abstract: Suppose that a small asteroid with known initial position and velocity is on a collision course with Earth. With what speed relative to Earth will it impact? One approach is to apply conservation of energy in the solar frame and then transform the resulting final velocity of the asteroid to the terrestial frame. Another approach is to transform the asteroid's initial velocity to the terrestial frame and then apply conservation of energy in that frame to find the asteroid's final velocity. If "energy" means the sum of the gravitational potential energy and kinetic energy of the asteroid, then these two approaches give different answers! The two approaches can be reconciled by introducing conservation of momentum into the analysis. It is surprising that this is necessary even for a very small asteroid. But an appreciation of this illuminates the standard derivation of the formula for the solar system escape velocity. Footnotes: None spacer

EA10: Touring the Subatomic Zoo spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (213 of 337) [7/30/2004 8:38:24 AM] American Association of Physics Teachers

Location: Union Ballroom II & III Date: Wednesday, Aug. 4 Time: 8:00 a.m. Author: Poster - Cindy Schwarz, Vassar College 845-437-7349, [email protected] Co-Author(s): None Abstract: Find out about the course A Tour of the Subatomic Zoo - particle physics for non-science majors that I have taught for more than 15 years at Vassar College. Learn about the new book, Tales from the Subatomic Zoo - short stories and poems written by students (with subatomic particles as the characters). Read excerpts from "Jurassic Quark" and the Oprah show where she interviews a proton who used to be a neutron. Get into the lives of the two protons and two neutrons that are not getting along in their helium nucleus and seek the professional help of a "strong force mediator." Feel for the electron who lives in a land of protons and is arrested for not conserving charge and spends the time in jail building an accelerator as a means of escape. No previous particle physics background needed. Required: An imagination and a love of creativity. Footnotes: None spacer

EA11: Interactive Displays of "Lurching" Waves* spacer Location: Union Ballroom II & III Date: Wednesday, Aug. 4 Time: 8:00 a.m. Author: Poster - R. Dean Ayers California State Univ., Long Beach (Emeritus) 541-858-5858, [email protected] Co-Author(s): Nader A. Inan Abstract: Introductory treatments of waves usually focus on undamped traveling sinusoids and ideal standing waves. Those are just special, limiting cases from a larger class of more realistic waves, all of which have sinusoidal time dependence and crests that perform a characteristic "lurching" or "galloping" motion. Variations in a reflection coefficient and the constant for damping in propagation generate a continuum of behaviors. Figures developed in DPGraph run fast, and this software includes convenient controls for parameters. Preliminary observations with interactive computer graphics provide the motivation for a more mathematical treatment. Programming is limited to analytic expressions with no iterations. This means that the examples must stay close to fundamentals in the physics and mathematics. Exploratory studies encourage the programmer to ask analytic questions that might have been overlooked otherwise. Several representative figures will be available for hands-on manipulation. Footnotes: *Supported by the Paul S. Veneklasen Research Foundation and the CSULB Scholarly and Creative Activities Committee.

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (214 of 337) [7/30/2004 8:38:24 AM] American Association of Physics Teachers

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EA12: Response Matrix of a Multisphere Neutron Spectrometer spacer Location: Union Ballroom II & III Date: Wednesday, Aug. 4 Time: 8:00 a.m. Author: Poster - Hector Vega-Carrillo, Universidad Autonoma de Zacatecas 492-922-7043, [email protected] Co-Author(s): Eduardo Manzanares-Acuña Abstract: The response matrix of a Bonner sphere spectrometer was calculated. The spectrometer has a 3.2 cm-diameter thermal neutron detector; this is a 3He-filled proportional counter that is located at the center of a set of polyethylene spheres. The response was calculated for 0, 3, 5, 6, 8, 10, 12 and 16 inches-diameter polyethylene spheres for neutrons whose energy goes from 1E(-9) to 20 MeV. The response matrix was compared with a set of responses measured with several monoenergetic neutron sources, from this comparison calculated matrix is in agreement with the experimental results. Also the matrix was compared against the response matrix calculated for the PTB C spectrometer, Nevertheless that calculation was carried out using a detailed model to describe the proportional counter both matrices were in agreement. Footnotes: None spacer

EA13: The Institute of Physics UK - The Teacher Network spacer Location: Union Ballroom II & III Date: Wednesday, Aug. 4 Time: 8:00 a.m. Author: Poster - Gary Williams, Institute of Physics 011-44-0-1982-560678, [email protected] Co-Author(s): None Abstract: The Teacher Network In the UK the Institute of Physics is developing a Teacher Network where 30 Coordinators spread across Wales, England, Scotland and Ireland will support the teaching of Physics at a local level. This poster reports some of the many different ways in which the coordinators have filled their roles which in turn highlights many of the problems that need to be overcome in physics teaching today. Footnotes: None spacer

EA14: Physics on Stage - A Celebration of Physics Demonstrations spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (215 of 337) [7/30/2004 8:38:24 AM] American Association of Physics Teachers

Location: Union Ballroom II & III Date: Wednesday, Aug. 4 Time: 8:00 a.m. Author: Poster - Gary Williams, Institute of Physics UK 011-44-0-1982-560678, [email protected] Co-Author(s): None Abstract: Physics on Stage 3 was a European-wide programme and festival for physics teachers. At the main event 300 teachers from more than 22 countries met to share ideas, experiences and to enjoy performances from biology and physics on the theme "Physics and Life". A 32- strong team from the UK comprising of physics teachers and those involved in physics education attended the week-long, physics teaching festival held at the European Space Agency's Space and Technology Centre (ESTEC), Noordwijk in November, as part of European Science Week. Many of the ideas demonstrated have appeared in the journal Physics Education. Footnotes: None spacer

EA15: The Surprising Impact of Seat Location on Student Performance* spacer Location: Union Ballroom II & III Date: Wednesday, Aug. 4 Time: 8:00 a.m. Author: Poster - Carl Wieman, Univ. of Colorado, Boulder 303-492-6963, cwieman@jila.colorado.edu Co-Author(s): Katherine Perkins Abstract: In a large (200 student) introductory physics course for non- scientists, we randomly assigned students to particular seat locations. We discovered that seat location during the first half of the semester had a dramatic impact on student success in the course. Students sitting in the front of the room for the first half of the term were nearly twice as likely as students from the back of the room to have grades in the top 10% of the class, even though they were moved to the back half way through the semester. This trend was reversed for the bottom 10% of the class. The class was highly interactive with all students frequently answering questions using personal electronic response systems. The observed differences were apparent in attendance records and homework scores as well as the overall course grade. These results raise troubling questions about the detrimental effects of large lecture halls. Footnotes: *Supported in part by NSF. spacer

EA16: Examples of Students Developing Scientific Evaluation Abilities* spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (216 of 337) [7/30/2004 8:38:24 AM] American Association of Physics Teachers

Location: Union Ballroom II & III Date: Wednesday, Aug. 4 Time: 8:00 a.m. Author: Poster - Aaron R. Warren, Rutgers Univ. 732-445-6886, [email protected] Co-Author(s): Michael Gentile, Alan Van Heuvelen Abstract: This poster presents a detailed overview of research which is part of a larger initiative by the Rutgers University PAER group to help students develop scientific thinking abilities.1 In particular, we focus on developing abilities which are necessary for students to critically evaluate information. Such information can include proposed problem solutions, conceptual statements, experiment designs, and experiment reports. To develop these abilities we are currently creating and testing several types of activities. Also, to reliably measure the development of these abilities we are creating and testing scoring rubrics. This poster presents detailed examples of the activities, rubrics, and student response data which are briefly discussed in our talk.2 The correlation between the development of evaluative abilities and performance on both conceptual and traditional problems is discussed. Footnotes: *Supported in part by NSF grant #DUE-0336713 and #DUE-0241078 1. Etkina, E., Developing & Assessing Scientific Abilities in an Introductory Physics Course. Talk presented at 128th AAPT National Meeting. (2004) 2. Warren, A. Gentile, M. Van Heuvelen, A., Developing Scientific Evaluation Abilities in Students. Talk to be presented at 129th AAPT National Meeting. (2004). spacer

EA17: Using an Interactive Simulation to Teach Centripetal Force* spacer Location: Union Ballroom II & III Date: Wednesday, Aug. 4 Time: 8:00 a.m. Author: Poster - Stephen Stonebraker, The Ohio State Univ. 614-688-3598, [email protected] Co-Author(s): Dedra Demaree, Wenhui Zhao, Lei Bao Abstract: As part of continuing efforts at Ohio State University to develop a set of interactive virtual reality simulations and curriculum to utilize them we have produced a lab on the topic of circular motion and centripetal force. The lab focuses on developing a conceptual understanding of the relationship between force, radius, and velocity for an object in uniform circular motion. It involves both physical equipment and a computer component in which students use a joystick to apply forces to a simulated ball. This poster will discuss the result of initial trials of this lab from the spring quarter. Footnotes: *Supported in part by NSF grants #REC-0087788 and #REC- 0126070. spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (217 of 337) [7/30/2004 8:38:24 AM] American Association of Physics Teachers

EA18: Multiple Representations: A Quantitative Study on Students Use in Large Lecture Classes* spacer Location: Union Ballroom II & III Date: Wednesday, Aug. 4 Time: 8:00 a.m. Author: Poster - David Rosengrant, Rutgers Univ. 301-523-5621, [email protected] Co-Author(s): Alan Van Huevelen, Marina Milner-Bolotin, Eugenia Etkina Abstract: Rutgers PAER group is working on helping students develop scientific abilities. One of the abilities is to create and understand different representations of physical processes such as pictorial representations, motion diagrams, free body diagrams, and energy bar charts. Physics education literature1 suggests that using multiple representations is beneficial for student understanding of physics ideas and problem solving. Our research investigates how students who are enrolled in a large introductory course that utilizes multiple representations use them for problem solving. This poster will focus on: 1. types and examples of representations available to use for solving mechanics problems 2. the benefits of using these representations in physics classes 3. students use on these multiple representations related to their success rate on exams. Footnotes: *Supported in part by NSF grant #DUE- 0241078, #DUE-0336713. 1. J.I. Heller and F. Reif, "Prescribing effective human problem solving processes: Problem description in physics," Cognit. Instruct. 1, 177- 216 (1984). spacer

EA19: Assessing the Impact of Multiple PER-Based Reforms in Large-Lecture Classes spacer Location: Union Ballroom II & III Date: Wednesday, Aug. 4 Time: 8:00 a.m. Author: Poster - Steven Pollock, Univ. of Colorado, Boulder 303-492-2495, [email protected] Co-Author(s): None

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (218 of 337) [7/30/2004 8:38:24 AM] American Association of Physics Teachers

Abstract: We have implemented several proven reformed classroom approaches in our introductory large enrollment (500+) calculus based physics classes, including peer instruction with student response system in lecture,1 tutorials2 with trained undergraduate learning assistants3 in smaller recitations, and personalized computer assignments.4 We took extensive survey data throughout the semester along with validated pre/post content- and attitude-surveys to investigate complementary effects of these multiple reforms, and to begin to understand which features are necessary and effective for high fidelity replication. Here we present the impacts in terms of measured learning gains (e.g. median normalized gain on the FCI was 0.67) with special emphasis on isolating correlations with specific reform components, as well as with student attitudes and beliefs. Footnotes: 1. Peer Instruction, E. Mazur Prentice Hall (1997). 2. Tutorials in Introductory Physics McDermott and Shaffer, Prentice Hall (2002). 3. Supported by NSF-STEMTP. (See also http://www.colorado.edu/physics/EducationIssues) 4. CAPA (now http://www.lon-capa.org/) and Thinkwell (http://www.thinkwell.com) spacer

EA20: The Physics Education Technology Project: A New Suite of Physics Simulations spacer Location: Union Ballroom II & III Date: Wednesday, Aug. 4 Time: 8:00 a.m. Author: Poster - Noah Podolefsky, Univ. of Colorado 303-641-8217, [email protected] Co-Author(s): Katherine Perkins, Ron LeMaster, Noah Finkelstein, Wendy Adams, Michael Dubson, Sam Reid, Carl Wieman Abstract: The Physics Education Technology (PhET) Project is an ongoing effort to develop highly interactive, engaging, and realistic simulations for all levels, particularly high school and college. There are more than 30 simulations in the PhET suite, available freely online,1, 2 covering a range of topics in mechanics, work/energy, electricity/magnetism, thermodynamics, and modern physics. The simulations have been demonstrated effective in student laboratories, lectures, as homework, and for popular use. The simulations are designed to accurately model physical phenomena of the real world (e.g. including wires with minimal resistance), and the game-like environment promotes real-time student engagement/interaction.3 Current research efforts include student interviews to guide the design of the simulations,4 and assessment of the impact of the simulations on student learning.5 Here, we present an introduction to the PhET project, our design philosophy, research efforts, and a sampling of the simulations and their capabilities.

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (219 of 337) [7/30/2004 8:38:24 AM] American Association of Physics Teachers

Footnotes: 1. http://www.colorado.edu/physics/phet 2. Supported by NSF, the Kavli Foundation, and the University of Colorado. 3. K Perkins et al. "Learning physics with simulations: the role of interactivity, animation, and context" at this meeting. 4. W Adams et al. "Research-based design features of web-based interactive simulations" at this meeting. 5. K Perkins et al. "Incorporating simulations in the classroom: a survey of research results from the PhET Project" at this meeting. spacer

EA21: Learning Physics Through Projects and Modeling spacer Location: Union Ballroom II & III Date: Wednesday, Aug. 4 Time: 8:00 a.m. Author: Poster - Sheila Pierce, Indiana Univ. East 765-973-8606, [email protected] Co-Author(s): Christie Hatfield, George Mathew Abstract: Physics is no longer confined to the lab as students work outside the lab time on hands-on-activities, and computer aided design models. For application of acquired physics concepts and further development through convincing research methods, students now complete a major project every semester such as a bed of nails, dish whisperer, trebuchet, automobile, Van de Graaff generator. Footnotes: None spacer

EA22: Learning Physics with Simulations: The Role of Interactivity, Animation, and Context spacer Location: Union Ballroom II & III Date: Wednesday, Aug. 4 Time: 8:00 a.m. Author: Poster - Katherine Perkins, Univ. of Colorado, Boulder 303-492-4367, [email protected] Co-Author(s): Wendy Adams, Noah Finkelstein, Ron LeMaster, Sam Reid, Michael Dubson, Noah Podolefsky,, Carl Wieman Abstract: In this paper, we use data from student interviews, surveys, and course results to examine how three characteristics of simulations - interactivity, animation, and context - influence student learning, engagement, and beliefs about physics. The Physics Education Technology (PhET) Project1, 2, 3 has developed a suite of online simulations which emphasize these characteristics. Our general philosophy is to: 1. to make the simulations highly interactive; 2. to have an accurate, visual dynamic representation of the physics that provides an animated response as students play; and 3. to attend to the context in which the physics is being presented with an emphasis on creating game-like simulations that present the physics in the context of everyday life. Student interviews provide insight into the role of these characteristics in the students' conceptual development and beliefs about learning physics. Comparative measures with and

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (220 of 337) [7/30/2004 8:38:24 AM] American Association of Physics Teachers

without the use of simulations document overall effectiveness of these environments. Footnotes: 1. See http://www.colorado.edu/physics/phet 2. Supported by NSF, the Kavli Foundation, and CU. 3. N. Podolefsky, et al., The Physics Education Technology Project: a new suite of physics simulations., in this meeting; K. Perkins, et al., Incorporating simulations in the classroom: a survey of research results from the PhET Project, in this meeting; and W. Adams, et al., Research-based design features of web-based interactive simulations, in this meeting. spacer

EA23: Helping Students Learn to Design Experiments in an Introductory Laboratory* spacer Location: Union Ballroom II & III Date: Wednesday, Aug. 4 Time: 8:00 a.m. Author: Poster - Sahana Murthy, Rutgers Univ. 732-445-6886, [email protected] Co-Author(s): Michael Gentile, Aaron Warren, Eugenia Etkina, Alan Van Heuvelen Abstract: The Physics and Astronomy Education group at Rutgers University is working on helping students develop scientific abilities1 that are used in the processes of scientific research. This poster focuses on the ability to design experiments. We devised laboratory tasks that engage students in designing experiments to find patterns, test explanations for observed patterns, and solve practical problems. We also developed scoring rubrics and a coding scheme to assess different aspects of this ability. Our design tasks were used in a laboratory course accompanying a lecture course which has an enrollment of 450 students, and in an integrated course with lecture, laboratory and workshop components that has an enrollment of 175. This poster contains samples of laboratory-based design activities in various topics in physics such as mechanics, thermodynamics, electromagnetism and optics. We describe our rubrics, and show examples of student responses with their score. Footnotes: *Supported in part by NSF grant #DUE-0241078. 1. Etkina, E., "Developing and assessing scientific abilities in an introductory physics course," Announcer, 33, 4, 85 (2004). spacer

EA24: Conceptual Hierarchy of Physics as a Principle Leading to Structured Knowledge spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (221 of 337) [7/30/2004 8:38:24 AM] American Association of Physics Teachers

Location: Union Ballroom II & III Date: Wednesday, Aug. 4 Time: 8:00 a.m. Author: Poster - Terhi Mäntylä, Univ. of Helsinki 358919150656, [email protected] Co-Author(s): None Abstract: The main component of good physics teaching is good subject content. Physics teacher needs to give proper understanding of physics' central concepts and its basic methods. For that, teachers need to develop metacognitive understanding of physics. This becomes possible within the framework of well-organized knowledge structure. This goal brings in focus the conceptual system as a whole and especially its organization as hierarchical structure. It is discussed, what kind of conceptual hierarchy can be a useful vehicle in teacher education and on what characteristics of physics' knowledge and methods these views are anchored. In order to make these ideas useful metacognitive tools for learning, we have developed a kind of concept maps to represent concepts, laws and their interrelationships. We discuss how these maps are used in representing physics' knowledge and how they can be a useful vehicle for ordering the knowledge to organized structures in pre- service physics teacher education. Footnotes: None spacer

EA25: Design Experiments: Breakthrough for Cognitive Scientists, Old Stuff for PER's* spacer Location: Union Ballroom II & III Date: Wednesday, Aug. 4 Time: 8:00 a.m. Author: Poster - Richard Hake, Indiana Univ., Emeritus 818-992-0632, [email protected] Co-Author(s): None Abstract: Either unaware or dismissive of three decades of Physics Education Research (PER),1 Alan Collins2 and other cognitive scientists have spawned a "design-based research" (DBR) movement3 so as to facilitate classroom research. Its advocates appear to be oblivious of PER, despite the fact that PER: a. often invokes some characteristics of DBR methodology; b. has been largely devoted to classroom research; and c. has direct implications for practice, even though the implications have been largely ignored by the education community and even physics faculty.

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (222 of 337) [7/30/2004 8:38:24 AM] American Association of Physics Teachers

Footnotes: *Partially supported by NSF Grant DUE/MDR-9253965. 1. L.C. McDermott & E.F. Redish. "RL-PER1: Resource letter on physics education research." Am. J. Phys. 67(9), 755-767 (1999); online at http://www.physics.umd.edu/rgroups/ripe/perg/cpt.html 2. A. Collins, "The Changing Infrastructure of Education Research," in E.C. Lagemann & L.S. Shulman, eds., Issues in Education Research: Problems and Possibilities. (Jossey-Bass, 1999), pp. 289-298; online at http://learnweb.harvard.edu/tie/resources/collinspaper.htm 3. Educational Researcher, Jan/Feb 2003, devoted to the theme "The Role of Design in Educational Research," online at http://www.aera.net/pubs/er/toc/er3201.htm spacer

EA26: The Design and Validation of the Colorado Learning Attitudes About Science Survey spacer Location: Union Ballroom II & III Date: Wednesday, Aug. 4 Time: 8:00 a.m. Author: Poster - Wendy Adams, Univ. of Colorado, Boulder 970-539-6154, [email protected] Co-Author(s): Michael Dubson, Noah Finkelstein, Carl Wieman Abstract: The Colorado Learning Attitudes about Science Survey (CLASS)1,2,6 is a new instrument designed to measure various facets of student beliefs about learning physics. This instrument extends the work done by the University of Maryland,3 University of California, Berkeley5 and Arizona State University4 by expanding on and adding to the different facets of student beliefs. It also has been written to be suitably worded for students in a variety of different courses. This poster introduces the CLASS, its design and validation studies and some results obtained from its use. These include observing a decline in student attitudes in traditional courses (similar to MPEX), and particular interventions to eliminate the traditional deterioration of student attitudes. Footnotes: 1. See http://cosmos.colorado.edu/phet/survey/CLASS/CLASS.html 2. Using the Colorado Learning Attitudes about Science Survey to probe students' attitudes and beliefs about Reality., W. Adams, N. Finkelstein and C. Wieman, at this meeting. 3. E. F. Redish, Richard N. Steinberg, and Jeffery M. Saul, Am. J. Phys. 66, 212-224 (1998). 4. Halloun and D. Hestenes, Science and Education 7:6, 553-577 (1998) 5. B. White, A. Elby, J. Frederiksen, and C. Schwarz, presented at the American Education Research Association, Montreal, 1999 (unpublished). 6. Supported by NSF, the Kavli Foundation and the University of Colorado. spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (223 of 337) [7/30/2004 8:38:24 AM] American Association of Physics Teachers

EA27: Research-Based Design Features of Web-Based Interactive Simulations spacer Location: Union Ballroom II & III Date: Wednesday, Aug. 4 Time: 8:00 a.m. Author: Poster - Wendy Adams, Univ. of Colorado, Boulder 970-539-6154, [email protected] Co-Author(s): Kathy Perkins, Noah Finkelstein, Ron LeMaster, Sam Reid, Michael Dubson, Noah Pdolefsky, and Carl Wieman Abstract: Through extensive interviews with students, we have developed guidelines for creating simulations which are easy to use, inviting, encourage exploration by the student and promote development of student understanding of physics. The Physics Education Technology (PhET) Project 1,2,3,4,5 focuses on the development of elaborate Java- and Flash-based animated simulations that help students develop visual and conceptual models of physical phenomena. We have researched and characterized elements of effective simulation layouts, representational models, user help and guiding questions. We incorporate these elements into the design for future PhET simulations and they should prove useful for developing simulations in general. This poster will present these design principles and the research base of clinical interviews used to derive them. Footnotes: 1. See http://www.colorado.edu/physics/phet 2. Researching the effectiveness of using PhET simulations in classrooms: study designs and results K. Perkins, et al., at this meeting. 3. The Physics Education Technology Project: a new suite of physics simulations., N. Podolefsky, et al., at this meeting. 4. Learning physics with simulations: the role of interactivity, animation, and context., K. Perkins, et al., at this meeting. 5. Supported by NSF, the Kavli Foundation, and University of Colorado. spacer

EA28: Korean Physics Teachers' Attitude and Awareness Toward Integrated Science Education spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (224 of 337) [7/30/2004 8:38:24 AM] American Association of Physics Teachers

Location: Union Ballroom II & III Date: Wednesday, Aug. 4 Time: 8:00 a.m. Author: Poster - Maneg Heeju, 82-2-709-2656, [email protected] Co-Author(s): Lee Moonnam Abstract: A natural phenomenon is related to a variety of scientific concepts. There is a necessity to integrate the relation between a natural phenomenon and the many facets of science education, including physics. By doing this, physics teachers play an important and greater role in teaching integrated science education. A physics teachers’ awareness and attitude toward integrated science education is important to teaching in physics education. We analyzed Korean physics teachers' awareness and attitudes to look for improvement of physics teachers' education in integrated science education. Footnotes: None spacer

EA29: Understanding Students' Conceptions in Physics: A Critical Review of the Literature* spacer Location: Union Ballroom II & III Date: Wednesday, Aug. 4 Time: 8:00 a.m. Author: Poster - Jiyeon Park, Seoul National Univ. 011-82-2-880-1427, [email protected] Co-Author(s): Gyoungho Lee Abstract: In science education, the research on students' conceptions has started in early 1970. From the early 1980, the research on students' conceptions stimulated the research on conceptual change. Recently, mental model has a theoretical background in concrete arguments on "how students' conceptions are constructed or created?" Mental model has studied early in cognitive psychology, and several researchers studied it partially in science education area. In this study, we compared different theory that explain students' conceptions in physics. Further we discussed the possibility of mental model as a theory that could include different explanations about students; conceptions from different theory. Footnotes: *Supported by Korea Research Foundation grant #KRF-2003-042- B00165. spacer

EA30: Helping Students Learn Physics Through Writing Better Laboratory Reports spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (225 of 337) [7/30/2004 8:38:24 AM] American Association of Physics Teachers

Location: Union Ballroom II Date: Wednesday, Aug. 4 Time: 8:00 a.m. Author: Poster - Michael Carter, North Carolina State Univ. (919) 515-4120, [email protected] Co-Author(s): Miriam Ferzli, Eric Wiebe Abstract: This interactive poster presentation introduces physics teachers to LabWrite, a free, online tutorial that provides in-depth, student- centered guidance in writing lab reports. LabWrite is based on the premise that the lab report can play a crucial role in developing students? understanding of key scientific concepts and in strengthening their communication and critical thinking skills. One component of the poster is a presentation of the key elements of the LabWrite process, which has been shown to enhance students? conceptual understanding of the science of labs. The poster also describes special features of LabWrite, such as a student guide to designing experiments, extensive graphing resources, and the ?tutor,? an application that allows students to write their reports online. The interactive component of the poster gives teachers the opportunity to explore the site using a provided laptop computer. LabWrite (http://labwrite.ncsu.edu) is sponsored by grants from the NSF. Footnotes: Sponsored Robert J. Beichner spacer

EA31: Investigating Students' Knowledge of Particle Structure of Matter in Different Cultures spacer Location: Union Ballroom II Date: Wednesday, Aug. 4 Time: 8:00 a.m. Author: Poster - Lili Cui, Kansas State Univ. 785-532-7167, [email protected] Co-Author(s): Dean Zollman, Sanjay N. Rebello Abstract: This study is in the early stages of an investigation of students' models of the structure of matter. Initially, we will compare results for students in three different countries. We will administer a questionnaire, developed by Silke Melkelskis-Seifert in Germany, which includes Likert scale and open-ended questions. This questionnaire focuses on understanding students' models of matter at the microscopic level, such as the existence of very small particles, particular/continuous structure of matter, three (solid, liquid and gaseous) states and their relationship, density of matter, etc. The survey will be administered in North America, Europe and East Asia. Follow-up interviews will help us understand the models underlying students' responses. Footnotes: None spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (226 of 337) [7/30/2004 8:38:24 AM] American Association of Physics Teachers

EA32: Results of the 1st Annual Bethany 3V Grand Prix spacer Location: Union Ballroom II Date: Wednesday, Aug. 4 Time: 8:00 a.m. Author: Poster - Todd Brown, Bethany College 304-829-7722, [email protected] Co-Author(s): Katrina Brown Abstract: In the analog electronics class at Bethany College, a combination of basic principles was successfully integrated into a multi-period laboratory. The goal was to design, test and successfully complete an electric car. Student groups were held to a strict budget as well as the type and number of certain pieces of equipment. The cost breakdown, the race courses, lessons learned by the students and instructor as well as future modifications to this project will be presented. Footnotes: None spacer

