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Sep 2006

Volume 44, Issue 6, pp. 326-400

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What CAN You Find?

Art Hovey, Retired Physics Teacher

The Physics Teacher -- September 2006 -- Volume 44, Issue 6, pp. 326

Online Publication Date: Aug 2006

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01.40.Fk Research in physics education
01.50.Kw Techniques of testing
01.55.+b General physics

Comments on “Why Do We Feel Weightless in Free Fall?”

Pirooz Mohazzabi

The Physics Teacher -- September 2006 -- Volume 44, Issue 6, pp. 326

Online Publication Date: Aug 2006

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01.40.J- Teacher training
01.40.gb Teaching methods and strategies
01.55.+b General physics

Thoughts on “Pseudoscience”

Art Hobson, Professor Emeritus of Physics

The Physics Teacher -- September 2006 -- Volume 44, Issue 6, pp. 327

Online Publication Date: Aug 2006

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01.40.gb Teaching methods and strategies
01.75.+m Science and society
01.40.J- Teacher training

Pseudosience and Modern Physics

Zofia Golab-Meyer

The Physics Teacher -- September 2006 -- Volume 44, Issue 6, pp. 327

Online Publication Date: Aug 2006

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01.40.gb Teaching methods and strategies
01.40.Ha Learning theory and science teaching
01.75.+m Science and society

The Inability of Students to “Chunk” Information

Robert Ehrlich

The Physics Teacher -- September 2006 -- Volume 44, Issue 6, pp. 328

Online Publication Date: Aug 2006

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01.40.gb Teaching methods and strategies
01.50.Kw Techniques of testing
01.55.+b General physics

Authors' Response

E. F. Redish, Rachel Scherr, and Jonathan Tuminaro

The Physics Teacher -- September 2006 -- Volume 44, Issue 6, pp. 329

Online Publication Date: Aug 2006

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01.40.gb Teaching methods and strategies
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01.55.+b General physics

Figuring Rainbows

Roger H. Stuewer

The Physics Teacher -- September 2006 -- Volume 44, Issue 6, pp. 330

Online Publication Date: Aug 2006

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01.50.fh Posters, cartoons, art, etc.
01.50.Zv Errors in physics classroom materials
01.55.+b General physics

More Figuring Rainbows

Martin Lieberherr

The Physics Teacher -- September 2006 -- Volume 44, Issue 6, pp. 330

Online Publication Date: Aug 2006

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01.50.fh Posters, cartoons, art, etc.
01.50.Zv Errors in physics classroom materials
01.55.+b General physics

Hewitt's Response

Paul Hewitt

The Physics Teacher -- September 2006 -- Volume 44, Issue 6, pp. 330

Online Publication Date: Aug 2006

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01.50.fh Posters, cartoons, art, etc.
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Correction: “Stars of the Big Dipper: A 3-D Vector Activity,” Phys. Teach. 44, 168–172 (March 2006)

The Physics Teacher -- September 2006 -- Volume 44, Issue 6, pp. 330

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01.50.Zv Errors in physics classroom materials
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Welcome to AAPT's New Executive Officer

Bernard Khoury

The Physics Teacher -- September 2006 -- Volume 44, Issue 6, pp. 332

Online Publication Date: Aug 2006

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01.60.+q Biographies, tributes, personal notes, and obituaries
01.30.-y Physics literature and publications
01.10.Hx Physics organizational activities
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From Love to Advocacy

Toufic Hakim

The Physics Teacher -- September 2006 -- Volume 44, Issue 6, pp. 333

Online Publication Date: Aug 2006

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01.10.Hx Physics organizational activities
01.30.-y Physics literature and publications
01.75.+m Science and society
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AAPT 75th Anniversary

The Physics Teacher -- September 2006 -- Volume 44, Issue 6, pp. 334

Online Publication Date: Aug 2006

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In recognition of the 75th anniversary of AAPT, during this year we will be publishing brief notes on interesting and significant science-related events in 1931, the founding year of the association.
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01.65.+g History of science
01.60.+q Biographies, tributes, personal notes, and obituaries
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UP-DOWN TIME

Paul Hewitt

The Physics Teacher -- September 2006 -- Volume 44, Issue 6, pp. 335

Online Publication Date: Aug 2006

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01.50.fh Posters, cartoons, art, etc.
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Rocket Propulsion with Sparklers

