Spring 2012 Share & Tell Notes

Lee Trampleasure, Carondelet High School  – deriving the kinematics equation experimentally

Handout available here.

Students use TI calculators to derive the kinematics equations. Students graph a linear position-time graph for different constant velocity cars. Student graph the data by hand and then uses linear regression to calculate the slope which will vary from student to student as their best fit lines differ. Students then plot a constant acceleration car and graph that data in their calculators. By taking various tangent lines students create a separate graph of the velocity-time for the car. Using the equation supplied by the calculator they begin to see the relationship between their y-intercept on the y=ax+b equation from the velocity-time graph matches the b in their equation for the position to time graph (x=at^2+bt+c).

David Talcott, Carlmont High School (c/o Bree) – Planck’s constant apparatus

Recently David has posted about a homemade device to derive Planck’s constant. Below an excerpt from David’s explanation:

Planck's Constant Apparatus

The concept is pretty simple, shine light on a piece of metal, electrons eject, detect energy of electrons for each frequency of light, plot energy/frequency, slope is planks constant.   There is a phet simulation that illustrates this process. The device that I have built use a phototube (1p39 or 929 tube) these can be purchased on eBay for about $35.  The rest of the apparatus costs about 35 dollars.  The Sargent welch equivalent cost around 800 dollars.

John Boyce , iFly – indoor skydiving

John Boyce demonstrates devices used in the iFly tunnel.

The iFly Education website has more information.

John is encouraging Physics teachers to come to any of the eight iFly facilities as a field trip. Students will be able to tour the facility, learn to fly, participate in flight and walk away with pictures and video. Several members have taken field trips there and enjoyed it.

Frank Cascarano, Foothill College – SawStop.com

A former science teacher became a patent lawyer and developed the SawStop. An electrical signal is put onto the saw blade and as soon as an electrically conductive material comes in contact with the blade the potential difference drops. This signals the saw to stop in a hundredth of a second. A powerful video using a hot dog demonstrates the concept. The blade is electrically isolated and thus the saw must be bought separate and is a “one time shot.”

Mark Hurwitz demonstrates a ring launcher

Mark Hurwitz, Lick-Wilmerding High School

Mark demonstrated his Ring Launcher commonly used to explain Lenz’s Law. The common rings made of plastic, aluminum ring with a slit and an aluminum ring without a slit. In addition to that there is a coil with a light bulb. An additional demonstration then is to move the coil and lightbulb down the length of the rod and observe the brightness increase as it lowers closer to the coil.

David explains Lenz's Law

This led to a great discussion led by David Kagan about how such demonstrations are not actually demonstrating Lenz’s Law. We look forward to linking David’s full explanation soon.

Bree Barnett Dreyfuss, Amador Valley High School – Leyden Jar examples

Bree explained that her students build a simple Leyden Jar capacitor out of a film can. This year she experimented with the dissectable Leyden Jar available here. Through a lot of dramatic demonstration you can use it to teach students that the charge in a capacitor is stored on the plastic of the cup. Several years ago a student made a much larger version of the Leyden jar (picture coming soon) nicknamed the “Freshmen Killer” that she had not yet used. When the student came back to visit he insisted that they experiment with the Leyden Jar. Bree purposely took the shock provided by the dissectable Leyden Jar (not recommended) and felt a shock through her mid-foreman. When she did the same with the larger Leyden Jar (really not advisable) she felt a shock up to her shoulder. Smaller Leyden Jars can light a small neon bulb but the larger Leyden jar can actually light an 8” fluorescent tube!

Gunjan Raizada Chakravarty – Sowing the Seed of Physics

Dr. G demonstrates several different quick demonstrations of Physics that she uses with younger students to break the cycle of fear surrounding Physics.  Several easy to access kid-friendly materials can be used to explain different aspects of students. Dr. G travels to different schools and provides demonstrations to kids about Physics.

Lee Trampleasure, webmaster, updated the membership on the new tools of the website. He introduced informative polls, the new job board and our RSS feed capabilities. Lee is even creating websites for several other sections of AAPT. Way to go Lee!

Spring conference in South Lake Tahoe, April 21, 2012

Join us at Lake Tahoe Community College for a day of physics education.

Saturday, April 21st

All sessions are held in the Duke Theater, Room F111

Read more »

New physics job listings bulletin board on our website

For 2012 we’re introducing a new online bulletin board where you can post and search for job openings. The web address is http://ncnaapt.org/jobs.

