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Program for the Fall 2011 meeting


Saturday, 5 November 2011
CSU Dominguez Hills

Meeting Room: The Claudia Hampton Lecture Hall, Welch Hall (D-165, Bldg 23)

Local Host: John Price

Contribute a 15 minute talk or a brief demo for the Show'n Tell segment using the online submission form or communicate directly with the program chair, Ertan Salik. Deadline for contributions was 30 September.

Three different box lunches (see below) will be available for ~$10/each. Each is served with a cookie and potato salad. Please email John Price with your NAME and SELECTION by noon Monday, 10/31.
1) Club sandwich: Layers of turkey, ham and bacon with Swiss cheese, lettuce, tomato, avocado and mayonnaise on toasted white bread.
2) Roast Beef and Cheddar Hero: Thinly sliced roast beef and sharp cheddar cheese on a hoagie roll with lettuce, tomato, red onion and spicy horseradish spread.
3) Rustic Vegetarian on Herb Focaccia: Herb focaccia stuffed with Provolone cheese and lots of vegetables: eggplant, zucchini, yellow squash, Portobello mushrooms, carrots, roasted red peppers, artichoke hearts, red onion, avocado and drizzled with balsamic vinaigrette.


Campus Map (pdf)
Driving Directions

Note: Parking on campus will cost $4.


PASCO (Physics Structures Set)
Vernier Software and Technology ($100 gift certificate)

Please take some time to check out the commercial workshops and exhibits at the meeting and especially to thank the representatives for their support of our organization.

What is the probability that a human being would be hit if a satellite breaks up into 30 reentry-surviving pieces?
The person giving the median answer is the winner and gets first pick of the door prizes.

Program Schedule  
8:30 AM
Registration, Refreshments, Exhibits
and Poster Preview

9:15 AM

Welcome and Announcements
Jeff Phillips, President SCAAPT
Laura J. Robles, Dean, College of Natural and Behavioral Sciences, CSUDH

9:30 AM

Contributed Talk: "Computer Supported Collaborative Physics"
Norman Herr
California State University, Northridge

New collaborative web-based document technology provides the opportunity to instantly collect and analyze large sets of data from multiple lab groups and class sections with speed and accuracy. Curricular resources can be developed that employ this emerging technology to create a classroom environment that mirrors the collaborative environment of a professional scientific community. Students gain a better understanding of various aspects of the nature of physics when they view their findings in the context of a larger set of data collected by their peers. By engaging in laboratory activities in which they analyze whole-class data using wikis and collaborative web-based documents, students gain an understanding that the scientific enterprise requires collaboration, independent verification, and peer review.

9:45 AM

Invited Talk: "Preparation For Undergraduate Physics Majors: Anecdotes and Ideas"
Jim Hill
CSU Dominguez Hills

Education, Science Education, Education "Delivery," and students have changed significantly in the last few decades. Industry requirements and social pressures have also changed, as has the nature of physics research at universities. It seems like the very definition of what ought to be required in a major might be a moving target. One important change in undergraduate physics education since many faculty were in college is the increasingly critical role of undergraduate research. This talk will give an overview of our current undergraduate research program at Cal State Dominguez Hills, our current curriculum, and a discussion of some ideas many physics departments are trying as we move into the future of undergraduate physics education.

10:45 AM

Contributed Talk: "Remedying the Typical Text’s Discussions of Faraday's Law and the Maxwell-Ampere's Law"
Eric Hill
University of Redlands

When introducing any theory to students, we help them develop a facility with the math and an understanding of the concepts. Unfortunately, most introductory texts likely hinder student's understanding of Electricity and Magnetism by discussing Faraday's Law and the Maxwell-Ampere Law in a way that is inconsistent with the students' hitherto-developed understanding of causality and, for many texts, actually contradicts the principle of causality. I'll speak to this point and provide an accurate and consistent discussion of these laws which should help rather than hinder their understanding of Electricity and Magnetism.

11:00 AM

Contributed Talk: "A "Q" Misconception?"
Bernard Cleyet
UCSC, retired

Horologists claim physicists think adding mass to a clock pendulum will increase the amplitude, because it increases the Q. I'll project a "Keynote" discussing this including experimental evidence and an unexpected prediction.

11:15 AM

Contributed Talk: "10 Things You Should do with a Tuning Fork"
James Lincoln
Tarbut V' Torah HS

Tuning forks are wonderful tools for teaching physics. Every physics classroom should have several and every physics student should be taught how to use them. In this presentation, I will explain & demonstrate ten enriching demonstrations that most teachers might not know, as well as provide tips to enhance the demonstrations teachers are probably already doing. Some of these demonstrations have appeared in literature before, but this paper will serve as a collection of ideas which will be helpful for both the beginner and master teacher.

