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Sep 2005

Volume 43, Issue 6, pp. 326-400

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Teflon Warning!

Christian Murphy

The Physics Teacher -- September 2005 -- Volume 43, Issue 6, pp. 326

Online Publication Date: Aug 2005

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Abstract Unavailable
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01.50.Pa Laboratory experiments and apparatus
01.40.J- Teacher training
81.05.Lg Polymers and plastics; rubber; synthetic and natural fibers; organometallic and organic materials
87.19.-j Properties of higher organisms

The “Eye” in Physics

Jim McNeill

The Physics Teacher -- September 2005 -- Volume 43, Issue 6, pp. 326

Online Publication Date: Aug 2005

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Abstract Unavailable
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01.40.J- Teacher training
42.66.Ct Anatomy and optics of eye
42.66.Lc Vision: light detection, adaptation, and discrimination

Designing Projectile Motion Problems

David Montalvo

The Physics Teacher -- September 2005 -- Volume 43, Issue 6, pp. 326

Online Publication Date: Aug 2005

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Abstract Unavailable
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01.40.J- Teacher training
01.55.+b General physics
45.40.Gj Ballistics (projectiles; rockets)

Nuclear Reactors and WMDs

Bob Landheer

The Physics Teacher -- September 2005 -- Volume 43, Issue 6, pp. 327

Online Publication Date: Aug 2005

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Abstract Unavailable
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01.40.J- Teacher training
28.70.+y Nuclear explosions
89.20.Dd Military technology and weapons systems; arms control
28.41.Ak Theory, design, and computerized simulation

Power Generation: Nuclear, Oil, Coal

Ralph F. Wuerker

The Physics Teacher -- September 2005 -- Volume 43, Issue 6, pp. 327

Online Publication Date: Aug 2005

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Abstract Unavailable
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01.40.J- Teacher training
28.50.Hw Power and production reactors
89.30.-g Fossil fuels and nuclear power
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Class Participation on Trial

Karl C. Mamola

The Physics Teacher -- September 2005 -- Volume 43, Issue 6, pp. 330

Online Publication Date: Aug 2005

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Abstract Unavailable
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01.40.G- Curricula and evaluation
01.40.Di Course design and evaluation
01.78.+p Science and government (funding, politics, etc.)
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Inertia and Acceleration

Paul Hewitt

The Physics Teacher -- September 2005 -- Volume 43, Issue 6, pp. 332

Online Publication Date: Aug 2005

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Abstract Unavailable
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01.40.J- Teacher training
01.50.Kw Techniques of testing
01.55.+b General physics
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Graphical Representations of Kinematical Concepts: A Comparison of Teaching Strategies

Silvina Guidugli, Cecilia Fernández Gauna, and Julio Benegas

The Physics Teacher -- September 2005 -- Volume 43, Issue 6, pp. 334 | Cited 2 times

Online Publication Date: Aug 2005

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Student difficulties with kinematics concepts and their representations by linear graphs are well known. Several specific learning difficulties have been identified and reported, mainly from studies at the introductory university physics level.1–4 In this paper we investigate the effectiveness of active learning strategies versus traditional instruction on the development of student understanding of kinematical concepts, and their graphical representations, by high school students. We also examine the retention of acquired kinematic concepts and whether it might be affected by subsequent (traditional) instruction.
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01.40.Fk Research in physics education
01.40.J- Teacher training
01.55.+b General physics
FREE

Soap, Colors, Holes, and Much More

L. M. Gratton and S. Oss

The Physics Teacher -- September 2005 -- Volume 43, Issue 6, pp. 338 | Cited 3 times

Online Publication Date: Aug 2005

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A number of interesting and engaging activities dealing with soap films have appeared in the physics teaching literature.1 In this paper we describe a simple activity that demonstrates some important and intriguing aspects of the physics of thin fluid films.
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01.40.J- Teacher training
01.50.My Demonstration experiments and apparatus
68.15.+e Liquid thin films

Energy Flow for a Variable-Gap Capacitor

Nathaniel R. Greene

The Physics Teacher -- September 2005 -- Volume 43, Issue 6, pp. 340

Online Publication Date: Aug 2005

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When capacitor plates are separated, the capacitor's electrostatic energy either increases or decreases, depending upon whether the charge or the voltage is held constant. For the constant-voltage case, an interesting puzzle can be posed to students: How is it possible that an external agent does positive work on the capacitor while at the same time the capacitor's stored energy decreases? An energy flow diagram, as suggested by Art Hobson's TPT article,1 helps to visualize the movements of energy among different parts of the system. What Richard Feynman calls a “surprising factor of one-half” in the expression for the force between capacitor plates confronts students with an additional puzzle to decipher.2
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01.40.J- Teacher training
41.20.Cv Electrostatics; Poisson and Laplace equations, boundary-value problems
01.55.+b General physics

