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Sep 2004

Volume 42, Issue 6, pp. 324-384

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Downhill Races Revisited

Robert Shafer

The Physics Teacher -- September 2004 -- Volume 42, Issue 6, pp. 324

Online Publication Date: Aug 2004

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01.40.E- Science in school
01.50.My Demonstration experiments and apparatus

Practical Physics

Don Ellis

The Physics Teacher -- September 2004 -- Volume 42, Issue 6, pp. 324

Online Publication Date: Aug 2004

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01.40.E- Science in school
01.55.+b General physics

Representing Uncertainty

José Pedro Rino

The Physics Teacher -- September 2004 -- Volume 42, Issue 6, pp. 324

Online Publication Date: Aug 2004

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

Authors' Response

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

The Physics Teacher -- September 2004 -- Volume 42, Issue 6, pp. 324

Online Publication Date: Aug 2004

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

Karl C. Mamola

The Physics Teacher -- September 2004 -- Volume 42, Issue 6, pp. 326

Online Publication Date: Aug 2004

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01.30.-y Physics literature and publications
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Gravity Force on Shuttle

Paul Hewitt

The Physics Teacher -- September 2004 -- Volume 42, Issue 6, pp. 328

Online Publication Date: Aug 2004

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01.50.My Demonstration experiments and apparatus
01.55.+b General physics
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The Coefficient of Restitution of Baseballs as a Function of Relative Humidity

David Kagan and David Atkinson

The Physics Teacher -- September 2004 -- Volume 42, Issue 6, pp. 330 | Cited 3 times

Online Publication Date: Aug 2004

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The only published scientific data on the effect of humidity on baseballs known to the authors is contained in Robert Adair's book The Physics of Baseball: “long flies hit with balls stored under conditions of extreme humidity could be expected to fall as much as 30 feet short of the distance expected for normal balls.”1 In this paper we report on our measurements of the coefficient of restitution of baseballs as a function of the humidity at which they have been stored.
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01.55.+b General physics
45.40.-f Dynamics and kinematics of rigid bodies

Creating and Maintaining a High School Physics Research Program

Robert Horton and Mark Vondracek

The Physics Teacher -- September 2004 -- Volume 42, Issue 6, pp. 334 | Cited 3 times

Online Publication Date: Aug 2004

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Perhaps the ultimate challenge a high school (or for that matter college) science student can undertake is independent science research. Research requires a large time commitment and much dedication. In any original and independent study, there are no guarantees that an experiment will even work until one tries. A very small percentage of students get involved in original, challenging research, especially if there is no local college or university where an interested student may go to obtain such an opportunity in a professor's lab. For those relatively few students who do proceed with this type of investigation, the experience can be rewarding and even life changing. This paper provides some recommendations to teachers who have given thought to getting students involved in science research, but have not been able to jump-start a program that can maintain itself over time. Several examples of topics that have led not only to good science but also to local and national recognition for the students will be presented, as well as a brief outline of some top national science competitions where high school students can participate.
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01.40.E- Science in school
01.50.Pa Laboratory experiments and apparatus
01.40.G- Curricula and evaluation

Following in Einstein's Footsteps: Teaching the Photoelectric Effect

Scott Calvin

The Physics Teacher -- September 2004 -- Volume 42, Issue 6, pp. 340

Online Publication Date: Aug 2004

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Five years ago when I was asked to develop a module on quantum physics for a new course,1 I decided to see if students could reproduce some of the reasoning that won Einstein his Nobel Prize. The students were in the third semester of a four-semester sequence emphasizing guided discovery, graphical analysis, and scientific communication. Most had weak high school physics backgrounds and had shown little evidence of remembering the concepts they had been exposed to at that level. The students were accustomed to working in groups of three to five for two-hour in-class workshops. They had not studied concepts related to light, optics, or electromagnetism in the course to that point. Thus, I gave them a workshop that presented a description of the photoelectric effect experiment at a schematic level (light of various colors hits a metal, electrons come off, the number of electrons and the kinetic energy per electron are measured), and a data table consisting of the qualitative color of the incident light, the intensity of the light, the number of electrons, and the kinetic energy per electron. The workshop asked them to graph the data in whatever way they felt appropriate, and to suggest a model of light that could explain the results.
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01.40.G- Curricula and evaluation

