7th Annual Fall Meeting
A Joint Meeting of the NCS-AAPT, SACS-AAPT, and SPS
UNC Asheville
November 1-2, 2002
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6:00 p.m. - 7:00 p.m. Registration, Robinson Hall First Floor Lobby
7:00 p.m. - 9:00 p.m. Keynotes, Robinson Hall 125 Auditorium
9:00 p.m. - Ice Cream Social, Robinson Hall First Floor Lobby
6:00 p.m. - 9:30 p.m. Vendor Displays, Robinson Hall First Floor Lobby and Room 117
7:00 a.m. Refreshments, Robinson Hall First Floor Lobby
7:30 a.m. - 11:00 a.m. Registration, Robinson Hall First Floor Lobby
8:00 a.m. - 11:30 a.m. Morning Contributed Session, Robinson Hall 125 Auditorium
11:30 a.m. - 1:00 p.m. Lunch, Campus Dining Hall
1:00 p.m. - 4:30 p.m. Afternoon AAPT Session, Robinson Hall 125 Auditorium
1:00 p.m. - 4:45 p.m. Afternoon SPS Session, Robinson Hall 228
1:00 p.m. - 5:00 p.m. Workshops (see below)
7:00 a.m. - 3:00 p.m. Vendor Displays, Robinson Hall First Floor Lobby and Room 117
Directions are given below.
Location:
Robinson Hall
125 Auditorium
Presider: John Hubisz
7:00 p.m. - 7:10 p.m. Larry Martin Memorial, Aaron Titus.
7:10 p.m. Experiences with On-line Physics Teaching
Edwin F. Taylor, Massachusetts Institute of Technology, eftaylor@mit.edu, http://www.eftaylor.com,
Some major universities have created profit-seeking organizations to teach university subjects online. Profit has proven elusive. In contrast, the University of Phoenix, the nation's largest private university, thrives offering degrees online in practical fields such as accounting, marketing, and information technology to adults working full time. What is the future of all this? Alas, your speaker is clueless, but he has done a lot of physics teaching online, with some terrific results and other results not at all terrific. Good stuff: (1) Online learning can be chummy, even intimate, suppressing cues of good looks, wealth, class, age, and ethnicity that often skew personal interactions. (2) Assembling a critical mass of people to study, say, general relativity is easier when the reservoir covers 50 states. Bad stuff: (1) The knowing wink and helpful gesture are invisible to online learners. (2) Starting an online class is more expensive in time and money than starting a conventional class. A recent mostly online class combining local MIT undergraduates with remote MIT alumni/ae has upended the speaker's intuition about online learning.
8:10 p.m. Lecture Demonstrations on Light and Sound.
Michael J. Ruiz, Department of Physics, UNC-Asheville, Asheville, NC 28804, 828-232-2281, ruiz@unca.edu.
Lecture demonstrations have always been an integral component of the physics teaching enterprise. We will spend some time experiencing the excitement of demonstrations developed for general-education courses in sound and light. The presentation will have an interdisciplinary flair touching on music, magic, and interactive internet activities.
9:00 p.m. - Ice Cream Social, Robinson Hall First Floor Lobby
6:00 p.m. - 9:30 p.m. Vendor Displays, Robinson Hall Science Building First Floor Lobby and Room 117
8:00 a.m. Goodbye F = ma
Edwin F. Taylor, Massachusetts Institute of Technology, eftaylor@mit.edu, http://www.eftaylor.com,
Nature shouts at the stone: "Go straight!" Reinterpreting this command carries us deep into general relativity and, in the low-velocity, low-field Newtonian limit, to the Principle of Least Action. Nature shouts at the electron: "Explore all paths!" This command introduces us directly to contemporary applications of quantum mechanics and, in the limit of macroscopic mass, leads again to the Principle of Least Action. Embraced from above by relativity and from below by quantum physics, the Principle of Least Action is also more fundamental, more powerful, more practical, and more widely generalizable than F = ma. We explore the possibility of using the Principle of Least Action to introduce Newtonian mechanics to our beginning physics students.
8:15 a.m. The Physics Teacher and You
Karl C. Mamola, The Physics Teacher, Dept. of Physics and Astronomy, Appalachian State Univ., Boone, NC 28608, (828) 262-7497, TPT@APPSTATE.edu
A monthly publication of the AAPT, The Physics Teacher has as its primary goal the strengthening of the introductory-level physics course in both high schools and colleges. In this talk I will give some general information about the journal, and discuss the kinds of articles we publish as well as our process for selecting the papers that eventually appear in the pages of TPT. Some outstanding recent articles by area authors will be highlighted, and teachers in the NCS-AAPT and SACS-AAPT regions will be encouraged to submit their new and interesting teaching ideas to our editorial office.
8:30 a.m. Gardner's Gifts
Ron Edge, Physics Dept. Univ. So. Carol., Columbia, SC 29208; Work (803) 777 6830 Home (803) 783 7479 Fax (803) 777 3065; redge@sc.rr.com
Martin Gardner ("Physics Trick of the Month" in the Physics Teacher) gave me some demos (some others I got from a "Gathering for Gardner" in Atlanta). I would like to share these. They include levitation using diamagnetism, the world's smallest puzzles, a novel tesseract and Alice's Kline Bottle ("If you drink from the outside you will grow larger. If you drink from the inside you will grow smaller"). Also various tesselations (Escher and Penrose) and some rather interesting tricks from Gardner's
repertoire of magic.
