CSAAPT Spring 2025 Semi-Virtual Meeting

Saturday Apr 5, 2025, 8:00 AM → 9:40 PM US/Eastern

George Mason University, Fairfax Campus

 
Group photo in Exploratory Hall Atrium.

---

This Meeting is hosted by the Department of Physics and Astronomy at George Mason University, 

with additional funding from

• Department of Physics and the College of Science at Virginia Tech 
• Departments of Physics and Astronomy at the University of Virginia
• The Organization for Physics at Two-Year Colleges (OPTYCs)
• PASCO

 

---

Overview:

The Spring 2025 Meeting of the Chesapeake Section of the American Association of Physics Teachers (CSAAPT) will be held on Saturday, April 5, 2025 at George Mason University in Fairfax, VA.  This is during the National Cherry Blossom Festival 2025 (March 20-April 13, 2025) so it is a great time to visit the DC-Northern Virgina area!

George Mason University is the largest public research university in the Commonwealth of Virginia with over 40,000 students from all 50 states and 130 countries. It is ranked among the top 50 public universities in the United States by the Wall Street Journal. Click here for the Wikipedea article on the history of George Mason University.

Unlike past CSAAPT meetings, in lieu of a registration fee, we are requiring CSAAPT membership ($15 until summer 2025) for in-person attendance.  That is, dues-paying CSAAPT members can attend for free. Please note that this is less than the traditional registration fee and is for logistic necessities for this meeting only. 

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 meeting venue will be at the Fairfax Campus of George Mason University.  Further details will be announced on the Meeting Location page soon. 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. Support for community college faculty is also available from OPTYCs. Please see the Travel & Lodging Info page for more details.      

 

---

Observatory Tour:

There will be an exciting Observatory Tour on Friday, April 4. If you are interested to join, please come to the lobby of the Research Hall (please see the map on Meeting Location) by 8pm on April 4.
(Cancelled due to unfavorable weather.)

---

Program:

Invited Speakers:

Prof. William D. Phillips (NIST & University of Maryland; Nobel Laureate)

Title: Quantum Mechanics 2025: Incredible Past, Amazing Present, Magnificent Future

Abstract: At the dawn of the 20^th century physicists began to understand that the usual classical physics could not explain important features of nature, and the “Old Quantum Theory” emerged as an admittedly imperfect mix of classical physics with quantum ideas.  Then, 100 years ago, a revolution replaced classical physics with a new mechanics, that of Heisenberg, Schroedinger, Dirac, and others, which revolutionized not only our understanding of the physical world but our very notions of reality itself.  That revolution produced, among other things, semiconductor electronics that changed the lives of almost everyone on earth, with devices whose capabilities have been in a state of continual blossoming.  Now, early in the 21^st century, another revolution is at hand.  The strange features of quantum mechanics, superposition and entanglement, well known to the founders, are now becoming part of the applications landscape, with activities like quantum computing, quantum communication, and quantum sensing poised to change lives in as-yet unimagined ways.  100 years of quantum mechanics have changed everything, and the coming years may do so again. 

Bio: William D. Phillips received a B.S. from Juniata College in 1970, and a Ph.D. from MIT in 1976;  after two years as a postdoc at MIT, he joined NIST to work on precision electrical measurements and fundamental constants.  There, he founded NIST’s Laser Cooling and Trapping Group, and later was a founding member of the Joint Quantum Institute, a cooperative research organization of NIST and the University of Maryland.  His research group has developed some of the principal techniques used for laser-cooling and cold-atom experiments in laboratories around the world.  Atomic fountain clocks, based on the work of this group, are now the primary standards for world timekeeping.  The group also studies quantum information applications of cold atoms.

Dr. Phillips is a fellow of the American Physical Society, the American Association for the Advancement of Science, and the American Academy of Arts and Sciences.  He is a Fellow and Honorary Member of OPTICA, a member of the National Academy of Sciences, the Pontifical Academy of Sciences, and a corresponding member of the Mexican Academy of Sciences.  In 1997, Dr. Phillips shared the Nobel Prize in Physics "for development of methods to cool and trap atoms with laser light."

