CSAAPT Fall 2023 Semi-Virtual Meeting

Saturday Oct 21, 2023, 5:30 AM → 6:40 PM America/New_York

PSC Lobby (Physical Sciences Complex, University of Maryland, College Park)

 

This Meeting is hosted and sponsored by the Department of Physics at the University of Maryland, College Park with additional funding from the UVA Department of Physics, the VT Department of Physics, and the VT College of Science.    

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Overview:

The Fall 2023 Meeting of the Chesapeake Section of the American Association of Physics Teachers (CSAAPT) will be held on Saturday, October 21, 2023 at the University of Maryland College Park.

No membership required!                      
You do not have to be an AAPT or CSAAPT member to attend. We welcome participation of all physics/science teachers and students in the region (DC, DE, MD, VA and neighboring states) as well as anyone interested in physics education, or physics in general.

The semiannual CSAAPT meetings are a great forum to exchange ideas on novel teaching techniques and economical physics demonstrations, and to meet a fascinating cohort of physics education enthusiasts.

This meeting is semi-virtual.  The in-person venue is the Physical Sciences Complex Rooms 0135, 2136, and 3150 at the University of Maryland College Park.  See the Meeting Location page for details.  The Meeting will be broadcast on Zoom so that people from afar (both presenters and attendees) can join in.  

Lodging Support!                      
We have limited funds to provide up to $350 in lodging support to high school physics teachers.  Please see the Travel and Lodging Info page for details.                     
 

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Program:

• Continental breakfast will be available at the meeting site from 8:00AM.  Lunch will also be provided.   
   
• Presentations are expected to start at around 9:00AM and continue until around 5:00PM.  (Actual times will depend on the number of abstracts submitted.)   
   
• Timetable will be created after the abstract submission deadline of Saturday, September 30, 2023.   
   

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Featured Presentations:          

• Prof. Maria Molina (UMD, Department of Atmospheric & Oceanic Science)             
   

Title:  Understanding our Changing Climate with Physics and Machine Learning

Abstract: Rising global temperatures related to increased greenhouse gas emissions since the start of the Industrial Revolution are contributing to changes in the Earth system with cascading effects across environments and ecosystems. While observational limitations and feedbacks between integrated system components complicate our ability to model future changes, the field of physics, as applied to the matter that makes up the Earth’s atmosphere, ocean, land, and cryosphere, can help us describe and anticipate the response to changes in the atmosphere’s composition. A strong educational background in introductory physics can lay the needed foundation to tackle many of the challenges related to our changing climate. In this talk, I will discuss the physical basis of our changing climate, why it can be very challenging to characterize certain changes in extreme weather and climate, and what some of the latest research says about these changes. The talk will close with a discussion about the use of machine learning to understand our changing climate and the disproportionate vulnerability faced by historically marginalized communities to extreme weather and climate change.

Bio: Maria J. Molina is an Assistant Professor within the Department of Atmospheric and Oceanic Science at the University of Maryland and an Affiliate Faculty with the University of Maryland Institute for Advanced Computer Studies (UMIACS). She is also affiliated with the National Center for Atmospheric Research (NCAR) in Boulder, Colorado and serves as an Adjunct Assistant Professor within the Department of Marine, Earth, and Atmospheric Sciences at North Carolina State University. Maria is Vice-Chair of the American Meteorological Society (AMS) Committee on Artificial Intelligence Applications to Environmental Science and a member of the AMS Board on Representation, Accessibility, Inclusion, and Diversity (BRAID). Her research group focuses on climate and extremes data science.       
 

• Rebecca Vieyra & Chrystian Vieyra (Vieyra Software)       
     

  

Title: Do You See What I See?: Smartphones as Visualization Tools  

Abstract: Smartphones and other mobile devices can be used to enhance laboratory experiences because of their many internal sensors (accelerometer, gyroscope, light meter, sound meter etc.). During this workshop, use your own device (or borrow one from the presenters!) to cycle through two sets of team-based, data-verified challenges using everyday materials. In the first set of challenges, participants will work in pairs to complete up to seven tasks with Physics Toolbox Play, learning about fundamental physics principles and sensor capabilities. In the second set, participants will use Physics Toolbox LiDAR Motion to match motion graphs using novel LiDAR technology on the iPhone. Finally, participants will have time to brainstorm other ways that they might use smartphones to enhance existing laboratory experiences, from in-the-field data collection experiences to distance learning.   
 

Bios: Rebecca Vieyra is a former high school physics teacher who became a nationally-recognized science educator before serving in roles at the American Association of Physics Teachers, Organization of American States (a diplomatic agency), and PhET Interactive Simulations. Born in central Illinois, Rebecca received her B.S. in Physics Education from Illinois State University and Ph.D. in Science Education from the University of Maryland-College Park. She earned National Board Teacher Certification in 2010, was awarded the Presidential Award for Excellence in Math and Science Teaching by Barack Obama in 2013, and was selected by NASA as an Albert Einstein Fellow in 2014.

