6th Annual Spring Meeting
The North Carolina School of Science & Mathematics Durham, NC
March 16-17, 2001

Program

Friday Evening, March 16, 2001

6:30 8:30 Registration Friedrick Educational Technology Complex Box Office

7:00 Welcome to NCSSM Dr. Steve Warshaw, Director of Academic Programs

7:05 8:55 Physics and Magic
Dave Wall, City College of San Francisco, www.fizziker.com , B.S., Wichita University; M.S., George Washington University, has been teaching physics at the City College of San Francisco for the last 30 years and enjoys using the performance strategies of a magician in teaching his physics classes. He specializes in teaching a preparatory course for students who did not take physics in high school. He is the co-author of the most widely used textbook at that level.

9:00 Social Hour Lobby of the auditorium
Take advantage of this opportunity to view antique optical toys and instruments in the mezzanine with Loren Winters as host.

10:00 Two-Year College Group Meets

Saturday Morning, March 17, 2001

8:00 Nuclear Physics for Accountants - A Different Way to Introduce Nuclear Physics Ideas
Hugh Haskell, NC School of Science and Mathematics, hhaskell@pop.mindspring.com

Cliff Swartz said some years ago "One of the pleasures of studying physics is that some of the simplest tools can be used to determine relationships that are profound." This is especially true in introducing nuclear physics to students. The tool is conservation of mass-energy, using the equations E=mc^2 and E^2 = p^2*c^2 + (mc^2)^2, which students will have learned as part of their study of the theory of relativity. Since the key to understanding the nucleus is the realization that the whole is less than the sum of its parts, the interchangeability of mass and energy enables us to discover many important properties of nuclei, individually and collectively. Examples will be shown of the use of mass-energy bookkeeping to understand nuclear structure and to make certain predictions about radioactivity, fission, and fusion.

8:15 A Short Course in "Nuclear Science: Promises and Problems"
Jonathan Bennett, North Carolina School of Science and Mathematics, P.O. Box 2418, 1219 Broad St., Durham, NC 27705, (919) 286-3366 x409, FAX: (919) 286-5960 Email: bennett@ncssm.edu

I recently collaborated with a chemistry instructor in developing and teaching an eight-day mini-course on nuclear science. The course had several goals: a) to expose the students to the fundamental physics, chemistry and biology involved in nuclear science, b) to give students opportunities to explore some of the practical applications of nuclear science and c) to get students to think about possible positive and negative impacts of nuclear science applications on people. I will share a) some activities I developed for teaching basic nuclear physics, b) results of some class investigations using gamma ray spectroscopy and x-ray auto-radiography, c) information on the wide variety of places in the Triangle area that use nuclear science for research, medical and industrial purposes and d) student reactions to the class.

8:30 A Wireless Laboratory in My Physics Classroom
Liz Woolard lizwoolard@nc.rr.com

I am in the process of piloting a wireless lab in my physics classroom with 16 ThinkPads. I have used my website - http://home.nc.rr.com/enloephysics/physics.htm as a springboard for class activities. I am keeping a log of use: type, frequency, and length to study the effectiveness of Web based learning and the impact on the student's attitude toward physics.

8:45 Use of Student Polling via IR Devices
William W. McNairy, Dept. of Physics, Duke University, Box 90305, Science Drive, Durham, NC 27708, 919-660-2689, Fax: 919-660-2525, mcnairy@phy.duke.edu

In the spring of 2001 at Duke, a system of infrared remote control devices was installed for use in the Introductory Physics courses. Student evaluations of these courses in the past have consistently ranked the lecture element low in value compared with other components of the course. Instructors in the lecture (70-150 students) also had difficulty in eliciting responses to polling questions, whether they were of a conceptual or computational nature. In order to increase the active nature of the classroom (see "Peer Instruction" as developed by Eric Mazur at Harvard), the lack of TA's in the classroom limited the speed and the accuracy of polling data collection. As an alternative, we have installed a response system that uses individual IR transmitters similar to TV/VCR remote controls. Students are polled on questions with up to 10 responses and can indicate three levels of confidence for their response. Projection of the computer interface screen shows students that their responses have been recorded. Results of the poll can then be immediately displayed on a bar graph. This flexible system then allows for re-polling after a discussion period that allows for 'peer instruction' orafter a live demonstration of the principle being explored. Initial response of students has been very enthusiastic.

