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Jan 2009

Volume 47, Issue 1, pp. 4-62

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“Figuring Physics” on the Web

Paul G. Hewitt

The Physics Teacher -- January 2009 -- Volume 47, Issue 1, pp. 4

Online Publication Date: Dec 2008

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Abstract Unavailable
Show PACS
01.30.Xx Publications in electronic media
01.40.Fk Research in physics education
01.40.J- Teacher training

Using Physics to Solve a Mystery

Thomas B. Greenslade, Jr.

The Physics Teacher -- January 2009 -- Volume 47, Issue 1, pp. 4

Online Publication Date: Dec 2008

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Abstract Unavailable
Show PACS
01.40.gb Teaching methods and strategies
01.50.-i Educational aids
01.55.+b General physics

Don't Try this at Home?

Kyle Forinash

The Physics Teacher -- January 2009 -- Volume 47, Issue 1, pp. 4

Online Publication Date: Dec 2008

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Abstract Unavailable
Show PACS
01.50.My Demonstration experiments and apparatus
01.40.gb Teaching methods and strategies
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ANGULAR MOMENTUM CONSERVATION WITH A TWIST

Paul Hewitt

The Physics Teacher -- January 2009 -- Volume 47, Issue 1, pp. 6 | Cited 1 time

Online Publication Date: Dec 2008

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Abstract Unavailable
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01.50.Rt Physics tournaments and contests
01.50.fh Posters, cartoons, art, etc.
01.55.+b General physics
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Can an Electron Rotate a Brick?

Craig F. Bohren

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

Online Publication Date: Dec 2008

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In The Theory of Almost Everything,1 Robert Oerter asserts the following: “Take a beam of electrons that are all spinning in the same direction and fire it at, say, a brick. If you could keep this up for long enough, and if there were no other forces acting on the brick, the electrons would transfer their rotation to the brick, and it would begin to rotate.” Although this may awe credulous readers, skeptical physics students and their teachers ought to ask: Is it true that an electron can rotate a brick? To answer this requires bringing together elementary concepts from several areas of physics and doing the kind of back-of-the-envelope calculations students should be taught to do early on in their scientific education.
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01.40.E- Science in school
45.20.-d Formalisms in classical mechanics
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Plucked String on a Shoestring Budget

Paul Gluck

The Physics Teacher -- January 2009 -- Volume 47, Issue 1, pp. 13

Online Publication Date: Dec 2008

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The physics of the plucked string has been treated in many articles and books.1–4 For our 12th-grade high school physics laboratory, we have built a cheap, simple sonometer apparatus for each pair of students on which they may investigate some interesting phenomena that arise when a string is plucked. Among these are the generation of harmonics (overtones) and the way their number depends on the length of a string and on where one plucks, the relation between the frequencies of the fundamental and those of the harmonics, and the way these are affected by changes in the length and the tension in the string. Such an experiment will help students appreciate the working of stringed musical instruments and, in particular, the contribution of overtones to the richness of sound produced.
Show PACS
01.50.Pa Laboratory experiments and apparatus
01.55.+b General physics
01.40.gb Teaching methods and strategies
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Electricity: From Tabletop to Power Plant

Timothy Moran

The Physics Teacher -- January 2009 -- Volume 47, Issue 1, pp. 18 | Cited 1 time

Online Publication Date: Dec 2008

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While electricity is central to our daily lives, it remains “black box” technology to most students. They know that electricity is produced somewhere and that it costs money, but they do not have personal experience with the operation and scale of the machines that provide it. Fortunately, electricity generation can be added to the more basic circuit topics (series, parallel, current, voltage, etc.) with only a small investment in equipment. Providing students with hands-on experience with small power sources will help them make wise decisions about electricity.
Show PACS
01.50.My Demonstration experiments and apparatus
01.55.+b General physics
01.40.ek Secondary school

Measuring Terrestrial Ozone from Historic Astronomical Spectra

Elizabeth Griffin

The Physics Teacher -- January 2009 -- Volume 47, Issue 1, pp. 22

Online Publication Date: Dec 2008

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“Ozone” is a sensitive topic that arouses interest everywhere. Its presence in the stratosphere affects us all, and its threatened reduction would have such dire consequences that it energizes international campaigns, influences the thinking of governments, and activates substantial alterations in the accustomed habits of millions throughout the world. However, the properties of ozone are not that well known by most people (what is “known” about ozone has generally been relayed through various media channels), while the actual facts concerning its concentration and in particular its reduction require sophisticated scientific measurements that are only accessible to a few and are limited by data that have not always been as plentiful as they are nowadays. This paper describes a new initiative to examine overlooked but potentially informative ozone data from last century's astronomical records.
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01.40.-d Education
82.33.Tb Atmospheric chemistry
92.70.Cp Atmosphere
95.90.+v Historical astronomy and archaeoastronomy; and other topics in fundamental astronomy and astrophysics; instrumentation, techniques, and astronomical observations
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Video Analysis with a Web Camera