8:45 a.m. C.H.I.M.P., The Next Generation
Denise Wetli, Wake Technical Community College, 9101 Fayetteville Rd., Raleigh, NC 27603, (919) 662-3457, dmwetli@waketech.edu
The Committee to Help Integrate Mathematics and Physics is approaching the formal end of their NSF-sponsored investigations. This paper will highlight milestones in the history of implementing mathematics within a physics context at Wake Tech Community College and the current assimilation of other instructors at the two-year college and high school levels.
9:00 a.m. Constructing Simulations using Interactive Physics for Enabling Physics Learning and K-12 Outreach [Best Pedagogical Paper, Awarded by the NCS-AAPT]
J. B. Sharma, Gainesville College, Gainesville, GA 30504, (770) 718 3812, jsharma@gc.peachnet.edu
Interactive Physics (IP) is software that allows students to construct their own simulations in mechanics and electrostatics. This is used at Gainesville College to supplement laboratory experiments and for in class problem solving activities. This helps students with scientific visualization and for connecting the mathematical formalism with the physical phenomena. IP has also become a very important tool for our K-12 outreach for physics. The interface is very easy to learn to use and students K-12 students visiting our physics laboratory ranging from 5th to 12th grades are able to gain a very good working knowledge with relative ease. This tool has become an important component of our summer physics and engineering science camps for K-12 students. Examples of a range of activities using student constructed simulations will be presented and the strengths and constraints of IP will be discussed.
9:15 a.m. Physical Science Outreach at Georgia College & State University
Rosalie A. Richards, Ph.D., The Science Education Center and Department of Chemistry & Physics , Georgia College & State University, CBX 082, Milledgeville, GA 31061; (478) 445-7302; (478) 445-1092; rrichards@gcsu.edu
Over the past 25 years, Georgia College & State University has actively participated in science outreach activities in several central Georgia communities to improve scientific competency at all P-16 levels. These include science camps, family science nights, state and regional science fairs, etc. This presentation highlights several of these activities coordinated by the Science Education Center and the Office of Academic Outreach. The presenter also invites audience recommendations that will strengthen efforts in enhancing physical science activities at the P-16 levels.
9:30 a.m. Break
9:45 a.m. Using Physlets to Teach Special Relativity
Mario Belloni and Wolfgang Christian, Physics Department, Davidson College
Physics education research has shown that students fail to grasp the ideas relativity of simultaneity and the role of observers in special relativity. In response to this research, we have developed Physlet®-based exercises to help students with these concepts. This material takes the form of interactive essays (illustrations), tutorials (explorations), and problems. We will show examples of curricular material dealing with simultaneity, time dilation and length contraction, space-time diagrams, and special relativitys apparent paradoxes.
This material is part of the forthcoming Physlet Workbook. Additional information regarding the Workbook and two sample chapters can be found at: http://webphysics.davidson.edu/physlet_resources/physlet_workbook_demo/start.html
Physlets are generously supported by the National Science Foundation (DUE-0126439).
10:00 a.m. General Relativity Simulations Using Open Source Physics
Sharon E. Meidt and Wolfgang Christian, Physics Department, Davidson College, Box 7133, Davidson 28035, shmeidt@davidson.edu.
We report the development of simulations in general relativity that allow the user to explore space-time curvature and the role of the observer. We will show examples of the gravitational red shift, the trajectories of objects, and the trajectories of light in the vicinity of non-spinning black holes. These simulations are based, in part, on material in Edwin F. Taylors recent book, Exploring Black Holes: Introduction to General Relativity.
Programs will be available on the Open Source Physics website, http://www.opensourcephysics.org/.
This work is generously supported by the National Science Foundation (DUE-0126439).
10:15 a.m. Development of a 2-D kinematics test using Physlets*
Aaron Titus, Department of Chemistry and Physical Science, High Point University, 833 Montlieu Ave, High Point, NC 27262, 336-841-4668, titus@mailaps.org
I want to know if my students understand kinematics. But what does it mean for a student to "understand kinematics"? To better identify what it means to "understand kinematics," I wrote assessment objectives for kinematics based on the fundamental concepts of displacement, average velocity, instantaneous velocity, average acceleration, and instantaneous acceleration covered in most introductory textbooks. This is a surprisingly large set, and doesn't even include applications of kinematics to projectile motion or circular motion. From these objectives, I developed a set of Physlet questions that required students to make measurements using data, graphs, and vectors. In this talk, I will discuss the development of the test and will demonstrate it.
This work was supported in part by the National Science Foundation under Grant No. DUE-9952323
10:30 a.m. Learning Anytime Anywhere Physics: A New Paradigm for Online Physics*
Mike Turner, Harol Hoffman, Jerry Meisner, UNC Greensboro and Guilford County Schools, Physics Department, UNC Greensboro; Room 120 Petty Science Bld; Greensboro, NC 274026170, 336.334.4217, mturner@curie.uncg.edu
Many advances in WWW usage have occurred since physicists first shared data over a collection of networks. We have progressed from transmitting information to using illustrative Java applets. Learning Anytime Anywhere Physics (LAAPhysics) is a comprehensive online introductory lab-based physics course and is the next step in the progression to comprehensive distance learning opportunities. Students access LAAPhysics content online and asynchronously. Pedagogy is driven by the modeling method of physics instruction developed by Hestenes and others at Arizona State University. Students are actively engaged in constructing, validating and deploying models of physical systems by using apparatus and instruments available in the virtual laboratory. Students are guided to make observations, isolate and control variables, collect and analyze data, and draw conclusions. Student interaction with LAAPhysics helps determine the path the instruction follows, thus individualizing instruction for each student. This talk will illustrate these qualities of LAAPhysics through examples from kinematics instruction.
