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Dec 1998

Volume 36, Issue 9, pp. 516-557

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Early science books and their women translators

Simona Badilescu

The Physics Teacher -- December 1998 -- Volume 36, Issue 9, pp. 516

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By the late eighteenth century, women wrote books popularizing the major scientific advances of the times. From even an earlier stage, women translated popular science books, many written especially for the “use of the Ladies.” From Aphra Behn’s translation of Fontenelle’s famous Entretiens sur la Pluralité des Mondes in 1686 to Mary Somerville's 1831 lucid exposition in English of Laplace's well-known book, The Mechanism of the Heavens, translation moved gradually toward professional scientific exposition. Who were these women and what sparked their interest in science? How had they acquired the knowledge necessary to translate science books? The aim of this article is to shed some light on a little known area of women's activities—the translation of science books—and to show their contribution to the diffusion of the scientific knowledge.
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01.30.-y Physics literature and publications

Communicating with vectors

H. David Sheets

The Physics Teacher -- December 1998 -- Volume 36, Issue 9, pp. 520

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In this introductory physics laboratory exercise, students are introduced to the use of vectors to describe a trajectory. Students produce written descriptions of these trajectories which are then used by other students to reconstruct the trajectory. The original and reproduction trajectory can then be compared and the sources of error discussed and evaluated.
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01.50.Pa Laboratory experiments and apparatus
02.90.+p Other topics in mathematical methods in physics (restricted to new topics in section 02)
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Do-Ahead Event: The Pringle Caper

Karen Bouffard

The Physics Teacher -- December 1998 -- Volume 36, Issue 9, pp. 522

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In this second Physics Olympics column, we present a staple of many Olympics competitions—a “Do-Ahead” experiment that is prepared in the classroom and brought to the Olympics. “The Pringle Caper” was designed by Steve Cremer, physics teacher from the Braintree (Massachusetts) high school. We include one such activity at each Eastern Massachusetts Physics Olympics meet. Among other pluses, the “Do-Ahead” allows students who are unable to travel to the Olympics to participate.
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01.50.My Demonstration experiments and apparatus
45.05.+x General theory of classical mechanics of discrete systems
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What’s wrong with this question?

Roger Blickensderfer

The Physics Teacher -- December 1998 -- Volume 36, Issue 9, pp. 524

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Physics test questions are often based on models which have limits of applicability. In supplying data for these questions the instructor must be careful not to stray outside the limits of the model. Several examples of poor data selection are given.
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45.05.+x General theory of classical mechanics of discrete systems
51.30.+i Thermodynamic properties, equations of state
47.60.-i Flow phenomena in quasi-one-dimensional systems
41.20.Cv Electrostatics; Poisson and Laplace equations, boundary-value problems

Gender differences with batteries and bulbs

Thomas R. Brown, Timothy F. Slater, and Jeffrey P. Adams

The Physics Teacher -- December 1998 -- Volume 36, Issue 9, pp. 526 | Cited 2 times

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This study explores student performance on a simple hands-on activity commonly referred to as “batteries and bulbs.” A large population of introductory calculus-based physics students formed the subject group. Special consideration was given to gender differences in success rates.
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01.50.My Demonstration experiments and apparatus
07.68.+m Photography, photographic instruments; xerography

The turbulent world of physics explained

Chris Silverman

The Physics Teacher -- December 1998 -- Volume 36, Issue 9, pp. 528

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The minds of physicists are curious things, populated by multitudes of weird and wonderful creatures with wild names bearing meaning only to physicists. In this odd world, we meet Red Giants, Black Holes, Dwarves, and Quarks.
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01.90.+g Other topics of general interest (restricted to new topics in section 01)
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Small-scale anisotropies: The final frontier

Jatila Van der Veen, Philip Lubin, Paolo Natoli, and Michael Seiffert

The Physics Teacher -- December 1998 -- Volume 36, Issue 9, pp. 529 | Cited 1 time

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In the next few years it will be possible to make maps of the Cosmic Microwave Background (CMB) with sufficient resolution to determine the type of Universe in which we live. The MAP (NASA) and Planck (ESA) Satellites will shed new light on such fundamental questions as whether we live in an open or closed Universe, whether there is a cosmological vacuum energy density (Λ), and the precise amount of dark matter. The key to decoding the information contained within this primordial radiation hinges upon the accurate determination of the power spectrum of its temperature variations at angular scales of a few arc minutes to one degree. Althoug! ! h data from these satellites will not be available for a decade or so, students can now run their own simulations of CMB maps and power spectra on personal computer, using theoretical models.
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98.70.Vc Background radiations
98.80.Es Observational cosmology (including Hubble constant, distance scale, cosmological constant, early Universe, etc)
98.80.Cq Particle-theory and field-theory models of the early Universe (including cosmic pancakes, cosmic strings, chaotic phenomena, inflationary universe, etc.)
98.80.Jk Mathematical and relativistic aspects of cosmology
98.80.Qc Quantum cosmology
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Momentum of a bullet

Paul Hewitt

The Physics Teacher -- December 1998 -- Volume 36, Issue 9, pp. 539

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Abstract Unavailable
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01.40.E- Science in school
01.55.+b General physics
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Response time of a thermometer

Volker Thomsen

The Physics Teacher -- December 1998 -- Volume 36, Issue 9, pp. 540 | Cited 1 time

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The response time of a thermometer is governed by Newton’s law of cooling. The time constant is analogous to that of electrical RC circuits. The response time of a thermometer is, however, critically dependent upon the coefficient of convective heat transfer of the (liquid) medium being measured. This places the thermometer in a unique category among measuring instruments.
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07.20.Dt Thermometers

What breaks the shadow of the tube?

