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American Journal of Physics

The Physics Teacher»
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SECTION LISTING

LETTERS TO THE EDITOR
CORRECTIONS
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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Mar 2004

Volume 42, Issue 3, pp. 132-192

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LETTERS TO THE EDITOR

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Hands-On Simulation

Art Hobson

The Physics Teacher -- March 2004 -- Volume 42, Issue 3, pp. 132

Online Publication Date: Feb 2004

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Abstract Unavailable

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01.50.My

Demonstration experiments and apparatus

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Misfigured Physics

Robert Weinstock

The Physics Teacher -- March 2004 -- Volume 42, Issue 3, pp. 132 | Cited 2 times

Online Publication Date: Feb 2004

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Abstract Unavailable

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01.50.My	Demonstration experiments and apparatus
45.40.Gj	Ballistics (projectiles; rockets)
01.55.+b	General physics

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Demonstrating Newton's Third Law

James J. Carr

The Physics Teacher -- March 2004 -- Volume 42, Issue 3, pp. 132

Online Publication Date: Feb 2004

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Abstract Unavailable

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01.50.My	Demonstration experiments and apparatus
01.55.+b	General physics
45.20.D-	Newtonian mechanics

CORRECTIONS

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Correction: “Longitudinal Magnification Drawing Mistake” [Phys. Teach. 42 (1), 31–33 (Jan. 2004)]

The Physics Teacher -- March 2004 -- Volume 42, Issue 3, pp. 133

Online Publication Date: Feb 2004

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Abstract Unavailable

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01.40.G-	Curricula and evaluation
42.15.-i	Geometrical optics
99.10.Cd	Errata

EDITORIAL

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(Power) Point to Ponder

Karl C. Mamola

The Physics Teacher -- March 2004 -- Volume 42, Issue 3, pp. 134 | Cited 1 time

Online Publication Date: Feb 2004

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Abstract Unavailable

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07.05.Rm	Data presentation and visualization: algorithms and implementation
01.50.ht	Instructional computer use

FIGURING PHYSICS

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Direct Current

Paul Hewitt

The Physics Teacher -- March 2004 -- Volume 42, Issue 3, pp. 136

Online Publication Date: Feb 2004

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Abstract Unavailable

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01.50.My

Demonstration experiments and apparatus

PAPERS

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Color Mixer for Every Student

Gorazd Planinšič

The Physics Teacher -- March 2004 -- Volume 42, Issue 3, pp. 138 | Cited 5 times

Online Publication Date: Feb 2004

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This paper describes the construction and use of a color light mixer that uses different color LEDs. The idea was partly inspired by two papers.^1,2 The first one describes how a standard LED can be converted into a point-light source, and the second one explains how a Ping-Pong ball can be used to mix polarized color light from two lasers.

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01.50.Pa	Laboratory experiments and apparatus
42.66.Ne	Color vision: color detection, adaptation, and discrimination
42.15.Dp	Wave fronts and ray tracing
85.60.Jb	Light-emitting devices

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Kick Dis Power Puck

John E. Carlson

The Physics Teacher -- March 2004 -- Volume 42, Issue 3, pp. 144

Online Publication Date: Feb 2004

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There is a new toy available that can be used to demonstrate many interesting physics principles. It is called the “Kick Dis Power Puck” and is basically a round plastic hovercraft with a soft cushion material around the perimeter (Fig. 1). It is a product of the Estes Company, which is well known for their model rockets, and is available from advertisers in this journal.^1,2 The puck has a diameter of 19.5 cm and comes in two colors, red or green. The two samples I purchased had masses of 307 g and 303 g, respectively. There is a forceful, built-in fan, which is run by a rechargeable battery and powers the puck for about 30 minutes. A 9-V battery charger completes the package, which sells for about $45.