Making ‘Internal Thermal Energy’ Visible

Xueli Zou

The Physics Teacher -- September 2004 -- Volume 42, Issue 6, pp. 343 | Cited 3 times

Online Publication Date: Aug 2004

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In a 1992 paper published in this journal, Uri Ganiel1 described a pair of model carts used to demonstrate elastic and inelastic collisions. The wooden carts had low-friction wheels and a steel-strip bumper on one end. On one of the carts, a number of brass washers were rigidly mounted in vertical stacks to a wooden framework. The other cart was similar except that the washers were tied to rubber bands that were stretched horizontally and diagonally across the framework. When the first cart was rolled into a wall it bounced off with only a small reduction in speed (“elastic” collision). The second cart, on the other hand, was found to come nearly to a complete stop upon colliding with the wall (“inelastic” collision). Following the instructions given in Ganiel's paper, I built a pair of carts and demonstrated them to introductory-level physics students at a large public university. It was interesting to find that many students were distracted by the different-looking structures of the two model carts.2 They thought the different distributions of washers between the carts resulted in the rubber-band cart bouncing back a significantly shorter distance than the rigid-rod one after they both collided with a wall at the same initial speed. Apparently, the students had difficulties in understanding the collisions and used surface features to reason about them. To avoid this superficial distraction and to help students visualize easily “where the kinetic energy goes in an inelastic collision,” I modified the rigid-rod cart to have washers fixed on hollow aluminum rods mounted at four different levels horizontally and diagonally (see Fig. 1). The new pair of the model carts look very similar to each other: They have the same bumpers, same wheels, same distributions of washers, and same masses.
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01.50.My Demonstration experiments and apparatus
01.40.G- Curricula and evaluation

Stellar Inquiry

Timothy F. Slater

The Physics Teacher -- September 2004 -- Volume 42, Issue 6, pp. 347 | Cited 2 times

Online Publication Date: Aug 2004

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The NRC National Science Education Standards (NSES) clearly indicate that concepts should be taught from a perspective of student-centered inquiry. For some concepts, this inquiry-based strategy is much easier said than actually done. For me personally, one of the most difficult concepts to teach in Earth and space science that is explicitly stated in the NSES, without resorting to rote student memorization, is the life cycles of stars. Developed through considerable trial-and-error, I would like to share a student-centered, learning-cycle approach to teaching star life cycles.
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01.40.G- Curricula and evaluation
97.10.Cv Stellar structure, interiors, evolution, nucleosynthesis, ages

More Track and Field

Marco Fatuzzo and Terrence P. Toepker

The Physics Teacher -- September 2004 -- Volume 42, Issue 6, pp. 351 | Cited 2 times

Online Publication Date: Aug 2004

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A recent item in Physics Challenges for Teachers and Students1 presented a problem of a metal rod (mass M) sliding on frictionless, parallel conducting rails (of negligible resistance and separated by a distance L) in the presence of a downwardly directed uniform external magnetic field B. A resistor R bridges the rails, thereby completing the circuit. This problem can also be found in Griffiths' text Introduction to Electrodynamics, 3rd ed. (Problem 7.7).2
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01.50.Pa Laboratory experiments and apparatus
01.40.G- Curricula and evaluation
84.32.-y Passive circuit components

The X-ray Shoe Fitter — An Early Application of Roentgen's ‘New Kind of Ray’

David R. Lapp

The Physics Teacher -- September 2004 -- Volume 42, Issue 6, pp. 354

Online Publication Date: Aug 2004

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This paper provides some history of Roentgen's famous discovery of x-rays, a technical review of radiation exposure units, and a history and overview of the risk associated from using or being near one of the earliest of x-ray applications, the x-ray shoe fitter.
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01.65.+g History of science
01.75.+m Science and society
87.59.-e X-ray imaging