Chrystian Vieyra is an Android and iOS app developer with a specialty in sensor data. In addition to working full-time at a major global telecommunications company, he established and continues to develop Physics Toolbox, a suite of apps to advance science education and research that have been used by more than 2 million people since 2013. Born in Celaya, Mexico, he immigrated to the United States to complete his B.S. in Computer Science from Western Illinois University.       
 

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Contributed Talks:

We solicit contributions within the following parameters:

• 15-minute talks (12 minute talk + 3-minute Q&A, Both in-person and via Zoom)    
  Talk topic/demo can be anything pertaining to physics teaching (No student research presentations please unless it is on physics education)        
   
• Demo contribution to Demo Share-a-thon (in the afternoon, in-person only)  
        
  Presenters: Sean Lally and Clay Daetwyler from the organizational committee will contact you to organize the event.
      
  Note: A $100 gift certificate from Vernier will go to the best demo-presentation by a high school teacher! 
   
• To submit the title and abstract of your talk/demo, please register first and then click on Call for Abstracts in the menu                 
   
• The deadline to submit your title and abstract is midnight of Saturday, September 30, 2023        
   
• Contributors of talks/demos will be issued a certificate of presentation        
   

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Registration:

• In-person attendance:                   
   
  • Please use the in-person attendance registration form on the Registration page,   
     
  • The deadline to register for in-person attendance is midnight of Friday, October 13, 2023.  This is so that we have a count of how many people will be physically present one week prior to the Meeting.                   
     
  • In-person attendees are requested the following registration fees to cover administrative and other costs:                   
     
    • Instructors/faculty of 2-year and 4-year colleges/universities : $25
    • K-12 Instructors, Retirees, Students, Guests : $15
    • 1st-time in-person attendees : $5                   
       
  • The registration fee is NOT payable upon registration.  A link that will let you pay the registration fee online will be emailed to you after the registration deadline.                   
    
     
• Virtual Attendance:                   
   
  • Please use the Zoom attendance registration form on the Registration page,   
     
  • The deadline to register for virtual attendance is midnight of Friday, October 20, 2023.                   
     
  • There is no registration fee for virtual (online) attendance.                   
     
  • Please note that the Zoom link for the meeting will not be made public and will only be emailed to registrants. This is to prevent Zoom bombing.  The Zoom link will be sent to you in a calendar invite, so please pay attention to what you are receiving in your email.                   
    
     
• Certificate of Attendance/Presentation:                   
   
  • Certificates of attendance/presentation will be issued to both in-person and virtual attendees/presenters.                   
     
  • If you need a certificate of attendance and/or presentation, please register your name exactly as it should appear on your certificate(s).  No nicknames or pseudonyms, please.       
     
  • A detailed program in pdf can be generated by clicking on the "PDF" button at the top of the "Timetable" page (once the timetable is available).    
              
     

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Deadlines:

• Application for Lodging Support: midnight of Friday, September 1, 2023
• Hotel room-block cutoff: midnight of Tuesday, September 5, 2023 
• Submission of talk and demo abstracts: midnight of Saturday, September 30, 2023
• Registration for in-person attendance: midnight of Friday, October 13, 2023
• Registration for virtual attendance: midnight of Friday, October 20, 2023                   
   

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Organizational Committee:

Simone-gunde Kulin (Chair, University of Maryland, College Park, MD)    
Muge Karagoz (Co-Chair, CSAAPT Vice President, Assist. Director, Sigma Pi Sigma, AIP, College Park, MD)                    
Donna Hammer (Co-Chair, University of Maryland, College Park, MD)             
Tatsu Takeuchi (CSAAPT President, Virginia Tech, VA)         
Clay Daetwyler (University of Maryland, College Park, MD)             
Rachele Dominguez (Randolph-Macon College, VA)             
James Freericks (Georgetown University, DC)             
Edlira Gjikondi (Bethesda-Chevy Chase High School, MD)             
Elena Kuchina (Virginia Peninsula Community College, VA)          
Sean Lally (Jemicy School, MD)            
Samantha Spytek (Rock Ridge High School, VA)             
Jason Sterlace (James Madison University, VA)             
Angel Torres (University of Maryland, College Park, MD)   
Michael Thompson (Thomas S. Wootton High School, MD)             
Kent Yagi (University of Virginia, VA)

CSAAPT2023F_UMD_Flyer.pdf

Google Map of attendee institutions

UMD Campus Map

UMD_Campus_Parking_Map.pdf

8:00 AM → 8:40 AM Breakfast

8:40 AM → 8:45 AM Welcome

Conveners: Donna Hammer, Simone Kulin

8:45 AM → 9:00 AM PSC Lobby: Morning Session 1

Convener: Tatsu Takeuchi (Virginia Tech)

8:45 AM Physics Options at Wiley

As a large publisher, Wiley has many titles that support Physics. The main focus that will be presented today are around the three key Wiley titles that have WileyPLUS, digital learning courseware, or ALTA, mastery-based adaptive courseware, associated. These titles include:

Fundamentals of Physics 12e by Halliday (calculus based)
Physics 12e by Cutnell (Algebra based)
ALTA Physics (Algebra based)

When a university or college adopts any of the three titles above, they are supported by a Digital Learning Executive – Customer Success Manager team to support everything ranging from LMS integration, syllabus correlation, courseware support, and more. Wiley as a company is dedicated to affordability and accessibility through their courseware and partnerships with university and college Bookstores through a program called Inclusive Access. The alignment of support provided to instructors is based on the location of the university and/or college. For questions about the three titles and associated courseware, please email Marielle Bryant (NC/SC/VA/TN Digital Learning Executive) who can assist by connecting you to the aligned Wiley representative.

