The Fall 2010 meeting location has yet to be identified. Volunteers from CSU Chico, Carondelet High School and the Exploratorium Teacher Institute are willing to inquire about being used as a location.
Programming suggestions were made that:
– The Share & Tell should remain in the morning
– Multiple tracks for workshops (one high school oriented and one college level oriented)
– A speaker for our next meeting is needed; some suggested looking up local science organizations for speaker lists
The Treasurer’s report said that we were in the black but did see an increase in the cost of printing, postage and program printing. Suggestions were made that the “call for papers” which was initially a legal size paper and has now been decreased to a postcard should remain a postcard. Today’s income has not yet been added to the balance.
Elections were held for the 2010-2011 officers. Claudia Winkler is the current President but was away due to a family emergency. There were no other nominations for President. Alex Wurden and Leanna Felardo agreed to share the position of Vice President of High Schools. David Marasco was not present but had indicated he would like to continue the position. Lee Trampleasure, Bree Barnett Dreyfuss, Dennis Buckley and Paul Robinson indicated they would like to continue in their positions. The membership voted and approved the following officers for the 2010-2011 year:
President – Claudia Winkler
Vice President of High Schools – Alex Wurden & Leanna Felardo
Vice President of Colleges & Universities – David Marasco
Webmaster – Lee Trampleasure
Secretary – Bree Barnett Dreyfuss
Treasurer – Dennis Buckley
Program Chair – Paul Robinson
Section Rep – Paul Robinson
A raffle was conducted with prizes donated by several members, ARC and PASCO.
Neville (Bill) Reay of Ohio State University “My Corner of Physics Education Research; Clickers & Beyond”
Bill demonstrated how to use clickers for a simple survey of current occupation. Some features include a timer once the question is revealed and a graph is displayed with the results of the clickers. There are benefits of using clickers including active learning to the classroom by providing
– Constructivist approach to active learning
– Series of visual steps
– Cognitive conflict stimulating dialogue
– Real time assessments
The success of clickers depends on the questions asked! Research based concept question sequences can be used to assess the same concepts with different surface features (different entity, different situation, different representation). Bill demonstrated a progression of questions on circuits that progressively increased in difficulty that requires students to think while the professor does not have to lecture.
Through a study clickers were assessed on their ability to progress student learning. Surveys have shown that students enjoy using clickers because they feel more involved in the course and feel that the clickers help them learn. Studies done by the Ohio State University show that across the board, class averages showed higher post-test scores and higher end of class grades with clickers than identical classes that did not use clickers.
The main hypothesis of the study was that using problems synthesizing concepts that are widely-separated in the teaching timeline and using conceptually based questions as scaffolding (two questions followed by a synthesis problem) with repeated training can develop expert-like problems solving skills in students. CDs were made available that had sample clicker publications and relevant publications. The materials will soon be linked here.
Ken Crawford, “The Universe from my Backyard”
Ken discussed how his interest in astronomy began and continued into astrophotography. There are several organizations that have telescope farms with remote access available for teachers. Light pollution is an increasing problem in the United States and makes photographing the stars difficult. Ken continued by discussing specific difficulties in capturing photos, including the exposure time, tracking, equipment etc.
Ken uses several different software manipulations in order to reduce noise, remove atmosphere, sharpen the image, etc. The representative colors are assigned to images in order to make the image detail easier to view and also more engaging. Many of Ken’s fabulous images were shared as he discussed how the images have been created and compiled from multiple images. Ken is also the President of the Advanced Imaging Conference, Inc. Ken’s website is: www.imagingdeepsky.com. You can also sign up to receive emailed images before they are published here.
Several animations of astronomical events are available free for download on the internet. Ken suggested the following websites:
Ann Hanks, PASCO & ARC retired: PASCO had to remove all lead from their products and in their production plants. Some lead spheres have to be replaced with tungsten spheres which are more expensive and smaller do to a higher density. Adaptors are available to use the new spheres; the Gravitational Balance that uses it is still the same price.
Jon Hanks, PASCO & ARC retired: Demoed PASCO new Fire Syringe that has had modifications to improve use.
Bill Simpson, ARC: Bill explained a new launch pad for bottle rockets that he saw on an episode of This Old House that are air pressurized with extra tall launch page for safety. There will be two raffled off this afternoon and it will be demonstrated at lunch. Step-by-step instructions and video by Slater Harrison are available here.
Alex Wurden, Western Sierra High School: Alex demonstrated the Singing Rod which creates a standing longitudinal wave in a long metal rod with resin available in music stores. Holding the rod in the center (at a node), you can stroke one end to create sound. The rod can also be turned to create a Doppler Effect.
