final-program-12-23-14-3

Monday afternoon
The principles we teach in physics are embodied in all modern
technology, perhaps none so abundantly as in the smartphone. In
addition to the basic communication functions requiring radiowave
and acoustic transceivers, the smartphone is literally packed full of
sensors, most of which measure physical parameters which make
possible useful applications. Examples of sensors include acceleration,
rotation, magnetic field, light, and even the presence of the human
body near the display. Ambient environmental parameters including
temperature, atmospheric pressure, and humidity are also being
seriously considered for future implementation. This presentation
will identify the physics which underpins many of the sensors found
in smartphones. It will relate the physics to the physical structure and
function of the actual sensors within the phone. It will suggest ways to
introduce these sensors into the relevant topics within the introductory
and advanced courses of our curriculum, and present several
examples of introductory laboratories which help to reveal the physical
principles behind smartphone sensors.
PST2B07: 8:30-9:15 p.m. Using Clickers for Active Learning in
Small-to-medium-sized (30-50 students) Classes
Poster – Naresh Sen, California Polytechnic State University (Cal Poly,)
1 Grand Ave., Department of Physics, San Luis Obispo, CA 93407;
nsen1343@gmail.com
Physics education research (PER) shows that student understanding
of concepts is enhanced when students are actively engaged in the
classroom. In the classroom, student engagement can be facilitated by
positing conceptual questions that students discuss in small groups
and respond individually using “clickers.” A common setting in which
clickers are used is large-enrollment courses, typically more than 100
students. However, clickers can be used just as effectively in smaller
classes with 30-50 students. This poster discusses the author’s use of
clickers in introductory physics courses in such small classes. Examples
of student response histograms show that even in these classes,
clickers can be used effectively to get students engaged and to serve
as launching pads for extended discussions when appropriate. Thus,
clickers can be effective in classes of almost all sizes that are typical of
introductory physics courses at most educational institutions.
PST2B08: 8:30-9:15 p.m. Active Engagement Materials for
Nuclear and Particle Physics Courses
Poster – Jeff Loats, Metropolitan State University of Denver, Physics
Department, CB 69 1201 5th St., Denver, CO 80212; jeff.loats@gmail.
com
Ken Krane, Oregon State University
Cindy Schwarz, Vassar College
20+ years of Physics Education Research has yielded a variety of research-based
instructional strategies for use in introductory courses.
Putting those techniques to use in upper-division courses presents a
time and energy barrier that is daunting to most physics faculty. In
this NSF-TUES grant we have developed hundreds of active engagement
items for nuclear and particle physics in a handful of categories.
These materials are currently being tested and reviewed. We will present
examples of these materials, including: a) Conceptual discussion
questions for use with Peer Instruction; b) warm-up questions for use
with Just in Time Teaching, c) ‘Back of the Envelope’ estimation questions
and small-group case studies that will incorporate use of nuclear
and particle databases, as well as d) conceptual exam questions. Visit
bit.ly/subatomicgrant to see our materials or get in contact.
PST2B09:
9:15-10 p.m. Using Narratives to Enhance Critical
Thinking Skills in Introductory Classes
Poster – William L. Schmidt, Meredith College, 3800 Hillsborough St.,
Raleigh, NC 27607-5298; schmidtw@meredith.edu
Kathleen Foote, North Carolina State University
Studies in the past few decades have shown that traditional methods
of problem solving may not be the best approach for developing
problem-solving skills and critical thinking in introductory physics
courses. To develop critical thinking and communication skills necessary
for problem solving, we had students write multiple narratives
80
over the course of the semester, describing in detail how they solve
complex real-world problems. The narratives require students to think
critically about the problem-solving process and “tell a story” about
each problem in their own words. Sophistication of the narratives was
compared during the semester to investigate development of critical
thinking skills. We administered the CLASS as an epistemological
pre- and post- assessment tool to investigate attitudes and approaches
to problem solving. Emphasizing the problem-solving story in
conjunction with the final answer puts students at a higher level of
problem-solving accountability and mastery.
Labs/Apparatus
PST2C01:
8:30-9:15 p.m. Refractive Index of Transparent
Substances Using a Home Tool: The Laser Meter
Poster – Romulo Ochoa, The College of New Jersey, 2000 Pennington
Rd., Ewing, NJ 08628; ochoa@tcnj.edu
Richard Fiorillo, Cris R. Ochoa, The College of New Jersey
Laser distance meters can be purchased at hardware stores or online
for under $100. They are commonly used in home improvement projects.
Although intended to measure distances, we have adapted them
to measure index of refraction of liquids and transparent solids. The
laser meter uses the accepted value of the speed of light in vacuum
to determine distances based on the phase shift between an internal
reference and an outgoing beam that is reflected back to the device.
Given that light slows through media, such as water or glass, the laser
meter is “tricked” into displaying a longer apparent distance when
measuring a length of a transparent material as compared to the same
length of air. A simple ratio of the two distances results in the index
of refraction of the substance. Measured values for sugar solutions
and glasses are in excellent agreement with accepted values for these
substances.
PST2C02:
9:15-10 p.m. A Low-Cost Arduino-Compatible
Instrument for Resonance Studies
Poster – Jeffrey R. Groff, Shepherd University, PO Box 5000, Shepherdstown,
WV 25443-5000; jgroff@shepherd.edu
Sytil Murphy Shepherd University
An Arduino-compatible microcontroller with an on-board timer
configured to generate audio-frequency square waves provides a
low-cost alternative to a function generator for driving a speaker
for resonance experiments. The hardware and software components
of this apparatus are described, and the apparatus is demonstrated
by calculating the speed of sound via a study of resonance in an air
column. In addition, data from a lab for non-science majors using this
system is presented.
PST2C04: 9:15-10 p.m. Magic Eggs: Magnetism at Any Level of
Sophistication
Poster – Martin G. Connors, Athabasca University 11560 80 Avenue
Edmonton, AB T6G 0R9 Canada martinc@athabascau.ca
Mark Freeman, University of Alberta
Farook Al-Shamali, Athabasca University
Brian Martin, King’s University
The concept of a dipole field is of basic importance in electromagnetism,
but poses conceptual difficulties for students, which may in particular
underlie the difficulties in teaching about magnetism. “Magic
Eggs” are strongly magnetized, cm-scale spheres often sold as toys. At
a low level of sophistication, they allow exploration of many aspects
of magnetism, including the ideas of attraction and poles. With
progressing levels of knowledge of physics, they can help illuminate
concepts ranging from the nature of fields in space to the properties of
magnetic materials. A uniformly magnetized sphere has the external
field of an ideal dipole despite being a macroscopic object. Quantitative
measurements that are easily done with inexpensive apparatus
allow a link to be made between theory and measurement that is
particularly instructive and satisfying.
WINTER MEETING
JANUARY 3-6
2015
SAN DIEGO, CA