Feedback
Help

Sign In
View Cart

Keyword
Volume/Page
DOI
Advanced

Search Content Type

Volume: Page/Article:

article doi:

Home
Browse
Search
About
Authors
Features
Subscriptions
Advertisers
Scitation
American Journal of Physics

The Physics Teacher»
Browse»

SECTION LISTING

GUEST EDITORIAL
FIGURING PHYSICS
PAPERS
APPARATUS FOR TEACHING PHYSICS
PHYSICS CHALLENGE FOR TEACHERS AND STUDENTS
TRICK OF THE TRADE
FERMI QUESTIONS
LITTLE GEMS
FOR THE NEW TEACHER
WEBSIGHTS
BOOK REVIEWS

BROWSE VOLUMES

Year Range:

2013

Volume 51

2012

Volume 50

2011

Volume 49

2010

Volume 48

2009

Volume 47

2008

Volume 46

2007

Volume 45

Issue 9 | Dec 2007 | pp. 532-579

Issue 8 | Nov 2007 | pp. 468-528

Issue 7 | Oct 2007 | pp. 404-463

Issue 6 | Sep 2007 | pp. 326-399

Issue L2 | Aug 2007 | pp. L1-L2

Issue L1 | Jul 2007 | pp. L1-L3

Issue 5 | May 2007 | pp. 260-320

Issue 4 | Apr 2007 | pp. 196-256

Issue 3 | Mar 2007 | pp. 132-192

Issue 2 | Feb 2007 | pp. 68-126

Issue 1 | Jan 2007 | pp. 4-59

2006

Volume 44

2005

Volume 43

2004

Volume 42

2003

Volume 41

2002

Volume 40

2001

Volume 39

2000

Volume 38

1999

Volume 37

1998

Volume 36

1997

Volume 35

1996

Volume 34

1995

Volume 33

1994

Volume 32

1993

Volume 31

1992

Volume 30

1991

Volume 29

1990

Volume 28

1989

Volume 27

1988

Volume 26

1987

Volume 25

1986

Volume 24

1985

Volume 23

1984

Volume 22

1983

Volume 21

1982

Volume 20

1981

Volume 19

1980

Volume 18

1979

Volume 17

1978

Volume 16

1977

Volume 15

1976

Volume 14

1975

Volume 13

1974

Volume 12

1973

Volume 11

1972

Volume 10

1971

Volume 9

1970

Volume 8

1969

Volume 7

1968

Volume 6

1967

Volume 5

1966

Volume 4

1965

Volume 3

1964

Volume 2

1963

Volume 1

Search Term

Search Issue | RSS Feeds

RSS
Previous Issue

Dec 2007

Volume 45, Issue 9, pp. 532-579

Add

View

GUEST EDITORIAL

Select this Article

Teaching Physics in the Digital Age

Matthew Vonk

The Physics Teacher -- December 2007 -- Volume 45, Issue 9, pp. 532

Online Publication Date: Nov 2007

Full Text: Read Online (HTML) | Download PDF

Abstract Unavailable

Show PACS

01.40.gb	Teaching methods and strategies
01.50.-i	Educational aids

FIGURING PHYSICS

Select this Article

ROLLING BALL

Paul Hewitt

The Physics Teacher -- December 2007 -- Volume 45, Issue 9, pp. 534 | Cited 1 time

Online Publication Date: Nov 2007

Full Text: | Download PDF

Abstract Unavailable

Show PACS

01.50.Rt	Physics tournaments and contests
01.55.+b	General physics

PAPERS

Select this Article FREE

Is It More Thrilling to Ride at the Front or the Back of a Roller Coaster?

Stefano Alberghi, Alessandro Foschi, Giovanni Pezzi, and Fabio Ortolani

The Physics Teacher -- December 2007 -- Volume 45, Issue 9, pp. 536 | Cited 1 time

Online Publication Date: Nov 2007

Full Text: Read Online (HTML) | Download PDF

Show Abstract

An activity called “Project Physics, a Classroom Without Walls” was started during the spring of 2003 at the amusement park in Mirabilandia (Italy).¹ Many thousands of students from Italian middle and high schools are today participating in the initiative. Under the guidance of trained tutors, they perform physics experiments on some of the attractions at the park such as the roller coaster, the Ferris wheel, and the launch towers. The students involved in the experiments can enjoy learning how to observe reality through the eyes of a scientist and to apply classroom concepts to real situations. They discuss the sensations experienced on the rides, perform measurements with traditional and computer-interfaced instruments, analyze collected data, and discuss the results in an open-air physics laboratory. This paper describes the results of one such activity.

