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American Journal of Physics

The Physics Teacher»
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SECTION LISTING

LETTERS TO THE EDITOR
MEET YOUR NEW PRESIDENT
GUEST EDITORIAL
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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Issue 9 | Dec 2004 | pp. 516-562

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Feb 2004

Volume 42, Issue 2, pp. 68-128

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LETTERS TO THE EDITOR

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Behind the Line of Scrimmage?

Bernard J. Feldman

The Physics Teacher -- February 2004 -- Volume 42, Issue 2, pp. 68

Online Publication Date: Jan 2004

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Abstract Unavailable

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01.55.+b

General physics

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Authors' Response

Gregory A. DiLisi and Richard Rarick

The Physics Teacher -- February 2004 -- Volume 42, Issue 2, pp. 68

Online Publication Date: Jan 2004

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Abstract Unavailable

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01.55.+b

General physics

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Questioning Assumptions

David J. Groh

The Physics Teacher -- February 2004 -- Volume 42, Issue 2, pp. 68 | Cited 1 time

Online Publication Date: Jan 2004

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Abstract Unavailable

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01.50.Pa	Laboratory experiments and apparatus
06.20.Dk	Measurement and error theory

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More Belt Hook Mechanics

Terrence P. Toepker

The Physics Teacher -- February 2004 -- Volume 42, Issue 2, pp. 70

Online Publication Date: Jan 2004

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Abstract Unavailable

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01.50.My

Demonstration experiments and apparatus

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Authors' Response

Saalih Allie, Andy Buffler, Bob Campbell, Fred Lubben, Dimitris Evangelinos, Dimitris Psillos, and Odysseas Valassiades

The Physics Teacher -- February 2004 -- Volume 42, Issue 2, pp. 70 | Cited 1 time

Online Publication Date: Jan 2004

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Abstract Unavailable

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01.50.Pa	Laboratory experiments and apparatus
06.20.Dk	Measurement and error theory

MEET YOUR NEW PRESIDENT

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Jim Nelson: A Man for All Seasons

Robert Beck Clark, Professor

The Physics Teacher -- February 2004 -- Volume 42, Issue 2, pp. 72

Online Publication Date: Jan 2004

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Abstract Unavailable

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01.60.+q

Biographies, tributes, personal notes, and obituaries

GUEST EDITORIAL

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A Is for Association

Jim Nelson

The Physics Teacher -- February 2004 -- Volume 42, Issue 2, pp. 73

Online Publication Date: Jan 2004

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Abstract Unavailable

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01.60.+q	Biographies, tributes, personal notes, and obituaries
01.40.E-	Science in school
01.10.Hx	Physics organizational activities

FIGURING PHYSICS

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Black-Shiny Space Packaging

Paul Hewitt

The Physics Teacher -- February 2004 -- Volume 42, Issue 2, pp. 75

Online Publication Date: Jan 2004

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Abstract Unavailable

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01.50.My

Demonstration experiments and apparatus

PAPERS

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Wire Diffraction Gratings

Thomas B. Greenslade, Jr.

The Physics Teacher -- February 2004 -- Volume 42, Issue 2, pp. 76 | Cited 2 times

Online Publication Date: Jan 2004

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In the summer of 1972, I attended the workshop on recreating classic experiments in physics at Barnard College.¹ This was developed by Samuel Devons, and it was a defining experience that set me toward a research career involving early physics teaching apparatus. During the course of the workshop, I became curious about the original diffraction gratings developed by Fraunhofer and built a wire diffraction. A short note about the gratings was published in the American Journal of Physics the next year.²

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01.50.My	Demonstration experiments and apparatus
42.79.Dj	Gratings
42.25.Fx	Diffraction and scattering

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Centrifugal Icicles and an Inertial Paradox

Donald F. Collins

The Physics Teacher -- February 2004 -- Volume 42, Issue 2, pp. 79

Online Publication Date: Jan 2004

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During an ice storm, freezing rain fell on a rapidly rotating toy windmill during very windy conditions. As the water froze on the perimeter of the spinning wheel, it formed unusual icicles radiating outward from the perimeter of the wheel (Fig. 1). These centrifugal icicles are easy to understand from a conceptual standpoint — the freezing water drops are forced outward from the center by the centrifugal force, analogous to the sediment in a centrifuge tube. However, explanations from an inertial perspective prove to be very difficult, especially if one is reminded of the tendency of water drops to follow tangential trajectories when the water breaks away from a spinning wheel (see Fig. 2).