 

Prof. Hakeem Oluseyi (George Mason University)

Title: Star Hackers: How Educators Rewrite Destinies

Abstract: Every student carries an untold story—and every educator holds the power to change its trajectory. In this talk, astrophysicist and science communicator Hakeem Oluseyi reflects on the teachers and mentors who altered the course of his life, from elementary school through graduate studies, and how their belief, curiosity, and presence transformed possibility into reality. Drawing from his own path and decades of experience as an educator, he explores what it means to truly engage learners, ignite potential, and serve as a turning point in someone’s life. This session invites educators to reflect on their own impact, offering inspiration and practical insights into teaching as an act of transformation.

bio: Dr. Hakeem Oluseyi, author of the critically acclaimed memoir A Quantum Life: My Unlikely Journey from the Streets to the Stars, is a multidisciplinary astrophysicist, multi-patented inventor, award-winning author and journalist, internationally recognized educator, and a highly sought-after TV presenter, podcast host, voice actor, and keynote speaker.

Having earned a B.S. in Physics and Mathematics from Tougaloo College and M.S. and Ph.D. degrees in Physics from Stanford University, Dr. Oluseyi has made pivotal contributions to developing technologies that have become standard across multiple subfields of astrophysics and has pioneered patented technologies for constructing semiconductor devices used worldwide. He has published over 100 scientific publications and has seven U.S. patents and four E.U. patents.

Dr. Oluseyi is currently CEO of the Astronomical Society of the Pacific, which has been guiding curious minds through the cosmos for over 135 years. He is also an affiliated professor at George Mason and Princeton universities, where he is associated with the Interstellar Mapping and Acceleration Probe satellite’s science and communications teams.

He has an impressive record of service and collaboration with various U.S. federal agencies. He performed diplomatic missions for the U.S. Department of State in Hong Kong in 2023, Indonesia in 2019, Algeria in 2013, and South Africa in 2011 and 2009. Additionally, he served as the Space Science Education Manager at NASA Headquarters for NASA's Science Mission Directorate and co-managed 25 cooperative agreements worth ~$45M.

Dr. Oluseyi is a renowned science communicator. He has gained recognition for his award-winning books, engaging public lectures, and international TV science shows, including How the Universe Works, Baking Impossible, PBS NOVA, Outrageous Acts of Science, and many more. He has demonstrated a keen ability to convey complex scientific concepts to diverse audiences, fostering an appreciation for connections among science, technology, education, and society. He has brought the wonders of the universe and scientific process to millions and solidified himself as a vital advocate for science literacy.

As a science journalist, Dr. Oluseyi has been nominated for a News Emmy and has won four Webby awards. His investigative journalism into the namesake of NASA’s James Webb Space Telescope landed on the New York Times front page in December 2012, overturned two decades of disinformation, and positively impacted science and society globally.

Dr. Oluseyi’s success is even more impressive, given his incredible personal background and story. He grew up in some of America’s roughest neighborhoods and changed schools roughly ten times in seven years. Living in chaotic circumstances led him to spend most of his time indoors reading and watching nature shows. Discovering a love of nature and a fascination with Einstein’s Theory of Relativity, Dr. Oluseyi decided to teach himself these science principles starting at age 10. It turned out well.

 

---

Contributed Talks and Demos:

We solicit contributions within the following parameters:

• 15-minute talk or demo (12 minute talk + 3-minute Q&A, both in-person and via Zoom)
                    
  Talk topic/demo can be anything pertaining to physics teaching
  
  
• To submit the title and abstract of your talk, please register first and then click on Call for Abstracts in the menu
  
  
• The deadline to submit your title and abstract for talks and demos is midnight of Sunday, March 9, 2025.   
   
• We plan to have a demo share-a-thon in the afternoon (no demo presentations in the morning).     
   
• Contributors of talks/demos will be issued certificates of presentation. These will be emailed to you after the Meeting.
                         
  
  

---

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 Sunday, March 16, 2025. 
     
  • If you register for an in-person attendance, you will receive an email after the registration is closed. If you are an existing CSAAPT member, the email will confirm your membership and there is no need for you to pay any dues as the membership is effective until Summer 2025. If you are not an existing member, the email will ask you to pay the dues ($15/yr) to become a member. If you are bringing any accompanying persons, we ask them to join CSAAPT, too.      
    
