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Acquiring an unnecessary radioactive source inventory is discouraged in the 21st century. A laboratory using radioactive sources present in our environment was developed to observe nuclear decay and transport phenomena. Progeny of radon-220 and radon-222 were collected using electrostatic techniques and observed with both a NaI(Tl) well counter spectrometer and a cloud chamber. The spectrometer recorded six ten-minute spectra, followed by four five-hour spectra, which were used to identify radon progeny based on decay emissions&#39; characteristic energy and radionuclide half-lives. Radon progeny deposited on the end of a wire formed a short-lived, pointlike source of high energy alpha particles for the cloud chamber. Radon-220 itself was introduced into the cloud chamber, so that gas diffusion, linear energy transfer, and radioactive decay chains could be observed and discussed. A video presentation of these experiments was created for remote instruction during the pandemic.

AAPT SM 22

Laboratory Instruction Using Radon and Its Progeny

**Attenzione, gli orari riportati nel PROGRAMMA (icona calendario) si riferiscono al fuso orario locale dell’utente. Il fuso orario ufficiale del Congresso è Central European Time (CET).**

L'Istituto Nazionale di Oceanografia e Geofisica Sperimentale - OGS e il Dipartimento di Matematica e Geoscienze dell'Università di Trieste sono orgogliosi di ospitare il 90° Congresso della Società Geologica Italiana a Trieste dal 14 al 16 settembre 2021. La modalità del congresso è interamente online.

Con il motto "Geologia senza frontiere" questo evento mira a promuovere le Scienze della Terra come disciplina scientifica proiettata nel futuro, oltre i confini geografici, politici e disciplinari, per comprendere meglio l'interno del Pianeta Terra e la struttura del sottosuolo, difendere la società da pericolosi eventi geologici, comprendere meglio la variabilità climatica, pianificare l'utilizzo delle georisorse in modo etico e nel rispetto dell'ambiente.


**Please note, times listed in the SCHEDULE tab (calendar icon) reflect YOUR LOCAL TIME ZONE. The main timezone for this conference will be Central European Summer Time.**

The National Institute of Oceanography and Experimental Geophysics - OGS and the Department of Mathematics and Geosciences of the University of Trieste are proud to host the 90th Congress of the Italian Geological Society in Trieste on 14-16 September 2021.  The Congress will be held entirely online.

With the motto "Geology Without Borders" this event aims to promote Earth Sciences as a scientific discipline projected into the future, beyond geographical, political and disciplinary boundaries, to better understand the interior of Planet Earth and the structure of the subsurface, defend society from dangerous geological events, better understand climatic variability, plan the use of geo-resources in an ethical way and respecting the environment.


Welcome to the SGI2021 virtual conference.  In order to access the conference and content, [please register for the meeting here](https://www.geoscienze.org/trieste2021/index.php/registrazioni/registrati)

Please register for the SGI conference to join the event.

SGI 2021

Earth Sciences should be understood not only as necessary for a better understanding of the interior of the planet Earth, but also as a defense of society from dangerous geological events, for the understanding of climatic variations, for the planning and use of georesources in a ethical and respecting and protecting the environment.

Acquiring an unnecessary radioactive source inventory is discouraged in the 21st century. A laboratory using radioactive sources present in our environment was developed to observe nuclear decay and transport phenomena. Progeny of radon-220 and radon-222 were collected using electrostatic techniques and observed with both a NaI(Tl) well counter spectrometer and a cloud chamber. The spectrometer recorded six ten-minute spectra, followed by four five-hour spectra, which were used to identify radon progeny based on decay emissions' characteristic energy and radionuclide half-lives. Radon progeny deposited on the end of a wire formed a short-lived, pointlike source of high energy alpha particles for the cloud chamber. Radon-220 itself was introduced into the cloud chamber, so that gas diffusion, linear energy transfer, and radioactive decay chains could be observed and discussed. A video presentation of these experiments was created for remote instruction during the pandemic.

technical paper

AAPT meetings are a great way to reflect on your teaching, recommit to best practices and re-energize your career with new research, products, and techniques. Listen to internationally known plenary speakers, attend sessions, workshops, and special activities. This meeting is an excellent opportunity to share your expertise and learn from and network with leaders in the field.



As computation grows as a tool for scientists and engineers, there has been an increased interest in how to support STEM majors most effectively in the development of computational practices. It is important to support the development of computational practices for undergraduate students within majors like physics and mathematics as they have unique opportunities to operationalize computation in multiple contexts. We analyze the significance of the computational disposition “persistence” for an individual and how that impacts the group members around her. We present a representative case study of an individual who engages her group members through consistent persistence. We seek to propose a potential relationship between persistence and other computational thinking practices. Furthermore, we highlight opportunities for educators to encourage persistence in individuals that in turn serves their group. Through this analysis, we consider how creating collaborative environments in computationally integrated environments proves productive for students’ tackling computational activities.

Nevertheless, She Persisted: The Impact of Persistence in Computational Education

Although the number of women earning physics degrees has increased over time, women remain under-represented in the field, earning 21% of physics bachelor’s degrees, 19% of physics doctorates, and 19% of faculty positions. Women also encounter more challenges in academic departments and physics programs. Using survey data collected by the AIP Statistical Research Center and the Gender Gap in Science project, our results show that compared to men, women in academia were more likely to report fewer resources, less confidence, less satisfying mentor relationships, and a less positive work climate. When we compared women’s experiences before and during the Covid-19 pandemic, we found that women in academia were more likely to struggle with burnout, mental health challenges, work-life balance, and performing research activities. These results can be used to better support women in physics, especially as academic institutions continue to cope with the effects of the pandemic.

