The Chicago Section of the
American
Association
of Physics
Teachers
Fall 2010 meeting to be held jointly with the
Prairie Section of
the
American Physical Society
at the Illinois Institute of Technology (Nov 18th to 20th)
with CSAAPT sessions on Nov. 20th
Details on the meeting are available at: http://aps.org/units/psaps/
Click here for a meeting Flyer
Click
here for Conference Program
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Stephen
J Lind Trane
Acoustics Lab La Crosse, Wisconsin 9:30 to 10:15 AM |
Brief Bio: Steve Lind
received a Bachelor of Arts in Physics from the University of Northern
Iowa. Steve proceeded to get a Master
of Science in Engineering degree with a major in Acoustics from the
University of Texas at Austin. He currently works in the Experimental
Mechanics and Acoustics group at Ingersoll Rand with a focus on Trane air
conditioning products. Steve has worked at the Trane Acoustics Lab in La Crosse, Wisconsin
since 1998. Prior to moving to
Wisconsin, Steve was an acoustical consultant for 10 years. He is a registered Professional Engineer in
Oregon with a specialization in acoustics and is Board Certified by the
Institute of Noise Control Engineering.
Steve is active in acoustic standards efforts at the Air Conditioning
Heating and Refrigeration Institute (AHRI) and at the Acoustical Society of
America. Steve was co-chair of the ANSI/ASA
working group 52 that revised and updated the classroom acoustics standard
S12.60 in 2010. Acoustics
and the Classroom In May 2010 a new standard for
classroom acoustics (ANSI/ASA S12.60 Acoustical Performance Criteria, Design
Requirements, and Guidelines for Schools, Part 1: Permanent, Site-Built
Schools) was adopted by ANSI through the standards activities at the
Acoustical Society of America (ASA).
The intent of the standard is to provide learning spaces where
communication is not impeded by the acoustical environment in the room.
Important room parameters considered are reverberation time, noise levels due
to building equipment, and noise levels intruding from sources outside of the
learning space. Excessive background
noise or reverberation in may interfere with speech communication and thus
present an acoustical impediment to learning. All those in a classroom,
including teachers and adult learners, will benefit from a classroom having
the acoustical characteristics recommended in the standard. However, young
children and persons with hearing, language, speech, attention deficit, or
learning disabilities benefit even more.
The standard is being made available without cost to the user. A brief
overview of pertinent issues regarding room acoustics, transmission loss, and
equipment noise will be presented. The requirements of the standard along
with methods to evaluate rooms for conformance will be discussed. |
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Steven
N Kanim New
Mexico State University Las
Cruces, New Mexico 11:45
to 12:30 PM |
Steve Kanim is an associate professor in the Department
of Physics at New Mexico State University. His research interests are
in the teaching and learning of physics. He received his bachelor’s
degree in electrical engineering from UCLA in 1981 and worked for a few years
as an engineer in Silicon Valley. The prospect of summers off led him
to try teaching, and he received a secondary science teaching certification
from San Jose State University in 1984. He taught high school physics
for six years, first in Palo Alto, California, and then in Las Cruces, New
Mexico. He received his Ph.D. in physics from the University of
Washington in 1999, and has been at NMSU since 1998. His current
research interests are in student use of proportional reasoning in physics
and in developing experiments to test models of cognition. Proportional
reasoning as a predictor of success in introductory physics Instructors often describe differences in the
level of preparation of introductory physics students at different
institutions, and in different courses (for example, students in
algebra-based versus calculus-based courses). As a measure of student
preparation, instructors and researchers have used pretests of mathematics
and of scientific reasoning ability as predictors. For example, Coletta
has shown that students who score well on the Lawson Classroom Test of
Scientific Reasoning ability have higher Hake gains than students who do not.
We have been looking at correlations between student performance on
proportional reasoning pretest questions and scores on a conceptual final
examination in a physics lab as part of our attempts to understand more about
what constitutes adequate preparation for physics. In this talk I will
describe the pretest questions we have been using and our attempts to better
understand what is being measured by these questions. We have found
that varying the context of these questions affects student performance even
when the proportional reasoning content remains the same. This effect
is more pronounced for women than for men. In addition, we have found
strong sensitivities to wording for some of the questions we have asked.
I will also describe curricula in development that we hope will be
useful in strengthening students' proportional reasoning skill. |
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Curtis
Hieggelke Joliet
Junior College & Steven
N Kanim New
Mexico State University 1:30 to 3:30 PM |
Workshop on NTIPERS:
Research-Based Reasoning Tasks for Introductory Mechanics A common question instructors
wrestle with is: How do I get my students to develop a strong understanding
of physics? In this workshop you will explore some new materials designed to
get students to think about fundamental concepts in alternative and multiple
ways to promote robust learning. Participants will work with a variety of
tasks and task formats that require students to think about the basic physics
in the domains of kinematics and dynamics, including rotational dynamics, in
nonstandard ways. Participants will be given a CD with more than 400 tasks,
and other materials. (CD’s will be
given to first 24 participants.) |
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Interested in presenting a contributed talk? Go to the conference website
to submit your abstract: http://ia64.phys.iit.edu/OCS/index.php/PSAPS-CSAAPT/2010