9:00 Portfolio Assessment Using Physlets in a Non-Science Majors Course
J. K. Krebs and Melissa Dancy, Davidson College, Davidson NC medancy@davidson.edu

We report on the use of portfolio-type assessment in a course designed to give non-science majors a broad overview of physical concepts as manifested in the students' everyday lives. The portfolio consists of a collection of assignments intended to develop the skills of physical reasoning, problem solving, concept development, and generalization of concepts beyond the classroom. We use Physlet activities to bridge the conceptual gap between textbook problems and real world applications of the same concepts. We will discuss the merits of portfolio assessment as well as the development and use of the Physlet-based curricular activities in the context of the non-majors course.

9:15 Seeking National Board Certification
Dave Clark, Providence High School, 74200.1545@compuserve.com

There is now a national competency test in each subject area coupled with a host of other requirements to certify teachers across the country. I will describe this program from the perspective of a high school teacher who has gone through the process and survived.

9:30 Extended Physics Community Project
Mike Turner, Guilford County Schools & Physics Dept., 101 Petty Science Bldg., UNC-Greensboro, Greensboro, NC 27402-6170, (336) 334-3309, mturner@curie.uncg.edu, Patty Blanton, Watauga County Schools, and Terri McMurray, Forsyth County Schools

This presentation will describe the Extended Physics Community (EPC) project. With support from the National Science Foundation, the EPC project is implementing a statewide comprehensive professional development program for high school teachers of physics, physical science, and principles of technology, based on the comprehensive Modeling Method developed by David Hestenes and Jane Jackson at Arizona State University.

The goals of the EPC workshop program are:

1. to enable lead teachers to obtain and effectively use the necessary tools of content, pedagogy, technology and scientific methodology to enhance teaching and learning; and

2. (in response to Hestenes' and Jackson's call for meaningful partnerships) to establish a community of physicists and physics educators who are committed to the task of improving physics education opportunities for students throughout the state of North Carolina. The EPC is supported by NSF Grant No. ESI-9911848 and the Principle Investigators are Dr. Jerry Meisner and Dr. Harol Hoffman. For more information go to http://epc.uncg.edu

9:45 10:00 Break

10:00 10:30 Using Excel to Teach Vector Kinematics
Robert Beichner, Physics Department, Box 8202, North Carolina State University, Raleigh, NC 27695-8202

As part of the SCALE-UP project (Student Centered Activities for Large Enrollment University Physics), we have been working to modify research-based pedagogies so that they can be used in classes of up to 100 students. Technology is used to help establish a learning environment that facilitates individual and small group exploration of physics concepts. This talk will begin with a description of a lesson derived from the University of Washington Tutorials in Introductory Physics. After an explanation of the modifications made to the teaching materials, some of the calculation and drawing tools of Microsoft Excel will be used to illustrate a way to help students grasp the vector nature of the kinematics variables. Although the approach was designed for use in large classes, it can easily be applied in smaller classrooms. The SCALE-UP project has been generously supported by NSF (DUE-9752313 & DUE-9981107), FIPSE (P116B71905 & P116B000659), Hewlett-Packard, and Pasco.

10:30 Teaching Introductory Astronomy: There Must Be A Better Way
Joe Heafner, Catawba Valley Community College, 2550 Highway 70 SE, Hickory, NC 28602. heafnerj@vnet.net

In this talk, I will briefly summarize some of the changes that I have made to my introductory astronomy courses. The motivation for these changes came primarily from the writings of Arnold Arons and other experts in physics education research and astronomy education research.

10:45 A Simple "Hands-On" Determination of the Period of Rotation of the Sun Using the Internet
Bob Quackenbush, Riverside High School, Durham, NC, 27712, 919-560-3965, (W) 919-309-1478 (H), rquackenbush@nc.rr.com or, quackerl@dpsnc.net

Using a NASA website that contains SOHO images, an astronomy teacher (or physics or earth science or ...) is able to capture real-time images and use them to determine the period of solar rotation. More in-depth study is possible but basically, the teacher is able to use images of the Sun that are easy to capture and analyze.