Kinesthetic Transverse Wave Demonstration

Panagiotis Pantidos and Stamatis Patapis

The Physics Teacher -- September 2005 -- Volume 43, Issue 6, pp. 344 | Cited 1 time

Online Publication Date: Aug 2005

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This is a variation on the String and Sticky Tape demonstration “The Wave Game,” suggested by Ron Edge.1 A group of students stand side by side, each one holding a card chest high with both hands. The teacher cues the first student to begin raising and lowering his card. When he starts lowering his card, the next student begins to raise his. As succeeding students move their cards up and down, a wave such as that shown in the figure is produced. To facilitate the process, students' motions were synchronized with the ticks of a metronome (without such synchronization it was nearly impossible to generate a satisfactory wave). Our waves typically had a frequency of about 1 Hz and a wavelength of around 3 m. We videotaped the activity so that the students could analyze the motions. The (17-year-old) students had not received any prior instruction regarding wave motion and did not know beforehand the nature of the exercise they were about to carry out. During the activity they were asked what a transverse wave is. Most of them quickly realized, without teacher input, that while the wave propagated horizontally, the only motion of the transmitting medium (them) was vertical. They located the equilibrium points of the oscillations, the crests and troughs of the waves, and identified the wavelength. The teacher defined for them the period of the oscillations of the motion of a card to be the total time for one cycle. The students measured this time and then several asserted that it was the same as the wave period. Knowing the length of the waves and the number of waves per second, the next step can easily be to find the wave speed.
Show PACS
01.40.G- Curricula and evaluation
01.40.J- Teacher training
01.50.My Demonstration experiments and apparatus
01.55.+b General physics

A Simple, Inexpensive Chamber for Growing Snow Crystals in the Classroom

Kazuhiko Hiramatsu and Matthew Sturm

The Physics Teacher -- September 2005 -- Volume 43, Issue 6, pp. 346

Online Publication Date: Aug 2005

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The creation of artificial snow crystals for scientific study usually requires patience, hard work, and fairly elaborate and expensive equipment that almost always includes a cold room. Here we describe an inexpensive and easy-to-build apparatus that can produce artificial snow crystals in the classroom. The apparatus, which can operate as both a diffusion and cloud chamber, was developed in Japan in 1996 and has been in use in schools there for several years, where it has also been reported on in scientific journals, the newspapers, and television.1,2 The apparatus allows students and teachers to actually watch snow crystals grow. While it has been demonstrated in the United States,3 we are not aware that it has seen much use here.
Show PACS
01.50.Pa Laboratory experiments and apparatus
01.40.J- Teacher training
01.55.+b General physics

The Anharmonic Rotating Wheel

Juan F. Carrau, Vinícius Cappellano De Franco, Marcos L. Andreazza, Odilon Giovannini, and Cláudio A. Perottoni

The Physics Teacher -- September 2005 -- Volume 43, Issue 6, pp. 349

Online Publication Date: Aug 2005

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This paper describes the oscillatory motion of a mass suspended vertically at the end of a string that is attached to the axle of a wheel. The analysis of the motion is similar to that employed in the study of the Maxwell wheel.1 The time dependence of the displacement of the mass is determined using a PASCO motion sensor and compared with theoretical predictions. The moment of inertia of the wheel and the frictional torque acting on it are determined by fitting the theoretical function to the experimental data.
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01.40.J- Teacher training
01.50.My Demonstration experiments and apparatus
01.55.+b General physics

Coefficient of Restitution Measurements for Sport Balls: An Investigative Approach

K. C. Maynes, M. G. Compton, and Blane Baker

The Physics Teacher -- September 2005 -- Volume 43, Issue 6, pp. 352

Online Publication Date: Aug 2005

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Studies of collisions in the introductory laboratory often use carts moving on air tracks or along dynamics tracks. As an alternative, students in our laboratories study collisions through experiments that determine coefficients of restitution ε's of balls used in sport. Since ε's are crucial to the outcome of many sporting events, such activities provide students with a “real-world” context for studying collisions. In the process of investigation and analysis, students learn about inelastic collisions, energy transfer, and elasticity of materials.
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01.40.J- Teacher training
01.50.Pa Laboratory experiments and apparatus
01.55.+b General physics

