MAAPT FALL Meeting 2004

OCTOBER 30, WINONA STATE UNIVERSITY, WINONA

This MAAPT meeting will be held in Room SL 120 of the Science Laboratory Center, Winona State University, Winona, Minnesota. A campus map, driving directions to Winona State University, and a list of local hotels can be found at http://www.winona.edu/admissions/location.htm.

The Science Laboratory Center is labeled “New Science Building” on the campus map. Lunch and the post-lunch business meeting will be held in the Student Union (Kryzsko Commons) for $5.15 per person.

Two additional hotels not listed on the web page are the Super 8 Motel (507-545-6066) and the Sugar Loaf Motel (507-452-1491).

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MAAPT PROGRAM

7:45 – 8:15 Coffee and Registration

8:15 – 8:45 Worthwhile wind? The feasibility of wind power at Gustavus

Jared Lee and Carl Ferkinhoff, Gustavus Adolphus College,

Sponsored by Chuck Niederriter

8:45 – 9:15 Role of asymptotic freedom in understanding strong forces

Aparna Gupta, St Cloud State University

9:15 – 9:45 Genesis: The aftermath

Russ Palma, University of Minnesota-Twin Cities

9:45 – 10:00 Coffee Break

10:00 – 10:30 Physics show as a way to enhance students’ interest in physics.

Igor Kogoutiouk and Louis Schwartzkopf, Minnesota State University-Mankato

10:30 – 11:00 Active learning in the introductory physics course

Thomas Tommet, University of St. Thomas, St. Paul

11:00 – 11:30 The magic of feedback

Bruce Thomas, Carleton College

11:30 – 11:45 Coffee Break

11:45 – 12:15 The effects of online assignments on an introductory physics course

Matt Evans, University of Wisconsin-Eau Claire

12:15 – 12:45 The use of a web-based curve-fitting program in the undergraduate physics curriculum

Andy Rundquist, Hamline University

12:45 – 1:15 Teaching physics by designing games

Pete Border, University Minnesota-Twin Cities

1:15 – 2:15 Lunch and Business Meeting

Meeting Photos by C. Niederriter

MAAPT PROGRAM ABSTRACTS

FALL Meeting 2004

OCTOBER 30, WINONA STATE UNIVERSITY, WINONA

Worthwhile wind? The feasibility of wind power at Gustavus

Jared Lee and Carl Ferkinhoff, Gustavus Adolphus College,

Sponsored by Chuck Niederriter

We will describe a feasibility study of wind power at Gustavus Adolphus College. A model of the wind shear for the local terrain was obtained from data collected with a 50m monitoring tower. These data were correlated with those collected by other monitors previously in place, allowing us to estimate the power production for several years. We will discuss the measurements and models used, and how they point to the feasibility of wind power.

Role of asymptotic freedom in understanding strong forces

Aparna Gupta, St Cloud State University

The strong force glues together the tiniest particles called the quarks. Quarks carry electric charge as well as certain values of colour charge and are the building blocks for nucleons and other fundamental particles. Quarks do not exist freely, but they behave almost like free particles when they are close to each other, since the force acting between them become weak. This phenomenon is called ”asymptotic freedom” and it leads to a complete understanding of the strong forces. This paper attempts to review these recent developments.

Genesis: The aftermath

Russ Palma, University of Minnesota-Twin Cities

Understanding the solar system's origin and evolution requires knowledge of the nebular starting composition. NASA's Genesis mission addressed that need by employing materials optimized to collect solar wind for over two years. Designed to be captured in mid-air upon its return September 8, parachute failure caused Genesis to impact the ground at nearly 200 mph. I will review the original mission objectives, give an update on recovery efforts, and discuss the University of Minnesota role.

Physics show as a way to enhance students’ interest in physics.

Igor Kogoutiouk and Louis Schwartzkopf, Minnesota State University-Mankato

For the last five years the Physics and Astronomy Department of MSU-Mankato has conducted an annual Physics Show and a series of smaller, related performances. This presentation will describe how we effectively use these events to attract students to science programs at the university; deepen their interest in studying physics and entice some of them into direct participation in the show. The presentation will be accompanied by a few interesting demonstrations used at the actual Physics Show.

Active learning in the introductory physics course

Thomas Tommet, University of St. Thomas, St. Paul

I have introduced a number of active learning teaching techniques into the introductory physics course. I will describe some of these, and discuss the pros and cons that I perceive in their use.

The magic of feedback

Bruce Thomas, Carleton College

I will share a short section on feedback from my junior/senior electronics course. It includes two laboratory exercises that focus on various aspects of negative and positive feedback.

The effects of online assignments on an introductory physics course

Matt Evans, University of Wisconsin-Eau Claire

Online grading services are becoming more and more common, although the benefits may not outweigh the disadvantages. This study looks at two classes, one that had some assignments graded online and another evaluated with the traditional physics homework, which was worked out on paper and turned in. Differences in how the questions were asked and types of questions will be presented to look at the effectiveness of online grading.

Powerpoint

The use of a web-based curve-fitting program in the undergraduate physics curriculum

Andy Rundquist, Hamline University

After years of listening to students complain that the syntax of curve-fitting is onerous, I have developed a curve fitting webpage that allows students to fit their data to any function. It produces a graph along with fit parameters and their errors. My biggest concern is taking care to teach the philosophy and theory behind curve fitting before providing this tool to students. I will present success stories of experiments made feasible with this tool.

Teaching physics by designing games

Pete Border, University Minnesota-Twin Cities

We report on an experimental physics class which taught elementary mechanics by having students design computer games. Students made games with vPython classes and by writing “mods” for UnrealEd. They learned physics by programming agents to move, roll and collide in a physically correct manner. Creative, inquiry-driven assignments are more enjoyable than conventional ones, and students will put in an amazing amount of work on them.