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American Journal of Physics

The Physics Teacher»
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Mar 2005

Volume 43, Issue 3, pp. 132-192

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GUEST EDITORIAL

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The Legacy of Melba Newell Phillips (1907–2004)

Francis Bonner

The Physics Teacher -- March 2005 -- Volume 43, Issue 3, pp. 132

Online Publication Date: Feb 2005

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Abstract Unavailable

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01.30.Tt	Bibliographies
01.60.+q	Biographies, tributes, personal notes, and obituaries

FIGURING PHYSICS

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Reflection

Paul Hewitt

The Physics Teacher -- March 2005 -- Volume 43, Issue 3, pp. 134

Online Publication Date: Feb 2005

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Abstract Unavailable

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01.40.Fk	Research in physics education
01.50.Kw	Techniques of testing

PAPERS

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Helium: Its Synthesis with Elementary Particles from the Deck

Nigel E. A. Crompton and Bruce D. Patterson

The Physics Teacher -- March 2005 -- Volume 43, Issue 3, pp. 136

Online Publication Date: Feb 2005

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This paper describes an educational game—a particle physics Gedanken experiment—where synthesis of helium from elementary particles is performed. The Introduction section presents some of the physics background concerning elementary particles and atomic nuclei. The Material and Methods section explains what is needed for play. The Discussion section describes the rules. Aficionados of the game are welcome to contact the first author with feedback and for a modified version of the rules that also takes the important property of particle spin into consideration.

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01.50.Wg	Physics of toys
01.50.Lc	Laboratory computer use

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My Half Hour with Einstein

Robert H. Romer

The Physics Teacher -- March 2005 -- Volume 43, Issue 3, pp. 140

Online Publication Date: Feb 2005

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“So you're studying at Princeton. Would you like to meet Einstein?” That question, during a brief two-body collision at a cocktail party, a collision that was over before I could think of an appropriate response, led—over a year later—to one of the more memorable half hours of my life. It was an elastic collision, we drifted apart, and I thought it had simply been a casual remark until a few days later when the mail brought me a carbon copy [sic] of a letter (dated “25.XII.52”) from the speaker, Dr. Tilly Edinger, to Albert Einstein. Accompanying the letter to Einstein was a card that Dr. Edinger advised me to send around to Einstein's home on Mercer Street to request a meeting. (What is perhaps most truly astonishing in connection with this event is that not only do I still have that carbon copy—and the eventual letter from Mercer Street that invited me to Einstein's home—but that I was able to find both documents in my attic!)

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01.30.Tt

Bibliographies

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Got Milk?

Gregory A. DiLisi, Colleen M. Winters, Lori A. DiLisi, and Kristina M. Peckinpaugh

The Physics Teacher -- March 2005 -- Volume 43, Issue 3, pp. 144 | Cited 1 time

Online Publication Date: Feb 2005

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This paper describes an experiment in which students measure the amount of transmitted light passing through different milk specimens. Our experiment tests the validity of Beer's law for these samples and provides a way to determine the concentration of fat in various kinds of milk.

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01.50.Pa	Laboratory experiments and apparatus
01.50.Qb	Laboratory course design, organization, and evaluation

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Deconstructing Black Box Aspects of a Computerized Physics Lab

William P. O'Brien, Jr.

The Physics Teacher -- March 2005 -- Volume 43, Issue 3, pp. 148

Online Publication Date: Feb 2005

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Introductory physics labs increasingly incorporate computers as powerful systems for logging, graphing, and analyzing data (Fig. 1). Situated both physically and conceptually between the external physics experiment and ideas about physics in the mind of the student, such digital systems, composed of electrical technology largely not comprehended by the student, mediate the laboratory process and may function inadvertently to inject an element of unreality and mystery into an otherwise straightforward but challenging experience. The level of mystery can be greatly reduced by briefly postponing the first physics experiment and devoting an entire lab session to a series of guided discussions and simple exercises using the computerized system in conjunction with voltage probes, batteries, and simple transducers to introduce the main features of the digital oscilloscope and establish a simple but workable understanding of the concepts voltage, analog∕digital, and sampled data.

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01.50.ht	Instructional computer use
01.50.Qb	Laboratory course design, organization, and evaluation

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Visualization Tool for 3-D Relationships and the Right-Hand Rule

Ngoc-Loan Nguyen and David E. Meltzer

The Physics Teacher -- March 2005 -- Volume 43, Issue 3, pp. 155 | Cited 1 time

Online Publication Date: Feb 2005

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The need to develop an understanding of spatial relationships in three dimensions is one of the major challenges faced by introductory physics students. It arises, for example, when grappling with three-dimensional coordinate systems and with the vector (“cross”) product, when dealing with the concepts of torque and angular momentum, and perhaps most prominently when studying relationships involving magnetic fields and forces. A variety of so-called “right-hand rules” are important and widely used tools for working with such concepts. In this paper we describe a simple and inexpensive visualization tool that may be used to help learn and work with these important rules.