11:30 AM

Business Meeting

Outline of topics for Business Meeting
Draft SCAAPT Bylaws
Video Contest

12:00 PM


1:00 PM

Contributed Talk: "10 Things You Should Do with a Tuning Fork: Demonstrations"
James Lincoln
Tarbut V' Torah HS

In this talk I perform the associated demonstrations that are detailed in the previous talk. I highlite required set up techniques and tips for successful usage of the associated ideas. Further, I talk about the physics and history of tuning and how the standard musical scale has changed over the centuries. Lastly, I point out how the differences between the scientific scale and the current A 440Hz musical scale came to be and what it implies for Physics of Music Curricula.

1:15 PM

"Show'n Tell"

Peanut McCoy, "Technicolor algebra"

Bernard Cleyet, "Glass is a good Conductor of Electricity?"

Ertan Salik, "Very interactive books on the iPad, will this be the future of the textbooks?"

Rae Anderson, "Desktop Whiteboards to Read Students' Minds"

Mark Helmlinger, "Multiple demonstrations involving light and greenhouse gases"

James Lincoln, ""

2:00 PM

Invited Talk: "A Physics Love Story"
KC Cole
USC Annenberg School for Communication

What happens to a person schooled in art, science and “ethical culture” who finds himself a pacifist building an atomic bomb, a physicist exiled from science because of his outspoken efforts to stop the madness, a New York Jew raising cattle and teaching high school in the Colorado mountains? If you’re Frank Oppenheimer, you use what you’ve learned from art and science and teaching and ranching to make up your own world--a “museum of human awareness”—which is soon copied all over the world. You relentlessly promote persuasion (which relies on understanding) as an antidote to pervasive coercion (which requires only power) because “when we stop trying to understand things, we’ll all be sunk.”

When I first met Frank in 1972, I knew nothing (and cared less) about science. Thanks to his knack for making physics (especially) irresistible, I (like thousands of others) became hopelessly addicted. The trick was finding out that science had nothing to do with tests and right answers—and everything to do with intuition, aesthetics, play, noticing, honesty, guesswork, aimless wandering, idle curiosity, and yes, saving the world.

Books by K.C. Cole

3:00 PM

Contributed Talk: "Enhancing Astronomy Lectures with the iPad"
Richard Reins
Los Angeles Mission College

A large number of available apps turn the iPad into a useful instructional tool. Some apps present eye-popping graphic aids, while others are actual data-collection instruments. This presentation emphasizes astronomy and physics, but there are implications for all disciplines.

3:15 PM

Contributed Talk: "Media sharing websites and physics education"
Edward Price
CSU San Marcos

Media sharing websites such as Flickr, Vimeo, and provide an easy way to share images and videos. In physics classes at CSU San Marcos, we use these websites to archive images of student work, share screen casts of worked examples, and collect student-produced videos. This talk will describe our experiences, lessons we have learned, and suggestions for using media sharing sites.

3:30 PM

Contributed Talk: "Applying Technology in Large Lecture Physical Science Classes"
George Kuck
CSU Long Beach

An eight year study has shown that simple technology implementation can increase student learning in large lecture classes. As the class size increased student learning decreased from 14% to 8% as class sizes increased from 60 to 150 students. The normalized gain which takes into account the class size change showed a student learning increase of approximately 10%. This change was dominated by two principle changes. The first was use of the university information system to give on-line multiple choice homework problems. The second was use of clickers for rapid feedback to both the students and the instructor with results.

3:45 PM

Contributed Talk: "Combing large and challenging teaching assignments with research and discoveries at the frontier of physics for the improvement of (undergraduate, graduate and high school) education as well as research in physics"
Kenneth Ganezer
CSU Dominguez Hills

I will describe how the teaching of both upper division and lower division, including service and general education classes can be improved and mixed with funded or unfunded physics research, while maintaining a healthy and productive research effort in basic and applied physics that has included involvement in such discoveries as neutrino oscillations in my more than two decades at CSUDH. In particular I will explain how teaching such classes as Electromagnetic Theory, Non-Linear Phenomena, Theoretical Mechanics, The Advanced Laboratory, and Physical Optics as well as lower division and general education and service courses in physics can be aided and enhanced directly and indirectly by maintaining a strong research program and how physics education enhances research at the frontier. There really can be a synergy between research and education in physics that extends to all levels from high school to graduate school.

4:00 PM
The World Famous "Order of Magnitude Contest" and Door Prizes
4:15 PM
Meeting Adjourns

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