Speaker: Sean Willey (Wiley)

Physics Options at Wiley

Wiley.pptx

9:00 AM → 9:05 AM Break

9:05 AM → 9:50 AM PSC 2136: Morning Session 2B

Conveners: Alessandro Restelli, Angel Torres (University of Maryland)

9:05 AM Scaling and Dimensions in Physics: Bridging Growth, Form, and Evolutionary Biology in Undergraduate Classrooms

The seminar aims to explore the interdisciplinary connections between the concepts of scaling and dimensions in physics, growth and form in biological systems, and the principles of evolutionary biology. It seeks to provide educators with innovative teaching methods and frameworks of concept cartoon clicker questions that can be integrated into undergraduate physics courses.

Speaker: Kausik Das (University of Maryland Eastern Shore)

CSAAPT_Seminar_Das_2023.pptx

9:20 AM Elementary Approaches to RLC Circuits

Driven damped oscillators appear in introductory physics textbooks both for first-semester mechanics and for second-semester electromagnetism. Either case would be more accessible (to illustrate such important concepts as underdamping and resonance) if students were exposed to the basic theory and made lab measurements. Unfortunately both the theory and apparatus are usually considered too complicated to undertake in either semester, and consequently the topic is given cursory treatment by teachers. However, by considering a series RLC circuit driven by a function generator, the analysis and the experiment can be brought within reach of introductory students. I will discuss simple instrumentation [1] that can be used for this purpose. I also suggest an approach to the accompanying mathematical derivations [2] which start from basic principles.
[1] C.E. Mungan, "Simple but accurate driven RLC experiment," Phys. Educ. 57, 053002 (2022).
[2] C.E. Mungan, "An elementary introduction to driven damped oscillators," Resonance 27, 1033 (2022).

Speaker: Carl Mungan (U.S. Naval Academy)

MunganCSAAPT_Fall2023.pdf

MunganCSAAPT_Fall2023.pptx

9:35 AM A Computer Project to Teach Orbital Motion

In Spring 2023, I gave my University Physics class a short computer project to teach students about orbital motion. The project required students to solve the equation of motion numerically and to compare the numerical solution to the theoretical orbits. Depending on the initial position and velocity of an object, students were able to see different types of orbits. In this presentation, I will discuss how this project was implemented.

Speaker: Phuc Tran (Brightpoint Community College)

Project.pptx

9:05 AM → 9:50 AM PSC 3150: Morning Session 2C

Conveners: Mr Jason Sterlace (James Madison University), Stephanie williams

9:05 AM Decolonizing Physics: facing and reshaping the dominant Western narrative of physics

Inspired by the Underrepresentation Curriculum’s February 2021 Unconference, a nationwide group of about 10 physics teachers created an offshoot initiative to “decolonize” high school physics curricula. The idea was this: responsive teaching strategies and conversations about underrepresentation are imperative but still take place within the structures of traditional classrooms. We call ourselves the Decolonizing Physics Group, although a fully decolonized field of physics is an aspiration and not necessarily a realistic destination. Our goals are (a) to explore how “physics” came to be defined the way it is, (b) to find alternative definitions and curricula, (c) to learn about physics’ global history (which we were not taught as students), (d) to develop frameworks for decentering white, male Europe from the content we teach, and (e) to actually teach and revise lessons that we develop together. Physics is better (better innovations, better service to humanity) when our courses are consciously built on a global narrative. This talk will share some of the structures and struggles of doing this fraught work in a national collaboration with no single leader, vision, or framework guiding us on our journey. The work is hard and it’s messy, and it’s utterly necessary.

Speaker: Elissa Levy (Thomas Jefferson High School for Science and Technology)

CSAAPT Fall 2023 - Decolonizing - Levy.pdf

Decolonizing Physics - Elissa Levy

9:20 AM Building the Quantum Workforce K-12 through Undergraduate Education

Historically quantum education has been focused within physics at the upper-level undergraduate and graduate level. As we move into the second quantum revolution and look to expand understanding of quantum and prepare today’s students for the broad range of jobs in the field, we will need to educate students earlier and with a variety of STEM backgrounds. We have surveyed and interviewed undergraduate STEM students to understand what they know about quantum and the ways in which the subject interests them. We will discuss both the opportunities and barriers presented by students interests and understanding. We will also discuss work that we have been doing to introduce teachers and high school students to quantum concepts.

Speaker: Jessica Rosenberg (George Mason University)

CSAAPT_fall_2023.pptx

9:35 AM Fate of a gambler: A cautionary tale for cavalier applications of the central limit theorem.