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01.50.Pa	Laboratory experiments and apparatus
01.50.Qb	Laboratory course design, organization, and evaluation

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Analysis of Pictures Taken with an Underwater Camera

Hubert Biezeveld, Nienke Elsinga, Floor-Jolijn Harmsen, and Rose Koopman

The Physics Teacher -- March 2005 -- Volume 43, Issue 3, pp. 158

Online Publication Date: Feb 2005

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In the Dutch high school system students are required to carry out a research project on a subject of their own choosing. During the section on optics, the teacher (Hubert) mentioned that a fish sees the world above the water in a cone with half-angle equal to the critical angle for the air∕water interface (49°). This follows from Snell's law and has been discussed in some detail by Jearl Walker.¹ He describes the intersection of this cone with the surface of the water as the “window” through which the fish sees the outside world. A related paper has appeared in this journal.² Stimulated by the teacher's remark, three students (Nienke, Floor-Jolijn, and Rose) made photographs with an underwater camera in the local swimming pool in Hoorn.

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01.40.Fk	Research in physics education
01.50.Kw	Techniques of testing

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Fan Unit Physics

Robert A. Morse

The Physics Teacher -- March 2005 -- Volume 43, Issue 3, pp. 162 | Cited 2 times

Online Publication Date: Feb 2005

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A lightweight motor-driven propeller mounted on a low-friction cart provides a nearly constant thrust over a moderate range of velocities and can be a powerful pedagogical tool for investigating force and motion. A variety of homemade and commercial versions are now available. This article revisits and extends the topic of fan unit use described earlier.¹ It looks at the rationale for use of fan units, gives examples of teaching ideas, and describes construction of two homemade versions of fan units.

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01.50.Kw	Techniques of testing
01.50.My	Demonstration experiments and apparatus

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An Inexpensive Computer-Controlled Photogate

R. Dwayne Ramey

The Physics Teacher -- March 2005 -- Volume 43, Issue 3, pp. 169

Online Publication Date: Feb 2005

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Budgetary constraints have hit almost every science department, from high schools to community colleges and research universities. While some institutions manage to fully fund their physics laboratories, others are not so fortunate and must do without some modern equipment. One of these conveniences, electronic data devices such as photogates, can greatly facilitate data collection and improve the student's laboratory experience. The photogates themselves are not particularly expensive but require additional hardware and software to connect them to a computer. Though sometimes useful and often convenient, these “black boxes” greatly increase the overall cost of data collection and can place a computer-based physics laboratory out of the reach of many instructors. Though specialized scientific equipment has remained expensive, the price of most other computer-based technology has decreased rapidly. This paper will outline the procedure for creating a “do-it-yourself” photogate system by connecting a purchased photogate directly to a computer. The result is a data collection system whose cost and maintenance is well within reach of most physics labs.

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01.50.Lc	Laboratory computer use
01.50.ht	Instructional computer use

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The Effect Surface Temperature Has on Kinetic Friction

Peter Kauffman and Mark Vondracek

The Physics Teacher -- March 2005 -- Volume 43, Issue 3, pp. 173

Online Publication Date: Feb 2005

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Friction is a common force that significantly affects the motion of nearly every moving object we see in everyday life. It is routinely studied and used in the analysis of motion in all levels of high school and college physics classes. In particular, static and kinetic frictions are two types of friction that are defined in commonly used textbooks as:

where f_s,k is either the static or kinetic friction force, respectively, μ_s,k is the coefficient of static∕kinetic friction, and F_N is the normal force. Students are therefore taught that the only quantities that affect static and kinetic friction are the nature of the two materials that are in contact with each other and the force at which the two surfaces press against one another. In this paper we describe a relatively simple experiment that can be done to test the effect surface temperature has on kinetic friction, and that depending on the materials being used, the coefficient of kinetic friction does indeed increase as the surface temperature of one of the materials increases. Because such effects are not normally discussed in standard introductory physics textbooks, this experiment could be used as a nice inquiry activity in introductory physics courses.

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01.50.Kw	Techniques of testing
01.50.Pa	Laboratory experiments and apparatus

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An Inquiry Lab on Inclined Planes

Kelly Deters

The Physics Teacher -- March 2005 -- Volume 43, Issue 3, pp. 177 | Cited 1 time

Online Publication Date: Feb 2005

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This paper describes an open-ended inquiry lab exercise dealing with inclined planes that I have used in my introductory high school physics classes. It involves making some simple force and distance measurements, calculating the work done by various forces, analyzing results, and explaining them in a conceptual way. The laboratory exercise is adaptable to various levels of instruction, from guided inquiry and conceptual explanations to complete inquiry with mathematical derivations.