     
• Remote Attendance:                                  
   
  • Please use the Zoom attendance registration form on the Registration page.                  
     
  • The deadline to register for remote attendance is midnight of Friday, April 4, 2025.                                  
     
  • There is no need for remote (Zoom) attendees to pay the CSAAPT membership fee.                                  
     
  • Please note that the Zoom link for the meeting will not be made public and will only be emailed to registrants.  The Zoom link will be sent to you in a Zoom or calendar invite, so please pay attention to what you are receiving in your email.               
     
  • Once on Zoom, please change your Zoom name to your full name followed by your affiliation in parentheses, e.g. Jane Doe (George Mason High School). This is so that we can identify your presence for the purpose of issuing your certificates of attendance.                               
    
     
• 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).
     
    
     

---

Important Deadlines:

• Application for Lodging Support: midnight of Sunday, February 23, 2025
• Hotel room-block cutoff: Tuesday, March 4, 2025
• Submission of talk and demo abstracts: midnight of Sunday, March 9, 2025
• Registration for in-person attendance: midnight of Sunday, March 16, 2025
• Registration for virtual attendance: Friday, April 4, 2025
   

---

Organizational Committee:

Jessica Rosenberg (Chair, George Mason University, VA)
Laura Akesson (George Mason University, VA)
Nancy Holincheck (George Mason University, VA)
Kent Yagi (CSAAPT President, University of Virginia, VA)
Jency Sundararajan (CSAAPT Vice President, University of Virginia, VA)
Shella Condino (Oakton High School, VA)
Gerald Feldman (George Washington University, DC)
James Freericks (Georgetown University, DC)
Muge Karagoz (CSAAPT, MD)
Kris Lui (AAPT-OPTYCs, MD)
Carl Mungan (US Naval Academy, MD)
Samantha Spytek (Academies of Loudoun, VA)
Jason Sterlace (James Madison University, VA)
Tatsu Takeuchi (Virginia Tech, VA)
Francesca Viale (Northern Virginia Community College, VA)

Google Map of Attendee Institutions

8:00 AM → 8:30 AM Registration and Breakfast

8:30 AM → 8:40 AM Welcome: Ernest Barreto (George Mason University, Physics Department Chair)

8:40 AM → 9:40 AM L004: Morning Plenary Session (Chair: Jessica Rosenberg)

Convener: Hakeem Oluseyi (George Mason University)

8:40 AM Star Hackers: How Educators Rewrite Destinies

Every student carries an untold story—and every educator holds the power to change its trajectory. In this talk, astrophysicist and science communicator Hakeem Oluseyi reflects on the teachers and mentors who altered the course of his life, from elementary school through graduate studies, and how their belief, curiosity, and presence transformed possibility into reality. Drawing from his own path and decades of experience as an educator, he explores what it means to truly engage learners, ignite potential, and serve as a turning point in someone’s life. This session invites educators to reflect on their own impact, offering inspiration and practical insights into teaching as an act of transformation.

Speaker: Hakeem Oluseyi (George Mason University)

9:40 AM → 10:00 AM break

10:00 AM → 11:00 AM L003: Morning Session 1 (Chair: James Freericks)

10:00 AM Quantum Education Experiment: Active Physics for Level 1 English Learners

A Light Polarization Experiment was done in 5 Active Physics classes for level 1 English Learners. The purposes were to encourage experimentation, scientific thought, and public speaking, and it was the first “experiment” of the year. Of the approximate 75 total students, ~95% were intrigued and puzzled by how light passed through 2 and 3 polarization filters. About 50% continued experimentation without directions (trying 4 polarization filters, for example), about 50% seemed to master, in the short term, both verbally and written, the words: “prediction”, “observation”, “hypothesis”: understanding the features of “quantum measurement” was not accomplished.

