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Mar 2007

Volume 45, Issue 3, pp. 132-192

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Understanding Orders of Magnitude

Harold A. Climer

The Physics Teacher -- March 2007 -- Volume 45, Issue 3, pp. 132

Online Publication Date: Feb 2007

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01.40.gb Teaching methods and strategies
01.50.ht Instructional computer use

Questioning Scientific Literacy

Carlton Rink

The Physics Teacher -- March 2007 -- Volume 45, Issue 3, pp. 132

Online Publication Date: Feb 2007

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01.70.+w Philosophy of science
01.40.Ha Learning theory and science teaching

Author's Response

Art Hobson

The Physics Teacher -- March 2007 -- Volume 45, Issue 3, pp. 132

Online Publication Date: Feb 2007

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01.70.+w Philosophy of science
01.40.Ha Learning theory and science teaching

An Important Detail Omitted

John E. Popp, Retired Physics Teacher

The Physics Teacher -- March 2007 -- Volume 45, Issue 3, pp. 133

Online Publication Date: Feb 2007

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01.50.F- Audio and visual aids
01.50.My Demonstration experiments and apparatus
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Why Physics First?

Bob Bessin

The Physics Teacher -- March 2007 -- Volume 45, Issue 3, pp. 134

Online Publication Date: Feb 2007

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01.40.G- Curricula and evaluation
01.40.E- Science in school
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OHM, OHM, ON THE RANGE

Paul Hewitt

The Physics Teacher -- March 2007 -- Volume 45, Issue 3, pp. 136

Online Publication Date: Feb 2007

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01.50.fh Posters, cartoons, art, etc.
01.55.+b General physics
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The Standing Wave on a String as an Oscillator

Michael Sobel

The Physics Teacher -- March 2007 -- Volume 45, Issue 3, pp. 137

Online Publication Date: Feb 2007

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In the usual treatment of waves in introductory courses, one begins with traveling waves and the frequency∕wavelength relationship
math
where v is the wave velocity. One then makes the point about superposition and shows that two waves traveling in opposite directions can add up to a standing wave; Eq. (1) still applies. This approach is problematic in two ways: (1) The motion being described, standing waves, has no apparent “velocity,” and so it seems unnecessarily complex—perhaps unreasonably complex—to construct it out of moving waves; (2) It is not easy to derive the formula for the velocity of waves, especially for an audience without calculus or without multi-variate calculus (the wave equation).
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01.40.gb Teaching methods and strategies
01.55.+b General physics
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Material and Optical Densities

Paul Gluck

The Physics Teacher -- March 2007 -- Volume 45, Issue 3, pp. 140

Online Publication Date: Feb 2007

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The bending of a laser beam in a medium with a density and refractive index gradient in the same direction has been described previously.1–3 When a transparent container is half filled with a salt or sugar solution and an equal amount of water is floated on top of it, then diffusion will create a concentration gradient from top to bottom. A laser light beam shone from the side of the container will then be bent gradually. Its path is shown in Fig. 1.
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01.50.Pa Laboratory experiments and apparatus
01.55.+b General physics
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Experimenting with Electric Trains

D. P. Wick and M. W. Ramsdell

The Physics Teacher -- March 2007 -- Volume 45, Issue 3, pp. 142

Online Publication Date: Feb 2007

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A simple experiment can be performed to characterize the relationship between applied voltage and velocity (steady state and transient) for an electric toy train. The results can be used by teams of students to solve a series of challenges in which they attempt to predict the performance of a particular train. Some sample challenges might include having groups predict the position of the train at a certain instant in time, predict the time the train will reach a given location, and select the applied voltage that will ensure the train will reach a certain point at a given instant. This activity is centered 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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01.50.My Demonstration experiments and apparatus
01.50.Wg Physics of toys
01.55.+b General physics

Ultrasonic Interferometers Revisited

Thomas B. Greenslade, Jr.