* Supported in part by DED FIPSE Grant No. P339B990329
10:45 a.m. Sound Applets in an E-Text Using JSyn
Michael J. Ruiz, Department of Physics, UNC-Asheville, Asheville, NC 28804, 828-232-2281, ruiz@unca.edu and Evan M. Ruiz, Senior Computer Science Major, Carnegie-Mellon University, emruiz@andrew.cmu.edu.
A suite of applets has been developed that utilizes Phil Burk's JSyn plug-in from http://www.softsynth.com/jsyn/, a plug-in which allows for Java programming with real-time audio synthesis. The applets include Lissajous Figures, Wave Addition, Fourier Synthesis, Modulation, a Hearing Test, Noise and Filters, and a Simple Synthesizer. These are part of an e-text used in PHYS 102 The Physics of Sound and Music at UNCA. The e-text was recently featured as the top story in science-tech on CNN, August 31, 2002. A video of the CNN story appears at the UNCA Department of Physics home page http://www.phys.unca.edu/ along with the sound applets.This work was supported in part by the Cisco Learning Institute.
11:00 a.m. Assessment in a General Education Astronomy Class
Randy Booker, Department of Physics, UNC-Asheville, Asheville, NC 28804, (828)251-6049, Booker@unca.edu
There is a growing trend toward assessing what level of learning students acquire in the courses they take at the university level. What fundamental skills are our students learning in our courses and taking with them when they leave them? Armed with assessment data, changes can be made to a course to correct for inadequacies in meeting the learning goals of the course. Presented in this talk will be an assessment tool developed at UNC-Asheville in the form of a pre-test and a post-test that has been administered in our general education, introductory astronomy course over the past 3 years. Results and trends will be discussed.
11:15 a.m. Reporting measurement uncertainties according to the ISO GUM
Duane L. Deardorff, Dept. of Physics and Astronomy, The University of North Carolina at Chapel Hill Campus Box 3255, Chapel Hill, NC 27599-3255, 919-962-3013, duane_deardorff@unc.edu.
Whenever a physical quantity is measured and reported, the investigator is responsible for providing some quantitative estimate of the quality of the measurement. Over the years, different scientific and industrial fields have adopted a wide variety of terms and procedures for specifying the uncertainty in measurement. In 1993 the International Organization for Standardization (ISO) published the Guide to the Expression of Uncertainty in Measurement (GUM) to provide universal guidelines. However, many physics teachers are not familiar with the terminology and procedures recommended by the GUM. Terms such as standard uncertainty, coverage factor, Type A and Type B uncertainty estimates are fundamental to the ISO Guide but are rarely found in physics textbooks or reference manuals. This talk will give a brief overview of how measurement uncertainty estimates should be reported according to the ISO Guide.
11:30 a.m. - 1:00 p.m. Lunch and Business Meeting
1:00 p.m. What's new in WebAssign 4.0?
Aaron Titus, Department of Chemistry and Physical Science, High Point University, 833 Montlieu Ave, High Point, NC 27262, 336-841-4668, titus@mailaps.org
WebAssign is written by teachers for teachers. As a result, it is well-focused on what teachers need. In this talk, I'll highlight new features in WebAssign 4.0, which is presently a beta version. I'll also demonstrate how I personally use WebAssign, both for large-lecture classes and small classes.
1:15 p.m. A Likely Story - A Somewhat Unusual Cosmology Course
Clarke Wellborn, Physics and Mathematics, Brevard College, Brevard College, Brevard, NC 28712, 828-883-8292, ccw@brevard.edu
Courses in physical cosmology tend to be of two kinds only. One of these comprises upper-level and graduate courses in astrophysics and general relativity, available only to the mathematically advanced student. The other presents cosmological questions to non-scientists who typically are bright but have little or no exposure to physics and very little to mathematics (texts are for the layman). Is there a place for another kind? I will describe a course I have been conducting for several years, intended for a somewhat different clientele. In addition to presenting the subject itself, the course uses cosmology as a platform for reviewing basic introductory physics and at the same time for provoking discussions about philosophy and history of science.
1:30 p.m. Simultaneous Measurement of Thickness and Refractive Index Using Low-Coherence Light an Experiment for Advanced Physics Lab
Xiao-jun Wang, Department of Physics, Georgia Southern University, Statesboro, GA 30460, Tel: (912) 681-5503, E-mail: xwang@gasou.edu
The group refractive index and physical thickness of solid, liquid, and biological films can be measured simultaneously using low-coherence interferometry. The method is noncontact and noninvasive, providing a great advantage, especially, for biological samples. In addition, the static structures of the samples can be constructed with high spatial resolution by performing two-dimensional scan. Dry and hydrated type I collagen films are demonstrated using the interferometry. Physical thickness of the films doubles when going from a dry to hydrated state. Average values for the refractive indices of dry and fully hydrated collagen films are 1.53 ± 0.02 and 1.43 ± 0.02, respectively.
