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Oct 2005

Volume 43, Issue 7, pp. 405-480

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Projectile Motion: Geometric Arguments

Ole Anton Haugland

The Physics Teacher -- October 2005 -- Volume 43, Issue 7, pp. 405

Online Publication Date: Sep 2005

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Abstract Unavailable
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01.40.Fk Research in physics education
01.55.+b General physics

Reflective Dog Eyes

Jim McNeill

The Physics Teacher -- October 2005 -- Volume 43, Issue 7, pp. 405

Online Publication Date: Sep 2005

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Abstract Unavailable
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01.40.Fk Research in physics education
42.66.Lc Vision: light detection, adaptation, and discrimination
42.66.Ew Physiology of eye; optic-nerve structure and function

Discomforting Study of Seat Location

J. West

The Physics Teacher -- October 2005 -- Volume 43, Issue 7, pp. 406

Online Publication Date: Sep 2005

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Abstract Unavailable
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01.40.G- Curricula and evaluation
01.40.E- Science in school

Authors' Response

Katherine Perkins and Carl Wieman

The Physics Teacher -- October 2005 -- Volume 43, Issue 7, pp. 406

Online Publication Date: Sep 2005

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Abstract Unavailable
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01.40.G- Curricula and evaluation
01.40.E- Science in school
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Correction: “An Inexpensive Moment of Inertia Experiment,” Phys. Teach. 43, 389 (Sept. 2005)

The Physics Teacher -- October 2005 -- Volume 43, Issue 7, pp. 407

Online Publication Date: Sep 2005

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Abstract Unavailable
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01.50.Pa Laboratory experiments and apparatus
01.40.G- Curricula and evaluation
01.55.+b General physics
99.10.Cd Errata
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Too Light on the Board

Karl C. Mamola

The Physics Teacher -- October 2005 -- Volume 43, Issue 7, pp. 408

Online Publication Date: Sep 2005

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Abstract Unavailable
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01.40.J- Teacher training
01.40.G- Curricula and evaluation
01.50.Kw Techniques of testing
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Faster Than c?

Paul Hewitt

The Physics Teacher -- October 2005 -- Volume 43, Issue 7, pp. 410

Online Publication Date: Sep 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
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FREE

Five Quantitative Physics Experiments (Almost) Without Special Apparatus

James L. Hunt

The Physics Teacher -- October 2005 -- Volume 43, Issue 7, pp. 412 | Cited 2 times

Online Publication Date: Sep 2005

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There are situations in which physics students would profit from the performance of real quantitative experiments but the equipment is lacking, expensive, or too bulky. One such situatuation is in distance education courses, where the desire to have students perform real experiments is outweighed by cost and∕or logistics. The result often is a resort to simulated experiments, or incurring the expense of bringing students to a central location for a marathon session of lab exercises, many of which are done out of sequence. I describe here five quantitative experiments designed for an introductory DE course in physics, that require almost nothing in the way of equipment except a computer and items commonly found in the home.
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01.40.J- Teacher training
01.50.Pa Laboratory experiments and apparatus
01.55.+b General physics
01.50.F- Audio and visual aids

Maxwell to Einstein — A Liberal-Arts Physics Course

Herman Erlichson

The Physics Teacher -- October 2005 -- Volume 43, Issue 7, pp. 418 | Cited 1 time

Online Publication Date: Sep 2005

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The December 1997 issue of The Physics Teacher contained an article describing a liberal-arts physics course entitled Galileo to Newton.1 This course has been successfully offered for a number of years at the College of Staten Island, and interest in it has been substantial as evidenced by requests for reprints of the TPT article and requests for copies of the course lab manual. A follow-on course was designed called Maxwell to Einstein and Beyond. We offered this course for the first time in the fall 2003 semester.
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01.40.J- Teacher training
01.65.+g History of science
01.55.+b General physics

When Is Momentum Conserved, and What About Car Crashes in Virginia?

