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American Journal of Physics

The Physics Teacher»
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SECTION LISTING

LETTERS TO THE EDITOR
EDITORIAL
AAPT AWARDS
FIGURING PHYSICS
PAPERS
APPARATUS FOR TEACHING PHYSICS
TRICK OF THE TRADE
FROM OUR FILES
PHYSICS CHALLENGES FOR TEACHERS AND STUDENTS
FOR THE NEW TEACHER
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Jan 2004

Volume 42, Issue 1, pp. 4-59

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LETTERS TO THE EDITOR

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Is Potential Energy Really “Real”?

Marcelo Alonso

The Physics Teacher -- January 2004 -- Volume 42, Issue 1, pp. 4

Online Publication Date: Dec 2003

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Abstract Unavailable

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01.65.+g	History of science
01.70.+w	Philosophy of science

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With or Without Calculus — That is the Question

George K. Horton

The Physics Teacher -- January 2004 -- Volume 42, Issue 1, pp. 4

Online Publication Date: Dec 2003

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Abstract Unavailable

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01.55.+b	General physics
01.40.G-	Curricula and evaluation

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Gravitational Field Due to a Sphere: A Geometrical Argument

Martin Lieberherr

The Physics Teacher -- January 2004 -- Volume 42, Issue 1, pp. 5 | Cited 1 time

Online Publication Date: Dec 2003

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Abstract Unavailable

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01.55.+b	General physics
01.40.G-	Curricula and evaluation

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Author's Reply

Lawrence Ruby

The Physics Teacher -- January 2004 -- Volume 42, Issue 1, pp. 5

Online Publication Date: Dec 2003

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Abstract Unavailable

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01.55.+b	General physics
01.40.G-	Curricula and evaluation

EDITORIAL

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Short Papers

Karl C. Mamola

The Physics Teacher -- January 2004 -- Volume 42, Issue 1, pp. 6

Online Publication Date: Dec 2003

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Abstract Unavailable

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01.40.-d

Education

AAPT AWARDS

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Klopsteg Memorial: Sylvester J. Gates

Chris Chiaverina, AAPT Awards Committee Chair

The Physics Teacher -- January 2004 -- Volume 42, Issue 1, pp. 8

Online Publication Date: Dec 2003

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Abstract Unavailable

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01.60.+q	Biographies, tributes, personal notes, and obituaries
01.40.-d	Education

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Robert A. Millikan Award: Fred M. Goldberg

Chris Chiaverina, AAPT Awards Committee Chair

The Physics Teacher -- January 2004 -- Volume 42, Issue 1, pp. 9

Online Publication Date: Dec 2003

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Abstract Unavailable

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01.60.+q	Biographies, tributes, personal notes, and obituaries
01.40.-d	Education

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Excellence in Pre-College Physics Teaching Award: John L. Roeder

Chris Chiaverina, AAPT Awards Committee Chair

The Physics Teacher -- January 2004 -- Volume 42, Issue 1, pp. 9

Online Publication Date: Dec 2003

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Abstract Unavailable

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01.60.+q	Biographies, tributes, personal notes, and obituaries
01.40.-d	Education

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Excellence in Introductory College Physics Teaching Award: Michael Zeilik

Chris Chiaverina, AAPT Awards Committee Chair

The Physics Teacher -- January 2004 -- Volume 42, Issue 1, pp. 10

Online Publication Date: Dec 2003

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Abstract Unavailable

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01.60.+q	Biographies, tributes, personal notes, and obituaries
01.40.-d	Education

FIGURING PHYSICS

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Projectile Speeds

Paul Hewitt

The Physics Teacher -- January 2004 -- Volume 42, Issue 1, pp. 12 | Cited 2 times

Online Publication Date: Dec 2003

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Abstract Unavailable

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01.40.G-	Curricula and evaluation
01.55.+b	General physics
45.50.Dd	General motion

PAPERS

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The Pendulum, Gravity, and that Number “9.8”

Keith Clay

The Physics Teacher -- January 2004 -- Volume 42, Issue 1, pp. 14

Online Publication Date: Dec 2003

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A strange numerical coincidence lends itself to an exercise that can be an effective instruction and assessment tool. On the surface the exercise tests understanding of measurement. Due to the rich context of the problem, however, some former students report that it influenced their entire approach to science and problem solving.