1:45 p.m. Experiments in Acoustics
Matt Marone, Mercer University, Department of Physics, Macon GA 31207, 478-301-2597, e-mail: marone_mj@mercer.edu
Several experiments used in our Acoustical Foundations of Music class will be presented. A very simple and inexpensive speaker can be made with a plastic bottle, wire, paper and a magnet. This experiment is useful at several levels. More advanced students can analyze the impedance of the speaker, while introductory students just have some fun making a device they can actually use. We are also developing some simple sound synthesis software. Students can generate sounds by adding up to seven harmonics. The amplitude and phase of each harmonic can be independently adjusted. Amplitudes vs. time and power spectrum graphs coupled with sound output, allow the students to connect complex waveforms with musical sounds.
2:00 p.m. Multi-Dimensional Interaction in Physics Classroom Activity
Mikhail M. Agrest, Ph.D., Physics & Astronomy Department, College of Charleston, 66 George Street, Charleston. SC.29424; (843) 953-1359; fax: (843) 953-4824; AgrestM@cofc.edu
Objective: improvement of the teaching-learning process and more effective use of classroom time based on replacement of one-dimensional flow of information during the lecture by multidimensional. Method: The supplemental workbooks (E.g.:[1]) with copies of visual aids and notes from class for the students were developed. Benefits:
Helps students listen attentively and make appropriate annotations in the margins of the workbook.
Allows the students to participate in the teaching-learning process.
Avoids copying information from the board.
Increases amount of material learned.
Provides all substantiations, derivations and correlation of concepts.
Saves time for discussion qualitative issues, demonstrations, problem solving, etc.
Low price.
Approbation: The teaching-learning effectiveness has been increased and positive feedback was received from students and faculty at the College of Charleston and some other Universities.
1. M. Agrest. Lectures on Introductory Physics I, Tavenner Publishing Company, 2002. 154 pages with illustrations; ISBN 1-930208-67-7
2:15 p.m. Using Galileo to Introduce Freshmen to Physics and to College
Judy Beck, Dept. of Physics, UNC-Asheville, One University Heights, Asheville, NC, 28804, (828) 232-5036, jbeck@unca.edu
"Heretic or Genius Galileo's Life and Legacy" is a First Year Experience (FYE) course for honors students at UNCA. FYE courses are small seminars designed to provide first semester college students with both an in-depth look at a content area and an introduction to college. In the course, students explore the remarkable contributions Galileo made to astronomy, physics, and scientific thought in the context of his life, his relationships, and the culture of the 17th century. The interplay of science and society is also examined. Students build small telescopes, re-create some of Galileo's famous experiments, observe the moons of Jupiter and the phases of Venus, participate in service projects, and attend FYE activities and panel discussions. Structure, components, goals, and evaluation of the course will be discussed.
2:30 p.m. Break
3:00 p.m. Breaking the Bored: Demonstrating Work and Energy with a Varying Force
Chuck Stone, Department of Physics, North Carolina A&T State University, 1601 East Market Street, Greensboro, NC 27411, (336) 256-2039, cstone@ncat.edu
In continuing efforts to show students interesting applications of physics, I have extended and expanded upon an activity that Bob Tyndall first shared with me several years ago. The activity, often dubbed The Physics of Karate, helps students develop a more intuitive feel for calculating the work done on an object by a varying force. In its simplest form, students apply a known force to a pine board, measure the boards deflection, and then increase the load until the board breaks. They next determine the work required to break the board by calculating the area under the force vs. deflection curve. This area calculation is performed in a manner consistent with the students mathematical background. Additionally, students determine how much kinetic energy a swinging fist possesses, then predict if a karate chop can break a board. This paper presents an overview of the activity and a guide for your use.
3:15 p.m. There are four fundamental forces!
Don Franklin, Battery Creek High School and USC-Beaufort, Blue Dolphin Drive, Carteret Street Burton, SC 29906, 803-943-5674, dgfrank1@aol.com
As we teach introductory Physics we need to plan to make it to the end of the book. Strong Nuclear and Weak Nuclear seem to be forgotten in our need to make sure that Gravity and Electro-Magnetic are given enough time. What can we do to make sure our students get to understand "modern physics!"
3:30 p.m. Physics in Africa
Abebe Kebede, Department of Physics , NC A&T State University, Greensboro, NC 27411, gutaye@ncat.edu
A typical physics program in Africa looks like its counterpart anywhere else, and the physics research, though limited in scope, mimics that of other well developed physics departments. Recent workshops and conferences indicate that there is a great deal of research and education efforts in many parts of Africa, in part due to the close collaborations between European research centers and universities, as well as the engagement of leading professional societies such as the National Society of Black Physicists, American Physical Society and International Union of Pure and Applied Physics. The role of Fundamental and Applied Sciences has been expressed in several science and technology related conferences in Africa. There are movements towards the establishment of regional and national innovation centers dedicated to exploring the relationships among the basic sciences, technology, policy and management. African faculty members, students and university administrators are networking with their counterparts in Europe and US . Such networking is showing results in terms of joint research projects, faculty and student exchange. There are more than 350 higher education institutions in Africa and the opportunities and the potential for any scientific research is becoming greater as many African students are opting to major in science, technology, Engineering and Mathematics. In this communication, I will summarize the challenges for physics research and education in Africa. I will particularly focus on SubSharan Africa .