EA33: Using Latent Semantic Analysis to Identify (Mis)Conceptions spacer Location: Union Ballroom II Date: Wednesday, Aug. 4 Time: 8:00 a.m. Author: Poster - Isidoros Doxas Center for Integrated Plasma Studies, Univ. of Colorado 303-492 7988, [email protected] Co-Author(s): Noah Finkelstein, Simon Dennis, Walter Kintsch, Courtney Willis Abstract: Latent Semantic Analysis (LSA) is a vector-based bag-of-words model originally intended for use in information retrieval systems. In the traditional vector-space model, any span of text can be modeled as a vector of numbers derived from the frequency with which known terms occur in the texts. LSA differs from the standard vector-space model of information retrieval in that it first creates a reduced dimensionality space through the use of a Singular Value Decomposition (SVD) to identify the most important eigenvectors in a multidimensional space derived from texts on a given subject. A critical fact about this technique is that it affords a wide number of semantically meaningful vector operations. Among the more important ones are document to document comparisons, which facilitate clustering of texts across a number of dimensions, and term to term comparisons, which can be used to measure student's grasp of the vocabulary in a domain. We use LSA to indetify distinct concepts in essay answers to open ended questions in Physics, Astronomy, and Biology. LSA is found to give results with variance comparable to the variance between human graders. Footnotes: None spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (227 of 337) [7/30/2004 8:38:24 AM] American Association of Physics Teachers

EA34: Inquiry Science Teaching for Center for Adaptive Optics Graduate Students spacer Location: Union Ballroom II Date: Wednesday, Aug. 4 Time: 8:00 a.m. Author: Poster - Barry Kluger-Bell, Exploratorium 415-353-0463, [email protected] Co-Author(s): Doris Ash Abstract: The Exploratorium Institute for Inquiry (IFI), in collaboration with the Center for Adoptive Optics (CfAO), has developed a highly successful program to train research-oriented graduate students to design and teach inquiry science sessions. Central to this program is a five-day workshop, in which graduate students experience inquiry learning in optics, learn some basics about learning theory and design, with assistance, their own inquiry lessons. These designs are carried out in CfAO sponsored outreach programs for High School and community college students. This program satisfies NSF?s ?broader impact? requirement for research grants. In this poster, we look at the program design and our evidence for success, and discuss the elements that we perceive as critical to the program?s success. Footnotes: Supported in part by NSF grant# EHR 9911834 and NSF grant# AST 9876783 spacer

EA35: Characterization and Modeling of Surface Roughness and Oxidation of Thorium Thin Films spacer Location: Union Ballroom II Date: Wednesday, Aug. 4 Time: 8:00 a.m. Author: Poster - Nicole Farnsworth, Brigham Young Univ. 801-422-5385, [email protected] Co-Author(s): Amy Baker, Steven Turley Abstract: The extreme ultraviolet (EUV) spectrum is becoming increasingly important, promising applications in lithography, space-based astronomy, and medical microscopes. Unfortunately, the optical constants of materials, particularly heavy metals, in this range are not well known, in part because of failings to accurately characterize and model thin films. This presentation will examine the effects of surface roughness and oxidation on the reflectance of thorium. We will discuss the characterization of these films using atomic force microscopy (AFM) and x-ray photoelectron spectroscopy (XPS) depth profiling. We will also discuss the problems and limitations of these characterizations, such as the effect of tip diameter on AFM data and variability of sputtering rate in XPS depth profiling. In modeling our data, we test the effectiveness of scalar correction factors for surface roughness. We also test the efficacy of modeling a rough or oxidizing surface as multiple layers whose optical constants vary continuously

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (228 of 337) [7/30/2004 8:38:25 AM] American Association of Physics Teachers

with depth. Footnotes: None spacer

EB: Induction and Mentoring of Physics spacer Location: Union Forest Suite Date: Wednesday, Aug. 4 Time: 8:30 a.m.-11:15 a.m. Presider: John Layman, 301-209-3302, [email protected] Co- None Presiders(s): Equipment: Computer projection (no computer -- must bring own laptop), Overhead projector, screen spacer

EB01: Physics Teachers Can Be Mentors Too spacer Location: Union Forest Suite Date: Wednesday, Aug. 4 Time: 8:30 a.m. Author: Invited - Michael Wolter, Ball State Univ., PhysTEC TIR 765-285-8902, [email protected] Co-Author(s): None Abstract: The quality and retention of future physics teachers depends upon current "master" physics teachers becoming involved in the pre- service and in-service mentoring of novice physics teachers. The Physics Teacher Education Coalition (PhysTEC) uses a "teacher-in- residence" to build a national model for the induction/mentoring of novice physics teachers. This presentation will focus on the key components needed to train physics teachers to be effective mentors. Examples of linking state mentor certification training to physics mentoring will be provided. Footnotes: None spacer

EB02: PhysTEC Teacher In Residence Returns to Classroom and Continues Mentoring Teachers After Serving One Year at University spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (229 of 337) [7/30/2004 8:38:25 AM] American Association of Physics Teachers

Location: Union Forest Suite Date: Wednesday, Aug. 4 Time: 9:00 a.m. Author: Invited - Dale Freeland, Portage Central H.S. 269-323-5232, [email protected] Co-Author(s): None Abstract: The Physics Teacher Education Coalition (PhysTEC) project includes a high school teacher serving as a Teacher in Residence (TIR) team member in a university physics department. Personal experiences of my university year and the following year back in the high school will be summarized. Interactions while mentoring beginning teachers during the past year will be reviewed. The session will include comments made by Janet Lawrence, a mentee, who just completed her second year of teaching. Growth for mentor, mentee, and students involved create gratifying, positive rewards from this facet of the PhysTEC project. Footnotes: None spacer

EB03: Web Support for Teacher Preparation spacer Location: Union Foretst Suite Date: Wednesday, Aug. 4 Time: 9:30 a.m. Author: Brian Adrian, Kansas State Univ. 785-532-1824, [email protected] Co-Author(s): Oppress Makhafula, Dean Zollman, Scott Stevens Abstract: The Physics Teaching Web Advisory (Pathway)1 is a dynamic digital library for physics teaching. Like a mentor, this interactive resource will help teachers of all levels prepare for their classes and easily obtain valuable assistance from peers and nationally known experts in physics pedagogy and high quality content. Combining Carnegie Mellon University's digital video library technology, Informedia, and synthetic interview technology with pedagogical advances developed at Kansas State University and with materials contributed by master teachers, Pathway will provide continuously improving assistance and expertise for teachers of all levels. Footnotes: 1. Supported in part by NSF grant #DUE-0226157. spacer

EB04: Incorporating a Teaching Practicum into a Physics Course for Preservice Teachers* spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (230 of 337) [7/30/2004 8:38:25 AM] American Association of Physics Teachers

Location: Union Forest Suite Date: Wednesday, Aug. 4 Time: 9:45 a.m. Author: Donna Messina, Univ. of Washington 206-543-9813, [email protected] Co-Author(s): Lezlie S. DeWater, Paula R.L. Heron, Lillian C. McDermott Abstract: Physics by Inquiry, the research-based curriculum developed by the Physics Education Group at the University of Washington, provides the basis for special courses in which teachers can develop in-depth understanding of topics relevant to the K-12 classroom.1 These courses include a practicum in which preservice teachers have an opportunity to apply what they have learned at the University in a middle or high school classroom. This teaching experience, which is closely linked with their own study of physics, helps them recognize the depth of subject-matter knowledge that they need to be able to teach with confidence. The opportunity to observe the teachers as they design, teach, and reflect upon a series of lessons has helped broaden our own understanding of the type of preparation necessary to be able to teach physics and physical science by inquiry. Footnotes: *Supported in part by NSF. 1. Physics by Inquiry, L.C. McDermott and the Physics Education Group at the University of Washington, Wiley (1996). spacer

EB05: An Innovative Graduate Program for In-Service Science Teachers spacer Location: Union Forest Suite Date: Wednesday, Aug. 4 Time: 10:00 a.m. Author: Kastro Hamed, Univ. of Texas, El Paso 915-747-7548, [email protected] Co-Author(s): None Abstract: The newly established Masters in the Art of Teaching Science, which was created in response to the critical shortage of highly qualified physics and chemistry teachers, was designed to enhance the teachers' ability to integrate physics content and pedagogy in their own practice. The participants are in-service middle and high school science teachers. I plan to explain the structure of UTEP's MAT program, particularly the physics courses, the course objectives, learning experiences, and assignments. Then I would like to present results of analyzed data (both quantitative and qualitative) we collected about the changes in teacher self-efficacy and content knowledge during the first year of involvement. Footnotes: None spacer

EB06: Improving High School Physics Teaching Through an Outreach Initiative* spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (231 of 337) [7/30/2004 8:38:25 AM] American Association of Physics Teachers

Location: Union Forest Suite Date: Wednesday, Aug. 4 Time: 10:15 a.m. Author: Nouredine Zettili, Jacksonville State Univ. 256-782-8077, [email protected] Co-Author(s): None Abstract: We want to discuss our outreach initiative at Jacksonville State University designed to help improve the teaching of physics at a number of high schools in Northeast Alabama. This initiative is part of Project IMPACTSEED (Improving Physics And Chemistry Teaching in Secondary Education), a No-Child Left Behind (NCLB) grant funded by the Alabama Commission on Higher Education (ACHE). Pressing local need motivates this project: A number of high school physics teachers teach out of field. To achieve IMPACTSEED's goals, we have forged a functional collaboration with a some school districts in Northeast Alabama aimed at achieving a double aim: (a) to make physics and chemistry understandable and fun to learn within a hands-on, inquiry-based setting; (b) to overcome the fear-factor for physics and chemistry among students. Through a two-week long summer institute, a series of weekend workshops designed to help bring technology into physics classrooms, and onsite support, we have been providing year-round support to the physics/chemistry teachers in this area. Footnotes: *Supported by the Alabama Commission on Higher Education as part of a NCLB grant. spacer

EB07: Induction Program Bringing More Physics into El Dorado High School spacer Location: Union Forest Suite Date: Wednesday, Aug. 4 Time: 10:30 a.m. Author: Eric Hagedorn, Univ. of Texas, El Paso 915-747-7540, [email protected] Co-Author(s): Milijana Suskavcevic, Sally Blake Abstract: This paper describes how a program designed to enhance the faculty development of new science and mathematics teachers has led to an interdisciplinary (biology, chemistry, and physics) effort at El Dorado High School, to increase the numbers of students taking physics. With assistance from physics and science education faculty at nearby UTEP, these new science teachers are weaving physics themes related to life in the desert into biology and chemistry, building a xeriscape site on campus for their students' field work and community outreach, and carefully investigating their own students' previous experiences with and attitudes towards physics specifically. Additionally, these teachers are interested in evaluating their own teaching styles so as to increase their effectiveness. From these efforts, this paper provides analyses of the responses of the high school students to questionnaires about their middle school science preparation, their knowledge of physics, and their curiosity about

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (232 of 337) [7/30/2004 8:38:25 AM] American Association of Physics Teachers

science in general. Footnotes: None spacer

EB08: Learning Physics by Listening to Children spacer Location: Union Forest Suite Date: Wednesday, Aug. 4 Time: 10:45 a.m. Author: Danielle Harlow, Univ. of Colorado, Boulder 303-492-5516, [email protected] Co-Author(s): Valerie K. Otero Abstract: This presentation will provide evidence to support the claim that prospective elementary teachers can deepen their understanding of physics through analysis of the "physics talk" of elementary students. Elementary Student Ideas (ESI) activities, one component of the Physics for Elementary Teachers (PET) curriculum,1 are homework and in-class assignments in which prospective and practicing elementary teachers watch and analyze video clips of elementary children talking and learning about physics topics. By observing perspective and practicing elementary teachers engaged in ESI activities, we have recognized that these adult students are not only learning to listen to children. They are also benefiting from reflecting on their own learning of physics content in the context of listening to and analyzing elementary children's discourse about the same topics. This paper examines the role of ESI activities in the practicing and perspective teachers' learning of physics content. Footnotes: 1. Supported by NSF grant #0096856. spacer

EB09: What My Mentor Means to Me spacer Location: Union Forest Suite Date: Wednesday, Aug. 4 Time: 11:00 a.m. Author: Michael D. Wolter, Ball State Univ., PhysTEC TIR 765-285-8902, [email protected] Co-Author(s): None Abstract: National statistics show that 40 percent of new teachers leave the profession in less than five years. The Physics Teacher Education Coalition (PhysTEC) supports a national model for improving the quality of training and the retention of novice physics teachers. This presentation will provide initial reactions from novice physics teachers and from middle and elementary school science teachers on the impact of the in-service mentoring support provided as a result of their interactions with their PhysTEC "teacher-in-residence". Footnotes: None spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (233 of 337) [7/30/2004 8:38:25 AM] American Association of Physics Teachers

EC: Crackerbarrel on Involvement of Two-Year Colleges in Teacher Preparation spacer Location: Union California Date: Wednesday, Aug. 4 Time: 9:00 a.m.-10:00 a.m. Presider: Ingrid Novodvorsky, Univ. of Arizona 520-626-4187, [email protected] Co- None Presiders(s): Equipment: None spacer

ED: Hot Topics In Physics: Strongly Coupled Plasmas spacer Location: Union Hinde Auditorium Date: Wednesday, Aug. 4 Time: 9:00 a.m.-10:30 a.m. Presider: Leaf Turner, Los Alamos National Laboratory 505-667-7725, [email protected] Co- None Presiders(s): Equipment: Computer projection (no computer -- must bring own computer), overhead projector & screen spacer

ED01: Frozen Fire: Strongly-Correlated Plasmas in the Lab and within Stars spacer Location: Union Hinde Auditorium Date: Wednesday, Aug. 4 Time: 9:00 a.m. Author: Invited - Travis Mitchell, Univ. of Delaware 302-831-3519, [email protected] Co-Author(s): None Abstract: Plasmas, sometimes referred to as the "fourth state of matter" after solids, liquids and gasses, are conductive assemblies of charged particles, neutrals and fields that exhibit collective effects. Plasmas are the most common form of matter, comprising more than 99% of the visible universe. Penning traps use magnetic and electric fields to confine charged particles, and subsequent laser cooling can produce strongly correlated trapped ions which solidify into a lattice. Similar strongly correlated plasmas are believed to exist in nature within white dwarf stars, and on the surfaces of neutron stars. In this talk I will give an overview of research on laser-cooled ions, and summarize some recent experiments. Footnotes: None

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (234 of 337) [7/30/2004 8:38:25 AM] American Association of Physics Teachers

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ED02: Imaging Ultracold Plasmas spacer Location: Union Hinde Auditorium Date: Wednesday, Aug. 4 Time: 9:30 a.m. Author: Invited - Thomas Killian, Rice Univ. 713-348-2927, [email protected] Co-Author(s): None Abstract: We create ultracold neutral plasmas by ionizing laser-cooled strontium near the ionization threshold. The electron temperature can be 1-1000K and the ion temperature is around 1 K. The density in the plasma can be as high as 1010 cm-3. Such low temperature plasmas behave very differently from conventional hot plasmas. Optical imaging of the density profile of the plasma1 is a new diagnostic for studying these systems. The optical probe uses the Sr+ 2S1/2 ?³ 2P1/2 transition at 422 nm. 422 nm photons are absorbed by strontium ions and imaged with an intensified CCD camera. We resolve the density profile of the plasma, and observe kinetics on a 50 ns time-scale. The Doppler-broadened absorption spectrum provides information on the ion velocity distribution, which gives an accurate measure of the ion temperature. Footnotes: 1. C. E. Simien, Y.C. Chen, P. Gupta, S. Laha, Y. N. Martinez, P. G. Mickelson, S. B. Nagel, T. C. Killian, physics/0310017 spacer

ED03: How Is Dipole Radiation Created in a Strongly Coupled Plasma? spacer Location: Union Hinde Auditorium Date: Wednesday, Aug. 4 Time: 10:00 a.m. Author: Invited - Michael S. Murillo, Los Alamos National Laboratory 505-667-6767, [email protected] Co-Author(s): Leaf Turner Abstract: An axiom of electromagnetism is that accelerating charges radiate. Bremsstrahlung, "braking-radiation," occurs when a charge is accelerated by another charge. The theory, usually developed for dilute plasmas, has a noble lineage extending back through Kramers, Landau, and Sommerfeld. In a strongly coupled plasma, however, the electrostatic energy exceeds the thermal energy of the plasma leading to the occurrence of interesting many-body correlations. As a result, an accelerating charge induces a collective response in the plasma that, in turn, affects the acceleration of the charge. The proper description can be encapsulated through the dielectric properties of the plasma. We shall sketch the physics of such bremsstrahlung in an intuitive and pedagogic manner. This physics has significance for understanding radiative phenomena occurring in such disparate objects as giant planets, the sun, laser-produced

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (235 of 337) [7/30/2004 8:38:25 AM] American Association of Physics Teachers

plasmas and brown and white dwarfs. Footnotes: None spacer

EE: On Apparatus and Demonstrations spacer Location: Union Orchard Suite Date: Wednesday, Aug. 4 Time: 9:00 a.m.-10:45 a.m. Presider: Clarence Bakken, Gunn H.S. (retired) 650-354-8246, [email protected] Co- None Presiders(s): Equipment: Computer projection (no computer -- must bring own computer), overhead projector & screen spacer

EE01: An Apparatus for the Demonstration of the Doppler Effect spacer Location: Union Orchard Suite Date: Wednesday, Aug. 4 Time: 9:00 a.m. Author: Harry Bates, Towson Univ. 410-704-2441, [email protected] Co-Author(s): None Abstract: A rotating audio source is described that can be used as the focus of an undergraduate demonstration or laboratory on the Doppler effect. This has been employed in both a general physics laboratory and as a demonstration in the first course in general astronomy. Footnotes: None spacer

EE02: Measuring G with the Cavendish Apparatus spacer Location: Union Orchard Suite Date: Wednesday, Aug. 4 Time: 9:15 a.m. Author: William McNairy, Duke Univ. 919-660-2689, [email protected] Co-Author(s): None Abstract: Recently I was asked to contribute to the rewriting of the user's guide for the Cavendish Apparatus that is marketed by TelAtomic Corporation. In my talk I will summarize the methods of obtaining data with the Cavendish unit. Several improvements made from earlier versions will be discussed, including computerization of the data recording. I will also present experimental data and review tips in the operation of this apparatus.

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (236 of 337) [7/30/2004 8:38:25 AM] American Association of Physics Teachers

Footnotes: Note: The presenter is not a paid representative of TelAtomic Corp. A demonstration Cavendish unit was received for use in developing the new user's guide. spacer

EE03: You Are Invited to Come See the Earth Turn spacer Location: Union Orchard Suite Date: Wednesday, Aug. 4 Time: 9:45 a.m. Author: Francis M. Tam, Frostburg State Univ. 301-687-4165, [email protected] Co-Author(s): None Abstract: The new Frostburg State University Compton Science Center features a Foucault pendulum at the center of its atrium. It is a showcase for Physics and Engineering. This paper discusses some student measurements and estimates of the Foucault pendulum, including its period, length, and angles of rotation at Frostburg. Footnotes: None spacer

EE04: A Versatile Speed of Sound Apparatus spacer Location: Union Orchard Suite Date: Wednesday, Aug. 4 Time: 10:00 a.m. Author: Michael Pechan, Miami Univ. 513-529-4518, [email protected] Co-Author(s): Joseph Priest Abstract: Students taking a sophomore course in electronic instrumentation at Miami University do a mid-term and a final project. This spring students constructed an instrumentation amplifier to amplify the output of a pressure sensor. A three-inch diameter speaker was used to produce a pressure pulse in a one-meter section of PVC pipe. Students performed a variety of experiments including measuring the speed of sound in a gas, measuring the speed of sound as a function of pressure, and recording the phase changes that occur at an open- ended and closed-end pipe. The apparatus and examples of student projects will be discussed. Footnotes: *Sponsored by Joseph Priest. spacer

EE05: Two Inexpensive Demonstrations: Freely-Falling Frames and Boltzmann's Factor spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (237 of 337) [7/30/2004 8:38:25 AM] American Association of Physics Teachers

Location: Union Orchard Suite Date: Wednesday, Aug. 4 Time: 10:15 a.m. Author: Thomas Moore, Pomona College 909-621-8726, [email protected] Co-Author(s): None Abstract: In this talk, I will present two engaging experiments that illustrate interesting contemporary physics concepts. The first is an inexpensive and robust version of a demonstration that vividly shows that free objects follow straight-line trajectories in a freely-falling reference frame. The second uses a Squiggle Ball, a ping-pong ball, and an inclined wooden plane to demonstrate Boltzmann's factor. Both experiments have been constructed using inexpensive and readily-available materials. I will display working examples of each apparatus and discuss how they might be used in an introductory physics course. Footnotes: None spacer

EE06: Motion Detector Study of Coupled Pendulums spacer Location: Union Orchard Suite Date: Wednesday, Aug. 4 Time: 10:30 a.m. Author: John Milton, DePaul Univ. 773-325-4238, [email protected] Co-Author(s): None Abstract: Two ultrasonic motion detectors are used to record the motion of a pair of simple pendulums of equal length coupled by a horizontal cord. The oscillation frequency is compared to the uncoupled frequency. The frequency of the modulating envelope yields a value for the coupling constant. Finally, the relation of the coupling constant to the length of the connecting cord is determined. Footnotes: None spacer

EF: Testing and Interpretation spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (238 of 337) [7/30/2004 8:38:25 AM] American Association of Physics Teachers

Location: Amador 150 Date: Wednesday, Aug. 4 Time: 8:30 a.m.-10:00 a.m. Presider: Rex Rice, Clayton H.S. 314-322-7889, [email protected] Co- None Presiders(s): Equipment: Computer projection (no computer -- must bring own computer), overhead projector & screen spacer

EF01: Using Interview Data to Explore Transfer of Student Learning spacer Location: Amador 150 Date: Wednesday, Aug. 4 Time: 8:30 a.m. Author: Paula Engelhardt, Kansas State Univ. 785-532-1824, [email protected] Co-Author(s): N. Sanjay Rebello Abstract: Interviews have been used extensively to explore students' understanding of a variety of concepts within physics. Typically, we have been looking to see how students explain the phenomena under investigation and to look for difficulties students have in explaining that phenomena. But what concepts do students bring with them to an interview and how do they use those concepts during the course of the interview? Can students transfer their knowledge from one area of their lives to another? These questions will be addressed in this presentation. Footnotes: None spacer

EF02: Getting the Most from Multiple-Choice Questions - Part 1 spacer Location: Amador 150 Date: Wednesday, Aug. 4 Time: 8:45 a.m. Author: Uri Haber-Schaim, Science Curriculum Inc. 617-489-8970, [email protected] Co-Author(s): None Abstract: Giving examples of good and poor multiple-choice questions, will lead to the introduction of Diagnostic Analysis, a new software package, which takes advantage of good questions. The main features of the application will be described, and the reason why the features were included will be given. Footnotes: None spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (239 of 337) [7/30/2004 8:38:25 AM] American Association of Physics Teachers

EF03: Getting the Most from Multiple-Choice Questions - Part 2 spacer Location: Amador 150 Date: Wednesday, Aug. 4 Time: 9:00 a.m. Author: Robert Stair, Dakota Ridge H.S. 303-982-1970, [email protected] Co-Author(s): None Abstract: Specific examples of tests administered to classes in Force, Motion, and Energy will be given. It will be shown how the reports of the analysis can be used to explain to students (and their parents) where their weaknesses are, and improve the instruction. Footnotes: None spacer

EF04: A Summary of the Effects of Question Order* spacer Location: Amador 150 Date: Wednesday, Aug. 4 Time: 9:15 a.m. Author: Kara Gray, Kansas State Univ. 785-532-7167, [email protected] Co-Author(s): N. Sanjay Rebello, Dean A. Zollman Abstract: Developing accurate assessment tools is critical if we are to continue to expand our knowledge of student understanding. Test development often relies on the assumption that student knowledge is unaffected by the test or by the order of questions on the test. The results of this study call into question this assumption. This study used multiple choice mechanics questions taken from the Force Concept Inventory in both large class survey and interview situations with introductory physics students. Our analysis shows that question order can have a statistically significant effect on student responses and these effects can influence student scores on these surveys. This talk will also draw on some of the current theories of transfer to provide explanations for the observed effects. Footnotes: *Supported in part by NSF grant # 0087788. spacer

EF05: Is the Normalized Gain Valid? spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (240 of 337) [7/30/2004 8:38:25 AM] American Association of Physics Teachers

Location: Amador 150 Date: Wednesday, Aug. 4 Time: 9:30 a.m. Author: Andrew Heckler, The Ohio State Univ. 614-292-2874, [email protected] Co-Author(s): None Abstract: The "normalized gain" is a widely used quantitative measure of student learning in physics education research. While this measure has proven to be quite useful in general terms, there are several fundamental questions as to its specific meaning and validity as a uniform measure of learning. We examine the pre and post scores from several different kinds of conceptual physics tests and show that, when several statistical effects are taken into account, the normalized gain does not accurately or adequately represent the empirical data. Instead, another more simple measure is found to more accurately represent the underlying behavior of pre and post test scores. These results indicate that the normalized gain can be biased towards groups of students with high pre test scores. The results also have potentially important implications for theories of learning. Footnotes: None spacer

EF06: How Misconceptions Fit in Piaget's Theory of Intelligence spacer Location: Amador 150 Date: Wednesday, Aug. 4 Time: 9:45 a.m. Author: Steven Maier, Northwestern Oklahoma State Univ. 580-327-8562, [email protected] Co-Author(s): None Abstract: Piaget's theory of intelligence is based on the ordered progression through four stages of development: sensorimotor, pre-operational, concrete operational and formal operational. Critical to the progression through these stages for the learner are assimilation, accommodation, and organization. Within the context of Piagetian theory, these terms will be defined and misconceptions will be discussed. Specifically, how misconceptions fit in Piaget's theory of intelligence will be addressed. Also to be discussed are the implications of the developmental stages typical of high school and introductory college physics students. To be outlined as a means for putting Piagetian theory to practice is the time-tested tool The Learning Cycle. Footnotes: None spacer

EG: New Insights in Teaching Undergraduate Introductory Physics spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (241 of 337) [7/30/2004 8:38:25 AM] American Association of Physics Teachers

Location: Union Ballroom I Date: Wednesday, Aug. 4 Time: 9:00 a.m.-10:45 a.m. Presider: David Donnelly, Texas State Univ. 512-245-3644, [email protected] Co- None Presiders(s): Equipment: Computer projection (no computer -- must bring own computer), overhead projector & screen spacer

EG01: How Are Electromagnetic Radiation and Turned-On Magnetic Fields Created? spacer Location: Union Ballroom I Date: Wednesday, Aug. 4 Time: 9:00 a.m. Author: Melvin Steinberg, Smith College 413-586-1488, [email protected] Co-Author(s): None Abstract: I will describe experiments using batteries, wire coils, bicolor LEDs and AM radio which suggest that: 1. Electric field is created in circuit wires by accelerating charge when current is turned on or off, with directions that oppose acceleration. 2. This field exits the wire, accompanied by a right-hand-rule magnetic field that is created simultaneously with the electric field. Superposition diagrams predict electromagnetic fields coming from all around a coil will build up stationary magnetic field inside the coil during current turn-on, will dismantle this field during current turn-off, and will launch electromagnetic radiation outward during turn-on and turn-off. Additional diagrams show that energy conservation during superposition requires the energy in fields to depend on the squares of the field strengths. I will comment on implications for radiation from transformers, and will argue that students could understand Faraday's Law more fully if they first understand the mechanism of field creation. Footnotes: None spacer

EG02: Learning Introductory Nuclear Physics Through the Concept of a Continuous Wall Paper of Short One Liner Questions spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (242 of 337) [7/30/2004 8:38:25 AM] American Association of Physics Teachers

Location: Union Ballroom I Date: Wednesday, Aug. 4 Time: 9:15 a.m. Author: George Mathew, Indiana Univ. East 513-777-8893, [email protected] Co-Author(s): None Abstract: Non-dependent student centered learning of Nuclear Physics through short questions will be the focus of Wall Paper Physics. It incorporates one liner short questions that constantly challenge students with an extra degree of difficulty (compared to the previous one they completed). Wall Paper Physics teaches the students to be better learners and better teachers. Wall Paper Physics assumes zero level starting knowledge and allows students to taste success at their own speed. The usual scattered problems from a standard textbook assigned as homework do not teach the students the fundamentals, they simply underscore or repeat. Wall Paper Physics approach to teaching is to let each problem build on the preceding successfully completed one. It can simplify complex topics like Kirchhoff's Laws, Nuclear Physics and make it manageable and fun. Footnotes: None spacer