Bill Papke, ARC retired: Shared a twist of fate that when he bought “Galileo’s Dream” by Kim Stanley Robinson on July 10th, 2009 and Galileo first looked through a telescope in July of 1609. A copy of the book has been donated to the raffle. Bill also shared a video of the “tablecloth trick” on the XXXL scale by using a a twenty foot table and a motorcycle. There is definite debate on the videos authenticity.
David Kagan, Cal State University, Chico: Demonstrated a projectile rod that models the decay of an objects height with gravity by dropping.
Bernard Cleyet, retired: Demonstrated an experiment with microwaves and filters to block radiation. A sensor was used to project the level as a sound wave to demonstrate the levels of intensity.
Alex Wurden, Western Sierra: Demonstrated several Physical Science Mnuemonics that can help students remember complicated formulas. Such as “Funny Emergency! Matador Tusk Attack!” for “F =m x a.” Funny pictures are often paired with the equations. Alex can be emailed at: alex.wurden@gmail.com.
Blaine Wells, ARC: Tennis ball launcher with Co2 cartridge power supply. Alternate barrels can shoot foam golf balls. Pressure vessel to barrel volume ratios are used for calculations; 3:1 will be a slow launch but 5:1 will guarantee a launch. Search “Co2 paintball cannon” for plans online from a variety of sources. PVC is not recommended; It is dangerous! Use black pipe instead for safety. A launcher will be in the raffle pile as well.
Chuck Hunt, ARC: Demonstrated a Ruben’s tube which is a large tube with small holes equally spaced along the length. One end has an input for flammable gas that fills the pipe; the other has a diaphragm on it that is put against a large speaker. As sound is pumped into the speaker the diaphragm is moved and creates a pressure wave inside the pipe. The tube’s flame will oscillate in a standing wave if a pure tone is played threw the speaker. As the tone is changed, a different number of wavelengths appears in the pipe. Music with pure tones in the right range work best. Six have been donated to the raffle. Holes should be 1/16” or smaller and a half inch to inch apart. Various videos and instructions exist online.
Don Rathjen, Exploratorium: Don demonstrated several resonators from the Exploratorium Snackbook. In one resonator, several balls of assorted sizes and on various lengths of dowels are all attached to a wood base. By shaking the base you can see that different frequencies of shaking make different balls move. This relates to seismology and engineering as such things have to be taken into account while planning. Quarter inch dowels are used and ideally balls of all the same mass and size (Don used Superballs). He also quickly demonstrated coupled oscillators.
Dean Baird, Rio Americano: Discussed using “Conceptual Physics Alive!” video series in his classes with questions to be answered while watching. The accompanying questions will be sold by Arbor Scientific but he has some samples available. The newest edition (11th) of the lab manual to accompany the Conceptual Physics textbook is also available as a sample for those that are interested. The lab manual should be available in the Fall of 2010. As a highlight, he shared some online resources such as Danny MacAskill who does stunt bicycle videos all over England, PhET Simulations from the University of Colorado and his blog and website Book of Phyz.
Bree Barnett Dreyfuss, Amador Valley High School: Bree shared examples of a recent Electric House Project for physics. Students had to create a small house with two rooms, often made from a shoebox. One room was to have three lights in series (dim) and the other two lights in parallel (bright). Examples were passed around as well as an example of the project description. “Best of” pictures are available on her website as well as a video explaining how to build the switch.
Frank Cascarano, Foothill College: Many of us demonstrate pressure and force using a bed of nails but the demonstration is also large and can be cumbersome. Fran shared a miniature version of the classic demonstration that helps with repeatability. A plan was passed around that allows for a balloon to be tested against two nails and then against ten nails with addable weights. You can mail Frank Cascarano for more information.
Leanna Felardo, Oroville High School: Shared the Physics literacy report letter to the teacher that requires students to read a book about Physics and write a one page letter about the book. It is virtually plagiarism-proof and requires students to actually read the book in order to complete it. Leanna also passed around an AP Physics Lab Notebook. Email Leanna for more information.
The non-profit Charity foundation portion of NVIDIA is working on bringing visualization into the classroom using their computer components. Video games and simulations have been proven to help students learn visual concepts.
They are asking for people to be a part of the Advisory Committee to help beta-test the visualizations that would be available online. Please contact Toni Hansen if you’re interested.
Contact Information:
Toni Hansen, Philanthropy and Social Responsibility
2701 San Tomas Expressway
Santa Clara, CA 95050
thansen@nvidia.com
CJ Chretien – Leadership Public Schools, Richmond
Chretien showed a few examples of video clips available online in the classroom including the recent Mythbusters episode testing the “Drop vs Shot Bullet” myth. An edited version of the episode is available for download here (removed next Thursday, October 15, 2009).
David Kagan – CSU Chico
After seeing a demonstration about the movement of a soda can that is unshaken compared to a soda can that had been shaken, Kagan wrote an article to “The Physics Teacher.” After that publication, a European TV show contacted him about it in order to use the experiment on the show.