Edward P. Wyrembeck

The Physics Teacher -- January 2009 -- Volume 47, Issue 1, pp. 28 | Cited 4 times

Online Publication Date: Dec 2008

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Recent advances in technology have made video capture and analysis1 in the introductory physics lab even more affordable and accessible. The purchase of a relatively inexpensive web camera is all you need if you already have a newer computer and Vernier's2 Logger Pro 3 software. In addition to Logger Pro 3, other video analysis tools such as Videopoint3 and Tracker,4 which is freely downloadable, by Doug Brown could also be used. I purchased Logitech's5 QuickCam Pro 4000 web camera for $99 after Rick Sorensen6 at Vernier Software and Technology recommended it for computers using a Windows platform. Once I had mounted the web camera on a mobile computer with Velcro and installed the software, I was ready to capture motion video and analyze it.
Show PACS
01.50.Pa Laboratory experiments and apparatus
01.40.ek Secondary school
01.50.H- Computers in education

Comments on “Speed of Sound in Metal Pipes: An Inexpensive Lab”

Earl D. Blodgett

The Physics Teacher -- January 2009 -- Volume 47, Issue 1, pp. 31

Online Publication Date: Dec 2008

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In a recent article Huggins1 outlines a very simple method of measuring the speed of sound in metal pipes by striking one end with a hammer and recording the transit time as the resultant pulse echoes back and forth. We immediately adapted this for use in an introductory laboratory where we are familiarizing students with the measurement of time-dependent signals, especially how to set trigger levels for transient capture. As we prepared to implement this in our situation, we made a few observations that others may find of value.
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01.50.Pa Laboratory experiments and apparatus
01.55.+b General physics

Administratium: A 20th-Anniversary Update

William DeBuvitz

The Physics Teacher -- January 2009 -- Volume 47, Issue 1, pp. 33

Online Publication Date: Dec 2008

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Perhaps the readers of The Physics Teacher have come across a humorous little story on the Internet about the discovery of an element called “Administratium”1 (or one of its variants “Governmentium,” “Bureaucratium,” etc.), which behaved like college administrations. Some of these readers might recall seeing it in print many years ago. In fact, it first appeared 20 years ago in the January 1989 issue of The Physics Teacher under the heading “Farcical Physics” and I was the author. I came up with the idea in February of 1988 while giving a physics exam at Middlesex County College in Edison, NJ. I was reading a memo from the college administration about the latest reorganization, with its usual increase in vice presidents, assistants to the vice presidents, etc., looked over at a large periodic chart on the wall, and it all came together. I originally posted the “Administratium” story on a bulletin board at the college and the faculty found it funny. I then decided to send it to The Physics Teacher. I was concerned about offending Middlesex College, so I asked that my name be omitted from the article. It turned out that this was unnecessary—the college administration was a good sport about it. What was surprising to me was how this little story spread. What was even more surprising was how many people took credit for it. I guess I invited this by not using my name in the original publication. If you Google “Administratium,” you will get over 10,000 hits in different languages, with many people taking credit. I heard it read on The Osgood File and the discovery of “Administratium” was awarded an Ignoble Prize. A humorous story like this seems more appropriate for the Journal of Irreproducible Results. In fact, it was published in the January–February 1990 issue. Needless to say, I was getting a bit irritated by seeing so many people taking credit for my story. I contacted Norman Sperling, the editor of the JIR, about this and he suggested I write about the whole experience. I wrote an article that was published in the May 2005 issue and I extended the “Administratium” story to include newly discovered chemical properties. At the 20th anniversary of its publication, I feel it is important to clear up any question about the authorship in the magazine that first published the story.
Show PACS
01.40.-d Education
01.75.+m Science and society

The Critical Angle Can Override the Brewster Angle

Peter H. Froehle

The Physics Teacher -- January 2009 -- Volume 47, Issue 1, pp. 34

Online Publication Date: Dec 2008

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As a culminating activity in their study of optics, my students investigate polarized light and the Brewster angle. In this exercise they encounter a situation in which it is impossible to measure the Brewster angle for light reflecting from a particular surface. This paper describes the activity and explains the students' observations.
Show PACS
01.40.Ha Learning theory and science teaching
01.50.My Demonstration experiments and apparatus
07.60.-j Optical instruments and equipment
42.25.Ja Polarization

Nils Gustav Dalén, the Unknown Nobel Prize Winner

Thomas B. Greenslade, Jr.

