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American Journal of Physics

The Physics Teacher»
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SECTION LISTING

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

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Issue 9 | Dec 2007 | pp. 532-579

Issue 8 | Nov 2007 | pp. 468-528

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Nov 2007

Volume 45, Issue 8, pp. 468-528

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LETTERS TO THE EDITOR

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Safer Plugs for Measuring Wattage

Steve Dail

The Physics Teacher -- November 2007 -- Volume 45, Issue 8, pp. 468

Online Publication Date: Oct 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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The Scarecrow Is My Friend

John Elberfeld

The Physics Teacher -- November 2007 -- Volume 45, Issue 8, pp. 468

Online Publication Date: Oct 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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Variations on Greenhouse Gas Experiment

Robert Reiland

The Physics Teacher -- November 2007 -- Volume 45, Issue 8, pp. 468

Online Publication Date: Oct 2007

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Abstract Unavailable

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01.50.Pa	Laboratory experiments and apparatus
01.40.J-	Teacher training
01.55.+b	General physics

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Teaching Light Polarization with Cell Phones

Dave Van Domelen, Director of Undergraduate Labs

The Physics Teacher -- November 2007 -- Volume 45, Issue 8, pp. 469 | Cited 2 times

Online Publication Date: Oct 2007

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Abstract Unavailable

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01.50.F-	Audio and visual aids
42.25.Ja	Polarization

PAPERS

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Commentary on “Figuring Physics∕Rapid Evaporation”

Craig Bohren

The Physics Teacher -- November 2007 -- Volume 45, Issue 8, pp. 470 | Cited 1 time

Online Publication Date: Oct 2007

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The Figuring Physics that appeared in our April 2007 issue has drawn a number of responses. The question posed by Paul Hewitt in that piece had to do with evaporative cooling: “Consider four grams of boiling water poured onto a cold surface. Suppose one gram rapidly evaporates by absorbing 540 calories from the remaining three grams of water, ideally with no other heat transfer occurring. The remaining three grams will become (a) water at a temperature above 0°C, (b) water at 0°C, or (c) ice at 0°C.” Hewitt's answer (c) drew protests from readers who argued that this would violate the second law of thermodynamics.

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01.40.Fk	Research in physics education
01.40.J-	Teacher training
68.03.Fg	Evaporation and condensation of liquids

FIGURING PHYSICS

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LONG CANNON

Paul Hewitt

The Physics Teacher -- November 2007 -- Volume 45, Issue 8, pp. 474

Online Publication Date: Oct 2007

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Abstract Unavailable

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

PAPERS

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Modeling Physics with Easy Java Simulations

Wolfgang Christian and Francisco Esquembre

The Physics Teacher -- November 2007 -- Volume 45, Issue 8, pp. 475 | Cited 10 times

Online Publication Date: Oct 2007

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Modeling has been shown to correct weaknesses of traditional instruction by engaging students in the design of physical models to describe, explain, and predict phenomena.¹ Although the modeling method can be used without computers, the use of computers allows students to study problems that are difficult and time consuming, to visualize their results, and to communicate their results with others. This combination of computer modeling with theory and experiment can achieve insight and understanding that cannot be achieved with only one approach. This paper describes the Easy Java Simulations (Ejs) modeling and authoring tool and shows how it can be used to teach mechanics concepts with computer modeling.

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01.50.ht	Instructional computer use
47.00.00	Fluid dynamics

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Graphical Response Exercises for Teaching Physics

Scott Bonham

The Physics Teacher -- November 2007 -- Volume 45, Issue 8, pp. 482 | Cited 1 time

Online Publication Date: Oct 2007

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What is physics without graphs and diagrams? The web is becoming ubiquitous, but how can one expect students to make graphs and diagrams on the web? The solution is to extend functionality through Java applets. Four examples of exercises using the Physics Applets for Drawing (PADs) will illustrate how these can be used for physics instruction to evaluate student work and provide different levels of feedback.