• To search, just click the links in the menu on the right side.
• To post, click the “Register” link at the bottom of the right side menu, and follow the simple instructions to register. You can then post your job opening announcement.

We are limiting postings to positions at schools, colleges, and universities, so please don’t post jobs with tutoring agencies, etc. (if you’d like us to do this, please contact us with what you’d like to post and we’ll reconsider this policy). The NCN AAPT website gets about 500 hits per month, so we hope to be a resource for connecting job seekers with jobs.

Call for presentations at our spring meeting

Our spring conference is set for Saturday, April 21, 2012. The location will be Lake Tahoe Community College, in South Lake Tahoe, CA. We’re now looking for proposals for talks/papers (10-15 minutes) and programs/workshops (30 minutes to two hours).

We accept proposals in all areas of physics education and/or research, and we usually can fit them all in. Deadline for submissions is March 5, 2012. This year we’re taking all proposals online, you can submit yours at http://ncnaapt.org/submit.

First timers are particularly encouraged to submit a proposal–remember that AAPT and its sections exist largely through the contributions of its members (we usually have an invited keynote speaker, but the rest of the program is “just us”). If you’re doing something in your classroom/lecture hall/lab that you’re proud of, please take this opportunity to share it with others (and remember, there’s almost nothing that’s truly new in education, so don’t worry if you think someone has presented it before).

Keep your eyes peeled on out site for registration information (we’ll post this in early March), and be sure to Friend us if you’re on Facebook: www.facebook.com/pages/Northern-CaliforniaNevada-Section-American-Association-of-Physics-Teachers/127898515559

Fall 2011 Conference at UC Berkeley

Join us the first weekend in November at UC Berkeley for a day and a half of physics education.

Friday evening, November 4th

Social and Lecture Demo Show

• 5:30 No-Host Dinner at Chianlai Thai Cuisine, 2505 Hearst St.
• 6:30 Welcome Gathering and Social
• 7:30 Lecture Demo Sho

Saturday, November 5

Program

• 8:00 Registration, coffee, donuts
• 9:00 Welcome
• 9:15 Show and Tell
• 10:15 Break
• 10:30 “Physics for Future Presidents — A new approach for the non-science student.” Invited speaker: Richard Muller, Professor of Physics, U.C. Berkeley, Faculty Senior Scientist, Lawrence Berkeley National Laboratory
• 11:30 Group photo
• 11:45 Lunch
• 12:45 Business meeting (in just 15 minutes!)
• 1:00 Two options:
• Tour of Physics Research Labs. Guided tours of physics faculty labs in Astrophysics, Condensed Matter & Materials Science, and Atomic, Molecular, and Optical Physics, led by graduate students and researchers.
• Roundtable Discussion for high school teachers to discuss common problems and solution.
• 2:15 Break
• 2:30 Two options:
• Three concurrent workshops featuring labs and lecture demonstrations from Berkeley and other schools (contributions welcome). Spend the full period in one or circulate among the labs to see them all.
• Modeling Instruction introduction workshop
• 4:00 End

Map

View NCN AAPT Conference at UCB November 2011 in a larger map and/or get directions

Complete program

Download our complete program in PDF format here.

Registration

$20 for NCN AAPT members (includes one lunch ticket). First timers are always free (lunch tickets for first timers are $10). Lunch will be beef, turkey, or veggie sandwiches.

Pre-registration is not required, but will help us know how many people to expect:

(The registration below says it’s free, but that’s just because we’re not collecting payment online. The usual registration fees apply, including free admission for first time attendees.)

[EVENT_REGIS_CATEGORY event_category_id="section"]

Spring Section Conference

Our spring 2011 Spring Conference has two components:

Highlights:

Friday Evening Social

April 22: San Mateo High School

• Hot Dog Reception
• Tour of new biotech wing
• “My Favorite Movie Clips” presented by Adam Weiner and Paul Robinson

More details below

Saturday Mini-Conference

April 23: Exploratorium, San Francisco

• Show and Tell
• Invited speaker, Adam Weiner: “Don’t Try This at Home! The Physics of Hollywood Movies”
• Brief business meeting
• “A Physics Teachers’ Guided Tour of the Exploratorium” by Paul Doherty
• Contributed presentations

More details below.

Read more »

Renewable Energy Workshop at UC Berkeley, March 5-6, 2011

The workshop is sponsored by the AAPT as well as the APS Forum on Physics and Society as well as the new APS Topical Group on Energy Research and Applications.

It will be held March 5-6 at UC Berkeley (Evans Hall 10).

