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(POS.C-MO.01) Integrating Computation During a Pandemic (Posters)
8/2/2021 | 2:15 PM to 3:45 PM
Moderator: / Co-Organizer:
Session Code: POS.C-MO.01 | Submitting Committee: / Co-Sponsoring Committee:
POS.C-MO.01 | Poster | Using Video Analysis to Perform Remote Experiments in Mechanics Laboratories
Presenting Author: Tatiana Krivosheev, Clayton State University
Presenting Author | Dmitriy A Beznosko, Clayton State University
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Following the restructuring of many science classes and labs, teaching the introductory mechanics labs in hybrid mode (with a half of the students attending one lab session and other half attending next session) during Fall’20 and Spring’21 has provided valuable experience in integrating the computation into these courses. The poster will present the use of the Tracker Video Analysis and Modeling Tool for the exciting laboratory experiments in mechanics. The students had the opportunity to set-up and film some of the experiments themselves at home/dorm, and analyze the video yielding results of same or higher quality compared to those experiments done in lab (note that filming was optional as carefully set-up videos for analysis were provided).
POS.C-MO.02 | Poster | Integrating Computational Jupyter Notebook Lessons into High School Physics
Presenting Author: Enrique Arce-Larreta, Department of Defense STEM Ambassador
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Jupyter Notebooks gaining popularity in Universities for scientific computation and programming. Jupyter Notebooks utilize Python programming and are primarily used to handle large data sets. They are also used in scientific computational projects, such as machine learning. Advantages for the educational setting include: it is free to use (with a google account), its enabled to be highly collaborative (like google docs), and has the ability to allow advanced code markup including writing equations, inserting hyperlinks, youtube videos and other media. I developed six Jupyter Notebook lessons introducing high school physics students to computational physics, aimed at teaching them to graph data and solve problems. The large data sets used included the open data repository from the CMS experiment at CERN, where students can access real data to discover a particle.
Rebecca Vieyra
POS.C-MO.03 | Poster | Computational Tasks for Intermediate Mechanics
Presenting Author: Ernest Behringer, Eastern Michigan University
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Students at Eastern Michigan University who have chosen a physics major or minor are now required to take a course introducing them to scientific computation. Nonetheless, they benefit from intentional and continued practice of newly developed computational skills. Such practice can readily occur in courses such as intermediate mechanics, where the content is more visual and less abstract. I will describe computational exercises used during Winter 2021 to provide students further experience with spreadsheets and GlowScript code. I will also discuss their implementation during virtual course meetings brought on by the global pandemic.
POS.C. SA.04 | Poster | Entropy Change from Phase Transitions: Introducing Computation White Transitioning Online
Presenting Author: Joshua Qualls, Morehead State University
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Just prior to the global pandemic, Morehead State University newly joined the Partnership for Integration of Computation into Undergraduate Physics (PICUP) to better integrate computational ideas and techniques across the entire physics curriculum. So the transition overnight from in-person lectures and introducing computation to being completely virtual brought completely new and unexpected challenges; we were just beginning to integrate computation and would now have to teach this entirely new content remotely. Over the previous year, however, adapting to these challenges improved both the delivery of computational information and introduced new approaches and techniques that would otherwise not have been considered. We report on the successes and failures of our department as we integrated computation throughout introductory physics courses (including lecture and lab), engineering courses, and upper-level physics courses during a pandemic.
POS.C. SA.05 | Poster | Motion Analysis in Physics
Presenting Author: David DeMuth, Valley City State University
Additional Author | Kelly Nelson, University of Minnesota, Crookston
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An HTML5-based video motion analysis tool for the physics courses was developed as a vehicle to improve face-to-face and online instruction in laboratories and lectures, an effort motivated by the COVID-19 crisis. Students upload captured video from their cell phones to YouTube, then capture the motion frame by frame via a web browser to produce tabulated data suitable for import into Google Sheets or Excel when position, velocity, and acceleration versus time scatterplot graphs are created and analyzed. This project was funded by North Dakota EPSCoR #FAR0033914.
(POS.C-MO.01) Integrating Computation During a Pandemic (Posters)
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