EG03: Choice of System and the Energy Equation* spacer Location: Union Ballroom I Date: Wednesday, Aug. 4 Time: 9:30 a.m. Author: Bruce A. Sherwood, North Carolina State Univ. 919-513-4827, [email protected] Co-Author(s): Ruth W. Chabay Abstract: An important but neglected topic in introductory mechanics is the effect of the choice of system on the form of the energy equation.1 If a falling rock is chosen as the system, the Earth does external work +mgh but there is no potential energy, since a single object has no potential energy (the negative of work done by internal forces acting between a pair of objects). If the system includes both rock and Earth, there is no external work but there is an interaction pair (Earth and rock) with associated potential energy whose change is -mgh. Since the human choice of system cannot affect the physical result, both analyses although conceptually quite different lead to the same result for the change in kinetic energy. Lack of clarity on the issues can easily lead to the mistake of double counting, including both work and potential energy in the energy equation. Footnotes: *Supported in part by NSF grant #DUE-0320608. 1. Matter & Interactions I: Modern Mechanics, Ch. 5. Ruth Chabay & Bruce Sherwood, Wiley 2002, http://www4.ncsu.edu/~rwchabay/mi. spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (243 of 337) [7/30/2004 8:38:25 AM] American Association of Physics Teachers

EG04: A Simple Model to Understand the Work Done by Biological Systems spacer Location: Union Ballroom I Date: Wednesday, Aug. 4 Time: 9:45 a.m. Author: M. Sultan Parvez, Louisiana State Univ., Alexandria 318-473-6435, [email protected] Co-Author(s): None Abstract: A simple mechanical device -- such as a piston and a cylinder -- can be used to model work done by a person in weight lifting. Such a model can be used to understand the analogousness between the meaning of work in the physics sense and that in the colloquial sense- --which physicists have been arguing about for a long time.1,2 Most textbooks assert that the two meanings are antithetical. A leaking cylinder with an inlet to pump water into it could be used as a model to understand why it takes a lot of effort to hold a weight in the air. Both the internal and external work done by a biological system can be explained by the physics definition of work. The analysis can be used to argue that the physical meaning and the colloquial meaning of work are analogous. Footnotes: 1. Kenneth S. Mendelson, Am. J. Phys. 71 (3), 279-281 (2003). 2. Robert C. Hilborn, Phys. Teach. 38, 447 (2000). spacer

EG05: Demonstrating Energy Transformations with a Loaded Bicycle Wheel spacer Location: Union Ballroom I Date: Wednesday, Aug. 4 Time: 10:00 a.m. Author: Steve Melnichuk, 503-654-8618, [email protected] Co-Author(s): None Abstract: The operation of the wheel will be demonstrated. Results of measurements will be presented. They will include transformations from kinetic energy to thermal energy, gravetational potential, and elastic potential energy. Footnotes: *Sponsored by Uri Haber-Schaim. spacer

EG06: Rigorous Non-Calculus Derivations for Introductory Mechanics spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (244 of 337) [7/30/2004 8:38:25 AM] American Association of Physics Teachers

Location: Union Ballroom I Date: Wednesday, Aug. 4 Time: 10:15 a.m. Author: Donald E. Fahnline, Penn State Altoona 814-949-5176, [email protected] Co-Author(s): None Abstract: Easy theorems on averages lead to a rigorous derivation of the equations for constant acceleration motion. The presentation avoids both calculus and unjustified special assumptions that students may mistakenly think are generally valid. The same theorems on averages also yield several other rigorous and general non-calculus derivations useful for introductory physics courses, such as the work-kinetic energy theorem. Footnotes: None spacer

EG07: Newton's Zeroth Law: An Asymmetric Convention of Physicists spacer Location: Union Ballroom I Date: Wednesday, Aug. 4 Time: 10:30 a.m. Author: Edward Redish, Univ. of Maryland 301-405-6120, [email protected] Co-Author(s): Rachel Scherr Abstract: Introductory students are often confused as to what forces to consider when analyzing an object's motion. We assist them by articulating "Newton's zeroth law:" Objects respond only to the forces they feel at the instant they feel them. This rule helps combat the common intuition that objects move in response to forces they exert (i.e., a swimmer moves by pushing herself off the wall of a pool). Surprisingly, however, the students' alternative intuition is potentially just as valid as the traditional physics formulation. We could replace the forces appearing Newton's second law with their third-law complements, introducing a minus sign, to express the alternative that "objects respond to the forces that they exert at the moment that they exert them." The resulting net force, exerted by the object instead of acting on it, would be opposite the acceleration of the object, as indicated by the minus sign. Footnotes: None spacer

EH: Upper Level Topics in Physics I: Experimental and Numerical spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (245 of 337) [7/30/2004 8:38:26 AM] American Association of Physics Teachers

Location: Union Foothill Suite Date: Wednesday, Aug. 4 Time: 9:00 a.m.-10:45 a.m. Presider: A. James Mallmann, Milwaukee School of Engineering 414-277-7317, [email protected] Co- None Presiders(s): Equipment: Computer projection (no computer -- must bring own computer), overhead projector & screen spacer

EH01: Modeling Cycle and Research-Based Pedagogy in an Electronics Course spacer Location: Union Foothill Suite Date: Wednesday, Aug. 4 Time: 9:00 a.m. Author: N. Sanjay Rebello, Kansas State Univ. 785-532-1539, [email protected] Co-Author(s): Kara E. Gray Abstract: Over the past two semesters we have adapted the modeling cycle and other research-based pedagogy in an upper-division physics majors' course covering analog and digital electronic devices and circuits. Through hands-on experiments and computer simulations students were guided by thought-provoking questions, explored the electrical properties and constructed equivalent circuit models of these devices. They then deployed these models to analyze and design various circuit applications. We interviewed students to gauge their responses to the new pedagogy both before and after the course. We also interviewed students separately to assess their conceptual understanding and transfer of learning, as well as analytical and design skills. We will describe students' reactions to this pedagogical approach as well as how and what students learned in this course. Footnotes: None spacer

EH02: Some Elementary but Surprising Facts About Semiconductor Materials and Devices spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (246 of 337) [7/30/2004 8:38:26 AM] American Association of Physics Teachers

Location: Union Foothill Suite Date: Wednesday, Aug. 4 Time: 9:15 a.m. Author: A. James Mallmann, Milwaukee School of Engineering 414-277-7317, [email protected] Co-Author(s): None Abstract: The explanation of the properties of semiconductor materials and devices involves some complex ideas. Some surprising facts about semiconductor materials and devices can, however, be discussed using simple arithmetic and the principles of introductory general physics. A collection of elementary, but surprising facts will be presented and a simple apparatus will be used to illustrate one of those surprising facts. Footnotes: None spacer

EH03: An Updated Version of Pfund's Method spacer Location: Union Foothill Suite Date: Wednesday, Aug. 4 Time: 9:30 a.m. Author: Larry Robinson, Austin College 903-813-2345, [email protected] Co-Author(s): None Abstract: In his classic text, Physical Optics, R.W. Wood reports on a method (attributed to A.H. Pfund) to measure the refractive index of liquids using a technique based on total internal reflection. In Pfund's method a glass plate, with a painted lower surface, is illuminated from above so a bright spot of light falls on the painted surface. The light scattered upward reaches the top surface where it is transmitted or reflected. Once the angle of incidence reaches the critical angle, all of the light is reflected from the upper surface, resulting in a dark circular region surrounded by a brighter outer region seen on the painted surface. Measurements of glass thickness and diameter of the dark circle allow calculation of the refractive index for the glass. The index for a liquid placed on upper surface can also be measured. An updated version of this method will be described. Footnotes: None spacer

EH04: Trials and Tribulations: Laser Spectroscopy of Lithium* spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (247 of 337) [7/30/2004 8:38:26 AM] American Association of Physics Teachers

Location: Union Foothill Suite Date: Wednesday, Aug. 4 Time: 9:45 a.m. Author: William DeGraffenreid, California State Univ., Sacramento 916-278-5938, [email protected] Co-Author(s): None Abstract: As most scientists know, rarely does research go as planned. In response to advances in theoretical techniques that have led to calculations of the structure of lithium with precision comparable to those of existing experimental values, a systematic study of atomic lithium was started in 2001 at NIST. After nearly a year of collecting data on the 3S and 4S levels of atomic lithium (including resolving a pretty nasty coincidence in the spectra of Li and Li_2) and a few weeks prior to submission of some of these results to a journal for publication, a systematic complication was discovered that rendered most of our data meaningless. I will discuss our attempts to salvage the data as well as our revised approach that got us back on track. Footnotes: *Portions of this work were completed while W. DeGraffenreid was a NRC Postdoctoral Fellow at the National Institute of Standards and Technology. spacer

EH05: French Spit spacer Location: Union Foothill Suite Date: Wednesday, Aug. 4 Time: 10:00 a.m. Author: Lewis C. Epstein, San Francisco City College, Emeritus 415-826-3488, [email protected] Co-Author(s): None Abstract: Can a jet of steam squirt out of a boiler; and can new additional outside (cold) water join the jet flow; and then can the jet re-inject both itself, plus the added water, back into the same boiler from which the jet originally came; and do it all without added outside work? And can this question be answered without calculus? Without algebra? Footnotes: None spacer

EH06: Stability of Truncated Cones with Fill Fraction: I. Analytical Formulation spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (248 of 337) [7/30/2004 8:38:26 AM] American Association of Physics Teachers

Location: Union Foothill Suite Date: Wednesday, Aug. 4 Time: 10:15 a.m. Author: Saami Shaibani Instruction Methods, Academics and Advanced Scholarship (IMAAS) 434-237-6775, [email protected] Co-Author(s): None Abstract: Many containers have the form of a hollow truncated cone with open top. Measurements for the cone angle α in the variety of containers studied here are commonly 5 to 10 degrees; some negative angles also exist, as do zero values for the special case of a cylinder. The stability mode of all such containers changes with loss of liquid during tipping, as identified in this research by computing the critical angle θ at which the metastable condition occurs. Numerical methods show that an increase in α produces a decrease in θ, whose particular nature can then be examined independently via practical exercises that have already been designed.1 The non trivial relationship for θ(α) allows students to assess container stability without possible bias from foreknowledge of the expected answer. Benefits of this experimentation include the opportunity to learn by discovery2 rather than by reverse engineering to contrive agreement with a textbook. Footnotes: 1. S.J. Shaibani, Stability of Truncated Cones with Fill Fraction: II. Instructional Laboratory (to be presented) 2. cf Nuffield Foundation curricula and similar. spacer

EH07: A Study of a Two-Dimensional Amorphous System spacer Location: Union Foothill Suite Date: Wednesday, Aug. 4 Time: 10:30 a.m. Author: Paul Saulnier, Gustavus Adolphus College 507-933-6123, [email protected] Co-Author(s): Kelly Younge, Cory Christenson, Amit Bohara, Jason Crnkovic Abstract: The radial distribution and pair correlation functions provide a means of characterizing an amorphous material. These functions are a measure of the spatial distribution of a system of particles. Additionally, they may be used to infer the particle-particle interaction potentials in an aggregation of particles. We introduce an experiment suitable for the undergraduate laboratory that illustrates the meaning and application of the radial distribution function to a model amorphous two-dimensional system of hard spheres comprised of varying area fractions. Larger area fractions lead to an increase in the correlation length as well as the magnitude of the underlying particle- particle correlations. Footnotes: None spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (249 of 337) [7/30/2004 8:38:26 AM] American Association of Physics Teachers

EI: Educational Value of Computers spacer Location: Amador 153 Date: Wednesday, Aug. 4 Time: 9:00 a.m.-10:45 a.m. Presider: Randolph Peterson, Univ. of the South 931-598-1550, [email protected] Co- None Presiders(s): Equipment: Computer projection (no computer -- must bring own computer), overhead projector & screen spacer

EI01: Evaluation and Feedback with PADs spacer Location: Amador 153 Date: Wednesday, Aug. 4 Time: 9:00 a.m. Author: Scott Bonham, Western Kentucky Univ. 270-745-6196, [email protected] Co-Author(s): Matthew Dawson, Ian Rice Abstract: Evaluation and feedback play an important role in student learning, especially when on-going, immediate and formative. The Physics Applets for Drawing (PADs)1, 2 provides a suite of Java applets that allow students to draw graphs and diagrams within web pages, including online homework. A key feature is the internal evaluation engine, which both checks whether the drawing has been made correctly and can provide customized, situation specific feedback. This could provide the student feedback on a problem solution with text indicating errors or visual display of consequences of their answer. Tutorial applications can teach a skill by leading the student through the process, step by step. Poll applications could provide the instructor with a description of different students' work for classroom discussion, like peer instruction and JiTT questions. In this talk I will discuss how the evaluation and feedback is carried out in the PADs, and demonstrate a variety of applications. Footnotes: 1. See http://physics.wku.edu/PAD. 2. Supported by NSF grant #DUE-0231353 and Western Kentucky University faculty development fund. spacer

EI02: Student Graphs Drawn Using Paper and Computer* spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (250 of 337) [7/30/2004 8:38:26 AM] American Association of Physics Teachers

Location: Amador 153 Date: Wednesday, Aug. 4 Time: 9:15 a.m. Author: James Dawson, Western Kentucky Univ. 270-745-6196, [email protected] Co-Author(s): Scott W. Bohnam Abstract: This experiment compared student graph responses on paper homework and responses on Webassign using GraphPAD. Algebra based mechanics students answered homework questions from the Real Time Physics curriculum, alternating between paper and Webassign throughout the semester. Comparing responses between the two mediums makes it possible to determine the effects on student responses of the two submission mediums. We used a semi- qualitative coding scheme, categorizing the responses students made. We used the scheme to look at the effects of constraint, feedback and multiple submissions on student responses and submission habits. It appears that initial submissions by students using the Webassign are similar to paper responses, but with feedback and multiple submissions most students achieved the correct answer. Footnotes: *Supported by NSF grant #DUE-0231353. **Sponsored by Scott Bohnam. spacer

EI03: Incorporating Simulations in the Classroom: A Survey of Research Results from the PhET Project spacer Location: Amador 153 Date: Wednesday, Aug. 4 Time: 9:30 a.m. Author: Katherine Perkins, Univ. of Colorado, Boulder 303-492-4367, [email protected] Co-Author(s): Wendy Adams, Noah Finkelstein, Ron LeMaster, Sam Reid, Michael Dubson, Noah Podolefsky,, Carl Wieman Abstract: A major focus of the Physics Education Technology (PhET) Project1, 2, 3is to investigate a number of research questions on the use of interactive simulations for teaching and learning physics. These questions include: In what education settings and with which student populations are these simulations effective and why? What conditions promote student learning from and engagement with the simulations and which deter it? How do the simulations influence student attitudes and beliefs about physics? What level of guidance is required for the simulation to be an effective learning aid? Over the past year, we have started to investigate these questions in several research studies. We have used the PhET simulations with a broad range of students, including both non-science and science majors, and in a range of contexts, including lecture, labs, tutorials, homework, and pre-class assignments. Here we present a survey of our research on the PhET simulations and report on their impact on

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (251 of 337) [7/30/2004 8:38:26 AM] American Association of Physics Teachers

student learning and student attitudes. Footnotes: 1. See http://www.colorado.edu/physics/phet; 2. Supported by NSF, the Kavli Foundation, and CU; 3. N. Podolefsky, et al., The Physics Education Technology Project: a new suite of physics simulations., in this meeting; K. Perkins, et al., Learning physics with simulations: the role of interactivity, animation, and context, in this meeting; and W. Adams, et al., Research-based design features of web-based interactive simulations, in this meeting. spacer

EI04: Assessing and Revising Computer Modeling Instruction in "Matter and Interactions"* spacer Location: Amador 153 Date: Wednesday, Aug. 4 Time: 9:45 a.m. Author: Matthew Kohlmyer, North Carolina State Univ. 919-513-7214, [email protected] Co-Author(s): Ruth Chabay, Bruce Sherwood Abstract: Computer modeling, an important skill in modern physics research, is emphasized by the Matter & Interactions1 introductory physics curriculum. Students in this curriculum write computer programs that model a wide variety of physical systems using an iterative application of fundamental physics principles. In order for students to be able to do this successfully, instructors must know the difficulties students have in learning computer modeling. Based on results from a think-aloud protocol study in Spring 2003 at NC State, instructional materials were designed and implemented at the beginning of the Fall 2003 semester. A second think-aloud protocol was then conducted to search for qualitative differences and similarities in students' difficulties and reasoning processes while engaged in computer modeling. Results of this study and how they affect the future instructional revision cycle for Matter & Interactions will be presented. Footnotes: *Supported in part by NSF grant #DUE-0320608. 1. R. Chabay and B. Sherwood, Matter & Interactions (Wiley, 2002). See http://www4.ncsu.edu/~rwchabay/mi. spacer

EI05: Student Interpretation of 2D Versus 3D Substorm Current Wedge Images spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (252 of 337) [7/30/2004 8:38:26 AM] American Association of Physics Teachers

Location: Amador 153 Date: Wednesday, Aug. 4 Time: 10:00 a.m. Author: Ramon Lopez, Florida Institute of Tech. 915-747-7534, [email protected] Co-Author(s): Kastro Hamed Abstract: We report the results of a study of eight physics majors who were provided with 2-D and 3-D depictions of a current system that forms during some geomagnetic disturbances, the substorm current wedge (SCW). Student understanding of the SCW was probed by asking them to determine the magnetic perturbations produced by the current system. None of the students were able to determine the complete correct set of perturbations from the 2-D drawing, but all of them were able to do so from the 3-D rendering. Our analysis strongly suggests that the cognitive processing of mental images is a key factor in the students' ability to correctly determine the magnetic perturbations due to the SCW, and that determining the direction of a magnetic field from an arbitrary current is not an impediment. We also discuss the broader implications of this result for teaching about magnetism and the relationship to electric current. Footnotes: None spacer

EI06: LivePhoto Physics Video Analysis Homework: A Preliminary Study spacer Location: Amador 153 Date: Wednesday, Aug. 4 Time: 10:15 a.m. Author: Alicia R. Allbaugh, Rochester Institute of Tech. 585-475-5302, [email protected] Co-Author(s): Robert B. Teese Abstract: The LivePhoto Physics project is creating a web-based homework system that enables students to perform analysis of videos of physical phenomenon as part of a homework session. These homework sessions include some conceptual assessment as well as the video analysis laboratory activities and more traditional homework problems/questions. Pilot homework sessions have been assigned to calculus-based students at RIT. In addition, more traditional assessment measures after an assigned session have been collected. A brief overview of the system will be presented as well as some preliminary implications on its effectiveness. Footnotes: None spacer

EI07: Correlating Student Use of Follow-Up Questions with Class Performance spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (253 of 337) [7/30/2004 8:38:26 AM] American Association of Physics Teachers

Location: Amador 153 Date: Wednesday, Aug. 4 Time: 10:30 a.m. Author: Michael Scott, Univ. of Illinois, Urbana-Champaign 217-328-6530, [email protected] Co-Author(s): Gary Gladding, Tim Stelzer Abstract: A preparatory course is offered at the University of Illinois to students who are under prepared for the calculus-based introductory physics sequence. The nature of the course consists of five components, four of which are online: lectures, preflights, homework, and quizzes. From these four computer-based components, we are able to collect data from the students that consist of all submitted responses along with time stamps. The fifth component of the course is a weekly, two- hour class where students meet together in a discussion-style setting. In the fall semester of 2003, this class time was videotaped giving more than 300 hours of data. Thus, nearly every aspect of the students' experience with the course is documented in some form or another. This talk will look at reflective, follow-up questions used in the Interactive Examples homework to see how student use of these meta-cognitive exercises correlate with their class and course performance. Footnotes: None spacer

EJ: Assessment Issues and Differing Student Audiences spacer Location: Union Redwood Date: Wednesday, Aug. 4 Time: 9:15 a.m.-11:15 a.m. Presider: Robert Fuller, Univ. of Nebraska 402-472-2790, [email protected] Co- None Presiders(s): Equipment: Computer projection (no computer -- must bring own computer), overhead projector & screen spacer

EJ01: Cognitive Models Matter for Creating and Interpreting Classroom Measurements spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (254 of 337) [7/30/2004 8:38:26 AM] American Association of Physics Teachers

Location: Union Redwood Date: Wednesday, Aug. 4 Time: 9:15 a.m. Author: Invited - Edward Redish, Univ. of Maryland 301-405-6120, [email protected] Co-Author(s): Andy Elby, Timothy L. McCaskey Abstract: Researchers who create educational assessment tasks rely on a cognitive model of thinking and learning, whether that model is explicit or tacit. Understanding an assessment requires an analysis along a number of dimensions: a model of student thinking, a model of the instructional goals, a model of the task, and a model of how the student interacts with the task. This analysis has implications both for the creation of the task and for making sense of what the assessment is really telling you. We illustrate how these components play out in the study of the coherence of student thinking in algebra-based physics using a modified MPEX and an FCI splitting task. Footnotes: None spacer

EJ02: Gender Interactions with the Force Concept Inventory spacer Location: Union Redwood Date: Wednesday, Aug. 4 Time: 9:45 a.m. Author: Invited - Laura McCullough, Univ. of Wisconsin-Stout 715-232-2536, [email protected] Co-Author(s): None Abstract: Does gender make a difference in how students answer an FCI question? Should the FCI be changed to accommodate for gender? What would a female focused FCI look like? In this talk, I will present data that support the idea that men and women in physics classes do answer the FCI differently. I will also show the effects of changing the context of the FCI questions to be more female-centric. By changing the context of the questions but keeping the physics the same, very different results are obtained on certain questions. I will also look at the choices students make on particular questions; these data suggest that men and women may view problems and the physics involved differently. Footnotes: None spacer

EJ03: Changing Distracters on Questions of the Force Concept Inventory spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (255 of 337) [7/30/2004 8:38:26 AM] American Association of Physics Teachers

Location: Union Redwood Date: Wednesday, Aug. 4 Time: 10:15 a.m. Author: Invited - N. Sanjay Rebello, Kansas State Univ. 785-532-1539, [email protected] Co-Author(s): Dean A. Zollman Abstract: We report on a two-phase study that investigated the effect of distracters on student performance on selected Force Concept Inventory (FCI) questions. In the first phase we presented students with four FCI questions in an open-ended format. Students' open ended responses were categorized. In the second phase we reverted to a multiple-choice format, but replaced the infrequently used distracters on the original FCI questions with new distracters constructed from the open-ended response categories in the first phase. Our results indicate that changing the distracters may change the ideas that students activate and transfer into the problem. Our results also appear to imply that the effectiveness of distracters may change with student population. The original FCI was a product of careful research with a student population that may have been different from the students in our research, thereby resulting in a different set of distracters. Footnotes: None spacer

EJ04: Designing a Diagnostic Instrument for Multiple Audiences spacer Location: Union Redwood Date: Wednesday, Aug. 4 Time: 10:45 a.m. Author: Invited - Paula Engelhardt, Kansas State Univ. 785-532-1824, [email protected] Co-Author(s): None Abstract: Determining and Interpreting Resistive Electric circuits Concepts Test (DIRECT) was developed to help instructors evaluate their students understanding of dc resistive electric circuits. The distracters of the test incorporate common misconceptions and alterative ways of reasoning that students have been shown to use. The test was designed and field-tested for use with multiple audiences ranging from high school physics students through introductory level physics students. The results from these field tests showed performance level differences between various groups (high school, algebra-based, calculus-based). Gender differences were found across all levels that were tested. DIRECT has recently been used to examine upper level physics majors and first/second year graduate student understanding of circuit concepts. These upper level students had a different interpretation of the questions from the introductory level students. These results and the difficulty of designing a single diagnostic for multiple audiences will be discussed. Footnotes: None

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (256 of 337) [7/30/2004 8:38:26 AM] American Association of Physics Teachers

spacer EK: Physics and Society Education: The Environment and Other Societal Issues spacer Location: Union Ballroom III Date: Wednesday, Aug. 4 Time: 9:00 a.m.-11:00 a.m. Presider: Harvey Leff, California State Polytechnic Univ. 909-869-4013, [email protected] Co- None Presiders(s): Equipment: Computer projection (no computer -- must bring own computer), overhead projector & screen spacer

EK01: Smoulder-Phase Aerosols from the World Trade Center Collapse Site spacer Location: Union Ballroom III Date: Wednesday, Aug. 4 Time: 9:00 a.m. Author: Invited - Thomas A. Cahill, Univ. of California, Davis 530-752-4674, [email protected] Co-Author(s): None Abstract: The physics and chemistry of the World Trade Center collapse piles were unprecedented in many regards, leading to serious mistakes and health and welfare impacts for workers and nearby residents. Yet in other ways, the system was constrained by the well known properties of municipal incineration, which should have alerted regulatory agencies of the hazards of the smoulder phase. One factor in particular that has been extremely useful is tracing the energy sources that caused the piles to smoulder for months. The other is the chemistry of what were probably the most heavily computerized buildings in the world. I will describe our present understanding of the process and some lessons for the future. Footnotes: None spacer

EK02: The Smoking Gun: Energy and Health in Developing Nations spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (257 of 337) [7/30/2004 8:38:26 AM] American Association of Physics Teachers

Location: Union Ballroom III Date: Wednesday, Aug. 4 Time: 9:30 a.m. Author: Invited - Daniel M. Kammen, Univ. of California 510-642-1139, [email protected] Co-Author(s): None Abstract: Biomass energy -- agricultural wastes, wood, and charcoal -- provide the bulk of household energy in many developing nations. The combustion of these fuels in simple stoves also results in some of the most polluted microenvironments on Earth. Studies of indoor air pollution have revealed a direct causal link to respiratory infections and a host of other illnesses, which in total make biomass combustion a leading form of illness across the globe. Management of this problem involves the development of low-cost, improved efficiency stoves, and has been a true success story of "appropriate technology." Footnotes: None spacer

EK03: Environmental Noise Control spacer Location: Union Ballroom III Date: Wednesday, Aug. 4 Time: 10:00 a.m. Author: Thomas Rossing, Northern Illinois Univ. 815-753-6493, [email protected] Co-Author(s): None Abstract: Noise affects people in many ways. In addition to causing temporary and permanent hearing loss, noise interferes with speech communication, interrupts sleep, and reduces human efficiency. We have come to recognize the importance of good classroom acoustics. Students deserve to understand the teacher and each other. Only recently have standards for classroom acoustics been developed by professional organizations. Footnotes: None spacer

EK04: Exploring the Chadwick Gap -- A Forensic Physics Issue spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (258 of 337) [7/30/2004 8:38:26 AM] American Association of Physics Teachers

Location: Union Ballroom III Date: Wednesday, Aug. 4 Time: 10:15 a.m. Author: Richard J. Reimann, Boise State Univ. 208-426-3691, [email protected] Co-Author(s): None Abstract: In 1991, a pediatric group led by D. L. Chadwick1 reviewed medical records and reported seven fatal injuries for 100 children who reportedly fell from less than 1.2 m but only one for 118 who fell more than 3 m. The notable absence of fatalities from 65 mid-range falls is herein termed the "Chadwick gap." Their study noted "an astonishing concentration of risk of death in the group with the shortest falls" and deemed that result "absurd" with the conclusion that "false histories" were presented. This view has extreme social implications that often bring charges of homicide whenever infant deaths are attributed to low-level falls. This report reviews the issue from a basic physics perspective. Footnotes: 1. David L. Chadwick (MD), et. El., "Deaths from falls in children: how far is fatal?," The Journal of Trauma 31(10) 1353-1355, (1991) Williams & Wilkins. spacer