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

Quantum Education Experiment_ FinalVersion.pdf

Quantum Education Experiment_ FinalVersion.pptx

QuantumEducationTalk_FinalVersion

10:15 AM Quantum Resources for K-16

Quantum is a weird and wonderful way to get students interested in STEM. In addition, as new quantum technologies are realized it will be important for students to understand some of the basic concepts on which this technology is built and how it might be used in a variety of fields. We have been working with teachers to create new QIS materials for students from elementary school through high school and to help them identify existing materials that might be appropriate for their classrooms. In addition, one of us has been teaching a university course, “Ideas in Quantum Science and Technology,” with no pre-requisites. We will present some of the resources we have been developing and using so that teachers can consider how they might incorporate QIS in their classroom at any level.

Speakers: Jessica Rosenberg (George Mason University), Nancy Holincheck (George Mason University)

CSAAPT_spring 2025.pptx

10:30 AM Designing a K-12 Course in Quantum Information Science

As quantum technology improves, quantum information science is becoming a topic of increasing interest. High schools are starting to think about how to incorporate these ideas into existing and new courses. We are a team of college and high school educators with backgrounds in physics, education, chemistry, and computer science who have come together to design a middle-high school QIS course. The course is aimed at students with a range of backgrounds and interests with no pre-requisites. The team has taken a case study approach to building the curriculum where the content will be learned through discussion of different quantum technologies. The material will also be aligned with benchmarks in science and engineering practice as well as chemistry, physics, and computer science. We will present the draft plan for the course and are very interested in feedback from the community as it moves forward.

Speakers: Jessica Rosenberg (George Mason University), Nancy Holincheck (George Mason University)

Holincheck Rosenberg et al. - designing k12 course (2).pptx

10:45 AM A Simple Model to Explain The Photon

I will present a model that illustrates the behavior of photons for K-12 students. The model of the photon I used combines both the 'wave' and 'particle' nature of light. We will incorporate a hands-on activity using pipe cleaners to represent the wave properties, while play dough will symbolize energy. We will share our experiences teaching this model and highlight some observations we made with students in grades 6 to 12. Additionally, we will demonstrate how this model utilizes the matching photon properties and discuss its limitations.

Speaker: Maajida Murdock (Randallstown High School, BCPS, Morgan State University)

mmurdock csaaptsp256.pptx

10:00 AM → 11:00 AM L004: Morning Session 1 (Chair: Tatsu Takeuchi)

closing remark Yagi.pdf

10:00 AM Bernoulli Equation for Gases

The traditional version of the Bernoulli equation assumes the fluid is incompressible and thus realistically it only applies to liquids. However, I will show that it is not hard to modify the derivation so that it applies to compressible gases. This modification is a useful addition in lecture or homework in an introductory calculus-based physics course. I will then show that this modified form fits previously published experimental data [1] on the depressurization of a plastic soda bottle from 3 atm to 1 atm of air through a small hole. An accurate fit [2] requires, however, that the effective size of the hole be reduced compared to its actual size, which makes for a lab experiment motivating the phenomenon of the vena contracta relevant in practical fluid mechanics. I will end with some comments about what one would have to do if the bottle emptied into vacuum (i.e., it depressurizes from 1 atm to zero) rather than into the room, which has application to a manned spacecraft being punctured by a micrometeoroid while in transit to the Moon.
[1] K. Atkin, "The spacecraft decompression problem," Phys. Educ. 59, 015035 (2024).
[2] C.E. Mungan, "Comment on 'The spacecraft decompression problem'," Phys. Educ. 59, 038003 (2024).

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

CSAAPT_Mungan.pptx

10:15 AM Rocket Launches as a capstone project

At a regional governor's school, attendance in the last few weeks of the year can be sporadic due to AP and other testing at the student's base schools. In response, at the Central Virginia Governor's School for Science and Technology, we developed a 12 day capstone project where students work in small groups to build, mathematically model, and test a small rocket launched with a C11-3 motor. This presentation will summarize the project, lessons learned, future plans and possible extensions.