Tossing a fair coin $N$ times, a gambler wins/loses $10\%$ of his/her holdings against the house if each toss is head/tail ($H$/$T$). Measuring his/her fortunes by $R$ (ratio of final to initial wealth), then we may ask for $\left\langle R\right\rangle $ (the average over all possible $2^{N}$ histories). Since the game sounds like it's even, we may guess $\left\langle R \right\rangle =1$. When computed exactly, it is indeed so. Yet, when simulations are done, $\left\langle R\right\rangle $ drops exponentially with $N$, e.g., to $O\left( 10^{-14}\right) $ for $N=10K$. A further puzzle is the following: It is tempting to apply the central limit theorem and replace the distribution of $H-T$ by a normal (since the exact one is just a binomial). Replying on that leads to an $\left\langle R\right\rangle $ that increases exponentially with $N$! Along with resolutions to these paradoxes, I propose that we add a 'warning label' when the central limit theorem is taught.

Speaker: Royce Zia (Virginia Tech)

Zia CSAAPT 20231021.pdf

9:05 AM → 9:50 AM PSC Lobby: Morning Session 2A

Conveners: Donna Hammer, Dr Muge Karagoz (AIP)

9:05 AM Teaching Quantum Computing: An approach accessible to high school and beginning college students

Title: Teaching Quantum Computing: An approach accessible to high school and beginning college students

Quantum Computing can appear obscure to students at the high school and college level due to its abstract nature and unfamiliar formalism. In this talk we describe an approach which makes the field accessible to students with typical high school physics and mathematics backgrounds while still teaching the fundamental quantum computing and quantum information science basics and algorithm architecture. The authors bring both quantum and pedagogical expertise to their book, Quantum Computing: From Alice to Bob, which implements this unique approach to teaching quantum computing,

Speakers: Alice Flarend (Bellwood Antis High School), Dr Robert Hilborn (AAPT)

Bob and Alice Quantum Md 2023.pptx

9:20 AM Pirate Treasure Maps (and other vector addition teaching activities for High School Physics students)

Vector addition/subtraction seems simple, but High School physics students seem to struggle. Three somewhat time intensive activities will be presented for High School students: 1) colored masking tape, 2) pre-made lengths of line (Pythagorean Triples several meters long), and 3) Pirate Treasure Maps. The Pirate Treasure Map activity is extended to review the cartesian co-ordinate system, and to generalize the idea of a co-ordinate system.

Speaker: Russell Youmans (Annandale HS, Fairfax County Public Schools)

Pirate Treasure Maps (1).pdf

Pirate Treasure Maps (2).pptx

Pirate Treasure Maps Talk, Fall 2023

9:35 AM Using Computational Thinking in the Physics Classroom with STEMcoding

The Next Generation Science Standards puts "computational thinking" alongside mathematics as key practices for investigating science. What does this mean for a physics classroom? How can computational thinking be included without adding weeks to a typical course? I will present activities from the STEMcoding Project (http://youtube.com/STEMcoding) that address these questions. The STEMcoding framework allows students with no prior coding experience to create interactive and engaging representations of physical phenomena that feel like a video game.

Speaker: James Newland (Bellaire High School/University of Houston)

Computational Thinking with STEMcoding.pdf

Using Computational Thinking in the Physics Classroom with STEMcoding

9:50 AM → 10:10 AM Coffee Break

10:10 AM → 10:55 AM PSC 2136: Morning Session 3B

Conveners: Kent Yagi (University of Virginia), Dr Muge Karagoz (AIP)

10:10 AM Physics for Pre-health - Fostering Student Motivation

In my presentation, I will discuss strategies employed in my classroom to facilitate student engagement and foster student motivation by creating an active environment that promotes passionate learning in a supportive atmosphere through diverse activities.

Speaker: Jency Sundararajan (University of Virginia)

Fall 2023 - CSAAPT - Jency Sundararajan.pptx

10:25 AM Interferometry Using Very Affordable Radio Horn Telescopes

Advances in computers and digital signal processing have enabled routine observations of galactic radio signals in a classroom setting. The participants of the Digital Signal Processing in Radio Astronomy (DSPIRA) RET program at West Virginia University have developed extensive lessons for teachers and hobbyists on building, operating, and using radio horn telescopes at an affordable level. Recently the DSPIRA group has used horn telescopes to conduct investigations in radio interferometry. Descriptions and some initial results of these investigations will be presented.

Speaker: John Makous (Concord University)

CSAAPT_Presentation_F2023_Makous.pdf

10:40 AM Observing the Velocity Triangle

This presentation will show that the velocity triangle, subject of several presentations in this venue, is observable in the spatial plane of a third reference frame in relative motion normal to the the velocity triangle. This implies that the velocity triangle is not only a useful mathematical construct, but is in fact the physical reality underlying the Special Theory of Relativity.

Speaker: Lewis McIntyre

McIntyre-2023F.pptx

10:10 AM → 10:55 AM PSC 3150: Morning Session 3C

Conveners: Mr Jason Sterlace (James Madison University), Tatevik Chalyan

10:10 AM Computer Programming in the Physics Classroom

In this talk, I will discuss two programming platforms - glowscript and NetLogo - and how they can be used as strategies to support Physics teaching and enhance student understanding.