The workshop should be of interest to faculty who wish to introduce energy topics into their courses as well as advanced students who might be interested in some aspect of energy research. A similar course organized three years ago was considered a great success. Participants will receive a book of the talks presented.

REGISTER SOON. We sold out when a similar course was offered three years ago.

For more information, see http://www.calpoly.edu/~dhafemei/APSenergy.html

(Thanks to Barbara Levi from Southern Cal AAPT for working on this program and forwarding us the information.)

Fall Mini-Conference Share n Tell

At every section meeting one of our most popular portions is the Share n Tell during which participants have five minutes to share a demo, idea, concept, book, problem, example, etc. Talkative participants must fear the dreaded gong at the end of five minutes. Below please find notes and relevant links from the special double session of Share n Tell from our Fall NCNAAPT Section Meeting and mini-conference:

Don models Piezo Electric Cars

Don Payne, Carondelet High School

A Piezo Electric popper (spark fed) has been adapted to drive a small toy car. A film canister is filled with either  ethanol or Bonaca breath spray. By igniting the propellent the can be shot in one direction as the car moves in the other. Can be used for  momentum collisions or projectile motion and potentially adapted for use with photogates. Black film cans with gray lids with a lid work the best and a Nerf ball was added tot the launching end of the can for safety for projectiles. Nicknamed as the “Bonaca Cannon” at the conference, the car is made from a small wood base, Pisco (?) aluminum axle wheels and electric leads for ignition.

Piezo Electric Car

Piezo Electric Car

Piezo Electric Car

Piezo Electric Car 4

Paul Robinson, San Mateo High School

Horace (Rog) Lucidio taught in Pittsburgh and then Fresno. He has since retired and published a book called “Educational Genocide” just recently out. It is available from Amazon or AbeBooks, and comes highly recommended. Read the press release here.

Bernard C, retired

Bernard demonstrated a “Poisson’s Spot” demonstration, misnamed because you shouldn’t get light behind a barrier which in this case is a 4” “ball bearing” used to block the microwave signal AC Amplifier (with sound signal so it doesn’t need to be in the dark).  Can be shown to block specific zones so that it acts as a positive lens and increase the size of the signal using Fresnel Zoning.

Bree models Center of Mass projects

Bree Barnett Dreyfuss, Amador Valley High School

Bree shared a “Center of Mass” Project that students do while studying Torque and Center of Mass. The project is adjusted for a variety of levels including freshmen in Conceptual Physics. There is a website with details and YouTube video that explains the details of the project to students. Sophomores to Seniors in regular Physics have to bring in a balanced object, either a mobile, 3D sculpture or flat oddly shaped object. The flat character/ geographic region is the most popular and allows for the most creativity. Students have also used powerpoint, made videos with classmates and even hand drawn animations in order to demonstrate their understanding of Center of Mass. For younger freshmen, the project is restricted to create a flat creative object and bring it in to class. Then together, they learn how to find the center of mass of their object using a plumb bob.

Cailin models her homemade wind tunnel

Cailin Creighton, iFly educational leader

Cailin is in charge of the education program at the Union City iFly facility and has offered affordable field trips for teachers. She shared models and instructions of a handmade vertical wind tunnel out of a cereal box and plastic bottle. Instructions to come soon. Cailin used a Kellog’s 18 oz cereal box and an Archer Farms water bottle – plastic not glass to create the frame of the wind tunnel. A 80 mm commuter fan hooked up to a 9V battery runs the fan and allows a  light object like tissue paper to fly. This model models the Hollywood (single side tunnel) while the local Union City one has two sides of fans feeding in to the tunnel. Turning vanes are not necessary for the cereal box model due to the simplicity of the design. It was suggested to try adding dry ice to simulate a tornado. 1” Styrofoam balls cut in half will fly, while a whole ball will not fly which is interesting because they have the same surface area but a different weight.  Cailin’s contact information is Cailin@iflysfbay.com.

Paul and Paul model reaction time

Paul Doherty, Exploratorium

A baseball bat is adapted to be used for a reaction time test.

Paul shared the classic Reaction Time experiment adapted to work for a baseball bat that is marked with reaction times. Average human reaction is 0.16 s, volunteer Pablo got 0.22s, then 0.2 s which is consistent with experiments as students improve with time.

Putting a stiff card at the top of the baseball bat acts as an amplifier. You can strike the bat at different locations and hear an amplified thud. The sound will decrease as you reach the “sweet spot” which is a vibrational node. This is why hitting a home run on the sweet spot feels better than hitting off the spot.