Robert Ehrlich

The Physics Teacher -- October 2005 -- Volume 43, Issue 7, pp. 422

Online Publication Date: Sep 2005

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Many years ago I consulted on the reconstruction of an automobile accident for an attorney. After writing a report on the accident, I was deposed by the other side's attorney, and my report was challenged. One key calculation in my report made use of the conservation of momentum in the crash, and the attorney notified me that arguments involving conservation of momentum are not recognized by courts in the Commonwealth of Virginia. Apparently the situation today is more mixed, according to an accident reconstructionist I recently spoke with, who noted that about half the judges (the “more open-minded ones”) do admit such arguments in court. This real-world experience with a conflict between the laws of physics and the laws of man made me reflect on whether there might be some validity to the disinclination of many judges to acknowledge a law of physics in their courtrooms.
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01.55.+b General physics
01.40.J- Teacher training
01.75.+m Science and society

Teaching Potential Energy Functions and Stability with Slap Bracelets

Stephen J. Van Hook

The Physics Teacher -- October 2005 -- Volume 43, Issue 7, pp. 425

Online Publication Date: Sep 2005

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The slap bracelet, an inexpensive child's toy,1 makes it easy to engage students in hands-on exploration of potential energy curves as well as of stable, unstable, and meta-stable states. Rather than just observing the teacher performing a demonstration, the students can manipulate the equipment themselves and make their own observations, which are then pooled to focus a class discussion on potential energy functions and stability.
Show PACS
01.40.J- Teacher training
01.40.G- Curricula and evaluation
01.50.My Demonstration experiments and apparatus
01.55.+b General physics

The Hammer Falls: A Fresh Look at the Pile Driver

Kyle Hathcox and David Ward

The Physics Teacher -- October 2005 -- Volume 43, Issue 7, pp. 428 | Cited 1 time

Online Publication Date: Sep 2005

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The pile driver is a classic laboratory exercise that traditionally utilizes relationships from mechanics, such as work and energy, to determine the force involved in driving a nail. Many physics departments have a commercial device consisting of a metal mass (about 4.0 kg) that slides on two vertical metal rails. The rails are attached to a metal base at the bottom and a crosspiece at the top.1 Typically, instructors use the apparatus to find the average force needed to drive a nail in a board or crush a soda can.
Show PACS
01.40.J- Teacher training
01.50.Pa Laboratory experiments and apparatus
01.55.+b General physics

Accuracy in Computing Acceleration of Free Fall in the Air

Jan Benacka and Igor Stubna

The Physics Teacher -- October 2005 -- Volume 43, Issue 7, pp. 432 | Cited 1 time

Online Publication Date: Sep 2005

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Acceleration of free fall is commonly measured in high school and college physics. One method is based on a free fall of the body from a known height while the duration of its falling is measured by an electronic stopwatch. Acceleration g is calculated using the formula for free fall in a vacuum. In this paper we show the error resulting from the use of this formula if the free fall occurs in the air and present the necessary conditions for using this formula.
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01.40.E- Science in school
01.40.J- Teacher training
06.30.Gv Velocity, acceleration, and rotation

Pizza Boy vs the Highway Department

Mark A. Ilyes and James M. Filizzi

The Physics Teacher -- October 2005 -- Volume 43, Issue 7, pp. 434

Online Publication Date: Sep 2005

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Many physics teachers and physics education researchers have found that students are highly motivated by classroom or laboratory experiences involving practical, “real-life” scenarios.1 Rather than attempting to verify a known relationship, they are asked to use an existing relationship to solve some practical problem. The purpose of this experimental investigation is to determine the speed of a car prior to applying the brakes and skidding into a flatbed tractor-trailer.
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01.40.E- Science in school
01.40.G- Curricula and evaluation
01.55.+b General physics
FREE

Hysteresis Loops of a Ferromagnet

Yaakov Kraftmakher

The Physics Teacher -- October 2005 -- Volume 43, Issue 7, pp. 439 | Cited 1 time

Online Publication Date: Sep 2005

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This paper describes the use of a common data acquisition system to obtain a family of hysteresis loops of a ferromagnet. Important properties of ferromagnets—nonlinear magnetization, hysteresis, and high magnetic permeability—are demonstrated.
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01.40.J- Teacher training
01.50.My Demonstration experiments and apparatus
01.55.+b General physics
75.60.Ej Magnetization curves, hysteresis, Barkhausen and related effects

