Gordon P. Ramsey

Does Physics Teaching Affect Gender-Based Science Anxiety?

We present the results of a study designed to measure the level of science anxiety in students enrolled in physics courses at Loyola University Chicago. We undertook this study with two objectives: (1) to determine the factors contributing to science anxiety; in particular, to ascertain whether the leading factors identified in an earlier study have remained constant over time, and (2) to investigate whether science anxiety was affected by a semester of introductory physics. This is the first study of its kind, analyzing science anxiety in pre- and posttests of a cohort composed entirely of students taking physics courses. We find that the leading factors contributing to science anxiety are nonscience anxiety, gender, and to a much lesser degree, course of study (major), in agreement with earlier results. In general, males start and end the course with somewhat less science anxiety (and nonscience anxiety) than females. Post-course responses indicated some improvement in nonscience anxiety and in science anxiety for both genders. Acute levels of science anxiety were somewhat decreased by exposure to a physics course. Different pedagogies and gender role models may correlate with anxiety reduction.

The Laguerre method for solving integro-differential equations

The Laguerre method proposed by Furmanski and Petronzio [Nucl. Phys. B 195 (1982), 237] is used to solve integro-differential equations found in high energy scattering processes and solid state physics. The method uses properties of Laguerre polynomials to convert the integral to a sum, while the remaining differential equation is solved analytically using an evolution operator approach to avoid numerical approximation errors. The present approach is more general in the evolution operator development and in implementation so that the method may be used in solving a more general class of integro-differential equations. The Laguerre method is shown to be more efficient and accurate than other methods used to solve this type of equation.

x-dependent polarized parton distributions

Using QCD motivated and phenomenological considerations, they construct x- dependent polarized parton distributions, which evolve under GLAP evolution, satisfy DIS data and are within positivity constraints. Each flavor is done separately and the overall set can be used to predict polarization asymmetries for various processes. They perform their NLO analysis strictly in x space, avoiding difficulties in moment inversion. Small-x results and other physical considerations are discussed.

Probing nucleon spin structure

One of the important questions in high energy physics is the relation of quark and gluon spin to that of the nucleons which they comprise. Polarization experiments provide a mechanism to probe the spin properties of elementary particles and provide crucial tests of Quantum Chromodynamics (QCD). The theoretical and experimental status of this fundamental question will be reviewed in this paper.

Spin structure of the proton and large p{sub T} processes in polarized pp collisions

QCD motivated polarized parton distributions, evolved directly in x-space, are used to predict rates for prompt photon and jet production at RHIC and HERA-N center of mass energies. Various scenarios for the polarized gluon distributions are considered and compared, and the possibility of using large p{sub T} processes in polarized pp collision experiments to choose between them is analyzed.

WHAT WE CAN LEARN ABOUT NUCLEON SPIN STRUCTURE FROM RECENT DATA

We have used recent data from the CERN and SLAC to extract information about nucleon spin structure. We find that the SMC proton data on {integral}{sub 0}{sup 1}g{sub 1}{sup p}dx, the E142 neutron data on {integral}{sub 0}{sup 1}g{sub 1}{sup n}dx, and the deuteron data from the SMC and E143 give different results for fractions of the spin carried by each of the constituents. These appear to lead to two different and incompatible models for the polarized strange sea. The polarized gluon distribution occurring in the gluon anomaly does not have to be large in order to be consistent with either set of experimental data. However, it appears that the discrepancies in the implications of these data cannot be resolved with any simple theoretical arguments. We conclude that more experiments must be performed in order to adequately determine the fraction of spin carried by each of the nucleon constituents. {copyright} {ital 1997} {ital The American Physical Society}

A simplified approach to collision processes

We present an approach to two-body collision processes which simplifies the algebra and leads to a convenient geometrical visualization of these processes in the velocity plane. Special cases, such as the lab and center-of-mass frames, can easily be extracted from the general solutions without further algebra. The geometric interpretation provides insight into the dynamics of collisions without having to consider numerous special cases. Thus important physics concepts can be illustrated without students becoming lost in the algebra.

Teaching Physics with Music

The uniting of two seemingly disparate subjects in the classroom provides an interesting motivation for learning. Students are interested in how these subjects can possibly be integrated into related ideas. Such is the mixture of physics and music. Both are based upon mathematics, which becomes the interlocking theme. The connecting physical properties of sound and music are waves and harmonics. The introduction of instruments, including the voice, to the musical discussion allows the introduction of more advanced physical concepts such as energy, force, pressure, fluid dynamics, and properties of materials. Suggestions on how to teach physics concepts in the context of music at many levels are presented in this paper.

Unintended Consequences of Imprecise Notation – an Example from Mechanics

We present a conundrum that results from the imprecise use of notation for partial derivatives. Taking an example from mechanics, we show that lack of proper care in representing partial derivatives in the Lagrangian and Hamiltonian formulations paradoxically leads to two different values for the time derivative of the canonical momentum. Similar apparent paradoxes occur in other areas of physics, such as thermodynamics.

Using sound and music to teach waves

Sound and music are based on the properties of waves. They are also motivating topics for learning many subjects, from music to physics. The most recent “New Generation Science Standards” (NGSS) requires coverage of waves at all K-12 levels. Studies have shown that active student involvement is important in science education for helping the students understand physical concepts. These facts imply that music and acoustics are perfect avenues for teaching the concepts of waves. Even at the college level, non-science majors can understand how music and physics are related through the understanding of wave phenomena. There are many demonstrations, laboratory investigations and hands-on group activities that can be done at all levels. This paper suggests ways to incorporate sound and music to present waves at the levels of middle school, high school, and beginning college.