Speaker: Lilian Clairmont (Appomattox Regional Governor's School)

Computer Programming in the Physics Classroom (Clairmont).pdf

10:25 AM Transforming STEM Graduate Student Teaching: The Gateway2STEM Workshop

Graduate Teaching Assistants (GTAs) are the STEM teachers of today and the faculty of tomorrow. We have been working with GTAs in Math, Physics, and Computer Science at George Mason University to prepare them for their teaching efforts in classrooms and labs. Our professional development efforts begin with a two-day workshop that includes a discussion of practical teaching skills with an emphasis on active learning. In addition, the workshop aims to make participants aware of campus resources and to foster a sense of community among GTAs. Beyond the workshop, each department has its own approach for ongoing GTA professional development. The work with GTAs is part of a larger effort to transform the way large introductory lectures are taught in these disciplines. We will present our model for GTA preparation and the first results from our study of these efforts and their impact on GTAs’ knowledge of active learning pedagogies and their understanding of their role as classroom instructors.

Speaker: Nishchal Thapa Magar (George Mason University)

Final_Nishchal_CSAAPT_2023_Oct.21 .pdf

Final_Nishchal_CSAAPT_2023_Oct.21 .pptx

10:40 AM The World Is Your Lab!

The rapid technological advances and the availability of public scientific data have broken the rigid boundaries of labs. Why bring your students to the physics lab room to teach them how to use this or that potentially outdated instrument? What should we teach our students in the physics lab? Why not send them out to explore independently and bring them back to the classroom for pre-lab instructions and post-lab discussions only? And what if you can do so at $50 per student per semester or less? Join me for a brief presentation of how I have turned my introductory lab curriculum on its head and gained in the process regarding student engagement, accessibility, and affordability.

Speaker: Tatiana Stantcheva (Northern Virginia Community College)

CSAAPT Fall 2023.pdf

CSAAPT Fall 2023.pptx

10:10 AM → 10:55 AM PSC Lobby: Morning Session 3A

Conveners: Michael Thompson (T.S. Wootton High School), Samantha Spytek (Rock Ridge High School)

10:10 AM Exploring the use of Open Educational Resources in Physics

This session will focus on the value of using open educational resources (OER) in Physics. Open educational resources are freely available, fully accessible instructional materials that either reside in the public domain or have been released under an intellectual property license that permits the use, revision, improvement, and redistribution by others. The presenter will discuss the benefits of OER from the standpoint of affordability, access, equity, and learning and highlight the Maryland Open Source Textbook (M.O.S.T.) initiative and the kinds of supports and activities M.O.S.T. offers to engage faculty across the state in the creation and use of OER. (Similar initiatives exist in Virginia and DC, which will be noted.)

Speaker: Nancy O'Neill

CSAAPT PRESENTATION OER ONEILL.pptx

10:25 AM A primer on Heisenberg's matrix mechanics

As we approach the 100th anniversary of Heisenberg's discovery of matrix mechanics, it is good to look back at what he actually did to launch the era of the "new" quantum theory. Currently, most physicists have no clear idea how the original matrix mechanics works, its relationship to Bohr-Sommerfeld quantization, and why it had such an impact. In this talk, I will go through the history and the science of matrix mechanics using the harmonic oscillator as an example. I will show how the original logic changed into the standard approach that we teach to this day (whose origins lie with Born and Jordan, not Dirac). I will also highlight how this can be introduced into a quantum class to celebrate the centennial of the birth of quantum mechanics.

Speaker: James Freericks (Georgetown University)

csaapt-2023-fall-meeting-freericks.pptx

10:40 AM Quantum Education in K12 and College: Findings and Recommendations

The NSF Quantum Leap Challenge Institute for Robust Quantum Simulation has undertaken an intensive impact assessment process to evaluate the efficacy of its K-12 and undergraduate education programs. We will present our major findings from these efforts and provide some recommendations for teachers interesting in bringing quantum science and technology content into their classrooms.

Speaker: Emily Mercurio (University of Maryland, Quantum Leap Challenge Institute for Robust Quantum Simulation)

RQS CSAAPT Oct 2023.pptx

10:55 AM → 11:05 AM Break

11:05 AM → 12:05 PM Featured Talk 1

Conveners: James Freericks (Georgetown University), Simone Kulin

11:05 AM Understanding our Changing Climate with Physics and Machine Learning

Rising global temperatures related to increased greenhouse gas emissions since the start of the Industrial Revolution are contributing to changes in the Earth system with cascading effects across environments and ecosystems. While observational limitations and feedbacks between integrated system components complicate our ability to model future changes, the field of physics, as applied to the matter that makes up the Earth’s atmosphere, ocean, land, and cryosphere, can help us describe and anticipate the response to changes in the atmosphere’s composition. A strong educational background in introductory physics can lay the needed foundation to tackle many of the challenges related to our changing climate. In this talk, I will discuss the physical basis of our changing climate, why it can be very challenging to characterize certain changes in extreme weather and climate, and what some of the latest research says about these changes. The talk will close with a discussion about the use of machine learning to understand our changing climate and the disproportionate vulnerability faced by historically marginalized communities to extreme weather and climate change.

