# program_wb_i - page 145

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July 26–30, 2014
Wednesday afternoon
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
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