Illustrating Electric Circuit Concepts with the Glitter Circuit

Hans Pfister

The Physics Teacher -- September 2004 -- Volume 42, Issue 6, pp. 359

Online Publication Date: Aug 2004

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Many beginning physics students have a harder time understanding basic concepts of electric circuits than understanding basic mechanics concepts. This is likely due to the fact that we cannot see electric charge carriers (electrons) move through an electric wire. It is thus the responsibility of the physics instructor to introduce his∕her students to a variety of electric circuit models that will enable those students encountering circuits for the first time to come up with their own coherent mental picture of current flow in an electric circuit. Electric circuit analogs might prove helpful in this endeavor.
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01.50.Pa Laboratory experiments and apparatus
84.32.-y Passive circuit components
84.30.-r Electronic circuits

A Strange Direction for Static Friction

David Keeports

The Physics Teacher -- September 2004 -- Volume 42, Issue 6, pp. 364 | Cited 1 time

Online Publication Date: Aug 2004

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Except at the Earth's poles and at the equator, a box on a horizontal surface cannot remain at rest relative to the surface unless a very small static friction force acts upon the box. I demonstrate here that in the Northern Hemisphere, the required static friction is in the counterintuitive direction of south to north.
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01.40.G- Curricula and evaluation
46.55.+d Tribology and mechanical contacts

Ball on the Edge

Paul Beeken

The Physics Teacher -- September 2004 -- Volume 42, Issue 6, pp. 366 | Cited 1 time

Online Publication Date: Aug 2004

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While performing a simple kinematics experiment that involved rolling a ball off the edge of a table, many of my students observed a systematic error. Specifically, the horizontal component of the ball's velocity when it hit the floor was measured to be consistently higher than the initial velocity it had at the edge of the table. As we increased the initial speed of the ball, effect disappeared. The repeatable nature of the observation demonstrated that what we were seeing was real. Presented here is a discussion of the problem using an analysis accessible to students taking an algebra-based physics class.
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01.40.G- Curricula and evaluation
01.50.Pa Laboratory experiments and apparatus
45.50.Dd General motion

The Metal Detector and Faraday's Law

J. A. McNeil

The Physics Teacher -- September 2004 -- Volume 42, Issue 6, pp. 369 | Cited 1 time

Online Publication Date: Aug 2004

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Electromagnetism has proven a notoriously difficult subject for beginning physics and engineering students. When simultaneously exercising their newly acquired calculus skills on abstract electromagnetism concepts, these students often lose the physics in the mathematical formalism. One way we have addressed this problem is by including engineering-style design and fabrication activities in the laboratory portion of the course. In addition to providing concrete examples of the electromagnetic concepts under study, the integration of mathematics and physics concepts in the design activities can significantly raise the level of student interest, increase the ownership of their learning, and ultimately improve learning and retention.
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01.50.Pa Laboratory experiments and apparatus
01.40.G- Curricula and evaluation
41.20.-q Applied classical electromagnetism
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The Kodak One-Time-Use Flash Camera

John Carlson

The Physics Teacher -- September 2004 -- Volume 42, Issue 6, pp. 375

Online Publication Date: Aug 2004

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When the subject of capacitors is brought up, students often question how they are used in common everyday life. One excellent example is their use in camera flash units. The flash needs both high voltage and high current for a very short period of time, and a capacitor can deliver both. The Kodak one-time-use camera offers a unique opportunity to illustrate not only how a capacitor is used in a practical circuit, but also how a 1.5-V battery can charge the capacitor to over 300 V using a dc circuit with a transformer.
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01.50.My Demonstration experiments and apparatus
84.32.Tt Capacitors
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Simple Experiments on Perception of Color Using Cardboard Turbines

Adolf Cortel

The Physics Teacher -- September 2004 -- Volume 42, Issue 6, pp. 377 | Cited 1 time

