Fall 2013 Meeting - Oakton Community College

Katarzyna Pomian, kpomian@luc.edu

Loyola University Chicago

Physics of Stringed Instruments

We are studying the properties of stringed instruments that contribute to their unique sounds and yet, set them apart. The goal is to understand how stringed instruments function, and what sets the different instruments apart in sound and function. We have analyzed the string resonances and body properties of thirteen instruments including some of the lesser studied ones. We analyzed sound data for each instrument under different initial conditions. The strings were excited at different locations using various techniques, such as plucking and bowing. We also took high speed videos for a better understanding of the wave generated by each instrument. Body analysis using Chladi patterns helped us to observe the properties of the bodies. A cross comparison of the instruments revealed variances in the sound, based upon the unique characteristics of each instrument. This project provides a comprehensive analysis of stringed instruments.

Kara Beauchamp, kbeauchamp@cornellcollege.edu

Cornell College

Teaching Introductory Electricity and Magnetism (non-calculus) using Sequenced Interactive Questioning

I have found the interactive question sequence developed by David Metzler and Kandiah Manivannan in Workbook for Introductory Physics to be very helpful for teaching the electricity and magnetism components of our non-calculus Introductory Physics II to primarily pre-health science students in classes with a maximum of 25 students. I start each class with a brief lecture to introduce new concepts and to connect the new concepts to previous concepts the class has studied. Then I use the interactive question sequence which focuses on the concept that I introduced, starting with straight-forward questions that students should be able to answer correctly. The questions have multiple choice answers to choose from. I use flashcards and the “think-pair-share” method of eliciting students’ answers. As the questions progress, the questions involve more reasoning steps and get harder for students to answer. When students get stuck, I can offer more explanation. Through this process, students confront misconceptions and have “aha” moments.

Lunch, Business Meeting

Workshop: Laboratories at Many Levels

Paul Dolan, Northeastern Illinois University

Joe Kozminski, Lewis University