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Monday morning 64 Session DD: Single Photon Detectors DD01: Location: Nautilus Hall 3 Sponsor: Committee on Apparatus Date: Monday, January 5 Time: 11 a.m.–12:10 p.m. Presider: Gabe Spalding 11-11:30 a.m. The Weirdness of Quantum Mechanics, One Photon at a Time Invited – Theresa W. Lynn, Harvey Mudd College, 301 Platt Blvd., Claremont, CA 91711-5990; lynn@hmc.edu Richard Haskell, Harvey Mudd College Spontaneous parametric down conversion provides a simple and affordable source of entangled photon pairs, and single-photon counting modules are increasingly affordable tools for detecting individual photons with high efficiency. These technologies allow undergraduates to gain hands-on experience with some of the most important —and strangest—aspects of quantum mechanics. Using entangled photon pairs as a source of heralded single photons, students demonstrate that light is quantized by observing anticoincidence between photon counts on the two output ports of a beam splitter. Then, replacing the simple beam splitter with a Mach-Zehnder interferometer, students observe single photons interfering with themselves! The interference is destroyed by which-way information but revived when which-way information is “erased,” demonstrating a quantum eraser. Finally, by measuring the polarizations of entangled photon pairs, students observe the violation of local realism in quantum mechanics. An hour’s worth of data easily violates Bell’s inequality by more than 100 standard deviations. DD02: 11:30 a.m.-12 p.m. Photon Counting Instrumentation in Quantum Optics and Nano-Optics Teaching Laboratory* Invited – Svetlana G. Lukishova, The Institute of Optics, University of Rochester, 275 Hutchison Road, Rochester, NY 14627-0186; lukishova@gmail.com I will outline my experience of using single-photon counting avalanche photodiode modules (Perkin Elmer) and low-light level, cooled EM-CCD cameras of Andor Technology in undergraduate teaching experiments on quantum optics and nano-optics. We developed four teaching laboratory experiments on generation and characterization of single and entangled photons: Lab. 1. Quantum entanglement and Bell’s inequalities. Polarization and angular momentum of light. Discussion of quantum cryptography, quantum teleportation and quantum computing; Lab. 2. Single-photon interference (Young’s double slit and Mach-Zehnder interferometers), quantum eraser. Low-light level EM-CCD cameras and sources of noise. Lab. 3 Single-photon source: Confocal microscope imaging of single-emitter fluorescence, atomic force microscope imaging of nano-emitter topography. Nanoplasmonics, photonic bandgap materials and metamaterials. Lab. 4. Single-photon source: Hanbury Brown and Twiss setup. Photon antibunching. Single-photon counting avalanche photodiode modules. Electronics for photon counting instrumentation. *This activity was supported by four NSF Grants (Material-Research-Instrumentation, CCLI Phase I, CCLI Phase II, NUE program). DD03: 12-12:10 p.m. Quantum Mechanical Ghost Interference Contributed – David P. Jackson, Dickinson College, Department of Physics, Carlisle, PA 17013-2896; jacksond@dickinson.edu Quantum-mechanical ghost interference is a phenomenon in which a double-slit interference pattern is observed without sending light through a double-slit aperture. This phenomenon makes use of a source of entangled photons that produces two beams of light (the signal and idler beams). When placing a double-slit aperture in the signal beam, an interference pattern is not observed in the signal beam unless the signal and idler beams are observed in coincidence. DE01: Remarkably, an interference pattern can also be observed in the idler beam even though the double-slit aperture is in the signal beam. In this talk I will give a brief overview of our attempt to perform such an experiment with undergraduate students. Session DE: Mentoring Newly Graduated Teachers to Improve Retention Location: Nautilus Hall 4 Sponsor: Committee on Teacher Preparation Date: Monday, January 5 Time: 11 a.m.