Online Publication Date: Aug 2004

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Abstract Unavailable
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01.50.My Demonstration experiments and apparatus
42.66.Ne Color vision: color detection, adaptation, and discrimination
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Rolling Balls for Projectile Motion [Phys. Teach. 15, 500 (Nov. 1977)]

Mark Winstein

The Physics Teacher -- September 2004 -- Volume 42, Issue 6, pp. 378

Online Publication Date: Aug 2004

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01.50.My Demonstration experiments and apparatus
45.50.Dd General motion
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Global Crossing

Boris Korsunsky

The Physics Teacher -- September 2004 -- Volume 42, Issue 6, pp. 379

Online Publication Date: Aug 2004

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Abstract Unavailable
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01.40.Fk Research in physics education

Home, Sweet Home

Boris Korsunsky

The Physics Teacher -- September 2004 -- Volume 42, Issue 6, pp. 379

Online Publication Date: Aug 2004

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Abstract Unavailable
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01.40.Fk Research in physics education

Gently Up the Stream

Boris Korsunsky

The Physics Teacher -- September 2004 -- Volume 42, Issue 6, pp. 379

Online Publication Date: Aug 2004

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01.40.Fk Research in physics education
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Know Your Students

Randy Knight

The Physics Teacher -- September 2004 -- Volume 42, Issue 6, pp. 380

Online Publication Date: Aug 2004

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Welcome to your new role as physics teacher. I hope you will find the suggestions in this column useful as you try to put into practice all the strategies you have learned about teaching. Experienced teachers provide a wealth of ideas to help you develop skills to help your students learn physics. We all want to see you succeed not only at developing your skills as a teacher but also at building a love for the profession that will keep you with us for years to come.
The following suggestions come from Randy Knight, a professor of physics at California Polytechnic State University in San Luis Obispo, CA. He is the author of Five Easy Lessons: Strategies for Successful Physics Teaching and the new textbook Physics for Scientists and Engineers: A Strategic Approach, both published by Addison-Wesley.
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01.40.G- Curricula and evaluation
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Sites for Course Background: Powers of Ten, http:∕∕micro.magnet.fsu.edu∕primer∕java∕scienceopticsu∕powersof10.

Dan MacIsaac

The Physics Teacher -- September 2004 -- Volume 42, Issue 6, pp. 383

Online Publication Date: Aug 2004

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Abstract Unavailable
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01.30.Xx Publications in electronic media
01.50.F- Audio and visual aids

Sites for Course Background: Chemistry Math Review, http:∕∕www.old.umassd.edu∕1Academic∕CArtsandSciences∕Chemistry∕Catalyst∕catalyst.html.

Dan MacIsaac

The Physics Teacher -- September 2004 -- Volume 42, Issue 6, pp. 383

Online Publication Date: Aug 2004

Full Text: Read Online (HTML) | Download PDF

Abstract Unavailable
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01.30.Xx Publications in electronic media
01.40.G- Curricula and evaluation

Sites for Course Background: Vectors Tutorials and Applet, http:∕∕www.pa.uky.edu∕∼phy211∕VecArith∕

Dan MacIsaac

The Physics Teacher -- September 2004 -- Volume 42, Issue 6, pp. 383

Online Publication Date: Aug 2004

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Abstract Unavailable
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01.40.G- Curricula and evaluation
01.30.Xx Publications in electronic media

Sites for Course Background: The Magnitudes of Physics, http:∕∕smccd.net∕accounts∕goth∕MainPages∕magphys.htm

Dan MacIsaac

The Physics Teacher -- September 2004 -- Volume 42, Issue 6, pp. 383

Online Publication Date: Aug 2004

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Abstract Unavailable
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01.30.Xx Publications in electronic media
01.55.+b General physics

Sites for Course Background: The Mechanical Universe, http:∕∕www.learner.org∕progdesc∕series42.html

Dan MacIsaac

The Physics Teacher -- September 2004 -- Volume 42, Issue 6, pp. 383

Online Publication Date: Aug 2004

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Abstract Unavailable
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01.50.F- Audio and visual aids
01.30.Xx Publications in electronic media