3:45 p.m. Making a Physics Dictionary in Hindi
Rajive Tiwari, Associate Professor, Physics/Mathematics, Belmont Abbey College, Belmont, NC 28012, (704)825-6756, RajiveTiwari@bac.edu
I have recently finished editing a physics dictionary in Hindi and will talk about some problems associated with the work.
4:00 p.m. The Fearless Curiosity of 3rd Graders
Denise Wetli, Wake Technical Community College, 9101 Fayetteville Rd., Raleigh, NC 27603, (919) 662-3457, dmwetli@waketech.edu
My annual visits to a local elementary school to share simple demonstrations for light and heat never fail to inspire me. Working with much younger people who do not dread science lessons is therapy for me. I will share some of these demos and the great thank you letters from the students.
4:15 p.m. The Anthropic Universe
Lloyd Davis, Department of Physics, Montreat College,Montreat, NC 28757, (828) 669-8012 x 3301, ldavis@montreat.edu
The universe seems to be finely tuned for the existence of life. More than 120 parameters must be very close to the values they have or we would not be here to discuss them. After exploring a few of these parameters and estimating the probability that life exists in the universe, this paper will consider two proposed explanations, multiple universes and design.
1:00 p.m. The Electronic Structure of Chlorophyll a Cation Radicals as Determined from ESEEM Spectroscopy [Best Undergraduate Student Paper, Awarded by the NCS-AAPT]
Jean Rockford* and Michelle Mac** (Advisor), College of Charleston, *Department of Physics and Astronomy, **Department of Chemistry and Biochemistry, 66 George Street, Charleston. SC. 29424, (843) 953-1405, Fax: (843) 953-1404, jrockfor@edisto.cofc.edu, macm@cofc.edu
Chlorophyll a, ubiquitous in the photosynthetic systems of higher plants and cyanobacteria, provides a system that can be studied experimentally both in vivo and in vitro, but whose information rich ESEEM (Electron Spin Echo Envelope Modulation) spectra are not well understood on a theoretical level. Through experimental trials and computer simulation of the ESEEM spectra of the chlorophyll a cation radical in vitro and in vivo, the structure-function relationship of this molecule can be discovered. Multiple simulations of experimental spectra of the radical species in vitro, methodically varying the paramagnetic parameters, provide the breadth of information necessary to unravel the complexities observed and ultimately understand the electronic structure of these radicals in the proteins. Information garnered from these studies can be used as a template for analogous experiments on the cofactors in vivo and ultimately as a starting point for the development of human designed photosynthetic systems.
1:15 p.m. The Internal Luminosity function of Gamma-Ray Bursts
Andrew Stallworth, Dept. of Physics & Astronomy, College of Charleston, 66 George Street, Charleston. SC 29424, wastintime@comcast.net
Gamma-ray bursts (GRBs) are the most energetic phenomena in the universe. Although the observed properties of GRBs have provided valuable insights into the physics driving them, much about them is still shrouded in mystery. One GRB property that appears to be potentially useful in exposing underlying burst physics is the Internal Luminosity Function. The Internal Luminosity Function (ILF) is defined as the differential distribution of luminosity measured within a gamma-ray burst (Horack & Hakkila, Astrophysical Journal 479, 371, 1997). The procedures used to measure this distribution from BATSE (the Burst And Transient Source Experiment on NASAs Compton Gamma Ray Observatory) data are discussed. Also discussed is a current effort to compile a database of GRB ILFs and to search for correlations between the ILF and other measured GRB properties.
1:30 p.m. Light Dosimetry for Esophageal Photodynamic Therapy
Brooke D. Bivens*, Linda R. Jones Ph.D* and Michael B.Wallace M.D. MPH** (advisors), *College of Charleston, Department of Physics and Astronomy, 66, George Street Charleston, SC 29424, (843) 953-4985, **Digestive Disease Center, Medical University of South Carolina 96 Jonathan Lucas Street Suite 210 CSB PO Box 250327 Charleston, SC, 29425 brookedbivens@hotmail.com, jonesl@cofc.edu, WallaceM@musc.edu
Photodynamic therapy (PDT) is a cancer treatment that combines visible light and a photosensitizing dye, neither of which have any effect alone. PDT with Photofrin© is used clinically for the treatment of esophageal dysplasia, a pre-cancerous condition that often accompanies Barrett's Esophagus. The objective of this project was to develop a clinical method to quantify the concentration of sensitizer in vivo for optimization of the light dose. Endoscopic spectroscopy can be utilized to measure the fluorescence emission of the tissues to be treated. Photofrin has characteristic fluorescence emission peaks throughout the visible region; however endogenous fluorophores interfere with the analysis. A previously developed tissue phantom was modified to simulate the fluorescence of normal as well as dysplastic tissues. After placing different concentrations of Photofrin into the tissue phantom, the peaks in the various emission spectra were normalized with the reflectance measurements. Unique Photofrin-induced excitation and emission values were identified.
