SOS-AAPT Spring Meeting
April 15, 2023
9:00 am - 3:00 pm
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Pickerington High School North
7800 Refugee Road
Pickerington, Ohio 43147
For directions, click on the link above.
Contact - Lenore Horner, 7 Hills Horner
[email protected]
Host: Doug Forrest, Pickerington High School North
[email protected]
This page will be updated when more information becomes available (02_21_23). If you have any questions please e-mail the webmaster, Kevin McChesney
Ohio Section, American Association of Physics Teachers
| TIME | PRESENTATION & SPEAKER | LINKS TO WEBSITES & PRESENTATIONS |
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| 9:00 - 9:20 | Arrival, registration, snacks | |
| 9:25 - 9:30 | Welcome (Host: Doug Forrest) Welcoming remarks & introductions |
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| 9:30 - 9:55 | “Medical Physics-What is it?!” Sean Lemke (virtual speaker), University Hospital Prep: Master’s in Medical physics + residency + board certification, CAMPEP accredited program; OR; OH-based certification program + 3yr shadowing Types: radiation (external beam; implantable sources): planning and implementing treatment nuclear: Tracer-based scanning and some injectable isotopes diagnostic imaging: planar x-rays, fluoroscopes, CT, MRI, ultrasound; Daily job: quality control, checking signal levels and radiation levels Market: degree to residency is a pinch point (61% get matched first time; largely predictable who will and won’t) but after residency market is solid; alternate: into industryWork-life balance: pretty easy to limit to 40hr weeks but days not all same length outside of a hospital but in a hospital is pretty predictable w/o much on-call |
Look up CAMPEP; AAPM for background info |
| 10:00 - 10:25 | “Preparing for the Eclipse in 2024” Joe Gallagher (University of Cincinnati, Blue Ash College) umbra (lines to matching edges; complete blockage of direct sunlight to moon (reddish by atmospheric scattering))Penumbra (lines matching opposite edges; partial block of direct sunlight from moon; not so impressive)Some kind of lunar eclipse about every year per location(MIT Lincoln Lab video from balloon of movement of total eclipse shadow) Neither is every month b/c moon orbits in plane about 5° off from plane of earth’s orbit of sunContemporary in lower 48: 1979; 2017; Oct 14, 2023 (partial here and annular at best), April 8, 2024 1:55-3:12-4:27pm (99% in Columbus - still can’t look at w/ naked eye) Things to do: Travel: book early; make a wkend of; bring food, drink, sunscreen, do not photograph eclipse; watch weather; 360° sunset Hosting: start early; get help; solar viewing glasses ISO 12312-2 compliant (buy early); Activities (not looking through solar glasses): DIY pinhole projector (hole punched index card + whole for “screen”) or cereal box or underneath trees Put solar filters on existing telescope (by from reputable source); block the viewfinder; always put the filter before all the optics; Projection - only use cheap refractor telescopes because mirrors and eyepieces can be damaged by unfiltered sunlight Broadcast NASA full solar stream |
Ohio DNR Solar Eclipse American Astronomical Society Solar Eclipse Resources slides |
| 10:25 - 10:35 | Break | |
| 10:35 - 11:05 | “Findings from the JWST” Matt Bayliss (U of Cincinnati) Dr. Jane Rigby - JWSTsome science goals: Look back in time (i.e. farther away); want 1st gen. Galaxies; early general release image was massive galaxy lensing 4 candidate 1st gen. galaxies (first light) How galaxies evolve: high angular resolution and wide spectral sensitivity (IR) to disentangle galaxy from central active galactic nuclei Star formation: subregions of galaxies in regions of dense gas and dust; more wavelengths mean can peer inside galaxies (contrast Hubble) Exoplanets: spectral analysis of exoplanet atmospheres detecting individual molecules in their atmospheres What is it: big mirror (6.5m) plus multiple instruments Spectrum: Spitzer was narrow band of far IR; Hubble mostly UV; JWST wider IR and overlaps Hubble some and at least an order of magnitude more sensitive Orbit: around L2 with shield always towards sun Deployment: unfolded a lot; Individual mirror components were focused and then aligned in orbit; mirrors actually moved slower than grass grows (precision mattered more) All goals for functionality surpassed Instrumentation: multiple simultaneously in focal plane; focus on spectral analysis (including of first gen galaxies) showing thermal image with transition lines clearly superimposed What’s next: min. 5 year lifetime (based on precision of launch trajectory) so now mission has fuel for >20 years; Roman will take large field pictures; we learned a lot about how complicated a mission we can launch and deploy well Most unexpected results: performance esp. angular resolution; can even start to resolve individual stars in the distance universe |
JWST - NASA Nancy Grace Roman Space Telescope |
| 11:10 - 11:40 | “Modifying Your Labs to Promote Scientific Reasoning Skills” Kathy Koenig (UC), Krista Wood (UC Blue Ash), Lei Bao (Ohio State U) How do we get students to think about information they are bombarded by? Explicit evaluation of newspaper articles (hypthesis, indep. & dep. Variables, conclusion, believable, what weakens/strengthens study design, what else would you have liked reported) Goals: id ?; formulate hypothesis; manipulate and isolate variables; gather relevant data; interpret data Coordination: student theories; multivariable evidence-based reasoning; tie back to accepted theory Correlation vs causation Want labs to construct knowledge: based designs on AAPT lab framework guidelines Spending more time on fewer labs: pendulum (wk 1 what impacts period of pendulum [before occurs in lecture]; wk 2 uncertainties and interpreting them; wk 3: switch to photogates to reduce uncertainty; each lab has a before/during/after sets of activities Contexts: pendulum, acceleration, mass-spring, ??, wind turbine Template: testable hypothesis, indep. var., dependent var., control variables, prediction (can be wrong) Cite and discuss how your evidence supports your claim How confident are you are in your measurements How confident are you in the trends from spreadsheet Discuss conditions under which model holds Cite data and claims from other groups (support or refute) Connect your claim to theory ISTAR for valiated assessment |
