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(POS.D-MO.01) Labs/Apparatus (Posters)
8/2/2021 | 2:15 PM to 3:45 PM
Moderator: / Co-Organizer:
Session Code: POS.D-MO.01 | Submitting Committee: / Co-Sponsoring Committee:
POS.D-MO.01 | Poster | Demonstrator of low frequency longitudinal standing wave
Presenting Author: Xiangming Kong, Hebei University of Technology, Tianjin, P.R.China
Additional Author | Wenjiang Ye, Hebei University of Technology, Tianjin, P.R.China
Additional Author | Xuesong Duan, Hebei University of Technology, Tianjin, P.R.China
Additional Author | Jianhai Wu, Hebei University of Technology, Tianjin, P.R.China
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The formation of standing wave is accompanied by the generation of wave node and wave abdomen. Different from the transverse standing wave, the longitudinal standing wave also has the thinning part and the dense part. Previous demonstrators of longitudinal standing waves were able to demonstrate these phenomena at a slightly higher frequency (~30Hz), which made it impossible to see how the phenomena changed in density. Except with the help of a strobe or high-speed photography, it would have been a mistake to assume that the wave nodes were and wave abdomens always in the thinning part and the dense part respectively. In this paper, a new demonstrator of the longitudinal standing wave is presented, which can clearly see the periodic density change at the nodes of longitudinal standing wave, the opposite density state at the adjacent node, and the maximum amplitude at wave abdomen with a relatively low frequency (~4Hz).
POS.D-MO.02 | Poster | Projectile motion simulation, with a low-cost interactive Arduino/S4A based apparatus
Presenting Author: Uriel Rivera, ITESM
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An interactive low-cost simulation based on Arduino and S4A with a friendly graphical user interface (GUI) with the aim of easing the teaching/learning process of projectile motion, is presented. Parameters related to this motion such as launch angle, initial speed and height can be controlled with a joystick.
POS.D-MO.03 | Poster | Teaching Physics by Inquiry Remotely
Presenting Author: Jennifer Blue, Miami University
Additional Author | Donna Messina, University of Washington
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Physics by Inquiry (McDermott et al, 1996) is a hands-on, inquiry-based curriculum. Students work through the experiments and exercises in small groups, with their understanding assessed at pivotal points in the curriculum. During the COVID-19 pandemic, we taught Physics by Inquiry courses remotely, encountering the challenges of synchronous teaching and learning. This poster will illustrate our strategies and the ways we met the challenges.
Physics by Inquiry, Volumes I and II, by Lillian McDermott, Peter S. Shaffer, and the Physics Education Group at the University of Washington (Wiley 1996).
Physics by Inquiry, Volumes I and II, by Lillian McDermott, Peter S. Shaffer, and the Physics Education Group at the University of Washington (Wiley 1996).
POS.D-MO.04 | Poster | Experiment activity of Student collaboration In Synchronous Distance Learning
Presenting Author: HYUN SOOK CHOI, Jinseon Girls' High School
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In this study, I present to introduce synchronous distance learning that allows experiment activity of student collaboration. The learning goal is to understand the exact pattern in the number of node lines, depending on the distance between two sound sources. The activity design and user tools are as follows:
First, I used PhET's sound simulation to allow students to participate in a virtual lab activity on sound interference. Before joining this activity, each student prepares a ruler to measure the distance between the two sound sources shown on the computer monitor. Second, I provided students with direct demonstration to help students understand the experimental procedure using Zoom's Content from a 2nd Camera before starting the activity. Finally, Google Tools and Zoom's Breakout Room are used for collaborative interactions within each group online.
First, I used PhET's sound simulation to allow students to participate in a virtual lab activity on sound interference. Before joining this activity, each student prepares a ruler to measure the distance between the two sound sources shown on the computer monitor. Second, I provided students with direct demonstration to help students understand the experimental procedure using Zoom's Content from a 2nd Camera before starting the activity. Finally, Google Tools and Zoom's Breakout Room are used for collaborative interactions within each group online.
POS.D-MO.05 | Poster | Diverse strategies for design physics activity by investigating research-based activities
Presenting Author: Amin Bayat Barooni, Georgia State University
Additional Author | Stephen Ross Scoular, Georgia State University
Additional Author | Brian D. Thoms, Georgia State University
Additional Author | Joshua S. Von Korff, Georgia State University
Additional Author | Jacquelyn J. Chini, University of Central Florida
To support physics instructors in improving or modifying physics activities for their courses, we investigate sixty-six research-based activities from eleven different research-based curricula by applying k-means cluster analysis. The best results were found when the program generates three design clusters. We mark these clusters as Thinking like a Scientist, Learning Concepts, and Scientific Reasoning. These three clusters indicate different design goals. In the Thinking like a Scientist cluster, activities emphasize the design of experiments by students, error analysis, reasonableness checking, and making assumptions or simplifications. The Learning Concepts cluster focuses on the prediction of results and experimental observations. The scientific reasoning cluster emphasizes answering physics or math questions that do not use collected data and finding evidence by students to support their claims.