The Physics Teacher -- March 2007 -- Volume 45, Issue 3, pp. 145

Online Publication Date: Feb 2007

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I have been tinkering with ultrasonic transducers once more. In earlier notes I reported on optics-like experiments performed with ultrasonics,1 described a number of ultrasonic interferometers,2 and showed how ultrasonic transducers can be used for Fourier analysis.3 This time I became interested in trying the technique of using two detectors in acoustic interferometers instead of the usual one.
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01.50.Pa Laboratory experiments and apparatus
01.40.Fk Research in physics education

How Circulation of Water Affects Freezing in Ponds

Theresa Moreau, Robert Lamontagne, and Daniel Letzring

The Physics Teacher -- March 2007 -- Volume 45, Issue 3, pp. 148

Online Publication Date: Feb 2007

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One means of preventing the top of a pond from freezing involves running a circulating pump near the bottom to agitate the surface and expose it to air throughout the winter months. This phenomenon is similar to that of the flowing of streams in subzero temperatures and to the running of taps to prevent pipe bursts in winter. All of these cases appear to support the assertion that “flowing water does not freeze,” a myth debunked in the case of shaken water in the December 2004 issue of TPT.1
Show PACS
01.50.My Demonstration experiments and apparatus
01.40.gb Teaching methods and strategies
01.55.+b General physics

Special Relativity and Magnetism in an Introductory Physics Course

R. G. Piccioni

The Physics Teacher -- March 2007 -- Volume 45, Issue 3, pp. 152

Online Publication Date: Feb 2007

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Too often, students in introductory courses are left with the impression that Einstein's special theory of relativity comes into play only when the relative speed of two objects is an appreciable fraction of the speed of light (c). In fact, relativistic length contraction, along with Coulomb's law, accounts quantitatively for the force on a charged particle as it moves relative to a current-carrying wire. That force, which in the reference frame of the wire we call “magnetic,” is measurable and important even at relative speeds on the order of 10−12c. This paper offers a straightforward way of introducing students to the connection between magnetism and special relativity and provides references to more in-depth treatments, especially those of E.R. Huggins1 and of E.M. Purcell as simplified by D.V. Schroeder.2
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01.40.gb Teaching methods and strategies
03.30.+p Special relativity
41.90.+e Other topics in electromagnetism; electron and ion optics (restricted to new topics in section 41)
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“Physics with a Smile”—Explaining Phenomena with a Qualitative Problem-Solving Strategy

Roni Mualem and Bat-Sheva Eylon

The Physics Teacher -- March 2007 -- Volume 45, Issue 3, pp. 158 | Cited 4 times

Online Publication Date: Feb 2007

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Various studies indicate that high school physics students and even college students majoring in physics have difficulties in qualitative understanding of basic concepts and principles of physics.1–5 For example, studies carried out with the Force Concept Inventory (FCI)1,6 illustrate that qualitative tasks are not easy to solve even at the college level. Consequently, “conceptual physics” courses have been designed to foster qualitative understanding, and advanced high school physics courses as well as introductory college-level courses strive to develop qualitative understanding. Many physics education researchers emphasize the importance of acquiring some qualitative understanding of basic concepts in physics as early as middle school or in the context of courses that offer “Physics First” in the ninth grade before biology or chemistry.7 This trend is consistent with the call to focus the science curriculum on a small number of basic concepts and ideas, and to instruct students in a more “meaningful way” leading to better understanding. Studies7–10 suggest that familiar everyday contexts (see Fig. 1) are useful in fostering qualitative understanding.
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01.40.gb Teaching methods and strategies
01.40.Fk Research in physics education
45.20.D- Newtonian mechanics
01.40.eg Elementary school