Paul Gluck

The Physics Teacher -- September 2006 -- Volume 44, Issue 6, pp. 336

Online Publication Date: Aug 2006

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A fairly well-known demonstration using a sparkler is the following: Bend the wire where you hold it at 90° to the active part, and insert it into the chuck of a drill. Darken the room, ignite the sparkler, and let the drill rotate slowly. A shower of sparks flies off tangent to the circular motion, much like sparks from a rotating whetstone.
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01.50.My Demonstration experiments and apparatus
01.55.+b General physics
01.40.Fk Research in physics education

The Perceived Value of College Physics Textbooks: Students and Instructors May Not See Eye to Eye

Noah Podolefsky and Noah Finkelstein

The Physics Teacher -- September 2006 -- Volume 44, Issue 6, pp. 338 | Cited 4 times

Online Publication Date: Aug 2006

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Physics instructors generally tell their students to read the textbook assignments before coming to lecture. While the textbook is a part of nearly every physics course, it is not clear how students use it. Only a small number of previous studies have asked how students actually use their textbooks. One such study measured the amount students read a particular introductory physics textbook at two institutions. This study showed that at one institution less than 40% of students in introductory physics regularly read the textbook assignments, but that at an institution where students were required to submit reading exercises, 55% of students regularly read the textbook.1 However, this study did not explore the effects of reading or whether different courses or different textbooks affected student reading habits. Another study, in chemistry, reported a significant correlation between the time spent reading and course grades for general chemistry students; lower performing students actually read more. This study, however, also reported that for organic chemistry students there was no correlation between time spent reading and course grades.2
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01.40.Fk Research in physics education
01.30.mp Textbooks for undergraduates
01.40.-d Education
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Making and Evaluating an Electrical Battery

Adam Niculescu and Peter Martin

The Physics Teacher -- September 2006 -- Volume 44, Issue 6, pp. 343 | Cited 2 times

Online Publication Date: Aug 2006

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This paper describes an experiment that can be used to introduce the operation and working parameters of a battery to either high school or college students. The experiment shows students how to use a simple cell to light an LED and how to measure current, voltage, and power when they are changing with time. The experiment can be extended to show how effective electrode area controls the current and voltage, and how to measure the internal resistance of the battery.
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01.50.Pa Laboratory experiments and apparatus
01.40.gb Teaching methods and strategies
01.55.+b General physics

An Inexpensive Optical Absorption Experiment

Thomas B. Greenslade, Jr.

The Physics Teacher -- September 2006 -- Volume 44, Issue 6, pp. 348

Online Publication Date: Aug 2006

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This optical absorption experiment can be put together in only a few minutes with materials found in most secondary or undergraduate stockrooms. The absorption material is the partly transparent flexible anti-static plastic material used to package solid-state devices. The detector is a hand-held photographic exposure meter of the type that was in common use before the advent of point-and-shoot cameras. A graph of the intensity of the transmitted light as a function of the number of sheets of the material is a decreasing exponential. The emphasis of the experiment is on the mathematical form.
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01.50.Pa Laboratory experiments and apparatus
01.40.gb Teaching methods and strategies
01.55.+b General physics

Origin of Bird Flight: A Physics Viewpoint

Bernard J. Feldman, Thomas F. George, Charles A. Long, Claudine F. Long, and Guoping Zhang

The Physics Teacher -- September 2006 -- Volume 44, Issue 6, pp. 351 | Cited 1 time

Online Publication Date: Aug 2006

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The debate over the origin of bird flight dates back over 100 years. Over the last century two opposing viewpoints have emerged. The first claims that flight originated by running along the ground and then leaping and flapping—this is called the “ground-up” theory.1 The second claims that flight originated from the trees—from jumping out of trees and gliding—and is called the “tree-down” theory.2 Recently, Long et al. proposed a new theory—“flutter-gliding”—that combines features from both of these previous theories.3–5 This paper will discuss all three of these theories of the origin of bird flight in terms of Newton's second law of motion and provides a simplified version of a series of articles published by Long et al.3–5 We believe this material is a wonderful application of Newton's second law of motion that is appropriate for both high school and college introductory physics courses, and leads naturally into a discussion of the physics of gliding, flying, and sprinting.
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01.40.J- Teacher training
01.55.+b General physics

