This file is automatically updated by the Web server after anyone submits an abstract by using the Online - Call for Papers. These abstracts will also appear in the detailed program for the meeting.
Papers to be Presented on Friday Afternoon
EXAFS STUDIES OF NI-DOPING ON THE Y-123 SUPERCONDUCTOR. Michael C. Baxa, Won Chul Shin, Mark S. Boley, and Paul Zschack, Western Illinois University, Macomb, IL 61455. YBa2Cu3O7-d was doped with mass proportional percentages (0%, 0.1%, 0.2%, and 0.3%) of Ni, and the transport critical current density, Jc, of the superconductors were measured in the presence of magnetic fields ranging up to 1.2 Tesla at 77K and 60K at the superconductivity research laboratory of Western Illinois University. As reported in the past ISAAPT conference (April 2000), we discovered that the 0.2% Ni-dopant yielded the optimal enhancement in the Jc values, and deterioration of superconducting state properties occurred for higher mass percentages of Ni. More recently, extended X-ray absorption fine-structure (EXAFS) spectroscopy measurements were conducted at the Ni-edge on 0.1%, 0.2%, and 0.3% Ni-doped samples at the Advanced Photon Source at Argonne National Laboratory to see if the 0.2% sample had a significant change in its local atomic structure that would account for the optimized transport Jc. However, the measured data indicates that the three Ni samples essentially had the same local atomic structure with the signal-to-noise resolution obtained; therefore, the optimized Jc in the 0.2% sample appears to not be the result of a change in the local atomic structure. It is believed instead that the optimal enhancement is a result of changes at the grain boundaries of the 0.2% sample. Some of the experimental opportunities available at the Argonne APS through internships, etc., will also be discussed.
Studying Si-Surface Structure Influence On Pb-Island Growth in a REU Experience. Daniel A. Johnson, Mark S. Boley, and M.C. Tringides, Western Illinois University, Macomb, IL 61455. This presentation is about a Research Experience for Undergraduates (REU) in which I participated in the summer of 2000 at the Iowa State University campus. The benefits of the REU experience, which I will discuss, are extremely positive for anyone pursuing a physics major. The projects vary from theoretical astronomy to high energy particle physics research. The study in which I participated involved experimental condensed matter physics and the analysis of data from spot profile analysis of low-energy electron diffraction (SPA-LEED). The goal of this study is to determine the ratios of surface type upon the silicon (Si) sample. By analyzing the SPA-LEED data taken from particular Si samples where combined surfaces are present, it is possible to determine the amounts of certain types of surfaces present on the sample. The ultimate goal is the ability to control the growth of lead (Pb) islands upon the Si crystal. Applications of this research include the design of advanced microprocessors and quantum wires.
TYC Physics Workshops for the 21st Century*. Curtis J. Hieggelke, Joliet Junior College, Joliet, IL 60431. This paper will describe recent efforts and activities for the TYC Physics Workshop Project, a collaborative project of Joliet Junior College and Lee College (Baytown, TX). This project has provided a series of faculty professional development workshops held at various two-year college campuses for the last 10 years. The TYC Physics Workshop Project started in 1991 has offered more than 40 workshops that have served more than 800 participants from more than 300 TYCs representing 46 states and two US territories. It has had a national scope and impact in the physics teaching at two-year colleges. These workshops have covered the major developments teaching and learning strategies including technology and assessment that have emerged in the last few years. Recent activities have targeted connecting better the physics core courses for technician education to the real world of work. *Supported in part by a ATE grant from the Division of Undergraduate Education of the National Science FoundationPapers to be Presented on Saturday Morning
CosRayHS (Cosmic Ray Detectors in High Schools?). Julia A. Thompson, David E. Kraus, Julie Breden, SIUE, Univ. of Pittsburgh, Southwest High School, Pittsburgh, PA 15260. A developing national collaboration of cosmic ray physicists and high school students and teachers aims to put a number of coarse grid cosmic ray detector systems in place in high schools, to exploit the potential for new physics discoveries and new educational directions. Grids of order 100m-1km spacing may study showers of order 1011 eV primary energy. Grids of order 40-50 km can check for the occurrence of anomalous events such as have been seen by a Swiss array, indicating energies of order 1020 eV or higher. Educational connections and current status of some projects will be discussed. Locally, an exploratory detector is being installed at Southwest High School in the physics class of Ms. Julie Breden. Other interested teachers are encouraged to contact Prof. Julia Thompson (jth@pitt.edu).
