final-program-12-23-14-3

Tuesday morning
how physical theories are constructed and tested, to get a sense for
what is currently on the forefront of physics, and to see what majoring
in physics might be like. I will discuss trials, errors, and successes.
GE04: 10-10:10 a.m. Outcomes of Learning Undergraduate
Physics Through a Transdisciplinary Science Program
Contributed – Scot A.C. Gould, W.M. Keck Science Department of
Claremont McKenna, Pitzer & Scripps 925 N. Mills Ave., Claremont, CA
91711-5916; sgould@kecksci.claremont.edu
AISS, Accelerated Integrated Science Sequence, is an honors-based
yearlong, transdisciplinary double course for students majoring in the
natural sciences at the W.M. Keck Science Department of Claremont
McKenna, Pitzer, and Scripps colleges. AISS integrates topics from introductory
biology, chemistry, physics, calculus and computer science.
We report on how we have incorporated the principles of physics into
AISS in relation to these other disciplines, and describe the pedagogical
modifications we have made to our regular physics program in
response to what we have learned from teaching this transdisciplinary
course. Outcomes of AISS include: students and faculty in the life
sciences are more likely to approach problems using statistical physics
methods, and physics/biophysics majors are more likely to participate
in internships or attend graduate school in non-physics disciplines.
Since the inception of AISS, the number of students majoring in physics
or biophysics has nearly quadrupled.
GE05: 10-10:20 a.m. A Course and Textbook on Physical Models
of Living Systems*
Contributed – Phil Nelson, University of Pennsylvania, Physics DRL /
209 South 33d St., Philadelphia, PA 19104; nelson@physics.upenn.edu
I’ll describe an intermediate-level course on “Physical Models of Living
Systems.” The only prerequisite is first-year university physics and
calculus. The course is a response to rapidly growing interest among
undergraduates in several science and engineering departments.
Students acquire several research skills that are often not addressed in
traditional courses: * Basic modeling skills * Probabilistic modeling
skills * Data analysis methods * Computer programming using
a general-purpose platform like MATLAB or Python * Dynamical
systems, particularly feedback control. These basic skills, which are
relevant to nearly any field of science or engineering, are presented
in the context of case studies from living systems, including: * Virus
dynamics * Bacterial genetics and evolution of drug resistance *
Statistical inference * Superresolution microscopy * Synthetic biology
* Naturally evolved cellular circuits. Publication of a new textbook by
WH Freeman and Co. is scheduled for December 2014.
*Work supported in part by National Science Foundation EF -0928048 and
DMR-0832802, and by WH Freeman and Company.
GF01:
Session GF: Effective Practices in
Educational Technology
Location: Harbor Island 1
Sponsor: Committee on Educational Technologies
Date: Tuesday, January 6
Time: 8:30–10:20 a.m.
Presider: Fran Mateychik
8:30-8:40 a.m. A Few Ideas for Using Smart Phones as
Data Collection Devices
Contributed – Kyle Forinash, Indiana University Southeast, Natural Sciences,
4201 Grant Line Rd., New Albany, IN 47150; kforinas@ius.edu
Ray Wisman, Indiana University Southeast
We will discuss some introductory physics laboratory exercises using
smart phones as data collection devices. Example exercises include
the use of the accelerometer, magnetometer, and microphone. We also
show a simple external headset circuit that extends the smart phone
capabilities for photo gate timing and other data collection. The smart
phone apps are adaptable for other exercises, performing data collection
and analysis entirely on the smart phone using a spreadsheet that
88
GF02:
can also be downloaded to a computer. The reaction to this approach
at recent workshops in Argentina was very positive.
8:40-8:50 a.m. Measure the Speed of Sound with an
iPhone
Contributed – William H. Fenton, The Hotchkiss School, 11 Interlaken
Rd., Lakeville, CT 06039-2130; wfenton@hotchkiss.org
Jack Humphries, The Hotchkiss School
The one piece of lab equipment that students always bring to class is
the iPhone (or similar smartphone). They use them for video analysis,
calculations, timing and linear measurement. I will describe and
demonstrate a method for determining the speed of sound with only
an iPhone and a video analysis app.
GF03:
8:50-9 a.m. Becoming Scientists Through Video Analysis
Contributed – Hwee Tiang Ning, MOE Singapore, Blk 669 Jalan Damai
#14-57, 410669 Singapore; ninght2013@hotmail.co.uk
This sharing highlights how the Tracker Video Analysis and Modeling
Tool is used as a pedagogical tool in the effective learning and teaching
of kinematics of a falling ball to grade 9 students in a Singapore
classroom. Implemented with an inquiry-based approach, lessons
facilitated varied opportunities involving students in active learning—obtain
real data, engage in evidence-based discussions, make
inferences, and create a model to explain how the physical world
works, in their technology-enabled environment. Students improved
in sense-making and relating abstract physics concepts to real life.
This work stems from a project collaboration (of four schools and
education technology department) aim to encourage students to learn
while behaving like scientists, aligned with the K12 science education
framework. It has afforded teachers professional learning experiences,
to be reflective and lead in their teaching practices.
GF04:
9-9:10 a.m. Circular Motion: An Online Interactive Video
Vignette
Contributed – Priscilla W. Laws, Dickinson College, Department of Physics
& Astronomy, Carlisle, PA 17013 ;lawsp@dickinson.edu
Catrina Hamilton-Drager, David P. Jackson, Patrick J. Cooney, Dickinson
College
Robert Teese, Rochester Institute of Technology
Members of the LivePhoto Physics Group have been creating and
conducting educational research on a series of Interactive Video
Vignettes (IVVs) involving introductory physics topics. Vignettes are
designed for web delivery as short, ungraded exercises to supplement
textbook reading, or serve as pre-lecture or pre-laboratory activities.
Each Vignette includes videos of a physical phenomenon, invites the
student to make predictions, complete observations and/or analyses,
and, finally, compare findings to the initial prediction(s). A new Vignette
on Circular Motion will be shown, and the speaker will present
results of preliminary research on student learning associated with its
use. (NSF #1122828 & #1123118).
GF05:
9:10-9:20 a.m. Online Team Homework for Solving
Numerical Problem Sets*
Contributed – Thomas Gredig, California State University, Long Beach,
Department of Physics and Astronomy, Long Beach, CA 90840-9505;
thomas.gredig@csulb.edu
Many introductory physics textbooks minimize problem sets that require
numerical computation due to its inherent complexity. Problems
that include ball trajectories that take into account air friction and
the electrical fringe field of capacitors are treated qualitatively, even
though the methods to compute them numerically are presented in
principle. Here, we show how students in introductory physics courses
work out numerical problem sets using an online discussion forum.
The unique part of the forum is how the teams are formed and its
members are structured, so that they perform specific tasks. The other
feature investigated is an integrated presentation platform that allows
WINTER MEETING
JANUARY 3-6
2015
SAN DIEGO, CA