11:00 A low cost, simple, tracking device for astrophotography - lessons learned.
Stephen Stultz-student, Forsyth Technical Community College, 4 625 Oakwood Circle Lexington NC 27295, (336)787-3862, SStultz@ptmc.net

A low-tech "barn door" or Scotch mount is an excellent way to introduce beginning astronomy students to a wide range of topics centered around astrophotography. Materials and tools are available around the house or at the local hardware store. Construction of this simple apparatus can be accomplished in an evening. It requires two boards, which are connected by a hinge. On the top board is mounted a camera and the bottom board retains a threaded rod which the operator turns at a rate compensating for the rotation of the earth. This setup allows for the "long" exposures required for astrophotography. A brief color slide show accompanies the discussion showing use and results. Topics covered include: calculations for rotation rates, polar alignment, celestial sphere, harmonics of mounts, focal ratios, aperture and film sensitivity, magnitude limitations, applications for more study.

11:15 Astronomy as a Tool for Public Outreach
Chuck Stone, Department of Physics, Forsyth Technical Community College, 2100 Silas Creek Parkway, Winston-Salem, NC 27103, (336) 734-7266, FAX: (336) 761-2399 cstone@forsyth.cc.nc.us

Students in my one-semester, introductory astronomy course were given the task of finding extremely creative and very educational ways for astronomy and space science to attract the attention of the general public. After a bit of brainstorming, the following approaches were suggested: making a collage of various astronomical images that the advertising industry uses to lure the general public into buying products; making a list of songs, poems, or short stories that have astronomical references; producing a photographic portfolio that features real astronomy marvels (like a photograph of a crescent moon or a glorious sunset) or items that allude to astronomy (like the ãstarä used in the Texaco gas station sign); or making a videotape of various television show excerpts or commercials that include astronomical references. This presentation will showcase student solutions to this public outreach issue.

11:30 11:45 Break

11:45 Break the Monotony with tag-team teaching! The Joys and Challenges of Implementing an Integrated Sequence of Courses.
Denise M. Wetli, Wake Technical Community College, 9101 Fayetteville Rd., Raleigh, NC 27603, (919) 662-3457, dmwetli@gwmail.wake.tec.nc.us

The C.H.I.M.P. members are in the second semester of an integrated Sequence of MAT 121, MAT 122, and PHY 131. Several challenges were overcome to carry out this task and many rewards have been the result so far. This paper will share the progress of our NSF-sponsored project and encourage others to participate.

12:00 Enhancing Student Learning with Interactive Curricular Material
Mario Belloni and Wolfgang Christian, Davidson College, Department of Physics, PO Box 1719, Davidson College, Davidson, NC 28036, (704) 894-2320, FAX: (704) 894-2894, mabelloni@davidson.edu

Physlets - small, scriptable, Java applets - have been written for topics from introductory to advanced physics. At Davidson College, curricular material developed around Physlets has been extensively used in introductory physics classes as in-class demonstrations, Just-in-Time Teaching (JiTT), Warm-Up and Puzzle exercises, Ranking-Task Exercises, lab-preparatory material, and extensions to the traditional homework sets. We are currently developing conceptual, "traditional", and non-traditional problems for junior- and senior-level students. Enhanced visualization and inter-applet communication allow more complicated problems from electromagnetism, quantum mechanics, and statistical mechanics to be written. Examples of the far-reaching scope of Physlet-based curricular material will be presented. Additional information can be found at http://webphysics.davidson.edu/physletprob http://webphysics.davidson.edu/mjb http://webphysics.davidson.edu/physletprob/default.html

12:15 Student Formal Reports on the World Wide Web
Donald F. Collins, WWC 6017, Warren Wilson College, Asheville, NC 28815 dcollins@warren-wilson.edu

Students in physics classes at Warren Wilson College submit a formal report of one of their semester laboratories as a public document published on the World Wide Web. As a result, they strive for and achieve high quality. They also thoroughly learn the physics involved in their experiment as well as valuable skills for the information age regarding electronic communication. Several student papers will be shown as well as some guidelines for making this project successful.

12:30 Matter & Interactions: An Update
Joe Heafner, Catawba Valley Community College, 2550 Highway 70 SE, Hickory, NC 28602. heafnerj@vnet.net

Matter & Interactions is an innovative calculus-based introductory physics curriculum developed at Carnegie Mellon University. We have been using it for two years at CVCC and in this talk, I will describe the main themes of the curriculum and summarize our experiences after two years of use. I will also mention the companion electromagnetic theory course, Matter & Interactions II, which completes the standard one-year introductory course.