EK05: Approaching Civics Through Physics at Eastern Michigan University: First Steps spacer Location: Union Ballroom III Date: Wednesday, Aug. 4 Time: 10:30 a.m. Author: Ernest R. Behringer, Eastern Michigan Univ. 734-487-8799, [email protected] Co-Author(s): Ann M. Blakeslee Abstract: Physics teachers have a vested interest in addressing societal issues at least in part because the study of physics is energy intensive and requires a stable society. During the past two years, societal issues such as energy and sustainability have been addressed in Lunch Time Physics events in the Department of Physics and Astronomy at Eastern Michigan University. In addition, the department will participate in civic engagement by organizing a public event focussing on the issue of energy as part of the American Democracy Project of the American Association of State Colleges and Universities. This event is intended to provide information about candidate positions related to energy. We will share the materials we have developed for these events. Footnotes: None spacer

EK06: Ninth Graders' Vision of the 21st Century US Energy Future spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (259 of 337) [7/30/2004 8:38:26 AM] American Association of Physics Teachers

Location: Union Ballroom III Date: Wednesday, Aug. 4 Time: 10:45 a.m. Author: John L. Roeder, The Calhoun School 212-497-6500, [email protected] Co-Author(s): None Abstract: At the 2002 summer meeting in Boise I described an "Active Physics"- formatted chapter on energy issues which asked students to plan their energy future without fossil fuels.1 At the same meeting Pat Keefe presented his spreadsheet in which he asks his students to plan U.S. energy supply and use for the 21st century.2 This past year I taught the same energy issues chapter but changed the chapter challenge to have my ninth graders complete Keefe's spreadsheet. This paper will present those results. Footnotes: 1. John L. Roeder, "Active physics chapters on energy," Announcer, 32, 2, 95 (Summer 2002). 2. Pat S. Keefe, "Now, can anybody here count?" Anouncer, 32, 2, 124 (Summer 2002). spacer

EL: Science Methods Courses and Their Relationships to Science Courses, II spacer Location: Amador 153 Date: Wednesday, Aug. 4 Time: 1:30 p.m.-3:30 p.m. Presider: John Layman, 301-209-3302, [email protected] Co- Warren Hein Presiders(s): Equipment: Computer projection (no computer -- must bring own computer), overhead projector & screen spacer

EL01: Recommendations for Pre-Service Teacher Preparation Based on In-Service Teacher Needs spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (260 of 337) [7/30/2004 8:38:26 AM] American Association of Physics Teachers

Location: Amador 153 Date: Wednesday, Aug. 4 Time: 1:30 p.m. Author: Frank Hicks, California State Univ., Sacramento 510-486-6610, [email protected] Co-Author(s): None Abstract: There is a stark disconnect between the way most teachers learn science and the way they are expected to teach it. In an attempt to help bridge this disconnect, I will describe a framework for modeling inquiry-based teaching for science teachers. The framework was used successfully with novice and experienced in-service teachers in a recent professional development program for New York City public schools; it should be capable of achieving greater impact in courses for pre-service teachers. In the framework, participants build knowledge of scientific content and process through a progression of activity-based lessons that repeatedly give practice performing complete scientific investigations. The lessons and strategies from the model can be used to improve existing courses or to plan new courses. I will also present suggestions for involving education experts in planning and execution. Footnotes: None spacer

EL02: The UNI Model for Secondary Science Teaching Programs spacer Location: Amador 153 Date: Wednesday, Aug. 4 Time: 1:45 p.m. Author: Lawrence T. Escalada, Univ. of Northern Iowa 319-273-2431, [email protected] Co-Author(s): None Abstract: At the UNI, undergraduate secondary science teaching programs (e.g., BA Physics Major-Teaching) are within the appropriate departments of the College of Natural Sciences. Secondary science teaching majors are required to take the same science content courses and other required courses as their non-teaching peers. They are also required to complete Professional Teacher Education courses offered by the College of Education which involve extensive field experiences at the university laboratory school and at local schools. Secondary science teaching methods courses are also required courses for these students and are taught by science department faculty. These upper level methods courses also involve extensive field experiences at local schools. Students complete their teaching program by student teaching their last semester with supervision from one of the State of Iowa student teaching centers. A brief overview of this secondary science teaching program model from the perspective of a physics teaching major will be discussed. Footnotes: None spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (261 of 337) [7/30/2004 8:38:26 AM] American Association of Physics Teachers

EL03: Modeling Instruction: An Exemplary Method to Prepare Pre-Service Teachers* spacer Location: Amador 153 Date: Wednesday, Aug. 4 Time: 2:00 p.m. Author: Larry Dukerich, Dobson H.S. 480-472-3174, [email protected] Co-Author(s): None Abstract: The workshops conducted nationwide since 1995 by the Modeling Instruction Program are ideally suited to providing a blend of coherent content and effective pedagogy to pre-service teachers. At Arizona State University, all the methods courses for high school teachers are offered by the College of Liberal Arts and Sciences. The collaboration between physics faculty and veteran high school teachers allows these courses to incorporate the best high school curriculum materials, including the appropriate use of technology, with the results of physics education research. Modeling workshops serve both in-service and pre-service teachers; the latter group find the insights of their more experienced colleagues who have "been there and done that" invaluable in preparing for their own classrooms. Footnotes: *Supported in part by an NSF grant. See http://modeling.asu.edu/MNS/MNS.html. spacer

EL04: Highly Successful Science Methods Courses at Piedmont College spacer Location: Amador 153 Date: Wednesday, Aug. 4 Time: 2:15 p.m. Author: Lila Adair, Piedmont College 770-266-6168, [email protected] Co-Author(s): None Abstract: Science methods courses at Piedmont College are designed to do two things: first, teach the basic process skills needed to do science, and second to master the science concepts through hands-on activities. Even after having completed two years of science, students are still afraid of having to teach science to children in grades K-8. After 16 weeks, most students are excited about teaching science and feel well prepared. The course is divided into four major sections: state curriculum, process skills and teaching techniques; life science; earth science; and physical science. The majority of the classwork involves performing age appropriate activities to teach specific content and individual student presentations of actual science lessons. A complete syllabus and specific student work will be presented by the author. Footnotes: None spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (262 of 337) [7/30/2004 8:38:26 AM] American Association of Physics Teachers

EL05: Physics for Middle Childhood Educators: Blending Science and Methods spacer Location: Amador 153 Date: Wednesday, Aug. 4 Time: 2:30 p.m. Author: Stephen Van Hook, Bowling Green State Univ. 419-372-0264, [email protected] Co-Author(s): Lena Ballone-Duran Abstract: Education and physics faculty at Bowling Green State University have collaborated to create a new introductory physics class for pre- service middle childhood (grades 4-9) teachers. This physics content course integrates the methods taught in the science methods course into the introductory physics course. All instruction explicitly employs constructivist teaching methods (e.g, the 5E model). In addition, the students engage in service learning through developing inquiry-based science lessons that they teach to students in local elementary schools. Rather than providing conflicting models of science teaching, the physics content course and science methods course now reinforce one another and pre-service teachers receive a consistent message about how to teach science. Footnotes: None spacer

EL06: Physical Science Methods: A Content Course or a Methods Course? spacer Location: Amador 153 Date: Wednesday, Aug. 4 Time: 2:45 p.m. Author: Vicente Talanquer, Univ. of Arizona 520-626-8169, [email protected] Co-Author(s): Ingrid Novodvorsky Abstract: As part of the College of Science Teacher Preparation Program at the University of Arizona, prospective secondary science teachers take one or more subject methods courses; e.g., Biology, Earth Science, and Physical Science Teaching Methods. The latter course was developed for prospective physics and chemistry teachers. The goals of this course are to strengthen students? conceptual understanding of physical science topics, investigate typical student difficulties with these topics, and develop and analyze teaching activities that foster understanding. In this presentation, we will describe the evolution of the course, lessons learned from teaching it, and its relationship to content courses in our respective departments. Footnotes: *Sponsored by Ingrid Novodvorsky. spacer

EL07: CANCELLED: Reforming Content and Pedagogy Courses in the CETP-PA Project

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (263 of 337) [7/30/2004 8:38:26 AM] American Association of Physics Teachers

spacer Location: Amador 153 Date: Wednesday, Aug. 4 Time: 3:00 p.m. Author: Patsy Ann Johnson, Slippery Rock Univ. of Pennsylvania 724-738-2317, [email protected] Co-Author(s): None Abstract: CANCELLED: During the summer of 2000, the National Science Foundation (NSF) awarded funds to Pennsylvania's State System of Higher Education for the Collaborative for Excellence in Teacher Preparation in Pennsylvania (CETP-PA).1 This project's objectives included reforming university science and mathematics content courses to reflect research-based effective pedagogy, supplementing the mathematics and science content of education methods courses, introducing the paired supervision of science and mathematics student teachers by content and pedagogy specialists, and providing for students majoring in education more consistency among their university courses, their field experiences, and their induction period. During the first four years of this five-year project, much progress has been made toward meeting these objectives. On 12 universities, there are 475 CETP-PA team members, 62% of whom are university faculty. Both science departments and education departments are well represented on teams. More than 150 university courses have been affected by the CETP-PA project. Footnotes: 1. See the CETP-PA website at http://www.lhup.edu/CETP_PA/ spacer

EL08: Challenges of Teacher Education for Physics Departments spacer Location: Amador 153 Date: Wednesday, Aug. 4 Time: 3:15 p.m. Author: Terhi Mäntylä, Univ. of Helsinki 358919150656, [email protected] Co-Author(s): Ismo T. Koponen, Jari Lavonen Abstract: In physics teacher education one of the challenges is to promote the development of expertise needed from physics teachers. In that close collaboration between physicist and physics education professionals is needed. This, however, poses many challenges which are not easily met. We describe here some guidelines, based on our own experience from a course for pre-service physics teacher education, how these challenges can be met by designing a course, which takes into attention the aspect of expertise expected from physics teachers. The positive results and feedback received is discussed. Footnotes: None spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (264 of 337) [7/30/2004 8:38:26 AM] American Association of Physics Teachers

EM: NSF-CCLI Projects, II: Curriculum Reform & Upper Division Initiatives spacer Location: Riverside 1015 Date: Wednesday, Aug. 4 Time: 8:30 a.m.-10:45 a.m. Presider: Kandiah Manivannan, Southwest Missouri State Univ. 417-836-6425, [email protected] Co- None Presiders(s): Equipment: Computer projection (no computer -- must bring own computer), overhead projector & screen spacer

EM01: Humanized Physics Project: NSF-CCLI Challenges and Opportunities with Subcontractors and Collaborators spacer Location: Riverside 1015 Date: Wednesday, Aug. 4 Time: 8:30 a.m. Author: Robert G. Fuller, Univ. of Nebraska, Lincoln 402-472-2790, [email protected] Co-Author(s): None Abstract: The NSF-CCLI program offers several different approaches to institutional cooperation. Our Humanized Physics Project embodies two of them, subcontracts with two very different institutions and collaboration with a third, also quite different, institution. This talk will explore the challenges and opportunities offered by these different ways for physics educators to work together with external funding. Footnotes: None spacer

EM02: Summative Report on Studio Physics at Rensselaer spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (265 of 337) [7/30/2004 8:38:26 AM] American Association of Physics Teachers

Location: Riverside 1015 Date: Wednesday, Aug. 4 Time: 8:45 a.m. Author: Karen Cummings Rensselaer Polytechnic Institute/Southern Connecticut State Univ. 203-392-7043, cummingsk2@southernct,.edu Co-Author(s): None Abstract: The Studio Physics program at Rensselaer was funded in part by an NSF- CCLI Adaptation and Implementation grant. In this talk I will outline the status of Studio Physics program at the start of the grant period, at the end of the grant period and now; approximately one year later. Assessments of student conceptual learning were preformed in every semester of the grant period. These assessment results will be summarized, as will student reactions to the course as measured with surveys. Footnotes: None spacer

EM03: Re-Modeling University Physics* spacer Location: Riverside 1015 Date: Wednesday, Aug. 4 Time: 9:00 a.m. Author: Eric Brewe, Hawaii Pacific Univ. 808-236-3575, [email protected] Co-Author(s): David O. Hestenes Abstract: The NSF CCLI program was created to engage science educators in the cyclic process of "discovery, innovation and application." At Arizona State University, the Re-Modeling University Physics project exemplified this ideal. Using the success of the Modeling Physics program developed for high-school instruction as a foundation, the Re-Modeling project incorporated pedagogical and epistemological research to re-model university physics. The outcome has been the development of a university physics curriculum that includes an integrated Energy Thread, enhanced coverage of modern topics, and special attention to the modeling approach to problem solving. In this talk, we will highlight the curriculum, and outline goals for future research, and implementations of modeling physics. Footnotes: *Supported by NSF CCLI grant #DUE-9952706. spacer

EM04: The WebScience Project at IUPUI* spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (266 of 337) [7/30/2004 8:38:27 AM] American Association of Physics Teachers

Location: Riverside 1015 Date: Wednesday, Aug. 4 Time: 9:15 a.m. Author: Andrew D. Gavrin, IUPUI 317-274-6909, [email protected] Co-Author(s): None Abstract: The WebScience project was funded by the CCLI program adaptation and implementation track from 1999-2003. Its primary goal was to expand the use of the Just-in-Time Teaching (JiTT) method. JiTT had been developed at IUPUI, in collaboration with the United States Air Force Academy, for use in the introductory calculus-based physics sequence. During this project, JiTT was adapted and implemented in 11 other courses in physics, chemistry, biology and mathematics. In this talk, we will give an overview of the successes and failures of the project in meeting its stated goals, including the adaptation and implementation process, and the assessment methods and dissemination strategies we used. We will also present the broader implications of the work to the university and the faculty involved. Footnotes: *Supported by the NSF grant # DUE-9981111. spacer

EM05: Micro and Nanotechnology in an Undergraduate Physics Curriculum spacer Location: Riverside 1015 Date: Wednesday, Aug. 4 Time: 9:30 a.m. Author: Allen Armstrong, Shippensburg Univ. of Pennsylvania 717-477-1570, [email protected] Co-Author(s): None Abstract: We have developed a curriculum that introduces micro and nanotechnology applications into our Bachelor of Physics Degree program. This program takes the form of a Concentration in Nanotechnology Applications. Its development involved a revision of the syllabi of several of our upper level physics courses and the addition of a one semester intensive training program in nanofabrication at the NSF-Penn State Nanofabrication Facility. Central to the concentration was the development of a NSF-CCLI funded undergraduate teaching laboratory at Shippensburg University. The implementation of this concentration has led to an increase in the enrollment and retention of physics majors at Shippensburg and surprisingly has sparked an interest among our students in cross-disciplinary studies, particularly in biology and chemistry. Footnotes: None spacer

EM06: Institutionalizing a Reform Curriculum in a Large Engineering School* spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (267 of 337) [7/30/2004 8:38:27 AM] American Association of Physics Teachers

Location: Riverside 1015 Date: Wednesday, Aug. 4 Time: 9:45 a.m. Author: Ruth W. Chabay, North Carolina State Univ. 919-513-4826, [email protected] Co-Author(s): Bruce A. Sherwood Abstract: The Matter & Interactions1 curriculum represents a significant change from the traditional content and pedagogy of the large introductory calculus-based course taken by engineering and science students. After four semesters of development and testing at NCSU, use of this reform curriculum has expanded to involve 50% of the students taking introductory calculus-based physics, and 7 out of the 13 faculty teaching lecture sections of the course. We will discuss the issues involved in making large changes in infrastructure and academic culture in a relatively short time. Footnotes: *Supported in part by NSF grant #DUE-0320608. 1. Matter & Interactions, Ruth Chabay & Bruce Sherwood, Wiley 2002, http://www4.ncsu.edu/~rwchabay/mi. spacer

EM07: The Optics Project on the Web (WebTOP)* spacer Location: Riverside 1015 Date: Wednesday, Aug. 4 Time: 10:00 a.m. Author: John Foley, Mississippi State Univ. 662-325-2918, [email protected] Co-Author(s): Taha Mzoughi, Ernest R. Behringer Abstract: WebTOP is a web-based, interactive software package designed to help teachers teach optics and students learn optics. It contains 17 modules that investigate topics in wave simulation, geometrical optics, physical optics and laser physics. Each module provides the user with a three-dimensional scene that simulates an optical phenomenon. The user can change the simulation parameters either by interacting with a widget in the scene, or by typing in the desired value. When appropriate the simulation is animated. WebTOP allows users to record sessions as small, human-readable scripts that can be replayed and edited. As part of our current CCLI grant, we are collaborating with colleagues throughout the United States in developing tutorials based on WebTOP modules. In this talk the Polarization tutorial will be showcased. The modules and the Polarization tutorial are available for use and/or download at http://webtop.msstate.edu. Footnotes: *Supported in part by NSF grant #DUE-0231217. spacer

EM08: Modernization/Expansion of University of Wisconsin River Falls Optics Curriculum* spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (268 of 337) [7/30/2004 8:38:27 AM] American Association of Physics Teachers

Location: Riverside 1015 Date: Wednesday, Aug. 4 Time: 10:15 a.m. Author: Eileen Korenic, Univ. of Wisconsin, River Falls 715-425-3560, [email protected] Co-Author(s): Lowell I. McCann Abstract: This project focused on improving optics education of students at all levels of our physics curriculum. We added a laboratory experience to the Optics course for physics majors. We created three new optics- oriented courses for high school teachers as part of the Master of Science in Education program: Liquid Crystals, Laser Physics, and Optics. Finally, we developed a Science of Light course for non- science majors including 22 new hands-on, inquiry-based activities. As a result of the course adaptations, more students have chosen optics-based senior projects and secondary school physics teachers have developed and modified activities and demonstrations for their own classrooms and for wider dissemination. Using pre- and post- testing in the courses, we measured improvement in understanding of optics in everyday life and in attitude toward science. Based on surveys of graduates and secondary school teachers, our physics majors and nearly 2000 secondary students benefited from our improved optics curriculum. Footnotes: *Supported by NSF grant #0086995. spacer

EM09: Teaching a Combined Electron Microscopy and Scanning Probe Microscopy Course spacer Location: Riverside 1015 Date: Wednesday, Aug. 4 Time: 10:30 a.m. Author: Da-Ming Zhu, Univ. of Missouri-Kansas City 816-235-5326, [email protected] Co-Author(s): None Abstract: A combined electron microscopy and scanning probe microscopy course has been taught at the University of Missouri-Kansas City. The course was born out a traditional electron microscopy course. The addition of scanning probe instrumentation to the course has given students broader view and experience on new technologies. Scanning Probe Microscopy (SPM)can give students more hands-on experience, particularly to those students who are not in physics or physics related majors. Several experiements designed for students to do while taking the course will be discussed and the results will be presented. Footnotes: *Sponsored by Gerald Taylor. spacer

EN: Plenary Session III: Carol R. Stoker spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (269 of 337) [7/30/2004 8:38:27 AM] American Association of Physics Teachers

Location: Union Ballroom I Date: Wednesday, Aug. 4 Time: 11:15 a.m.-12:15 p.m. Presider: Isidoros Doxas, Univ. of Colorado 303-492-7988, [email protected] Co- None Presiders(s): Equipment: Computer projection (no computer -- must bring own computer), overhead projector & screen spacer

EN01: Drilling for Life on Mars spacer Location: Union Ballroom I Date: Wednesday, Aug. 4 Time: 11:15 a.m. Author: Invited - Carol Stoker, NASA Ames Research Ctr. 650-604-6490, carol.r.stoker@nasa.gov Co-Author(s): None Abstract: I review the evidence for liquid water beneath the Martian surface. I make the case that a subsurface biosphere could be present on Mars and show the strategy for accessing it using robotic drilling. Searching for life with human tended drilling may be a major focus of future human exploration of Mars. The strategy for searching for subsurface life on Earth is illustrated by results from a recent drilling experiment to search for life at Rio Tinto, Spain. Footnotes: None spacer

FA: Student Conceptions of Atomic and Quantum Physics spacer Location: Union Redwood Date: Wednesday, Aug. 4 Time: 1:00 p.m.-2:30 p.m. Presider: William Evenson, Brigham Young Univ. 801-422-6078, [email protected] Co- None Presiders(s): Equipment: Computer projection (no computer -- must bring own computer), overhead projector & screen spacer

FA01: Students' Perception of an Atom* spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (270 of 337) [7/30/2004 8:38:27 AM] American Association of Physics Teachers

Location: Union Redwood Date: Wednesday, Aug. 4 Time: 1:00 p.m. Author: Ridvan Unal, Afyon Kocatepe Univ. 011-90-272-228-1311, [email protected] Co-Author(s): Bekir Oruncak, Huseyin A. Yalim, Ismet Dogan Abstract: Students' perception of an atom have been investigated through a written questionnaire. We looked the ways students describe an atom and its relation to matter and energy. A total of 919 students from eight different high schools and Afyon Kocatepe University participated in the survey. The collected data through a written questionnaire were analyzed using the phenomenographic method.1 The results were categories.We have compared our results with previous study.2 Footnotes: *Supported by AKU- Scientific Research Committee, Grant# 022- FENED.10 **Sponsored by Dean Zollman. 1. Ference Marton, Journal of Thought 21, 28-49 (1986). 2. R. Unal and D. Zollman, Student Description of an Atom: A Phenomenographic Analysis, http://www.phys.ksu.edu/perg/papers/vqm/AtomModels.PDF spacer

FA02: Conceptual Learning in a General Education Quantum Physics Course spacer Location: Union Redwood Date: Wednesday, Aug. 4 Time: 1:15 p.m. Author: Michael Wittmann, Univ. of Maine 2075811237, [email protected] Co-Author(s): Roger E. Feeley, Jeffrey T. Morgan, Eleanor C. Sayre Abstract: To measure the effectiveness of a new general education quantum physics course at The University of Maine, we are investigating students' learning of concepts in quantum mechanics. We have modified materials from proven curricula1,2 to match the needs and skills of students with non-science majors. Students develop basic concepts of quantum physics with an emphasis on observations and building analogies to everyday events and intuitive physics situations. We measure student understanding primarily with written pre- and post-test responses. Though some students can successfully reason about bound states of finite wells and tunneling, more have problems with these and other fundamental ideas of quantum physics. Footnotes: 1. L.C. McDermott, P.S. Shaffer, and the Physics Education Group at the University of Washington (2001). Tutorials in Introductory Physics. New York, Prentice Hall. 2. M.C. Wittmann, R.N. Steinberg, and E.F. Redish, Activity-Based Tutorials, Volume 2: Modern Physics, in preparation. New York, John Wiley & Sons, Inc. Preliminary version available at http://www.physics.umd.edu/perg/qm/qmcourse/NewModel/.

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (271 of 337) [7/30/2004 8:38:27 AM] American Association of Physics Teachers

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FA03: Students' Conceptions About Probability in a Double-Slit Experiment for Electrons spacer Location: Union Redwood Date: Wednesday, Aug. 4 Time: 1:30 p.m. Author: Pornrat Wattanakasiwich, Oregon State Univ. 541-737-4631, [email protected] Co-Author(s): Krane S. Kenneth Abstract: Probability is important in making sense of quantum physics. However, most physics education research has been focused on the introductory level. A few previous studies have been done in the area of modern physics, which involved students' understanding of probability or even higher-level concepts of QM. We have been investigating students' conceptions about probability in the double-slit experiment for electrons. Some of the misconceptions we have observed were similar to the findings from previous research. Evidence indicates that some misconceptions were based on students' misunderstanding of graphical representations and their confusion between wave concepts in classical and modern physics. Footnotes: None spacer

FA04: Examining Student Understanding of Basic Topics in Quantum Mechanics* spacer Location: Union Redwood Date: Wednesday, Aug. 4 Time: 1:45 p.m. Author: Andrew Crouse, Univ. of Washington 206-543-9299, [email protected] Co-Author(s): Peter S. Shaffer, Lillian C. McDermott Abstract: The Physics Education Group at the University of Washington is investigating student understanding of quantum mechanics as part of an ongoing research and curriculum development effort. Recent studies have focused on the topics of probability, stationary states, measurement, and time-dependence. Examples from pretests, post- tests, and interviews will be used to illustrate some common difficulties students encounter while applying and interpreting basic quantum mechanical principles. Footnotes: *Supported in part by NSF. spacer

FA05: A Survey to Investigate Student Understanding of Quantum Tunneling spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (272 of 337) [7/30/2004 8:38:27 AM] American Association of Physics Teachers

Location: Union Redwood Date: Wednesday, Aug. 4 Time: 2:00 p.m. Author: Jeffrey Morgan, Univ. of Maine 207-581-1038, [email protected] Co-Author(s): Michael C. Wittmann Abstract: Initial interviews on quantum tunneling with undergraduate physics majors1 have revealed that a significant percentage of students believe energy is lost in tunneling and have difficulty sketching and interpreting the wave function in the region of a potential barrier, corroborating the findings of Bao2 and others3. We have used these results to construct a survey designed to probe student conceptual understanding of tunneling through a symmetric square barrier. The survey asks respondents to sketch the wave function in the region of a potential barrier, and to use their sketch to reason about both the probability of tunneling and the average energy of particles that have tunneled. Further questions involve changes to the barrier or the particle energy. We discuss the evolution of the survey design, as well as the responses of advanced undergraduate physics and engineering physics majors at the University of Maine during the 2002-03 and 2003-04 academic years. Footnotes: 1. Jeffrey T. Morgan, Michael C. Wittmann, and John R. Thompson, "Student understanding of tunneling in quantum mechanics: examining interview and survey results for clues to student reasoning," 2003 PERC Proceedings. 2. Lei Bao, "Dynamics of student modeling: A theory, algorithms, and application to quantum mechanics," Ph.D. Dissertation, University of Maryland, 1999. 3. Edward F. Redish, Michael C. Wittmann, and Richard N. Steinberg, "Affecting student reasoning in the context of quantum tunneling," 121st AAPT National Meeting. spacer

FA06: Student Learning of Quantum Mechanics* spacer Location: Union Redwood Date: Wednesday, Aug. 4 Time: 2:15 p.m. Author: Homeyra Sadaghiani, The Ohio State Univ. 614-688-3598, [email protected] Co-Author(s): Lei Bao Abstract: Quantum physics is an abstract topic that not only deals with the inaccessible venues and concepts of the microscopic world, but also requires a certain degree of mathematical skill. In this study, we aim to determine the most important skills and concepts that can enhance students? performance in a quantum mechanics class. We would like to know, for example, if a relationship exists between particular math skills and understanding of quantum mechanics. In this talk we will discuss the research findings with specific examples. Footnotes: *Supported in part by NSF grant #REC-0087788 and #REC-0126070.

