Physics Research by Stacy (Anastasia) Pouliot
Based upon previous discussions on the structure of compact stars geared towards undergraduate ph... more Based upon previous discussions on the structure of compact stars geared towards undergraduate physics students, a real experiment involving two upper-level undergraduate physics students, a beginning physics graduate, and two advanced graduate students was conducted. A recent addition to the physics curriculum at Florida State University, "The Physics of Stars", sparked quite a few students' interests in the subject matter involving stellar structure. This, coupled with "Stars and Statistical Physics" by Balian and Blaizot and "Neutron Stars for Undergraduates" by Silbar and Reddy, is the cornerstone of this small research group who tackled solving the structure equations for compact objects in the Summer of 2004. Through the use of a simple finite-difference algorithm coupled to Microsoft Excel and Maple, solutions to the equations for stellar structure are presented in the Newtonian regime appropriate to the physics of white dwarf stars.
The European Organization for Nuclear Research (CERN) provided three commercial inclinometers to ... more The European Organization for Nuclear Research (CERN) provided three commercial inclinometers to be tested in magnetic fields up to 10 T: a tilt sensor, an electrolytic inclinometer, and a mechanical pendulum. The electrolytic inclinometer was damaged and could not be tested. The mechanical pendulum behaved erratically in even a 1 T magnetic field. The CXTLA01 tilt sensor was affected by the magnetic field in a systematic way. Based on our testing, we developed a calibration for the tilt sensor, allowing use of the tilt sensor in a magnetic field.
The desire for manned exploration of our solar system has spurred a search for high-efficiency me... more The desire for manned exploration of our solar system has spurred a search for high-efficiency methods of providing in-space propulsion. Space fission power systems offer a dependable, long-lived and swift solution to the in-space propulsion dilemma. However, actual nuclear testing of these systems is costly, time-consuming and potentially hazardous. To this end, nonnuclear tests are being conducted to simulate testing of nuclear systems. This paper discusses
testing of a simple experimental model of a single flow channel for the Direct Drive Gas-Cooled Reactor (DDG), a non-nuclear test reactor design. These experimental results will be used to better understand the theoretical predictions of flow dynamics, including the energy balance and pressure drop, occurring in the system for different test modules inside the flow modules of the reactor.
Education Research by Stacy (Anastasia) Pouliot
The focus of this paper is on the continuing gender gap prevalent in the science, and especially ... more The focus of this paper is on the continuing gender gap prevalent in the science, and especially physics,
classrooms. A great deal of research has been done in regards to the existence and potential solutions to the
under‐representation of females in science courses and careers. However, despite the efforts that have
already been implemented, these current efforts have failed to attract women to physics. What changes
have already been attempted, and why have they failed? What explanations exist for the lack of women in
physics and physics‐related careers, and how can these explanations help us dissect and change our
approach to science teaching? Finally, how can teachers, administrators, communities invoke this change?
Sir Ken Robinson, along with many other educationalists, has studied the role of creativity in cu... more Sir Ken Robinson, along with many other educationalists, has studied the role of creativity in current educational systems and has found the system lacking. Many successful people were unsuccessful in their childhood education and their natural talents went unnoticed (Robinson, 2009, June 16). The reason behind this phenomenon is that the current educational system focuses on identifying and fostering specific kinds of abilities and thus ignores the rest. In addition, the
approach to curriculum caters to certain kinds of learners, so those students who do not learn through direct teaching, for example, do not benefit from long lectures and when they are assessed they do poorly – a response that is not necessarily a reflection of their talents, knowledge, or ability to understand. Robinson argues that people become successful when they follow “their particular talents and interests and passions” (Robinson, 2009, June 17). In order to help students develop into successful and happy adults that are productive members of our economic society, we must focus on developing creativity and “diversity of talent” (Robinson, 2009, June 17). This requires an examination of what creativity is, how it can be fostered, and if/how it can be assessed.
Papers by Stacy (Anastasia) Pouliot
European Journal of Physics, 2005
Aps Meeting Abstracts, Apr 1, 2003
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Physics Research by Stacy (Anastasia) Pouliot
testing of a simple experimental model of a single flow channel for the Direct Drive Gas-Cooled Reactor (DDG), a non-nuclear test reactor design. These experimental results will be used to better understand the theoretical predictions of flow dynamics, including the energy balance and pressure drop, occurring in the system for different test modules inside the flow modules of the reactor.
Education Research by Stacy (Anastasia) Pouliot
classrooms. A great deal of research has been done in regards to the existence and potential solutions to the
under‐representation of females in science courses and careers. However, despite the efforts that have
already been implemented, these current efforts have failed to attract women to physics. What changes
have already been attempted, and why have they failed? What explanations exist for the lack of women in
physics and physics‐related careers, and how can these explanations help us dissect and change our
approach to science teaching? Finally, how can teachers, administrators, communities invoke this change?
approach to curriculum caters to certain kinds of learners, so those students who do not learn through direct teaching, for example, do not benefit from long lectures and when they are assessed they do poorly – a response that is not necessarily a reflection of their talents, knowledge, or ability to understand. Robinson argues that people become successful when they follow “their particular talents and interests and passions” (Robinson, 2009, June 17). In order to help students develop into successful and happy adults that are productive members of our economic society, we must focus on developing creativity and “diversity of talent” (Robinson, 2009, June 17). This requires an examination of what creativity is, how it can be fostered, and if/how it can be assessed.
Papers by Stacy (Anastasia) Pouliot
testing of a simple experimental model of a single flow channel for the Direct Drive Gas-Cooled Reactor (DDG), a non-nuclear test reactor design. These experimental results will be used to better understand the theoretical predictions of flow dynamics, including the energy balance and pressure drop, occurring in the system for different test modules inside the flow modules of the reactor.
classrooms. A great deal of research has been done in regards to the existence and potential solutions to the
under‐representation of females in science courses and careers. However, despite the efforts that have
already been implemented, these current efforts have failed to attract women to physics. What changes
have already been attempted, and why have they failed? What explanations exist for the lack of women in
physics and physics‐related careers, and how can these explanations help us dissect and change our
approach to science teaching? Finally, how can teachers, administrators, communities invoke this change?
approach to curriculum caters to certain kinds of learners, so those students who do not learn through direct teaching, for example, do not benefit from long lectures and when they are assessed they do poorly – a response that is not necessarily a reflection of their talents, knowledge, or ability to understand. Robinson argues that people become successful when they follow “their particular talents and interests and passions” (Robinson, 2009, June 17). In order to help students develop into successful and happy adults that are productive members of our economic society, we must focus on developing creativity and “diversity of talent” (Robinson, 2009, June 17). This requires an examination of what creativity is, how it can be fostered, and if/how it can be assessed.