Speaker: Jeff Steele

Rocket launches as a capstone project.pptx

10:30 AM A Picture is Worth 1000 Equations: The Art of Special Relativity

Special relativity is a standard topic in the undergraduate physics curriculum, appearing in the Modern Physics course during the second year of the program. This topic is usually covered in the first few classes of the course, following a conventional approach of using Lorentz transformations presented in the beginning chapters of all Modern Physics textbooks. Some years ago, it had been recommended to me to consider using a volume from Thomas Moore’s collection Six Ideas That Shaped Physics – the relevant volume was Unit R: The Laws of Physics are Frame-Independent. Moore's presentation relies on the introduction of spacetime diagrams, which provide a powerful graphical method of attacking problems as an alternative to equation-driven Lorentz transformations. Using spacetime diagrams, solutions to relativity problems are more concise, visually comprehensible, and much more intuitive, which is quite a feat for one of the more counter-intuitive topics in physics.

The textbook has 9 chapters, with 6 chapters on relativistic kinematics and 3 chapters on dynamics. Each chapter is length-contracted to be only 12-15 pages, which is a digestible amount of material for one class period. The material can be thoroughly covered in 8 class periods, which is probably longer than most Modern Physics courses allocate; however, with such an in-depth treatment, the rewards for the students are significant. Students learn to draw and interpret worldlines in spacetime diagrams, to exploit the spacetime interval as a frame-independent quantity, to draw two-observer diagrams, and to analyze paradoxes in the context of the graphical approach. For dynamics, students are introduced to four-vectors (four-momentum) and are trained to utilize conservation of four-momentum to analyze particle collisions and particle production reactions. As a nuclear physicist myself, I have found this formulation of relativistic dynamics to be surprisingly simple and enlightening, and the students are readily able to grasp the concepts and handle the calculations.

Speaker: Gerald Feldman (George Washington University)

CSAAPT_2025_talk.ppt

10:45 AM The Velocity Triangle and the Expanding Universe

The presentation will use a unique approach to derive the Hubble Parameter for the expanding universe and use it to compare observed and predicted red shifts from 17 galaxies from .42 to 13.3 billion light-years. It determines that the age of the universe must be twice the distance to the most distant observable body, or 27.6 billions years.

Speaker: Lewis McIntyre

TheVelocity Triangle and the Accelerating Universe 3-31-25.pptx

11:00 AM → 11:15 AM break

11:15 AM → 12:15 PM L003: Morning Session 2 (Chair: Gerald Feldman)

11:15 AM How to use quantum computing to illustrate important single quantum experiments for quantum instruction

In a spins-first quantum mechanics class, or in treatments of quantum mechanics suitable for high school, one often discusses simple quantum experiments, such as the Stern-Gerlach experiment, the two-slit experiment, a Mach-Zehnder interferometer, and so forth. Usually, these experiments are discussed, but not demonstrated, because the experiments are either too difficult as single quantum experiments or they are too expensive to set up (even with cheaper alternatives available today). I will describe how one can use freely available quantum computers from IBM's quantum experience to demonstrate these experiments. A wealth of complex phenomena can be examined, including delayed choice experiments, interaction-free experiments, and so forth. One can even examine novel parity-check experiments that cannot be easily done in the lab,but can be done on a quantum computer. This experience is just as real as performing the experiments in a lab, as there are statistical and systematic errors to process and the data is collected and read off by a computer, just as with any other experiment. Using this type of instruction can help modernize the quantum classroom to discussing important single-quantum experiments. It also provides a physics first way to introduce and teach quantum computing.

Speaker: James Freericks (Georgetown University)

csaapt-sp2025-meeting-freericks.pptx

11:30 AM Quantum Entanglement Pedagogy

Quantum entanglement is a key resource for the use of multi-qubit quantum states in quantum computing and quantum information science. However, the traditional ways of teaching about entanglement deploy challenging concepts such as tensor product Hilbert spaces and tensor product operators. In this talk I will describe a much simpler method to introduce quantum entanglement at a level appropriate for high school and undergraduate students. This approach makes use of simple basic probability theory (joint, total, and conditional probabilities) and the Born rule, which relates quantum state coefficients to the probabilities for measurement outcomes. In addition, this method removes many of the mysteries surrounding entanglement and prepares the students for entanglement applications such as quantum state teleportation, quantum encryption, and superdense coding.

