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American Journal of Physics

The Physics Teacher»
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SECTION LISTING

LETTERS TO THE EDITOR
AAPT 75TH ANNIVERSARY
GUEST EDITORIAL
FIGURING PHYSICS
PAPERS
APPARATUS FOR TEACHING PHYSICS
TRICK OF THE TRADE
LITTLE GEMS
FROM OUR FILES
PHYSICS CHALLENGE FOR TEACHERS AND STUDENTS
FOR THE NEW TEACHER
WEBSIGHTS
BOOK REVIEWS
IN MY OPINION

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Issue 9 | Dec 2006 | pp. 566-624

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Nov 2006

Volume 44, Issue 8, pp. 486-560

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LETTERS TO THE EDITOR

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Imagining Students' Studying Processes

Julie Conlon, Physics Outreach Coordinator

The Physics Teacher -- November 2006 -- Volume 44, Issue 8, pp. 486

Online Publication Date: Nov 2006

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Abstract Unavailable

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01.40.Fk	Research in physics education
01.40.gb	Teaching methods and strategies
01.55.+b	General physics

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Matching Theory with Real Data

Dan Burns

The Physics Teacher -- November 2006 -- Volume 44, Issue 8, pp. 486

Online Publication Date: Nov 2006

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Abstract Unavailable

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01.50.Pa	Laboratory experiments and apparatus
01.50.-i	Educational aids

AAPT 75TH ANNIVERSARY

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APPT 75th Anniversary

The Physics Teacher -- November 2006 -- Volume 44, Issue 8, pp. 487

Online Publication Date: Nov 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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AAPT 75th Anniversary

The Physics Teacher -- November 2006 -- Volume 44, Issue 8, pp. 487

Online Publication Date: Nov 2006

Full Text: Read Online (HTML) | Download PDF

Show Abstract

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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AAPT 75th Anniversary

The Physics Teacher -- November 2006 -- Volume 44, Issue 8, pp. 487

Online Publication Date: Nov 2006

Full Text: Read Online (HTML) | Download PDF

Show Abstract

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

GUEST EDITORIAL

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Science Literacy and Backward Priorities

Art Hobson

The Physics Teacher -- November 2006 -- Volume 44, Issue 8, pp. 488 | Cited 2 times

Online Publication Date: Nov 2006

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“The life-enhancing potential of science and technology cannot be realized unless the public in general comes to understand science, mathematics, and technology and to acquire scientific habits of mind; without a scientifically literate population, the outlook for a better world is not promising.” [Italics added.]

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01.75.+m	Science and society
01.40.gb	Teaching methods and strategies
01.30.Rr	Surveys and tutorial papers; resource letters

FIGURING PHYSICS

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FALLING APPLE

Paul Hewitt

The Physics Teacher -- November 2006 -- Volume 44, Issue 8, pp. 490

Online Publication Date: Nov 2006

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Abstract Unavailable

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01.50.Kw	Techniques of testing
01.50.-i	Educational aids

PAPERS

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An Atmospheric Pressure Ping-Pong “Ballometer”

Alexander Kazachkov, Dmitriy Kryuchkov, Courtney Willis, and John C. Moore

The Physics Teacher -- November 2006 -- Volume 44, Issue 8, pp. 492

Online Publication Date: Nov 2006

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Classroom experiments on atmospheric pressure focus largely on demonstrating its existence, often in a most impressive way. A series of amusing physics demonstrations is widely known and practiced by educators teaching the topic. However, measuring the value of atmospheric pressure (P_atm) is generally done in a rather mundane way, simply by reading some commercially produced meter. Even though students building a 35-ft high water barometer^1,2 is definitely instructive, as is the measurement of P_atm with much smaller gas-filled devices,^3,4 there exist hardly any physics lab exercises focused on the measurement of atmospheric pressure. This paper describes a modification of a well-known physics demonstration into an experiment that allows one to estimate atmospheric pressure quite accurately. Our simple and inexpensive apparatus can be used in lecture demonstrations or as a tool in an educational laboratory setting.

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01.40.Fk	Research in physics education
01.50.My	Demonstration experiments and apparatus
01.50.Pa	Laboratory experiments and apparatus
06.60.-c	Laboratory procedures

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Reflection with a Twist: The Helical Mirror

Alan J. DeWeerd and S. Eric Hill

The Physics Teacher -- November 2006 -- Volume 44, Issue 8, pp. 496

Online Publication Date: Nov 2006

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Over the last few years, the helical mirror or “spinner” has become a popular decoration for gardens and elsewhere. Even casual observation reveals intriguing optical properties, so the spinner is a good teaching tool. To facilitate student exploration, we suggest some questions and provide brief explanations.