Some Sites for Introductory Kinematics, http:∕∕www.learner.org∕progdesc∕series42.html

Dan MacIsaac

The Physics Teacher -- September 2004 -- Volume 42, Issue 6, pp. 383

Online Publication Date: Aug 2004

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Abstract Unavailable
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01.30.Xx Publications in electronic media
01.40.G- Curricula and evaluation

Some Sites for Introductory Kinematics, http:∕∕www.crs4.it∕Ars∕arshtml∕arstoc.html

Dan MacIsaac

The Physics Teacher -- September 2004 -- Volume 42, Issue 6, pp. 383

Online Publication Date: Aug 2004

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Abstract Unavailable
Show PACS
01.30.Xx Publications in electronic media
01.40.G- Curricula and evaluation
01.65.+g History of science

Some Sites for Introductory Kinematics, http:∕∕www.physicsclassroom.com∕mmedia∕kinema∕kinemaTOC.html

Dan MacIsaac

The Physics Teacher -- September 2004 -- Volume 42, Issue 6, pp. 383

Online Publication Date: Aug 2004

Full Text: Read Online (HTML) | Download PDF

Abstract Unavailable
Show PACS
01.30.Xx Publications in electronic media
01.40.G- Curricula and evaluation
01.50.F- Audio and visual aids

Some Sites for Introductory Kinematics, http:∕∕jersey.uoregon.edu∕vlab∕Cannon∕index.html

Dan MacIsaac

The Physics Teacher -- September 2004 -- Volume 42, Issue 6, pp. 383

Online Publication Date: Aug 2004

Full Text: Read Online (HTML) | Download PDF

Abstract Unavailable
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01.30.Xx Publications in electronic media
01.50.ht Instructional computer use

Some Sites for Introductory Kinematics, http:∕∕physics.bu.edu∕∼duffy∕java∕RelV2.html

Dan MacIsaac

The Physics Teacher -- September 2004 -- Volume 42, Issue 6, pp. 383

Online Publication Date: Aug 2004

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Abstract Unavailable
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01.30.Xx Publications in electronic media
01.40.Fk Research in physics education
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Back-of-the-Envelope Physics, by Clifford Swartz

James O'Connell, Reviewer

The Physics Teacher -- September 2004 -- Volume 42, Issue 6, pp. 384

Online Publication Date: Aug 2004

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Abstract Unavailable
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01.30.Vv Book reviews

MicroReviews by the Book Review Editor: Physlet Physics: Interactive Illustrations, Explorations, and Problems for Introductory Physics, by Wolfgang Christian and Mario Belloni

John L. Hubisz, Column Editor

The Physics Teacher -- September 2004 -- Volume 42, Issue 6, pp. 384

Online Publication Date: Aug 2004

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Abstract Unavailable
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01.30.Vv Book reviews

MicroReviews by the Book Review Editor: A Love of Discovery: Science Education—The Second Career of Robert Karplus,: Robert G. Fuller

John L. Hubisz, Column Editor

The Physics Teacher -- September 2004 -- Volume 42, Issue 6, pp. 384

Online Publication Date: Aug 2004

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Abstract Unavailable
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01.30.Vv Book reviews

MicroReviews by the Book Review Editor: The Complete Idiot's Guide to the Sun,: Jay M. Pasachoff

John L. Hubisz, Column Editor

The Physics Teacher -- September 2004 -- Volume 42, Issue 6, pp. 384

Online Publication Date: Aug 2004

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Abstract Unavailable
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01.30.Vv Book reviews
96.60.-j Solar physics

MicroReviews by the Book Review Editor: Doing Physics with Spreadsheets: A Workbook,: Gordon J. Aubrecht II, T. Kenneth Bolland, and Michael G. Ziegler

John L. Hubisz, Column Editor

The Physics Teacher -- September 2004 -- Volume 42, Issue 6, pp. 384

Online Publication Date: Aug 2004

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Abstract Unavailable
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01.30.Vv Book reviews
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