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July 26–30, 2014

appropriate for general physics students to the more challenging goal of

predicting how the temperature of evaporating water depends on time.

I will show how that goal can be accomplished by solving a differential

equation that is not as easy to solve as the differential equations for simple

harmonic motion and the infinite-square-well problem that we typically

solve by inspection.

GF08:

2:10-2:20 p.m. Sequencing Kinesthetic Activities to

Explore Observation Location

Contributed – Mary Bridget Kustusch, DePaul University, Chicago, IL 60614;

Susan Fischer, DePaul University

There has been growing interest in the use of kinesthetic and embodied

learning activities in the classroom. This talk presents a new sequence of

previously developed kinesthetic activities, where the sequencing is de-

signed to provide students with multiple opportunities to explore the role

of the observation location on electric and magnetic fields. We will also

present some preliminary data on the use of this sequence in an algebra-

based introductory electromagnetism course.

GF09:

2:20-2:30 p.m. The Mysterious Static Friction

Contributed – Harold T. Stokes, Brigham Young University, Department of

Physics, Provo, UT 84602;

The concept of static friction causes a great deal of trouble for students.

They have an especially difficult time determining its direction. I will pres-

ent a number of clicker quizzes that help students deal with this concept as

well as illustrate the type of trouble they experience.

GF10:

2:30-2:40 p.m. Angular Momentum and the Motorcycle

Turn

Contributed – J. Ronald Galli, Weber State University, Physics Department,

Ogden, UT 84408-2508;

The torque from the handlebars that causes the front wheel of a motorcycle

to lean and a subsequent torque of gravity that turns the wheel (and there-

fore the entire motorcycle) is known as counter-steering. This presentation

will explain the physics of a typical motorcycle turn. My 4-ball gyro bicycle

“wheel” demonstration will be used to explain precession in simple terms.

Location: Tate Lab 133

Sponsor: AAPT

Date: Wednesday, July 30

Time: 1–2:40 p.m.

Presider: Andy Rundquist

GG01:

1-1:10 p.m. Dr. Seuss Made Physics Easy 4 Everyone!

Contributed – Shannon A. Schunicht, Texas A&M, 6773 Bendwood College

Station, TX 77845-3005;

The study of Physics is overwhelming 2 most everyone! In particular,

the non-physicist who has no interest, nor need for further studies.

This is particular the case for this author who was involved in a mid-air

collision to be rendered unconscious 4 three weeks. Everything had 2

b relearned, as nursing actions were reported as having been displayed

upon awakening from the extended unconsciousness (19 days). Stud-

ies n recovery brought about a pragmatic discovery 2 compensate 4 the

residual memory deficits. In particular, having each vowel:mathematical

operation; i.e. a:multiplication => @, o:division => over, i:subtraction =>

minus, u:addition => plus, & e:equals. Most constants and variables are

indeed consonants, e.g. z=altitude, s=reaction rate. Using this mnemonic

technique, ANY FORMULA may b made into a memorable work/phrase.

******Upon attendance this author may be spied speaking with a hole in

my head, or viewed on this author’s web: mnemonicwritings.com. The

application of this mnemonic technique 2 Eastern characters has yet 2 b

explored. Regardless its academic potential remains limitless as Delta X =>

Contributed – Yuehai Yang, California State University Chico, CA 95926;

Binod Nainabasti, David Brookes, Florida International University

We have studied the student social network data collected from the weekly

self-reported poll about who works with whom during the whole semester

of an algebra-based introductory college physics class. This investiga-

tion is seeking understandings about patterns of formation of informal

learning communities outside the traditional lecture classroom and which

components of the class will enhance the network formation. Our study

also analyzes the relationship between students’ network positions as they

work together in groups outside the classroom with their performance on

exams and homework.

GF04:

1:30-1:40 p.m. Problem Solving and “Beginning with the

Physical Situation”

Contributed – Dennis Gilbert, Lane Community College, Eugene, OR 97402-

4067;

This presentation elaborates on moving students to “begin with the physi-

cal situation” in problem solving and developing conceptual understanding

in calculus-based General Physics. A variety of visual tools and inter-

ventions in class discourse will be presented, which support students in

transforming their approach to problems solving. These diagrams and

discourse interventions also provide students tools for greater awareness of

their evolving understanding of the nature of science and physics, level of

knowing, problem solving, and their identity as physics learners.

GF05:

1:40-1:50 p.m. Open-Ended Problems: Video Analysis by

Students

Contributed – Mary M. Brewer, William Jewell College, Liberty, MO 64068;

Zachary Taylor, William Jewell College

In an attempt to enable students to move beyond standard textbook

problems and apply physics concepts to real situations, students in first-

semester general physics are given a set of videos to analyze. The videos

often show impossible or unlikely situations and students are to draw

conclusions about the validity of the videos based upon what they can

measure, calculate, and conclude for each situation. Since each situation

can be analyzed in different ways and there is no one right answer, students

show greater creativity and problem solving skills than with traditional

textbook problems.

GF06:

1:50-2 p.m. The Effect of Online Lecture on Performance

in a Physics Class

Contributed – John C. Stewart, University of Arkansas, Physics Department,

Fayetteville, AR 72701;

This talk will examine the difference in student performance between stu-

dents attending lecture in person and students choosing to watch the lec-

ture on video as part of an online class. The option to watch the lecture on

video was implemented mid-semester in fall 2012 so that the performance

of the same set of students could be compared. A fully online lecture

section was introduced in spring 2013. Higher than expected withdrawal

rates have been experienced in the online sections of the class. These will

be examined in the context of the historical performance of the class, the

demographics of the students, and their motivation for enrolling in the

online experience. Differences in time-on-task for online and face-to-face

students will also be presented.

GF07:

2-2:10 p.m. Another Look at Elementary but Surprising

Facts About Evaporation

Contributed – A. James Mallmann, Milwaukee School of Engineering, Milwau-

kee, WI 53202-3109;

Analysis of easily obtained data made me aware of some facts about evapo-

ration of liquids that surprised me, and may surprise you as well. Those

facts inspire questions, problems, and laboratory projects for students of

introductory physics courses. I will describe projects that range from those

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