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01.50.My	Demonstration experiments and apparatus
45.40.-f	Dynamics and kinematics of rigid bodies
01.55.+b	General physics

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Outdoor Vector Lab

Paul Erdman

The Physics Teacher -- March 2004 -- Volume 42, Issue 3, pp. 146

Online Publication Date: Feb 2004

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Many students who take introductory physics at an algebra-based level on our campus have had little or no previous experience with vectors. These students must grasp the new mathematical tool as quickly as they can, for application is right around the corner. Often it is helpful to reinforce the concepts of vectors within the physics lab. However, the common physics lab involving force tables also throws in the concept of the force vector at a point where force has not yet been introduced, and the students are still trying to grasp the concept of vectors in terms of length and direction. To give my students a vector lab that focused on reinforcing the concept of vectors from the basics of length and direction, I devised an outdoor lab that forced them to use vectors in the solution of a problem that at first seemed straightforward.

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01.50.Pa	Laboratory experiments and apparatus
01.40.G-	Curricula and evaluation
06.30.Bp	Spatial dimensions (e.g., position, lengths, volume, angles, and displacements)

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“Solvering” the Physical Pendulum

Francis X. Hart

The Physics Teacher -- March 2004 -- Volume 42, Issue 3, pp. 150

Online Publication Date: Feb 2004

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In this paper I describe an experiment in which the maximum speed and damping of a physical pendulum are measured as the position of its center of mass is varied. The measured speeds are fit to an exponential decay model using the Solver function of Excel. Energy conservation provides calculated values for the dependence of velocity on center-of- mass (c.m.) position.

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01.50.Pa	Laboratory experiments and apparatus
45.50.Dd	General motion
01.55.+b	General physics

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Estimating the Speed of Light from a Satellite Echo

David Keeports

The Physics Teacher -- March 2004 -- Volume 42, Issue 3, pp. 154 | Cited 1 time

Online Publication Date: Feb 2004

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A few years ago I heard a clear and consistent telephone echo during a series of phone calls to Russia. I will explain in this paper how, by making a few assumptions about the source of the echo and by applying some introductory-level physics, I was able to obtain a rough lower limit for the speed of light.

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06.20.Jr	Determination of fundamental constants
97.60.-s	Late stages of stellar evolution (including black holes)

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Thin-Lens Equation Nomograph

Ronald Brown

The Physics Teacher -- March 2004 -- Volume 42, Issue 3, pp. 156

Online Publication Date: Feb 2004

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A simple nomograph based on a general result from analytical geometry can be used to represent the solution of any problem in which the sum of reciprocals equals another reciprocal — that is, the equation that generates the hyperbolic function. One such relationship is the thin-lens formula often used in introductory physics courses. This discussion will show that the nomograph is necessarily consistent with both the ray diagram for a thin lens and the object-image distance relationship obtained in the typical introductory physics laboratory experiment to determine the focal length of a thin lens. It is also useful to display the focal length of the thin lens on the graph obtained in such an experiment.

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01.40.G-	Curricula and evaluation
42.79.Bh	Lenses, prisms and mirrors
42.15.-i	Geometrical optics

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Magnetic Forces Acting on Rigid Current-Carrying Wires Placed in a Uniform Magnetic Field

A. Casaca and J. P. Silva

The Physics Teacher -- March 2004 -- Volume 42, Issue 3, pp. 161

Online Publication Date: Feb 2004

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We calculate the forces acting on segments of rigid wires carrying constant currents and placed in a uniform magnetic field. This example entices the students to formulate, explore, and prove a conjecture, exposing them to an early example of a research-like project. The sequence of examples discussed here was literally born during an introductory physics class period dedicated to the calculation of the forces acting on segments of current-carrying wires placed in a uniform magnetic field. On that occasion, a series of interchanges between the lecturer and the actively participating students led to the formulation of a conjecture, its exploration, and its final resolution. The resulting lecture was then spontaneously turned into an introduction (of sorts) to research in physics.

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01.40.G-	Curricula and evaluation
41.20.-q	Applied classical electromagnetism

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User-Defined Scroll Bars in Spreadsheets

Daniel L. Hatten and Michael J. Moloney

The Physics Teacher -- March 2004 -- Volume 42, Issue 3, pp. 166 | Cited 3 times

Online Publication Date: Feb 2004

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Microsoft Excel allows the easy creation of user-defined scroll bars that can be used to control parameter values in a spreadsheet. These scroll bars make it convenient to use a spreadsheet for in-class demonstrations, animations, and curve fitting, and offer significant instructional value to the student.