Speaker: Robert Hilborn (University of Maryland)

Hilborn Entanglement Pedagogy Chesapeake 250405.pptx

11:45 AM Balancing Mathematical Formalism and Experimentation Discussions in Quantum Mechanics: Student Perspectives on Learning and Quantum Measurement

In physics education, experiments play a crucial role in testing and validating theoretical concepts, providing empirical evidence to support or refute existing theories, and allowing students to apply theoretical knowledge to real-world scenarios by observing and measuring physical phenomena. Quantum mechanics has unique limitations in experimentation due to the lack of easily conductible experiments, the lack of affordable equipment needed to conduct true quantum experiments, and the lack of physicality present in existing quantum experiments for students. Our study is situated in a course designed to engage physics majors in discussions of real quantum experiments like the Mach-Zehnder interferometer through tutorial-based simulations. This talk focuses on how students in this course compare the mathematical formalism with the discussion of quantum experiments in terms of their level of understanding and their preferences, and how they relate formalism and experiment to the phenomena of quantum measurement.

Speaker: Jason Tran (Georgetown University)

CSAAPT Spring 2025 Meeting.pptx

12:00 PM Bridging the Math-Physics Gap: Strengthening STEM Readiness with PUM and ISLE

For centuries, physics and mathematics have been deeply intertwined in describing the natural world. From Newton to Einstein, new mathematical concepts have been essential in explaining fundamental principles, theories, and laws. However, the recent decline in mathematics scores, as highlighted in the Nation’s Report Card, raises concerns about students’ preparedness for STEM fields. This trend is also evident in my school district, where an increasing number of students require math support and struggle with mathematical concepts. To address this challenge, the Physics Union Mathematics (PUM) component of the Investigative Science Learning Environment (ISLE) curriculum was implemented, along with bi-weekly assessments, to reinforce both physics and math skills. This initiative aimed to achieve two primary objectives: (1) build students’ confidence by integrating math practice into physics instruction, and (2) prepare college-bound students for AP Physics or introductory college physics courses.

Speaker: Andres Akamine (Boyd J. Michael, III Technical High)

Bridging the Math-Physics Gap: Strengthening STEM Readiness with PUM and ISLE

11:15 AM → 12:15 PM L004: Morning Session 2 (Chair: Samantha Spytek)

closing remark Yagi.pdf

11:15 AM Is it possible to improve your evaluations and still sleep well at night?

At the college level, introductory physics laboratory courses for non-majors present an interesting set of pedagogical challenges. With such large enrollment courses, the administrative load on the instructor is high, the motivation of the students is often low, and the scientific and mathematical background levels vary widely from student to student. Misunderstandings are also bound to arise; due to the large number of sections, instructions often cannot be delivered by the instructor of record and are filtered through Teaching Assistants.

Since returning to in-person classes in the Fall of 2021 at the University of Virginia Physics Department, my introductory laboratory courses have seen a continuous decline in all student satisfaction markers used to evaluate the quality of instruction. This trend prompted me to reevaluate the courses and look for ways to address the challenges highlighted above. I started by analyzing students’ evaluations to find the most disliked aspects of the course. Group report writing and the perceived arbitrariness of report grading were at the top of the list.

In response to this feedback, I converted all lab reports into an automatically graded series of assignments using WebAssign. To do this, I wrote a relatively complicated Pearl code that allows students to enter their individual experimental data, which is checked by the system for consistency. The subsequent questions (multiple choice, symbolic, numerical, etc.) are graded on correctness, with values that depend on students' entered data. In this new system, students complete all out-of-class assignments independently, and all grading is automatic and transparent.

In this talk I will give a brief overview of the course’s past and current structures, will show several examples of the new auto-graded smart assignments, and will show plots that demonstrate the improvement in students’ attitude towards the course -- improvements that were achieved by streamlining the flow of the course for both students and instructors.

Speaker: Maxim Bychkov (University of Virginia)

Is it possible to improve your evaluations_Bychkov_UVa.pptx

11:30 AM Free Resources on the OPTYCs Website

In this presentation, I will showcase some of the online and free resources available through the Organization for Physics at Two-Year Colleges (OPTYCs). These resources can be accessed by anyone! OPTYCs is supported by NSF-DUE-2212807.