Lecturing with a Virtual Whiteboard

Zoran Milanovic

The Physics Teacher -- September 2006 -- Volume 44, Issue 6, pp. 354 | Cited 2 times

Online Publication Date: Aug 2006

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Recent advances in computer technology, word processing software, and projection systems have made traditional whiteboard lecturing obsolete. Tablet personal computers connected to display projectors and running handwriting software have replaced the marker-on-whiteboard method of delivering a lecture. Since the notes can be saved into an electronic file, they can be uploaded to a class website to be perused by the students later. This paper will describe the author's experiences in using this new technology to deliver physics lectures at an engineering school. The benefits and problems discovered will be reviewed and results from a survey of student opinions will be discussed.
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01.40.gb Teaching methods and strategies
01.50.H- Computers in education
01.40.J- Teacher training

Finding the Outdoor Temperature Using a Tuning Fork and Resonance

Peter Froehle

The Physics Teacher -- September 2006 -- Volume 44, Issue 6, pp. 358

Online Publication Date: Aug 2006

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This paper describes a simple laboratory exercise for estimating the outside temperature using a homemade sound resonance apparatus.
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01.50.Pa Laboratory experiments and apparatus
01.55.+b General physics
01.40.gb Teaching methods and strategies

Probeware Modification of a Spectrometer

Don Easton

The Physics Teacher -- September 2006 -- Volume 44, Issue 6, pp. 360

Online Publication Date: Aug 2006

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I'm always amazed by the beauty of the atomic spectra and can imagine the excitement of the early spectroscopists when they realized that the line spectra uniquely identify the elements. I would like physics students to share that excitement, but find that the tedious nature of reading a Vernier scale in a darkened room, reading fractional angles in minutes of degrees, and converting angles in degrees and minutes to decimal notation soon make the exercise so tedious that students lose sight of the intended task of identifying and characterizing the spectral lines. At Acadia University, we have adapted a PASCO rotary motion sensor1 and voltage probe, both interfaced to a computer using a Vernier LabPro,2 to semi-automate our spectrometer3 measurements.
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01.50.Pa Laboratory experiments and apparatus
01.50.-i Educational aids

An Inexpensive Demonstration of Projectile Motion

Iain MacInnes

The Physics Teacher -- September 2006 -- Volume 44, Issue 6, pp. 364

Online Publication Date: Aug 2006

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It is easily shown that for a projectile with initial upward velocity vo, the height reached, h, is given by
math
If it is projected at angle θ above the horizontal, the maximum height reached is given by
math
and the horizontal range R is given by
math
For θ = 45°, we can divide Eq. (2) by Eq. (1) to get
math
and Eq. (3) by Eq. (1) to obtain
math
This means that a projectile that reaches a height of 1 m when fired vertically will, when fired at 45°, reach a maximum height of 0.5 m and have a horizontal range of 2 m. To demonstrate the above, I used a colorful rubber ball of diameter 2 in. First, I dropped it onto a horizontal wooden board (Fig. 1). To rebound to a vertical height of 1 m, it was dropped from a height of 1.2 m. To project it at an angle of 45°, the same wooden board was inclined at an angle of 22.5° (Fig. 2). Assuming that no significant spin is generated in the fall, then the ball will bounce off the board at an angle of 45°.
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01.50.Pa Laboratory experiments and apparatus
01.55.+b General physics
01.40.J- Teacher training

Exploring Series and Parallel Combinations of Capacitors by Inquiry

Douglas Young

The Physics Teacher -- September 2006 -- Volume 44, Issue 6, pp. 366

Online Publication Date: Aug 2006

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Using lightbulbs and batteries for qualitatively examining resistive combinations has a long and venerable history. There is, however, no similar body of work that explores combinations of capacitors in a similar fashion. This paper begins to fill that gap by describing an inquiry-based method to examine combinations of capacitors.
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01.40.gb Teaching methods and strategies
01.50.Pa Laboratory experiments and apparatus
01.55.+b General physics

Illustrating Physics with Ray-Traced Computer Graphics

T. J. Bensky

The Physics Teacher -- September 2006 -- Volume 44, Issue 6, pp. 369 | Cited 3 times

