PHYSICS IN CANADA Vol. 65, No. 2 Supplement (Congress 2009

ORAL SESSION ABSTRACTS
SU-P3-8
16h15
(G*)
Transformation properties and symmetry behaviour of ELKO spinors*, Kai Erik Wunderle, Rainer Dick, University of Saskatchewan — We review the
transformation properties of ELKO spinors under charge conjugation, parity and time reversal. Our calculations confirm that ELKO spinors are not eigenspinors of
the parity operator and satisfy (CPT)² = - 1 which identifies them as representation of a nonstandard Wigner class. However, we find that ELKO spinors transform
symmetrically under parity instead of the previously assumed asymmetry. Furthermore, we demonstrate that ELKO spinors transform asymmetrically under time
reversal which is opposite to the previously reported symmetric behaviour. These changes affect the (anti)commutation relations that are satisfied by the operators
acting on ELKO spinors. We are also able to show that ELKO spinors actually satisfy the same (anti)commutation relations as Dirac spinors, even though they
belong to two different representations.
*
This work is being supported by NSERC
16h30
Session Ends / Fin de la session
[SU-P4]
(DPE/DEP)
Education Workshop /
Atelier sur l'enseignement
14h15 - 16h45
ROOM / SALLE MRR D002 (cap.135)
SU-P4-1
SUNDAY, JUNE 7
DIMANCHE, 7 JUIN
Chair: R. Hawkes, Mount Allison University
14h15
Introduction to Video-Based Motion Analysis*, Tetyana Antimirova, Marina Milner-Bolotin, Ryerson University — Video-Based Motion Analysis has become a
valuable tool in teaching topics on motion. It can be used effectively for both in-class and homework activities. In Video-Based Motion Analysis, the experiments
or real-life events involving motion (roller-coaster rides, car race, sports events, objects falling, etc.) are recorded on short digital video clips and later uploaded on
a computer and analyzed using Logger Pro or other similar data acquisition/analysis software. The software allows to obtain the motion data (time and position)
from each time frame. This workshop will introduce the participants to the basics of Video-Based Motion Analysis. The examples of recording and analysis of
short video clips will be demonstrated.
*
This work is being supported by FEAS, Ryerson University
14h30
SU-P4-2
Discussion Break / Pause de Discussion
14h45
Clickers beyond the First Year*, Marina Milner-Bolotin, Tetyana Antimirova, Ryerson University — The participants of the workshop will have an opportunity to
experience and discuss the use of the electronic response system (clickers) in the physics courses beyond the introductory level. At Ryerson University, we started
using clickers in our second year Modern Physics and third year Electricity and Magnetism courses. The impact of the clicker-enhanced pedagogy on student
physics learning and their course interest and engagement will be discussed. We will also shed some light on the students’ attitudes toward using clickers in upper
level courses and the challenges faced by the students and the instructors. The workshops participants will brainstorm possible ways of addressing these challenges
and incorporating clickers effectively in their courses.
*
This work is being supported by eInstruction
15h00
Discussion Break / Pause de Discussion
15h15
Coffee Break / Pause Café
SU-P4-3
15h30
Labatorials - a step towards concept-based instruction using blended learning, Daria Ahrensmeier, J.M.K.C. Donev, R.B. Hicks, A. Louro, R. Stafford,
L. Borvayeh, R.I. Thompson, University of Calgary — Large first year service courses in physics are rarely successful in achieving their stated goals. Students are
not internalizing basic physics concepts and are often frustrated by the learning process, leaving the course without an appreciation of physics. In order to improve
the student learning experience as well as their understanding of physics, the Department of Physics and Astronomy at the University of Calgary has started to
remodel the small group learning sessions of its large, multi-section first-year courses into "labatorials". These weekly units are being designed to teach one or two
specific concepts and are strongly linked to the content of the lectures. They employ a broad range of available technologies and techniques including experimental
mini-labs, demonstrations, computer simulations, conceptual questions, and calculation problems. The design concept of the labatorials will be illustrated with
examples, and the differences to traditional laboratories as well as to some other new interactive instructional concepts currently being implemented at other North
American institutions will be pointed out.