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (273 of 337) [7/30/2004 8:38:27 AM] American Association of Physics Teachers

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FB: High School Teaching: Things That Work spacer Location: Union California Date: Wednesday, Aug. 4 Time: 1:30 p.m.-3:00 p.m. Presider: Cathy Ezrailson, Texas A&M Univ. 281-773-5458, [email protected] Co- None Presiders(s): Equipment: Computer projection (no computer -- must bring own computer), overhead projector & screen spacer

FB01: From Harmonic Oscillators to CDs spacer Location: Union California Date: Wednesday, Aug. 4 Time: 1:30 p.m. Author: Larry Brown, Mogan Park Academy 773-881-6700, [email protected] Co-Author(s): None Abstract: I trace the development of concepts beginning with a mechanical harmonic oscillator through to a Fast Fourier Transform (FFT) analysis of electronic signals. Hooke's Law, kinematics equations and Newton's second law are used to analyze an oscillating mass on a spring. Solutions of the harmonic oscillator equation are shown to be trigonometric. Standing waves on a string are related to harmonic oscillators. Kundt's tube and other demonstrations of sound are used to help students visualize the phenomena. Sine wave signals from a generator and keyboard synthesizer are amplified while being shown on a dual trace oscilloscope and used to demonstrate the addition of sine waves to produce more complex wave forms. The students are then lead to consider the decomposition of waves as a concept and then shown FFT analysis of microphone signals which leads to an introduction of digitizing signals and compression techniques. Footnotes: None spacer

FB02: Scintillating Materials in the Classroom spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (274 of 337) [7/30/2004 8:38:27 AM] American Association of Physics Teachers

Location: Union California Date: Wednesday, Aug. 4 Time: 1:45 p.m. Author: Beth Marchant, Notre Dame Univ. 574-631-3343, [email protected] Co-Author(s): None Abstract: Scintillating materials have optical properties that are much different from most other materials. When struck by a charged particle (even a muon from a cosmic ray), they will glow at a particular wavelength. Research is being done by high school teachers and students on these materials at the University of Notre Dame. I will present a background on the research as well as information on how you can use this knowledge in the classroom. You will be given samples of scintillating fiber to take back to your classroom in addition to other handouts. Footnotes: None spacer

FB03: Half-Life or Something Like It* spacer Location: Union California Date: Wednesday, Aug. 4 Time: 2:00 p.m. Author: Kenneth Cecire, Hampton Univ. 757-728-6533, [email protected] Co-Author(s): None Abstract: Exponential decay is a key concept in nuclear and particle physics. The paper will review several simple and safe laboratory experiments that help students to understand this phenomenon. Nuclear and particle decay data that can found on the web and analyzed by students will also be discussed. Footnotes: *Supported in part by NSF and the Department of Energy, Office of Science. spacer

FB04: Model Rocketry in the 21st Century Physics Classroom spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (275 of 337) [7/30/2004 8:38:27 AM] American Association of Physics Teachers

Location: Union California Date: Wednesday, Aug. 4 Time: 2:15 p.m. Author: Kenneth E. Horst, Goshen H.S. 574-533-8651, ext. 3160, [email protected] Co-Author(s): None Abstract: Model rocketry is an effective way to teach physics and engineering concepts to high school students. The theoretical physics that describes the flight of a model rocket can be accessible to these students. An Excel spreadsheet with basic physics equations can be used to predict a theoretical flight of a model rocket. This prediction can also be detailed and modeled, using simulation software such as RockSim. Electronic flight data recorders are readily available and can collect motion information during an actual rocket flight. This data can then be compared to the theoretical models. Students enjoy designing, building, testing and modifying model rockets, both as in- class activities and in extra-curricular competitions such as the Team America Rocketry Challenge, sponsored by the National Association of Rocketry and the Aerospace Industries Association. Footnotes: None spacer

FB05: The Session Includes a Sequence of Activities and Equipment Made to Enhance Student Understanding of the Right Hand Rule spacer Location: Union California Date: Wednesday, Aug. 4 Time: 2:30 PM Author: Dale Freeland, Portage Central H.S. 269-323-5232, [email protected] Co-Author(s): None Abstract: Sequencing of 10 events in helping students understand and apply right rule to currenet carrying wires will be shown. A commercial speaker is reviewed after making one from a clear plastic cup, a straw, wire and magnets. The activities include some original equipment made for enhanced understanding. This session is aimed at high school teachers who feel a need to improve their own sequencing of activities in this area. Footnotes: None spacer

FB06: From Force to Electricity and Magnetism: 5th to 12th Grade spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (276 of 337) [7/30/2004 8:38:27 AM] American Association of Physics Teachers

Location: Union California Date: Wednesday, Aug. 4 Time: 2:45 p.m. Author: Robert Baker, El Camino Fundamental H.S. 916-485-6370, [email protected] Co-Author(s): None Abstract: The Academic Talent Search program at California State University provides advanced instruction for gifted 5th through 8th grade students. Last summer a Physics Electricity and Magnetism course was added to the Academic Talent Search curriculum. I developed four units of hands-on instruction for this course based on the Modeling Physics program of Arizona State University. The E&M course starts with an introduction to force and uses force to develop energy, electric charge, electric fields electric potential, electric current, and electrical/magnetic interactions. The session materials available as handouts provide 18-hours of instruction. The course stands on its own as an enrichment course for high achieving pre- high school students or the course can be integrated into a normal high school physics program. The session handouts are currently used in the Academic Talent Search Program, High School Conceptual Physics, High School Physics, and Advanced Placement Physics B. Footnotes: None spacer

FC: Upper Level Topics in Physics II: Theoretical & Pedagogical Considerations spacer Location: Union Foothill Suite Date: Wednesday, Aug. 4 Time: 1:30 p.m.-3:00 p.m. Presider: Steven Shropshire, Idaho State Univ. 208-234-4205, [email protected] Co- None Presiders(s): Equipment: Computer projection (no computer -- must bring own computer), overhead projector & screen spacer

FC01: Variational Mechanics in One and Two Dimensions spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (277 of 337) [7/30/2004 8:38:27 AM] American Association of Physics Teachers

Location: Union Foothill Suite Date: Wednesday, Aug. 4 Time: 1:30 p.m. Author: Edwin Taylor, Massachusetts Institute of Tech. 781-646-7775, [email protected] Co-Author(s): Jozef Hanc, Slavomir Tuleja Abstract: Why isn't conservation of energy sufficient to predict the motion of a particle in two and three dimensions in a conservative potential? Because conservation of energy specifies only speed at a given location, not velocity. A particle moving in one dimension can reverse direction at will if energy conservation is the only criterion. Prevent this crazy motion by demanding that the area under the phase diagram (mv vs. x) have the smallest possible value. This area equals the so-called "abbreviated action," which upperclass mechanics says is a minimum for the actual motion when energy is conserved. Minimizing abbreviated action also predicts particle motion in two dimensions. An algebra trick demonstrates that Hamilton action, the time integral of KE minus PE, is also minimum for the actual motion. Then we discover that Hamilton action is fundamental, predicting energy conservation, F = ma, and motion of multi-particle systems in three dimensions.1 Footnotes: 1. See http://www.eftaylor.com spacer

FC02: Symmetry in Introductory Mechanics spacer Location: Union Foothill Suite Date: Wednesday, Aug. 4 Time: 1:45 p.m. Author: Jozef Hanc, Technical Univ. 421 904 685 987, [email protected] Co-Author(s): None Abstract: Conservation laws are powerful tools of physics. Noether's theorem uses symmetry properties of Nature to provide a deep justification for conservation laws. For example, invariance under translation in time leads to the law of conservation of energy. Such symmetry arguments in classical mechanics are typically developed using high- level mathematics, which delays their introduction until advanced mechanics classes. However, the corresponding physical ideas are much easier to understand than the mathematical derivations. Applying non-traditional but elementary symmetry arguments to a few real examples allows us to introduce the relation between symmetry and conservation in first-year mechanics classes. Footnotes: *Sponsored by Edwin F. Taylor. spacer

FC03: Redesigning Second-Year Physics: New Waves Courses at Two Universities spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (278 of 337) [7/30/2004 8:38:27 AM] American Association of Physics Teachers

Location: Union Foothill Suite Date: Wednesday, Aug. 4 Time: 2:00 p.m. Author: David Kaplan, Southern Illinois Univ., Edwardsville 618-650-2479, [email protected] Co-Author(s): None Abstract: A major difficulty faced by upper-level physics students involves the need to simultaneously absorb new physics and unfamiliar mathematical technique. Frequently, the novice has difficulty even separating the two in her/his mind. The free use of Fourier techniques often imposes a particular source of frustration, as the justification for the appropriateness of the expansions is usually left to mathematics courses which stress rigor over physical insight. Introducing a second- year wave physics course helps in alleviating this. In addition to providing an early, centralized broad exposure to the wave phenomena common to many areas of physics, there is an opportunity to provide meaningful physical insight into wave equations, superposition, complete sets of functions, linearization, and Fourier techniques in a familiar classical physics context. Aspects of my experience in meeting these goals with today's students in setting up new waves courses at two different universities will be discussed. Footnotes: *Sponsored by Thomas Foster. spacer

FC04: Simple Solutions for Quantum Harmonic and Anharmonic Oscillators Using Heisenberg's Matrix Mechanics spacer Location: Union Foothill Suite Date: Wednesday, Aug. 4 Time: 2:15 p.m. Author: William A. Fedak, Univ. of Michigan, Dearborn 248-567-3028, [email protected] Co-Author(s): Jeffrey J. Prentis Abstract: We present an algebraic method for solving the quantum mechanical problems of the harmonic and anharmonic oscillators without the use of wave functions, Schrödinger equations, Hermite polynomials, Dirac notation, ladder operators, or quantum mechanical perturbation theory. This method is based on Heisenberg's original "quantum theoretical re-interpretation" which comes as close as possible to the formalism of classical mechanics. The energy of the stationary states and the transition probability between the states emerge from the same calculation. This method of quantum mechanics retains the dynamics (F=ma) of classical mechanics but replaces the Fourier series for x(t) with a matrix of observable transition elements (spectral frequency and intensity) which characterize the line spectrum of the emitted light. Such an approach illuminates the connection between classical and quantum physics and is suitable for use in introductory quantum courses.

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (279 of 337) [7/30/2004 8:38:27 AM] American Association of Physics Teachers

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FC05: Accurate Computation of Exact Pendulum Motion spacer Location: Union Foothill Suite Date: Wednesday, Aug. 4 Time: 2:30 p.m. Author: Satinder Sidhu, Washington College 410-778-7255, [email protected] Co-Author(s): None Abstract: It is well known that a pendulum performs simple harmonic motion only in the limiting case of an infinitesimally-small amplitude. Many intermediate-level textbooks consider the large-amplitude case and derive the expression for the exact period of motion in terms of the complete elliptic integral. The latter is then left as something to be looked up in a table, or computed from its expansion as a power series in the amplitude. The fact that this integral can be computed through a centuries-old, trivially simple algorithm is so little appreciated that it could qualify as the best-[un]kept secret in computational work. The algorithm will be described, along with its extensions to compute the pendulum's angular position and velocity as functions of time. A computer program that computes these quantities to machine-limited precision will be made available. Footnotes: None spacer

FC06: Defying Gravity: Dynamics of the Double-Cone V-Rail System spacer Location: Union Foothill Suite Date: Wednesday, Aug. 4 Time: 2:45 p.m. Author: Sohang Gandhi, Univ. of Central Florida 407-696-2098, [email protected] Co-Author(s): None Abstract: Consider a ramp consisting of two rails converging to form a ?V,? which are at an incline with respect to the horizontal. When a double- cone is placed upon the incline, it can be demonstrated that the object rolls, spontaneously, upward for certain angles of inclination. A qualitative explanation is already known for the phenomenon: as the cone rolls uphill, the widening of the ramp allows the center of mass of the cone to drop, overbalancing the increase of altitude due to the inclination of the ramp. However, it appears that a thorough and mathematically rigorous account has yet to be published in the literature. The goal of this project is to remedy this omission. Although the statement of the problem is quiet simple, the solution presents unique challenges which require skillful and imaginative application of the various techniques of analytical mathematics. The geometry of the system adds considerable difficulties; mastery of

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (280 of 337) [7/30/2004 8:38:27 AM] American Association of Physics Teachers

three-dimensional geometry will be necessary. Footnotes: *Sponsored by Costas Efthimou. spacer

FD: Pacific Rim Women in Physics spacer Location: Union Orchard Suite Date: Wednesday, Aug. 4 Time: 1:30 p.m.-2:45 p.m. Presider: Betty Preece, 321-723-6835, [email protected] Co- None Presiders(s): Equipment: Computer projection (no computer -- must bring own computer), overhead projector & screen spacer

FD01: Active Learning in Physics in Developing Countries spacer Location: Union Orchard Suite Date: Wednesday, Aug. 4 Time: 1:30 p.m. Author: Invited - Minella Alarcon, UNESCO (SC/BES/MPC) 011-33-1-45683891, [email protected] Co-Author(s): None Abstract: UNESCO promotes active learning as student-centred, hands-on and minds-on technique of teaching physics. An activity-based approach, students work in groups, experiment in class, and are guided to discuss among themselves their observations, predictions, and results. Teachers prepare activities, hardly lecture or explain, instead, guide students in making observations, analysing results, and making conclusions. Assessment is an essential part of the method and takes place almost immediately. UNESCO promotes active learning in developing countries for two main reasons: to foster the use of laboratory and hands-on activities in physics classes, and promote conceptual understanding among physics teachers. Interventions take the form of workshops and training courses using traditional equipment and inexpensive materials. By considering the diverse needs and conditions in target countries, training modules are being developed based on available resources and cultural context. Workshop facilitators and resource persons include those from developing countries and more of them will be trained. Footnotes: None spacer

FD02: Teaching and Learning of Physics in Australian Universities* spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (281 of 337) [7/30/2004 8:38:27 AM] American Association of Physics Teachers

Location: Union Orchard Suite Date: Wednesday, Aug. 4 Time: 2:00 p.m. Author: Manjula Sharma, Univ. of Sydney 011-61-2-9351-2051, [email protected] Co-Author(s): None Abstract: The Australian Universities Teaching Commission has funded a team with members from 12 institutions to investigate the changes occurring in the teaching and learning of physics at Australian Universities. The project aims to study a variety of factors ranging from learning outcomes, curriculum development, employer and student satisfaction to staff development. The focus of the project is on undergraduate physics including service teaching, and the role of the multidisciplinary nature of physics on undergraduate programs. In this talk I will present the rationale for the project, the research plan and some preliminary results. Footnotes: *Supported by the Australian Universities Teaching Commission. spacer

FD03: Introducing Our New Textbook Selected Topics of General Physics and Applications spacer Location: Union Orchard Suite Date: Wednesday, Aug. 4 Time: 2:15 p.m. Author: Invited - Yan-Lai Yan, Shanghai Jiao Tong Univ. (86)21-64740230 13501804009, [email protected], [email protected] Co-Author(s): None Abstract: This book is one of the "Textbook Series for 21st Century" recently published by the Higher Education Press. It is a product of the National Project on Reform of College Physics Teaching for 21st Century sponsored by the State Ministry of Education of China, and I am the Co-chief Editor. The book touched on nine selected topics, including big bang, entropy, sensor, synchrotron radiation, laser, superconductivity, nano-technology, and the physics behind some famous ancient Chinese technology. Each of them was treated on the knowledge based on level of General Physics. The main purpose of the book is to guide the students to appreciate the beauty and harmony of physics and to realize how can be such widely applied thus being more pictured in comprehension. I have lectured sophomores of Shanghai Jiao Tong University on these topics in a quite leisurely way. Almost every student showed great interest in the course and fed back with positive comments. Footnotes: None spacer

FE: Computer Software and Web Assistance in Teaching Physics spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (282 of 337) [7/30/2004 8:38:27 AM] American Association of Physics Teachers

Location: Union Ballroom I Date: Wednesday, Aug. 4 Time: 1:30 p.m.-3:15 p.m. Presider: Robert Teese, Rochester Institute of Technology 585-475-6578, [email protected] Co- None Presiders(s): Equipment: Computer projection (no computer -- must bring own computer), overhead projector & screen spacer

FE01: Take (Your) Work Out of (Their) Homework* spacer Location: Union Ballroom I Date: Wednesday, Aug. 4 Time: 1:30 p.m. Author: Patsy McDonald, Univ. of Texas 512-471-5416, [email protected] Co-Author(s): C. Fred Moore Abstract: Tired of grading homework? Like pedagogically sound problems? You can select thought-provoking homework problems for your students, then let the Homework Service take over the delivery and grading, all under your control. Over 8800 physics and 4200 physical science problems are available. Problems are both multiple choice and algorithmic (requiring calculated answers) in nature, ranging in difficulty from conceptual through AP to college freshman level. Your only cost is some printing and minimal connect time. The system delivers unique problems to your students, grades their answers, gives them immediate feedback and a chance to resubmit answers after reworking the problems, then provides complete explanations after the due date. Students also have minimal connect time since they work their problems off line. Tests can also be generated; all test questions become multiple choice in nature. Footnotes: *See http://hw.utexas.edu/overview.html. spacer

FE02: Some Experiments for a Distance-Education Laboratory Physics Course spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (283 of 337) [7/30/2004 8:38:31 AM] American Association of Physics Teachers

Location: Union Ballroom I Date: Wednesday, Aug. 4 Time: 1:45 p.m. Author: Daniel Marble, Tarleton State Univ. 254-968-9880 , [email protected] Co-Author(s): Daniel J. Suson, Mirley K. Balasubramanya, Lionel D. Hewett, Omar A. Gonzalez Abstract: Six state universities in Texas have formed the Texas Electronic Coalition for Physics to sustain and strengthen their physics programs. Upper-division distance education physics courses originate at one member campus and students at other member campuses receive them through a hybrid ITV-internet medium. We describe here some strategies for teaching an upper division laboratory physics course for such a distributed learning environment. We have devised seven categories of physics experiments. Students can participate in these experiments without having to be physically present at the location of the experimental setup. Footnotes: None spacer

FE03: Revitalizing Physics Programs Through a Distributed Department spacer Location: Union Ballroom I Date: Wednesday, Aug. 4 Time: 2:00 p.m. Author: Mirley Balasubramanya, Texas A&M Univ., Corpus Christi 361-825-6020, [email protected] Co-Author(s): James Espinosa, Omar A. Gonzalez, Daniel J. Suson, Paul H. Cox Abstract: A group of state universities in Texas has jointly offered upper-level undergraduate physics courses through the Texas Electronic Coalition for Physics for the past ten years. They have formalized their relationship to successfully create a fully functioning distributed physics department. We report on the status of this innovative project, the inter-institutional organizational structures that have evolved to support this initiative, the successes achieved by the distributed department during the past three years, and the problems encountered and possible solutions. We also report on the hybrid interactive TV-internet media employed by the coalition for upper level physics education. Footnotes: None spacer

FE04: Mathematica with a Numerical Methods Course spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (284 of 337) [7/30/2004 8:38:31 AM] American Association of Physics Teachers

Location: Union Ballroom I Date: Wednesday, Aug. 4 Time: 2:15 p.m. Author: Rodney Varley, City Univ. of New York, Hunter College 212-772-5252, [email protected] Co-Author(s): None Abstract: An interdisciplinary "Numerical Methods" course has been shared between physics, mathematics and computer science since 1992 at Hunter C. Recently, the lectures and workshops for this course have become formalized and placed online.1 Mathematica notebooks for the lectures are available for automatic download (by "double clicking" the lecture icon) for student use in the classroom or at home. AOL (or Netscape/Explorer) can be used provided Mathematica (or the "free" MathReader) has been made a "helper application". Using Mathematica has the virtue that mathematical equations (no LaTex required) can easily be included with the text for computations and Mathematica's graphing is easy to use. Computational cells can be included within the notebook and students may easily modify the calculation to see the result of "what if..." questions. Homework is sent as Mathematica notebooks to the instructor via the internet and the corrected workshops are returned in the same manner. Most exam questions require computational solutions. Footnotes: 1. See http:/www.ph.hunter.cuny.edu; follow the links "Course Listings and Websites" >> "PHYS385 (Numerical Methods). spacer

FE05: Should a Fortran-Savvy Physics Teacher Learn Java, Flash, or Neither?* spacer Location: Union Ballroom I Date: Wednesday, Aug. 4 Time: 2:30 p.m. Author: Michael A. Dubson, Univ. of Colorado, Boulder 303-492-4938, [email protected] Co-Author(s): None Abstract: If you want to write sophisticated, interactive simulations that can be widely and safely distributed via the Internet, there are only two possible programming languages to use: Java and Flash. Both are powerful, object-oriented languages, full of idiosyncrasies, and difficult to master. If you have experience with procedural languages, such as Fortran or Basic, your procedural habits may hinder mastery of object-oriented thinking. Both Java and Flash have undergone major revisions in the last few years, with drastic modifications inelegantly layered on top of older, obsolete ones, which are retained for backward compatibility. Novices are confronted with a diverse tutorial literature describing an uncomfortable mix of programming styles. In this talk, I'll compare the languages, show some programming examples, and describe the joys and frustrations of getting started with either. The moral will be: enter with caution! Footnotes: *Supported in part by the NSF and the Kavli Foundation.

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (285 of 337) [7/30/2004 8:38:31 AM] American Association of Physics Teachers

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FE06: Use of Graphing Calculator and iMovie in Physical Science Education spacer Location: Union Ballroom I Date: Wednesday, Aug. 4 Time: 2:45 p.m. Author: David l. Blackman, Univ. of California, Berkeley - Retired 541-512-9722, [email protected] Co-Author(s): None Abstract: Just as symmetry group simplify overlap integral calculation, fixed point and bifurcation analysis make equilibrium and stable point calculations a breeze. Teaching the fundamental concepts behind this analysis is facilitated by movies created with Graphing Calculator and iMovie. Problems from mechanics, electronics, biological, and photonic will be used to illustrate bifurcation and fixed point analysis. A bead on a rotating ring will illustrate pitchfork bifurcation; a simplified laser will illustrate a transcritical bifucation; Hemoglobin saturation equilirium will illustrate saddle point-node bifurcation; and a simplified model of the hydrogen cation potential well will illustrate potential wells, K-capture and bonding/antibonding phenomena. Footnotes: None spacer

FE07: Entanglement: From Quantum Strangeness to Information Technology spacer Location: Union Ballroom I Date: Wednesday, Aug. 4 Time: 3:00 p.m. Author: M. Hossein Partovi, California State Univ., Sacramento 916-278-6501, [email protected] Co-Author(s): None Abstract: Entanglement is an extraordinarily powerful form of correlation that is manifested among quantum systems. Once established, it will persist even if the parties are separated to large distances, a feature that greatly troubled Einstein and Schroedinger. However, entanglement can be degraded or destroyed if the parties interact with other systems, whence its extreme fragility. Quantum computers rely on entanglement to achieve a highly parallel mode of processing that offers the prospect of rendering certain intractable problems readily computable. This would make RSA cryptography, which is routinely used to secure sensitive communications such as those for internet commerce, readily decipherable. Remarkably, the fragility of entanglement provides the remedy in the form of an undecipherable encryption scheme, quantum cryptography. Quantum teleportation is another exotic phenomenon based on entanglement. A discussion of these ideas with attention to historical context and implications for technology will be presented. Footnotes: *Sponsored by Paul Peter Urone.

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (286 of 337) [7/30/2004 8:38:31 AM] American Association of Physics Teachers

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FF: Physics & Society Education: Arms Controls and Other Societal Issues spacer Location: Mendocino 1003 Date: Wednesday, Aug. 4 Time: 1:30 p.m.-3:15 p.m. Presider: Jane Flood, Muhlenberg College 484-664-3411, [email protected] Co- None Presiders(s): Equipment: Computer projection (no computer -- must bring own computer), overhead projector & screen spacer

FF01: Direct Science Instruction Suffers Setback in California - Or Does It?* spacer Location: Mendocino 1003 Date: Wednesday, Aug. 4 Time: 1:30 p.m. Author: Richard Hake, Indiana Univ., Emeritus 818-992-0632, [email protected] Co-Author(s): None Abstract: On 10 March 2004, the California State Board of Education (CSBE), bending to pressure from teachers, scientists, and leaders of industry and higher education, amended the California Curriculum Commission's (CCC's) Criteria for Evaluating K-8 Science Instructional Materials in Preparation for the 2006 Adoption.1 The most startling amendment reversed the Criteria's demand that "instructional materials must compose no more than 20 to 25 percent of hands-on activities" to read "instructional materials must compose at least 20 to 25 percent of hands-on activities." Although heralded as a setback for direct instruction (DI) in California, I argue that DI will probably continue to predominate in K-8 science classrooms because instructional material adoptions will be heavily influenced by the DI- oriented CCC and CSBE. I list 11 objections to the Criteria that remain in force despite the amendments, and make three suggestions for loosening the CCC's stifling stranglehold on K-8 science education: replace the CCC's DI diehards; rewrite the Criteria to insure local control of teaching practices and instructional materials; and drastically upgrade teachers' salaries and working conditions. Footnotes: *Supported in part by NSF grant #DUE/MDR-9253965. 1. For a Nov. 10, 2003, outline of the California Curriculum Commission Science Committee Draft Proposal for K-8 Science in California in 2006 see http://www.physics.indiana.edu/~hake/CCCSC-2006Proposal-4.pdf. spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (287 of 337) [7/30/2004 8:38:31 AM] American Association of Physics Teachers

FF02: Teaching About Nuclear Weapons spacer Location: Mendocino 1003 Date: Wednesday, Aug. 4 Time: 1:45 p.m. Author: Art Hobson, Univ. of Arkansas 479-575-5918, [email protected] Co-Author(s): None Abstract: You can teach your introductory classes plenty of physics while incorporating content that is relevant to today's news by devoting one or more class periods to nuclear weapons. Topics can include E=mc2, the energetics of fission and fusion, the discovery of fission, the chain reaction, uranium enrichment, plutonium processing, the Manhattan Project, A-bomb and H-bomb design, the destructive power of these weapons, nuclear weapons proliferation, and class discussion of the human implications of all this. For more details, see my textbook Physics: Concepts and Connections (Prentice Hall, 3rd edition 2003). Footnotes: None spacer

FF03: Nuclear Weapons of Mass Destruction Missing from Physics Textbooks spacer Location: Mendocino 1003 Date: Wednesday, Aug. 4 Time: 2:00 p.m. Author: Lynda Williams, Santa Rosa Junior College 707-527-4680, [email protected] Co-Author(s): None Abstract: Most physics textbooks do not include a chapter, section or even a mention of the physics or history of nuclear weapons. Most folks would agree that the production of nuclear weapons is one of the most significant 'achievements' of physics in the 20th century. Why then is the subject left out of physics textbooks? Who better to teach the history and science of The Bomb than the ones who created it? The irony is that this is a topic in physics most students are eager to learn about! In the current political climate it is vital that students (and the public) understand the history and science of nuclear weapons. Indeed, to complete a one year survey course in physics (ala Cutnell and Johnson) and never learn about nuclear weapons is a grave disservice to our students. In my talk I will conduct a survey of the treatment of nuclear weapons in physics textbooks at both the high school and college levels. I will then make a case for the importance of including nuclear weapons in all physics curriculum and provide samples of lesson plans. Footnotes: None spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (288 of 337) [7/30/2004 8:38:31 AM] American Association of Physics Teachers

FF04: Institute for Learning in Retirement at Miami University (Ohio) spacer Location: Mendocino 1003 Date: Wednesday, Aug. 4 Time: 2:15 p.m. Author: Joseph Priest, Miami Univ. 513-529-5658, [email protected] Co-Author(s): None Abstract: The Institute for Learning in Retirement (ILR) at Miami University promotes opportunities for retirement-age persons to enrich their lives as they explore areas within science, the arts, society, technology, literature, languages, business, economics, and other subjects of interest. Classes involve one period a week for five weeks. I have taught four courses in ILR titled Energy and Society, The Manhattan Project, Magnetism: Its Everywhere, and Physics for Those Who Think They Hate Physics. Participants in these classes are very eager to learn about science and societal issues, and they are a joy to teach and to be with. The organization of these courses and the perceived merits of teaching them will be discussed. Footnotes: None spacer

FF05: Radiation and Nuclear Technology for Non-Scientists: An Experimental Undergraduate Course spacer Location: Mendocino 1003 Date: Wednesday, Aug. 4 Time: 2:30 p.m. Author: Kathryn Miknaitis, Univ. of Washington 206-543-4032, [email protected] Co-Author(s): None Abstract: A new undergraduate physics course was created, covering radiation and nuclear technology for non-science students. The goal was to explore socially relevant scientific literacy education by teaching the basic science of the atom, the nucleus, and radiation phenomena alongside applications to current issues. Topics included debates on cell phones and brain cancer, depleted uranium use in the military, "dirty bomb" threats, nuclear waste controversies, nuclear power issues, and nuclear weapons proliferation. This course was developed and taught by a physics graduate student through the Huckabay Teaching Fellowship program at the University of Washington, under the mentorship of Stamatis Vokos of Seattle Pacific University, and Derek Storm of the University of Washington. An overview of the course and the unique challenges of this teaching project will be given. Assessment of student learning and lessons from the project will also be described. Footnotes: *Sponsored by Stamatis Vokos.