The Physics Teacher -- January 2009 -- Volume 47, Issue 1, pp. 37

Online Publication Date: Dec 2008

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Hanging on the wall of my museum is a large “Map of Physics” published by the Central Scientific Company in 1938. On it is a list of the Nobel Prizes in physics, starting with Roentgen in 1901 and ending with Fermi in 1938. I can recognize every name except the one for 1912: Nils Gustav Dalén. Perhaps you have had the same experience when looking through the updated list.
Show PACS
01.65.+g History of science
01.85.+f Careers in physics and science
01.40.-d Education
42.79.Fm Reflectors, beam splitters, and deflectors

Quarked! — Adventures in Particle Physics Education

Teresa MacDonald and Alice Bean

The Physics Teacher -- January 2009 -- Volume 47, Issue 1, pp. 38

Online Publication Date: Dec 2008

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Particle physics is a subject that can send shivers down the spines of students and educators alike—with visions of long mathematical equations and inscrutable ideas. This perception, along with a full curriculum, often leaves this topic the road less traveled until the latter years of school. Particle physics, including quarks, is typically not introduced until high school or university.1,2 Many of these concepts can be made accessible to younger students when presented in a fun and engaging way. Informal science institutions are in an ideal position to communicate new and challenging science topics in engaging and innovative ways and offer a variety of educational enrichment experiences for students that support and enhance science learning.3 Quarked!™ Adventures in the Subatomic Universe, a National Science Foundation EPSCoR-funded particle physics education program, provides classroom programs and online educational resources.
Show PACS
01.40.Fk Research in physics education
01.40.jh Inservice training
12.00.00 Specific theories and interaction models; particle systematics
01.30.Xx Publications in electronic media

Relativistic Velocity Addition Law from Machine Gun Analogy

Bernhard Rothenstein and Stefan Popescu

The Physics Teacher -- January 2009 -- Volume 47, Issue 1, pp. 43

Online Publication Date: Dec 2008

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Many derivations of the relativistic addition law of parallel velocities without use of the Lorentz transformations (LT) are known.1–5 Some of them are based on thought experiments that require knowledge of the time dilation and the length contraction effects.1,4,5 Other derivations involve the Doppler effect in the optic domain considered from three inertial reference frames in relative motion.6 A few derivations simply involve only the principle of constancy of the light velocity.2 Such derivations are interesting for the teaching of special relativity theory since the relativistic addition of velocities leads directly to the LT.7 The derivation we propose is based on a machine gun-target analogy8 of the acoustic Doppler effect, considered from the rest frame of the machine gun and from the rest frame of the target.
Show PACS
01.40.gb Teaching methods and strategies
03.30.+p Special relativity

The “First Physics First” Movement, 1880–1920

Keith Sheppard and Dennis M. Robbins

The Physics Teacher -- January 2009 -- Volume 47, Issue 1, pp. 46 | Cited 1 time

Online Publication Date: Dec 2008

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The issue of the grade placement of the sciences in high school is a much-discussed topic and “Physics First” strands have become regular features at physics teacher conferences. The American Association of Physics Teachers has issued a position statement and published an informational guide concerning the movement.2 There is a “Physics First” website, a list-serv that provides a forum for discussion, and at least six doctoral dissertations have been completed on the topic, with more in preparation.3 The topic is not confined to the physics education community; the American Chemical Society opened a forum on “Physics First” and recently called for a conference session about the grade placement of chemistry.4 Biologists also recently held a symposium on “Capstone Biology” and published their proceedings.5
Show PACS
01.40.Ha Learning theory and science teaching
01.40.ek Secondary school
01.65.+g History of science
01.70.+w Philosophy of science
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Apparatus Review: Cenco Wave Apparatus

Thomas B. Greenslade, Jr.