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| 11:40 - 12:20 | Lunch, Business Meeting | |
| 12:30 - 1:00 | Business Meeting (President) and door prizes (Section Rep & others?) (suggestions from membership for fall mtg topics) Approve Minutes from Fall Meeting 2022 |
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| 1:00 - 1:40 | Panel: Post Pandemic successes and challenges How have you adjusted your teaching post pandemic that has been beneficial? More lenient with due dates Flipped classroom Interview-based strategies Flexible lab solutions - simulations for make-up labs Physics Aviary More alternative materials for topics What triage did we have to do to save things from disaster? What changes in behavior pre and post? Admin responses Attendance Lack of urgency In class activities Drive to complete long-term projects lower Less outside of class work Parental expectations of teachers up and of students down Desire for challenge increased (boredom) but sticking with things decreased Perceptions at TYC and 4-Yr college with students coming in? More difficult to interact online Much easier to interact with students & instructor in-person Difficulty applying themselves, being self motivated Difficult to adapt to in-person after 2 yrs online Need to learn how to learn Lack of willingness to engage in groupwork in-person Dependency on Google/Chegg ChatGPT? What is out there? What do we need to do to make it as useless as possible? Can it generate good new physics problems? Can it help figure out if my exam problems have been posted on the web? Autogenerate powerpoints? ChatGPT + Wolfram Alpha? Have students grade ChatGPT responses to physics questions. Learned helplessness? How do we promote learning Low willingness to make mistakes Not penalizing throughout learning process Preview labs / model Show students how you make mistakes and fix them |
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| “Perceptions of an AP Reader” Doug Forrest & Kevin McChesney |
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| 1:50 - 2:00 | Break | |
| 2:00 - 2:55 | “How I Do It” Talks (5-10 min) Teaching physics | |
| Chris Orban (OSU) (10 min. 2:00-2:10) Jessica Kulp Object tracking in video data Web-based; tracks by color (based on where you click color sampling; highlights what it thinks object is in white and calculates the center of those pixels; adjustable tracking area (exclude thrower for instance when tracking projectiles); exports x,y,time as csv files |
Tracking software Paper: Methods to Simplify Object Tracking in Video Data K-12 AAPT Online Courses for Credit STEM Coding |
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| Lenore Horner (7 Hills)Improved Newton’s Cradle (5 min. 2:10-2:15) Broken Newton’s Cradle Tried to use violin fine tuners but not useful Guitar tuner worked better Laser cutting frame for precision 3-D printing PLA masses is the next step |
Photos, OpenSCAD and .svg files 3-D Newton’s Cradle does this one work? Haven’t tried; no mounts for tuners |
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| Valerie Nandor (Columbus Academy) Moments of Joy (hooks for an on-level physics class) (10 min. 2:15-2:25) Patterns Approach Workshop; using Desmos for data analysis AP favorite lab is helicopter toys outside (spinner on spiral post) -> finding short really fun moments in class (hook for new unit; low stakes, not writing) Bullseye (introducing forces): flip penny to target Helium Balloon: Balanced Forces Marshmallow Catapult: build from online instructions then do video analysis Pop-up Toys |
Desmos Helicopter Toy Amazon Passionately Curious Blog: Helium Balloon Marshmallow catapult Popper Toys |
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| Lydia GabricTest Anxiety in Miami College Students Enrolled in STEM Courses (10 min. 2:25-2:35) Looked into who gets text anxiety, is it based on gender, majors, diagnosis of anxietyGeneral bio and physics classes + demographics + GPA 105 students: 50% had extremely high test anxiety (maybe sample skewing) Trends: more years in college -> lower test anxiety; anxiety diagnosis students more in lower test anxiety groups; some interesting changes over year in the bio vs phys rates; higher text anxiety generally have better grades than lower anxiety groups Confounding factors: general difficulty of intro courses in 2 depts; diff. years in college when courses principally taken Amelioration: study plan, sleep, breakfast, 5-4-3-2-1 method, something cold, quieter space |
Westside Test Anxiety Scale (WTAS) 5-4-3-2-1 Method |
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| Gabie Dawson and Katy MevisMARIE-C (Merging All-Girls Results in Education and Careers) (10 min. 2:35-2:45) Leaky pipeline model exists; what factors contribute92% were from co-ed schools so focus on broader HS settingRace, SES diversity, faculty gender ratio in general and in STEMModel: identity + external social factors = decision about career |
MARIE-C MARIE-C References |
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| 2:55 - 3:00 | Closing (Host or Board member) Thanks for attending. Links to Talk PPs & CEUs emailed. | |
| Clean-up (Board members help, if possible) |
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