Show PACS

01.40.gb	Teaching methods and strategies
01.50.Pa	Laboratory experiments and apparatus
47.00.00	Fluid dynamics

Select this Article FREE

GEOMAG™ Paradoxes

Silvia Defrancesco, Fabrizio Logiurato, and Grzegorz Karwasz

The Physics Teacher -- December 2007 -- Volume 45, Issue 9, pp. 542

Online Publication Date: Nov 2007

Full Text: Read Online (HTML) | Download PDF

Show Abstract

As often happens, a lot of physics can come out of a toy. What we found interesting is the observation of the magnetic field produced by different configurations built with GEOMAG.™¹ This toy provides small magnetic bars and steel spheres to play with. Amusing 3-D structures can be built; nevertheless, this possibility is not so obvious. Indeed, in order to build a solid figure it is necessary to join at least three bars to a sphere, and therefore at least two of the poles attached to the sphere present the same polarity, but opposite poles should attract and similar poles should repel. To understand what happens, it is helpful to consider simpler configurations.

Show PACS

01.50.My	Demonstration experiments and apparatus
40.00.00	ELECTROMAGNETISM, OPTICS, ACOUSTICS, HEAT TRANSFER, CLASSICAL MECHANICS, AND FLUID DYNAMICS

Select this Article

Doctor Julius Robert Mayer and Energy Processes in Living Systems

Herman Erlichson

The Physics Teacher -- December 2007 -- Volume 45, Issue 9, pp. 547

Online Publication Date: Nov 2007

Full Text: Read Online (HTML) | Download PDF

Show Abstract

The overwhelming majority of important papers in physics are written by physicists. But the physician Julius Robert Mayer (1814–1878, see photo) did a valid theoretical calculation of the mechanical equivalent of heat just before Joule reported on his results from his well-known paddle-wheel experiments. Joule is well-known to physics people and Mayer is a relatively obscure and unknown name. Joule was part of the physics establishment; Mayer was not. Joule's paddle-wheel experiments were easy to understand, and physics people appreciated the painstaking manner in which he made corrections in his experiments. The fame of Joule is well-deserved. On the other hand, Mayer's work is not traditional and there will almost certainly never be a Mayer physics laboratory experiment. We can admire the tenacity with which Mayer pushed his priority case, but that is all.

Show PACS

01.65.+g	History of science
44.00.00	Heat transfer

Select this Article

Fresnel's Lighthouse Lenses

Thomas B. Greenslade, Jr.

The Physics Teacher -- December 2007 -- Volume 45, Issue 9, pp. 550 | Cited 1 time

Online Publication Date: Nov 2007

Full Text: Read Online (HTML) | Download PDF

Show Abstract

One of the rewards of walking up the scores of steps winding around the inside of the shaft of a lighthouse is turning inward and examining the glass optical system. This arrangement of prisms, lenses, and reflectors is used to project the light from a relatively small source in a beam that can be seen far at sea.

Show PACS

01.65.+g	History of science
42.00.00	Optics

Select this Article FREE

The Challenge of Teaching Introductory Physics to Premedical Students

Gerd Kortemeyer

The Physics Teacher -- December 2007 -- Volume 45, Issue 9, pp. 552 | Cited 9 times

Online Publication Date: Nov 2007

Full Text: Read Online (HTML) | Download PDF

Show Abstract

Most physics instructors are motivated by a genuine interest in their subject area and in using physics to understand real-world phenomena. While many premedical students may share these interests, most are motivated by fulfilling their degree requirements and gaining admittance into medical school. To achieve this latter goal, they need excellent grades and have to do well on the Medical College Admissions Test (MCAT),¹ which includes a physical sciences section that may not coincide with the learning goals of many physics courses. Too often both sides simply give up, and courses come to some kind of unspoken agreement of how to go through the motions of completing the course with the least amount of mutual aggravation, while real physics falls by the wayside. But how exactly does this discrepancy manifest itself, and what—if anything other than giving up—can be done about it? In this paper, I first survey learner beliefs, expectations, and preferences and then attempt to identify approaches and resources that may partly address the identified issues.