Pietro Ferraro

The Physics Teacher -- December 1998 -- Volume 36, Issue 9, pp. 542 | Cited 3 times

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When an object is partially immersed and inclined in the water, the shadow of the object seen on the bottom of the container appears to be broken in two distinct parts or blown up in correspondence of the immersion line. The effect is very simple to show and observations and discussions could be developed in the classroom about surface tensions, wettability, and optics.
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01.50.My Demonstration experiments and apparatus
68.03.Cd Surface tension and related phenomena
68.08.Bc Wetting
42.25.Gy Edge and boundary effects; reflection and refraction
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The revolving circle

Martin Gardner

The Physics Teacher -- December 1998 -- Volume 36, Issue 9, pp. 543

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Make a top with a white cardboard circle and a pencil. Draw a black circle on the disk. Can you guess what you will see when the top is spun?
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01.50.My Demonstration experiments and apparatus
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Trinity sure—III

Clifford E. Swartz

The Physics Teacher -- December 1998 -- Volume 36, Issue 9, pp. 544

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The November editorial worried Newton’s second law and proposed methods of defining mass and of setting up a force scale. Experiment (not definition) shows that forces can be represented by vectors. Experiments also show that inertial mass and gravitational mass are equal, and in Einstein’s view, identical.
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45.05.+x General theory of classical mechanics of discrete systems
01.40.-d Education
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A human hamster wheel?

Jason W. Dunn

The Physics Teacher -- December 1998 -- Volume 36, Issue 9, pp. 545

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Newton’s third law force pairs are sometimes difficult for students to identify, especially when one of the forces produces no discernable acceleration. In the context of a Fermi problem, the third law pairs involved in walking is investigated, paying specific attention to whether the force on the Earth by the walker can impact the Earth’s rotational motion.
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45.05.+x General theory of classical mechanics of discrete systems
01.40.-d Education
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Demonstrating that air is a bad conductor of heat

Philip McGurk and Iain MacInnes

The Physics Teacher -- December 1998 -- Volume 36, Issue 9, pp. 546

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Here is a quick and inexpensive way to demonstrate to your class that air is a poor conductor of heat, using an aluminum beaker and a soda can over a Bunsen burner.
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51.20.+d Viscosity, diffusion, and thermal conductivity
01.50.My Demonstration experiments and apparatus
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Optical realization of a circular billiard

Richard W. Robinett, Charles E. Mulfinger, and John Passaneau

The Physics Teacher -- December 1998 -- Volume 36, Issue 9, pp. 547

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We briefly review the classical mechanics of a point particle in a circular billiard system, classifying the possible trajectories. We then show how this system can be approximately realized experimentally, utilizing an analogy with geometrical ray optics, using a laser and cylindrical reflecting surface.
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45.05.+x General theory of classical mechanics of discrete systems
42.62.-b Laser applications
01.50.My Demonstration experiments and apparatus
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Inexpensive demonstration of the magnetic properties of matter

Charles A. Sawicki

The Physics Teacher -- December 1998 -- Volume 36, Issue 9, pp. 553 | Cited 2 times

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The magnetic properties of common materials such as wood, plastic, glass, and aluminum are demonstrated using small, inexpensive, surplus quadrupole magnets. Paramagnetic rods line up with the field above the magnet while diamagnetic samples line up perpendicular to the field.
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75.20.-g Diamagnetism, paramagnetism, and superparamagnetism
01.50.My Demonstration experiments and apparatus
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Demonstrating normal forces with kitchen scales

Vassilis Stavrinidis

The Physics Teacher -- December 1998 -- Volume 36, Issue 9, pp. 556

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A way to demonstrate normal forces using a precision laboratory electronic balance has been reported in this magazine. I propose a simpler and less expensive way of demonstrating normal forces.
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06.30.Dr Mass and density
07.10.Pz Instruments for strain, force, and torque
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Archimedes’ principle without the king’s crown

Thomas Bruce Daniel

The Physics Teacher -- December 1998 -- Volume 36, Issue 9, pp. 557

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A concrete demonstration of Archimedes’ principle of buoyancy without direct reference to density is described. Floating and sinking are explained in terms of the weight and shape of objects. This can be effective with students who have not mastered ratios.
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45.05.+x General theory of classical mechanics of discrete systems
01.50.My Demonstration experiments and apparatus
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