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01.40.gb	Teaching methods and strategies
01.50.ht	Instructional computer use
01.55.+b	General physics

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Teaching Qualitative Energy-eigenfunction Shape with Physlets

Mario Belloni, Wolfgang Christian, and Anne J. Cox

The Physics Teacher -- November 2007 -- Volume 45, Issue 8, pp. 488

Online Publication Date: Oct 2007

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More than 35 years ago, French and Taylor¹ outlined an approach to teach students and teachers alike how to understand “qualitative plots of bound-state wave functions.” They described five fundamental statements based on the quantum-mechanical concepts of probability and energy (total and potential), which could be used to deduce the shape of energy eigenfunctions. Despite these important and easy-to-follow statements, this approach has not been universally adopted in the teaching of quantum mechanics.² For example, recent studies have shown that students' conceptual understanding of quantum mechanics on all levels is surprisingly lacking³ and that misconceptions are universal,⁴ including that of the relationship between the potential energy function and the resulting energy eigenfunction shape. At the same time, the teaching of quantum mechanical concepts in introductory physics has become increasingly important given the modern technological applications that are based on quantum theory (e.g., PET scans and MRIs). However, most treatments of quantum theory on the introductory level are cursory at best, leaving students with the impression that quantum mechanics is little more than abstract mathematics (a belief that remains with students in their future courses).

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01.50.ht	Instructional computer use
03.65.-w	Quantum mechanics

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An Electromagnetic Induction Flashlight Experiment

Emily Alden, Mark Kennedy, Wolfgang Lorenzon, and Warren Smith

The Physics Teacher -- November 2007 -- Volume 45, Issue 8, pp. 492

Online Publication Date: Oct 2007

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In the last several years, the electronics industry has released hand generator-powered flashlights, which are advertised as the end of battery-powered flashlights. This has become possible because of recent advances in capacitor, magnet, and LED technology. Nevertheless, the physics behind these flashlights is fairly simple.

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01.50.Pa	Laboratory experiments and apparatus
40.00.00	ELECTROMAGNETISM, OPTICS, ACOUSTICS, HEAT TRANSFER, CLASSICAL MECHANICS, AND FLUID DYNAMICS
84.30.-r	Electronic circuits

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Acoustic Measurement of Potato Cannon Velocity

Michael Courtney and Amy Courtney

The Physics Teacher -- November 2007 -- Volume 45, Issue 8, pp. 496 | Cited 3 times

Online Publication Date: Oct 2007

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Potato cannon velocity can be measured with a digitized microphone signal. A microphone is attached to the potato cannon muzzle, and a potato is fired at an aluminum target about 10 m away. Flight time can be determined from the acoustic waveform by subtracting the time in the barrel and time for sound to return from the target. The potato velocity is simply flight distance divided by flight time.

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01.50.My	Demonstration experiments and apparatus
47.00.00	Fluid dynamics

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Relating the Stored Magnetic Energy of a Parallel-Plate Inductor to the Work of External Forces

N. Gauthier

The Physics Teacher -- November 2007 -- Volume 45, Issue 8, pp. 498

Online Publication Date: Oct 2007

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Idealized models are often used in introductory physics courses. For one, such models involve simple mathematics, which is a definite plus since complex mathematical manipulations quickly become an obstacle rather than a tool for a beginner. Idealized models facilitate a student's understanding and grasp of a given physical phenomenon, yet they convey the essential elements of a sometimes intricate and abstract physical concept. It is thus worthwhile to use available models, or to develop new ones, for use in the introductory classroom. Early discussions of electric energy storage within the framework of the infinite parallel-plate capacitor model¹ are an excellent case in point. In this case one can show, through relatively simple mathematical manipulations, that the work done by an external agent in order to increase the separation between the plates is equal to the corresponding change in the electrical energy of the system. The purpose of this paper is to show that a similar model can also be used to discuss magnetic energy storage based on a calculation of the work done by the external forces that act on the system, a subject that is greatly neglected at the introductory level. We examine this system next.

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01.55.+b	General physics
40.00.00	ELECTROMAGNETISM, OPTICS, ACOUSTICS, HEAT TRANSFER, CLASSICAL MECHANICS, AND FLUID DYNAMICS

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Precipitation in the Solar System

Gordon McIntosh

The Physics Teacher -- November 2007 -- Volume 45, Issue 8, pp. 502 | Cited 1 time

Online Publication Date: Oct 2007

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As an astronomy instructor, I am always looking for commonly observed Earthly experiences to help my students and me understand and appreciate similar occurrences elsewhere in the solar system. Recently I wrote a short TPT article on frost.¹ This paper is on the related phenomena of precipitation. Precipitation, so common on most of the Earth's surface as rain, snow, and other forms of water, also occurs on other bodies in the solar system. However, the precipitating chemical on the other bodies is rarely water, may never reach the solid surface of the body, and may even occur on bodies that do not have a well-defined solid surface.