Teaching Physics Using Appropriate Technology Projects

Joshua M. Pearce

The Physics Teacher -- March 2007 -- Volume 45, Issue 3, pp. 164

Online Publication Date: Feb 2007

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Appropriate technologies able to be easily and economically constructed from readily available materials by local craftspeople have a central role in the alleviation of poverty in the developing world. However, research and development of these technologies are generally apportioned relatively modest support by the developed world's institutions, in part because the operation of many of these appropriate technologies is dependent on relatively well-understood science accessible even to introductory college physics students. This paper describes a project-based assignment used to capitalize on this opportunity to motivate students to learn physics by offering them a chance to make concrete contributions to the optimization of appropriate technologies for sustainable development.
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01.55.+b General physics
01.75.+m Science and society
01.40.gb Teaching methods and strategies

An Elementary Model of the Earth's Magnetic Field

Jeanie I. Watt and Bradley J. Roth

The Physics Teacher -- March 2007 -- Volume 45, Issue 3, pp. 168

Online Publication Date: Feb 2007

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This article is intended as a guide for teaching geomagnetism in a high school or university introductory physics class. Many students find this subject fascinating. Instructors, however, often have a difficult time introducing this topic at an elementary level. Suggestions will be made on how to accomplish this using three electricity and magnetism problems commonly encountered in an introductory class.
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01.40.gb Teaching methods and strategies
01.40.Fk Research in physics education
01.55.+b General physics

Hydraulic Capacitor Analogy

Mustafa Baser

The Physics Teacher -- March 2007 -- Volume 45, Issue 3, pp. 172

Online Publication Date: Feb 2007

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Students have difficulties in physics because of the abstract nature of concepts and principles.1 One of the effective methods for overcoming students' difficulties is the use of analogies to visualize abstract concepts to promote conceptual understanding.2,3 According to Iding,4 analogies are consistent with the tenets of constructivist learning theories, which claim that learners should be actively involved and new concepts should be based on learners' previous experiences. When analogies are used during the teaching-learning process, they may promote students' understanding of abstract science concepts.5 This paper suggests a capacitor analogy that aims to foster students' conceptual understanding of capacitors in a slightly different way than Greenslade's analogy.6
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01.40.gb Teaching methods and strategies
01.50.Pa Laboratory experiments and apparatus

A Measurement of g Listening to Falling Balls

J. A. White, A. Medina, F. L. Román, and S. Velasco

The Physics Teacher -- March 2007 -- Volume 45, Issue 3, pp. 175

Online Publication Date: Feb 2007

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A ball placed on the edge of a horizontal table is hit with a pendulum and thrown over the floor. The fall time is measured by recording the sounds produced by the collisions with the pendulum and the floor. If the height of the ball with respect to the floor is known, one can determine the acceleration of gravity.
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01.40.gb Teaching methods and strategies
01.50.Pa Laboratory experiments and apparatus
01.55.+b General physics
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Snell's Law with Large Blocks

John J. Lynch

The Physics Teacher -- March 2007 -- Volume 45, Issue 3, pp. 180 | Cited 1 time

Online Publication Date: Feb 2007

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The introductory physics lab curriculum usually has one experiment devoted to the study of the refraction of light. The most obvious way to study the refraction of light is to lay a transparent block down on the lab bench and aim a laser beam horizontally at the block so that it refracts twice—inward upon entering the block and outward upon exiting. The vendors that provide us with lab equipment (Sargent-Welch, PASCO, Fisher Scientific, and Frey Scientific to name a few) sell acrylic blocks for this very purpose, but these are either too small or they are too expensive. If students are going to measure angles of incidence and refraction, the blocks should be larger than the typical student protractor, which has a radius of 3 in (≈ 7 cm). These blocks are just not large enough. They are generally not thick enough either so that the beam from a typical laser passes over them and not through them. The vendors mentioned above do sell blackboard optics kits that contain, among other parts, three blocks that are large enough—on the order of 10 to 20 cm. Unfortunately, these kits cost more than $1000.
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01.50.Pa Laboratory experiments and apparatus
01.50.My Demonstration experiments and apparatus
42.15.-i Geometrical optics
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Why Light Won't Refract Through Adjacent Faces of a Cube

