Abstracts for AAPT Members (updated March 26, 2001)

Project COMPACT: Career-Oriented Materials for Physics and Contemporary Technology

Doyle V. Davis, NH Comm. Tech. College, 2020 Riverside Dr., Berlin, NH 03570, 603-752-1113 x 1360, ddavis@tec.nh.us

Yakov Cherner, ATel Inc., 87 Stanley Road, Swampscott, MA, 1-978 282-1119, ycherner@world.std.com

A new type of application-oriented, integrated curriculum software for introductory physics is being developed to address a wide audience including four-year, two-year, and secondary students in science, technology, and engineering programs. Separate software packages are being developed each devoted to a single general theme such as the physics of fluids; thermodynamics; and optics. Real applications to these fields are
presented in each of the modules being developed. Teachers can modify and expand an open-ended collection of problems, solution plans, tests, queries, and leading questions using their own experience or incorporating diverse curriculum resources, including those available on the WWW. Sample lessons will be shown including a series of interactive JAVA applets which have been developed for each module . This project is supported in part by a grant from NSF(DUE#9850326). An overview of Project COMPACT may be found at: http://webphysics.tec.nh.us/compact/ate98.html

Title: Providing a Conceptual Basis for Quantum Mechanics

Jonathan Mitschele, Saint Joseph's College, Standish, ME 04084, 207-893-7910, jmitsche@sjcme.edu

Given the physics background of the typical first-year student and the usual introduction to quantum mechanics in textbooks for introductory physics or chemistry courses, it is not surprising that the conceptual foundations of the subject remain a mystery to virtually all students passing through these courses.  One can begin to demystify the subject with a set of carefully chosen demonstrations that explore fundamental aspects of waves, oscillating systems, and light: wavelength, frequency, wave velocity, diffraction, interference, nodes and antinodes, resonance, and the photoelectric effect.
I will outline a variety of demonstrations I have used in my classes for such an introduction.

Chaotic Behavior in a Double Pendulum

Patrick Keith-Hynes, Physics Department, Norwich University, Northfield, VT 05663, 802-485-2314, pkh@together.net

Richard (Sandy) Hyde, Physics Department, Norwich University, Northfield, VT 05663, 802-485-2314, hyde@norwich.edu

A double pendulum [1] exhibits sensitive dependence on initial conditions (SDIC), a characteristic of chaotic behavior [2]. In a laboratory exercise suitable for college juniors, SDIC is explored when the initial conditions on a double pendulum are slightly varied. The motion is sampled [3]; Lagrangian mechanics generates the equations of motion [4]; and a numerical integration constructs the phase-space trajectories [5]. Experimental and theoretical/numerical results compare reasonably and demonstrate SDIC convincingly.

[1] Cromer, Alan, Physics Department, Northeastern University.
[2] Blaine, Larry, Mathematics Department, Plymouth State College.
[3] Smart Pulley, Vernier Software, Portland, OR.
[4] Schaum's Outline Series: Theoretical Mechanics, McGraw-Hill, 1967.
[5] Greenspan, D., Discrete Numerical Methods, Academic Press, 1974.

Improved Learning of Mechanics Concepts at Bridgewater State College

Dennis E. Kuhl, Lisa M. DiFalco, and Michael Fernandes, Physics Department, Bridgewater State College, Bridgewater, MA 20325, (508) 531-2079, dkuhl@bridgew.edu

Microcomputer-based laboratories, including RealTime Physics and Tools for Scientific Thinking curricula, were adopted at Bridgewater State College in Fall 1999 with goal of duplicating the exciting learning gains reported elsewhere for concepts in kinematics and dynamics. Pre- and post-instruction assessment using the Force and Motion Conceptual Evaluation showed gains that were encouraging for certain kinematics concepts. Gains on acceleration and force concepts were, however, essentially indistinguishable from traditional instruction. Physical changes were subsequently made to the laboratories to improve student measurement results for acceleration experiments, and the classes were evaluated again in Fall 2000. Improvements were seen in all conceptual categories.

Interactive Lecture Demonstrations at the University Of Sydney

Lisa M. DiFalco [1], Ian D. Johnston [2], Ronald K. Thornton [3], and Dennis E. Kuhl [1]

[1] Physics Department, Bridgewater State College, Bridgewater, MA 20325
[2] School of Physics, University of Sydney, Sydney, N.S.W. 2006, Australia
[3] Center for Science and Mathematics Teaching, Tufts University, 4 Colby Street, Medford, MA 02155

Recent studies show that traditional lecture-based teaching methods do not give introductory physics students the best opportunity to understand the concepts of physics. One alternative to traditional instruction is the use of Interactive Lecture Demonstrations (ILDs). The Physics Department at the University of Sydney in Australia has implemented ILDs into their introductory curriculum. Learning gains are evaluated using the Force and Motion Conceptual Evaluation. Data for ILD instruction at the University of Sydney is compared with data for traditional instruction from previous years there, as well as with other comparable institutions. The results are in strong support of the use of ILDs to enhance conceptual understanding.