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American Journal of Physics

The Physics Teacher»
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SECTION LISTING

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

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Volume 47

Issue 9 | Dec 2009 | pp. 564-610

Issue 8 | Nov 2009 | pp. 484-560

Issue 7 | Oct 2009 | pp. 404-480

Issue 6 | Sep 2009 | pp. 326-400

Issue L2 | Jul 2009 | pp. L1-L4

Issue L1 | Jun 2009 | pp. L1-L3

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Dec 2009

Volume 47, Issue 9, pp. 564-610

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LETTERS TO THE EDITOR

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Constant Velocity with Non-Zero Net Force?

John Mallinckrodt, Professor Emeritus of Physics

The Physics Teacher -- December 2009 -- Volume 47, Issue 9, pp. 564

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Abstract Unavailable

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01.55.+b	General physics
01.40.J-	Teacher training

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Newburgh's Response—The Pitfalls of a Subtle Fallacy

Ronald Newburgh

The Physics Teacher -- December 2009 -- Volume 47, Issue 9, pp. 564

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Abstract Unavailable

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01.55.+b	General physics
01.40.J-	Teacher training

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It's All About the Math

Frank Lock

The Physics Teacher -- December 2009 -- Volume 47, Issue 9, pp. 565 | Cited 1 time

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Abstract Unavailable

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01.40.gb	Teaching methods and strategies
01.40.G-	Curricula and evaluation
01.75.+m	Science and society

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A Middle Way

Bob Schwartz

The Physics Teacher -- December 2009 -- Volume 47, Issue 9, pp. 565

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Abstract Unavailable

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01.40.Ha	Learning theory and science teaching
01.40.Fk	Research in physics education

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Depth and Math in Conceptual Physics

Kenneth W. Ford

The Physics Teacher -- December 2009 -- Volume 47, Issue 9, pp. 566 | Cited 1 time

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Abstract Unavailable

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

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Conceptual Physics has Traction

Evan Jones, Professor Emeritus

The Physics Teacher -- December 2009 -- Volume 47, Issue 9, pp. 566

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Abstract Unavailable

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01.40.Fk	Research in physics education
01.40.gf	Theory of testing and techniques
01.75.+m	Science and society

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Sobel's Response to Ford and Jones

Michael Sobel

The Physics Teacher -- December 2009 -- Volume 47, Issue 9, pp. 567 | Cited 1 time

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Abstract Unavailable

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01.40.Fk	Research in physics education
01.40.Ha	Learning theory and science teaching
01.75.+m	Science and society

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Author's Correction: “Non-Zero Net Force and Constant Velocity: A Study in Mazur's Peer Instruction,” Phys. Teach. 47, 444–445 (Oct. 2009)

Ronald Newburgh

The Physics Teacher -- December 2009 -- Volume 47, Issue 9, pp. 567

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Abstract Unavailable

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

FIGURING PHYSICS

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BUCKET SWING

Paul Hewitt

The Physics Teacher -- December 2009 -- Volume 47, Issue 9, pp. 568

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Abstract Unavailable

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01.40.gf	Theory of testing and techniques
01.55.+b	General physics
01.50.fh	Posters, cartoons, art, etc.

PAPERS

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Ubiquitous Presenter: A Tablet PC‐based System to Support Instructors and Students

Edward Price and Beth Simon

The Physics Teacher -- December 2009 -- Volume 47, Issue 9, pp. 570

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Digital lecturing systems (computer and projector, often with PowerPoint) offer physics instructors the ability to incorporate graphics and the power to share and reuse materials. But these systems do a poor job of supporting interaction in the classroom. For instance, with digital presentation systems, instructors have limited ability to spontaneously respond to student questions. This limitation is especially acute during classroom activities such as problem solving, Peer Instruction,¹ and Interactive Lecture Demonstrations (ILDs).² A Tablet PC, a laptop computer with a stylus that can be used to “write” on the screen, provides a way for instructors to add digital ink spontaneously to a presentation in progress. The Tablet PC can be a powerful tool for teaching,^3,4 especially when combined with software systems specifically designed to leverage digital ink for pedagogical uses. Ubiquitous Presenter (UP) is one such freely available system.⁵ Developed at the University of California, San Diego, and based on Classroom Presenter,⁶ UP allows the instructor to ink prepared digital material (such as exported PowerPoint slides) in real time in class. Ink is automatically archived stroke by stroke and can be reviewed through a web browser (by both students and instructors). The system also supports spontaneous in‐class interaction through a web interface—students with web‐enabled devices (Tablet PCs, regular laptops, PDAs, and cell phones) can make text‐, ink‐, or image‐based submissions on the instructor's slides. The instructor can review and then project submitted slides to the class and add additional ink, so that material generated by students can be a focus for discussion. A brief video showing UP in action is at http://physics.csusm.edu/UP. In this article, we describe UP and give examples of how UP can support the physics classroom.