Predicting Turning Points for Toy Cars

M. W. Ramsdell and D. P. Wick

The Physics Teacher -- October 2005 -- Volume 43, Issue 7, pp. 442

Online Publication Date: Sep 2005

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A simple experiment can be performed to estimate a toy car's effective coefficient of friction without the use of sophisticated equipment. The results can be used to predict the car's turning points when traveling on an arbitrarily shaped track containing multiple hills and valleys in a 2-D vertical plane. This activity is based on a team-oriented modeling-based project conducted at Clarkson University, which was published in the American Journal of Physics.1
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01.40.J- Teacher training
01.50.Wg Physics of toys
01.55.+b General physics

Modeling Vehicle Rollover

Jonathan Hall and Jerry Magraw

The Physics Teacher -- October 2005 -- Volume 43, Issue 7, pp. 445

Online Publication Date: Sep 2005

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Inspired by the recent paper1 in The Physics Teacher on the dynamics of vehicle rollovers, we modeled “rollover” in a laboratory experiment. The combination of fundamental physical principles, application to a “real world” problem, and ease of doing the experiment with readily available material and equipment makes the experiment an attractive one for use in a high school or introductory college physics course. A suggested method, sample results, and suggestions for further experimentation follow.
Show PACS
01.50.Pa Laboratory experiments and apparatus
01.40.J- Teacher training
01.55.+b General physics

Conceptualizing Series and Parallel Circuits Through 3-D Modeling

Tony Minich

The Physics Teacher -- October 2005 -- Volume 43, Issue 7, pp. 448

Online Publication Date: Sep 2005

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Understanding series and parallel circuits involves conceptualizing how voltages drop and currents pass through an entire circuit. A technique that I found useful in helping students conceptualize and remember the nature of voltage drops in circuits involves sculpting 3-D wire models.
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01.40.G- Curricula and evaluation
01.50.My Demonstration experiments and apparatus
01.55.+b General physics

Simulating Realistic Satellite Orbits in the Undergraduate Classroom

D. J. Knipp, E. T. Patterson, A. Franz, J. H. Head, T. A. Summers, and E. L. Zirbel

The Physics Teacher -- October 2005 -- Volume 43, Issue 7, pp. 452 | Cited 2 times

Online Publication Date: Sep 2005

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Physics students are intrigued by activities in space. To link this natural curiosity with solid problem-solving skills, we developed a spreadsheet simulation for satellites moving through an atmosphere of variable density. The simulation-laboratory has been used in U.S. Air Force Academy (USAFA) introductory physics classes for several semesters. Spreadsheet variants have also been used in a USAFA advanced division space physics class, a high school advanced placement physics class, and in the Center for Integrated Space Weather Modeling graduate summer school course.
Show PACS
01.40.G- Curricula and evaluation
01.50.My Demonstration experiments and apparatus
01.55.+b General physics
95.10.Ce Celestial mechanics (including n-body problems)
FREE

A Bernoulli's Law Lab in a Bottle

David Guerra, Aaron Plaisted, and Michael Smith

The Physics Teacher -- October 2005 -- Volume 43, Issue 7, pp. 456 | Cited 2 times

Online Publication Date: Sep 2005

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Bernoulli's law is a fundamental relationship in fluid dynamics that is covered in most introductory physics courses. Basically a statement of conservation of energy for an open fluid system, Bernoulli's law is often used in labs and examples to analyze the lift force on a fixed wing or the forces on objects in a fluid flow.1–4 Although these are legitimate uses of the law, they do not introduce students to the way in which several concepts, such as Bernoulli's law and the conservation of mass, are used in combination to study the dynamics of fluid systems. Thus, to give students an easily understandable introduction to this method of analysis, we present a laboratory experience in which the drain time of water flowing out of an inverted soda bottle is measured and calculated for a set of easily interchangeable exit holes.
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01.50.Pa Laboratory experiments and apparatus
01.55.+b General physics
47.10.-g General theory in fluid dynamics

