United States

The measurement of the wavelength of a monochromatic source of light with the Fresnel’s biprism is a fundamental experiment in most Universities. In this experiment, the determination of distance between two virtual light sources is necessary for the calculation of the wavelength of light. However, the presence of the aberration of lens results in an erratic distance between virtual source by using conjugate foci method, which leads to an erratic wavelength. To solve this, we used a CMOS detector to record magnified images and diminished images. The accurate distance between two virtual light sources was obtained with digital images processing, thereby reducing the uncertainty of measurement of the wavelength. The deviation between the measured wavelength of sodium light from CMOS imaging analysis method and the average wavelength at 589.3&amp;nbsp;nm calculated by two wavelengths of&amp;nbsp;sodium yellow light is only 0.3%, which is smaller than the deviation from traditional method.

AAPT WM 21

The Fresnel Biprism Experiment Based on CMOS Imaging Analysis

cmos

fresnel’s biprism

wavelength

The aim of ESSCIRC and ESSDERC is to provide an annual European forum for the presentation and discussion of recent advances in solid-state devices and circuits.
The level of integration for system-on-chip design is rapidly increasing.

This is made available by advances in semiconductor technology. Therefore, more than ever before, a deeper interaction among technologists, device experts, IC designers, and system designers is necessary. ESSCIRC and ESSDERC are governed by a common Steering Committee and share Plenary Keynote Presentations and Joint Sessions bridging both device and circuit communities.

Highlights:
* 3 joint keynote presentations
* 3 keynote presentations ESSCIRC
* 3 keynote presentations ESSDERC
* Invited papers with overall coverage of all aspects of advanced devices and circuits
* Presentation of IEEE and ESSCIRC/ESSDERC Awards
* Educational Events

JOINT PLENARY talks live broadcast: September 13, 2021<br>
ESSCIRC and ESSDERC KEYNOTE talks live broadcast: September 15, 2021<br>
LIVE Q&A INTERACTIVE sessions for all Conference Technical sessions: September 14 – 16 – 17, 2021<br>
LIVE Q&A INTERACTIVE sessions for all Educational Events: September 20-21-22, 2021<br>
(on demand videos available from September 6 until November 30, 2021)

**Please see here for the [ESSCIRC Guide](https://drive.google.com/file/d/10dghzuv4aQBty4QfTIY9Q8hXyqsue8Le/view?usp=sharing), [ESSDERC Guide](https://drive.google.com/file/d/10dx9y2tm9cHPDa4upNUYjfXCf44aPry5/view?usp=sharing), and the [Program at a Glance](https://drive.google.com/file/d/10eU0OLTXEpiNzI5hkqv4mSr43T8cedPP/view?usp=sharing)**


To access ESSCIRC ESSDERC 2021, you must pre-register for the conference.  Instructions on how to access the event will be provided directly to attendees and included on the ESSCIRC ESSDERC conference website. [Register now](https://www.esscirc-essderc2021.org/).

Please register for the ESSCIRC conference to join the event.

ESSCIRC ESSDERC 2021

The aim of ESSCIRC and ESSDERC is to provide an annual European forum for the presentation and discussion of recent advances in solid-state devices and circuits.
The level of integration for system-on-chip design is rapidly increasing.

This is made available by advances in semiconductor technology. Therefore, more than ever before, a deeper interaction among technologists, device experts, IC designers, and system designers is necessary. ESSCIRC and ESSDERC are governed by a common Steering Committee and share Plenary Keynote Presentations and Joint Sessions bridging both device and circuit communities.





The measurement of the wavelength of a monochromatic source of light with the Fresnel’s biprism is a fundamental experiment in most Universities. In this experiment, the determination of distance between two virtual light sources is necessary for the calculation of the wavelength of light. However, the presence of the aberration of lens results in an erratic distance between virtual source by using conjugate foci method, which leads to an erratic wavelength. To solve this, we used a CMOS detector to record magnified images and diminished images. The accurate distance between two virtual light sources was obtained with digital images processing, thereby reducing the uncertainty of measurement of the wavelength. The deviation between the measured wavelength of sodium light from CMOS imaging analysis method and the average wavelength at 589.3&nbsp;nm calculated by two wavelengths of&nbsp;sodium yellow light is only 0.3%, which is smaller than the deviation from traditional method.

technical paper

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Effectively Implementing Peer Review into Introductory Physics Laboratory Courses

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A Study on Misconceptions of Mathematics and Science Teachers

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Multidimensional Item Response Theory and the BEMA

Our investigation of introductory physics students' difficulties with pre-college mathematics has extended to five campuses at four universities, employing a 14-item diagnostic administered near the beginning of the semester.&nbsp;&nbsp;More than&nbsp;6000 students have taken the diagnostic&nbsp;over the past four years. We find (1) consistently high error rates (30-70%) on trigonometry, algebra, geometry, and graphing problems, (2) significant degradation of algebra performance when symbolic coefficients are substituted for numerical coefficients, and when Greek letters are substituted for Latin letters, and (3) high performance consistency among diverse question types, such that&nbsp;performance on a single test item can reliably predict overall diagnostic performance. A new online version of the diagnostic has been tested with small samples and seems to produce results that are largely consistent with the written version. Performance on non-mathematical conceptual physics questions, added&nbsp;to the online diagnostic, is significantly correlated with performance on the mathematics questions.

Consistency of Students' Mathematical Difficulties May Allow Reliable Performance Predictability

Over the past four years, we have administered over 6,000 mathematics diagnostics to introductory physics students at four large state universities. Previously, our hand-written diagnostic only included pure mathematics problems in graphing, trigonometry, geometry, and algebra. While these problems have shed light on the severity and nature of students’ mathematical difficulties, our new online diagnostic aims to also measure performance on conceptual physics problems (Newton’s second and third laws). We find the mathematics portion of our online diagnostic shares the same characteristics as older hand-written versions with similar correct-response rates, internal consistency, and performance predictability.&nbsp;Our analyses show that overall mathematics performance is correlated with performance on the newly added physics problems (r=0.35). Here, we present our most recent findings while examining the observed relationship between math and physics performance.&nbsp;

Introductory Physics Students’ Mathematical Preparedness and Conceptual Understanding of Force

Under NSF funding we have been developing and evaluating Interactive Video-Enhanced Tutorials (IVETs) which are designed to help students learn to use expert-like problem-solving strategies for college students in introductory physics. The tutorials involve web-based activities which lead students through a solution by providing guidance and feedback depending on the choices they make within the activities. This presentation will showcase one of our IVETs, namely Angular Momentum, and provide details about its design features, which involve multimedia principles of learning and research on human learning and memory, and subsequent impact on student problem-solving abilities. *Work supported by the NSF IUSE Program (DUE #1821396)

Impact of an Angular Momentum Problem-solving Tutorial on Student Performance

As a part of our larger research on students’ conceptions on fluids, our group has been developing a taxonomy categorizing alternate conceptions about buoyancy and giving assessments in various introductory courses to determine the prevalence of selected taxonomy items.&nbsp; This talk will focus on a few of those taxonomy items, discussing the populations in which they were identified and how they relate to the overall taxonomy construction.&nbsp;

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The Fresnel Biprism Experiment Based on CMOS Imaging Analysis

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