Online Publication Date: Aug 2006

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This paper provides a brief introduction to using ray-traced computer graphics for creating illustrations to be used in physics teaching. The article focuses on Povray, a freely available ray-tracing software program. We have found that a ray-traced illustration produced with this software provides a final-image quality that is far superior to hand-drawn illustrations and those produced using standard click-and-draw computer drawing software. Techniques for illustrating time-dependent scenarios are discussed as well.
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01.40.gb Teaching methods and strategies
01.50.H- Computers in education
01.50.My Demonstration experiments and apparatus

Don't Zap that Light Bulb!

Biswajit Ray

The Physics Teacher -- September 2006 -- Volume 44, Issue 6, pp. 374

Online Publication Date: Aug 2006

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Children are often told by their parents not to play with the light switch because every time a light bulb is switched on and off, it costs an extra penny. However, the life of a light bulb under repeated switching is more of a concern than the negligible (estimated to be less than one-thousandth of a penny) additional electricity cost. This brief note explores the connection between the life of a light bulb and the electrical transient associated with switching it on.
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01.30.Rr Surveys and tutorial papers; resource letters
01.55.+b General physics
FREE

Creating a Virtual Ripple Tank in Microsoft Word

Judson Wagner

The Physics Teacher -- September 2006 -- Volume 44, Issue 6, pp. 376

Online Publication Date: Aug 2006

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A ripple tank is an excellent apparatus for displaying the interference pattern generated by circular waves originating from two points in a shallow basin of water. What sets it apart from the interference by sources of sound and light is that it allows the interfering waves to be seen and measured (see Fig. 1). This paper describes a fairly quick way to investigate two-dimensional wave interference on a computer without putting that computer near a wet, sloshing tank of water. Microsoft Word was used for this purpose, although a wide range of other simple drawing programs may be employed.
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01.40.gb Teaching methods and strategies
01.50.Lc Laboratory computer use
01.55.+b General physics

Angular Speed of a Compact Disc

Mikolaj “Mik” Sawicki

The Physics Teacher -- September 2006 -- Volume 44, Issue 6, pp. 378 | Cited 1 time

Online Publication Date: Aug 2006

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A spinning motion of a compact disc in a CD player offers an interesting and challenging problem in rotational kinematics with a nonconstant angular acceleration that can be incorporated into a typical introductory physics class for engineers and scientists. It can be used either as an example presented during the lecture, emphasizing application of calculus, or as a homework assignment that could be handled easily with the help of a spreadsheet, thus eliminating the calculus aspect altogether. I tried both approaches, and the spreadsheet study was favored by my students.
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01.50.-i Educational aids
01.50.My Demonstration experiments and apparatus
01.40.gb Teaching methods and strategies

A Simplified Theoretical Treatment and Simulated Experimental Calculation of the Roche Limit

Michael C. LoPresto

The Physics Teacher -- September 2006 -- Volume 44, Issue 6, pp. 381

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First calculated theoretically in 1850 by French mathematician Eduardo Roche, the Roche limit is the approximate distance from a Jovian planet beyond which moons are found. Within this distance, tidal forces (differential gravitational forces) are stronger than the gravitational binding forces between particles so moons cannot form and instead rings are found. Tidal forces are the differences in gravitation force exerted on different parts of an object due to being different distances from the source. This paper presents a simulation of a scientific experiment. First, a simple expression for the Roche limit, the boundary between the distances from a Jovian planet that the ring systems and moons are found, is derived. A computer simulation of an observation is then used to test the expression “experimentally.”
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01.40.gb Teaching methods and strategies
01.55.+b General physics

Toying Around in Physics: A Cross-Curricular Project for Advanced Physics Classes

George J. Hademenos

The Physics Teacher -- September 2006 -- Volume 44, Issue 6, pp. 384 | Cited 1 time

Online Publication Date: Aug 2006

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An effective instructional tool for science teachers, as well as for teachers in any discipline, is to base content and classroom discussions on the experiences of their students. Any concept discussed in class becomes much easier to learn and understand if the student can relate an experience and draw concrete associations between the experience and the concept. This is particularly the case for classroom instruction in physics.
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01.40.gb Teaching methods and strategies
01.50.Wg Physics of toys
01.30.lb Undergraduate schools
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Mariotte Bottle with Side Openings