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01.50.Wg	Physics of toys
45.40.-f	Dynamics and kinematics of rigid bodies

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Detecting Infrared Radiation with a Phototransistor and an IR Filter

Edward V. Lee

The Physics Teacher -- February 2004 -- Volume 42, Issue 2, pp. 83 | Cited 1 time

Online Publication Date: Jan 2004

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This paper presents experiments to detect infrared radiation (IR).¹ The key materials, which are readily available, are the following:

» A phototransistor detector, whose circuit diagram is shown in Fig. 1. The response of the phototransistor, which extends into the near infrared, is shown in Fig. 2, along with the response of the human eye.

» An inexpensive infrared filter^2,3 — a piece of unexposed, processed Ektachrome® film, which absorbs visible light but transmits infrared.

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01.50.Pa	Laboratory experiments and apparatus
07.57.Kp	Bolometers; infrared, submillimeter wave, microwave, and radiowave receivers and detectors
85.60.Gz	Photodetectors (including infrared and CCD detectors)

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Rollover of Sport Utility Vehicles

Desmond N. Penny

The Physics Teacher -- February 2004 -- Volume 42, Issue 2, pp. 86 | Cited 1 time

Online Publication Date: Jan 2004

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Recently, the PBS program “Frontline”¹ examined the history of the development of the sport utility vehicle (SUV) and the efforts to force car makers to design SUVs that are less prone to rollover. The dangers of SUV rollovers were spotlighted in the fall of 2000, when the Ford-Firestone scandal prompted Congress to launch a series of hearings focusing on deaths and injuries related to faulty Firestone tires mounted on Ford Explorers. However, during the same 10-year period in which Ford-Firestone rollover crashes caused some 300 deaths, more than 12,000 people — 40 times as many — died in SUV rollovers unrelated to tire failure.¹

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01.75.+m	Science and society
45.40.-f	Dynamics and kinematics of rigid bodies

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Interactive Instruction on Ideal and “Real” Gases

James Ringlein

The Physics Teacher -- February 2004 -- Volume 42, Issue 2, pp. 92

Online Publication Date: Jan 2004

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This article explores efforts to use simulation software in conjunction with peer instruction techniques toward improving student comprehension of particle interactions in ideal and “real” gases. A series of Interactive Physics™ simulations builds group student inquiry from small-scale ideal gas cases through larger, more realistic particle simulations. The mathematics associated with the simulations is intentionally minimized in order to focus student attention on conceptual understanding. References are made to other efforts in this educational direction, both in terms of rationale and applications. A website is cited in the Notes section containing both movie versions of the simulations, and includes the files available for download by IP users.

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01.40.E-	Science in school
05.20.Dd	Kinetic theory
45.50.Tn	Collisions

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Physics in East Timor

Curt Gabrielson

The Physics Teacher -- February 2004 -- Volume 42, Issue 2, pp. 98

Online Publication Date: Jan 2004

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I recently returned from two years in East Timor, the world's newest nation. There I worked with teachers to develop the national physics curriculum for middle and high schools, taught at the national university (UNTIL), and trained teachers across the half-island. Here I'll share some of my successes and a few of the activities we developed, especially as related to the local culture and tropical environment.

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01.40.E-	Science in school
01.40.G-	Curricula and evaluation
01.40.Di	Course design and evaluation

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Current Concepts Consolidated

Donald E. Rehfuss

The Physics Teacher -- February 2004 -- Volume 42, Issue 2, pp. 103

Online Publication Date: Jan 2004

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Many instructors use conceptual analogies between water pipes and electrical circuits, but the isomorphism of related transport equations is not as commonly appreciated. The Laws of Fourier, Ohm, and Poiseuille may all be cast into nearly identical forms for flows of heat, electric charges, and viscous fluids, respectively. Examining such formal similarities may enhance student understanding.

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01.55.+b	General physics
41.20.-q	Applied classical electromagnetism
44.10.+i	Heat conduction
51.10.+y	Kinetic and transport theory of gases

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Johannes Kepler and Extra Dimensions

Archibald W. Hendry

The Physics Teacher -- February 2004 -- Volume 42, Issue 2, pp. 108

Online Publication Date: Jan 2004

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How many dimensions are there? The answer used to be four — three spatial and one time dimension. Maybe it still is, though nowadays we hear that the answer may be more, perhaps many more. Many of our students have heard about this on television or read about it. They want to know more. Why do physicists think we need more than three spatial dimensions? What's the point of it all?