John L. Roeder

The Physics Teacher -- March 2007 -- Volume 45, Issue 3, pp. 182 | Cited 1 time

Online Publication Date: Feb 2007

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Abstract Unavailable
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01.50.Pa Laboratory experiments and apparatus
01.55.+b General physics
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Water Drop Pulser

Robert J. Froehlich

The Physics Teacher -- March 2007 -- Volume 45, Issue 3, pp. 183

Online Publication Date: Feb 2007

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Abstract Unavailable
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01.50.My Demonstration experiments and apparatus
01.55.+b General physics
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No Honey Here

Boris Korsunsky

The Physics Teacher -- March 2007 -- Volume 45, Issue 3, pp. 185

Online Publication Date: Feb 2007

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Abstract Unavailable
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01.50.Rt Physics tournaments and contests
01.40.J- Teacher training
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Mentor-Mentee Relationships: A Two-Way Street

Shannon Hughes and Diane Riendeau

The Physics Teacher -- March 2007 -- Volume 45, Issue 3, pp. 186 | Cited 1 time

Online Publication Date: Feb 2007

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The mentor-mentee relationship should be a source of joy and growth for both participants. Too often, the mentee feels intimidated and the mentor overburdened. Mentor Diane Riendeau and mentee Shannon Hughes share their thoughts and experiences in the hopes that new teachers and experienced teachers alike will gain insights into the role each play in encouraging and promoting the teaching profession. These are the elements they describe as key to building a successful relationship with a fellow teacher and setting the climate for a valuable experience for both parties.
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01.40.gb Teaching methods and strategies
01.40.J- Teacher training
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WebSights

Dan MacIsaac

The Physics Teacher -- March 2007 -- Volume 45, Issue 3, pp. 188

Online Publication Date: Feb 2007

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Abstract Unavailable
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01.50.-i Educational aids
01.50.H- Computers in education

Inexpensive science gadgets from Harbor Freight Tools: http:∕∕search.harborfreight.com∕cpisearch∕web∕search.do?keyword=thermometer

Dan MacIsaac

The Physics Teacher -- March 2007 -- Volume 45, Issue 3, pp. 188

Online Publication Date: Feb 2007

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Abstract Unavailable
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01.50.-i Educational aids
01.50.My Demonstration experiments and apparatus
01.50.H- Computers in education

An Online Database of Physics Teacher Opportunities:

Dan MacIsaac

The Physics Teacher -- March 2007 -- Volume 45, Issue 3, pp. 188

Online Publication Date: Feb 2007

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01.40.J- Teacher training
01.50.H- Computers in education
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Book Reviews MicroReviews by the Book Review Editor: Death Rays, Jet Packs, Stunts & Supercars: The Fantastic Physics of Film's Most Celebrated Secret Agent: Barry Parker

John L. Hubisz

The Physics Teacher -- March 2007 -- Volume 45, Issue 3, pp. 189

Online Publication Date: Feb 2007

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01.30.Vv Book reviews
01.50.-i Educational aids

Book Reviews MicroReviews by the Book Review Editor: The Science of Superheroes: Lois Gresh and Robert Weinberg

John L. Hubisz

The Physics Teacher -- March 2007 -- Volume 45, Issue 3, pp. 189

Online Publication Date: Feb 2007

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Abstract Unavailable
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01.30.Vv Book reviews
01.50.-i Educational aids

Book Reviews MicroReviews by the Book Review Editor: The Science of the X-Files: Jeanne Cavelos

John L. Hubisz

The Physics Teacher -- March 2007 -- Volume 45, Issue 3, pp. 189

Online Publication Date: Feb 2007

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01.30.Vv Book reviews
01.50.-i Educational aids

Book Reviews MicroReviews by the Book Review Editor: The Science of Middle-Earth: Henry Gee

John L. Hubisz

The Physics Teacher -- March 2007 -- Volume 45, Issue 3, pp. 189

Online Publication Date: Feb 2007

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01.30.Vv Book reviews
01.50.-i Educational aids