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01.50.My	Demonstration experiments and apparatus
42.79.Bh	Lenses, prisms and mirrors

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Electrostatics with Computer-Interfaced Charge Sensors

Robert A. Morse

The Physics Teacher -- November 2006 -- Volume 44, Issue 8, pp. 498 | Cited 2 times

Online Publication Date: Nov 2006

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Computer interfaced electrostatic charge sensors^1,2 allow both qualitative and quantitative measurements of electrostatic charge but are quite sensitive to charges accumulating on modern synthetic materials. They need to be used with care so that students can correctly interpret their measurements. This paper describes the operation of the sensors, precautions for using them, and suggestions for experiments with sample readings.₃

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01.50.ht	Instructional computer use
01.50.Pa	Laboratory experiments and apparatus
07.68.+m	Photography, photographic instruments; xerography
41.20.Cv	Electrostatics; Poisson and Laplace equations, boundary-value problems

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Using Tide Data in Introductory Classes

Marvin L. De Jong

The Physics Teacher -- November 2006 -- Volume 44, Issue 8, pp. 504

Online Publication Date: Nov 2006

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Ocean tides are not typically high in our consciousness here in Missouri, but in teaching astronomy and physical science the subject always comes up, and teachers of physical science and astronomy are all quite familiar with the textbook explanations. Our goal here is not to explain tides^1,2 but to make some suggestions about how, on their own, students can discover relationships between hypotheses and actual evidence.

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01.40.Fk	Research in physics education
92.10.Hm	Ocean waves and oscillations
96.90.+c	Other topics on the Solar system and planetology (restricted to new topics in section 96)
01.65.+g	History of science

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Experimenting with Guitar Strings

Michael C. LoPresto

The Physics Teacher -- November 2006 -- Volume 44, Issue 8, pp. 509 | Cited 1 time

Online Publication Date: Nov 2006

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What follows is a description of a simple experiment developed in a nonmathematical general education science course on sound and light for fine arts students in which a guitar is used with data collection hardware and software to verify the properties of standing waves on a string.

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01.50.Pa	Laboratory experiments and apparatus
43.75.+a	Music and musical instruments
46.40.-f	Vibrations and mechanical waves

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Laser Measurement of Optical Errors of the Eye

Giuseppe Colicchia and Hartmut Wiesner

The Physics Teacher -- November 2006 -- Volume 44, Issue 8, pp. 512

Online Publication Date: Nov 2006

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One way to motivate students' interest in physics is to teach it in the context of medicine.¹ Optics, for example, can be taught with examples from the eye. For many years simple optics of lenses has been taught using a model of the eye.² However, recent advances in using lasers for ophthalmological (ocular) examinations³ can be used to increase motivation and provide a look at sophisticated use of lasers in ophthalmology. This paper describes a set of experiments that help students learn about contemporary methods of ophthalmological examinations that do not require the traditional approach of placing many lenses in front of the patient's eyes.

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01.50.My	Demonstration experiments and apparatus
07.60.-j	Optical instruments and equipment
42.66.-p	Physiological optics

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An Exact Algebraic Evaluation of Path-Length Difference for Two-Source Interference

Seth Hopper and John Howell

The Physics Teacher -- November 2006 -- Volume 44, Issue 8, pp. 516

Online Publication Date: Nov 2006

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When studying wave interference, one often wants to know the difference in path length for two waves arriving at a common point P but coming from adjacent sources. For example, in many contexts interference maxima occur where this path-length difference is an integer multiple of the wavelength. The standard approximation for the path-length difference is

where d is the distance between the sources and θ is the angle between the perpendicular bisector of d and the line connecting P to the midpoint of d. A common derivation of Eq. (1) begins with the seemingly paradoxical approximation that two paths that meet at a common point can be treated as parallel. In this paper we present an alternative derivation that first finds a simple, exact expression for the path-length difference, valid even when the paths clearly are not parallel. We then show the circumstances under which Eq. (1) is a useful approximation to the exact expression and finally determine an upper limit to the error inherent in using Eq. (1) in place of the exact expression. No math is required beyond the Pythagorean theorem and simple algebra.

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01.40.J-	Teacher training
07.60.-j	Optical instruments and equipment
42.25.Fx	Diffraction and scattering
42.25.Hz	Interference

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A Study of Physics First Curricula in Pennsylvania

Oliver Dreon, Jr.