Ann & Jon Hanks – PASCO Scientific
Explained raffle prizes: four PASCO generators for standing wave demo; dynamic set for incline plane (PASTrack). They also demoed a new modular LED strobe that can be realigned for different set-ups.
Don Rathjen – Exploratorium Teacher Institute
Rathjen explained the Science Snack based on the Exploratorium “Vanna” exhibit which is an optical illusion. It is made by taking three copies of a smiling person’s image and using two to create a modified version. It is made by cutting out the eyes and smile of one, apply them upside on one to a second. Starting with the modified and unmodified images upside down, explained that the pictures are of “smiling people.” When rotated though, it is clear one (the modified one) is not smiling. Don uses this exhibit and demonstration to explain the role the brain plays in interpretation of what our eyes see. There is more information available on the Exploratorium’s website.
Bernard Cleyet – retired
Cleyet explored the dissipation of movement of a dynamic cart using several different sensors. Beginning with a cart that had spring oscillators on either side, Cleyet graphed the displacement and found that the decay was not quite exponential. When a force probe is used, the force is fairly linear, as expected with a steel spring that obeys Hooke’s Law. Cleyet repeated the experiment with rubber bands instead of springs and found a much more extreme decay of motion. The rubber band experiment matches a historetic dissipation more than an exponential. The final trial used a magnetic repulsion array for its oscillator. For more information contact: bernardcleyet@redshift.com
Bob Reklis
Reklis discussed uses for robotics in a normal physics classroom. His new endeavor is a constant velocity robot with a programmable speed with additional sensors. Currently, it has a sensor that senses an approaching wall and stops. He also plans to have sensors that allow the car to follow a set line on the ground and add a uniform acceleration mode.
Gunjan Raizada
Raizada discussed teaching Physics to children at a young age in order to inspire students to get involved and interested in Physics. She is looking for ideas on how to grow her program.
Bree Barnett Dreyfuss – Amador Valley High School
Barnett Dreyfuss discussed “blinky light” activity using small LED lights. The original idea was developed by Sebastian Martin from the Exploratorium to study motion. LED lights with three settings by Inova work well, available typically from Target in the flashlight section for ~$8. The lights are set to the second setting on “dim” which is actually oscillating 100/ second. Samples of images produced by her students are available here. Pictures can be used to show several concepts including:
– projectile motion of objects, including those with unevenly distributed mass whose center of mass will follow a parabolic shape
– centripetal motion when attached to a bike wheel or other rotationary device can show the different speeds that would occur at different radius from the center
– motion of the body by attaching lights to the body and doing simple movements like running or walking
– free fall motion of differently massed or shaped objects from the same height at the same time to experiment with air resistance or to compare horizontally launched projectiles to those dropped
Sample motion with Blinky Lights
Dan Gill – North Tahoe High School
Gill attempted an experiment in which he would be inside a helium filled balloon to observe the changes in sound. Several theories as to why helium affects the pitch of a person’s voice exist but he doesn’t agree with them. Planning to answer a cell phone while inside the balloon, Gill also inserted a squeaky dog toy, whistle and tuning fork. The idea came from a YouTube video of a street performer using a giant balloon. Before the experiment could be completed, the balloon burst but we are looking forward to potentially seeing it in the Spring. The video of the attempt will be available on the NCNAAPT YouTube site here.
Bill Papke – American River College
Papke wanted to share that 5mW Green lasers are available at American Science & Surplus for much less than the normal retail price. The site also carries the innards of lasers, diffraction gratings, etc. Papke also recommended the novel “Flash Forward” by Robert Sawyer which is being made into a TV series right now.
Dan Burns – Los Gatos High School
Burns shared an infrared detection card that fluoresces (change color) if exposed to infrared light and can be activated by the infrared light from a remote control. The card is made using materials that can absorb two infrared photons, jumps up an energy level and then down in steps to to release visible light. They are available for around $20, there are cheaper ones that must be activated with exposure to visible light first. Here is a link from Industrial Fiber Optics.
Carl Rosenkilde – Retired
Rosenkilde discussed the sliding bar problem that originally came from another Show & Tell a year ago by Paul Robinson. A bar was placed along the edge of a table so that ¾ of it is off the table. The bar will fall, due to its center of mass being unsupported by the table, and will spin. The length of the bar affects how much rotation will occur (with the same initial height) and Rosenkilde showed us two different lengths, one that rotates to hit the ground at 90˚ and one at 180˚. A solution was presented as to how to prove that angular momentum is conserved. Email: carlrosenkilde@comcast.net
Chuck Hunt – American River College
Hunt made several announcements about the upcoming Spring meeting at the American River College in Sacramento, California during the business portion.
