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January 4–7, 2014
Tuesday afternoon
Poster Session 3A: Post Deadline
Posters
Location: Grand Ballroom Foyer
Sponsor: AAPT
Date: Tuesday, January 7
Time: 3–4:30 p.m.
Persons with odd-numbered posters will present their posters from
3–3:45 p.m.; even-numbered will present 3:45–4:30 p.m.
PST3A01: 3-3:45 p.m. Meeting Common Core Standards in
an Inquiry-based Physics Classroom
Poster – Andrew S. Marth, Kutztown University, Fogelsville, PA 18051;
Robert M. Adams, Kutztown University
Today’s curriculum is currently driven by the common core stan-
dards which have been adopted in most states. However, because the
standards focus on reading and writing, it can be intimidating to try to
implement them in an inquiry-based physics classroom. With the push
towards discovery learning in science education, the goals of meeting
the needs of students and applying common core standards, all while
maintaining a student-centered classroom is challenging but not im-
possible. By introducing varied reading strategies to the standard phys-
ics curriculum, classroom teachers can successfully enhance students’
reading skills while continuing to incorporate inquiry based teaching.
This poster focuses on the study and implementation of successful
reading and writing strategies that simultaneously meet core standards
and enhance physics instruction.
PST3A02: 3:45-4:30 p.m. Inexpensive Nuclear Coincidence
Experiments
Poster – Patrick J. Polley, Beloit College, Beloit, WI 53511; polleyp@
beloit.edu
Sara Kasten, Elizabeth Kolbeck, Beloit College
We describe a set of experiments involving nuclear coincidence
events that we carried out using inexpensive filters, preamplifiers, and
analog-to-digital convertors that we added to old Geiger counters. This
additional circuitry allows us to monitor events that occur in conjunc-
tion with other nuclear events. We present the results of our results for
cosmic-ray detection and nuclear decays in 22Na and 137Cs, along with
our circuit designs that can be used to refurbish older Geiger counters.
PST3A03: 3-3:45 p.m. Investigation of Bernoulli’s Equation
in the Undergraduate Laboratory
Poster – Patrick J. Polley, Beloit College, Beloit, WI 53511; polleyp@
beloit.edu
Richea Smith, Erik Binter, Beloit College
Bernoulli’s equation is a statement of the conservation of energy for
the flow of an incompressible fluid. In our work we apply Bernoulli’s
equation to analyze the flow of water through a horizontal pipe attached
to a two-liter bottle that acts as a reservoir. We expand our analysis by
examining the loss of kinetic energy that results from viscosity for dif-
ferent diameters and lengths of pipe. We present our work in the format
of a laboratory exercise that requires minimal equipment and can be
performed in the introductory physics laboratory
PST3A04: 3:45-4:30 p.m. Teacher and Student Ideas on
Electronics Laboratories
Poster – Pieter TJD Coppens, KU Leuven Celestijnenlaan 200C, bus
2406 Heverlee, 3001 Belgium;
Mieke De Cock, KU Leuven
Although a significant amount of time is dedicated to lab work in a
typical engineering curriculum, the aim of it is not always clear. There-
fore, we constructed a survey about laboratory goals that was filled in
by over 300 students and teachers of a second-year electronics course
at four Belgian university colleges. Results show a difference between
teachers’ and students’ expectations about laboratories, as well as a
remarkable agreement between colleges. This poster will present the
data along with an analysis and discussion.
PST3A05: 3-3:45 p.m. SN 2009nr Image Reduction and
Analysis
Poster – Jonathan J. Heath, Francis Marion University, Florence, SC
29501;
Ginger Bryngelson, Francis Marion University
A type Ia supernova (SN Ia) is a white dwarf (WD) [a dense, electron-
degenerate vestige of a star] that has appropriated enough mass from a
neighboring star that the total mass of the WD reaches a critical point.
The star quickly approaches its mass limit (Chandrasekhar limit) until
the overall heat and pressure results in a thermonuclear explosion. A
plot of this object’s brightness over time is known as a light curve. Be-
cause of the uniformity of their light curves, SNe Ia are valuable mark-
ers for determining the expansion of the universe and other cosmologi-
cal parameters. Understanding the properties of these supernovae is
vital in order to build our confidence in their use as standard candles.
A small, but increasing number of SN Ia late-time observations have
been made in the near-infrared (NIR). Most exhibit a flattening of the
NIR power even as the visible light declines at a steady rate. It is still
unclear as to why they exhibit this behavior and how typical this is. In
order to characterize the late behavior of SNe Ia, images of the super-
nova 2009nr were analyzed using the Image Reduction and Analysis
Facility (IRAF). NIR (J, H, K) images were taken with the 4m Mayall
Telescope at Kitt Peak National-Observatory using the FLAMINGOS
IR Imaging Spectrometer while optical (B, V, R, I) images used the
Mosaic 1 imager. The supernova’s apparent magnitude for each night of
observation (by filter) was found by using reference stars. We present
preliminary light curves of the supernova 2009nr and a comparison to
another SN Ia observed at similar epochs.
PST3A06: 3:45-4:30 p.m. Investigation into How to Evaluate
Students’ Lab Work
Poster – Dan Liu, University of New Haven, West Haven, CT 06516-
1999;
Whether group lab report assignments can engage students more than
individual lab report assignments? Do you give students a final exam
in lab sessions? What percentage of the final test should be given? A
pool of 90 undergraduate students in five different lab sessions at the
University of New Haven completed the survey of their preference.
They are from freshman to junior, with different majors. The result of
the investigation provides a reference for lab lecturers to set syllabus
and rubrics.
PST3A07: 3-3:45 p.m. Using Interdisciplinary Projects in
General Physics Courses
Poster – Mojgan Matloob Haghanikar, Towson University, Department of
Physics, Towson, MD 21204;
To promote transfer of learning, the introductory physics students at
several universities were encouraged to get involved in projects that
were about application of physics concepts to their major of study. We
were seeking to improve students’ understanding of physics concepts
by enhancing their empirical understanding and facilitating the
visualization of abstract concepts. Thinking across disciplines informed
students about many applications of physics and improved students’
beliefs about relevancy of physics. In addition, integrating several per-
spectives and learning approaches provided more accessibility in phys-
ics. We encouraged group presentations, and students who contributed
to the projects were rewarded based on their efforts. At the end of pre-
sentation day, students were introduced to many applications of physics
through their own research and listening to the research of their peers.
Among the example topics were muscle activities and action potentials,
electrophoresis of DNA, Micelle formations, polarization angle of car-
bon fibers in electric fields, RNA replications and electrostatic forces,
using center of mass in architecture to prevent earthquake destruction
and using fiber optic in architecture lightening design. In this poster we
present a few examples of the students’ findings.
PST3A08: 3:45-4:30 p.m. Outcome of Learning Physics with
Mathematics
Poster – Sunil Dehipawala, Queensborough Community College, Bay-
side, NY 11364;
Vazgen Shekoyan, Haishen Yao, Queensborough Community College