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (289 of 337) [7/30/2004 8:38:31 AM] American Association of Physics Teachers

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FF06: An Innovative Course in Technical Writing and Much More spacer Location: Mendocino 1003 Date: Wednesday, Aug. 4 Time: 2:45 p.m. Author: Maria B. Cranor, Univ. of Utah 801-581-7632, [email protected] Co-Author(s): Richard H. Price Abstract: As part of a new degree progam for physics majors considering a wide variety of career options, we have developed an upper level course in technical communication that is very different from most university writing courses. In this course, the emphasis in written and oral communication is on clarity and efficiency, but the course goes beyond writing and speaking. Modules are included on project organization (proposals, updates, final reports), ethics in the technical workplace (scientific fraud, voodoo science, the Sokal hoax), legal aspects of science (patent law, scientific testimony and the Frye decision), managerial decisions (group work, aligning goals and rewards), and statistics on the run (rules of thumb and abuses of statistics). Though the course is in principle very portable, it is highly labor intensive and is a course that cannot be taught by most faculty members. Footnotes: *Sponsored by Richard H. Price. spacer

FF07: From Lord Kelvin's Warming Machine to Groundwater Heat Pumps spacer Location: Mendocino 1003 Date: Wednesday, Aug. 4 Time: 3:00 p.m. Author: Harvey S. Leff, California State Polytechnic Univ. 909-869-4013, [email protected] Co-Author(s): None Abstract: Lord Kelvin (William Thomson) introduced the heat pump concept, imagining a high-efficiency warming machine that expands cold outdoor air isothermally while absorbing energy from the outdoors, then compresses it adiabatically to increase its temperature, and delivers it to a cooler indoor space. Modern heat pumps vaporize a cold liquid refrigerant by absorption of energy from winter outdoor air, then compress the vapor to raise its temperature, and use it to heat cooler indoor air via a heat exchanger. Because heat pump efficiencies drop with lower outdoor temperatures, using groundwater as a heat pump's low-temperature energy source enables more efficient heating. I shall outline the history of the heat pump from Lord Kelvin to the present day, focusing on energy and environmental pros and cons of groundwater heat pumps and relevant physics principles. Footnotes: None

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (290 of 337) [7/30/2004 8:38:31 AM] American Association of Physics Teachers

spacer FG: NSF-CCLI Projects, III: Text/Materials Development & Dissemination spacer Location: Mendocino 1005 Date: Wednesday, Aug. 4 Time: 1:30 p.m.-3:30 p.m. Presider: Donald Holcomb, Cornell Univ. 607-254-8971, [email protected] Co- None Presiders(s): Equipment: Computer projection (no computer -- must bring own computer), overhead projector & screen spacer

FG01: A Flexible Text in Computation for Undergraduate Physics Majors spacer Location: Mendocino 1005 Date: Wednesday, Aug. 4 Time: 1:30 p.m. Author: David Cook, Lawrence Univ. 920-832-6721, [email protected] Co-Author(s): None Abstract: For about 15 years, use of graphical, symbolic, and numeric computational tools throughout the Lawrence undergraduate physics curriculum has steadily increased. NSF CCLI-EMD grant DUE- 9952285 has supported the refinement and completion of a flexible text based on these developments at Lawrence but designed to support efforts of many departments to embed computation in their undergraduate programs, even when those departments use different software packages on different hardware platforms than those in use at Lawrence. The end result has benefitted from the comments of 70 physics faculty members who participated in one of four week-long summer workshops held at Lawrence and from beta testing by a few of those individuals at institutions around the country. Detailed information about the project and the resulting text is posted on the project web site, http://www.lawrence.edu/dept/physics/ccli. Footnotes: None spacer

FG02: Physics for Architects: A Textbook for Architecture Students* spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (291 of 337) [7/30/2004 8:38:31 AM] American Association of Physics Teachers

Location: Mendocino 1005 Date: Wednesday, Aug. 4 Time: 1:45 p.m. Author: Yehuda Salu, Howard Univ. 301-236-9019, [email protected] Co-Author(s): None Abstract: Most undergraduate architecture programs in the United States require their students to take an introductory physics class. The main three reasons for that are: 1. Architects have to understand the fundamentals of physics as they apply to their profession. 2. Physics is a component of general education. 3. Physics is a tool for developing analytical thinking skills. Most architecture students take their physics with pre-med and similar majors, in courses whose textbooks and curriculum are determined mostly by the needs of the other groups. Obviously, this situation is not optimal for architecture students. A new textbook, Physics for Architects was developed to better serve undergraduate architecture students. To comply with the three reasons mentioned above and to meet the time constraints of the class, it was necessary to judiciously select the included topics, to expand some of them, and to limit and modify others. An overview of the book, its philosophy, and its implied curriculum will be presented. Footnotes: *Supported in part NSF CCLI grant #DUE-0087360. spacer

FG03: NSF Impact on Professional Activity at a Liberal Arts College* spacer Location: Mendocino 1005 Date: Wednesday, Aug. 4 Time: 2:00 p.m. Author: Wolfgang Christian, Davidson College 704-894-2322, [email protected] Co-Author(s): Mario Belloni Abstract: The NSF CCLI-EMD program funded the Open Source Physics Education project in 2002. This project's goal is to create new open source applets as well as to nationally disseminate curricular material based on these applets. The material we are developing as part of this grant encompasses a wide variety of topics: introductory physics, computational physics and upper-level physics. This, however, was not the first NSF grant we received. Early cost-sharing grants had tremendous local impact and led directly to the goals that are being realized in the current grant. Nationally, NSF programs have been essential in supporting professional development and in supporting the development, dissemination, and assessment of curricular materials. This talk will describe the past, present, and future of curriculum development at Davidson College focusing on the unique local and national deliverables that were created as a direct result of NSF support. Footnotes: *Supported by NSF grant #DUE-0126439. spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (292 of 337) [7/30/2004 8:38:31 AM] American Association of Physics Teachers

FG04: The Computational Physics for Undergraduates (CPUG) Degree Program at OSU* spacer Location: Mendocino 1005 Date: Wednesday, Aug. 4 Time: 2:15 p.m. Author: Rubin Landau, Oregon State Univ. 541-737-1693, [email protected] Co-Author(s): None Abstract: A four-year undergraduate degree program leading to a Bachelor's degree in Computational Physics is described. The courses and texts developed are research- and Web-rich, and culminate in an advanced computational laboratory derived from graduate theses and faculty research. The five computational courses developed for this program act as a bridge connecting the physics with the computation and the mathematics, and the computational science community. A multilanguage text for a course in Introductory Scientific Computing is in preparation for publication by Princeton University Press, while a new, and highly revised, version of an intermediate-upper level text in Computational Physics is in preparation for publication by Wiley- Interscience. Footnotes: *Supported in part by NSF grant #998094 and the National Partnership for Advanced Computational Infrastructure-EOT. spacer

FG05: Teaching Computer Simulation spacer Location: Mendocino 1005 Date: Wednesday, Aug. 4 Time: 2:30 p.m. Author: Harvey Gould, Clark Univ. 508-793-7485, [email protected] Co-Author(s): None Abstract: Computational physics has become a third way of doing (and learning) physics, complementing theoretical and experimental physics. I will discuss the advantages of teaching computational physics in the context of a laboratory-based course on computer simulation, and present some of the topics from the forthcoming edition of a computer simulation text which is being written in collaboration with Jan Tobochnik and Wolfgang Christian. Footnotes: None spacer

FG06: Magnetism TIPERs* spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (293 of 337) [7/30/2004 8:38:31 AM] American Association of Physics Teachers

Location: Mendocino 1005 Date: Wednesday, Aug. 4 Time: 2:45 p.m. Author: Curtis Hieggelke, Joliet Junior College 815-280-2371, [email protected] Co-Author(s): David P. Maloney, Thomas L. O'Kuma Abstract: This paper will illustrate and describe materials from a collection of new instructional materials for the topics and concepts in magnetism. These materials can be used as classroom materials, quizzes or exam questions, or homework. These materials employ various TIPER (Tasks Inspired by Physics Education Research) formats that include: Ranking Tasks; Working Backwards Tasks; What, if anything, is Wrong Tasks; Qualitative Reasoning Tasks; Bar Chart Tasks; Conflicting Contentions Tasks; Linked Multiple Choice Tasks; Changing Representations Tasks; Meaningful, Meaningless Calculations Tasks; and other types of alternative task formats. The tasks are arranged into sets of issues or questions that provide a way of asking a question in different ways. Such materials support active learning approaches and can be easily incorporated without making major changes in teaching. Footnotes: *Supported in part by CCLI grant # 9952735 from NSF's Division of Undergraduate Education. spacer

FG07: TIPERs for Electrostatics* spacer Location: Mendocino 1005 Date: Wednesday, Aug. 4 Time: 3:00 p.m. Author: David Maloney, Indiana Univ.-Purdue Univ., Fort Wayne 260-481-6292, [email protected] Co-Author(s): Curtis J. Hieggelke, Stephen E. Kanim Abstract: This paper will be a progress report on the work of developing TIPERs (Tasks Inspired by Physics Education Research) for the topic of electrostatics. An individual TIPER is a one page task from one of 12 formats (Ranking Tasks, Comparison Tasks, What, if anything, is wrong Tasks, Bar Chart Tasks, etc) that can be used in a variety of ways by introductory physics instructors. We are developing TIPER sets where each set has four, or more, different task formats asking essentially the same question, or asking about the same physical situation. These sets are intended to enable instructors to have the students reason through, or confront, the ideas several different times/ways by responding to various formats. The materials are designed so that an instructor can use one, or more, of the tasks in a set without having to make major changes in his/her pedagogy. Footnotes: *Supported by NSF CCLI grant #0125831. spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (294 of 337) [7/30/2004 8:38:31 AM] American Association of Physics Teachers

FG08: Creation of Multimedia Textbook for Contextually-Relevant Introductory Course* spacer Location: Mendocino 1005 Date: Wednesday, Aug. 4 Time: 3:15 p.m. Author: DJ Wagner Rensselaer Polytechnic Institute/Grove City College 724-458-3789, [email protected] Co-Author(s): None Abstract: The Science of Information Technology (ScIT) introduces students to physics principles critical to the operation of information technology. The course has been offered as an elective at Renssealer since 1999, with materials delivered through WebCT. Students from all disciplines have completed the course; the vast majority of them have demonstrated both enjoyment and learning. ScIT covers a wide range of physics topics, blending traditionally-covered topics like capacitance with topics like quantum-mechanical tunneling that are often omitted from traditional physics courses. The course is structured around four facets of how Information Systems work: Information Transfer, Information Storage, Information Processing, and Future Information Technologies. Our NSF-CCLI grant has enabled the conversion of many course materials into a form useful by other institutions, along with the study of student preconceptions of topics covered by the course. This talk will demonstrate the available materials and provide results of evaluations of student learning and attitude.1 Footnotes: *RPI work supported in part by NSF CCLI Program under grant DUE- 0089399 1. See http://www.rpi.edu/dept/phys/ScIT spacer

FH: Effective Teacher Training: What's New, What Works?, II spacer Location: Riverside 1015 Date: Wednesday, Aug. 4 Time: 1:30 p.m.-3:45 p.m. Presider: Lila Adair, Piedmont College 770-266-6168, [email protected] Co- None Presiders(s): Equipment: Computer projection (no computer -- must bring own computer), overhead projector & screen spacer

FH01: Arizona State University's Summer Graduate Program for Physics Teachers* spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (295 of 337) [7/30/2004 8:38:31 AM] American Association of Physics Teachers

Location: Riverside 1015 Date: Wednesday, Aug. 4 Time: 1:30 p.m. Author: Jane Jackson, Arizona State Univ. 480-965-8438, [email protected] Co-Author(s): David O. Hestenes Abstract: A summer graduate program at Arizona State University1 prepares high school physics teachers nationwide to lead science education reform in their schools. Courses are in three main categories: 1. research-based physics pedagogy (Modeling Instruction) in full accord with the National Science Education Standards; 2. interdisciplinary courses to promote collaboration among teachers in different sciences and understanding of relations among science, society and environment; 3. major advances in 20th century physics. Courses in the second and third categories are taught by research scientists to share their insights and excitement directly with teachers. Teachers share with the faculty what they know about science pedagogy. Although the program is fundamentally for lifelong learning, it can lead to a Master of Natural Science degree. More than 150 teachers participate each summer. The program is very successful; evidence will be presented. Footnotes: * Supported in part by an NSF grant. 1. See http://modeling.asu.edu/MNS/MNS.html. spacer

FH02: Physics for Elementary Teachers: A New Curriculum* spacer Location: Riverside 1015 Date: Wednesday, Aug. 4 Time: 1:45 p.m. Author: Fred M. Goldberg, San Diego State Univ. 619-594-6609, [email protected] Co-Author(s): Steve Robinson, Valerie Otero Abstract: With support from NSF we have developed a one-semester research- based Physics for Elementary Teachers (PET) course that focuses on achieving four main goals: physics content, nature of science, elementary students' ideas, and learning about learning. During the 2003-2004 academic year the curriculum has been piloted at six Universities. In this talk I will briefly describe the curriculum, focusing on the conceptual, nature of science, and learning about learning components. I will also share some preliminary evaluation data. Next year we expect PET to be field-tested at about 25 Universities and two-year colleges. Information about the PET curriculum is available at http://cpucips.sdsu.edu/web/pet. Footnotes: *Supported by NSF Grant ESI-0138900 spacer

FH03: Can Inquiry Experience Change Students' Preconceptions About Teaching?

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (296 of 337) [7/30/2004 8:38:31 AM] American Association of Physics Teachers

spacer Location: Riverside 1015 Date: Wednesday, Aug. 4 Time: 2:00 p.m. Author: Gordon Aubrecht, II, The Ohio State Univ. 740-389-6786, ext. 6250, [email protected] Co-Author(s): None Abstract: In teaching inquiry classes in physics, we ask ask students to reflect on their learning in journals. One of the journal questions deals with student conceptions of their use (or non-use) of inquiry techniques in their own classrooms in the future. We report on students' answers to this question over our decade-long experience in running this course, which reflects how much or how little the student expects to use the techniques. Footnotes: None spacer

FH04: PET: Using Elementary Students Ideas to Promote Learning and Reflection* spacer Location: Riverside 1015 Date: Wednesday, Aug. 4 Time: 2:15 p.m. Author: Steve Robinson, Tennessee Technological Univ. 931-528-1301, [email protected] Co-Author(s): Valerie Otero, Fred Goldberg Abstract: The new Physics for Elementary Teachers (PET) course we have developed with support from NSF contains a component in which college students analyze short video snippets of elementary students engaged in physics activities. Through the use of related readings and open-ended questions, the college students are given the opportunity to examine and interpret the initial and developing ideas of elementary students ideas in content areas closely related to those in the PET course. In addition, they are asked to reflect on their own learning and relate it to that of the elementary students. In this talk I will show an example of the elementary student video, discuss some of the questions based on it, and will also show a segment of a college class discussion at the conclusion of the assignment. Footnotes: *Supported by NSF Grant ESI-0138900. spacer

FH05: Teachers' Mathematical Modeling of Motion spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (297 of 337) [7/30/2004 8:38:32 AM] American Association of Physics Teachers

Location: Riverside 1015 Date: Wednesday, Aug. 4 Time: 2:30 p.m. Author: David Carrejo, Univ. of Texas, Austin 512-220-9087, [email protected] Co-Author(s): Jill A. Marshall Abstract: This talk presents a study of pre-college teachers' development and mathematization of models of motion in the context of a summer institute for in-service science teachers and a physical science content and pedagogy course for pre-service teachers. The study examines the tensions between the standard paradigms of the disciplines of physics and mathematics and pre-college teachers' understanding of situations involving motion based on their own physical experiences and observations as these issues arose in the teachers' work. In particular, teachers developed a running average construct and an analogous acceleration concept that they were able to use profitably to describe and predict motion, although neither fit within the mathematical framework for kinematics accepted by the physics community. This development parallels in some respects the historical evolution of kinematics thinking from considerations of average velocity over intervals toward the concept of instantaneous velocity. Footnotes: *Sponsored by Jill Marshall spacer

FH06: A Proposed Graduate Program for Physics Teacher Training spacer Location: Riverside 1015 Date: Wednesday, Aug. 4 Time: 2:45 p.m. Author: Mark Lattery, Univ. of Wisconsin Oshkosh 920-424-7105, [email protected] Co-Author(s): None Abstract: U.S. enrollments in high school physics have risen at an impressive rate for the last fifteen years (AIP, 2002). To meet this demand, school districts throughout the nation are scrabbling to re-certify teachers in physics teaching. The University of Wisconsin Oshkosh is now proposing a Master's degree program, designed for Wisconsin physics teachers, that includes courses in physics content and pedagogy. Please share with us your experiences and advice. Footnotes: None spacer

FH07: Helping Future Teachers Develop Inductive and Hypothetico-Deductive Reasoning spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (298 of 337) [7/30/2004 8:38:32 AM] American Association of Physics Teachers

Location: Riverside 1015 Date: Wednesday, Aug. 4 Time: 3:00 p.m. Author: Eugenia Etkina, Rutgers Univ. 732-932-7496, ext. 8339, [email protected] Co-Author(s): None Abstract: If we want our students to grow up questioning authority, having evidence for their beliefs, being able to change their ideas, and hear different opinions, we need to bring the spirit of scientific investigation into a classroom. For the students to learn to think like scientists, their teachers should possess a working knowledge of the nature of science. This talk will describe a course for pre-service high school physics teachers where they investigated how scientists struggled to develop their current conceptions of motion, force, momentum, energy, electric charge, molecular structure, light, atom and nucleus. In examining historical records, pre-service teachers had to identify original observations, competing models and testing experiments that helped to discard some models. We studied how pre-service teachers learned to use the inductive and hypothetico-deductive aspects of scientific reasoning and how they learned to incorporate the elements of historical scientific investigations into high school physics curriculum materials. Footnotes: None spacer

FH08: Assessment Analysis -- Statistical Analysis for Teachers spacer Location: Riverside 1015 Date: Wednesday, Aug. 4 Time: 3:15 p.m. Author: Aaron P. Titus, High Point Univ. 336-841-4668, [email protected] Co-Author(s): None Abstract: Physics education research, for many high school and college teachers, is a simple form of action research. As teachers, we try to ascertain what we are teaching and what students are learning (in our classroom), and we seek to make improvements, perhaps implementing a new teaching strategy or incorporating a new curriculum. Assessment of teaching effectiveness is often quantitative and requires statistical analysis. We may give a pretest and posttest or look for correlations between measures of student achievement. Assessment analysis is a free, web-based application that helps teachers calculate normalize gain, effect size, correlation coefficients, and factor analysis. After seeing Assessment Analysis, you'll never want to use Excel again! Footnotes: None spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (299 of 337) [7/30/2004 8:38:32 AM] American Association of Physics Teachers

FH09: Professional Development for Preservice and Inservice Teachers spacer Location: Riverside 1015 Date: Wednesday, Aug. 4 Time: 3:30 p.m. Author: Joan Mackin, Penn State Univ. 814-867-3913, [email protected] Co-Author(s): None Abstract: Field experiences offer preservice or student teachers the opportunity to observe teachers as well as plan and implement lessons. Certainly this is a professional development experience for the preservice teachers. Is it a professional development experience for the mentor teachers as well? The presentation will discuss the perceptions of both preservice and mentor teachers about the opportunity for professional development during field experiences. Supervision is normally associated with evaluation by preservice and inservice teachers. How can a supervisor coach and guide as well as evaluate teachers? Effective methods of coaching and supervising preservice and inservice teachers will also be discussed. Footnotes: None spacer

FI: Student Conceptions of Classical Physics spacer Location: Amador 150 Date: Wednesday, Aug. 4 Time: 1:30 p.m.-4:00 p.m. Presider: Juan Burciaga, Vassar College 845-437-7853, [email protected] Co- None Presiders(s): Equipment: Computer projection (no computer -- must bring own computer), overhead projector & screen spacer

FI01: Using Research to Guide the Development of a Dynamics Curriculum* spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (300 of 337) [7/30/2004 8:38:32 AM] American Association of Physics Teachers

Location: Amador 150 Date: Wednesday, Aug. 4 Time: 1:30 p.m. Author: MacKenzie Stetzer, Univ. of Washington 206-685-2046, [email protected] Co-Author(s): Peter S. Shaffer, Paula R.L. Heron, Lillian C. McDermott Abstract: The Physics Education Group at the University of Washington is conducting an ongoing investigation of student understanding of dynamics in order to refine instructional materials on this topic for inclusion in Physics by Inquiry, a set of laboratory-based, inquiry- oriented modules.1 As part of our iterative cycle of research, curriculum development, and instruction, we have administered pretests and post-tests and have also carefully observed students as they progressed through the module. In this talk, we will reflect upon some important insights that have been gained from this investigation. Footnotes: *Supported in part by NSF. 1. Physics by Inquiry, L.C. McDermott and the Physics Education Group at the University of Washington, Wiley (1996). spacer

FI02: Factors Influencing a Student Making Sense of Newton's Second Law* spacer Location: Amador 150 Date: Wednesday, Aug. 4 Time: 1:45 p.m. Author: Benjamin Williams, San Diego State Univ. 619-594-2571, [email protected] Co-Author(s): None Abstract: In the Physics for Elementary Teachers curriculum, college students work in small groups to develop ideas in physics. This study investigates how one particular student, situated within a collaborative technologically rich environment, came to make sense of the observation that objects subjected to a constant force continually increase in speed. Factors that appeared to influence this student as she successfully developed this physics idea include social interactions, curriculum structure, classroom norms, prior knowledge, and interaction with classroom technology. The findings presented here detail these factors and how they are interrelated. Information about the PET curriculum is available at http://cpucips.sdsu.edu/web/pet. Footnotes: *Supported by NSF Grant ESI-0138900. **Sponsored by Fred Goldberg. spacer

FI03: Students' Microscopic Models of Friction: A First Look* spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (301 of 337) [7/30/2004 8:38:32 AM] American Association of Physics Teachers

Location: Amador 150 Date: Wednesday, Aug. 4 Time: 2:00 p.m. Author: Edgar Corpuz, Kansas State Univ. 785-532-7167, [email protected] Co-Author(s): N. Sanjay Rebello Abstract: The emerging field of nanoscience and technology will soon revolutionize the world that we live in. However, a review of existing research in science education shows that only a few studies have been done to investigate how students think about familiar physical phenomena at the microscopic level. We conducted semi-structured clinical interviews to probe introductory college students' existing models of friction at the microscopic level. Preliminary results indicate that students' models of friction at the microscopic level are significantly influenced by their macroscopic experiences. Our findings will serve as a basis to design teaching interviews to help students construct appropriate microscopic models of friction and related phenomena. Footnotes: *Supported in part by NSF grant # DUE-0206943. spacer

FI04: Assessing the Effectiveness of Visualizations in Electromagnetism spacer Location: Amador 150 Date: Wednesday, Aug. 4 Time: 2:15 p.m. Author: Sen-Ben Liao, Massachusetts Institute of Tech. 617-258-9191, [email protected] Co-Author(s): Carolann Koleci, John Belcher, Judy Dori, Peter Dourmashkin Abstract: The Physics Department at MIT has introduced TEAL (Technology Enabled Active Learning) as the new format of teaching introductory mechanics and electromagnetism. Not only are lectures, recitations, and labs merged into a technologically and collaboratively rich setting, the approach also employs interactive instruction, visualization software and cooperative learning. A large number of animations and Java applets have been developed to help students understand and visualize abstract concepts. In this talk we report our recent finding on the effectiveness of these animations and visualizations. Footnotes: None spacer

FI05: Evaluating and Using BEMA (Brief Electricity and Magnetism Assessment)* spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (302 of 337) [7/30/2004 8:38:32 AM] American Association of Physics Teachers

Location: Amador 150 Date: Wednesday, Aug. 4 Time: 2:30 p.m. Author: Lin Ding, North Carolina State Univ. 919-513-7214, [email protected] Co-Author(s): Robert Beichner, Ruth Chabay, Bruce Sherwood Abstract: BEMA is a comprehensive multiple-choice test designed to assess students' mastery of fundamental concepts in electricity and magnetism after taking the calculus-based introductory E&M course.1 We will present results of statistical studies that show that BEMA has good reliability, an important measure for evaluating a test, and we will briefly explain the reasons for doing such studies. BEMA has been used in previous comparisons of traditional and reform courses.2 We plan to use BEMA in further studies in Spring 2004. Footnotes: *Supported in part by NSF grant #DUE-0320608. 1. Qualitative Understanding and Retention. AAPT conference, Denver, Aug. 14, 1997. Contributed talk, Ruth Chabay and Bruce Sherwood. 2. Matter & Interactions II: Electric & Magnetic Interactions. Ruth Chabay & Bruce Sherwood, Wiley 2002, http://www4.ncsu.edu/~rwchabay/mi. spacer

FI06: Student Understanding of Gauss' Law of Electricity spacer Location: Amador 150 Date: Wednesday, Aug. 4 Time: 2:45 p.m. Author: Chandralekha Singh, Univ. of Pittsburgh 412-624-9045, [email protected] Co-Author(s): Paul Reilly Abstract: We are investigating student difficulties and designing tutorials related to Gauss' law in introductory calculus-based courses. Our investigation includes interviews with individual students, development and administration of free-response pre-/post-tests, and development of a conceptual multiple-choice test. Results of our investigation will be discussed. Footnotes: None spacer

FI07: Student Difficulties with the Ontology of Electric Current spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (303 of 337) [7/30/2004 8:38:32 AM] American Association of Physics Teachers

Location: Amador 150 Date: Wednesday, Aug. 4 Time: 3:00 p.m. Author: Thomas Brown, Minnesota State Univ., Mankato 507-389-2096, [email protected] Co-Author(s): None Abstract: Physics education research has yielded a substantial body of knowledge on students' preconceptions in a wide range of introductory physics topics. Comparably fewer conversations have been aimed at developing a framework for understanding why students have formed these often errant ideas. In this work, a concise theory of conceptual change proposed by Chi and based on students' incorrect assignment of the ontology of difficult concepts is employed to better understand student difficulties with electric current.1 The value of starting from such a conceptual framework is discussed on three levels. First, data are presented that show the degree to which ontological category mistakes in electric current are common in our students. Second, the specific difficulties which arise from these mistakes are discussed. And third, data will be presented that show the efficacy of curricular materials developed with the aim of addressing the ontological mistakes in this context. Footnotes: 1. M.T.H. Chi, "Conceptual change within and across ontological categories: Examples from learning and discovery in science," Cognitive Models of Science: Minnesota Studies in the Philosophy of Science, (1992). spacer

FI08: Student Understanding of Sound Propagation: Research and Curriculum Development spacer Location: Amador 150 Date: Wednesday, Aug. 4 Time: 3:15 p.m. Author: Katherine Menchen, The Univ. of Maine 207-581-1038, [email protected] Co-Author(s): John R. Thompson Abstract: Our ongoing research involves exploring student understanding of sound and sound phenomena as part of the process of developing instructional materials to improve student learning, especially among preservice teachers. Our current focus is on sound propagation. We have previously reported, based on responses to written questions, that the concepts of propagation and resonance are not functionally distinguished by many students.1 More recent student interview data confirm this earlier work. In addition, the interviews indicate student difficulties with certain properties of media or objects that are propagating sound. We have been using our research results to develop curriculum that addresses the difficulties described above. For example, establishing clear boundaries that distinguish between situations involving propagation and those involving resonance is an important step in resolving these issues. We will discuss our findings,

