Advising guidelines put together at the University of Arkansas as the undergraduate program grew and developed. Presented at the 2012 SPIN-UP conference in Austin and the PhysTEC leadership meeting at the AAPT summer meeting in Edmonton.

The transit of Venus is a rare astronomical event that has been well documented throughout history. The most recent transit occurred in June of 2004, and the one before that took place more than 100 years earlier in 1882. This site from the South African Astronomical Observatory provides information and first-hand observations of the 1882 event from Wellington, South Africa. Just prior to the event, an observatory was erected at the Huguenot Seminary for girls, and some of the historical observations made from that site in 1882 are provided here for your perusal.

An exercise on the effects of flooding that took place in the upper Mississippi River drainage basin in 1993, using before and after satellite images.

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Analyze the effect of a 1996 controlled flood on a sandbar in Grand Canyon. This exercise uses Spatial Analyst and 3D Analyst.

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Midterm examination for a class at MIT covering game theory and its applications to economics. The one-hour-and-twenty-minute open book examination asks open ended theoretical questions. The exam contains questions and solutions.

This is a problem-based learning (PBL) group jigsaw activity. The scenario is:
Students are employees of a unit of the United Nations responsible for coordinating disaster relief after a major disaster (the 2004 Asian Earthquake and Tsunami) occurs. The agency needs to understand the situation in each country so that it can coordinate the work of various governments and nongovernmental organizations (NGOs) working in the affected area.

Students are divided into Expert Groups (related to academic specialties such as Economics, Medicine, Political Science, Earth Science, etc.) and spend several days researching their topics. Students are then reassigned to one of seven or eight Country Groups, based on the countries most affected by the disaster. Each country group needs someone representing each expert group. In the scenario, these groups correspond to task forces that must determine what the situation is in each country and try to assess the current need for international assistance.

Students research their country, using internet resources, especially the CIA World Factbook and ReliefWeb, the information coordination website of the United Nations. At a large-group roundtable discussion, each group presents what it has found about its assigned country. As a final product, each student writes an individual report summarizing findings and making recommendations for disaster assistance.

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Students are employees of a unit of the United Nations responsible for coordinating disaster relief after a major disaster (the 2004 Asian Earthquake and Tsunami) occurs. The agency needs to understand the situation in each country so that it can coordinate the work of various governments and NGO (nongovernmental organizations) working in the affected area.

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In this multi-part activity, students study seismograms from 3 different seismic stations recording the magnitude 9.0 Sumatra earthquake of December 26th, 2004. By comparing the arrival times of the P and S waves on each seismogram, students determine the distance from the epicenter to each station. Using that data, they can accurately map the location of the epicenter and the precise time of the earthquake. After locating the epicenter, students calculate the position of the tsunami generated by the quake at one hour intervals. From those determinations, predictions are made about how much time people had before the tsunami crashed onto their shores. Finally, students investigate some of the ways people can lessen the impact of the next great tsunami.

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This activity uses data collected from DART (Deep-ocean Assessment and Reporting of Tsunamis) stations in the Pacific following the 2011 tsunami generated off the coast of Japan. Students are required to map the wave front after 5, 10, and 15 hours to better understand the speed and propagation of the tsunami wave.

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This file includes the lab manual write-up for the Au nanosphere and nanorod photoabsorption and scattering Lab experiment for the 2nd year Experimental Contemporary Physics Lab Course. In addition, several handouts are provided along with some additional information for instructors. This work was supported in part by by NSF Awards: ECCS #0701703, DMR #0707740 & DMR #1105121. The experiment can readily be upgraded to an advanced lab by giving more responsibility to the students for lab setup (give them an optical breadboard and parts) and by asking for more in-depth analysis and questions which require more knowledge and experimental skills to answer.

This animation highlighting the phases of the Moon was released by the Scientific Visualization Studio at NASA Goddard Space Flight Center.

This exercise uses the example of the March 28, 2014 M5.1 La Habra earthquake to teach about earthquake risk and resilience in southern California. Students will examine seismic waveforms recording during the earthquake, as well as read reports from scientific agencies and news outlets to answer basic questions regarding earthquake risk and resilience.

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This interactive addresses the question if we can reduce CO2 emissions by 20% of 1990 levels and help avoid dangerous climate change? Users of this interactive can manipulate changes to various sources and uses (supply and demand) of energy with the goal of reducing C02 emissions in Great Britain by 80% in the year 2050.

This NOAA visualization on YouTube shows the seasonal variations in sea surface temperatures and ice cover from 1985 to 2007. The visualization is based on data collected by NOAA polar-orbiting satellites. El NiÃo and La NiÃa are easily identified, as are the trends in decreasing polar sea ice.