–12:40 p.m. Presider: David Rosengrant 11-11:30 a.m. Addressing Early Career Physics Teacher Attrition by Developing Professional Vision Invited – Gregory Rushton, Kennesaw State University, 1000 Chastain- Road #1203, Kennesaw, GA 30144-5591; grushton@kennesaw.edu Brett Criswell University of Kentucky David Rosentgrant, Michelley Dean, Justin Polizzi, Kennesaw State University Through a five-year, NSF supported professional development program that seeks to recruit, prepare and retain STEM professionals in secondary physics teaching careers, we are studying how the formation of their professional identity influences their dispositions towards implementing reform-based practices and their decision to remain in the K12 profession. We have been developing intentional experiences during the pre-service and induction phases using Gee’s identity framework and Goodwin’s notion of professional vision as the lenses through which we see the teachers’ development as competent and active members of the teaching community of practice. Herein we describe the theory base for our study, the research methods for studying the teachers’ identity formation and progress, and the nature of the professional development experiences that we hope will positively impact their views of using research-based practices in their classrooms and their choice with respect towards remaining in the career for an extended period of time. DE02: 11:30 a.m.-12 p.m. Friday Night Physics: Learning Communities to Improve Teacher Retention Invited – Danielle Buggé, Rutgers University, 10 Seminary Place, New Brunswick, NJ 08901-1183; danielle.bugge@gse.rutgers.edu Eugenia Etkina. Rutgers University A feeling if isolation is one of the reasons for teachers to leave the profession. Thus a strong physics teacher preparation program should not only prepare pre-service teachers to implement high-quality instruction but must also support them after graduation. A community of graduates can help provide this support naturally. Experienced teachers share experiences with the new teachers, the new teachers provide a constant support of energy and enthusiasm and both groups grow together solving common problems. What does it take to create and sustain such community What effects does it have on the participants The goal of this talk is to answer these questions and to provide helpful hints for those who are interested in organizing similar communities. DE03: 12-12:30 p.m. Collaborative PER as a Form of Teacher Induction and Mentoring* Invited – Emily Quinty, University of Colorado Boulder, 249 UCB Boulder, CO 80309-0249; emily.quinty@gmail.com Valerie K. Otero The Teacher Research Teams model improves teacher retention by increasing job satisfaction through the intellectually engaging activity WINTER MEETING JANUARY 3-6 2015 SAN DIEGO, CA
of working with other researchers to investigate difficult problems of practice. The model provides opportunities and support for engaging in collaborative, publishable, discipline-based education research. These research experience also: (a) provide teachers with the skills necessary to advocate for themselves regarding the instructional decisions they make, especially when dealing with parents, administrators, and colleagues and (b) is a form of scholarly professional development since teachers induce principles about effective practice from their research. Since prospective teachers also serve on these teams, the experience is a progressive model for teacher preparation. Three Physics Research Teams are currently field-testing the Physics and Everyday Thinking-High School Curriculum and studying its implementation and class participation. We are investigating teacher learning and teacher preparation throughout this process. Our project will be described and our preliminary results will be discussed. *This work is partially funded by the Gill Foundation and NSF Grant #1340083, 1240073, 0934921 DE04: 12:30-12:40 p.m. Fifteen Years of Success from the Exploratorium’s Leadership Program Contributed – Marc ‘Zeke’ Kossover, Exploratorium, Pier 15/17, Suite 100 San Francisco, CA 94116 zkossover@exploratorium.edu The Exploratorium’s Beginning Teacher and Leadership Programs have been training teachers new to the profession since 1998. The program has several components from three weeks of training for coaches and mentors, three weeks of pedagogy and content training for new teachers, mentor meetings during the academic year, observations from coaches in the classroom of the beginning teachers, an exclusive email list to get help, and ongoing pedagogy and content workshops for teachers’ entire careers. We find that this whole teacher approach helps to decrease attrition, rapidly develop teaching skills, and create solid content knowledge that is passed on to students. Further, it creates a corps mentors that help teachers outside our program. Session DF: Interactive Lecture Demonstrations – What’s New ILDs Using Clickers and Video Analysis Location: Nautilus Hall 5 Sponsor: Committee on Research in Physics Education Co-Sponsor: Committee on Educational Technologies Date: Monday, January 5 Time: 11 a.m.