3–4:10pm Methanol Radiolysis of Astrochemical Interest (panel discussion) Pendleton Hall 339 Mavis Boamah ’14, Chemistry, Kristal Sullivan ’12, Chemistry, and Farrah Yhee ’14, Mathematics Advisor: Christopher Arumainayagam, Chemistry The interactions of high-energy radiation with matter produces large numbers of low-energy secondary electrons, which are thought to initiate radiolysis reactions in the condensed phase. Using infrared reflection absorption spectroscopy (IRAS), we have investigated the radiolysis products formed by low-energy (< 20eV) electron-induced reactions in condensed methanol under ultrahigh vacuum conditions. In contrast to temperature programmed desorption (TPD), a post-irradiation technique we have used previously, IRAS does not require thermal processing prior to product detection. Our goal is to simulate processes which occur when high-energy cosmic rays interact with interstellar ices, where methanol, a precursor of several prebiotic species, is abundant. The results of experiments such as ours may provide a fundamental understanding of how complex molecules are synthesized in the interstellar medium. (Research supported by Brachman Hoffman, NSF-RUI, and NSF-REU.)
Social Sciences Student Becomes the Teacher: Understanding How We Learn (short talks) Jewett Art Center 450 The Squeaky Wheel
Gissell Castellon ’14, Mathematics and French Advisor: Veronica Darer, Spanish Through the use of discourse analysis, I researched my own teaching practices and pedagogical interactions with students from a SAT prep program. The program expands college access to low-income high school students by providing free SAT preparation and college admissions counseling. Through the analysis of quantitative and qualitative data of teacher and student interactions during a math tutoring session, I became acutely aware of the inequitable opportunities students faced as a result of differences of participation that impacted their ability to expand and deepen their mathematical knowledge and skills.
Generating Standing Wave Understanding: Designing an Introductory Physics Lab
Science Outreach: From Student in the Classroom to Teaching Middle School Girls
Hannah Herde ’14, Physics and Classical Civilization, and Deepika Ranjan ’14, Economics and Mathematics Advisor: Theodore Ducas, Physics
Amy Wolkin ’12, Biological Sciences Advisors: Jocelyne Dolce, Biological Sciences, and Connie Bauman, Physical Education, Recreation and Athletics
The goal of this team is to develop a prototype Physics 107 - introductory mechanics - laboratory emphasizing key concepts and phenomena in standing waves and vibrations. Such a lab should (a) challenge students intellectually and b) communicate the physics effectively without drawing conclusions for students. We believe that when students are challenged to draw their own conclusions, they find the results more exciting and engaging, and therefore, more memorable. Using the course curriculum and other labs as a backbone structure, we aimed to design experiments that would facilitate the student’s ability to form connections between concepts, particularly through designing complementary exercises. In the process, we considered the limitations in the apparatus and the kinds of modifications or alternatives that would be necessary for the experiment to proceed smoothly.
After studying exercise physiology in New Zealand, I was inspired to design and implement an exercise physiology curriculum for Science Club for Girls, Newton Chapter. Although I had no prior teaching experience, my passion for the subject led to my quest to educate middle school girls on exercise physiology. In the fall semester, I developed a curriculum and prepared seven lesson plans for implementation by Wellesley College SLAM DUNK mentors/ teachers (Science Learning and Mentoring: Discovering and Understanding New Knowledge). Throughout the spring semester, both attitude and content assessment were administered. I will present statistical findings determining whether Science Outreach lessons had an impact on attitudes towards science and understanding of the content. By mentoring middle school girls, we not only want young females to learn about exercise physiology, but also to become more confident and engaged as emerging scientists.
Reconsidering Math Gender Stereotypes in a Single-Gender College Context
Julia Martin ’12, Psychology and Classical Civilization Advisor: Nancy Genero, Psychology
Relax! The Social and Physical Effects of Stress (short talks) Pendleton Hall West 212
Mathematics continues to be a maledominated field. According to Halpern et al. (2007), fewer women are choosing to study math in comparison to men, and under certain contexts, women are even underperforming in math relative to men (e.g. Rivardo et al., 2011; Good, Aronson, & Harder, 2008). Survey data collected from students attending Wellesley College will be examined in order to ascertain how women in a single-gender college environment (a relatively unexamined subset of the female population) perceive their performance in math and statistics courses and are affected by math gender stereotypes.
A Critical Review of Mindfulnessbased Treatment for Combat-related Post-traumatic Stress Disorder
Jiun-Yiing Hu ’14, Neuroscience Advisor: Paul Wink, Psychology Combat-related post-traumatic stress disorder (PTSD) is an extreme response to life threatening and traumatic war experiences that can result in chronic personal disability and significant negative societal consequences (e.g., domestic violence, unemployment). Although there has been considerable progress over the past decade in understanding and treating the underpinnings of PTSD, no single intervention has demonstrated to be universally effective. Mindfulness-based approaches, derived from Buddhist meditative practices of presentcentered awareness and emotional regulation, aim to address the neurobiology of PTSD rather than its physiological symptoms and comorbidities. This presentation focuses on research findings from ground breaking thirdwave mindfulness-based psychotherapy
WELLESLEY COLLEGE RUHLMAN CONFERENCE 2012
41