Magnetic Field Viewing Cards

Stephen Kanim and John R. Thompson

The Physics Teacher -- September 2005 -- Volume 43, Issue 6, pp. 355

Online Publication Date: Aug 2005

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For some years now laminated cards containing a green, magnetically sensitive film have been available from science education suppliers. When held near a magnet, these cards appear dark green in regions where the field is perpendicular to the card and light green where the field is parallel to the card. The cards can be used to explore the magnetic field near a variety of magnets as well as near wire loops. In this paper we describe how to make these cards and how we have used them in our physics classrooms and labs.
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01.40.J- Teacher training
01.50.My Demonstration experiments and apparatus
01.55.+b General physics

Toy Blocks and Rotational Physics

Gabriele U. Varieschi and Isabel R. Jully

The Physics Teacher -- September 2005 -- Volume 43, Issue 6, pp. 360

Online Publication Date: Aug 2005

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Have you ever observed a child playing with toy blocks? A favorite game is to build towers and then make them topple like falling trees. To the eye of a trained physicist this should immediately look like an example of the physics of “falling chimneys,” when tall structures bend and break in mid-air while falling to the ground. The game played with toy blocks can actually reproduce well what is usually seen in photographs of falling towers, such as the one that appeared on the cover of the September 1976 issue of The Physics Teacher.1 In this paper we describe how we performed and analyzed these simple but interesting experiments with toy blocks.
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01.40.J- Teacher training
01.50.My Demonstration experiments and apparatus
01.50.Wg Physics of toys
01.55.+b General physics

An Alternative Approach to “Measuring Horsepower and Torque Curves of a Car”

Chris M. Graney

The Physics Teacher -- September 2005 -- Volume 43, Issue 6, pp. 363

Online Publication Date: Aug 2005

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The article in the September 2003 issue of TPT by John Ross Buschert of Goshen College entitled “Measuring Horsepower and Torque Curves of a Car” was excellent.1 I attained similar results using existing automobile test data. Automobile performance tests done by magazines such as Road & Track are a treasure trove of good-quality physics data. Performance tests often contain all the data needed to replicate Professor Buschert's analysis of the power and torque output of automobile engines.
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01.40.J- Teacher training
01.50.-i Educational aids
01.55.+b General physics

Adding Resistances and Capacitances in Introductory Electricity

C. J. Efthimiou and R. A. Llewellyn

The Physics Teacher -- September 2005 -- Volume 43, Issue 6, pp. 366 | Cited 1 time

Online Publication Date: Aug 2005

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All introductory physics textbooks, with or without calculus, cover the addition of both resistances and capacitances in series and in parallel as discrete summations. However, none includes problems that involve continuous versions of resistors in parallel or capacitors in series. This paper introduces a method for solving the continuous problems that is logical, straightforward, and within the mathematical preparation of students at the introductory level.
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01.40.G- Curricula and evaluation
01.55.+b General physics
01.40.Fk Research in physics education

Moving Sources: Doppler Beats and Mach Cones

Paul Gluck

The Physics Teacher -- September 2005 -- Volume 43, Issue 6, pp. 371

Online Publication Date: Aug 2005

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See Also: Erratum

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This paper describes two experiments involving moving sources. The first one is a class activity for observing beats in a Doppler setup; the second one describes how to observe the transition from “subsonic” to “supersonic” waves in a ripple tank.
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01.40.J- Teacher training
01.50.My Demonstration experiments and apparatus
01.55.+b General physics

Modern Electronics for the General Student

Thomas B. Greenslade, Jr.

The Physics Teacher -- September 2005 -- Volume 43, Issue 6, pp. 374

Online Publication Date: Aug 2005

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I have spent a fair proportion of my teaching career working with nonscience college students, showing them something of my world and connecting with their own experiences. One unusual course I developed is Modern Electronics, an alternative to the typical courses offered these students. In the hope that other teachers of introductory physics want to try this approach, I will share my motivations and some of the details of this course.
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01.40.J- Teacher training
01.50.Qb Laboratory course design, organization, and evaluation
01.50.Pa Laboratory experiments and apparatus
01.40.Di Course design and evaluation
FREE