Conductors and Insulators: A QuickTime Movie

Xueli Zou

The Physics Teacher -- October 2005 -- Volume 43, Issue 7, pp. 460

Online Publication Date: Sep 2005

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A solid understanding of the difference in the electric properties of conductors and insulators is key to making sense of the rest of the material in introductory electricity and magnetism. When asked “What is a conductor (or insulator)?” many introductory physics students can easily tell you: “A metal is a conductor,” and∕ or they recite the definition. However, when asked “How do you know or how do you convince a friend in your physics class that electric charges can move freely in a (electrical) conductor?” most students have great difficulty answering the question.1 Don't be surprised if they just tell you that is what the textbook or physics professor says. This paper will illustrate a simple demonstration using an aluminum pie pan and foam board that helps students develop a solid understanding of the fundamental difference between a conductor and insulator. Table I shows detailed information on how to prepare the demonstration. Like any other electrostatics experiment, this demonstration requires low humidity in air. As a matter of fact, it is very difficult to perform the experiment successfully when a classroom is full of students.2 To help teachers do this, a QuickTime movie of the demonstration is made and can be downloaded from http:∕∕www.csuchico.edu∕~xzou.
Show PACS
01.50.My Demonstration experiments and apparatus
01.50.F- Audio and visual aids
01.55.+b General physics

Using Science Fiction Movies in Introductory Physics

Marta L. Dark

The Physics Teacher -- October 2005 -- Volume 43, Issue 7, pp. 463 | Cited 2 times

Online Publication Date: Sep 2005

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This paper discusses the use of science fiction movies in introductory physics courses at Spelman College. There are several reasons to use these movies in the classroom environment. Movies are a visual learning aid. Introductory physics students show a strong interest in participating in movie-related activities compared to standard group problem-solving sessions. Finally, these activities encourage creative thinking and can be used to develop writing skills. The students involved with these movie-based activities have included biology and pre-medical majors taking general physics. In the introductory level courses, physics, chemistry, and engineering majors worked on movie-based activities.
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01.50.F- Audio and visual aids
01.40.G- Curricula and evaluation
01.55.+b General physics

Ubiquitous Drawing Errors for the Simple Pendulum

Julio V. Santos-Benito and Albert Gras-Marti

The Physics Teacher -- October 2005 -- Volume 43, Issue 7, pp. 466 | Cited 1 time

Online Publication Date: Sep 2005

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The so-called simple pendulum is found in all introductory physics textbooks, and one or more figures are usually devoted to its study. However, some textbook authors seem to exercise insufficient care in drawing the force diagrams for the motion, and mistakes in these drawings may confound the reader. In particular, there exists considerable confusion about the correct relative magnitude of the forces acting on the pendulum mass. This paper points out some of the common errors.
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01.40.G- Curricula and evaluation
01.55.+b General physics
01.30.mp Textbooks for undergraduates
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A Demonstration of the Critical Angle Without Using Total Internal Reflection

Barret R. Viss and Arnold E. Sikkema

The Physics Teacher -- October 2005 -- Volume 43, Issue 7, pp. 471

Online Publication Date: Sep 2005

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The success of a light ray's transmission to a medium of lower index of refraction depends upon its incident angle at the boundary. If this angle, when measured from the normal, is greater than a certain critical angle, the ray will reflect totally, remaining in the high-index medium. Snell's law, which says that n1 sin θ1 = n2 sin θ2, easily gives the critical angle as θ1 = sin−1(n2∕n1) by setting the angle of refraction to θ2 = 90°. Demonstrations of the critical angle phenomenon usually work with this operational definition. For example, as in Fig. 1, one directs a beam of light radially through the curved surface of a semicircular piece of glass and rotates the semicircle until no ray is seen exiting the flat surface. We describe here a demonstration of the critical angle that does not employ rays leaving the higher-index medium but entering it.
Show PACS
01.40.J- Teacher training
01.50.My Demonstration experiments and apparatus
01.55.+b General physics
42.25.Gy Edge and boundary effects; reflection and refraction
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Making Vision Correction More Visible

Diane Riendeau

The Physics Teacher -- October 2005 -- Volume 43, Issue 7, pp. 473

Online Publication Date: Sep 2005

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Abstract Unavailable
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01.40.G- Curricula and evaluation
01.50.F- Audio and visual aids
01.55.+b General physics
42.66.Ct Anatomy and optics of eye
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Demonstrations with a Sabre-Saw Oscillator

Haym Kruglak

The Physics Teacher -- October 2005 -- Volume 43, Issue 7, pp. 474

Online Publication Date: Sep 2005

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Abstract Unavailable
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01.40.G- Curricula and evaluation
01.50.Pa Laboratory experiments and apparatus
01.55.+b General physics
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FREE