12:45 Accelerating While at Rest? No Wonder Weâre Exhausted!
Denise M. Wetli, Wake Technical Community College, 9101 Fayetteville Rd., Raleigh, NC 27603, (919) 662-3457, dmwetli@gwmail.wake.tec.nc.us

Care must be taken when training students on the topic of acceleration. A student recently expressed concern that a box at rest on a table has no acceleration, yet we note its weight as mg = m9.8 m/s2. The impression the student received is that acceleration must be present due to 9.8 m/s2, but could not resolve the conflicting fact that the box is not changing its motion. This paper will present several views from colleagues and perhaps a better way to represent weight.

1:00 Lunch, Followed by the NCS-AAPT Business Meeting and Drawing for Door Prizes Basement of the Friedrick Educational Technology Complex

2:00 Homework Over The Web with WebHW: Recent Enhancements and Improvements
Chuck Bennett, Department of Physics, UNC Asheville, bennett@unca.edu and Director, UNCA Center for Teaching and Learning. http://www.ctl.unca.edu (828)251-6476, FAX:(828)232-5147

WebHW delivers randomized multipart homework problems over the Web, and has been recently enhanced and improved. A complete set of instructor tools have been added that facilitate grade book management, student drop-add, problem set and due date management, and setting of course parameters. Individual problems are created within MS FrontPage and can be enhanced with the full range of FrontPage authoring tools. Furthermore, since each WebHW problem is a standalone Web file, the full functionality of Active Server Pages is available for innovation. The WebHW database consists of either a MS Access or MSSQL database that may be accessed from within FrontPage. The database structure is open and available for enhancements that could include, for example, integration with course management programs or student records software via published APIâs. Individual problems are accessed as ordinary web pages, and can thus be integrated into any web delivery strategy. Sample problems will be demonstrated that range from basic WebHW problems with only one subpart to more complicated problems that have many subparts, controlled feedback, custom ASP scripts and Physlets. A beta version of WebHW will be available for download (probably by meeting time) from the Web. Example problems from the first two semesters of introductory calculus-based physics will also be available. You may preview the application at the temporary site: http://bozart.ctl.unca.edu/WebHW.

2:15 Teaching with Trebuchets
Tom Tretter, Southern High School, Durham, NC, 2701 Homestead Rd. Apt. 1407 Chapel Hill, NC 27516, (919) 560-3968, Home: (919) 969-6756, FAX: (919) 596-1951 gtretter@bellsouth.net

In order to help students develop an appreciation for the application of some of the physics they learn in class, I have students analyze the performance of a trebuchet, a medieval catapult that uses a counterweight as the energy source and a sling attached to the throwing arm to launch a projectile. My paper describes the multiple components that students engage in as they undertake this study, the results the students obtain, and my perception of the efficacy of this project in student learning. Components of the project for students include: ¤ Research Students research what a trebuchet is, how it works, how and when it was used historically, and how it connects to the physics they have learned. ¤ Construction In the future, I will have students build a tabletop model capable of throwing beanbags or golf balls across the room. The current project skipped this small version and went straight on to the next phase, experimentation, using a trebuchet capable of throwing bowling balls across a football field. ¤ Experimentation Students investigate projectile motion, energy transfer, and alternate methods of obtaining various quantities such as launch angle or maximum height to verify the accuracy of their calculations. Goals are established to maximize the range of the trebuchet and to maximize the efficiency of the energy conversion. ¤ Design new experiments Students design new experiments by altering different parameters based on prior results. ¤ Simulation Students use a web-based simulator to see how well the simulator output matches their data, and then use the simulator to attempt to optimize their trebuchet performance. After a description of the process undertaken by the students, I will show a short video of the larger trebuchet in action and report the results of the students, including their ideas on designing new experiments and altering new parameters. I conclude by discussing my perception of the efficacy of this project in helping students integrate their knowledge of physics principles with applications and realizing the usefulness and the limitations of assumptions made in the analysis. My goal is to share an idea that may help students better understand the usefulness and beauty of physics as a tool to help guide subsequent experimentation and development of a project.