Book Reviews MicroReviews by the Book Review Editor: The Science of Harry Potter: How Magic Really Works: Roger Highfield

John L. Hubisz

The Physics Teacher -- March 2007 -- Volume 45, Issue 3, pp. 189

Online Publication Date: Feb 2007

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Abstract Unavailable
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01.30.Vv Book reviews
01.50.-i Educational aids
01.75.+m Science and society

Book Reviews MicroReviews by the Book Review Editor: The Physics of Christmas: From the Aerodynamics of Reindeer to the Thermodynamics of Turkey: Roger Highfield

John L. Hubisz

The Physics Teacher -- March 2007 -- Volume 45, Issue 3, pp. 189

Online Publication Date: Feb 2007

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Abstract Unavailable
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01.30.Vv Book reviews
01.50.-i Educational aids
01.75.+m Science and society

Book Reviews MicroReviews by the Book Review Editor: The Physics of Basketball: John J. Fontanella

John L. Hubisz

The Physics Teacher -- March 2007 -- Volume 45, Issue 3, pp. 189

Online Publication Date: Feb 2007

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01.30.Vv Book reviews
01.50.-i Educational aids

Book Reviews MicroReviews by the Book Review Editor: The Science of Jurassic Park and the Lost World or, How to Build a Dinosaur: Rob DeSalle & David Lindley

John L. Hubisz

The Physics Teacher -- March 2007 -- Volume 45, Issue 3, pp. 189

Online Publication Date: Feb 2007

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Abstract Unavailable
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01.30.Vv Book reviews
01.50.-i Educational aids

Book Reviews MicroReviews by the Book Review Editor: The Medicine of ER: Or, How We Almost Die: Harlan Gibbs, M.D., and Alan Duncan Ross

John L. Hubisz

The Physics Teacher -- March 2007 -- Volume 45, Issue 3, pp. 190

Online Publication Date: Feb 2007

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Abstract Unavailable
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01.30.Vv Book reviews
01.50.-i Educational aids

Book Reviews MicroReviews by the Book Review Editor: The Physics of Star Trek: Lawrence M. Krauss

John L. Hubisz

The Physics Teacher -- March 2007 -- Volume 45, Issue 3, pp. 190

Online Publication Date: Feb 2007

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Abstract Unavailable
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01.30.Vv Book reviews
01.50.-i Educational aids

Book Reviews MicroReviews by the Book Review Editor: Beyond Star Trek: Physics from Alien Invasions to the End of Time: Lawrence M. Krauss

John L. Hubisz

The Physics Teacher -- March 2007 -- Volume 45, Issue 3, pp. 190

Online Publication Date: Feb 2007

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Abstract Unavailable
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01.30.Vv Book reviews
01.50.-i Educational aids
01.75.+m Science and society

Book Reviews MicroReviews by the Book Review Editor: The Metaphysics of Star Trek: Richard Hanley

John L. Hubisz

The Physics Teacher -- March 2007 -- Volume 45, Issue 3, pp. 190

Online Publication Date: Feb 2007

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Abstract Unavailable
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01.30.Vv Book reviews
01.50.-i Educational aids
01.75.+m Science and society

Book Reviews MicroReviews by the Book Review Editor: The Science of Sherlock Holmes: From Baskerville Hall to the Valley of Fear, the Real Forensics behind the Great Detective's Greatest Cases: E.J. Wagner

John L. Hubisz

The Physics Teacher -- March 2007 -- Volume 45, Issue 3, pp. 190

Online Publication Date: Feb 2007

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Abstract Unavailable
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01.30.Vv Book reviews
01.50.-i Educational aids
01.75.+m Science and society
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Physics Educational Triangle

G. Bakunin

The Physics Teacher -- March 2007 -- Volume 45, Issue 3, pp. 191

Online Publication Date: Feb 2007

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