The Roll Call

Boris Korsunsky

The Physics Teacher -- October 2005 -- Volume 43, Issue 7, pp. 476

Online Publication Date: Sep 2005

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

World Year of Physics Challenges Contest

The Physics Teacher -- October 2005 -- Volume 43, Issue 7, pp. 476

Online Publication Date: Sep 2005

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Abstract Unavailable
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01.40.-d Education
01.60.+q Biographies, tributes, personal notes, and obituaries
01.75.+m Science and society
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Using and Writing Explorations in Science

Diane Riendeau

The Physics Teacher -- October 2005 -- Volume 43, Issue 7, pp. 477

Online Publication Date: Sep 2005

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Diane Riendeau has been a physics teacher in suburban Chicago for 17 years and has been mentored by outstanding physics teachers such as Jim Hicks and Chris Chiaverina. She believes in building a foundation before discussing any equations by giving students a personal, fun experience with the concepts prior to classroom discussion. Believing that students should drive the discussions in class, Diane uses explorations to establish a common background and experiences from which they can contribute to the discussion.
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01.40.G- Curricula and evaluation
01.40.J- Teacher training
01.50.Pa Laboratory experiments and apparatus
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How To Evaluate Websites; Obtaining the Modeling Physics Curriculum: Evaluating websites for school use

Dan MacIsaac

The Physics Teacher -- October 2005 -- Volume 43, Issue 7, pp. 479

Online Publication Date: Sep 2005

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Abstract Unavailable
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01.40.G- Curricula and evaluation
01.50.ht Instructional computer use
01.55.+b General physics

How To Evaluate Websites; Obtaining the Modeling Physics Curriculum: Obtaining the freely-distributed Modeling Physics curriculum files

Dan MacIsaac

The Physics Teacher -- October 2005 -- Volume 43, Issue 7, pp. 479

Online Publication Date: Sep 2005

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Abstract Unavailable
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01.40.Fk Research in physics education
01.50.F- Audio and visual aids
01.40.E- Science in school
01.55.+b General physics
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Football Physics: The Science of the Game: Timothy Gay

David G. Haase

The Physics Teacher -- October 2005 -- Volume 43, Issue 7, pp. 480

Online Publication Date: Sep 2005

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Abstract Unavailable
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01.30.Vv Book reviews
01.40.Fk Research in physics education
01.55.+b General physics

MicroReviews by the Book Review Editor: The Einstein Almanac: Alice Calaprice

John L. Hubisz

The Physics Teacher -- October 2005 -- Volume 43, Issue 7, pp. 480

Online Publication Date: Sep 2005

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Abstract Unavailable
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01.30.Vv Book reviews
01.40.J- Teacher training
01.65.+g History of science

MicroReviews by the Book Review Editor: Relatively Speaking: Relativity, Black Holes, and the Fate of the Universe: Eric Chaisson

John L. Hubisz

The Physics Teacher -- October 2005 -- Volume 43, Issue 7, pp. 480

Online Publication Date: Sep 2005

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Abstract Unavailable
Show PACS
01.30.Vv Book reviews
01.55.+b General physics
01.40.J- Teacher training

MicroReviews by the Book Review Editor: The Expanded Quotable Einstein: Albert Einstein

John L. Hubisz

The Physics Teacher -- October 2005 -- Volume 43, Issue 7, pp. 480

Online Publication Date: Sep 2005

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Abstract Unavailable
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01.30.Bb Publications of lectures (advanced institutes, summer schools, etc.)
01.60.+q Biographies, tributes, personal notes, and obituaries
01.65.+g History of science

MicroReviews by the Book Review Editor: The Meaning of Relativity: Including the Relativistic Theory of the Non-Symmetric Field (5th edition): Albert Einstein

John L. Hubisz

The Physics Teacher -- October 2005 -- Volume 43, Issue 7, pp. 480

Online Publication Date: Sep 2005

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Abstract Unavailable
Show PACS
01.30.Vv Book reviews
01.65.+g History of science
01.40.J- Teacher training

MicroReviews by the Book Review Editor: Albert Einstein: A Biography: Albrecht Fölsing

John L. Hubisz

The Physics Teacher -- October 2005 -- Volume 43, Issue 7, pp. 480

Online Publication Date: Sep 2005

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Abstract Unavailable
Show PACS
01.30.Vv Book reviews
01.60.+q Biographies, tributes, personal notes, and obituaries
01.65.+g History of science
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