Magnetism TIPERs*. Curtis J. Hieggelke, Joliet Junior College, Joliet, IL 60431. This talk will describe a collaborative project with David Maloney (Indiana University -Purdue University Fort Wayne, Fort Wayne , IN) and Tom O’Kuma (Lee College, Baytown, TX) to develop an interrelated collection of new materials for the topics and concepts in magnetism. These materials are designed to be easy-to-incorporate, in part (or in whole), into courses as classroom materials, web assignments, or homework. These materials employ various TIPER (Tasks Inspired by Physics Education Research) formats. These formats include: Ranking Tasks (RT); Working Backwards Tasks (WBT); What, if anything, is Wrong Tasks (WWT); Qualitative Reasoning Tasks (QRT); Bar Chart Tasks (BCT); Conflicting Contentions Tasks (CCT); Linked Multiple Choice Tasks (LMCT); Desktop Experiments Tasks (DET); Changing Representations Tasks (CRT); Concept Oriented Demonstrations Tasks (CODT); Meaningful, Meaningless Calculations Tasks (MMCT); Predict and Explain Tasks (PET); and Concept Oriented Simulations Tasks (COST). Such materials support new active learning approaches and can usually be easily incorporated in small pieces without making major changes. *Supported in part by a CCLI grant from the Division of Undergraduate Education of the National Science Foundation
Either Day Will be Fine
How much context is too much?. Tom Foster, Southern Illinois University - Edwardsville, Edwardsville, IL 62026-1654. The University of Minnesota Physics Education Research and Development group has invented a collection of problems called context-rich problems. These problems are a step beyond the typical end-of-chapter physics textbook problem in complexity and difficulty. They were developed to give groups and individuals more realistic and challenging physics problems. In creating such problems, however, it is temptingly easy to include so much context that they become nearly impossible to solve. To avoid this pitfall, we have identified twenty-one difficulty traits of a context-rich problem which should be considered prior to using the problem. This talk will also show the validity of the twenty-one traits.
Reflections on the use of a problem-solving strategy in assessing student learning in an introductory physics class. Kimberly Shaw, SIUE, Edwardsville, IL 62026. A detailed problem solving strategy, based on one developed by the University of Minnesota physics education group, has been a required part of all problem-solving in one section of the first semester introductory physics class that I am currently teaching. There are several motivations for requiring this strategy as an explicit problem solving strategy. First, students are taught a logical system of problem solving, with explicit steps to elucidate the reasoning process. Second, this can be used to eliminate the student-teacher conflict that occurs whenever students feel that they understand a concept, yet fail to show sufficient work or reasoning to prove or disprove this belief, and it does so by making the entire problem-solving and reasoning process explicit. Third, this strategy discourages the common student approach of throwing equations at a problem until a numerical solution, right or wrong, is surrendered by the math. As well, this approach promises a lesser student dependence on memorizing equations and problem types, particularly specialized situations found in the textbook, such as worked examples. I will present this strategy and its' full justification, along with my own reflections on its' use in class to date.Technology for High School Physics Teachers. Carl J. Wenning, Physics Department, Illinois State University, Normal, IL 61790-4560. The Illinois State Board of Education has recently mandated that all prospective high school teachers become adept at using a wide variety of educational technology in the classroom. The author will review these program standards and explain how the Department of Physics at Illinois State University is working to fulfill this mandate through its course "Computer Applications for High School Physics."
Newly Registered Papers