It's About Time:Mark Twain's “My Watch” and Relativity

Hugh Henderson

The Physics Teacher -- September 2005 -- Volume 43, Issue 6, pp. 378

Online Publication Date: Aug 2005

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Over three decades before Einstein's year of miracles, the American humorist Mark Twain published an essay titled “My Watch,”1 in which he recounts his experiences with a previously reliable pocket watch and those who tried to rehabilitate it. He begins his essay by confessing his first error: My beautiful new watch had run eighteen months without losing or gaining, and without breaking any part of its machinery or stopping. I had come to believe it infallible in its judgments about the time of day, and to consider its constitution and its anatomy imperishable. But at last, one night, I let it run down. I grieved about it as if it were a recognized messenger and forerunner of calamity.
Twain then sets the watch by guess, and takes it to the “chief jeweler's to set it by the exact time.” To Twain's dismay, the jeweler insists on opening it up and adjusting the regulator inside the watch, and the watch begins to gain time. It gained faster and faster day by day. Within a week it sickened to a raging fever, and its pulse went up to a hundred and fifty in the shade. At the end of two months, it had left all the timepieces of the town far in the rear, and was a fraction over thirteen days ahead of the almanac. It was away into November enjoying the snow, while the October leaves were still turning. It hurried up house rent, bills payable, and such things, in such a ruinous way that I could not abide it.
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01.40.J- Teacher training
03.30.+p Special relativity

Measuring End Correction for a Quarter-Wave Tube

Michael C. LoPresto

The Physics Teacher -- September 2005 -- Volume 43, Issue 6, pp. 380 | Cited 5 times

Online Publication Date: Aug 2005

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The values for the speed of sound calculated in a standard quarter-wave tube experiment are generally too low because the measured length of the air-column is less than one-quarter of the wavelength of the sound. This is because the antinode of the standing wave generated by the tuning fork is in reality beyond the actual end of the tube. This error can be reduced by adding a standard “end correction” to the air-column length, generally considered to be about one-third the diameter of the tube.
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01.40.J- Teacher training
01.50.Pa Laboratory experiments and apparatus
43.20.Hq Velocity and attenuation of acoustic waves
01.55.+b General physics
FREE

Physics the Google Way

David W. Ward

The Physics Teacher -- September 2005 -- Volume 43, Issue 6, pp. 381

Online Publication Date: Aug 2005

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Are we smarter now than Socrates was in his time? Society as a whole certainly enjoys a higher degree of education, but humans as a species probably don't get intrinsically smarter with time. Our knowledge base, however, continues to grow at an unprecedented rate, so how then do we keep up? The printing press was one of the earliest technological advances that expanded our memory and made possible our present intellectual capacity. We are now faced with a new technological advance of the same magnitude, the Internet, but how do we use it effectively? A new tool is available on Google™ (http:∕∕www.google.com)that allows a user not only to numerically evaluate equations but also to automatically perform unit analysis and conversion, with most of the fundamental physical constants built in. This paper describes some of its capabilities.
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01.40.G- Curricula and evaluation
01.50.ht Instructional computer use
01.55.+b General physics
01.75.+m Science and society

Using a Force Plate to Correct Student Misconceptions

Edward P. Wyrembeck

The Physics Teacher -- September 2005 -- Volume 43, Issue 6, pp. 384 | Cited 1 time

Online Publication Date: Aug 2005

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Each year during the unit on collisions I ask my physics students this conceptual question: If you want to close a door but you have too much inertia at the moment to get up and do it yourself, should you throw a ball that rebounds well, like a basketball, or a ball that rebounds poorly, like a ball of modeling dough, at the door?1 I also impose the condition that the two balls must have the same momenta when they strike the door. I give my students some time to discuss the problem in small groups and then make a prediction. I find that most students predict incorrectly that the dough ball will be more effective at closing the door because it is solid throughout and denser than the hollow, air-filled basketball. The students do not focus on the better-rebounding basketball and the greater change in velocity that it experiences than the modeling dough ball when they strike a solid object like a door. To correct this misconception I use a Vernier2 force plate to measure the impulse of a size 3 basketball and a ball of modeling dough of equal mass (0.3213 ± 0.0002 kg) dropped from the same height of 0.200 ± 0.002 m, to ensure equal velocities, onto the force plate. While I realize that a collision between a ball and a force plate is not exactly the same as a collision between a ball and a door, a more complex system, I believe it offers some very useful insights into the problem. I also include in this paper an extension on validating the impulse-momentum theorem.
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01.50.My Demonstration experiments and apparatus
01.40.Fk Research in physics education
01.55.+b General physics
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An Inexpensive Moment of Inertia Experiment

Peter E. Banks

The Physics Teacher -- September 2005 -- Volume 43, Issue 6, pp. 389 | Cited 2 times

Online Publication Date: Aug 2005

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I am always looking for inexpensive and effective equipment that can be used for lab work. I use this experiment in my AP class when we study rotational motion. The objective is for students to compare an experimental value for the moment of inertia of a rotating system with a theoretical value. The setup is an adaptation of the equipment described in an article in the September 1994 issue of The Physics Teacher.1
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01.50.Pa Laboratory experiments and apparatus
01.40.G- Curricula and evaluation
01.55.+b General physics
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Using Experience to Understand Centripetal Force