Speaker: Prof. Maria Molina (University of Maryland College Park)

CSAAPT_Molina2023.pdf

12:05 PM → 1:05 PM Lunch

1:05 PM → 2:05 PM Featured Talk 2

Conveners: James Freericks (Georgetown University), Kent Yagi (University of Virginia)

1:05 PM Do You See What I See?: Smartphones as Visualization Tools

Smartphones and other mobile devices can be used to enhance laboratory experiences because of their many internal sensors (accelerometer, gyroscope, light meter, sound meter etc.). During this workshop, use your own device (or borrow one from the presenters!) to cycle through two sets of team-based, data-verified challenges using everyday materials. In the first set of challenges, participants will work in pairs to complete up to seven tasks with Physics Toolbox Play, learning about fundamental physics principles and sensor capabilities. In the second set, participants will use Physics Toolbox LiDAR Motion to match motion graphs using novel LiDAR technology on the iPhone. Finally, participants will have time to brainstorm other ways that they might use smartphones to enhance existing laboratory experiences, from in-the-field data collection experiences to distance learning.

Speakers: Rebecca Vieyra (PhET Interactive Simulations/Vieyra Software), Chrystian Vieyra Cortés (Vieyra Software)

CSAAPT 2023 Do You See What I See.pptx

2:05 PM → 2:10 PM Break

2:10 PM → 2:35 PM Exhibits and booths

2:35 PM → 3:20 PM PSC 2136: Afternoon Session 1B

Conveners: Mr Jason Sterlace (James Madison University), Dr Muge Karagoz (AIP)

2:35 PM Beyond Representation: Data to Improve Equity in Physics and Astronomy

The American Institute of Physics (AIP) collects data on the representation of women and members of other underrepresented groups in physics and astronomy at all levels, from high school students to faculty members. Although indicative of some trends, these data do not tell the whole story. For physicists and astronomers who persist despite being underrepresented, data show that there are additional barriers to equitable participation. For example, women physicists who responded to a global survey reported that they have less access to career-advancing resources than men reported. The effects of barriers such as these combine to create an accumulation of disadvantage that can set back individual scientists’ careers and impede scientific progress. Data on inequity in physics and astronomy are essential so that we may design programs and practices that will allow full participation for all.

Speaker: Rachel Ivie (AIP)

CSAAPT-Ivie.pptx

2:50 PM Impostor Phenomenon in UMD Physics Graduate Students

Impostor phenomenon (IP) is when high-achieving individuals falsely attribute their success to luck or having deceived those around them, and it is prevalent in academic populations. The UMD Physics Mental Health Task Force administered a survey studying IP to the UMD physics graduate population. Nearly 70% of our respondents reported “frequent” or “intense” feelings of impostorism, with reported mean scores higher than other graduate populations. Regression analysis showed two statistically significant correlations among respondents. First, female-identifying students reported higher levels of IP than male-identifying students. Second, students who reported experiencing higher quality advising from their primary research advisors reported lower IP. We believe these results can be used to ameliorate feelings of impostor phenomenon for physicists in graduate school and other educational settings.

Speaker: Zach Steffen (UMD)

zs_pb_CSAAPT_2023.pdf

3:05 PM Investigating the Lived Experiences of Underserved Students in STEM during the COVID-19 pandemic: A Phenomenological Study

Students of color (SOC) experience higher levels of attrition in the science, technology, engineering, mathematics (STEM) fields than students who do not identify as people of color. Undergraduate research programs may offer partial solutions as this co-curricular experience has been linked to better academic performance, persistence, and matriculation to graduate and professional programs. Consequently, the disruptions of the COVID-19 pandemic threatened to upend undergraduate research opportunities further exacerbating disparities experienced among SOCs in the STEM. Amid the COVID-19 health crisis, the fight for racial equity in the wake of continued anti-Black violence heightened as well as anti-Asian sentiment related to misinformation about the virus, compounding the stressors of SOCs. Furthermore, this talk will share findings from a study, funded by the Spencer Foundation, that investigated a remote undergraduate research intervention at a research university in the southeastern region of the United States. Specifically, the aim of this talk is to highlight the remote learning and research experiences of five SOCs and shifts in their science and social identities during the 2021-2022 academic year.

Speaker: Tonisha Lane (Virginia Tech)

Lane_2023F.pdf

2:35 PM → 3:20 PM PSC 3150: Afternoon Session 1C

Conveners: Aria Heidarian, Rachele Dominguez (Randolph-Macon College)

2:35 PM Making Nuclear Magnetic Resonance Resonate With Students

Nuclear magnetic resonance (NMR) is an important tool in the modern STEM workforce, and provides the foundation for more in-depth explorations in a variety of scientific disciplines - ranging from pharmacology to quantum computing. The recent development of inexpensive benchtop NMR spectrometers and freely available online simulations offer great opportunities for institutions to provide their students with extensive course experience in NMR, but curricular materials appropriate to the introductory student are not prevelent. The project team from Sarah Lawrence College and City College of New York used their expertise in using active learning models such as investigative science learning environment (ISLE), process-oriented guided inquiry learning (POGIL), and peer-led team learning (PLTL) to develop new curricular materials for teaching NMR from both a physics and a chemistry perspective. This talk will introduce these materials as well as provide some evidence for their efficacy.