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95.00.00

Fundamental astronomy and astrophysics; instrumentation, techniques, and astronomical observations

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Teaching Information Evaluation and Critical Thinking Skills in Physics Classes

Adriana Popescu and James Morgan

The Physics Teacher -- November 2007 -- Volume 45, Issue 8, pp. 507

Online Publication Date: Oct 2007

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The physics curriculum at all educational levels can be enriched to include tools for strengthening students' information evaluation skills. The Report of the Joint APS-AAPT Task Force on Graduate Education in Physics calls for such training to be part of graduate programs, but training to acquire these lifetime skills can be incorporated in the curriculum even before graduate level.

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

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Teaching Thermodynamics and the Nature of Matter

Michael Sobel

The Physics Teacher -- November 2007 -- Volume 45, Issue 8, pp. 511 | Cited 1 time

Online Publication Date: Oct 2007

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The introductory course in college physics¹ has been criticized as fragmented and lacking in a theme or “story” to tie together the disparate chapters.² As physicists, we see it as highly organized and hierarchical, developing from the great principles of Newton, Maxwell, etc. But to the student, it's just the chapter on lost hikers, the chapter on cars crashing and sticking together, etc. The purpose of this paper is to consider a certain subset of introductory course subjects, one that seems, if anything, more fragmented than the rest, and then to suggest a way of presenting these subjects that constitutes a story.

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01.55.+b	General physics
05.00.00	Statistical physics, thermodynamics, and nonlinear dynamical systems

APPARATUS FOR TEACHING PHYSICS

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The Moment of Inertia of a Rectangular Rod

Takao Takeuchi

The Physics Teacher -- November 2007 -- Volume 45, Issue 8, pp. 518

Online Publication Date: Oct 2007

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Recently an inexpensive setup to obtain the moment of inertia of a rotating system was proposed by Peter E. Banks.¹ An equally simple and inexpensive experiment to obtain the moment of inertia of a uniform rod is proposed in this paper. A rectangular rod with a hole somewhere in the rod was used for this purpose. The moment of inertia of a rectangular rod around the hole location was attempted. The experimental setup is shown in Fig. 1. Various supporting rods, clamps, and rubber stoppers to hold the rectangular rod in place at point p are not shown.

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01.50.Pa	Laboratory experiments and apparatus
47.00.00	Fluid dynamics

FERMI QUESTIONS

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Fermi Questions

Larry Weinstein

The Physics Teacher -- November 2007 -- Volume 45, Issue 8, pp. 520

Online Publication Date: Oct 2007

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Abstract Unavailable

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01.50.Rt

Physics tournaments and contests

PHYSICS CHALLENGE FOR TEACHERS AND STUDENTS

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Three Swinging Bouncers

Boris Korsunsky

The Physics Teacher -- November 2007 -- Volume 45, Issue 8, pp. 521

Online Publication Date: Oct 2007

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Abstract Unavailable

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

TRICK OF THE TRADE

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A Magnet Rolling in the Earth's Magnetic Field

Dragia Trifonov Ivanov

The Physics Teacher -- November 2007 -- Volume 45, Issue 8, pp. 522

Online Publication Date: Oct 2007

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Abstract Unavailable

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01.40.J-	Teacher training
41.20.-q	Applied classical electromagnetism

LITTLE GEMS

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Student-Discovered Gem

Keith Bellof

The Physics Teacher -- November 2007 -- Volume 45, Issue 8, pp. 524

Online Publication Date: Oct 2007

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Abstract Unavailable

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

FOR THE NEW TEACHER

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Quantity Versus Interval as a “Hinge” Concept

Jane and Jim Nelson

The Physics Teacher -- November 2007 -- Volume 45, Issue 8, pp. 525

Online Publication Date: Oct 2007

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Column Editor's note: It is extremely important for students to develop definitions of terms from shared experiences such as the ones described by the Nelsons. Conceptual development in students will be hindered if we assume that dictionary definitions are adequate for developing understanding or that the meanings students associate with physics terms are accurate. Careful attention to what we say is crucial but we must also incorporate time for student discourse into instructional planning. Discussion of these “hinge” concepts requires close attention to addressing the linguistic problems associated with developing scientific literacy.

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