2:30 Palaeontological Physics
Michael Paesler, Director of Graduate Programs, Physics Department, Box 8202, North Carolina State University, Raleigh, NC 27695-8202

What was it like before the dawn and how do we know? What color was the Moon?

2:45 A Look at Middle School Physical Science Textbooks
John L. Hubisz, Physics Department, Box 8202, North Carolina State University, Raleigh, NC 27695-8202 (919)515-2515, FAX: (919)515-7331, Hubisz@unity.ncsu.edu

The Packard Foundation supported a grant to determine whether Middle School physical science texts had errors. The full report is located at http://www.psrc-online.org/curriculum/book.html and points out that there are many. I will describe the history and the reactions to the report.

3:00 A Summer Research Project in Astrophysics - Chandra Data Analysis
Chuck Olbert, Chris Clearfield and Jonathan Keohane

Over the summer of 2000, we worked together on a summer research project, which culminated in the students winning the team competition of the Siemens Westinghouse National Science and Technology Competition and our publishing our results in a leading scientific journal. In this talk, the students (Olbert & Clearfield) will discuss the scientific results, and then we will all field questions on topics of either scientific or practical interest.

2:00 3:00 Workshop: Physics Magic with Ropes (1 hour)
Dave Wall
You, too, can do magic.

3:00 4:00 Workshop: Physics of Forensics at Duke (1 hour)
Mary (Putnam) Creason, 06 LT Physics Bldg., Box 90305, Department of Physics, Duke University, Durham, NC 27708-0305, (919) 668-2659,FAX: (919) 660-2525 mary@phy.duke.edu

A CD will be provided to participants containing an outline of content and 6 case studies on: Armed Robbery, Car Collision, Arson, Accidental Fire, Archeological Forensics, and Firearm One of the cases will be "solved" by participants to illustrate how to incorporate learning physics in this type of environment.

3:00 5:00 Workshop: Digital-to-Digital Video (2 hours) (Dry Lab on the 2nd floor above the large lecture hall)
Loren M. Winters, North Carolina School of Science and Mathematics, 1219 Broad Street, P.O. Box 2418, Durham, NC 27715, 919-286-3366 winters@ncssm.edu

If you have been capturing video from analog cameras for physics labs, it may be time to try out digital cameras and firewire capture hardware. Full-frame, full-motion clips can be captured and then de-interlaced and compressed for playback at 60 frames per second. This workshop will provide demonstrations and hands-on experience with these tools and will provide information about what you need to set up a digital-to-digital video capture workstation. Interested in streaming your video footage? This workshop will show how to do that, too. All equipment is provided. Computer platforms used will be Windows 98/NT/2000. No prior experience in the use of video capture hardware is needed

3:00 5:00 Workshop: Physlets (2 hours) (Educational Futures Center on the 2nd floor of the building to the rear of the auditorium.)
The folks at Davidson College led by Wolfgang Christian.

For more information about Physlets and Physlet workshops visit the following page: http://webphysics.davidson.edu/workshops/Workshops.html

4:00 5:00 Workshop: Image Processing Activities in Introductory Astronomy Courses (1 hour) (Computer Lab in the library)
John Kolena, NCSSM, Kolena@neverland.ncssm.edu

Hands-On Universe is a package of astronomical image processing software and associated activities that can be a powerful supplement to an introductory astronomy class. Participants will learn how to manipulate CCD images to measure the brightness of a star, the use of false coloring to bring out hidden details in an image, and the techniques astronomersâ use for discovering supernovae or asteroids. HOU participants have access to a large archive of digital astronomical images. In addition, participants can request their own images from an array of worldwide telescopes and then download these images over the web. The full HOU program can be used to teach an entire one-semester astronomy course. Alternatively, a teacher can pick and choose activities to supplement an existing physics or astronomy course. Examples of student projects will be available.

5:00 9:00 East Texas Chili @ the Hubiszes
Maps will be available at the Registration Box Office and on the tables.

Please thank and support our sponsors!

American Association of Physics Teachers
Bernard O. Beck & Co.
Brooks/Cole (ITP)
Harcourt Brace/Saunders College Publishers
John Wiley & Sons
North Carolina State University
Physics Academic Software
Prentice-Hall Publishers
Spectrum Techniques
Vernier Software

 

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