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01.55.+b	General physics
01.65.+g	History of science

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Energy Flow Diagrams for Teaching Physics Concepts

Art Hobson

The Physics Teacher -- February 2004 -- Volume 42, Issue 2, pp. 113 | Cited 1 time

Online Publication Date: Jan 2004

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Energy is arguably the central unifying concept in physics. The validity of the principles of energy extends almost without change from “classical” physics through all of modern physics. Even processes that are too complex or too far outside the Newtonian regime to be easily described in terms of forces can be described in an accurate and conceptually transparent manner in terms of energy. Thus, energy is a useful central organizing principle in teaching physics conceptually. Every physical process is an energy transformation of some forms of energy into other forms. “Energy flow diagrams” present these transformations visually and approximately quantitatively.¹ Even for complex processes where analysis in terms of force and motion would be out of the question, energy flow diagrams show the physical fundamentals in a meaningful manner. This paper discusses energy flow diagrams for a few simple processes, and proceeds to complex socially significant processes.

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01.40.G-	Curricula and evaluation
01.75.+m	Science and society
01.55.+b	General physics

APPARATUS FOR TEACHING PHYSICS

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The Poynting-Robertson Effect

P.-M. Binder, Miki Iaukea-Lum, and Norman G. Purves

The Physics Teacher -- February 2004 -- Volume 42, Issue 2, pp. 119

Online Publication Date: Jan 2004

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The purpose of this article is to present a simple apparatus for demonstrating the Poynting-Robertson (PR) effect, which is of interest in planetary astronomy. Our setup involves linear rather than rotational motion, and only needs the standard air-track apparatus that is commonly used in freshman labs to verify conservation of linear momentum.

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01.50.My	Demonstration experiments and apparatus
45.40.-f	Dynamics and kinematics of rigid bodies
96.30.-t	Solar system objects

TRICK OF THE TRADE

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Conservation of Angular Momentum with a Plastic Dish

Adolf Cortel

The Physics Teacher -- February 2004 -- Volume 42, Issue 2, pp. 122

Online Publication Date: Jan 2004

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Abstract Unavailable

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01.50.My

Demonstration experiments and apparatus

FROM OUR FILES

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Error in determining local length [Phys. Teach. 15, 112 (Feb. 1977)]

Donald Russell Trummel

The Physics Teacher -- February 2004 -- Volume 42, Issue 2, pp. 123

Online Publication Date: Jan 2004

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Abstract Unavailable

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01.50.My

Demonstration experiments and apparatus

PHYSICS CHALLENGES FOR TEACHERS AND STUDENTS

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A Slow Approach

Boris Korsunsky

The Physics Teacher -- February 2004 -- Volume 42, Issue 2, pp. 124

Online Publication Date: Jan 2004

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Abstract Unavailable

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01.40.Fk

Research in physics education

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Fire and Ice

Boris Korsunsky

The Physics Teacher -- February 2004 -- Volume 42, Issue 2, pp. 124

Online Publication Date: Jan 2004

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Abstract Unavailable

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01.40.Fk

Research in physics education

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Giving in to Pressure

Boris Korsunsky

The Physics Teacher -- February 2004 -- Volume 42, Issue 2, pp. 124

Online Publication Date: Jan 2004

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Abstract Unavailable

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01.40.Fk

Research in physics education

FOR THE NEW TEACHER

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Hooray for Wrong Answers!

Mark M. Payne, O.S.B.

The Physics Teacher -- February 2004 -- Volume 42, Issue 2, pp. 125

Online Publication Date: Jan 2004

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Mark Payne is a member of Newark Abbey, a Benedictine monastery that sponsors St. Benedict's Preparatory School in Newark, New Jersey. After graduating from the University of Notre Dame in physics (1973), the Rev. Payne spent two years at Columbia University for a master's in physics (1975) and has been teaching introductory physics at St. Benedict's for 28 years. He encourages teachers to explore the explanations students offer when their answers are not what the teacher expected.

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01.40.G-

Curricula and evaluation