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (304 of 337) [7/30/2004 8:38:32 AM] American Association of Physics Teachers

as well as how they have shaped the curriculum. Footnotes: 1. K.VP. Menchen and J.R. Thompson, "Preservice teacher understanding of propagation and resonance in sound phenomena," accepted for publication in 2003 Phys. Educ. Res. Conf. Proc., K. Cummings, S. Franklin, J. Marx, Eds. (2004). spacer

FI09: Student Understanding in Upper-Division Physics spacer Location: Amador 150 Date: Wednesday, Aug. 4 Time: 3:30 p.m. Author: Ingrid Novodvorsky, Univ. of Arizona 520-626-4187, [email protected] Co-Author(s): J.D. Garcia Abstract: What does it mean to understand upper-division physics? These are the courses in which students encounter complex mathematical techniques for analyzing physical phenomena, and much course time and problem solving is devoted to acquisition of declarative knowledge; i.e., relevant equations and their derivations. However, we must also ascertain that students understand the physical concepts underlying the mathematical techniques and develop the procedural knowledge needed to solve novel problems. While the stronger students may be able to do this, that skill is not automatic for all students, as many struggle just to keep up with the mathematical techniques. At the University of Arizona, we are beginning a long- term research project designed to determine how undergraduate physics majors conceptualize physics content as they progress through a degree program. In this presentation, results from our pilot study will be presented, along with future research directions. Footnotes: None spacer

FI10: Challenges in Measuring Conceptual Learning in Upper-Level Physics Courses spacer Location: Amador 150 Date: Wednesday, Aug. 4 Time: 3:45 p.m. Author: Bradley Ambrose, Grand Valley State Univ. 616-331-2524, [email protected] Co-Author(s): None

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (305 of 337) [7/30/2004 8:38:32 AM] American Association of Physics Teachers

Abstract: Ongoing research at Grand Valley State University (GVSU) is driving the development of instructional materials, modeled after Tutorials in Introductory Physics,1for use in upper-level mechanics courses.2 Despite mounting evidence of the need for such materials, assessing their effectiveness can present challenges that seldom arise in the context of large introductory classes. I will discuss how the use of both formal and informal research methods at GVSU has helped elucidate the nature of persistent student conceptual difficulties, as well as guide the refinement of selected tutorial materials. Footnotes: 1. L.C. McDermott, P.S. Shaffer, and the Physics Education Group at the Univ. of Washington (Prentice Hall, 2002). 2. B.S. Ambrose, "Investigating student understanding in intermediate mechanics: Identifying the need for a tutorial approach to instruction," Am. J. Phys. 72 (4), 453-459 (2004). spacer

FJ: Student Problem Solving, II spacer Location: Union Ballroom III Date: Wednesday, Aug. 4 Time: 1:30 p.m.-4:00 p.m. Presider: Karen Bouffard, Newton Rules, Inc. 978-768-0103, [email protected] Co- None Presiders(s): Equipment: Computer projection (no computer -- must bring own computer), overhead projector & screen spacer

FJ01: Reinforcing Effective Problem-Solving Strategies Using On-Line Homework spacer Location: Union Ballroom III Date: Wednesday, Aug. 4 Time: 1:30 p.m. Author: Chuck Bennett, Univ. North Carolina, Asheville 828-251-6047, [email protected] Co-Author(s): None

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (306 of 337) [7/30/2004 8:38:32 AM] American Association of Physics Teachers

Abstract: We are developing a set of online curricular materials for College Physics designed to better manage student's study efforts and to reinforce effective problem-solving strategies. The approach uses textbook example/exercise pairs where the problem parameters have been randomized. In the example, students follow a detailed solution by submitting intermediate and final results. A follow-up exercise is carefully designed to be of intermediate difficulty with solution that may be obtained with some algebraic manipulation of the equations that appear in the preceding example solution. The material is closely integrated with the text, and thus provides better incentives for careful reading. Class testing indicates that this approach is effective at relieving math anxiety, promoting independent thinking, and helping to eliminate unproductive study efforts that students often use with online homework. Footnotes: None spacer

FJ02: Analyzing Student Performance and Behavior Under the "Flexible Homework" System* spacer Location: Union Ballroom III Date: Wednesday, Aug. 4 Time: 1:45 p.m. Author: Stephen Stonebraker, The Ohio State Univ. 614-688-3598, [email protected] Co-Author(s): Lei Bao Abstract: We have reported on our "Flexible Homework" system at previous meetings, including a talk at the Winter meeting. Under this system students are allowed to choose, with some restrictions, which problems they wish to solve. Additionally, fully worked-out solutions for some problems are made available before the assignments are due. Here we will present more detailed statistical analysis of what effects these freedoms seem to be having on our students, including: evaluation of their content knowledge; whether "good" and "bad" students use the solutions differently; and, if there is a relationship between the types of problems a student chooses and their performance on exams and diagnostics. Footnotes: *Supported in part by NSF grant #REC-0087788 and #REC-0126070. spacer

FJ03: Andes, An Intelligent Tutor for a Two Semester General Physics Course spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (307 of 337) [7/30/2004 8:38:32 AM] American Association of Physics Teachers

Location: Union Ballroom III Date: Wednesday, Aug. 4 Time: 2:00 p.m. Author: Mary Wintersgill, U.S. Naval Academy 410-293-5507, [email protected] Co-Author(s): Donald J. Treacy, Robert N. Shelby, Kay G. Schulze, Kurt VanLehn Abstract: Andes is an intelligent tutoring system that allows students to receive immediate feedback as they work homework problems. Previously, the range of topics addressed by Andes had been restricted to those normally covered in the first semester of a two-semester general physics course. This spring the coverage has been expanded significantly, to include many topics in introductory electricity and magnetism including forces on charges due to E- and B-fields, electric potential, Faraday's Law, a variety of circuits and lenses and mirrors. Specific examples of problems and the considerations involved in presenting them, as well as plans for future developments and distribution of Andes will be discussed. Footnotes: None spacer

FJ04: Are Students Good at Choosing Representational Formats for Problem Solving in Physics?* spacer Location: Union Ballroom III Date: Wednesday, Aug. 4 Time: 2:15 p.m. Author: Patrick Kohl, Univ. of Colorado, Boulder 303-492-7825, [email protected] Co-Author(s): Noah Finkelstein Abstract: Student problem-solving ability appears to be tied to the representational format of the problem (mathematical, pictorial, graphical, verbal).1 In a controlled study of a 250-student algebra based physics class, we confirm and build on these results by examining student problem-solving ability on quizzes involving four different representational formats, with problems as close to isomorphic as possible. We find that there are statistically significant performance differences between problem formats. We examine students' capacity for self-assessment by giving follow-up quizzes in which they can choose between various problem formats, and look for factors that may influence their ability or choices. We find that allowing students to choose which representational form they use increases student performance under some circumstances and reduces it in others. Footnotes: *Supported by an NSF grant. **Sponsored by Noah Finkelstein. 1. Meltzer, D. E. (in press). Relation between students' problem- solving performance and representational mode. spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (308 of 337) [7/30/2004 8:38:32 AM] American Association of Physics Teachers

FJ05: Student Difficulties with Equations in Physics spacer Location: Union Ballroom III Date: Wednesday, Aug. 4 Time: 2:30 p.m. Author: Eugene Torigoe, Univ. of Illinois, Urbana-Champaign 217-333-0272, [email protected] Co-Author(s): Gary Gladding, Tim Stelzer Abstract: The ability to correctly apply equations in physics poses a major barrier to understanding in our classes. One of the reasons students have difficulties may be related to a confusion between algebra and arithmetic. Algebraic equations express relationships between variables, while arithmetic equations express a process to solve for an unknown. Some of the student difficulties with equations in physics may be related to arithmetic approaches to problems that require an understanding of algebraic relations. In my talk I will discuss observed student difficulties with the use of equations from this perspective. Footnotes: None spacer

FJ06: Students' Difficulties in Understanding Mathematical Expressions in Physics Courses spacer Location: Union Ballroom III Date: Wednesday, Aug. 4 Time: 2:45 p.m. Author: Sejung Kim, North Carolina State Univ. 919-513-7214, [email protected] Co-Author(s): Robert Beichner Abstract: It is known that physics students have difficulties understanding mathematical expressions. Since mathematics is a fundamental tool in the calculus based physics course, the inability to handle mathematical expressions can inhibit the learning of physics concepts. This research will examine the difficulties students have in understanding mathematical physics expressions with derivative and integration examples. We hope the research will lead to improved instruction yielding better student facility in applying mathematics to model physical phenomena. Footnotes: None spacer

FJ07: Student Use of Integration in a Physics Context spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (309 of 337) [7/30/2004 8:38:32 AM] American Association of Physics Teachers

Location: Union Ballroom III Date: Wednesday, Aug. 4 Time: 3:00 p.m. Author: Dawn Meredith, Univ. of New Hampshire 603-862-2063, [email protected] Co-Author(s): Karen A. Marrongelle Abstract: We presented students in the introductory calculus-based physics course with physics problems that required calculus in the solution. However, the need for calculus was not explicitly stated. We interpret these interviews using the frameworks of Sfard (mathematical conceptions as operational or structural) and Sherin (symbolic forms). We give evidence of a common progression in understanding of intergrals, and note that the understanding of limit and of the integral as a sum may be linked. We also share some practical ideas for teaching calculus in a physics context. Footnotes: None spacer

FJ08: Retention and Transfer of Learning from Trigonometry to Algebra-Based Physics spacer Location: Union Ballroom III Date: Wednesday, Aug. 4 Time: 3:15 p.m. Author: Darryl Ozimek, Kansas State Univ. 785-532-7167, [email protected] Co-Author(s): N. Sanjay Rebello, Paula Engelhardt Abstract: Transfer of learning is often defined as the ability to apply what has been learned in one context to another context. There have been relatively few research studies that investigate retention and transfer of learning from trigonometry to physics courses. Our primary goal is to present results from a study to investigate the concepts that students retained and transferred from a trigonometry course to a physics course. We analyze data from students' scores on on-line homework assignments, final exam and course grades, as well as pre-instruction and post-instruction surveys. Results indicate that it is easier for students to transfer certain trigonometric concepts and skills than others in a given physical context. Findings of the study will aid in instruction of trigonometric and physics concepts for the purpose of increasing student retention and transfer of these concepts. Footnotes: *Supported in part by NSF grant #DUE-0206943. spacer

FJ09: Advanced Mechanics Students' Conflicts Between Physics and Mathematics Intuitions spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (310 of 337) [7/30/2004 8:38:32 AM] American Association of Physics Teachers

Location: Union Ballroom III Date: Wednesday, Aug. 4 Time: 3:30 p.m. Author: Eleanor Sayre, Univ. of Maine 207-356-2792, [email protected] Co-Author(s): Michael C. Wittmann Abstract: As part of ongoing research into cognitive processes and student thought, we have investigated conflicts between physics and mathematics intuitions in advanced mechanics students. Students compared various damped and undamped harmonic motions using both differential equations and verbal descriptions of physical systems. We present evidence from a reformed sophomore-level mechanics class which contains both both tutorial1 and lecture components. Preliminary data suggest that mathematics and physics intuitions, even in advanced students, are poorly linked and occasionally lead to conflicting predictions. Footnotes: 1. Bradley S. Ambrose, "Investigating student understanding in intermediate mechanics: Identifying the need for a tutorial approach to instruction," Am. J. Phys. 72 (4), 453-459 (2004). spacer

FJ10: Multiple Representations: Do Students Benefit from Using Them?* spacer Location: Union Ballroom III Date: Wednesday, Aug. 4 Time: 3:45 p.m. Author: David Rosengrant, Rutgers Univ. 301-523-5621, [email protected] Co-Author(s): Alan Van Huevelen, Marina Milner-Bolotin, Eugenia Etkina Abstract: Rutgers PAER group is working on helping students develop scientific abilities. One of the abilities is to create and understand different representations of physical processes such as pictorial representations, motion diagrams, free body diagrams, and energy bar charts. Physics education literature1 suggests that using multiple representations is beneficial for student understanding of physics ideas and problem solving. Our research investigates how students who are enrolled in a large introductory course that utilizes multiple representations use them for problem solving. This presentation will focus on: 1. the representations that students use the most when solving different types of mechanics problems 2. how students' use of representations is related to their success on mechanics problems and 3. how students evolve in their use of multiple representations to solve problems. Footnotes: * Supported in part by NSF grant #DUE- 0241078 and #DUE- 0336713 1. J.I. Heller and F. Reif, "Prescribing effective human problem solving processes: Problem description in physics," Cognit. Instruct. 1, 177- 216 (1984). spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (311 of 337) [7/30/2004 8:38:32 AM] American Association of Physics Teachers

FK: Physics of Baseball spacer Location: Union Ballroom II Date: Wednesday, Aug. 4 Time: 1:30 p.m.-4:15 p.m. Presider: Paul Robinson, San Mateo H.S. (650) 369-1813, [email protected] Co- None Presiders(s): Equipment: Computer projection (no computer -- must bring own computer), overhead projector & screen spacer

FK01: CANCELLED: Balls and Strikes: Called by Man or Machine? spacer Location: Union Ballroom II Date: Wednesday, Aug. 4 Time: Author: Invited - Robert Adair, Yale Univ. (Emeritus) 650-400-9425, [email protected] Co-Author(s): None Abstract: Paper withdrawn due to unavoidable scheduling conflicts. Footnotes: None spacer

FK02: Measurement of the COR of Baseballs as a Function of Humidity spacer Location: Union Ballroom II Date: Wednesday, Aug. 4 Time: 2:00 p.m. Author: Invited - David Kagan, California State Univ., Chico 530-898-4575, [email protected] Co-Author(s): None Abstract: Coors Field, where the Colorado Rockies play baseball, is known to be a "hitter's ballpark." This is not surprising to a physicist because the thinner, drier air at the high altitude of Denver will cause less drag on a fly ball. The Rockies attempted to correct for this effect by humidifying the baseballs used at these games. In principle, the balls will then have a smaller coefficient of restitution (COR) and therefore not leave the bat with as high a velocity. We have measured the COR as a function of humidity and can definitively say whether this feature of the weather is a cloud on the horizon of the National Pastime. Footnotes: None spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (312 of 337) [7/30/2004 8:38:32 AM] American Association of Physics Teachers

FK03: Optimization of Baseball and Softball Batting Mechanics spacer Location: Union Ballroom II Date: Wednesday, Aug. 4 Time: 2:30 p.m. Author: Invited - John W. White Lawrence Livermore National Laboratory/Modesto Junior College 925-422-4587, [email protected] Co-Author(s): None Abstract: A wide variety of basic physical principles are integrated in a simple system that provides a way to optimize a hitter's mechanics. These include: center-of-gravity, linear and rotational kinetic energy, precession, conservation of angular momentum, the stability of a spinning top, and many more. These ideas have been implemented with success from Little League to the Major Leagues. Comparisons are made to the ideas of Ted Williams and the competing ideas of Charley Lau. The talk is presented at a level that is suitable for the general public. Footnotes: None spacer

FK04: How to Hit Home Runs spacer Location: Union Ballroom II Date: Wednesday, Aug. 4 Time: 3:00 p.m. Author: Invited - Mont Hubbard, Univ. of California 530-752-6450, [email protected] Co-Author(s): None Abstract: Improved models for the pitch, batting, and post-impact flight phases of a baseball are used in an optimal control context to find bat swing parameters that produce maximum range. The improved batted flight model incorporates experimental lift and drag profiles (including the drag crisis). An improved model for bat-ball impact includes the dependence of the coefficient of restitution on the approach relative velocity and the dependence of the incoming pitched ball angle on speed. Undercut distance and bat swing angle are chosen to maximize range of the batted ball. The sensitivity of the maximum range is calculated for all model parameters including bat and ball speed, bat and ball spin, and wind speed. Post-impact conditions are found to be independent of the ball-bat coefficient of friction. The lift is enhanced by spin produced by undercutting the ball during batting. An optimally hit curve ball will travel farther than an optimally hit fastball or knuckleball due to increased lift during flight. Footnotes: None spacer

FK05: How to Hit a Splash Hit in San Francisco

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (313 of 337) [7/30/2004 8:38:32 AM] American Association of Physics Teachers

spacer Location: Union Ballroom II Date: Wednesday, Aug. 4 Time: 3:30 p.m. Author: Invited - Paul Robinson, San Mateo H.S. 650-400-9425, [email protected] Co-Author(s): Paul Mitiguy, Michael Woo Abstract: A visually appealing interactive simulation shows the significant factors that influence the flight of a baseball at the home ball park of the San Francisco Giants. The factors that are examined are initial ball speed and direction, air resistance (lift and drag), spin, and wind. Other factors that are not examined include temperature, air-density, altitude, gravity, solar pressure, uplift due to temperature gradients, and the effect of the earth's spin. The purpose of this simulation is to provide insight for baseball players, students, and physics instructors as to what is required to hit a long homerun. Footnotes: None spacer

FK06: Physics of the Knuckleball spacer Location: Union Ballroom II Date: Wednesday, Aug. 4 Time: 4:00 p.m. Author: Stephen B. Turcotte, Brigham Young Univ., Idaho 208-496-1909, [email protected] Co-Author(s): None Abstract: The knuckleball is one of the most difficult pitches to throw and also the most difficult to hit. The challenges of both throwing this pitch and hitting it will be discussed. To better visualize the unusual path that the knuckleball follows, a model using Excel will be presented. This model will show the trajectory of the ball as a function of spin and initial orientation. Footnotes: None spacer

FL: Musical Acoustics spacer Location: Union Hinde Auditorium Date: Wednesday, Aug. 4 Time: 1:30 p.m.-5:00 p.m. Presider: Donald Hall, California State Univ. 916-278-7353, [email protected] Co- None Presiders(s): Equipment: Computer projection (no computer -- must bring own computer), overhead projector & screen spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (314 of 337) [7/30/2004 8:38:32 AM] American Association of Physics Teachers

FL01: Musical Pitch Perception - What Use Is It?* spacer Location: Union Hinde Auditorium Date: Wednesday, Aug. 4 Time: 1:30 p.m. Author: Invited - William Hartmann, Michigan State Univ. 517-355-5202, [email protected] Co-Author(s): None Abstract: In terms of the number of difference limens over its range of operation, pitch perception is the most precise of all human auditory capabilities. It will be argued that the pitch sensation, including the surprising fusion of the harmonics of a periodic complex tone to form a single perceptual entity, plays an essential role in the human ability to segregate different simultaneous sources in the real world. Psychoacoustical experiments in which a listener must detect a mistuned harmonic suggest that source segregation is mediated by a variation in neural synchrony within tuned frequency channels of the auditory system. This model is supported by the dependence of segregation ability on mistuned harmonic frequency and local environment, tone level, mistuned distractors, and overall tone duration. The synchrony-based model is also consistent with physiological experiments on single fibers of the auditory nerve. [ Footnotes: *Supported by the NIDCD of the NIH. Background site: www.pa.msu.edu/acoustics spacer

FL02: Digital Simulation of Acoustic Musical Instruments spacer Location: Union Hinde Auditorium Date: Wednesday, Aug. 4 Time: 2:00 p.m. Author: Invited - Julius Smith III, Stanford Univ., Music Dept. 650-917-8381, [email protected] Co-Author(s): None Abstract: This introductory talk will give an overview of algorithms for real-time synthesis of acoustic musical instruments, particularly members of the string, wind, and brass families. Salient physical principles will be summarized, followed by an overview of methods for physical simulation suitable for real-time sound synthesis. The techniques come primarily from the field of digital signal processing with consideration for the perception of sound. Sound examples will be included. Footnotes: None spacer

FL03: Physics Based Modeling of the Piano spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (315 of 337) [7/30/2004 8:38:32 AM] American Association of Physics Teachers

Location: Union Hinde Auditorium Date: Wednesday, Aug. 4 Time: 2:30 p.m. Author: Invited - Nicholas Giordano, Purdue Univ. 765-494-6418, [email protected] Co-Author(s): None Abstract: There are many interesting problems in musical acoustics that can only be dealt with via computational methods. For the most part, the essential physics is readily accessible at an introductory level, and comes directly from Newton's laws. In this talk I give a quick tour of some of the issues encountered in modeling the piano. Our goal is to use Newton's laws to describe the motion of all of the components of the instrument, i.e., the strings, soundboard, and surrounding air, etc., and thereby calculate the sound produced by a piano entirely from first principles. I will also show how these types of projects can be used in the classroom (e.g., in an undergraduate course on computational physics) to teach various topics, including wave motion, resonance, and Fourier analysis, with a system that is very appealing to students. Footnotes: *Sponsored by Donald Hall. spacer

FL04: An Exploration of Factors Controlling Saxophone Timbre spacer Location: Union Hinde Auditorium Date: Wednesday, Aug. 4 Time: 3:00 p.m. Author: Invited - Stuart M. Anderson, Augsburg College 612-331-7562, [email protected] Co-Author(s): Richard W. Peterson, Chien-Kwan Lin Abstract: Saxophones are capable of an unusually wide range of tone quality, ranging from soothing and smooth to piercing and obnoxious. Although changes in equipment have a demonstrable impact on timbre, it is widely believed that each player strives -- consciously or not -- towards some aural image of what they consider to be an ideal 'sound.' One of the most challenging aspects of saxophone pedagogy is enabling players to become aware of, and develop the facility to purposefully control, the timbre they produce. This presentation will explore the main factors affecting saxophone timbre including the player's oral cavity and embouchure as well as reed characteristics and mouthpiece geometry. Preliminary results from reed resonance studies using impulsive excitation, normal mode imaging of vibrating reeds using both time-averaged and stroboscopic holographic interferometry at Bethel College, and a timbre-mapping project at Eastman School of Music, will be presented. Footnotes: None spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (316 of 337) [7/30/2004 8:38:33 AM] American Association of Physics Teachers

FL05: Skilled Performance in Musicians: Physics, Biophysics, Psychophysics, Metaphysics spacer Location: Union Hinde Auditorium Date: Wednesday, Aug. 4 Time: 3:30 p.m. Author: Invited - George Moore, Univ. of Southern California 213-626-0440, [email protected] Co-Author(s): None Abstract: Skilled performance in musicians is best appreciated from an understanding of the physics of the musical instrument; the biophysics of muscles and sense organs used in the execution and monitoring of performance; and the nature of, and limits in, perception-- the domain of psychophysics. Our current interest is the inverse problem: what is the nature of the brain's implicit model of the physics of the instrument? What model of the external world is constructed from the blizzard of sensory signals that accompany performance? How is the brain's model of the body integrated with the musician's cognitive intentions in the formation of command signals transmitted to muscles? Those intentions go well beyond the formal demands of a musical score--considered as an ordered sequence of instructions--and include an ever-changing variety of subjective, aesthetic and interpretative considerations (mood, style, dynamics and tempo) which lie in the domain of metaphysics. Footnotes: None spacer

FL06: Examining the Support for Music-Movement Transfer Effects spacer Location: Union Hinde Auditorium Date: Wednesday, Aug. 4 Time: 4:00 p.m. Author: Invited - Benjamin Johns, Chanticleer 415-447-8375, [email protected] Co-Author(s): None Abstract: The correlations between music and body movement have, since being observed by Pythagoras and Aristotle, developed into various and sometimes copyrighted pedagogical methods for musicians, dancers, actors, and patients requiring physical therapy. A cornerstone in the success of recent music pedagogical methods is a compilation of interdisciplinary, and typically qualitative, research in the fields of music cognition, neurobiology, biomechanics/kinesiology, physical therapy, and developmental psychology. These studies enumerate ways in which directed, abstract body movement can enhance biomechanical efficiency, make for more expressive music performance, and increase spatial intelligence. Certain theories help to explain music-movement transfer effects, but there is yet little hard evidence to support them. Footnotes: None spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (317 of 337) [7/30/2004 8:38:33 AM] American Association of Physics Teachers

FL07: Musical Acoustics Courses and Music Students in the U.S.A. spacer Location: Union Hinde Auditorium Date: Wednesday, Aug. 4 Time: 4:30 p.m. Author: Invited - Donald Hall, California State Univ. 916-278-7353, [email protected] Co-Author(s): None Abstract: Musical Acoustics courses in American universities, and the textbooks written for them, have developed largely for the sake of General Education courses whose purpose is to provide token exposure to science for students majoring in other subjects. The author is not aware of any substantial previous data showing whether these courses play a significant role in the training of music majors. A survey questionnaire was sent to the heads of all music programs accredited with the National Association of Schools of Music. The results provide new information about the number of schools that have Musical Acoustics courses available, and the proportion in which this course has some integral role as a required or recommended part ot the student's program. Footnotes: None spacer

FM: Teaching Physics with Audio Analysis spacer Location: Union Forest Suite Date: Wednesday, Aug. 4 Time: 1:30 p.m.-4:30 p.m. Presider: Andy Gavrin, IUPUI 317-274-6909, [email protected] Co- None Presiders(s): Equipment: Computer projection (no computer -- must bring own computer), overhead projector & screen spacer

FM01: Programming Audio Effects with Mathematica spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (318 of 337) [7/30/2004 8:38:33 AM] American Association of Physics Teachers

Location: Union Forest Suite Date: Wednesday, Aug. 4 Time: 1:30 p.m. Author: Invited - David Keeports, Mills College 510-430-2162, [email protected] Co-Author(s): None Abstract: Audio effects are widely used to make the sounds of musical instruments, especially electric guitars and electronic keyboards, more pleasant and interesting. Common effects include equalization, echo, reverberation, tremolo, vibrato, and chorus, while less commonly used effects include phase shifting, flanging, wave envelope modification, and ring modulation. Over the past 15 years, inexpensive digital multieffect processors, each typically capable of producing dozens of effects, have to a large extent replaced analog single-effect processors. The efficiency of digital effect processors derives largely from the fact that for such devices, an effect is merely an (often short) algorithm applied by a digital signal processor to digitized sound. In this talk, I will demonstrate the "one effect, one algorithm" rule by using Mathematica to apply a variety of audio effects to some equation-generated musical instrument waves. Footnotes: None spacer

FM02: Understanding Physics Through Audio Signal Analysis Using MATLAB spacer Location: Union Forest Suite Date: Wednesday, Aug. 4 Time: 2:00 p.m. Author: Invited - William Robertson, Middle Tennessee State Univ. 615-898-5837, [email protected] Co-Author(s): None Abstract: Sound card equipped personal computers offer a powerful resource for the acquisition, analysis, and synthesis of audio signals. Realizing the potential of this resource requires the use of appropriate audio software. This presentation will review briefly some of the variety of audio software options available and then focus primarily on the sound capabilities of MATLAB. A number of examples of MATLAB applications in undergraduate teaching at all levels will be offered. I begin with demonstrations suitable for lower division classes (specifically a Physics of Music class) that build an intuitive understanding of time, frequency, and Fourier decomposition and elucidate a scientific understanding of the musical concept of pitch. For upper division physics students I will describe advanced lab or undergraduate research projects that explore the concepts of interference, dispersion, group and phase velocity in simple and inexpensive audio experiments using MATLAB for tone creation, data analysis, and modeling. Footnotes: None spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (319 of 337) [7/30/2004 8:38:33 AM] American Association of Physics Teachers