Marián Kireš

The Physics Teacher -- September 2006 -- Volume 44, Issue 6, pp. 388

Online Publication Date: Aug 2006

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One of the applications of Bernoulli's equation studied in introductory physics courses is that of a liquid, such as water, flowing from an opening in the side of an open tank. The speed of the escaping water is variable: it depends on the height of the free water surface above the opening, and this speed will decrease as the water level drops.
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01.50.Pa Laboratory experiments and apparatus
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Angular Momentum Demo Using Magnetic Neodymium Spheres

Steve Dail

The Physics Teacher -- September 2006 -- Volume 44, Issue 6, pp. 391

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Abstract Unavailable
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Planets and Galaxies on Soap Films

Alexsandro Jesus Ferreira de Oliveira and Eduardo de Campos Valadares

The Physics Teacher -- September 2006 -- Volume 44, Issue 6, pp. 392

Online Publication Date: Aug 2006

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Abstract Unavailable
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01.50.My Demonstration experiments and apparatus
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The bouncing dart

Paul G. Hewitt

The Physics Teacher -- September 2006 -- Volume 44, Issue 6, pp. 394

Online Publication Date: Aug 2006

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01.55.+b General physics
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Neither Here Nor There

Boris Korsunsky

The Physics Teacher -- September 2006 -- Volume 44, Issue 6, pp. 395

Online Publication Date: Aug 2006

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01.40.J- Teacher training
01.50.Rt Physics tournaments and contests
01.55.+b General physics
FREE

Neither Here Nor There

Boris Korsunsky

The Physics Teacher -- September 2006 -- Volume 44, Issue 6, pp. 395

Online Publication Date: Aug 2006

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01.40.J- Teacher training
01.50.Rt Physics tournaments and contests
01.55.+b General physics
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Learning Cycle Model of a Science Lesson

Jim and Jane Nelson

The Physics Teacher -- September 2006 -- Volume 44, Issue 6, pp. 396

Online Publication Date: Aug 2006

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Editor's note: One of the goals of AAPT is to provide support and encouragement to those new to teaching physics by sharing ideas that experienced physics teachers have found helpful. I hope you will look to this column throughout the year to find help with lesson planning, ideas for classroom management, and opportunities for professional growth. This month's contributing authors, Jane and Jim Nelson, are award-winning physics teachers with years of experience in the classroom, conducting PTRA workshops, and serving as leaders for local, state, and national AAPT organizations. Their contributions to physics teaching are much too numerous to list here, but their joy in sharing ideas with you is typical of the support you will find from AAPT.
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01.40.gb Teaching methods and strategies
01.40.J- Teacher training
01.40.Fk Research in physics education
01.50.Qb Laboratory course design, organization, and evaluation
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ComPADRE Digital Collections

Dan MacIsaac

The Physics Teacher -- September 2006 -- Volume 44, Issue 6, pp. 398

Online Publication Date: Aug 2006

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01.40.gb Teaching methods and strategies
01.50.H- Computers in education
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The Theory of Almost Everything: The Standard Model, the Unsung Triumph of Modern Physics: Robert Oerter

Jay Hubisz

The Physics Teacher -- September 2006 -- Volume 44, Issue 6, pp. 399

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01.50.-i Educational aids
01.30.Vv Book reviews

MicroReviews by the Book Review Editor: Einstein's Other Theory: The Planck-Bose-Einstein Theory of Heat Capacity: Donald W. Rogers

John L. Hubisz

The Physics Teacher -- September 2006 -- Volume 44, Issue 6, pp. 399

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MicroReviews by the Book Review Editor: Physics Demonstrations: A Sourcebook for Teachers of Physics: Julien Clinton Sprott

John L. Hubisz

The Physics Teacher -- September 2006 -- Volume 44, Issue 6, pp. 399

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01.30.Vv Book reviews
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Testing Alternative Hypotheses

Frank A. Smith

The Physics Teacher -- September 2006 -- Volume 44, Issue 6, pp. 400 | Cited 1 time

Online Publication Date: Aug 2006

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01.40.gb Teaching methods and strategies
01.75.+m Science and society
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