aapt_program_final_sm13 - page 65

July 13–17, 2013
Monday afternoon
PST1: Poster Session
Location: Grand Ballroom II
Date: Monday, July 15
Time: 8:30–10 p.m.
Odd number poster authors should be present 8:30-9:15 p.m.
Even number poster authors should be present 9:15-10 p.m.
(Posters should be set up by 9 a.m. Monday and then taken down
by 10 p.m. Monday)
A – Astronomy
PST1A01: 8:30-9:15 p.m. Astrobiology: Presenting Evolution,
Intelligent Design and the Nature of Science
Poster – Carl T. Rutledge, East Central University, 1100 East 14th St., Ada,
OK 74820;
Presenting the ideas of evolution, intelligent design, and the nature of
science in a clear but inoffensive manner to an audience with a wide range
of backgrounds and beliefs can be a challenge. Whether or not students
believe the theory of evolution is correct, they will not be educated unless
they understand the basic ideas. Following a general lecture on life in the
universe, students are shown two videos, one from the Cosmos series by
Carl Sagan and one called Unlocking the Mystery of Life, both of which ac-
curately present the theory of evolution but with different emphases. Then
they have a class period devoted to student discussion of the origin and
evolution of life, the difference between science and non-science, how to
critically analyze the facts and questions that have arisen, and the options
they have about what to believe. Student reaction to this type of presenta-
tion has been very positive.
PST1A02: 9:15-10 p.m. Earthworks Rising: Games, Badges,
and Informal Learning
Poster – Michelle A. Aubrecht,* Ohio State University, Columbus, OH 43210;
Christine Ballengee-Morris, Jonathan Diehl, Larissa Borcz, Ohio State
Though video games have been around for over 40 years, employing them
as viable learning environments is relatively new. We utilized a consulting
collaborative approach, created a Native American Advisory Board, made a
prototype, 2D mini-game that focuses on a lunar observatory, and obtained
additional funding to create an affinity space (Gee, 2012). The Newark
Earthworks in Ohio spans several kilometers and the Octagon precisely
tracks the northernmost moonrise, which occurs only every 18.6 years.
The 2D mini games will be part of a larger game that demonstrates the
moon’s monthly cycle as it is observed at the Newark Earthworks, a world
heritage nominated site. We will explain our learning objectives, design
process, and how games teach. We think that in exploring this structure
and the culture of ancient Native Americans, learners will be inspired to
learn more about astronomy and begin observing the moon themselves.
Project support from the National Endowment for the Humanities, grant
*Sponsored by Gordon Aubrecht
PST1A03: 8:30-9:15 p.m. The Eratosthenes Project
Poster – Steven E. Bailey, The Gunnery, 99 Green Hill Road, Washington, CT
Simon Langlois, Cégep Marie-Victorin
This poster session describes an International Project that replicated The
Eratosthenes Method of determining the circumference of the Earth.
Background: Eratosthenes (~240BC) was the first person credited with
determining the circumference of the Earth using simple geometry. He
utilized the difference in the Sun’s angle at noon on the summer solstice
between similar longitudinal cities of Syene and Alexandria (Egypt), and
using proportions calculated the circumference. Implementation: Physics
students from longitudinally similar cities of Washington, CT, and Montre-
al, Canada, replicated The Eratosthenes Method on the Autumnal Equinox
to determine the circumference of the Earth. Students utilized computers
(e.g. Skype, IMs, and email), scientific calculators, metersticks, accurate
time measurements, and French-English translators. Results: Quantita-
tive results compared favorably with the established circumferential value
with best results within 2% of 40,008 km. Benefits: Students validated an
astronomical method utilized 2300 years ago and collaborated bilingually
with peers from another country.
B – Labs/Apparatus
PST1B01: 8:30-9:15 p.m. High-Speed Movies for Introductory
Physics Labs
Poster – Michael R. Gallis, Penn State Schuylkill, 200 University Drive,
Schuylkill Haven, PA 17972;
Some modern digital cameras have the ability to take digital video at
up to 1000 frames per second (FPS). While not true “high speed video”,
using higher than the default 30 FPS provides higher temporal resolution
and reduced motion blur. We present an exercise where students study
vertical motion with air resistance of several objects including a basketball
and a beach ball. Students determine the drag coefficient by determin-
ing the terminal velocity of the objects’ vertical motions. Some additional
applications of high-speed movies to amusement park physics will also be
PST1B02: 9:15-10 p.m. Managing Increasing Enrollment in
Upper Level Laboratories
Poster – Karen A. Williams, East Central University, 1100 E. 14th St., Physics
Department, PMB D-5, Ada, OK 74820;
Our physics department enrollment has increased, however the money
for our lab equipment has not. This poster will illustrate the ways I have
adapted to cope with this challenge.
PST1B03: 8:30-9:15 p.m. Non-linear Capacitance-Voltage
Relation of a Diode
Poster – Yongkang Le, Fudan University, No. 220 Handan Road, Shanghai,
Zhe Sun, Fudan University
Unlike the non-linear current-voltage characteristic of a diode, its non-
linear capacitance-voltage relation is not so familiar to the students. With
the help a simple LC circuit, we can measure the capacitance variation of
a diode in dependence of the applied bias voltage. Physics underlying this
phenomenon and possible further development of the teaching lab will be
PST1B05: 8:30-9:15 p.m. Scaffolding Technical Writing with
Rubrics, Bad Examples and Partial Reports
Poster – Scott W. Bonham, Western Kentucky University, 1906 College
Heights Blvd., #11077, Bowling Green, KY; 42101-1077; scott.bonham@wku.
Douglass L. Harper, Western Kentucky University
Technical writing is a major learning outcome for our calculus-based
physics laboratories. For that purpose we have combined several strategies
to help students understand and meet expectations. First, a standard-
ized grading rubric is used to communicate high expectations for every
component of the reports. Second, students are provided with both good
and poor example reports; they seem to learn more from the latter. Third,
the first week of the semester students are assigned to grade the sample
reports using the rubric and explain their reasoning. Fourth, each week
class discussion focuses on one report section, and then that is added to
what students are responsible for; their first report contains only the data
and results section, the second report has the procedure as well as data and
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