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01.40.Fk	Research in physics education
01.50.ht	Instructional computer use
01.40.gf	Theory of testing and techniques

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Optimum Onager: The Classical Mechanics of a Classical Siege Engine

Mark Denny

The Physics Teacher -- December 2009 -- Volume 47, Issue 9, pp. 574

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The onager is a throwing weapon of classical antiquity, familiar to both the ancient Greeks and Romans. Here we analyze the dynamics of onager operation and derive the optimum angle for launching a projectile to its maximum range. There is plenty of scope for further considerations about increasing onager range, and so by thinking about how this machine might be improved, a student can gain insight beyond the equations of motion and can test hypotheses on readily available working models. Some of these performance improvements are considered in this paper.

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01.50.My	Demonstration experiments and apparatus
47.00.00	Fluid dynamics
01.65.+g	History of science

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A Christmas Book from 1875

Thomas B. Greenslade, Jr.

The Physics Teacher -- December 2009 -- Volume 47, Issue 9, pp. 579

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This is a story about a book that I found in my collection, its author, and the boy who owned it. The book is The Boy's Playbook of Science, first published in 1860 by John Henry Pepper (1821–1900). On the flyleaf is written “Arthur G. Webster; Christmas∕75; from Mama.” Arthur Gordon Webster (1863–1923) was one of the founders of the American Physical Society, and was 12 when he was given this book.

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01.50.My	Demonstration experiments and apparatus
01.65.+g	History of science

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Quiz Corrections: Improving Learning by Encouraging Students to Reflect on Their Mistakes

Charles Henderson and Kathleen A. Harper

The Physics Teacher -- December 2009 -- Volume 47, Issue 9, pp. 581

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Most introductory physics instructors administer several quizzes and∕or exams each term. Instructors are willing to invest the significant time it takes to develop, administer, and grade these assessments because they believe that regular assessments help students learn. However, instructors also believe that students do not make full use of the learning potential of these assessments. For example, in an interview study, six college physics instructors were asked how they expect their students to utilize an instructor solution after a test. All said they expect students to compare the instructor solution with their own and learn from any mistakes made. However, the instructors all thought that most students do not do this sort of comparison and only look at solutions superficially, if at all.¹

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

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Note on Magnetism and Simultaneity

Elisha Huggins

The Physics Teacher -- December 2009 -- Volume 47, Issue 9, pp. 587

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The paper on “Magnetism and Simultaneity” by Adler¹ provides an excellent new thought experiment involving the lack of simultaneity in Einstein's special relativity. Adler uses the lack of simultaneity rather than the Lorentz contraction² to derive the formula for the magnetic force on a moving charged particle. Advantages of his derivation are that the algebra is simpler and the results more general than our derivation based on the Lorentz contraction.

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40.00.00	ELECTROMAGNETISM, OPTICS, ACOUSTICS, HEAT TRANSFER, CLASSICAL MECHANICS, AND FLUID DYNAMICS
03.30.+p	Special relativity

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Shaping Attitudes Toward Science in an Introductory Astronomy Course

David Wittman

The Physics Teacher -- December 2009 -- Volume 47, Issue 9, pp. 591 | Cited 1 time

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At many universities, astronomy is a popular way for nonscience majors to fulfill a general education requirement. Because general education astronomy may be the only college‐level science course taken by these students, it is the last chance to shape the science attitudes of these future journalists, teachers, politicians, and voters. Hobson¹ recently reported on research indicating that general education requirements (often as little as a single class) are responsible for the higher measured level of science literacy in the United States as compared to Europe.

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01.40.gb	Teaching methods and strategies
95.10.-a	Fundamental astronomy

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Tension of a Soft Spring in Contact with a Cylinder