–12 p.m. Presider: Priscilla Laws DF01: 11-11:30 a.m. Interactive Lecture Demonstrations: Active Learning in Lecture Including Clickers and Video Analysis Invited – David Sokoloff, University of Oregon, Department of Physics, Eugene, OR 97403-1274; sokoloff@uoregon.edu Ronald K. Thornton, Tufts University The results of physics education research and the availability of microcomputer-based tools have led to the development of the Activity Based Physics Suite. 1 Most of the Suite materials are designed for hands-on learning, for example student-oriented laboratory curricula such as RealTime Physics. One reason for the success of these materials is that they encourage students to take an active part in their learning. This interactive session will demonstrate “through active audience participation” Suite materials designed to promote active learning in lecture—Interactive Lecture Demonstrations (ILDs), 2 including those using clickers and video analysis. 1. E.F. Redish, Teaching Physics with the Physics Suite (Wiley, Hoboken, NJ, 2004). 2. David R. Sokoloff and Ronald K. Thornton, Interactive Lecture Demonstrations (Wiley, Hoboken, NJ, 2004). January 3–6, 2015 DF02: 11:30 a.m.-12 p.m. Interactive Lecture Demonstrations: Effectiveness in Teaching Concepts Invited – Ronald K. Thornton, Tufts University, 4 Colby St., Medford, MA 02155; ronald.thornton@tufts.edu David R. Sokoloff. University of Oregon The effectiveness of Interactive Lecture Demonstrations (ILDs) in teaching physics concepts has been studied using physics education research based, multiple-choice conceptual evaluations. 1 Results of such studies will be presented, including studies with clicker ILDs. These results should be encouraging to those who wish to improve conceptual learning in their introductory physics course. 1. David R. Sokoloff and Ronald K. Thornton, “Using Interactive Lecture Demonstrations to Create an Active Learning Environment,” Phys. Teach. 35, 340 (1997). 1. David R. Sokoloff and Ronald K. Thornton, “Using Interactive Lecture Demonstrations to Create an Active Learning Environment,” Phys. Teach. 35, 340 (1997). Session DG: Writing in Physics Location: Seabreeze 1-2 Sponsor: Committee on Laboratories Co-Sponsor: Committee on Physics in Undergraduate Education Date: Monday, January 5 Time: 11 a.m.–12:30 p.m. Presider: Andy Dawes DG01: 11-11:30 a.m. Discourse Communities as a Framework for Writing in Physics Invited – Heather M. Whitney, Wheaton College, 501 College Ave., Wheaton, IL 60187; heather.whitney@wheaton.edu James Beitler, Wheaton College Writing assignments in upper-level physics courses can be a refreshing way for students to more fully engage with the material, but these assignments must have careful construction for the greatest efficacy. Connecting with your institution’s writing program can be a fruitful partnership that gives students the opportunity to transfer learning between fields. We present our experience with framing student writing in an upper-level analytical mechanics course around the framework of discourse communities, and compare student achievement of learning outcomes both with and without this framework. DG02: 11:30 a.m.-12 p.m. Writing as a Means to Provide a Meaningful Classroom Experience Invited – Calvin S. Kalman, Physics Department, Concordia University, 7141 Sherbrooke St., W. Montreal, QC H4B 1R6 Canada; calvin. kalman@concordia.ca Writing can be used before students enter the classroom to enable them to try and understand the textbook as much as possible. If students also try problems in addition to writing, the classroom can become a place of interaction between students and the instructor. Writing can also be used after the class has taken place. Students can explore concepts to get a deep understanding. Our research (http:// reflectivewriting.concordia.ca/) has shown that using writing, students can change their way of learning physics and can do better on traditional problem-solving examinations. DG03: 12-12:30 p.m. The Conference Paper as an Alternative Assessment Tool in Physics Invited – Teresa L. Larkin, American University, 4400 Massachusetts Ave. NW, Washington, DC 20016-8058; tlarkin@american.edu The pedagogical value of a writing-based approach to learning has been widely documented. This presentation will describe a writingintensive alternative model for assessment of student learning in introductory physics. A second-level course at American University provides the setting for this work. Students are exposed to all aspects of preparing a professional conference paper that they present at the 65 Monday morning
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