The Physics Teacher -- November 2006 -- Volume 44, Issue 8, pp. 521 | Cited 3 times

Online Publication Date: Nov 2006

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Physics First has gained momentum across the country. Providing a radically different paradigm to teaching science at the high school level, the Physics First movement inverts the traditional science sequence by teaching physics to ninthgrade students. One of the benefits of this change, supporters claim, is that it provides a foundation to teach chemistry and biology in later grades. As Spencer Pasero¹ explains,

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01.30.mr	Textbooks for students in grades 9-12
01.40.ek	Secondary school
01.40.Fk	Research in physics education

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A Magnetic Paradox

Ebe Arndt

The Physics Teacher -- November 2006 -- Volume 44, Issue 8, pp. 524

Online Publication Date: Nov 2006

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Two recent articles^1,2 in this journal described how an air core solenoid connected to an ac power source may restore the magnetization of a bar magnet with an alternating magnetic field (see Figs. 1 and 2). Although we are quite accustomed to using a constant magnetic field in an air core solenoid to remagnetize a ferromagnet, it is puzzling that we can also use an alternating magnetic field to realign the magnetic domains of a ferromagnet. To make the puzzle even more intriguing, the very same setup may be used to degauss a TV screen; that is, the alternating magnetic field of an air core solenoid can also “scramble” the magnetic domains of a ferromagnet! Although the latter phenomenon intuitively makes more sense, we are still left with a confusing paradox: How can an alternating magnetic field align the magnetic domains in one ferromagnet and scramble the magnetic domains in another? Paradoxes like these are ideal for student investigations because they create a natural interest. In fact, since the two articles mentioned above were unable to explain the magnetic paradox, my students and I were intrigued enough to investigate the phenomenon and then try to understand it theoretically. This paper describes how we used the paradoxical phenomenon for a student investigation into nonlinear systems. In order to be successful, students should be familiar with calculus, preferably at the level of an advanced-placement class.

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01.50.My	Demonstration experiments and apparatus
41.90.+e	Other topics in electromagnetism; electron and ion optics (restricted to new topics in section 41)

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Noise Reduction by Signal Accumulation

Yaakov Kraftmakher

The Physics Teacher -- November 2006 -- Volume 44, Issue 8, pp. 528

Online Publication Date: Nov 2006

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The aim of this paper is to show how the noise reduction by signal accumulation can be accomplished with a data acquisition system. This topic can be used for student projects. In many cases, the noise reduction is an unavoidable part of experimentation. Several techniques are known for this purpose, and among them the signal accumulation is the simplest one. It is based on exactly knowing the period of a signal to be expected. This is possible when the signal is a response to periodic changes of some external parameters set by the experimenter. For instance, the sample may be subjected to periodic changes of temperature, pressure, irradiation, magnetic or electric field, etc. Therefore, the response of the sample is of exactly the same periodicity as the external influence. A source of this influence provides a signal strictly defining the period of the signal.

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01.50.Lc	Laboratory computer use
01.50.My	Demonstration experiments and apparatus
06.20.Dk	Measurement and error theory

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Rain-Induced Shadows

Albert A. Bartlett

The Physics Teacher -- November 2006 -- Volume 44, Issue 8, pp. 532

Online Publication Date: Nov 2006

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Several times a week I walk by a metal chair that is fastened to a flat concrete slab at an outdoor bus stop here in Boulder. One day I noticed on the concrete a nice shadow image of the woven metal seat of the chair (Fig. 1). The seat and back of the chair are formed from 3.8-cm wide strips of metal spaced 3.8 cm apart. The seat is about 39 cm above the concrete. Here's how I think this shadow image was produced.

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01.50.My	Demonstration experiments and apparatus
01.40.J-	Teacher training
01.55.+b	General physics

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Simple and Cooperatively Built Wave Motion Demonstrator

Adolf Cortel

The Physics Teacher -- November 2006 -- Volume 44, Issue 8, pp. 534

Online Publication Date: Nov 2006

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Some designs of simple wave demonstration devices have been described in this journal and elsewhere.^1–5 A new simple model can be built using only dowels, binder clips, and loops of thread. Not only can it be easily assembled, stored, or disassembled, but also all the students in a class can cooperate in its building by connecting successive pieces (units), which make the apparatus as long as desired.

