Over the summer, Dr. Blane Baker, professor of physics, and Grant Ryals, sophomore physics major, submitted a paper to the Journal of Physics Education on the topic of RC circuits that was accepted for publication. The pair worked together as part of Jewell’s Pillsbury Scholar Program, which allows students to participate in paid undergraduate research during the summer.

Originally the two started a project about global warming, but unfortunately this did not go as planned. After some further research, Dr. Baker discovered that one of his demos, or a model that is used to demonstrate a particular concept to a group of students, could be useful for other educators across the nation, particularly other college professors or high school teachers who teach AP Physics. 

The demo was an RC circuit, which is a fundamental circuit used in various timing applications for electronics. Dr. Baker found that a lot of students failed to understand the principles behind the RC circuit because of the lack of a visual representation. 

The paper was meant to provide a way to create an RC circuit with readily available materials so that students could have a visual representation of complicated mathematical principles. 

Dr. Baker, who wrote much of the paper, included instructions on how to set up the circuit and suggestions for question that students would answer to test their comprehension. Ryals tested combinations of conductors and resistors that would change the frequency that a small light bulb would flash. 

But, what exactly is an RC circuit? 

An RC circuit is used as a timing circuit. The batteries, which can be found easily in any classroom, provide a voltage in the circuit. The resistor and capacitor can be switched out for larger or smaller resistance or capacity, which will change the frequency of the neon light flashing at the end of the circuit. Both the resistor and the capacitor are used to create a threshold that the voltage must exceed before the neon light can flash. 

An important part of the learning experience is the trial and error involved in switching resistors and capacitors. Dr. Baker believes that this RC circuit model helps students understand, in a more visual way, the mathematical principles behind circuits. 

 “[The students]… have to use their knowledge and principles to show understanding of what is going to occur in the circuit,” Dr. Baker said. 

This hands-on experience allows students to use prior physics studies to predict something that is happening in the real world; thus creating a stronger educational experience. 

Ryals said that these RC circuits are an important physics building block, so making sure that students understand exactly what goes on in the circuit is important for their future endeavors. 

This model for an RC circuit was submitted to the Journal of Physics Education to show teachers an easy way to set up this type of circuit so as to facilitate classroom learning. Dr. Baker chose to submit the article to this journal because it is constantly on the look-out for innovations in the field of physics education, and this RC circuit model is exactly the kind of thing that would be discussed in the journal. 

In order to be accepted as part of the journal, the article had to be submitted for review by the editors of the journal. Dr. Baker submitted various drafts that would then be sent back for necessary edits. Ryals noted that this process can be time-consuming, but because of Dr. Baker’s expertise, the paper actually went by a lot faster than Ryals expected. 

Ryals was selected by Dr. Baker to help the article because of the fact that Ryals had already taken a course wherein Dr. Baker had used this very same RC circuit model. Dr. Baker kept Ryals in the loop and would update him when the journal asked for revisions on the article. Ryals  worked mostly on testing different configurations of resistors and capacitors to alter the frequency of the light flashing. 

According to Dr. Baker, the model isn’t meant to be perfect, but the fact that it visually demonstrates mathematical principles is what is really important. Physics can be extremely difficult for students because it is so theoretical, so classroom experiments such as this RC circuit are invaluable supplemental materials. 

When asked about his experience working with Dr. Baker, Ryals mentioned that he had “so much fun” interacting with Dr. Baker, who is extremely experienced in his field. 

Ryals believes that this kind of undergraduate research, apart from being a great resume-booster, gives him the necessary tools to be able to succeed as an engineer in the future. Dr Baker’s and Ryals’ cooperation is a paradigm for the kind of innovation that all Jewell students should strive for. 

The paper is now a frontline for the Journal of Physics Education under the title “Classroom Activity to Visually Show Variation of RC Time Constant in an Operating Circuit.”

On Feb. 22 and 23, William Jewell College’s Society of Physics Students (SPS) hosted the annual zone 12 SPS meeting. Students and professors from Truman State University, Missouri Southern University, UMKC, Rockhurst University and Benedictine College as well as a representative from the national offices of SPS came to Jewell for the event.

They were given tours of the laboratories and shown physics demos upon arrival Friday afternoon. After playing games including physics charades and Fermi questions, Dr. Maggie Sherer, Jewell professor of physics, gave a lecture on astronomy and the search for Earth-like planets.

The first night was devoted to getting to know other physics students in the zone and make more contacts in the field. After the lecture, students headed to Retro Bowl for some fun at cosmic bowl night.

Saturday’s events included research talks from students and a talk about 2019 PhysCon from the national representative. Students from several schools, including Jewell, presented their undergraduate research projects. This kind of presentation allows students to have more experience sharing research and allows for more feedback on the research itself.

PhysCon is a physics conference put on by SPS for physics undergraduates from all around the country to network, listen to talks from leaders in the field (including nobel laureates), present research, learn about graduate schools and career options and learn more about what is going on in the field of physics. The 2019 PhysCon will be held Nov. 14-16 in Providence, RI.

Megan Anderson, senior physics and Oxbridge: History of Ideas major and associate zone councilor for SPS zone 12 said of the event:

“SPS zone meetings are the one dedicated time each year that undergrad physics students from the region come together. Though we did plenty of fun physics-related things at our SPS Zone 12 Meeting this weekend, it was the in-between moments of connection – bonding over a song, giving high-fives during bowling, telling jokes while eating lunch – that really made the time special.”

Overall, the annual SPS Zone 12 was a success, and both students and faculty enjoyed their time at Jewell.