Speaker: Dr Dedra Demaree (Blue Ridge School)

NMR project talk - CSAAPT - Oct 2023.pdf

NMR project talk - CSAAPT - Oct 2023.pptx

2:50 PM Science as Final form Ideas vs Science as Practice —Teaching High School Physics in Space Weather Studies

Abstract
Science instruction is often criticized for focusing on the memorization of discrete concepts, facts and laws. The focus students perceive science as a set of final form ideas suggesting little change over time (Duschl, 1990). There is often a focus on one “right answer” rather than an exploration of ideas that includes incorrect or partially correct explanations (NRC, 2015). However, research and reform efforts identify evidence as an essential component of science classroom instruction to actively engage students in science practices. In science-as-practice, students develop and demonstrate knowledge as they build explanations of phenomena (Berland, Schwarz, Krist, Kenyon, Lo & Reiser, 2016; Krajcik, Codere, Dahsah, Bayer & Mun, 2014, Lehrer & Schauble, 2006). Scientific evidence fosters the work of science learners from individually learning final form and isolated facts to actively participating in knowledge construction practices because of the emphasis on evidence in existing policy and research. This paper aims to explore how conceptual cognitions result from students making sense of “scientific evidence” as phenomena is explained.
Keywords: Global Positioning System (GPS), Total electron Content (TEC)

Speaker: Ronald Freeman (Space Operations and Support Technical Committee AIAA)

RHFreeman_CSAAPT Fall 2023 Meeting.pdf

3:05 PM Integrating Quantum Science into the K-12 Classroom via Engaging Activities

Quantum Information Science (QIS) is in its second technological revolution. STEM teachers can learn about quantum effects and effective curricular connections appropriate for high school students. Exposing K-12 teachers to quantum concepts that surround them, such as credit card security, phones, computers, and basic technology, can help develop a "quantum smart" population. Quantum for All developed the hands-on activities presented through an initiative of STEM Experts, sponsored by UT Arlington and funded by the National Science Foundation. The hands-on activities in this workshop can support K-12 educators in learning about the intriguing quantum world. This hands-on workshop will show how to integrate Quantum Information Science(QIS) concepts into your lesson plans. Besides hands-on activities, you will leave with access to resources and confidence to present this emerging technology to your students.

Speaker: Maajida Murdock (Morgan State University)

mmurdock CSAAPT.pptx

2:35 PM → 3:20 PM PSC Lobby: Afternoon Session 1A

Convener: Michael Thompson (T.S. Wootton High School)

2:35 PM Two-Year College Physics - OPTYCs at One Year

In this presentation, I will describe The Organization for Physics at Two-Year Colleges (OPTYCs), showcase accomplishments from our first year, and share up-coming opportunities for the physics education community. While aimed at two-year colleges, we encourage participation from all instructors. Our events are generally free and virtual. OPTYCs is supported by AAPT, and is funded by the National Science Foundation (grant #2212807).

Speaker: Kris Lui (AAPT - OPTYCs)

2023-CSAAPT-October.pptx

CSAAPT-Lui-2023-October

2:50 PM NASA Space Grant Opportunities for Physics Educators in the Chesapeake Section

NASA Office of STEM Engagement created the Space Grant program wants to connect educational institutions to NASA Centers, to prepare the future aerospace workforce, and to engage the public in NASA's missions. There is a Space Grant in all 50 states, DC and Puerto Rico, so one of them is right place for you! I'll introduce you to some opportunities for you and your students and make sure you have the tools to find out more.

Speaker: Nathan Harshman (American University)

2024_DCSGC Slides.pptx

3:05 PM Virginia Space Grant Consortium STEM opportunities for High School Students

Virginia Space Grant Consortium (VSGC) provides FREE Science, Technology, Engineering and Math (STEM) opportunities for Virginia students in grades 10th, 11th, and 12th. The programs have an interactive online STEM learning experience and are highlighted by a seven-day residential summer academy at a NASA Center. At the academy students learn firsthand about the latest, innovative technologies and missions and get a behind-the-scenes peak at NASA Langley Research Center and Wallops Flight Facility. Teams design their own mission to with mentoring from NASA experts.

Speaker: rudo kashiri (Virginia Space Grant Consortium)

VSGC Education Programs October 2023.pptx

3:20 PM → 3:35 PM Book Raffle

Convener: Tatsu Takeuchi (Virginia Tech)

3:35 PM → 3:50 PM Break - Transfer to Toll Physics Building, Room 1410

3:50 PM → 5:40 PM Demonstrations: Demo Share-a-thon

Conveners: Angel Torres (University of Maryland), Clay Daetwyler (University of Maryland), Sean Lally (Jemicy School)

3:50 PM Quantum Levitation

Superconductor properties such as the Meissner effect and flux tube pinning will be demonstrated with an intriguing "levitating train" magnetic track apparatus.