This lab uses Tracker video analysis software to measure and analyze the center of mass of a system of two pucks during a two-dimensional collision. Students measure the initial and final velocity vector for each puck and calculate the center-of-mass velocity of the system before and after the collision and show that it is constant. Tracker can automatically calculate and mark the center of mass in each frame, so it is easy to see that the center of mass velocity is constant and calculate its value from graphs of center-of-mass variables. The zip file contains the lab handout, a video showing a 2-D collision of pucks, and the Tracker file. The video copyright is Flashmedia. To open the Tracker file, download and run Tracker from http://www.cabrillo.edu/~dbrown/tracker/. Tracker is free. The videos can be used with other video analysis software; however, the handout has screen captures from Tracker and instructions specifically written for Tracker.

This applet simulates the electric field of many charge distributions, including point charges, line charges, dipoles, cylinders, conducting planes and more. The color can be adjusted for field magnitude or potential. Equipotential or field lines are optional. The field strength and number of particles are adjustable. The field can be displayed as a velocity field or a force field. The description is also available in German.

The EJS 2D Ising model displays a lattice of spins. You can change the lattice size, temperature, and external magnetic field. You can modify this simulation if you have Ejs installed by right-clicking within the plot and selecting “Open Ejs Model” from the pop-up menu item. The 2D-Ising model was created using the Easy Java Simulations (Ejs) modeling tool. It is distributed as a ready-to-run (compiled) Java archive. Double clicking the ejs_stp_Ising2D.jar file will run the program if Java is installed. Ejs is a part of the Open Source Physics Project and is designed to make it easier to access, modify, and generate computer models. Additional Ejs models are available. They can be found by searching ComPADRE for Open Source Physics, OSP, or Ejs.

The applet simulates various vector fields, including spherical, radial, and constant plane. It is a generalized version of an electrostatic field simulation by the same author. The field strength and number of particles simulated are adjustable. Divergence, curl, and potential can be color-coded. Grid lines, potential lines, or streamlines can be displayed. Directions, specific links to the subject and source code are also included.

Created by David Lane of Rice University, this applet simulates experiments using 2 x 2 contingency tables. You specify the population proportions and the sample size and examine the effects on the probability of rejecting the null hypothesis. The author provides instructions and then five different exercises to practice these concepts. Overall, this is a nice interactive resource that allows users a more hands-on approach to statistics.

This applet simulates the electric field and potential for various charge distributions, including point, line, dipole, spherical and other charges. There is also a simulation, with adjustable speed, of a charge moving close to the speed of light. The field can be displayed as a velocity or force field with particles following field lines, or as field or equipotential lines. The potential and fields can be displayed in 3-D or on a movable 2-D slice. The field strength and number of particles is adjustable, and the charge can be reversed. Source code and directions (also in German) are included.

The 3-D Hydrogen Atom Probability Densitites model simulates the probability density of the first few (n = 1, 2, and 3, and associated l and m values) energy eigenstates for the Hydrogen atom (the Coulomb potential). The main window shows the energy level diagram for the solutions to the Coulomb potential in three dimensions. States may be selected either by using the dropdown menu item or by using the energy level diagram and clicking a dark green level, with specific n, l, and m values) which will turn bright green and change the state shown in the 3d visualization window. The probability is shown with a 3d cloud, with higher probability shown as a darker sphere. The simulation uses either simple 3D or Java 3D (if installed) to render the view the probability densities. If Java 3D is not installed, the simulation defaults to simple 3D using Java. The 3-D Hydrogen Atom Probability Densitites model was created using the Easy Java Simulations (EJS) modeling tool. It is distributed as a ready-to-run (compiled) Java archive. Double clicking the ejs_qm_hydrogen3d.jar file will run the program if Java is installed.

This applet simulates various magnetic sources, including a line of current, a square loop, a magnetic sphere and a solenoid. Size, number of particles, and field strength are adjustable. Display options include particles in velocity or force fields, field vectors, field lines and potential vectors. The vectors and lines can be displayed in 3D or on a movable 2D slice. Charge can be reversed. Source code and directions are included.

Play-Doh model of a geologic map

Provenance: Carol Ormand Ph.D., Carleton College
Reuse: This item is offered under a Creative Commons Attribution-NonCommercial-ShareAlike license http://creativecommons.org/licenses/by-nc-sa/3.0/ You may reuse this item for non-commercial purposes as long as you provide attribution and offer any derivative works under a similar license.
Students analyze a geologic map of an angular unconformity that truncates a pair of dikes, with some topography. When students have deciphered the map and constructed a cross-section, I show them a Play-Doh model of the geology and ask them to compare it to their mental model of the area.

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This simulation illustrates a wide range of 3D vector fields, including spherical, radial, and linear. The fields can be displayed as vectors, particle trajectories, equipotentials, and other options. The number of particles, vectors, or streamlines, and the field strength are adjustable. Directions and source code are also included. This is an extension of a 3D Electric and Magnetic Field viewer from the same author.

These zipped documents from MatEd provide information on designing a course on 3 Dimensional Digital Laser Scanning Fundamentals. At the end of the course, students will be able to identify applications for 3 dimensional digital laser scanning, operate a NextEngine brand 3 dimensional digital laser scanner, and have proposed a project to reinforce these concepts. The documents include a draft syllabus, contact information for the author of the course, a sample new course proposal form, and a course outline.