Challenges Facing Women in Physics

We present on updates to a unit on diffusion in an Introductory Physics for the Life Sciences (IPLS) course. We will describe the series of computational tasks designed to build up students’ understanding of random motion and diffusion and contrasting it with coherent motion. These tasks are embedded in an integrated lab-lecture (studio style) introductory physics course that meets the needs of life science students. Our design of this course focuses on incorporating computational simulations that model complex biological phenomenon and complement empirical lab investigations. In this presentation we will describe changes that we have made to the diffusion computational unit and how those changes supported student understanding and engagement. We also add in an optional module that introduced students to quantum computers that are used to simulate random walk.

Modeling Diffusion for Life Science Majors by Incorporating Computation

The STEMcoding Project began in 2017 with the launch of a youtube channel featuring coding tutorials on the physics of classic video games. Since then the content has grown and during the pandemic we redesigned nearly all of our activities to give students instant feedback on their codes rather than relying heavily on the instructor to troubleshoot. The pandemic also inspired us to create our own object tracking code that works through the browser on video data so students can perform simple experiments at home and analyze them. Both the object tracker and the instant feedback take advantage of javascript and a library called p5.js. I will also briefly describe coding activities that we designed for 9th grade physical science that also work well in college non-major classes. Many of these activities appear on the PICUP site (compadre.org/PICUP)

Reinventing the STEMcoding Project through the Pandemic

This study explored the effectiveness of integrating computational exercises as an instructional tool in a general education astronomy course over four semesters. Fifteen spreadsheet-based computational exercises were designed and incorporated into a single-semester astronomy course to complement the existing active learning curriculum. Computational exercises were added to improve students’ understanding of concepts, influence connecting concepts with the mathematics, and support the association of science with prediction. As most new curricula only report one or two semesters of results before widespread introduction occurs, the longer-term assessment of these instructional interventions provide a better indication of effectiveness of the new curriculum. Student learning pre to post was measured with the TOAST and LPCI. Additionally, student survey data was collected to investigate student attitudes toward computational exercises and overall perceptions of the course. Assessment revealed TOAST correctness gains of 20%, LPCI correctness gains of 29%, and overall positive attitudes towards the computational activities.

A Long-term Assessment of Computational Activities in an Astronomy Course

In Fall 2019, we reformed all of the introductory physics courses and components at Rutgers, Newark using an ISLE-approach. Each course includes lecture and recitation, what we call “Large Group Meeting” and “Small Group Meeting,” and lab. 450 students enroll in these courses each semester. ISLE is a constructivist approach where students learn physics by doing physics. How do we engage a lecture hall of 150 students in experimentation? What happens in Small Group Meeting? How are labs designed so students learn practices of science? We present the curriculum and structure of our ISLE-based courses to demonstrate what constructivism can look like in large lecture courses.

What Do Large Introductory Physics ISLE-based Courses Look Like?

We reformed our introductory physics courses using ISLE in an effort to teach students to think like scientists. In this approach, students develop physics knowledge by observing phenomena, creating explanations, and testing ideas. Students then apply knowledge to solve problems. Open-ended problems are scored using a rubric with five rows: Sketch, Representation, Problem Solving Procedure, Explanation, and Evaluation. Evaluation requires making sense of physics concepts and one’s own work to determine if an answer or idea is correct. In this presentation we analyze student open-ended submissions to see ways in which they evaluate their work and which methods are most effective, with hopes of better teaching this skill.

How Students Evaluate their Work in an ISLE-based Physic Course

All introductory physics courses and components at Rutgers, Newark are taught using an ISLE-approach. 450 students enroll in these courses, taught by 10 instructors with help from 10 Learning Assistants. ISLE is a constructivist approach, where students build physics knowledge by engaging in practices of science. Each lesson has a clear plan and goals, yet we aim to teach such that the course is driven by students’ ideas. Centering students’ ideas while already having a plan is a challenging skill. In the presentation, I observe an expert ISLE instructor to learn exactly what strategies they use such that the planned lesson flows from students’ thinking. These strategies are useful to anyone teaching a research-based planned curriculum to avoid the trap of answering one’s own questions.

Teaching A Planned Constructivist ISLE Curriculum in A Student-centered Way

The effectiveness of the flipped classroom and hybrid-flipped (partially flipped, partially lecture-based) method of instruction has been studied for lower-level undergraduate physics courses, and it has been shown to increase student understanding of introductory material in physics. However, few studies have been done for upper-level undergraduate courses, and even fewer have been done for virtual courses. We have investigated a fully virtual, hybrid-flipped Modern Physics course and compared student performance to the same hybrid-flipped course with the synchronous portion offered in-person. We will present preliminary results of this study.

Investigating Student Performance in a Hybrid-Flipped Modern Physics Course

From the beginning, PhET simulations and resources have worked to embody the results of education research in their design and to prioritize flexibility and teacher agency in how they are used in teaching and learning. That is, baking in the science, while respecting and enabling the art, of teaching. In this talk, I will highlight rich examples of these approaches, and introduce several initiatives at PhET where we are building on these traditions. Our PhET-iO initiative allows customization of sims and provides access to back-end data. Our PhET Global initiative is focusing on teacher leadership and community in Latin America and Africa. And, our newest work will give teachers and learners access to adjustable sources of error and uncertainty in sims.

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Laboratory Instruction Using Radon and Its Progeny

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Nevertheless, She Persisted: The Impact of Persistence in Computational Education

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