Speaker: William A. Tobias (University of Virginia)

4:05 PM Determining the End Correction of a Cylindrical Helmholtz Resonator using a Homemade Spectrum Analyzer

Students: determine the end correction using a set of nine cylindrical Helmholtz resonators. Resonators differ only by the diameter of a single hole at the top. Diameters $D$ were 4/8 to 13/8 inch in 1/8 inch increments. A homemade (analog) sweep spectrum analyzer (0-1000Hz) is essential. The essence of the frequency analyzer is a watch crystal oscillator ($f_o$=32.768kHz), a 4-element ladder crystal filter (1Hz bandwidth at 32.768kHz), VCO (voltage-controlled oscillator) operating between 32.786kHz < $f$ < 33.768kHz, multipliers and op amp low and high pass filters. Measure resonance by driving a loudspeaker placed above the orifice with a 0-1000Hz signal generated by $f_o$ multiplied by $f$ and lowpass filtered. A microphone in the resonator generates the response signal $f_r$ multiplied by $f$ , filtered at 32.768kHz. The VCO ramp voltage vs. time and mean squared filter response determine the resonant frequency for each $D$. Use $L_{eff}=L+εD$ for end correction analysis.

Speaker: John Paulenich

4:20 PM Six Center of Mass Demos

I will present six center of mass demonstrations using inexpensive equipment:

a. Bet your fingers will meet in the middle of a meterstick.
b. Balancing a quarter on a dollar bill.
c. Bet you can't get out of a chair.
d. Removing one support leg from a Jenga block structure.
e. Cookie tin rolling uphill.
f. Balancing a soda can on its edge.

I will also provide a link to a Google document that has numerical problems for the meterstick and Jenga block demonstrations as well as a problem that asks students to find the height of liquid in a soda can that minimizes the center of mass. (Note: the soda can problem is not original.)

Speaker: Jennifer Groppe (The Maret School)

Center of Mass Demos_AAPT.pptx

Google document of three related problems

Google document with links to online center of mass resources

Google Slide Deck of presentation

4:35 PM Color Mixing

Mixing colors with Christmas lights, a magnifying glass, a manual drill, and paper plates.

Speaker: Gordon Gainer (Prince George's County Public Schools)

Color Mixing, Dr. Gainer.pptx

Color Mixing, Dr. Gainer.pptx

Color Resolution Distance Lab.pdf

4:45 PM d, v, and a for Falling Putty Knife

Distance, Velocity, and Time for Falling Putty Knife in Video and Spreadsheet

Speaker: Gordon Gainer (Prince George's County Public Schools)

d, v, and a for Falling Putty Knife, Dr. Gainer.pptx

Falling Putty Knife, Fill in Distances, Copy Formulas.xlsx

Putty Knife Falling 240 fps Start at f6.mov

Worksheet, Falling Putty Knife d, v, and a.docx

5:00 PM Momentum Transfer and Conservation Demonstrations for High School Physics Classes

The presentation will show simple ways to demonstrate momentum and show how it is transferred using common physics apparatus such as Newton’s cradle and “Happy and Sad” balls. We will proceed to demonstrate the use of a dynamics track and two dynamics carts to illustrate the principles of conservation linear momentum, in a dynamic and interactive manner.

Speaker: Elizabeth Kennedy (Highland School)

5:15 PM Levitation with Standing Waves

This presentation illustrates standing waves and nodes through the use of an acoustic levitator demo. The demo focuses sound waves to create multiple stationary nodes where small objects and liquids be levitated. The acoustic levitator provides an interesting way to explore the concept of standing waves and some of their fun applications.

Speaker: Patrick Stanley (University of Delaware)

Acoustic Levitator.pdf

Acoustic Levitator.pptx

5:25 PM Ballon Races

I will demonstrate a Buoyant Force Lab:

1) Students are given: a Helium balloon on a light string attached to a 50g mass, an empty balloon, a balance, paper clips, and paper.

2) When the "pits" are opened the students have 15min to modify their balloon with paper and paper clips so that when released from the floor the balloon is the LAST balloon to hit the ceiling. This is a slow race.

3) Test flights are NOT allowed. Until the pilots show up at the start line full tension must be maintained in the string! Any violations lead to disqualification.

4) A the start line all balloon teams are lined up on the floor and the balloons are released.

The monkey wrench in the works is that the density of the air in the classroom is usually significantly lower at the ceiling.

After the first "heat" students are allowed to return to the pits for further modification (or not) of their balloon and then we conduct 2nd, 3rd, and 4th heats.

There are opportunities for extensions to this "lab":
1) Conduct it in the auditorium or gym with the addendum that the light string must be attached at all times
2) Make an estimation of the density/temp of the air in the room
3) Give a lesson on the danger of inhaling Helium to be cute

Speaker: Brad Miller (Spotsylvania County Public Schools)

5:40 PM → 5:45 PM Closing

Convener: Tatsu Takeuchi (Virginia Tech)