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01.50.F-	Audio and visual aids
01.50.My	Demonstration experiments and apparatus
01.55.+b	General physics

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Calculating g from Acoustic Doppler Data

Sebastián M. Torres and Wilson J. González-Espada

The Physics Teacher -- November 2006 -- Volume 44, Issue 8, pp. 536

Online Publication Date: Nov 2006

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Traditionally, the Doppler effect for sound is introduced in high school and college physics courses. Students calculate the perceived frequency for several scenarios relating a stationary or moving observer and a stationary or moving sound source. These calculations assume a constant velocity of the observer and∕or source. Although seldom discussed in this context, generalization of the Doppler effect for accelerated sound sources is relatively straightforward and can be used as an enriching tool in the classroom. The purpose of this paper is to describe a simple experiment to determine the acceleration of gravity (g) from an acoustic source in free fall.

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01.40.ek	Secondary school
01.50.ht	Instructional computer use
01.50.Pa	Laboratory experiments and apparatus
06.30.Ft	Time and frequency
06.30.Gv	Velocity, acceleration, and rotation
43.90.+v	Other topics in acoustics (restricted to new topics in section 43)

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A Simple Photometer to Study Skylight

Gordon McIntosh

The Physics Teacher -- November 2006 -- Volume 44, Issue 8, pp. 540 | Cited 3 times

Online Publication Date: Nov 2006

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A simple photometer constructed from an LED and an op amp can be used to measure light in a number of physical situations. A variety of LEDs exist to investigate different wavelength ranges. Combined with an inexpensive transit, the LED photometer can be used to carry out skylight studies and atmospheric optical depth measurements. The activities described in this paper can help students understand why the sky is blue and introduce students to the basics of radiation scattering and planetary atmospheres.

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42.68.-w	Atmospheric and ocean optics
01.50.Pa	Laboratory experiments and apparatus

APPARATUS FOR TEACHING PHYSICS

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Law of Conservation of Momentum Apparatus

Akio Saitoh

The Physics Teacher -- November 2006 -- Volume 44, Issue 8, pp. 546

Online Publication Date: Nov 2006

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Two plates are set up horizontally, 4.1 cm apart, one above the other as shown in Fig. 1. The upper acrylic plate has a total of 405 small drilled holes. A fine stainless steel wire is inserted through each hole and adjusted so that one end of the wire is 1.8 cm above the lower wooden plate. The other end of the wire is taped to the upper plate and connected to the positive terminal of the power supply.

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01.50.Pa	Laboratory experiments and apparatus
45.20.dc	Rotational dynamics
45.20.df	Momentum conservation
45.50.Tn	Collisions

TRICK OF THE TRADE

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Modeling the Behavior of Light with a Light Cone

Edward P. Wyrembeck

The Physics Teacher -- November 2006 -- Volume 44, Issue 8, pp. 549 | Cited 1 time

Online Publication Date: Nov 2006

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Abstract Unavailable

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01.40.gb	Teaching methods and strategies
01.50.-i	Educational aids
01.50.My	Demonstration experiments and apparatus

LITTLE GEMS

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That's the Way the Bouncing Ball Spins

Robert Beck Clark

The Physics Teacher -- November 2006 -- Volume 44, Issue 8, pp. 550 | Cited 2 times

Online Publication Date: Nov 2006

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Abstract Unavailable

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01.50.My	Demonstration experiments and apparatus
01.40.J-	Teacher training
01.55.+b	General physics

FROM OUR FILES

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A Forgotten Magnus-Effect Demonstration

Thomas B. Greenslade, Jr.

The Physics Teacher -- November 2006 -- Volume 44, Issue 8, pp. 552

Online Publication Date: Nov 2006

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Abstract Unavailable

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01.50.Pa	Laboratory experiments and apparatus
01.50.My	Demonstration experiments and apparatus
01.55.+b	General physics

PHYSICS CHALLENGE FOR TEACHERS AND STUDENTS

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Twice Makes Nice

Boris Korsunsky

The Physics Teacher -- November 2006 -- Volume 44, Issue 8, pp. 553

Online Publication Date: Nov 2006

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Abstract Unavailable

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

FOR THE NEW TEACHER

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Getting Your Students to Speak Up

Shannon Hughes

The Physics Teacher -- November 2006 -- Volume 44, Issue 8, pp. 554

Online Publication Date: Nov 2006

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With a major in teaching physics from Illinois State University, I began my career as a physics teacher at Barrington High School. This is my fifth year teaching there and I am currently teaching honors and AP physics B. I am lucky to find my first physics teaching job where Chris Chiaverina and Jim Hicks taught. All of my colleagues at BHS past and present are such an inspiration and offer so much support for each other. I would also like to thank Diane Riendeau for introducing me to talking chips and my department chair, Mark Gilbert, for helping me develop the idea into talking cards.

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