The Physics Teacher -- January 2009 -- Volume 47, Issue 1, pp. 53

Online Publication Date: Dec 2008

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Some apparatus from the 19th century illustrates the phenomena of physics so well that it crops up again in the 21st century. An example is the combined transverse and longitudinal wave machine in Fig. 1. This is in the current Cenco∕Sargent-Welch catalog under the name of “Wave Apparatus” (Cat. No. WLS-1755-90) and sells for $49.95.
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01.50.My Demonstration experiments and apparatus
01.65.+g History of science
01.40.gb Teaching methods and strategies
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Digital Camera as a Data Collector

Dongsheng Chen and Lirong Xing

The Physics Teacher -- January 2009 -- Volume 47, Issue 1, pp. 54

Online Publication Date: Dec 2008

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Abstract Unavailable
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01.50.My Demonstration experiments and apparatus
01.50.ff Films; electronic video devices
01.40.Fk Research in physics education
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Fermi Questions

Larry Weinstein

The Physics Teacher -- January 2009 -- Volume 47, Issue 1, pp. 55

Online Publication Date: Dec 2008

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Abstract Unavailable
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01.50.Qb Laboratory course design, organization, and evaluation
01.50.Kw Techniques of testing
01.55.+b General physics
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Develop Your Questioning Techniques

Patricia Blanton

The Physics Teacher -- January 2009 -- Volume 47, Issue 1, pp. 56

Online Publication Date: Dec 2008

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How much thought have you given to what you want your students to gain from your class? Far too often the emphasis on factual content overshadows the development of conceptual understanding, and accountability issues force us to present a wide-ranging curriculum in a short time period. As a beginning teacher, you are probably being directed to “cover” the curriculum, and your focus has been on making sure you understand the concepts you are presenting. You spend hours studying the content until you are sure you know every aspect and can work every problem in the textbook dealing with the given topic. You prepare a very detailed lesson plan and deliver a brilliant lecture only to find that your students did not “receive” the information you thought you transmitted. You know the content much better because you had to present your understanding of the concepts to others. You can provide your students the same opportunity to test their understanding by developing questioning techniques to engage them in effective dialogue.
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01.40.J- Teacher training
01.40.G- Curricula and evaluation
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FREE

Phd in the Water

Boris Korsunsky

The Physics Teacher -- January 2009 -- Volume 47, Issue 1, pp. 58

Online Publication Date: Dec 2008

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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
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Bell-Jar Demonstration Using Cell Phones

Christian Villa

The Physics Teacher -- January 2009 -- Volume 47, Issue 1, pp. 59 | Cited 2 times

Online Publication Date: Dec 2008

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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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APS publishes energy efficiency study: Energy = Future: Think Efficiency

Philip Schewe

The Physics Teacher -- January 2009 -- Volume 47, Issue 1, pp. 60

Online Publication Date: Dec 2008

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Abstract Unavailable
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01.30.Xx Publications in electronic media
89.30.-g Fossil fuels and nuclear power

Using videos from http:∕∕YouTube.com and other online sources with blocked Internet access

Dan MacIsaac

The Physics Teacher -- January 2009 -- Volume 47, Issue 1, pp. 60

Online Publication Date: Dec 2008

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Abstract Unavailable
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01.30.Xx Publications in electronic media
01.40.J- Teacher training

Some sample instructor assembled sites featuring videos to try

Dan MacIsaac

The Physics Teacher -- January 2009 -- Volume 47, Issue 1, pp. 60

Online Publication Date: Dec 2008

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Abstract Unavailable
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01.30.Xx Publications in electronic media
01.50.F- Audio and visual aids
01.40.J- Teacher training

Paper Roller Coasters website

Dan MacIsaac

The Physics Teacher -- January 2009 -- Volume 47, Issue 1, pp. 60

Online Publication Date: Dec 2008

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Abstract Unavailable
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01.30.Xx Publications in electronic media
01.50.F- Audio and visual aids
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Physics, the Vital Science: The New Physics for the Twenty-First Century: Gordon Fraser

S. Raj Chaudhury

The Physics Teacher -- January 2009 -- Volume 47, Issue 1, pp. 61

Online Publication Date: Dec 2008

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Abstract Unavailable

MicroReview by the Book Review Editor: Archimedes to Hawking: Laws of Science and the Great Minds behind Them: Clifford A. Pickover

John L. Hubisz

The Physics Teacher -- January 2009 -- Volume 47, Issue 1, pp. 61

Online Publication Date: Dec 2008

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Abstract Unavailable
Show PACS
01.30.Vv Book reviews
01.65.+g History of science
01.70.+w Philosophy of science
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Celebrating the Mystery in Science

Pangratios Papacosta

The Physics Teacher -- January 2009 -- Volume 47, Issue 1, pp. 62

Online Publication Date: Dec 2008

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Abstract Unavailable
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01.75.+m Science and society
01.40.-d Education
01.65.+g History of science
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