Jonathan Mitschele

The Physics Teacher -- September 2005 -- Volume 43, Issue 6, pp. 391

Online Publication Date: Aug 2005

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Abstract Unavailable
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01.40.G- Curricula and evaluation
01.50.My Demonstration experiments and apparatus
01.55.+b General physics
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Bernoulli M&M's: A Melt-in-Your-Mouth Demonstration

Keith Bellof

The Physics Teacher -- September 2005 -- Volume 43, Issue 6, pp. 392

Online Publication Date: Aug 2005

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Abstract Unavailable
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01.40.G- Curricula and evaluation
01.50.My Demonstration experiments and apparatus
01.55.+b General physics
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Television, football, and physics: Experiments in kinematics

Albert A. Bartlett

The Physics Teacher -- September 2005 -- Volume 43, Issue 6, pp. 393

Online Publication Date: Aug 2005

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Abstract Unavailable
Show PACS
01.40.G- Curricula and evaluation
01.50.My Demonstration experiments and apparatus
01.55.+b General physics
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FREE

Back to Square One

Boris Korsunsky

The Physics Teacher -- September 2005 -- Volume 43, Issue 6, pp. 394

Online Publication Date: Aug 2005

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Abstract Unavailable
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01.40.J- Teacher training
01.40.Fk Research in physics education
01.55.+b General physics
FREE

World Year of Physics Challenges Contest

Boris Korsunsky, Contest coordinator

The Physics Teacher -- September 2005 -- Volume 43, Issue 6, pp. 394

Online Publication Date: Aug 2005

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Abstract Unavailable
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01.40.Fk Research in physics education
01.10.Hx Physics organizational activities
01.55.+b General physics
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Save Time with a High-Performance Grading System

Timothy F. Slater

The Physics Teacher -- September 2005 -- Volume 43, Issue 6, pp. 396

Online Publication Date: Aug 2005

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Tim Slater is an associate professor of astronomy at the University of Arizona, where he directs the Science and Mathematics Education Center and conducts research on teaching and learning of Earth and space science. Tim's contributions to this column have proven valuable for physics teachers at both high school and university levels. Here he shares some time-saving tips that will help the busy teacher give students valuable feedback.
Show PACS
01.40.G- Curricula and evaluation
01.40.J- Teacher training
01.50.Qb Laboratory course design, organization, and evaluation
01.55.+b General physics
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Electrostatics Activities, and a website for implementing Peer Instruction and Just-in-Time Teaching: Ben Franklin as My Lab Partner

Dan MacIsaac

The Physics Teacher -- September 2005 -- Volume 43, Issue 6, pp. 398

Online Publication Date: Aug 2005

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Abstract Unavailable
Show PACS
01.50.ht Instructional computer use
01.55.+b General physics
41.20.Cv Electrostatics; Poisson and Laplace equations, boundary-value problems

Electrostatics Activities, and a website for implementing Peer Instruction and Just-in-Time Teaching: The Interactive Learning Toolkit

Dan MacIsaac

The Physics Teacher -- September 2005 -- Volume 43, Issue 6, pp. 398

Online Publication Date: Aug 2005

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Abstract Unavailable
Show PACS
01.50.ht Instructional computer use
01.40.G- Curricula and evaluation
01.55.+b General physics
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Practical Interfacing in the Laboratory: Using a PC for Instrumentation, Data Analysis, and Control: Steven E. Derenzo

Eric Ayars

The Physics Teacher -- September 2005 -- Volume 43, Issue 6, pp. 400

Online Publication Date: Aug 2005

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Abstract Unavailable
Show PACS
01.30.Vv Book reviews
01.40.G- Curricula and evaluation
01.50.ht Instructional computer use

MicroReviews by the Book Review Editor: The Collected Papers of Albert Einstein Volume 9: The Berlin Years: Correspondence January 1919–April 1920: Diana Kormos Buchwald

John L. Hubisz

The Physics Teacher -- September 2005 -- Volume 43, Issue 6, pp. 400

Online Publication Date: Aug 2005

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Abstract Unavailable
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01.30.Vv Book reviews
01.65.+g History of science

MicroReviews by the Book Review Editor: Einstein Defiant: Genius Versus Genius in the Quantum Revolution: Edmund Blair Bolles

John L. Hubisz

The Physics Teacher -- September 2005 -- Volume 43, Issue 6, pp. 400

Online Publication Date: Aug 2005

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Abstract Unavailable
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01.30.Vv Book reviews
01.65.+g History of science
01.70.+w Philosophy of science
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