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01.40.Fk	Research in physics education
06.30.Ft	Time and frequency
06.30.Gv	Velocity, acceleration, and rotation
01.50.Pa	Laboratory experiments and apparatus

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Center of Mass of a Suspended Slinky: An Experiment

Terrence P. Toepker

The Physics Teacher -- January 2004 -- Volume 42, Issue 1, pp. 16 | Cited 2 times

Online Publication Date: Dec 2003

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Articles, notes, and letters^1,2,3 in recent issues of The Physics Teacher have described the location of the center of mass of a Slinky™ spring toy suspended vertically. To determine the center of mass, we performed a simple experiment that is described here.

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01.50.My	Demonstration experiments and apparatus
01.55.+b	General physics

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The World Year of Physics in 2005

Chuck Stone

The Physics Teacher -- January 2004 -- Volume 42, Issue 1, pp. 18

Online Publication Date: Dec 2003

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The year 2005 has been designated the World Year of Physics (WYP) to commemorate the 100th anniversary of Albert Einstein's legendary papers on quantum theory, Brownian motion, and special relativity, first published in 1905. Organizations around the globe are planning a variety of programs to raise worldwide public awareness for physics in 2005. This paper provides a brief description of the WYP, discusses the significance of 1905, presents national objectives for the U.S. physics community, and outlines a variety of activities that individuals or teams can pursue to contribute to the success of this international campaign.

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01.60.+q	Biographies, tributes, personal notes, and obituaries
01.65.+g	History of science
01.75.+m	Science and society

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Energy and Momentum in the Gauss Accelerator

David Kagan

The Physics Teacher -- January 2004 -- Volume 42, Issue 1, pp. 24 | Cited 2 times

Online Publication Date: Dec 2003

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James Rabchuk's recent paper¹ describes a method for measuring the kinetic energy changes in the Gauss accelerator, as well as a calculation of the change in potential energy. In this paper, a simple method for measuring both the change in potential energy and the change in kinetic energy will be presented. The measurements can be made with rulers, strings, and weights. In the process, your students will learn about the relationship between work and potential energy as well as the law of conservation of energy. Issues associated with the law of conservation of momentum in the accelerator will also be addressed.

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01.50.My	Demonstration experiments and apparatus
01.50.Pa	Laboratory experiments and apparatus
06.30.-k	Measurements common to several branches of physics and astronomy

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Wheelies and Headers, or How to Keep Both Bicycle Wheels on the Ground

William M. Wehrbein

The Physics Teacher -- January 2004 -- Volume 42, Issue 1, pp. 27 | Cited 2 times

Online Publication Date: Dec 2003

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A “wheelie” is when a bicycle is ridden with its front wheel lifted from the ground. Riding the bicycle in a way to lift the rear wheel off the ground might lead to the cyclist tumbling over the handlebars, called a “header.” Other colorful terms for this situation are “endo” (short for “end-over-end”) and “face plant” (for landing face first on the ground). Let's determine the conditions required in order to keep both tires touching the ground at all times.