Show PACS

01.40.gb	Teaching methods and strategies
01.40.Fk	Research in physics education

Select this Article

Studying the Effects of Nuclear Weapons Using a Slide-Rule Computer

Ananda Shastri

The Physics Teacher -- December 2007 -- Volume 45, Issue 9, pp. 559

Online Publication Date: Nov 2007

Full Text: Read Online (HTML) | Download PDF

Show Abstract

This paper describes the construction of a slide-rule computer that allows one to quickly determine magnitudes of several effects that result from the detonation of a nuclear device. Suggestions for exercises are also included that allow high school and college-level physics students to explore scenarios involving these effects. It is hoped that discussing the effects objectively will inform students and allow them to make sound judgments on issues concerning nuclear weapons. The material in this paper was presented to high school students in a day-long activity session hosted by the author's university.

Show PACS

01.50.Pa	Laboratory experiments and apparatus
01.75.+m	Science and society

APPARATUS FOR TEACHING PHYSICS

Select this Article

Measurement and Demonstration of Thermal Expansion Coefficient

S. S. R. Inbanathan, K. Moorthy, and G. Balasubramanian

The Physics Teacher -- December 2007 -- Volume 45, Issue 9, pp. 566

Online Publication Date: Nov 2007

Full Text: Read Online (HTML) | Download PDF

Show Abstract

There are many classroom demonstrations, such as the ball-and-ring experiment, for showing the existence of thermal expansion of solids. The coefficient of linear expansion α (= increase in length divided by the original length times the change in temperature) may be measured in high school laboratories using a number of methods.^1–4 In this paper we describe an especially simple experiment for determining α for a metal rod. It is based on the well-known optical lever method and is suitable for either a laboratory experiment or a classroom exercise.

Show PACS

01.50.My	Demonstration experiments and apparatus
01.50.Pa	Laboratory experiments and apparatus
05.00.00	Statistical physics, thermodynamics, and nonlinear dynamical systems

PHYSICS CHALLENGE FOR TEACHERS AND STUDENTS

Select this Article FREE

The Drill Team Rocks!

Boris Korsunsky

The Physics Teacher -- December 2007 -- Volume 45, Issue 9, pp. 568 | Cited 1 time

Online Publication Date: Nov 2007

Full Text: Read Online (HTML) | Download PDF

Abstract Unavailable

Show PACS

01.50.Rt	Physics tournaments and contests
01.55.+b	General physics

Select this Article FREE

The Drill Team Rocks!

Boris Korsunsky

The Physics Teacher -- December 2007 -- Volume 45, Issue 9, pp. 568

Online Publication Date: Nov 2007

Full Text: Read Online (HTML) | Download PDF

Abstract Unavailable

Show PACS

01.50.Rt

Physics tournaments and contests

TRICK OF THE TRADE

Select this Article

Optics Puzzler

Chris R. Brown

The Physics Teacher -- December 2007 -- Volume 45, Issue 9, pp. 571

Online Publication Date: Nov 2007

Full Text: Read Online (HTML) | Download PDF

Abstract Unavailable

Show PACS

01.50.My	Demonstration experiments and apparatus
42.25.Hz	Interference

FERMI QUESTIONS

Select this Article FREE

Fermi Questions

Larry Weinstein

The Physics Teacher -- December 2007 -- Volume 45, Issue 9, pp. 571

Online Publication Date: Nov 2007

Full Text: Read Online (HTML) | Download PDF

Abstract Unavailable

Show PACS

01.50.Rt

Physics tournaments and contests

LITTLE GEMS

Select this Article

Paper Roller Coasters

Diane Riendeau

The Physics Teacher -- December 2007 -- Volume 45, Issue 9, pp. 572

Online Publication Date: Nov 2007

Full Text: Read Online (HTML) | Download PDF

Abstract Unavailable

Show PACS

01.50.-i	Educational aids
01.50.Wg	Physics of toys

FOR THE NEW TEACHER

Select this Article

Physics Phridays

Maria Falbo

The Physics Teacher -- December 2007 -- Volume 45, Issue 9, pp. 574

Online Publication Date: Nov 2007

Full Text: Read Online (HTML) | Download PDF

Show Abstract

Teaching high school physics involves cheerleading, coaching, and acting (in addition to course preparation, equipment maintenance∕construction, and grading). One is like a performer that has to be “on” all the time to keep the attention and interest of students in order to engage them in the content. But what happens once the course is over? We hope that we have sparked some interest in physics that will continue and that our students take what they've learned with them, but the reality is often disappointing. Can we do better than hope? “Physics Phridays” might be a starting point.

Show PACS