Speaker: Kris Lui (AAPT - OPTYCs)

AAPT's ComPADRE

CSAAPT-2025-04-OPTYCsResources.pdf

CSAAPT-2025-04-OPTYCsResources.pptx

OPTYCs - About Us Page

OPTYCs Events Archive

OPTYCs Landing Page

Spotlight: OPTYCs Newsletter

11:45 AM STEP UP: Peek Into Others' Classes to Develop Your Own

You may be familiar with the STEP UP lessons to support students in the pursuit of undergraduate physics. One of STEP UP's resources is the Everyday Actions Guide, which is currently being expanded with new professional development resources. In this session, I'll share some of these new resources, including opportunities to see into others' physics classes as an entry point to critically evaluate how our own practices can be modified to further support our students.

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

STEP UP: Peek into others' classes to develop your own

12:00 PM Course management, administration and challenges in teaching large classrooms in active learning format

Active learning in large classrooms prioritize student engagement and participation while emphasizing on adopting best practices for better performances and outcomes. In my presentation, I will be highlighting the strategies I adopted in teaching large classrooms during my time at the University of Virginia, the challenges I faced in terms of course management and administration, the positive changes and consequences.

Speaker: Jency Sundararajan (University of Virginia)

Spring 2025 - CSAAPT - Jency Sundararajan.pptx

11:15 AM → 12:15 PM L102: Morning Session 2 (Chair: Laura Akesson)

11:15 AM Make-and-Take Demos

In this Make-and-Take session you will construct a class set of Vector Tubes, that were invented by the presenter, to help students more readily understand the right/left hand rules pertaining to magnetic fields associated with current bearing wires. These vector tubes can also be used to help visualize electric fields associated with Gauss or used for other vectors applications. The second part of the Make-and-Take will focus on a basic reflection lab where once completed each student can easily check their results with mirrors and a line laser. Each participant of the “Make-and-Take will construct a class set of stand-up mirrors and a device that will convert a point laser to a line laser.

Speaker: Richard Terwilliger (Retired Physics teacher - Suffern Central School District, Suffern, NY)

CSAAPT Make & Take WS.pptx

12:15 PM → 12:20 PM Group Photo

12:20 PM → 1:20 PM Lunch

1:20 PM → 2:20 PM L004: Afternoon Plenary Session (Chair: James Freericks)

Convener: William Phillips (NIST & University of Maryland)

1:20 PM Quantum Mechanics 2025: Incredible Past, Amazing Present, Magnificent Future

At the dawn of the 20th century physicists began to understand that the usual classical physics could not explain important features of nature, and the “Old Quantum Theory” emerged as an admittedly imperfect mix of classical physics with quantum ideas. Then, 100 years ago, a revolution replaced classical physics with a new mechanics, that of Heisenberg, Schroedinger, Dirac, and others, which revolutionized not only our understanding of the physical world but our very notions of reality itself. That revolution produced, among other things, semiconductor electronics that changed the lives of almost everyone on earth, with devices whose capabilities have been in a state of continual blossoming. Now, early in the 21st century, another revolution is at hand. The strange features of quantum mechanics, superposition and entanglement, well known to the founders, are now becoming part of the applications landscape, with activities like quantum computing, quantum communication, and quantum sensing poised to change lives in as-yet unimagined ways. 100 years of quantum mechanics have changed everything, and the coming years may do so again.

Speaker: William Phillips (NIST & University of Maryland)

2:20 PM → 2:45 PM break

2:45 PM → 3:45 PM L003: Afternoon Session (Chair: Kent Yagi)

2:45 PM Fun Ways to Present Diffraction Grating Patterns in the Classroom

Common techniques to show how diffraction gratings work include passing out gratings to students and having them look at a light source or placing a grating in front of a video camera and projecting what the camera sees. However, an alternate & creative way to display many interference patterns makes use of a vintage overhead projector or modern video projector as the light source itself for the grating. These methods will be explained and demonstrated.

Speaker: William A. Tobias (University of Virginia)

Diffraction-Gratings-UVA-APR05-CSAAPT2025.pdf

diffraction-light-sources-UVA-APR05-CSAAPT2025.pdf

videos

• 1-animation-no-grating-to-single-verticle-grating-500-lines-mm.MOV
• 2-animation-single-verticle-grating-500-lines-mm.MOV
• 3-animation-single-verticle-grating-500-lines-mm.MOV
• 4-animation-single-verticle-grating-500-lines-mm.MOV
• 6-animation-crossed-gratings-500-lines-mm.MOV

3:15 PM Defying Gravity

Everyone knows that everything rolls downhill when released from rest, or does it? In this demo, we show how to construct objects that roll uphill, defying gravity.