1:45 p.m. Evaporative Cooling in a Penning Ion Trap
Anders K. Langworthy, John N. Yukich, Davidson College, Physics Department, PO Box 7133, Davidson, NC 28035-7133, (704) 892-9003, anlangworthy@davidson.edu
Resolution of spectroscopic structure in photodetachment from negative ions has in the past been limited by thermal broadening effects. Recently we have developed an evaporative cooling technique to reduce the average temperature in an ensemble of ions created in a Penning trap. We describe the current state of the project as well as future directions.
2:00 p.m. Global Heat and Momentum fluxes related to the North Atlantic Oscillation
Nathan Woodward* and Varavut Limpasuvan** (Advisor), Department of Marine Science, **Department of Chemistry and Physics, Coastal Carolina University, P.O. Box 261954, Conway, SC 29528-6054, (843) 349-2826, Woodm4457@aol.com, var@coastal.ed
The North Atlantic Oscillation (NAO) is a dominant mode of wintertime climate variability in the Northern Hemisphere. While previous studies have documented strong correlations between the NAO and various weather phenomena over the Eurasian continent and eastern North America, the driving mechanisms of the NAO have been in question. The divergence of the heat and momentum fluxes by atmospheric waves can force changes in the atmospheric circulation. Based on composite techniques using 42-year data set from the National Center for Environmental Prediction (NCEP), the potential influences of these wave fluxes on the NAO are investigated in this research. Knowledge of the wave influences may provide further insights into the NAO characteristics and its recent trend.
2:15 p.m. Java 3D Simulations of Rigid Body Dynamics
Adam Abele and Wolfgang Christian, Physics Department, Davidson College, Box 7133, Davidson 28035, adabele@davidson.edu.
Programming 3D physics simulations presents two challenges. The first challenge is the physics and the mathematics since the modeling of interesting three-dimensional phenomena is often difficult. Euler angles, for example, cannot be used to numerically solve the rigid body problem due to singularities in the differential equations. The second challenge is the visualization itself. This paper presents a new Java library that utilizes Java 3D to create, organize and manipulate 3D worlds for physics simulations. This library has been used to simulate rigid body dynamics using Hamiltons quaternions as an alternative to the Euler angle solution. A generalized solution for the rigid body rotation problem will be presented.
Programs will be available on the Open Source Physics website, http://www.opensourcephysics.org/.
This work is generously supported by the National Science Foundation (DUE-0126439).
2:30 p.m. Break
3:00 p.m. Finding Variable Stars in Globular Clusters Observed by Hubble Space Telescope
Kwayera Davis, College of Charleston, Department of Physics & Astronomy, 101 Science Center, 58 Coming St., Charleston, SC, 29403, (843)953-5593, kwayera_d@hotmail.com
An image of the globular cluster M54 from the Hubble Space Telescopes WFPC2 (Wide Field Planetary Camera 2) has been analyzed for the presence of variable stars. The QDPHOT (Quick & Dirty CCD Stellar PHOTometry) software package for the IRAF (Image Reduction and Analysis Facility) astronomy program was used to create a color-magnitude diagram for the cluster. The presence of many stars in the RR Lyrae segment of the instability strip motivated us to statistically analyze the photometry yielded for the presence of these variables. Out of some 13,000 stars visible in the cluster approximately 1000 variable candidates were identified. We believe that with further work we will be able to definitively identify these stars as variables. This research was conducted as part of the Kitt Peak National Observatory: Research Experiences for Undergraduates Program at the National Optical Astronomy Observatory in Tucson Arizona.
3:15 p.m. Design, development, and testing of a transient capacitance spectroscopy system
Kiril Simov and Tim Gfroerer, Davidson College, Physics Department, PO Box 7133, Davidson, NC 28035, phone: (704) 894-2319, fax: (704) 894-2894, kisimov@davidson.edu and tigfroerer@davidson.edu
Defect-related trapping and recombination limit the performance of a wide variety of semiconductor devices. Hence, it is important to determine how the concentration and energetic position of defect levels depend on alloy composition and device structure. Photoluminescence spectroscopy is a very sensitive probe of radiative levels but it cannot detect states that couple weakly with light. Transient capacitance spectroscopy (TCS) is a complementary electrical transport technique that can be used to study these nonradiative centers. In TCS, one monitors the transient capacitance of a nonequilibrium p-n junction to probe changes in trap occupation. The measurement is performed over a range of temperatures so that thermal activation can be used to gauge the depth of the traps. We report on the development and testing of a versatile TCS system that uses the LabVIEW development environment to acquire and analyze temperature-dependent transient capacitance data.
3:30 p.m. Forced Oscillations with Nonlinear Friction
Chris Schmitt and Xiaojun Wang (advisor), Department of Physics, Georgia Southern University, Statesboro, GA 30460, Tel: (912) 681-5292, E-mail: Mobius64_99@yahoo.com
Experiments of forced oscillation with a constant frictional force are commonly discussed in general and classical mechanics texts, though the dominating friction involves a nonlinear dependence on the velocity. In this presentation, the constant sliding friction was reduced to become negligible, allowing the air friction to become dominant. A slider car was positioned between two stretched springs on an air track where a sinusoidally driven arm provides the forced oscillations. A sail was attached to the car, providing a quadratic damping due to the air friction. By varying the area of the sail it will vary the degree of dominance to the quadratic damping as well as the broadness of the resonance curve. An analytical solution for the differential equation of motion is obtained after several approximations. The experimental results agree very well with the theoretical prediction.