POS.D-MO.06 | Poster | Surface-Plasmon-Resonance Sensing in the Advanced Physics Laboratory
Presenting Author: Eugenii Donev, Austin Peay State University
Additional Author | Alaa Adel Abdelhamid, The University of the South
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We describe a suite of experiments and computations with an adjustable “challenge level” to engage upper-division undergraduate physics and engineering students for periods ranging from two laboratory sessions to semester-long research projects. The end product is a tunable optical sensor for differentiating between fluids with even tiny variations in refractive index: e.g., 1.332 for deionized water vs. 1.334 for 0.5 wt% saline solution. It revolves around a thin gold film on a glass prism coupled to a microfluidic cell. The surface-plasmon-resonance (SPR) phenomenon excited by the incident laser at the gold-fluid interface is exquisitely sensitive to subtle changes in the near-surface environment. Crucially, it also immerses students in the rich physics of metal nano-optics and evanescent waves, in constructing precision optofluidic setups, and in developing analytical (Fresnel equations) and numerical (e.g., finite-element method) computational models to aid in their understanding and engineering optimization of the SPR sensor.
POS.D-MO.07 | Poster | Some Cool Hands-On Experiments for a Remote Acoustics Lab
Presenting Author: Milind Kunchur, University of South Carolina
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Getting non-science majors excited about science is not an easy task. It is especially difficult to design remote experiments that they can perform with understanding and relate to fundamental principles. For this newly designed acoustics lab, all necessary equipment was shipped at a cost of ~$20/student. (A $1 earbud replaced the traditional single-frequency tuning fork, while providing the benefits of adjustable frequency and volume, and a sustained tone.) They study phenomena such as harmonic oscillators, Fourier synthesis/analysis, psychoacoustics, and various wave effects (interference, diffraction, resonance, etc.). They also learn sophisticated instrumentation (sweep generators, real-time analyzers, acoustic triggering, intensity profiling, etc.) thus bridging traditional physics experiments with modern technology and engineering. Having them conduct the labs in their own space ensures that every student participates fully, while avoiding the problem of picking up sound from the neighboring teams’ apparatuses when 20 students are performing a sound related lab in one room.
Name of sponsoring AAPT member: Don Franklin
POS.D-MO.08 | Poster | Real-time 3D Object Tracking for High School and Undergraduate Physics
Presenting Author: Lori Shaaban, Portland State University
Additional Author | Akash Prasad, Camas High School
Additional Author | Zane OthmanGomez, Liberty High School
Additional Author | Vrushank Gunjur, Liberty High School
Additional Author | Ralf Widenhorn, Portland State University
Physics lab courses typically focus on analyzing one-dimensional data. Using two-dimensional setups can be time consuming and introduce parallax errors. While one-dimensional data collection is adequate for linear motion, it is now possible to quantitatively analyze more complex systems by setting up a 3D camera. At Portland State University we worked with a group of high school students to develop a python program that tracks and graphs objects in real-time in three dimensions using a Intel RealSense D435i camera system. We created a mix of data analysis challenges and laboratory investigations designed to synthesize student’s prior skills and concept knowledge as well as explore the nature of new situations through kinesthetic learning and optional programming. The poster will describe a set of activities analyzing projectiles as well as a ball on a string moving in a 3D space outside a single plane with a focus on momentum and rotations.
POS.D-MO.09 | Poster | Oscillations and Hooks Law For Fully Remote Introductory Physics Labs
Presenting Author: Michael Nichols, Marquette University
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To keep our introductory physics labs running during the pandemic, especially the Summer 2020 term, it became necessary to develop a set of labs to run for students while fully remote. Over the next three semesters many labs were developed for this reason or as a back-up to the hybrid lab. An Oscillations and Hooks law lab is one lab that has been tested as an effective means of translating the Lab to a version that can be done at home. Using an iOLab sensor device and some common household materials the lab serves as a good way to adapt a standard lab into one that is fully remote.
POS.D-MO.10 | Poster | How agency and lab reports affected attitudes in remote labs
Presenting Author: Nathan Powers, Brigham Young University
Additional Author | Carsen Lindorff, Brigham Young University
Additional Author | Amber Hawkins, Brigham Young University
Additional Author | Daniel Boyd, Brigham Young University
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In the switch to remote instruction at the start of the pandemic, we built off of a framework introduced by Abigail Mechtenberg at the University of Notre Dame. Students could choose whether to conduct an experiment from the lab manual used for in-person instruction or to deviate from that manual and conduct their own investigation. At the conclusion of each experiment, the students submitted a formal lab report. Instructional resources focused on supporting students on developing hypotheses, designing experiment, and on analyzing, interpreting, and communicating their results. An assessment of student attitudes, measured with the E-CLASS, showed a greater shift toward expert-like attitudes than we had previously measured for non-majors labs before the pandemic. We discuss the results and what we learned about using agency and lab reports to direct student focus toward constructing knowledge.
(POS.D-MO.01) Labs/Apparatus (Posters)
Description