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01.50.Pa	Laboratory experiments and apparatus
01.50.Qb	Laboratory course design, organization, and evaluation

APPARATUS FOR TEACHING PHYSICS

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The PASCO Half-Byte Hard Drive

Peter S. Anderson

The Physics Teacher -- March 2005 -- Volume 43, Issue 3, pp. 181

Online Publication Date: Feb 2005

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To provide an interesting application of Faraday's law, Brad Hinaus and Mick Veum¹ created an experiment constructing a scaled-up model of a computer hard drive. They mounted permanent magnets on a wooden disk. When the disk was spun, an emf was induced in a “read” head (solenoid) and recorded by a computer. I have found a way to do a similar experiment using only PASCO equipment.²

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01.50.ht	Instructional computer use
01.50.Qb	Laboratory course design, organization, and evaluation

TRICK OF THE TRADE

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The Maximum Height in Projectile Motion

Jon Lamoreux and Luis Phillipe Tosi, student

The Physics Teacher -- March 2005 -- Volume 43, Issue 3, pp. 183 | Cited 2 times

Online Publication Date: Feb 2005

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Abstract Unavailable

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01.50.Kw	Techniques of testing
01.50.Qb	Laboratory course design, organization, and evaluation

LITTLE GEMS

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Black Light and Light Sticks

Gordon R. Gore

The Physics Teacher -- March 2005 -- Volume 43, Issue 3, pp. 184

Online Publication Date: Feb 2005

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Abstract Unavailable

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01.50.My	Demonstration experiments and apparatus
01.50.Pa	Laboratory experiments and apparatus

FROM OUR FILES

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Demonstration of Beats with a Ripple Tank

Jack L. Smith

The Physics Teacher -- March 2005 -- Volume 43, Issue 3, pp. 185

Online Publication Date: Feb 2005

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Abstract Unavailable

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01.50.My	Demonstration experiments and apparatus
01.50.Pa	Laboratory experiments and apparatus

PHYSICS CHALLENGES FOR TEACHERS AND STUDENTS

A WORLDWIDE PROBLEM-SOLVING CONTEST

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Front and Center (Mr1)

Boris Korsunsky

The Physics Teacher -- March 2005 -- Volume 43, Issue 3, pp. 186

Online Publication Date: Mar 2005

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Abstract Unavailable

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01.50.Kw	Techniques of testing
01.50.My	Demonstration experiments and apparatus

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The Invasion of the Space Tetrahedrons (Mr2)

Boris Korsunsky

The Physics Teacher -- March 2005 -- Volume 43, Issue 3, pp. 186

Online Publication Date: Mar 2005

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Abstract Unavailable

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01.50.Kw	Techniques of testing
01.40.J-	Teacher training

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Three Is a Charm… Six Is Not! (Mr3)

Boris Korsunsky

The Physics Teacher -- March 2005 -- Volume 43, Issue 3, pp. 186

Online Publication Date: Mar 2005

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Abstract Unavailable

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01.50.Kw	Techniques of testing
01.40.J-	Teacher training

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Now You C It, Now You Don't (Mr4)

Boris Korsunsky

The Physics Teacher -- March 2005 -- Volume 43, Issue 3, pp. 186

Online Publication Date: Mar 2005

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Abstract Unavailable

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01.40.J-	Teacher training
01.50.Kw	Techniques of testing

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Celebrate the World Year of Physics in style! Solve some physics puzzles!

Boris Korsunsky

The Physics Teacher -- March 2005 -- Volume 43, Issue 3, pp. 186

Online Publication Date: Feb 2005

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Abstract Unavailable

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01.40.J-	Teacher training
01.50.Kw	Techniques of testing

FOR THE NEW TEACHER

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Advice from an Out-of-Field Physics Teacher

Earl Legleiter

The Physics Teacher -- March 2005 -- Volume 43, Issue 3, pp. 188

Online Publication Date: Feb 2005

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Earl Legleiter is a senior science consultant at Mid-continent Research for Education and Learning (McREL) with 23 years of high school physics teaching experience. In 1997 he received the American Association of Physics Teachers Arkansas-Oklahoma-Kansas Section Outstanding High School Physics Teacher award. He was recognized as an American Physical Society Distinguished Physics Teacher in 1999 and was a 1999 national awardee of the prestigious Presidential Award for Excellence in Science.

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