Speakers: Henry Hilgendorf (Virginia Tech), Tatsu Takeuchi (Virginia Tech)

2:45 PM → 3:45 PM L004: Afternoon Session (Chair: Jency Sundararajan)

closing remark Yagi.pdf

2:45 PM Aiding Student Learning through Recorded Solution Videos

In my Physics class, I include links of video solutions recorded by an undergraduate teaching assistant to weekly assignments. These videos serve as comprehensive guides for students as they tackle comparable homework problems.
The videos have garnered positive feedback from students who appreciate the step-by-step explanations. The recorded solutions enable students to learn at their own pace, revisit challenging concepts, and build a solid understanding of the material without resorting to online homework solvers.
During my talk, I will outline the process of choosing problems and preparing solutions. I will show examples of a homework set with video help included. I will discuss the current pros and cons to this process as well as my future goals to expand the video library.

Speaker: Rebecca Grouchy (University of Virginia)

CSAAPT Meeting.pptx

3:00 PM Masters of Arts in Physics Education Degree for In-Service High School Physics Teachers

To provide more opportunities for professional development for in-service high school physics teachers, a study of a new program (not yet approved) for you to earn a Master of Arts in Physics Education Degree from the Department of Physics at the University of Virginia will be presented. The degree program is based on a similar program that existed and graduated over 150 teachers during the years from about 2000 to 2015. The degree requires 30 credit hours of graduate credit physics courses. This normally consists of ten courses of 3-credit hours each. There are both required and elective courses. The required courses are taken in residence in the summer and most electives are taken online in the Fall and Spring semesters. The overall matriculation plan, specific required courses and electives, in-state and out of state tuition rate, possible discount tuition rates, and summer residential university apartment living and cost will be discussed.

Speaker: Richard Lindgren (University of Virginia)

CSAAPT TAlk Apr 4 2025.pdf

3:15 PM Building Physics Identity and Belonging for Women: Re-thinking the Teaching and Learning Environment in Physics

How might we increase the percentage of women in Physics? This presentation is relevant for both high school and university instructors. It is a combination of research, qualitative analysis, and practical ideas. It is informed by 22 years of teaching high school Physics, a survey of 120 undergraduate physics students (108 identifying as women), and 15 follow-up interviews.

Speaker: Laura Akesson (George Mason University)

CSAAPT Building Physics Identity and Belonging for Women_ Re-thinking the Teaching and Learning Environment in Physics.pdf

3:30 PM Notetaking on Learning Undergraduate Introductory Physics Courses

Taking notes during lectures is one of the required skills, among many others, that students need (i) to master the topic covered in the lecture, (ii) to actively engage in the learning process with no or minimal distraction, (iii) to retain learned knowledge and skills for a longer time, and (iv) in securing better grade. To learn the role of note-taking in learning undergraduate-level introductory algebra-based physics courses, we present a comparative study of students’ achievement in two minority-serving universities, namely, Fayetteville State University and The University of North Carolina at Pembroke (i) when students were taught effective note-taking strategies, motivated them to prepare notes and let them use their self-prepared notes in timed assignments and exams versus (ii) no note-taking scheme was implemented, keeping all other conditions the same. The no-note-taking scheme was used in the first introductory algebra-based physics course, while the note-taking scheme was used in the second introductory algebra-based physics course. Students’ scores in the final exam and aggregated grade accounting for all grading components are taken as measurement tools. Analysis shows that effective notetaking helps students secure better letter grades.

Speaker: Chandra Adhikari (Fayetteville State University)

CSAAPT-2025-GeorgeMasonUniversity.pptx

3:45 PM → 3:50 PM move between rooms

3:50 PM → 4:00 PM L004: Closing Remarks

Convener: Kent Yagi (University of Virginia)

closing remark Yagi.pdf

4:00 PM → 5:00 PM CSAAPT Business Meeting