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45.40.-f

Dynamics and kinematics of rigid bodies

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Longitudinal Magnification Drawing Mistake

Héctor Rabal, Nelly Cap, and Marcelo Trivi

The Physics Teacher -- January 2004 -- Volume 42, Issue 1, pp. 31 | Cited 3 times

Online Publication Date: Dec 2003

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See Also: Erratum

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Lateral magnification in image formation by positive lenses, mirrors, and dioptrics is usually appropriately developed in most optics textbooks.^1–9 However, the image of a three-dimensional object occupies a three-dimensional region of space. The optical system affects both the transverse and the longitudinal dimensions of the object and, in general, does it in different ways. The magnification in the direction of the optical axis (the longitudinal magnification) is seldom treated. In several texts, the concept of longitudinal magnification is not even considered. Symmetrical objects (such as arrows) are used and their images appear laterally inverted. It is not shown how a longitudinally nonsymmetric object is imaged. One of the few books where this subject is well treated is in the textbook by Hecht.¹⁰ We have repeatedly verified in our classes that there is some confusion related to this subject. Students tend to believe that the image is longitudinally symmetric with respect to the lens optic center. Some prestigious texts commit the same mistake. In addition, a very nice optics book,¹¹ a catalogue of optical hardware,¹² a worldwide scientific magazine,¹³ a paper in an optics journal,¹⁴ and a Spanish encyclopedia,¹⁵ for example, have also been found to contain this error in drawing the image of a three-dimensional object formed by a positive lens. In this paper we suggest that the teaching of longitudinal magnification should be done with some care and we include a figure showing a properly drawn image.

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01.40.G-	Curricula and evaluation
42.15.-i	Geometrical optics

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Demonstrating Newtonian Physics on the Internet

Jorge L. Ballester and Charles B. Pheatt

The Physics Teacher -- January 2004 -- Volume 42, Issue 1, pp. 34

Online Publication Date: Dec 2003

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Experimentation is accepted as an integral part of introductory physics courses. Exposing distance-learning students to physics experimentation remains problematic. One solution is to distribute inexpensive hands-on materials, as described by McAlexander.¹ Another solution could be to exploit the interactivity provided by the Internet. Java applets, such as Physlets,² are illustrative, but are not intended to provide the perspective and uncertainty of actual experiments. Nevertheless, an apparatus that is remotely controlled, via the Internet, could provide access to an experiment that may be utilized by students. In this article, we describe a physics apparatus and associated website that allow students to conduct real online physics experiments by using only a web browser.

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01.50.ht	Instructional computer use
01.50.My	Demonstration experiments and apparatus
45.50.Dd	General motion

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The Bohr Staircase

Jay M. Pasachoff

The Physics Teacher -- January 2004 -- Volume 42, Issue 1, pp. 38

Online Publication Date: Dec 2003

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The attempt to bring students to critical thinking about topics in contemporary astronomy is a goal shared by many teachers. Since the rise of astrophysics in the early 20th century, spectroscopy has been the defining technique. Various techniques have been tried to give students a concrete understanding of emission lines and absorption lines in the hydrogen spectrum.¹ Spectroscopy of hydrogen plays an important part of most textbooks in elementary astronomy.² After years of jumping off lecture-room steps and trying (but never succeeding) in hovering between stair levels, I still find too many students drawing equally spaced hydrogen energy levels on exams. I thus arranged for carpenters to build a five-step staircase with the spacing matching that of the actual hydrogen energy levels. I can now use the staircase to demonstrate the Bohr atom³ in a memorable manner. “Bohr staircase” is therefore a suitable name for it. If a teacher wants to stress the visible spectrum rather than the energy levels, “Balmer staircase” is an alternate name.

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01.50.My	Demonstration experiments and apparatus
95.30.Ky	Atomic and molecular data, spectra, and spectral parameters (opacities, rotation constants, line identification, oscillator strengths, gf values, transition probabilities, etc.)
01.50.F-	Audio and visual aids
32.30.Jc	Visible and ultraviolet spectra

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A Project-Based Approach: Students Describe the Physics in Movies

Ben Daley

The Physics Teacher -- January 2004 -- Volume 42, Issue 1, pp. 41 | Cited 1 time

Online Publication Date: Dec 2003

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Ted Sizer, founder of the Coalition of Essential Schools, calls for teachers designing a curriculum to begin with the end in mind; that is, determine your goals and only then design appropriate assignments and assessments that guide students toward these goals. Sizer argues that students should be tested via public “exhibitions” that drive the curriculum and set clear standards for students about what is expected of them.² This paper describes an exhibition in which students analyze the physics of movies.