SU-P4-4
15h45
A Pre-test / Post-test Approach to Evaluating the Effectiveness of Individual Instructional Sessions*, Jason M.K.C. Donev, Daria Ahrensmeier, Alfredo Louro,
Randall Stafford, Robert I. Thompson, University of Calgary — The Department of Physics and Astronomy at the University of Calgary is currently re-structuring
the small group learning sessions in its large, multi-section first-year physics courses. Integrated “labatorials” will replace formal laboratories and tutorials. A
major challenge in developing this new implementation is assessing the effectiveness of the labatorials themselves. Pre-tests and post-tests are given to assess our
success at the level of individual instructional periods. The students are given a 1-3 question test at the beginning of the period to establish their baseline
understanding. After the students finish the group work, another similar test is administered, before the end of the period. The results are compared to determine
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PHYSICS IN CANADA Vol. 65, No. 2 Supplement (Congress 2009)
RÉSUMÉS DES SESSIONS ORALES
the level of improvement in student understanding. Questions on the tests are often multiple choice and focus on physical concepts. Commonly held
misconceptions in introductory physics are often used as decoy answers. Teaching assistants are also given the same sets of pre-tests and post-tests during training
sessions the week before they teach their labatorial sections. These scores are also compared to test the level of understanding of the teaching assistants and
effectiveness of the training session.
*
This work is being supported by Teaching and Learning Fund, University of Calgary
16h00
Discussion Break / Pause de Discussion
SU-P4-5
16h15
TRIUMF's "Physics in Action" physics education video series*, Marcello Pavan, TRIUMF — TRIUMF has undertaken a rather ambitious program of a series of
freely-available physics education videos for high schools. These videos use a mix of animation and live-action to demonstrate how high school physics is
manifest in the 'real world' e.g. at TRIUMF. To date two such videos have been completed, with two others nearing completion at the time of this meeting. This
talk will discuss the content of these videos and how they can be used, and will outline TRIUMF's experience with the video-production for others contemplating
videos of their own.
*
This work is being supported by NSERC PromoScience
16h30
Discussion Break / Pause de Discussion
16h45
Session Ends / Fin de la session
[SU-IPPCINP]
(IPP-CINP /
IPP-ICPN)
Joint IPP/CINP Session for GSC-19 Presentation /
Session conjointe IPP/ICPN pour la présentation du Comité de
sélection des subventions 19
SUNDAY, JUNE 7
DIMANCHE, 7 JUIN
16h00 - 16h45
Chair: K.S. Sharma, U of Manitoba / W. Trischuk, U of Toronto
ROOM / SALLE MRR R221 (cap.292)
Agenda circulated to participants separately. / Ordre du jour distribué aux participants séparément.
16h45
Session Ends / Fin de la session
[CAPNSERC]
SUNDAY, JUNE 7
DIMANCHE, 7 JUIN
CAP-NSERC Liaison Committee Meeting /
Réunion du comité de liaison ACP-CRSNG
(CAP-NSERC /
ACP-CRSNG)
16h30 - 21h00
Chair: B.D. Gaulin, McMaster University
ROOM / SALLE 136 A & B Taillon (cap.16)
Agenda circulated to participants separately. / Ordre du jour distribué aux participants séparément.
21h00
Meeting Ends / Fin de la réunion
[SUGRAD]
Student Reception /
Réception pour les étudiant(e)s
(CAP/ACP)
SUNDAY, JUNE 7
DIMANCHE, 7 JUIN
16h30 - 18h00
ROOM / SALLE Multi-fonctionnelle (cap.80)
Chair: L. Marchildon, Université du Québec à Trois-Rivières
Graduate and undergraduate students are cordially invited to a reception. Come meet and network with other students from all over Canada / Les étudiants de tous
les cycles sont cordialement invités à une réception. Venez fraterniser avec des confrères de partout au Canada.
18h00
Reception Ends / Fin de la réception
LA PHYSIQUE AU CANADA
Vol. 65, no 2, supplément (Congrès 2009)
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