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01.50.ht	Instructional computer use
07.05.Bx	Computer systems: hardware, operating systems, computer languages, and utilities
89.20.Ff	Computer science and technology

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Student Explorations of Quantum Effects in LEDs and Luminescent Devices

Lawrence T. Escalada, N. Sanjay Rebello, and Dean A. Zollman

The Physics Teacher -- March 2004 -- Volume 42, Issue 3, pp. 173 | Cited 4 times

Online Publication Date: Feb 2004

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We developed activity-based instructional units to introduce basic quantum principles to students with limited physics and mathematics backgrounds. To emphasize the practical applications of contemporary physics, we introduced concepts using the contexts of light-emitting devices such as light-emitting diodes (LEDs), fluorescent lamps, and glow-in-the-dark toys. As our standard of living becomes more dependent on the latest developments in science and technology, our students' literacy must be at a level that enables them to make educated decisions on science- and technology-related issues and their everyday applications. Students need to have at least a basic understanding of 20th-century physics and its applications in order to make informed decisions about them. Unfortunately, many physics teachers either exclude or spend very little time on modern topics such as quantum mechanics in high school physics courses.^1,2 The high degree of mathematical formalism and abstract nature of quantum mechanics is frequently given as a reason for not introducing quantum physics in high school physics courses.^3,4

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01.40.G-	Curricula and evaluation
85.60.Jb	Light-emitting devices

APPARATUS FOR TEACHING PHYSICS

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The Flexible Faraday Cage

Paul Gluck

The Physics Teacher -- March 2004 -- Volume 42, Issue 3, pp. 181 | Cited 1 time

Online Publication Date: Feb 2004

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The Faraday ice-pail experiment is performed when studying the distribution of charges in conductors: Inside a hollow conductor the net charge is zero, and any excess charge resides on the outside surface.

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01.50.My

Demonstration experiments and apparatus

TRICK OF THE TRADE

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Magnet Rejuvenator

Andrew DePino, Jr.

The Physics Teacher -- March 2004 -- Volume 42, Issue 3, pp. 182 | Cited 1 time

Online Publication Date: Feb 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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Atmospheric Refraction

John B. Johnston

The Physics Teacher -- March 2004 -- Volume 42, Issue 3, pp. 184

Online Publication Date: Feb 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 Disco Dance

Boris Korsunsky

The Physics Teacher -- March 2004 -- Volume 42, Issue 3, pp. 186

Online Publication Date: Feb 2004

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Abstract Unavailable

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41.20.Cv	Electrostatics; Poisson and Laplace equations, boundary-value problems
01.40.Fk	Research in physics education

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Three Is a Crowd

Boris Korsunsky

The Physics Teacher -- March 2004 -- Volume 42, Issue 3, pp. 186

Online Publication Date: Feb 2004

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Abstract Unavailable

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01.40.Fk	Research in physics education
41.20.Cv	Electrostatics; Poisson and Laplace equations, boundary-value problems

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Some Like It Hot

Boris Korsunsky

The Physics Teacher -- March 2004 -- Volume 42, Issue 3, pp. 186

Online Publication Date: Feb 2004

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Abstract Unavailable

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01.40.Fk	Research in physics education
05.70.Fh	Phase transitions: general studies

FOR THE NEW TEACHER

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Improving Classroom Behavior

Patricia Blanton

The Physics Teacher -- March 2004 -- Volume 42, Issue 3, pp. 188

Online Publication Date: Feb 2004

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Frustration with one's ability to deal with classroom discipline is cited as a primary problem facing new teachers and a major factor in teacher retention. As a novice teacher, perhaps you had never been in a classroom where you felt as if the teacher was not in control until it came your time to be the “teacher.” Now you are faced with what you expect your students to do and the reality of what they actually will do. How do you develop and nurture a classroom environment where learning is the primary objective of both the students and the teacher? While there is no magic formula that will work for everyone, there are some guidelines to follow and pitfalls to avoid that can increase your chances for success.

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01.40.G-

Curricula and evaluation