Don Rathjen, Exploratorium

A Fan cart is helpful in teaching Newton’s Third Law by moving the fan and sail positions to show that when both are on the same cart it will not move. Don has a fabulous design that is very low friction. Don also added a waterbottle that was cut in half with the “sport top” that pops up that can be used to create a consistent drip timer. This can be added to the fan cart to work as a drip timer for motion to model motion.

Don Rathjen's Fan Cart

Newton, NC's 3 laws

Lee Trampleasure, Carondelet High School

Lee (who had lost his voice) shared a humorous PowerPoint on Newtons three laws (Newton, North Carolina, that is) with single picture explanations of each of Newton’s Three Laws:

• 1^st law: 35 mph Speed Limit sign
• 2^nd Law: “no left turn” sign
• 3^rd Law: “no parking” sign

Pauline models torque

Pauline Seales

Pauline described a demo in which she asks a “strong” student to bend a nail with their bare hands, which they can’t do. She then asks a “small” student to bend it and hands them two pieces of metal pipe that are inserted on each end of the nail (increasing the lever arm distance) and they are able to bend it easily.

Pauline also modeled using a pre-cut mop handle attached with a PVC pipe to show how balanced Torques does not mean balanced forces. Students often don’t believe her and have to weigh the broom head (heavier) and handle (lighter) themselves because they don’t believe her.

Pauline with precut mop

Dean Baird, Rio Americano High School

Showed Simple Harmonica Motion:

Simple Harmonica Motion

Dean also discussed a large mural of white light reflected on an equilateral triangle outside his room with almost the right angles. He showed a video of a Newton’s Cradle that does not behave normally as discussed in his blogpost.

Paul Doherty added that the Exploratorium recently created a large Newton’s “ridable” Cradle with 1 meter diameter Lexican balls. Paul also told us about the Exploratorium’s After Dark adult only program that goes from  6-9pm, on the first Thursday of every month.

Rob Benn, American High School

Using video in the classroom using iMovie, iPods, iTouches, etc. in order to model Bridges, motion at Great America, etc. Can also be used with high speed cameras. VideoPoint is additional software that you can use. The FH100 Casio will do 1000 frames/ second but is $300. Students participate in Knieval Physics which makes for interesting videos. Due to the wealth of information available from Rob, he was encourage to do a workshop next time.

Dean Baird, Rio Americano High School

Dean showed an additional short film of a Newton’s Cradle in which the balls appear to fly apart. After showing a hint video we were able to see the answer, all videos available on his blogpost.

Dobbson models a Gaussian Cannon

J Robert Dobbson

Dobbson shared a Gaussian Cannon that can be made rather than bought with ½” steel ball bearings and neodymium magnets on a plastic ruler. Having an assistant pull the last ball, last two balls and last three balls off the end you can learn that the approximate magnetic strength changes with proximity to the neodymium magnet. Allowing the first ball to fall down a small incline the loss of potential energy becomes kinetic energy. The ball also gains energy as it is attracted to the magnet and as the energy grows the last ball flies off at a larger velocity.

Dobbson also shared a coil of magnetic wired that he had to modify so that it appropriately showed the magnetic field inside the coil without being affected by the lights. He coiled 10 cm, made a Uturn in the coil for 20 cm, used another Uturn and then another 10 cm.

Rodger talks about temperature

Rodger Moorehouse, Pomona

Rodger discussed the history of different temperature scales and their origins.

Bree Barnett Dreyfuss, Amador Valley High School

Bree shared a variation of the Blinky Light activity from her website as well as an online game about Torque called Levers.

Paul Robinson, San Mateo High School

Paul shared the ramp he designed which is very repeatable and consistent. He was unable to show his baseball videos but they are available on his website.

Paul's ramp

Fall Section Event/Meeting: November 5th & 6th, 2010, Concord, CA

You are invited to our Fall 2010 Mini-conference / Meeting, Friday and Saturday, November 5th & 6th.

Friday afternoon/evening

Program

Join us for a tour and presentation on some of the cutting edge energy research being conducted at the DOE Joint Genome Institute.

5:00-6:30 PM

Social

Food and drink (no host) and socializing at one of the Bay Area’s quality brewpubs.

7:00-9:00 PM

Pyramid Alehouse, Brewery & Restaurant

1410 Locust Street

Saturday, November 6th

Mini-conference and Meeting

7:45-3:00

Carondelet High School

7:45 Registration, Coffee, Donuts and other culinary delights

Sign up for lunch if you would like one.