3:45 p.m. Swimming in 3d Optical Lattices
Lisa M. DeBeer, Georgia Southern University, 8031 Georgia Ave., Statesboro, GA 30460, 912-681-5292, ldebeer@gasou.edu
The goal of this project was to create a set of tools that aid both theorists and experimentalists in visualizing the optical potentials created by lasers applied to Bose-Einstein condensates and the energy spectra of these potentials. An important step along the road to the realization of a neutral-atom as quantum- computational device is the ability to manipulate atoms in an ultra-precise way. One method to accomplish this is by trapping a Bose-Einstein condensate (BEC) in a space-periodic optical potential created by counter-propagating laser beams called an "optical lattice." A Bose-Einstein condensate is a collection of atoms that all share the same quantum-mechanical wave function. Understanding the behavior of BEC's in optical lattices should be key to the design of future quantum- computing devices. Optical lattice potentials created by more than two laser beams can vary in space in a complex way so that the ability to visualize them is useful for both theorists and experimentalists. I have created a tool to perform such visualizations, it is a stand-alone program that can execute on a windows PC.
4:00 p.m. The Great Pumpkin Drop! Communicating Science to Kids
Michelle Walker, Steven Overby, Department of Physics, North Carolina A&T State University, 1601 East Market Street, Greensboro, NC 27411, (336) 334-7646, mw003447@ncat.edu , sco96@yahoo.com
Science is notorious for being dull and boring, but that does not mean it has to be taught that way! This Halloween, undergraduate physics students at North Carolina A&T State University presented a lively, one-hour long on-campus physics show called Communicating Science to Kids. This program introduced 400 third grade students to many of the magical wonders of science, with explanations tailored to their level of understanding. Musical sounds, a laser-light show, interactive demonstrations, and hands-on activities captured young hearts and imaginations. After the main event, the A&T bulldog mascot led the students in an outdoor parade to watch Aristotle and Galileo debate their contrasting views on The Motion of Falling Bodies. To help settle this dispute, we culminated our day with a giant pumpkin drop. This presentation will discuss the planning, preparation, and success of this endeavor that we hope to make an annual event.
4:15 p.m. Teaching the Quark Model of Matter Using an Activity
Sasha Salters and Joanne Yallum (Don Franklin, advisor), Battery Creek High School Blue Dolphin Drive, Burton, SC 29906, 1-800-763-1875
Teaching students difficult material needs to have a different approach. This activity is from the C3P manual and has the students competing for the Nobel prize by assembling Mesons and Baryons using various combinations of quarks. This activity also comes in handy if you are running out of time for the year, and want to assign the activity for out of class experience.
4:30 p.m. MAPPING KINETIC ENERGY FLOW THROUGH AN ORGANIC CRYSTAL
Christopher Garrick and Kristen Krantzman (Advisor)*, College of Charleston, Department of Physics and Astronomy, Department of Chemistry and Biochemistry *, 66 George St. Charleston SC 29424, Ph.: (843)953-5593, ctgarric@edisto.cofc.edu
Secondary Ion Mass Spectrometry (SIMS) is am analytical technique used to identify organic molecules that are in a solid state. This technique involves hitting an organic solid with an ionic projectile in order to eject molecules from the solid and into the gas phase so that the molecules can be analyzed by spectroscopy. I am studying the transfer of kinetic energy through an organic crystal of benzene during SIMS. This model uses classical mechanics to find the position, velocity, and energy of each atom in the crystal at 10fs time intervals. I am using Mathematica and Microsoft Excel to plot the energy of each atom of the crystal with respect to its initial position in the crystal. This research is important to help understand the types of collisions that take place during SIMS and to find a suitable and predictable technique for producing these molecules in a stable form.
4:45 p.m. Preliminary Tests of a Low-Cost Solar Infrared Adaptive Optics System
S. M. Ammons (Duke University Physics Dept.) and C. U. Keller (National Solar Observatory)
Images produced by the National Solar Observatory's McMath-Pierce telescope on Kitt Peak, the largest solar telescope in the world, have been at the mercy of atmospheric turbulence for decades. Work is currently underway to install a low-cost adaptive optics (AO) system with the goal of correction in the infrared region of the spectrum for a total hardware cost of $25k. As a preliminary step a slow AO system was constructed in the lab to demonstrate the feasibility of the low-cost approach. The design is a simple feedback loop that reads the wavefront shape with a Hartmann wavefront sensor and makes corrections through a micromachined membrane deformable mirror. A computer calculates the voltages to adjust the 37-actuator mirror based on the wavefront information. The system operates at 1 Hz and is able to correct a distorted laser wavefronts within several cycles. This test paves the way to deploy a faster version of this system that runs at 500 Hz. This work is carried out through the National Solar Observatory Research Experience for Undergraduates (REU) program, supported by the National Science Foundation.
Workshops advertised in the Call for Papers that do not appear in the list below have been cancelled.
