135
July 13–17, 2013
Wednesday afternoon
Recently, touch screen technology has been more and more widely used in
production and living. With the improvement of people’s living standard,
there will be a continuing increase in demand for electronic products, so
touch screen technology has good development prospects. Our paper is
based on the principles of different types of touch screen and we focus on
the projected capacitive touch screen. We design a principal experiment to
have a better understanding of the projected capacitive touch screen and
do the preliminary search on it. Introduction about three newest touch
screen technologies, “sol” , “on-cell”, and “in-cell”, is presented in this
paper. Ideas about how to make the touch screen thinner, more sensitive
and user-friendly are discussed, which is based on “in-cell” technology. We
hope this paper will have a positive effect on the research of optimizing the
structure of future touch screens.
GI12:
4:30-4:40 p.m. Mpemba Effect in Water
Contributed – Yuxin Wang, Southeast University, No. 2, Southeast University
Road, Nanjing, Jiangsu 211189 P. R. China;
Mpemba effect, referring to a phenomenon that hot water freezes faster
than cold under certain conditions, has been under discussion for a long
period of time. Based on the freezing mechanism, we first figure out that
the Mpemba effect is scientific by deducing the Newton’s law of cooling,
and then discuss the mechanism of Mpemba effect in theory. Experi-
ments about Mpemba effect were done on our own specific and certain
conditions. Via the experimental phenomena and data, we make further
analysis of the mechanism of the mMpemba effect. In addition, we make
assumptions of a type of phenomenon about high energy level back to
ground state, and imply the applications from both microscopic view and
macroscopic view.
Session GJ: Post-Deadline Papers II
Location: Skyline III
Sponsor: AAPT
Date: Wednesday, July 17
Time: 2:40–4:30 p.m.
Presider: Jeff Phillips
GJ01:
2:40-2:50 p.m. Garage Physics: Flexible Space for
Innovative Student-Focused Research and Education
Contributed – Duncan Carlsmith, University of Wisconsin, Madison, 1150
University Ave., Madison, WI 53706;
Garage Physics at the University of Wisconsin, Madison provides a new
flexible space for innovative student-focused research and education. In
the Garage, a student (undergraduate or graduate) is encouraged to explore
his or her passions, to find new passions, to learn practical skills, to study
in new ways, and to take an active role in their education. The Garage
mode of learning compliments the structured learning environment of the
regular curriculum. A wide variety of projects are possible in the Garage:
basic scientific research, projects for entrepreneurs interested in developing
or exploiting new gadgets, and “steAm” projects merging STEM and Arts
fields.
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GJ02:
2:50-3 p.m. Supporting Middle School Teachers with
Standards-Aligned Formative Assessments
Contributed – Andrew W. Dougherty, The Ohio State University, 191 West
Woodruff Ave., Columbus, OH 43210;
Bruce R. Patton, The Ohio State University
The state-led revision of the National Science Standards aims to increase
student achievement by shifting focus towards a deep understanding
of scientific concepts. Changes in expectations have created a need for
new standards-aligned assessments. School Year Based Inquiry Learning
(SYBIL), a professional development partnership between The Ohio State
University and a large district in central Ohio, created a year-long program
to aid K-8 teachers in developing common formative assessments (CFAs).
The program is designed to equip a committee of teachers to produce
high-quality assessments. SYBIL has also helped assess test items, using
IRT, in order to improve the assessments. The design of the program is
presented, as well as data showing the improvements made to formative
assessments. Evidence is also presented that shows the program has im-
proved the teachers’ abilities to create and analyze formative assessments,
as well as to watch for bias against minorities and gender.
GJ03:
3-3:10 p.m. Penetration of Electrostatic Field into
Metals: Theoretical Conundrums and Their Resolution
Contributed – Michael B. Partensky, Brandeis University 415 South St.,
Waltham, MA 02453-2728;
One of the most distinctive characteristics of the metals is the strong
screening of the electrostatic field F by the conduction electrons, limiting
the penetration of F into the metal to the first few atomic layers. This
property is exaggerated by the perfect conductor model of the classical
electrostatics with vanishing “field penetration length” L=0. The penetra-
tion of electrostatic field into metals was first discussed at a microscopic
level by Rice (1928) using Thomas-Fermi approach. The predicted effect
increased the effective gap of thin film capacitors and electric double
layers, leading to drastic contradiction with experiment. Paradoxically,
in order to comply with the experimental data, the penetration length L
should have become negative! We describe the solution of this conun-
drum, address the fundamental discrepancies of Thomas- Fermi-type
theories, and briefly review modern Density Functional studies of surface
electron screening.
GJ04:
3:10-3:20 p.m. Investigative Study on the Correlation
Between High School Student Mental Rotation Test
(MRT) Scores and State Assessment Scores and Grades
in STEM Classes
Contributed – Alfonso J. Hinojosa, 1620 Guerrero St., Laredo, TX 78043;
Ramon Lopez, University of Texas at Arlington
We are investigating the effects that student spatial representations
have on student success in state assessment exams and STEM courses.
Previous work indicates an increase in a student?s cognitive load when
mentally manipulating three-dimensional images. In physics, student dif-
ficulties with mentally manipulating 3-D images while retaining related
material may be connected with spatial intelligence issues. To investigate
this, we conducted a study (9 sections) on student spatial intelligence
during the fall 2012 semester using the introductory physics and chemis-
try classes. All students were administered the MRT, which consists of 20
spatial intelligence problems. The scores were then statistically correlated
with the corresponding student state assessment scores, as well as class
grades. We will contrast those correlations with the correlations between
student exam performance and high school courses taken.
GJ05:
3:20-3:30 p.m. STEM Skill Building in the Physical
Sciences – 2Y College Prep
Contributed – Capitola D. Phillips, Northwest Arkansas Community College,
Bentonville, AR 72712;
Non-science majors enrolled in the Introduction to Physical Science
course at Northwest Arkansas Community College (NWACC) engage
in skill building, and project-based activities (EMPACTS) in STEM
disciplines, as they complete “Educational Outreach Teaching Projects.”
Teams of diverse learners (including preservice teachers) collaborate
in teams of two to four as they create their own learning experiences.
Each team uses skills developed within the framework of physical sci-
ence course assignments and activities to create lesson plans, activities,
and demonstrations, which they share as they teach and present in area
schools. College and K-12 faculty mentors offer experience and advice
as students adapt college-level concepts for the K-12 learner, using com-
mon core standards. The EMPACTS (Educationally Managed Projects
Advancing Curriculum, Technology/Teamwork and Service) program
at NWACC is a curriculum driven, project-based learning model, which
creates a learning environment where college learners of all backgrounds
collaborate to create their own learning experiences.
