# aapt_program_final_sm13 - page 133

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July 13–17, 2013
Wednesday afternoon
plane crash, rendered unconscious for three weeks culminating with BA &
BS. Pragmatic discoveries were made to compensate for memory deficits.
The most valuable was having each vowel: mathematical operation, i.e. a:@
=>multiplication, o:over =>division, i:minus =>subtraction, u:plus => ad-
dition, and e:equals. Most consonants and variables are indeed consonants,
e.g. c: speed of light & z: altitude. Using this technique, any formula may be
to enhance letter combinations intelligibility, but need be CONSONANTS.
An acronym for The Quadratic Equation: exCePT i buiLD rabbiTS 4 caTS
oN 2HaTS. Everyone remembers Dr. Seuss? The possibilities of this mne-
monic technique are limitless as ?X=> 0
***The application of this mnemonic technique to Eastern characters has yet to be
explored***
GH03:
3-3:10 p.m. Incompatibility of Relativistic Definition of
Force
Contributed – Bharat Lal Chaudhary, All India Radio, Apricot703, Sahara
Garden City, Adityapur Jamshedpur, Jharkhand 831014; India;
The relativistic definition of force is incompatible with the Newtonian
definition of force and doesn’t conform to the physical condition. In New-
tonian mechanics, force is mass times acceleration. If the force is zero, the
acceleration becomes zero. That is, there is no effect without cause. But in
relativistic mechanics, force is defined as the rate of change of momentum.
In this case both mass and speed are variables. Therefore, the force equa-
tion in this case contains two terms on the right side. If the force is made
zero, left side becomes zero. Right side also becomes zero. Since there are
two terms on the right side, acceleration doesn’t become zero when force is
made zero. That is, the effect is there without the cause. Thus the relativistic
definition of force doesn’t fulfill the physical condition. Therefore relativis-
tic definition of force is untenable.
GH04:
3:10-3:20 p.m. Ransacking the Physics Lab for
Astro101 Classroom Demos
Contributed – Louise OV Edwards, Yale University, 260 Whitney Ave., New
Haven, CT 06511,
Demonstrations can help to increase the level of learner-centered teaching
in the classroom in many ways. They break up the lecture, allow for peer
interactions, and give the students a chance to grapple with physics con-
cepts using their hands. Non-science majors especially, may not otherwise
have a chance to take a physics lab, or experiment with many of the classic
hands-on physics activities to which the science major has access. In this
talk, I outline 10 demonstrations I have taken from our campus planetari-
um as well as from the physics laboratory. Covering topics from the nature
of light, to the solar wind and Earth’s magnetic field, these demonstrations
are all highly portable, and applicable specifically to the common concepts
covered in an Astro 101 class for non-science majors.
GH05:
3:20-3:30 p.m. ‘Hobab Theory’ Theory of Everything,
Including Social Aspects
Contributed – Shahrad Faghihi, Winzerer str. 178, Munich, Bavaria 80797,
Germany;
The Universe started with Big Explosion-Jump. It started from a certain
point of extremely contracted space holding energy. If one contracts space,
then space gets folded, like a three-dimensional spring. Space resists
contraction and contracted space tends to expand. Space reaction to con-
traction is becoming denser and starting to roll and make curls right from
the middle, where it bears the maximum pressure. Almost like coil. It starts
boiling and rotating. If contracting continues it starts to split itself in two,
four, eight and so on—the same way a cell divides itself. Space Balls look
like a bubble full of space. One could see these Bubbles as spherical space
surfaces or space membranes near each other and fully touching and push-
ing each other, as we know from geometry. The boiling of Space Bubbles
and the folds give its membranes a vibrating motion. It has a wavy form.
All particles and phenomena in physics can be explained as different form
and interaction of these contracted Space Bubbles.
Location: Galleria III
Date: Wednesday, July 17
Time: 2:40–4:40 p.m.
Presider: Ntungwa Maasha
GI01:
2:40-2:50 p.m. Developing Self-Learning Ability in a
Bilingual College Physics Course
Contributed – Hou Jixuan, Southeast University, Department of Physics,
Southeast University, Nanjing, Jiangsu 211189 P. R. China; jixuanhou@
hotmail.com
Zhong Hui, Yun Ying, Zhou Zhiyong, Southeast University
When freshmen students enter the universities from high school, they
immediately encounter many changes and challenges, especially in the
ways of teaching and learning. They are not used to the learning styles in
the university, which are more flexible and very different from what they
have experienced in high schools. It’s important for the teachers to help
students develop the ability to conducted self-motivated and controlled
learning. We have been working on this goal in our physics courses for the
past 10 years. We introduce the new development in a Bilingual Physics
course that used both Chinese and English to teach physics. We describe
the teaching methods designed to foster students’ self-learning ability and
discuss the results and implications of this new course format.
GI02:
2:50-3 p.m. Experiences in Teaching Sport Science
Contributed – Blane Baker, William Jewell College, Campus Box 1130, Lib-
erty, MO 64068;
My experiences in teaching a course based on the science of sport over the
past decade are presented. A general overview of the topics covered, along
with examples of how athletic performance can be analyzed by physics
and other scientific disciplines, are discussed. In addition, classroom as-
signments, laboratory work, and readings are summarized to show what
is expected of students. Finally, writing goals and rubrics for grading are
described.
GI03:
3-3:10 p.m. Growing a Major from Scratch: The CSUSM
Experience*
Contributed – Charles J. De Leone, California State University, San Marcos,
333 S. Twin Oaks Valley Road, San Marcos, CA 92096-0001; cdeleone@
csusm.edu
Edward Price, California State University, San Marcos
Six years ago the Physics Major at California State University, San Marcos
was nothing but a plan. Today the program has more than 80 majors and
has already graduated 10 students, bucking the trend of low enrollments in
physics majors at small and mid-sized institutions. This talk will attempt to
analyze the successful and less successful elements of this program, includ-
ing curriculum choices, student-faculty interactions, and student recruit-
ment, via data from student interviews and survey responses. The talk will
also report on how elements of the major align with successful strategies
identified in the Strategic Programs for Innovations in Undergraduate
Physics (SPIN-UP) report. Lastly, we will report on current and future
challenges to the program in an age of budgetary constraint.
*Supported in part by NSF Grant DUE-1068477
GI04:
3:10-3:20 p.m. Assessing the Developing Curriculum of
an Upper-Level Physics in Biomedicine Course
Contributed – Elizabeth A. Anderson, Portland State University, 1762 SE
Ironwood Way, Gresham, OR 97080,
James K. Johnson, Grace Van Ness, Ralf Widenhorn, Portland State University
Warren Christensen, North Dakota State University
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