FM03: Free and Easy Sound Analysis spacer Location: Union Forest Suite Date: Wednesday, Aug. 4 Time: 2:30 p.m. Author: Invited - Kyle Forinash, Indiana Univ. Southeast 812-941-2390, [email protected] Co-Author(s): Raymond Wisman, Chris W. Lang, Nimbus Couzin Abstract: In this talk we will present some easy and cheap sound analysis techniques. In particular we will: 1. Present software that will allow serial and sound port data collection into an Excel spreadsheet; 2. Present software that does time versus frequency (spectrogram) analysis; 3. Briefly describe a few of the more interesting applets for sound analysis available on the web which we used in a physics of sound class for freshmen this past semester. The data collection and manipulation software will be available as a download from our web site. Links to the sound applets will also be provided.1 Footnotes: 1. See http://physics.ius.edu/~kyle/Forinash.html spacer

FM04: Sound Experiments Using Logger-Pro spacer Location: Union Forest Suite Date: Wednesday, Aug. 4 Time: 3:00 p.m. Author: Invited - Michael LoPresto, Henry Ford Comm. College 313-845-9722, [email protected] Co-Author(s): None Abstract: Logger-Pro by Vernier Software and Technologies can be used with their microphone probe and Lab-Pro Interface to capture sound waves, display the waveforms and do a Fast-Fourier Transform. This data can be used for a variety of interesting experiments, demonstrations and activities. These range from displaying simple waveforms produced by tuning forks to compare subjective perceptions of sound to the objective properties of the waves to analyzing the harmonic spectra of complex waves produced by voices and musical instruments. Musical intervals can also be analyzed to study fundamental tracking and consonance and dissonance. The frequency of the sound waves can be determined from the data which allows for verifying the expressions for the frequencies of a resonance tube to studying how the physical properties of musical instruments affect their air-columns and thus, the musical pitches they produce. Footnotes: None spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (320 of 337) [7/30/2004 8:38:33 AM] American Association of Physics Teachers

FM05: Resonances in a Closed-Open Tube with Conical Bore spacer Location: Union Forest Suite Date: Wednesday, Aug. 4 Time: 3:30 p.m. Author: David Tamres, Univ. of Wisconsin, Stevens Point 715-346-4505, [email protected] Co-Author(s): None Abstract: Analysis is presented of acoustic resonances in a closed-open tube (a tube closed at one end and open at the other) in which the bore is a long, truncated cone. The circular cross-section at the closed end is much smaller in diameter than at the open end. Sound wave excitation is assumed to occur at the closed end. n such a tube, resonances are known to occur at both even and odd multiples of the fundamental frequency, in contrast to the more familiar case of a closed-open tube of cylindrical bore, where resonances occur only at odd multiples of the fundamental frequency. The goal of the analysis is an intuitive understanding of why resonances in closed-open tubes of conical bore and of cylindrical bore differ in this fundamental way. Applications to woodwind instruments will be discussed. Footnotes: None spacer

FM06: Audio Analysis in a Physics of Music Course spacer Location: Union Forest Suite Date: Wednesday, Aug. 4 Time: 3:45 p.m. Author: Gordon Ramsey, Loyola Univ., Chicago 773-508-3540, [email protected] Co-Author(s): None Abstract: A series of talks for the general public on the technical aspects of music and instruments has developed into a course on the physics of music. I have used Vernier's Sound program, now packaged in LabPro, to illustrate why different instruments and instrument groups have different sounds. Sound samples of each instrument are taken and a harmonic analysis is performed. Instrument groups tend to have similar harmonic content within their group but different content among the groups. These analyses will be discussed along with explanations of why they occur. Suggestions will be made for including this analysis in talks for the public and beginning physics courses. Footnotes: None spacer

FM07: Inquiry Based Activities Using Sound Analysis Software spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (321 of 337) [7/30/2004 8:38:33 AM] American Association of Physics Teachers

Location: Union Forest Suite Date: Wednesday, Aug. 4 Time: 4:00 p.m. Author: Nicholas Gross, Northeastern Univ. 617-373-2932, [email protected] Co-Author(s): Benjamin Bray, Marta Hersek, Arun Bansil Abstract: The ELMO (for Embedded Learning Modules) Project1 is an ongoing initiative at Northeastern University for teaching science to non- science students. Science instructors have worked in consultation with arts faculty to designed courses specifically suited to visual arts, music and theater majors with material and examples that are of particular relevance to each major. Class meetings are built around hands-on and inquiry-based activities that explore topics from science and technology in ways that students find particularly engaging. For example, music students participate in activities that explore the structure of tones and sounds produced by both acoustical and electronic instruments as well as the human voice. In this talk we will describe the use of different types of software for these activities. The programs used vary from freeware to professional grade sound analysis systems and are used both for instructor-run demonstrations and student-centered inquiry based activities. Footnotes: 1. See http://elmo.neu.edu/ spacer

FM08: Acoustic Phenomena spacer Location: Union Forest Suite Date: Wednesday, Aug. 4 Time: 4:15 p.m. Author: Leopold Mathelitsch, Univ. of Graz, Institute of Physics 011-43-316-380-5247, [email protected] Co-Author(s): Ivo Verovnik Abstract: Advanced computer technology allows for an extension and enrichment of teaching acoustics. Acoustic phenomena can be presented, analysed and discussed in classrooms in a way that was not possible 10 to 20 years ago. We want to illustrate the broad range of examples that can be covered in this respect - sounds of nature (wind, thunder, raindrops) and technology (noise of cars, helicopters, dentists´ drill), sounds produced by animals and men, either by the own body (heart beats, muscle noise, speaking and singing voice) or with tools (musical instruments). One appealing feature of these physically interesting and demanding examples is that they open immediately interdisciplinary links to other fields. Footnotes: None spacer

FN: Postdeadline

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (322 of 337) [7/30/2004 8:38:33 AM] American Association of Physics Teachers

spacer Location: Union Summit Date: Wednesday, Aug. 4 Time: 1:30 p.m. Presider: Deborah Rice, Gateway Institute of Technology 314-322-7889, [email protected] Co- None Presiders(s): Equipment: Computer projection (no computer -- must bring own computer), overhead projector & screen spacer

FN02: Creating Curriculum and Interactivity for Middle School integrated Science spacer Location: Union Summit Date: Wednesday, Aug. 4 Time: 1:45 p.m. Author: Julie Callahan, 801-585-9931, [email protected] Co-Author(s): None Abstract: Looking for a little pizzazz for your applets or online applications? Ever thought that you have a great idea for a web-based lesson, but don't know where to start? Let us help you get started. ASPIRE has been creating interactive online labs and lessons for Integrated Science courses since 1997. Creating online content presents many challenges. With new technologies available online, ASPIRE has been able to use traditional production methods and adopted from industry methods and created new techniques to develop immersive labs. In this session, learn how the ASPIRE team creates their lessons from beginning to end. ASPIRE is the educational outreach program for the High Resolution Cosmic Ray Research group at the University of Utah. ASPIRE is funded by the National Science Foundation. Footnotes: None spacer

FN03: An Electronic Fieldtrip Experience "Physics of Baseball" Curriculum Integration spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (323 of 337) [7/30/2004 8:38:33 AM] American Association of Physics Teachers

Location: Union Summit Date: Wednesday, Aug. 4 Time: 2:00 p.m. Author: Michael Dodrill, Burris Laboratory School 765-285-1131, [email protected] Co-Author(s): Nancy Watson, Brian Carr, Jeff Arnett, Jim Sherwood Abstract: I had the great opportunity of working on the Science of the Sandlot: Fastballs, Flips and Physics episode of the Electronic Field Trip series produced by Ball State University. It was the purpose of the teachers to collaborate with the Education Director of the National Baseball Hall Of Fame, his staff, and the production crew from Ball State University to create a grade 6 through grade 12 curriculum to teach physics using baseball. I teach high school physics, and integrating baseball into my physics curriculum was one of the best experiences that I have had with professional development. This paper will discuss the pains and many pleasures of integrating the great sport of baseball into a conceptual based high school physics course. Footnotes: Mike Wolter spacer

FN04: LabWrite: Helping Students Learn Physics by Writing Better Laboratory Reports spacer Location: Union Summit Date: Wednesday, Aug. 4 Time: 2:15 p.m. Author: Michael Carter, North Carolina State University (919) 515-4120, [email protected] Co-Author(s): Miriam Ferzli, Eric Wiebe Abstract: Many scholars in the fields of science writing and writing to learn science have noted a connection between writing and learning. A case in point is the lab report, the major form of writing in physics classes. Lab reports encourage learning not only by inviting students to reflect on what they have done in the lab but also by shaping the laboratory experience through the format of the report itself, guiding students in thinking scientifically about the lab. The problem, though, is how can physics teachers take advantage of the potential of writing to learn in the laboratory setting. This paper describes one solution to this problem: LabWrite, a set of free, online, just-in-time instructional materials that have been shown to significantly enhance science learning (http://labwrite.ncsu.edu). The purpose of this presentation is to introduce LabWrite and to report the findings of studies of LabWrite in lab sections. Footnotes: Sponsored by Robert J. Beichner spacer

FN05: An inquiry-based method for exploring series/parallel capacitor combinations spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (324 of 337) [7/30/2004 8:38:33 AM] American Association of Physics Teachers

Location: Union Summit Date: Wednesday, Aug. 4 Time: 2:30 p.m. Author: Douglas Young, Mercer Univ. 478-301-2704, [email protected] Co-Author(s): None Abstract: The use of batteries and light bulbs as an aid for learning about resistive combinations has a long and venerable history. In this talk, I will present some inquiry-based experiments used at Mercer to explore parallel and series combinations for capacitors. In these experiments, groups of capacitors are charged using a battery and then discharged through a single light bulb. Students measure the length of time the bulb is lit for various combinations of capacitors and compare the time for each combination to the length of time the bulb is lit by a single capacitor. In this manner, the total capacitance of the circuit is determined with respect to a single capacitor. A discussion of the implementation of these experiments, and challenges to student understanding of these experiments, will conclude the talk. Footnotes: None spacer

FN06: A Web-based Tool for the Analysis of Concept Inventory Data spacer Location: Union Summit Date: Wednesday, Aug. 4 Time: 2:45 p.m. Author: Joseph Beuckman, Sothern Illinois Univ. 618-310-1261, [email protected] Co-Author(s): Rebecca S Lindell, Scott V Franklin Abstract: Computing technology now makes possible previously impractical methods of analyzing student assessment data beyond the traditional "total average score" approach. Our new, web-based tool will allow researchers in any location to upload their data and quickly download a complete analysis report. Analyses eventually included with this tool will be basic test statistics, Model Analysis Theory results, concept structure analysis, Traditional Item Analysis, Concentration Item Analysis, pre and post test comparison, including the calculations of gains, normalized change and effect size. The tool currently analyzes data from the Lunar Phases Concept Inventory (LPCI). It will be expanded to analyze data from other commonly utilized concept inventories in the PER community and, eventually, from user-designed and uploaded conceptual domains and inventories. In this poster, we will discuss the development of this analysis tool, as well as present our results to date. Instructors and researchers are encouraged to use the latest version of the analysis tool via our website. Footnotes: None spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (325 of 337) [7/30/2004 8:38:33 AM] American Association of Physics Teachers

FN07: Concept of Force and Newton's Laws - A Cross Disciplinary Approach spacer Location: Union Summit Date: Wednesday, Aug. 4 Time: 3:00 p.m. Author: Zenobia Lojewska, Springfield College 860-668-6922, [email protected] Co-Author(s): John H Gibson Abstract: Project 2061 is the AAAS initiative to reform K-12 science education. " Science for All Americans " outlines what all students should know at certain grade level. Presented lesson plans are in line with "Benchmarks for Science Literacy" and were developed as a collaborative effort of the Physical Education and Mathematics, Physics and Computer Science Departments. Lesson plans designed for the different levels (K-2, 3-5, 6-8, 9-12) contain sport activities. They could be very useful for understanding Newton's Laws of motion. Footnotes: None spacer

FO: AAPT/PERC Bridging Session: Transfer of Learning spacer Location: Union Redwood Date: Wednesday, Aug. 4 Time: 4:00 p.m.-5:30 p.m. Presider: N. Sanjay Rebello, Kansas State Univ. 785-532-1539, [email protected] Co- Rachel Scherr Presiders(s): Equipment: Computer projection (no computer -- must bring own computer), overhead projector & screen spacer

FO01: Is Transfer Ubiquitous or Rare -- New Paradigms for Studying Transfer* spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (326 of 337) [7/30/2004 8:38:33 AM] American Association of Physics Teachers

Location: Union Redwood Date: Wednesday, Aug. 4 Time: 4:00 p.m. Author: Invited - Jose Mestre, Univ. of Massachusetts 413-545-2040, [email protected] Co-Author(s): None Abstract: The term transfer is used in the cognitive literature to mean the application of learning acquired in one context to another context. Studies commonly show lack of transfer, leading some to question whether it happens at all. Others argue that transfer is ubiquitous (e.g., you are transferring your knowledge now to understand this abstract). I will discuss an emerging view of transfer that, rather than focusing on whether some body of knowledge is applied (or not) wholesale to a novel context, focuses on activation and application of knowledge pieces. This view shifts the emphasis from asking "did transfer happen?" to asking questions such as "what knowledge is activated and how does it depend on context?", "what is the nature and dynamic of the activation process, and how reliable is it?" I will provide some examples of the kinds of insights that ensue when transfer studies are analyzed from this new perspective and discuss implications for PER. Footnotes: *Supported by NSF grant #REC-010677. spacer

FO02: Assessing Transfer of Conceptual Understanding spacer Location: Union Redwood Date: Wednesday, Aug. 4 Time: 4:30 p.m. Author: Invited - Karen Cummings Rensselaer Polytechnic Institute/Southern Connecticut State Univ. 203-392-7043, cummingsk2@southernct,.edu Co-Author(s): None Abstract: A project is underway at Rensselaer Polytechnic Institute in which tools and techniques are being developed to assess the transfer of conceptual understanding developed in introductory physics and calculus courses to higher level engineering courses. This project, which is funded under the NSF-CCLI Assessing Student Achievement program, will be described in this talk. The tools under development will be presented as will preliminary data sets. The research on transfer of understanding that informed the project design will be discussed as well. Footnotes: None spacer

FO03: Measuring the Transfer of Mathematical Skills* spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (327 of 337) [7/30/2004 8:38:33 AM] American Association of Physics Teachers

Location: Union Redwood Date: Wednesday, Aug. 4 Time: 5:00 p.m. Author: Invited - Manjula Sharma, Univ. of Sydney 011-61-2-9351-2051, [email protected] Co-Author(s): None Abstract: The development of numeracy and mathematical skills in university science students is essential for success in their studies and future careers. However, anecdotal evidence indicates that a significant number of students demonstrate inadequate mathematical skills when solving discipline specific problems requiring basic mathematics. To better understand this issue, a team of researchers from the University of Sydney have developed and trialled an instrument for measuring the transfer of mathematical skills and knowledge. In this presentation I will present the complex pattern of transfer emerging from our investigations. I will also discuss questions that have arisen and implications for PER. Footnotes: *Supported by a SCIFER grant at the University of Sydney. spacer

OE01: Preregistration Packet Pick-Up spacer Location: Union Lobby Suite Date: Friday, July 30 Time: 6:00 p.m.-7:00 p.m. Abstract: None spacer

OE02: Registration spacer Location: Union Lobby Suite Date: Saturday, July 31 Time: 7:30 a.m.-3:00 p.m. Abstract: None spacer

OE03: Baseball Trip spacer Location: Parking Lot 4 - Offsite to San Francisco Date: Saturday, July 31 Time: 1:00 p.m.-11:30 p.m. Abstract: None spacer

OE04: Registration spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (328 of 337) [7/30/2004 8:38:33 AM] American Association of Physics Teachers

Location: Union Lobby Suite Date: Sunday, Aug. 1 Time: 7:30 a.m.-3:00 p.m. Abstract: None spacer

OE05: Apparatus Competition Set-up spacer Location: Union Delta Suite Date: Sunday, Aug. 1 Time: 9:00 a.m.-4:30 p.m. Abstract: None spacer

OE06: Apparatus Competition Judging spacer Location: Union Delta Suite Date: Sunday, Aug. 1 Time: 6:00 p.m.-9:00 p.m. Abstract: None spacer

OE07: Exhibit Show & Welcome Reception spacer Location: Union Ballroom II & III Date: Sunday, Aug. 1 Time: 7:00 p.m.-9:00 p.m. Abstract: None spacer

OE08: High School Share-a-thon spacer Location: Union Hinde Auditorium Date: Sunday, Aug. 1 Time: 8:00 p.m.-9:30 p.m. Abstract: None spacer

OE09: Registration spacer Location: Union Lobby Suite Date: Sunday, Aug. 1 Time: 6:30 p.m.-9:30 p.m. Abstract: None spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (329 of 337) [7/30/2004 8:38:33 AM] American Association of Physics Teachers

OE10: First Timers Gathering spacer Location: Union Summit Date: Monday, Aug. 2 Time: 6:45 a.m.-7:45 a.m. Abstract: None spacer

OE12: Morning snacks & Posters I spacer Location: Union Ballroom II & III Date: Monday, Aug. 2 Time: 9:00 a.m.-10:00 a.m. Abstract: None spacer

OE14: High School Physics Photo Contest spacer Location: Union Lobby Date: Monday, Aug. 2 Time: 7:30 a.m.-5:30 p.m. Abstract: None spacer

OE15: TYC Resource Room spacer Location: Union Valley Suite Date: Monday, Aug. 2 Time: 9:00 a.m.-5:00 p.m. Abstract: None spacer

OE16: Apparatus Competition/PIRA & History/Philosophy Resource Room spacer Location: Union Delta Suite Date: Monday, Aug. 2 Time: 9:00 a.m.-5:00 a.m. Abstract: None spacer

OE17: Exhibits open to public spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (330 of 337) [7/30/2004 8:38:33 AM] American Association of Physics Teachers

Location: Union Ballroom II & III Date: Monday, Aug. 2 Time: 10:00 a.m.-1:30 p.m. Abstract: None spacer

OE18: Afternoon snacks & Posters I spacer Location: Union Ballroom II & III Date: Monday, Aug. 2 Time: 3:00 p.m.-4:00 p.m. Abstract: None spacer

OE19: Exhibit Show spacer Location: Union Ballroom II & III Date: Monday, Aug. 2 Time: 3:00 p.m.-5:00 p.m. Abstract: None spacer

OE21: Star Gazing at CSU spacer Location: Amador Hall Observatory, 4th floor roof Date: Monday, Aug. 2 Time: 9:00 p.m.-11:00 p.m. Abstract: None spacer

OE22: Registration spacer Location: Union Lobby Suite Date: Tuesday, Aug. 3 Time: 7:30 a.m.-4:00 p.m. Abstract: None spacer

OE23: Morning snacks & Posters II spacer Location: Union Ballroom II & III Date: Tuesday, Aug. 3 Time: 9:00 a.m.-10:00 a.m. Abstract: None spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (331 of 337) [7/30/2004 8:38:33 AM] American Association of Physics Teachers

OE24: Exhibit Show spacer Location: Union Ballroom II & III Date: Tuesday, Aug. 3 Time: 9:00 a.m.-1:30 p.m. Abstract: None spacer

OE25: TYC Resource Room spacer Location: Union Valley Suite Date: Tuesday, Aug. 3 Time: 9:00 a.m.-5:00 p.m. Abstract: None spacer

OE26: Apparatus Competition/PIRA & History/Philosophy Resource Room spacer Location: Union Delta Suite Date: Tuesday, Aug. 3 Time: 9:00 a.m.-5:00 p.m. Abstract: None spacer

OE27: H.S. Physics Photo Contest spacer Location: Union Lobby Date: Tuesday, Aug. 3 Time: 7:30 a.m.-9:00 p.m. Abstract: None spacer

OE28: Exhibits open to public spacer Location: Union Ballroom II & III Date: Tuesday, Aug. 3 Time: 10:00 a.m.-1:30 p.m. Abstract: None spacer

OE29: CSU Physics Department Tours spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (332 of 337) [7/30/2004 8:38:33 AM] American Association of Physics Teachers

Location: See sign-up sheet onsite Date: Tuesday, Aug. 3 Time: 12:00 p.m.-2:00 p.m. Abstract: None spacer

OE30: Afternoon snacks & Posters II spacer Location: Union Ballroom II & III Date: Tuesday, Aug. 3 Time: 3:00 p.m.-4:00 p.m. Abstract: None spacer

OE31: Exhibit Show spacer Location: Union Ballroom II & III Date: Tuesday, Aug. 3 Time: 3:00 p.m.-5:00 p.m. Abstract: None spacer

OE32: Registration spacer Location: Union Lobby Suite Date: Wednesday, Aug. 4 Time: 7:30 a.m.-4:00 p.m. Abstract: None spacer

OE33: Great Book Giveaway & Announcements of contest winners spacer Location: Union Ballroom II Date: Wednesday, Aug. 4 Time: 8:00 a.m. Abstract: None spacer

OE34: Morning snacks & Posters III spacer Location: Union Ballroom II Date: Wednesday, Aug. 4 Time: 8:00 a.m.-9:00 a.m. Abstract: None spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (333 of 337) [7/30/2004 8:38:33 AM] American Association of Physics Teachers

OE35: TYC Resource Room spacer Location: Union Valley Suite Date: Wednesday, Aug. 4 Time: 9:00 a.m.-1:00 p.m. Abstract: None spacer

OE36: Apparatus Competition/PIRA & History/Philosophy Resource Room spacer Location: Union Delta Suite Date: Wednesday, Aug. 4 Time: 9:00 a.m.-1:00 p.m. Abstract: None spacer

OE37: Registration spacer Location: Union Lobby Suite Date: Monday, Aug. 2 Time: 7:30 a.m.-4:00 p.m. Abstract: None spacer

OE38: Exhibit Show spacer Location: Union Ballroom II & III Date: Monday, Aug. 2 Time: 9:00 a.m.-1:30 p.m. Abstract: None spacer

OE39: AAPT Picnic & Demo Show spacer Location: offsite at PASCO Date: Monday, Aug. 2 Time: 6:00 p.m.-9 p.m. Abstract: None spacer

SUN: SPS/AAPT Student Poster Reception spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (334 of 337) [7/30/2004 8:38:33 AM] American Association of Physics Teachers

Location: Union Orchard Date: Sunday, Aug. 1 Time: 5:30 p.m.-7:00 p.m. Author: TBA Co-Author(s): None Abstract: None spacer

SUN01: Applied Cross-Discipline Undergraduate Research Through Corporate Sponsorship* spacer Location: Union Orchard Date: Sunday, Aug. 1 Time: 5:30 p.m. Author: Poster - Orion Davies, California State Univ., Chico 530-893-3290, [email protected] Co-Author(s): None Abstract: Research into the extermination of pathogens with laser radiation by means of a tunable carbon dioxide laser is employing undergraduate students at California State University, Chico. The poster will present the educational benefits and research experience provided to the involved students by integrating corporate sponsored research into the extracurricular fold. Details of the project will be discussed including, laser operation, optical design, differential absorption analysis, and bacterial culturing. Footnotes: *Supported in part by Advanced Light Technologies LLC **Sponsored by Xueli Zou. spacer

SUN02: Toy Blocks and Rotational Physics spacer Location: Union Orchard Date: Sunday, Aug. 1 Time: 5:30 p.m. Author: Poster - Isabel Jully, Loyola Marymount Univ. 714-943-3469, [email protected] Co-Author(s): Gabriele U. Varieschi Abstract: In this poster we summarize the theory of the "falling chimney," which deals with the breaking of tall structures in mid-air, when they fall to the ground. We describe how to reproduce these effects using small- scale models built with toy blocks. We also present an improved and more effective way to perform and analyze these interesting experiments, by using video capture software together with a digital video camera. Footnotes: *Sponsored by Gabriele Varieschi. spacer

SUN03: Molecular Hydrogen Emission Features Within the Rosette Molecular Cloud

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (335 of 337) [7/30/2004 8:38:33 AM] American Association of Physics Teachers

spacer Location: Union Orchard Date: Sunday, Aug. 1 Time: 5:30 p.m. Author: Poster - Jason Ybarra, California State Univ., Sacramento 916-446-1704, [email protected] Co-Author(s): Randy L. Phelps Abstract: A recent optical survey of the Rosette Molecular Cloud (RMC) has revealed many [SII] emission features in and around embedded clusters. Using near-infrared molecular hydrogen (H2) observations obtained with the Lick Observatory 3-meter telescope, we have discovered molecular hydrogen emission features that are spatially coincident with the [SII] emission features in the RMC. 2MASS data is used to identify possible young stellar objects (YSOs) that may be responsible for the emission. The spatial relationships between the YSOs, [SII] features and the newly detected near-infrared emission features, and the significance of these detections, will be discussed. Footnotes: None spacer

SUN04: Recursive mentoring: A graduate-student led program for physics majors spacer Location: Union Orchard Suite Date: Sunday, Aug. 1 Time: 5:30 p.m. Author: Poster - Edward Price Ctr. for Teaching Development, Univ. of California-San Diego 619 594 0424, [email protected] Co-Author(s): Paul C Whitford, Chris Schroeder Abstract: We report on a mentoring program designed for undergraduate physics majors and implemented using an integrated approach that accomplishes multiple goals with low incremental cost. Partially in response to the SPIN-UP report*, a program was initiated to better integrate physics majors? into the physics department and extend their undergraduate preparation beyond coursework. The program was developed in consultation with local Society of Physics Students (SPS) members and offered under the auspices of UCSD?s SPS chapter. Program activities were designed and conducted by physics graduate student participants in UCSD?s Preparing Future Physics Faculty program, which itself is a mentoring program for physics graduate students. Thus, organizing the undergraduate mentoring program served as a practical and self-reflective experience for the graduate students involved. In this poster we describe the program, its outcomes, and the benefits of an integrated and recursive approach to mentoring. Footnotes: *National Task Force on Undergraduate Physics report on the Strategic Programs for Innovations in Undergraduate Physics project. http://www.aapt.org/Projects/ntfup.cfm spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (336 of 337) [7/30/2004 8:38:33 AM] American Association of Physics Teachers

SUN05: 2004 Analysis of comPADRE Resources spacer Location: Union Orchard Suite Date: Sunday, Aug. 1 Time: 5:30 p.m. Author: Poster - Allison Gregg, AAPT 301-209-3300, [email protected] Co-Author(s): None Abstract: ComPADRE is a web-based network of collections designed for faculty and students to find and share Physics and Astronomy teaching and learning resources. In the summer of 2004, an analysis was conducted to examine the content and structure of the comPADRE resource database. The classification of materials by topic, grade level, and usage was studied. Our findings include large amounts of resources within general categories and few resources in others. The specific findings and recommendations for balance are discussed. Footnotes: Sponsored by Gary White spacer

SUN06: Using Students' Preconceptions to Improve upon CcurricularMmaterials spacer Location: Union Orchard Suite Date: Sunday, Aug. 1 Time: 5:30 p.m. Author: Poster - Frances A. Mateycik, Rensselaer Polytechnic Institute 203-249-1760, [email protected] Co-Author(s): None Abstract: The Science of Information Technology (ScIT) is a course at Rensselaer introducing students to the physics underlying IT. We are currently expanding the online curriculum to facilitate widespread use beyond the Rensselaer course. As part of the development of the prototype module, we are assessing students' understanding of total internal reflection (TIR) and optical fibers through the use of clinical interviews. Findings drawn from these interviews are used both to check whether the revised materials address students' preconceptions and to develop a multiple-choice diagnostic tool. We have piloted the diagnostic questions on TIR and optical fibers with three different groups of physics students. We will present aspects of the conceptual and methodological findings and discuss how we are using these findings to refine both the curricular materials and the diagnostic questions. Footnotes: None spacer

http://www.aapt.org/scheduler/129th/results.cfm?Cat=Day&Day=Entire&Type=Session (337 of 337) [7/30/2004 8:38:33 AM]