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01.50.F-	Audio and visual aids
01.40.G-	Curricula and evaluation
01.40.Di	Course design and evaluation
01.40.E-	Science in school

APPARATUS FOR TEACHING PHYSICS

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The “Sparking Chaotic Pendulum”: Trajectories of a Chaotic Pendulum Revealed

Fabio Augusto Meira Cássaro, Sérgio da Costa Saab, Luiz Antônio Bastos Bernardes, and Jeremias Borges da Silva

The Physics Teacher -- January 2004 -- Volume 42, Issue 1, pp. 47 | Cited 1 time

Online Publication Date: Dec 2003

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A few years ago, The Physics Teacher published two very interesting papers describing experiments involving pendulums. The first article¹ described an easy way to create, using magnets, a pendulum that exhibits a chaotic behavior. The second paper² showed how a spark generator coupled to a spherical pendulum could be used to “trace” and study two-dimensional trajectories such as Lissajous patterns, ellipses, and circles. In this paper, those two ideas were joined to develop an experimental apparatus, the “chaotic sparking pendulum,” that reveals chaotic two-dimensional orbits of a pendulum sliding over a set of magnets.

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01.50.My	Demonstration experiments and apparatus
01.50.F-	Audio and visual aids
01.50.Pa	Laboratory experiments and apparatus
05.45.Ac	Low-dimensional chaos

TRICK OF THE TRADE

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Fiscal Atomic-Levels Demonstration

Joseph T. Pollock

The Physics Teacher -- January 2004 -- Volume 42, Issue 1, pp. 50

Online Publication Date: Dec 2003

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Abstract Unavailable

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01.50.My	Demonstration experiments and apparatus
01.50.F-	Audio and visual aids

FROM OUR FILES

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The solar constant: a take home lab [Phys. Teach. 15, 172 (March 1977)]

B.G. Eaton, Richard DeGeer, and Phyllis Freier

The Physics Teacher -- January 2004 -- Volume 42, Issue 1, pp. 51 | Cited 1 time

Online Publication Date: Dec 2003

Full Text: | Download PDF

Abstract Unavailable

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01.50.My

Demonstration experiments and apparatus

PHYSICS CHALLENGES FOR TEACHERS AND STUDENTS

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Harmony and Friction

Boris Korsunsky

The Physics Teacher -- January 2004 -- Volume 42, Issue 1, pp. 53

Online Publication Date: Dec 2003

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Abstract Unavailable

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01.50.My	Demonstration experiments and apparatus
01.55.+b	General physics

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Down Under

Boris Korsunsky

The Physics Teacher -- January 2004 -- Volume 42, Issue 1, pp. 53

Online Publication Date: Dec 2003

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Abstract Unavailable

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01.50.My	Demonstration experiments and apparatus
01.55.+b	General physics

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Good Vibes

Boris Korsunsky

The Physics Teacher -- January 2004 -- Volume 42, Issue 1, pp. 53

Online Publication Date: Dec 2003

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Abstract Unavailable

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01.50.My	Demonstration experiments and apparatus
01.55.+b	General physics

FOR THE NEW TEACHER

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Teaching Tips

Paul G. Hewitt

The Physics Teacher -- January 2004 -- Volume 42, Issue 1, pp. 54

Online Publication Date: Dec 2003

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If you asked Paul Hewitt to describe physics, he would probably say it is a study of the most basic rules by which nature operates, a way of seeing order and regularity in the world. His strong conviction that physics should be taught first at a conceptual level with emphasis on a qualitative grasp of concepts before they are considered for problem solving has made his name synonymous with the term “conceptual physics” in the physics education community. Drawing from the experience of a teaching career that began in the mid-60s, Paul offers beginning teachers some wonderful advice.

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01.40.G-

Curricula and evaluation