1:00 p.m. - 3:00 p.m. LAAPhysics: Online, Interactive, PER-Driven, Tutor-Guided Kinematics Modules
Jerry Meisner, UNC Greensboro, Physics Department, UNC Greensboro Greensboro, NC 274026170, 336.334.4217, jm@curie.uncg.edu
Location: Robinson Hall 011
Learn Anytime Anywhere Physics (LAAPhysics) (http://laaphysics.uncg.org), a project by The Universities Physics Education Group centered at UNC Greensboro, is authoring a guided inquiry, virtual laboratory learning environment with realtime assessment and feedback. LAAPhysics provides both synchronous and asynchronous learning experiences in an introductory, algebra-based course for undergraduates, inservice teachers and high school students by use of C++, scripting languages and XML technologies. Students choose virtual lab equipment and apparatus objects, take their own data, make their own analyses (and can make errors/mistakes) and draw their own conclusions, guided by a PER-based tutor/script. Students also interact with virtual peers using white board techniques, and are given realtime feedback through various assessment tools. LAAPhysics is developing curriculum that is based on pedagogy strategies from recent PER and will provide rich learning for those unable to obtain such experiences in traditional lab settings. As beta testers, you will have unprecedented opportunity to study how each student learns and will have access to these kinematics modules at your home base. You will also have preferred access to forthcoming dynamics modules.
1:00 p.m. - 3:00 p.m. Accessing and Processing Astronomical Images From Satellites and Ground-based Observatories, John Kolena, NCSSM
Location: Robinson Hall 123
Digitized astronomical images are publicly available from many major astronomical observatories and satellites. Astronomical images are in FTS format and require special software to interpret and process. Learn how to access research-quality astronomical images in the public domain (for example, from the Chandra x-ray satellite and the Sloan Digital Sky Survey (SDSS) among others), find out where to get image processors (from free to $395), and see some exercises and projects that can be done with these images in an astrophysics course.
3:00 p.m. - 5:00 p.m. Newton is Not Just Numbers...See the Laws, Be the Laws with PASCO Probeware
Richard Briscoe, PASCO
Location: Robinson Hall 123
Even the most fundamental physics concepts can be hard for many students to comprehend. Using PASCO probeware and software, students can develop more sophisticated mental models of physics phenomena through data visualizationeven complex concepts like Newtons Third Law or Conservation of Energy. When meshed with PASCO's standards-based explorations, physics can really come to life. Attend the workshop and experience science. You may even win your own Temperature Lab!
3:00 p.m. - 5:00 p.m. Cutting-edge assessment with WebAssign 4.0
Aaron Titus, Department of Chemistry and Physical Science, High Point University, 833 Montlieu Ave, High Point, NC 27262, 336-841-4668, titus@mailaps.org
Location: Rhoades Hall 142
What have you always wanted in a web-based assessment system but wondered if it was possible? WebAssign 4.0 might be able to do it. In this workshop, you will learn some cutting-edge, innovative uses of WebAssign. You will start by logging in as a student in a sample class and answering questions on a sample assignment. Then, once you get a feel for what it can do, you will develop a plan for how to incorporate it in your classes, and you will create assignments. Before leaving the workshop, you will sign up for a free trial and will be able to use it immediately with your classes.
3:00 p.m. - 5:00 p.m. Visual Python with applications from Matter and Interactions
Joe Heafner, 3990 Herman Sipe Road, Conover, NC 28613, 828.464.1055, heafnerj@vnet.net
Location: Rhoades Hall 105
In this workshop, participants will create some simulations with VPython, a free and open source interactive 3D programming environment used in Chabay and Sherwood's Matter & Interactions course. We will create a simulation of a planet orbiting a star and a simulation of a harmonic oscillator. No programming experience is necessary, and participants should bring a single floppy diskette if they wish to save their programs.
3:00 p.m. - 5:00 p.m. The Physics of Sports: Real-World Applications for Inquiry
Elizabeth Snoke, David Haase, Liz Woolard; The Science House, NC State University Box 8211, Raleigh, NC 27695; (919) 515-8824, fax (919) 515-7545; esnoke@unity.ncsu.edu
Location: Robinson Hall 119Sport offers a rich source of physics topics including mechanics, thermodynamics, optics and more. We describe an approach to high school student laboratory experiences, which makes use of the Internet, modeling software and probeware as well as student interest in sports, in an inquiry-based learning environment.
All directions from Robinson Hall First Floor Lobby.
Rhoades Hall 142: from the south end of the lobby, take the long hallway west. At the end of the hall, proceed straight into the door marked "Computer Labs". Room 142 is directly to your right.
Robinson Hall 125 Auditorium: enter from the north-east side of the lobby, or through the door across from the physics department offices.
Robinson Hall 123: right across from the auditorium (125).
Robinson Hall 228: Second floor, directly above the auditorium. Take the steps on the north end of the lobby, and turn left at the top of the stairs. Proceed east down the hall - last door on the left.
Rhoades Hall 105: from the north end of the lobby, take the long hall to the west.
Robinson Hall 011: from the southeast end of the lobby, take the stairs down one flight. As you exit the stairs, proceed west down the hall until you come to 011.
Robinson Hall 119: north end of lobby.
Robinson Hall 117: north end of lobby.
Restrooms: south end of lobby.
Campus Dining Hall: exit the doors on the north end of the lobby. Proceed west down the sidewalk. Turn left and the end of the science building, down the steps and across the road.
Directions to Campus and Local Accommodations