The Dual-Degree Engineering program allows students to receive a Bachelor of Arts from Jewell and then spend two years at a partner school to obtain a Bachelor of Science in engineering. In addition to Columbia, Jewell partners with Washington University in St. Louis, Missouri University of Science and Technology, Vanderbilt University and the University of Kansas.

“When I first considered dual-degree I saw Columbia and said ‘No way, Ivy League, how am I going to pay for that.’ But after a push from my parents and my professors, I realized not only did I want to go there, but I am capable,” said Storvick.

She looked into financial aid options and talked to Daniela Marin, current Class of ’19 dual-degree student at Columbia, and began to set her goals.

“While realizing it is going to be difficult, I am so excited to submerge myself in a different culture by being at a large school and being in the heart of New York City,” said Storvick.

Storvick is looking forward to the opportunities that Columbia and the city will bring her, such as potential internships and research opportunities. She hopes to continue her education at Columbia in their master’s program after her two years in the undergraduate engineering program. Their masters program is one year, and students can enter it directly if they show success in the bachelor’s program.

Storvick’s interest in engineering has its roots in her family. Her dad works in civil engineering, and her grandpa worked in nuclear and chemical engineering. They both encouraged her to pursue engineering, but she didn’t know what area of the field she wanted to study.

“When I had to decide which path to take, I decided to go with mechanical because it seemed to encompass almost every other field of engineering in some way. I would say it is one of the most multifaceted disciplines of engineering and with that comes a lot of opportunities for future work,” said Storvick.

While her family originally sparked her interest in engineering, she attributes her success in the field to her individualized liberal arts education.

“If I were to attend a larger university as a freshman, I think I would have been more likely to switch majors because of a minor setback such as a bad test grade or because of the hundreds of people surrounding me with no guidance. At Jewell, it is easy to have personable relationships with professors, and it is easy to get help as long as [you’re] ambitious enough to seek it,” she said.

She sees the value in not only personal relationships and support received from her professors but also her personal growth while at Jewell. A liberal arts education taught her skills beyond engineering.

“Jewell has made me the well-rounded individual I am by giving me the chance to be a student, an athlete, a leader and a critical thinker all at once,” said Storvick.

In her time at Jewell, she has been a member of the women’s soccer team and University Innovation Fellows as well as president of the Society of Physics Students and Alpha Gamma Delta sorority. She has also participated in various physics projects, like teaching children in Guatemala to make their own solar powered lanterns and an experiment that tested how temperature and composition affect the flow of fluid in weightlessness.

“I have been presented with many inspiring opportunities,” said Storvick. “The fluid dynamics experiment I worked on last year introduced me to the endless opportunities that the field I am in has. Being a member of University Innovation Fellows has also inspired me to find a way to mix my creative and innovative style with my engineering background.”

Storvick isn’t sure what her plans are for after Columbia.

“I believe this is what drives me to keep learning,” she said. “I know that I will find my passion, and just because I am unsure of my career path at this moment, doesn’t mean I won’t find it…Hopefully my time in engineering school will guide me to finding my passion.”

Photo by Talia Zook.

*A previous version of this article was published incorrectly identifying Daniela Marin as William Jewell Class of ’17.

Stewart is also president of Mortar Board and Vice President of Recruitment for Zeta Tau Alpha Sorority.

Stewart discovered this program while attending the American Physical Society Division of Fluid Dynamics Conference in Boston, where she met Eckart Meiburg, a professor at UCSB, who specializes in computational fluid dynamics and transport phenomena.

“After I gave my talk about my research, he encouraged me to apply for the program since there are several professors who work there that specialize in research related to fluid dynamics,” said Stewart.

According to Stewart, the application process was nothing surprising. UCSB averages about 300-400 doctoral applicants per year, and only accepts about 20. The program is about 78% male and 22% female.

“The program is five years long and I’ll be there taking classes for the first few years, and then once I’m at the candidacy stage for my PhD I’ll be doing my own research,” said Stewart.

Stewart has done research in the area for fluid dynamics of the past three years. Her research and honors project is the study of fluid instability, focusing on what happens when a fluid of low viscosity is pumped into a fluid of high viscosity. This particular phenomenon is called viscous fingering.

“Understanding this stability can be helpful in many environmental fields such as enhanced oil recovery and pollution dispersion,” said Stewart.

Stewart’s time at UCSB will be completely funded by the university. She has received the TA/RA-ship, meaning that she will be a teaching and research assistant and will receive a stipend every year for the five years that she is there. She will be continuing her research in fluid dynamics.

On March 11, Stewart will be attending a visit day for admitted students. She will be able to speak to professors, talk about research and get a general idea of what the program entails. She will also be able to meet other students who will be in the program.

“While I’m nervous, I feel that Jewell has prepared me well, especially in terms of undergraduate research,” said Stewart.

Stewart has also been acknowledged in a published paper and is currently a co-author of a paper published on the physics journal “Experiments in Fluids.” She has presented her research at a conference, and will have completed a thesis regarding this research by the end of this year.

“[This level of experience] can be viewed as a great advantage when applying to programs, because many students don’t get to do research of that caliber at the undergraduate level,” said Stewart.

As for post-graduate school, Stewart is not entirely sure what she is planning on doing. Once she earns her doctorate, she will have to choose between entering industry or academia. Another option would be to work for the government.

“I’ve been interested in government jobs for a while, and have considered options/will be eligible for jobs with the CIA, EPA or DOD,” said Stewart.