Wen‐Tang Lee and Huang‐Wen Hsiao

The Physics Teacher -- December 2009 -- Volume 47, Issue 9, pp. 596

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It is possible for a relatively small force, applied to one end of a rope, to support a much larger force if the rope is merely wrapped a few times around a post. This setup, called a capstan, has been discussed in a number of papers in this journal and elsewhere.^1–3 If we wrap a cord around a rough curved surface, T₁ and T₂ are the tensions in the cord on the two sides of the surface (see Fig. 1). At the point the cord is about to slip, the theory predicts¹ T₂ = T₁e^μθ, (1) where μ is the coefficient of static friction between the cord and surface. The amount of wrapping is indicated by the angle θ measured in radians. A common experiment is to measure T₁ and T₂ for various values of θ and to obtain the coefficient of friction μ from the slope of a plot of ln (T₂∕T₁) versus θ. [Note that Eq. (1) implies ln (T₂∕T₁) = μθ.] The tension in the string varies exponentially with position along the cylinder. It would be difficult to measure that variation using the experiment represented by Fig. 1. However, if the string is replaced by a tightly wound spring, the tension in the spring at any point can be found from the separation between adjacent coils (greater separation means greater tension). Among the capstan‐related experiments described by Levin³ is one in which a spring with unequal weights connected to its ends is draped over a rough‐surfaced horizontal cylinder (Fig. 2). With this arrangement, Levin is able to demonstrate qualitatively the variation in the tension in the spring. We describe here a similar experiment in which quantitative measurements of the tension variation in the spring can be obtained. From those measurements, the coefficient of static friction between the spring and the cylinder can be calculated.

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01.50.Pa	Laboratory experiments and apparatus
47.00.00	Fluid dynamics

APPARATUS FOR TEACHING PHYSICS

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Inexpensive Resonance Analysis

Timothy J. Moran and Bradford K. Hill

The Physics Teacher -- December 2009 -- Volume 47, Issue 9, pp. 599

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A Barton's Pendulums device is a great tool for teaching students about resonance.¹ Such a setup typically has several pendulums attached to a single string or solid support, where each pendulum is excited at a single frequency. The excitation can be produced by a large pendulum mass or by a motor. If a pendulum has a natural frequency that closely matches the excitation frequency, it swings with a large amplitude; otherwise, it does not. While these visual demonstrations are helpful, resonance behavior can be even better understood by graphically displaying the responses of oscillators to different excitations.

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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, Column Editor

The Physics Teacher -- December 2009 -- Volume 47, Issue 9, pp. 601

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Abstract Unavailable

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01.50.Kw	Techniques of testing
01.50.Rt	Physics tournaments and contests

FOR THE NEW TEACHER

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Has Your Textbook Become Your Curriculum?

Patricia Blanton, Column Editor

The Physics Teacher -- December 2009 -- Volume 47, Issue 9, pp. 602

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The first experience many new teachers have with curriculum for the course they are to teach is to be handed a textbook and a teacher's guide and little other direction. Consequently the impression that you should follow the book and present all the chapters in the book in the order they are arranged leads you to develop a course that is textbook driven. While this may be a “safe” way to teach your first year as you test your content knowledge as you present it to your students, you will find many things about the textbook you don't like and will begin to adjust the way you approach the curriculum. You may question whether the intellectual pursuits associated with science can be experienced by students going chapter to chapter in a textbook.

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01.40.J-	Teacher training
01.40.G-	Curricula and evaluation

Select this Article		Who is Teaching High School Physics? The Physics Teacher -- December 2009 -- Volume 47, Issue 9, pp. 603 Full Text: Read Online (HTML) \| Download PDF
	+ -	Show Abstract Twenty years ago, more than half of the teachers teaching physics in U.S. high schools spent more teaching time in courses other than physics, and 13% taught physics courses only. Four years ago, in the “2004–05 Nationwide Survey of High School Physics Teachers,” we found that more than one‐fourth of the teachers teaching physics in U.S. high schools taught only physics courses, and the proportion spending more time teaching courses other than physics had fallen to 44%. The proportion of physics teachers sharing physics and other courses equally has remained fairly consistent at about one in eight. We are currently examining the data from the 2008–09 survey and will be sharing results in this forum soon. If you have any questions, email Susan White at swhite@aip.org or visit our website at www.aip.org/statistics.

PHYSICS CHALLENGE FOR TEACHERS AND STUDENTS

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Happy New Year?

Boris Korsunsky, Column Editor

The Physics Teacher -- December 2009 -- Volume 47, Issue 9, pp. 604

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Abstract Unavailable

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01.50.Rt	Physics tournaments and contests
01.50.Kw	Techniques of testing
01.40.J-	Teacher training

YOUTUBE PHYSICS

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Catch Wind of This

Diane Riendeau

The Physics Teacher -- December 2009 -- Volume 47, Issue 9, pp. 605

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This month, I couldn't resist putting together a suite of sweet videos that involve wind (or air). The videos show some of the ways we have learned to harness the wind (or air resistance) to perform feats. Some show how the wind affects us and our adaptations because of this!

Special thanks to Jim Hicks, Barrington High School (retired), Barrington, IL; Shannon Mandel, Barrington High School, Barrington, IL; Jennifer Groppe, Maret School, Washington, D.C.; and Mike Bush, Libertyville High School, Libertyville, IL.

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