In 1953, Gottfried Moellenstedt invented the electron biprism, more or less by accident, with the serendipity characteristic to him: Aiming at dark-field imaging in an electron microscope, he stretched a thin tungsten wire across the objective aperture to block off the zero beam. However, instead of a dark field image, because of inadvertent charging of the wire under the beam, he found two images of the ZnO-needles serving as an object. Instead of trying the dark field imaging over and over again, he asked what the effect would be if the obtained two images were superimposed. Is coherence given? Moellenstedt, educated by Walther Kossel in diffraction of electron waves, had a vision: Together with his PhD-student Heinrich Dueker, he developed the electron biprism, consisting of a 1 micron m thin wire deliberately chargeable by means of a voltage source, as a beam splitter for coherent superposition of the electron waves passing the filament on the right and on the left. In 1955 they published the first results showing biprism interference fringes [G. Moellenstedt and H. Dueker, Naturwiss. 42, 41 (1955)], which, since then, gave access to the understanding of electron waves and their use for analysis of object structures up to atomic dimensions. Target Audience: 2-4 Year College Faculty/Administrators

The main goal is to understand some basic laser theory and the method of creating a 532 nm (green) laser emission from an 808 nm (IR) laser. In the process you will learn the basics about laser diodes, pumping a gain medium, the purpose of special optical coatings, second harmonic generation, and the electronics / measurement tools for optical characterization. This lab can be constructed for under $1K with some creativity. Having introduced the lab already to students, they found it both interesting and fun to go through. Presented at the 2013 AAPT Summer Meeting in Portland, Oregon. W36: Advanced Labs Workshop

When a pair of scientists first introduced cold nuclear fusion in 1989 as a source of almost limitless energy, the scientific community quickly discredited the experiments. In some venues, these experiments are case studies in faulty scientific investigation. But now a respected scientist at SRI International is doing extensive research on the same process -- with promising results. This 12-minute investigative report by CBS 60 Minutes explores the renewed interest in cold fusion and its implications for society. This resource is available for free online viewing. A four-page text synopsis is also provided. It could be especially useful as a springboard for a lesson on the importance of objectivity in scientific experimentation.

Talk FC06 in the "Computational and Online Tools for Teaching Physics" session highlights the Open Source Physics (OSP) community of educators that engage, enable and empower teachers as learners so that we create DIY technology tools-simulation for inquiry learning. We learn through Web 2 online collaborative means to develop simulations together with reputable physicists through the open source digital library. By examining the open source codes of the simulation through the Easy Java Simulation (EJS) toolkit, we are able make sense of the physics from the computational models created by practicing physicists. We will share newer (2010-present) simulations that we have remixed from existing library of simulations models into suitable learning environments for inquiry of physics. We hope other teachers would find these simulations useful and remix them that suit their own context and contribute back to benefit all humankind, becoming citizens for the world.

The Committee on Teacher Preparation met on July 20th at the AAPT meeting in Edmonton, Alberta. Topics discussed included increasing the number of sites with Math Science Partnership grants, the Task Force on Physics Teacher Preparation, the new RTOP listserv, PhysTEC and PTEC, and sessions and workshops for the summer 2009 AAPT meeting.

In this activity from the PTRA Resource Guide "The Role of the Laboratory in Teaching Introductory Physics", students investigate the timing of a traffic light to see if it is appropriately set. This activity provides a real world example of the use of kinematics.

The American Association of Physics Teachers publishes a wide range of curriculum materials, books, instructor manuals, and other materials that can be used for teaching introductory physics.

This tutorial explains some of the techniques developed by astronomers to determine the distances of objects we see in the sky. Links to additional information are embedded in the text.

This site presents graphic plots of solar wind and magnetic field data from the Advanced Composition Explorer (ACE) spacecraft.

This exercise should be used after you think students know what AFM diagrams are and how they work. This is sort of a quiz -- to see if they can properly interpret the diagrams. There is no point moving on to real projects that involve AFM diagrams if the students don't understand the basics.

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A video from the Extreme Ice Survey in which Dr. Tad Pfeffer and photographer Jim Balog discuss the dynamics of the Columbia glacier's retreat in recent years through this time-lapse movie. Key point: glacier size is being reduced not just by glacial melting but due to a shift in glacial dynamics brought on by climate change.

This site, created by Michelle Lacey of Yale University, gives an explanation, a definition and an example of ANOVA for regression. Topics include analysis of variance calculations for simple and multiple regression, and F-statistics. This is a great overview of this topic.

This Astronomy Picture of the Day shows a test in which a small satellite was tethered to the Space Shuttle in 1992. Numerous wide-ranging links provide further information.

This Astronomy Picture of the Day (APOD) image shows a laboratory test of the ion drive engine used to propel the Deep Space 1 exploratory probe across the solar system in 1998. The site includes a description of how the device works and provides links for related information.

This APOD page features the first confirmed image of an extrasolar planet orbiting a sun-like star. Text and numerous links provide additional information; one link goes to the press release of the confirmation.