8:55 Welcome and Announcements

9:00 Show & Tell — Part 1

Share your favorite demonstration or teaching tip. Since new teachers and section members will be at this meeting, you are encouraged to dust off some of your oldies but goodies. If you have handouts, please bring 75 copies. Time limite is 5 minutes per person or you risk the dreaded Gong!

10:00 “Blinky Lights — Quantized Motion”

Invited Speakers: Paul Doherty & Don Rathjen

Join the crew from the Exploratorium investigating the motion of objects using time exposure digital images of Inova microlights which blink at 100 Hz. We’ll do quantitative analysis of constant velocity, accelerating and rotational motion. We’ll produce some artistic images as well. Bring your own digital camera and learn ahead how to take long exposures.

11:15 Break

11:30 Business Meeting

12:00 Show & Tell — Part 2

12:30 Lunch

For those staying for the afternoon workshops, or just to socialize.

1:00-3:00 Workshops

Workshop A: Introduction to Modeling

Lee Trampleasure, Carondelet High School

Have you been interested in the Modeling Method of High School Physics Instruction? Come to a two-hour mini-workshop to get your hands on some of the activities, and have some of your questions answered. “Modeling,” developed in 1990, cultivates physics teachers as experts on effective use of guided inquiry in physic teaching. Program goals are fully aligned with National Science Education Standards. The Modeling Method corrects many weaknesses of the traditional lecture-demonstration method, including fragmentation of knowledge, student passivity, and persistence of naive beliefs about the physical world. The Modeling Method organizes the course around a small number of scientific models, thus making a more course coherent.

Workshop B: Exploring Optics at the Convenient Three Centimeter Wavelength

Bernard Cleyet, Retired

While many of the properties of E-M radiation are readily demonstrated with visible light (the geometric) some are not (many physical), because of its microscopic wavelength. The invention of the klystron and more recently the Gun diode makes it possible to more easily demonstrate those of microscopic character, because their generated wavelengths are about five orders of magnitude greater. These include measurement of the evanescent wave resulting from frustrated total internal reflection, Miraldi’s spot, zone plates, and the phase speed of E-M radiation confined in a waveguide. We can demonstrate some of these using the X-band radiation generated by a WW II surplus klystron. Several firms sell instructional systems using Gun diodes. However, they don’t include the apparatus or directions for the above and other more esoteric effects. If time permits, we can explore those in addition to the former listed above. They include dichroism (birefringence), retardation plates, and various optical elements using artificial dielectrics including optical activity. The commercial systems include such basic demonstrations as polarization and refraction. If desired, we can do these, also.

Registration

$10 for NCNAAPT members; Free for first-time attendees and students.

Lunch tickets will be available for $10

If you know you’re coming, please RSVP to let us get an approximate head count. If you decide to come at the last minute, please come even if you didn’t RSVP.

We will have “proof of attendance” letters documenting attendance for any teacher who needs one for their district/credential professional development purposes.

Dues and Don’ts

Section dues are $25 for the academic year, due each Fall. If you cannot attend the meeting, remain an active member and ensure you’ll receive all our mailings by sending dues to our treasurer, Dennis Buckly, PO Box 735, Brentwood, CA 94513

Lodging

Three local hotels include:

or

or

Exploring Optics at the Convenient Three Centimeter Wavelength

Fall meeting paper/presentation deadline exteded until Oct 8th.

Reminder that the Northern California/Nevada AAPT fall meeting/mini conference will be Friday/Saturday, November 5th and 6th in Concord, CA.

We still have several open spaces for presentations, so we have extended the deadline through October 8th:

We solicit contributed papers and presentations of 15, 30, 60 minutes in length or even longer workshops.  Suitable topics include teaching ideas, research projects, laboratory techniques, novel demonstrations, computers and instruction. Please send an abstract of your talk, with title, your name and affiliation, AV and equipment requests, and other requirements to the Program Chairman, Paul Robinson, preferably by email at pablo@laserpablo.com.

If you haven’t presented at a conference before, we encourage you to make ours your first. Our Section meetings are a great place to test your presentation skills (and maybe work up your confidence to present at an AAPT national meeting!). Remember, conferences are mostly based on peer-to-peer sharing; if you haven’t presented before, maybe it’s time

We are pleased to announce that several of our members from the Exploratorium will be presenting a keynote presentation on the use of “blinky lights” in physics classrooms. Complete details will be included in our program, but this is sure to be a valuable event. Mark your calendars!

Hope to see everyone in November