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Jan 2010

Volume 48, Issue 1, pp. 4-78

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Fish in Space

Terrence Toepker

The Physics Teacher -- January 2010 -- Volume 48, Issue 1, pp. 4

Online Publication Date: Dec 2009

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Abstract Unavailable
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01.40.Fk Research in physics education
01.50.F- Audio and visual aids
01.55.+b General physics

Whittaker and Special Relativity

Leigh Hunt Palmer

The Physics Teacher -- January 2010 -- Volume 48, Issue 1, pp. 4

Online Publication Date: Dec 2009

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Abstract Unavailable
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01.40.gb Teaching methods and strategies
01.40.J- Teacher training
03.30.+p Special relativity

Recasting the Lorentz Velocity Addition Formula

John Mallinckrodt

The Physics Teacher -- January 2010 -- Volume 48, Issue 1, pp. 4

Online Publication Date: Dec 2009

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Abstract Unavailable
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01.40.gb Teaching methods and strategies
03.30.+p Special relativity

The Definition of Mass

Art Hobson

The Physics Teacher -- January 2010 -- Volume 48, Issue 1, pp. 4

Online Publication Date: Dec 2009

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Abstract Unavailable
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01.40.gb Teaching methods and strategies
03.30.+p Special relativity
01.40.J- Teacher training

Hecht's Response

Eugene Hecht

The Physics Teacher -- January 2010 -- Volume 48, Issue 1, pp. 5

Online Publication Date: Dec 2009

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Abstract Unavailable
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01.40.Fk Research in physics education
03.30.+p Special relativity
01.65.+g History of science

Invariability of Mass

David A. Cornell

The Physics Teacher -- January 2010 -- Volume 48, Issue 1, pp. 6

Online Publication Date: Dec 2009

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Abstract Unavailable
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01.40.Ha Learning theory and science teaching
03.30.+p Special relativity
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SCIENCE

Paul Hewitt

The Physics Teacher -- January 2010 -- Volume 48, Issue 1, pp. 8

Online Publication Date: Dec 2009

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Abstract Unavailable
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01.50.Kw Techniques of testing
01.50.Rt Physics tournaments and contests
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“The errors were the results of errors”: Promoting Good Writing by Bad Example

Boris Korsunsky

The Physics Teacher -- January 2010 -- Volume 48, Issue 1, pp. 10

Online Publication Date: Dec 2009

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We learn best by example—this adage is probably as old as teaching itself. In my own classroom, I have found that very often the students learn best from the “negative” examples. Perhaps, this shouldn't come as a surprise at all. After all, we don't react strongly to the norm—but an obvious deviation from the norm may attract our attention and make for a great teachable moment. And, if the deviation happens to be either scary or funny, the added emotional impact can create a truly powerful and lasting memory in the minds of the students.
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01.40.J- Teacher training
01.40.Fk Research in physics education
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Eyeglasses in the Classroom

Ding‐wei Huang, Wei‐neng Huang, and Hsiang‐chi Tseng

The Physics Teacher -- January 2010 -- Volume 48, Issue 1, pp. 12

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Optical phenomena can be divided into two categories: ray optics and wave optics. The former is also known as geometrical optics, and examples are reflection and refraction, while the latter is also known as physical optics and includes interference and diffraction. In most textbooks, these two topics are presented in separate chapters.1 To help students grasp corresponding principles, instructors often emphasize the contrast between these two categories. For example, the length scale of objects encountered by light beams is taken as an indicator to differentiate these two. When the scale is microscopic (down to the wavelength at 550 nm for green light), the light shall be treated as a wave, while at a macroscopic scale (start from a few mm for a tiny lens), the light shall be taken as a ray. Diffraction effects are almost always negligible in the formation of images by lens, and refraction effects can also be neglected safely in the discussions of interference. As a result, some students get the wrong impression that these two phenomena must manifest in quite different regimes. In this paper, we show that eyeglasses can be a very handy tool to demonstrate these two phenomena at the same time, working as a lens for light rays and also showing interference of light waves from reflections off the lens coating. According to a recent survey, more than 80% of college students in Taiwan are nearsighted, and eyeglasses are easily accessible in the classroom. Students are guided to observe, describe, and then provide qualitative explanations. And some of the students might take the challenge to work out quantitative calculations as exercises after class.
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01.40.gb Teaching methods and strategies
01.55.+b General physics
01.50.My Demonstration experiments and apparatus

“Did you say 50% of my grade?” — Teaching Introductory Physics to Non‐Science Majors Through a Haunted Physics Lab

Nancy Donaldson

The Physics Teacher -- January 2010 -- Volume 48, Issue 1, pp. 14 | Cited 1 time

Online Publication Date: Dec 2009

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Several years ago I attended an AAPT Haunted Physics Workshop taught by Dr. Tom Zepf from Creighton University. Dr. Zepf's highly successful Haunted Physics Lab1 at Creighton was put on every October by his physics majors. I found the concept of exhibiting physics projects in a “fun” way to students, faculty, and the public very exciting, so an idea brewed in my head to use this at our university. When our dean asked me to design an introductory physics course for non‐science majors, I decided it was the right time to put the haunted lab idea to use. The ensuing course, entitled “Phascination in Physics,” was designed as a half‐semester 4.0‐credit physics lecture∕lab course for non‐science majors.
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01.40.gb Teaching methods and strategies
01.55.+b General physics

Polarization Imaging and Insect Vision

Adam S. Green, Paul R. Ohmann, Nick E. Leininger, and James A. Kavanaugh

The Physics Teacher -- January 2010 -- Volume 48, Issue 1, pp. 17

Online Publication Date: Dec 2009

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For several years we have included discussions about insect vision in the optics units of our introductory physics courses. This topic is a natural extension of demonstrations involving Brewster's reflection and Rayleigh scattering of polarized light because many insects heavily rely on optical polarization for navigation and communication. Students, especially those majoring in the life sciences, tend to find the conversation intriguing because of its interdisciplinary context. To make it even more appealing, we recently created a laboratory component that allows students to use digital cameras and polarizing filters to create polarization maps of environmental scenes and insect bodies. In this paper we describe how to do so with ImageJ, a widely used and freely available image processing program that is suitable for students with no programming experience.
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01.40.gb Teaching methods and strategies
01.50.Pa Laboratory experiments and apparatus

Learning the Game of Formulating and Testing Hypotheses and Theories

David P. Maloney and Mark F. Masters

The Physics Teacher -- January 2010 -- Volume 48, Issue 1, pp. 22 | Cited 2 times

Online Publication Date: Dec 2009

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Physics is not immune to questioning by supporters of nonscientific propositions such as “intelligent design” and “creationism.”1 The supporters of these propositions use phrases such as “it's just a theory” to influence those unfamiliar with or even fearful of science, making it increasingly important that all students and in particular science students (since it is often assumed that science students have an innate understanding of science in contradiction to all evidence) learn about the nature of science. Indeed, for at least a century one of the major objectives of science instruction has been to help students develop a sense of the nature of scientific investigation.2–5 In physics, the laboratory experiences are often used as a method to teach the nature of the scientific endeavor. Unfortunately, all too often these experiences are simply directed demonstrations that do no more than teach students to follow directions. In this situation, the scientific processes involved are simply ignored, even among science majors, and this omission is exacerbated when dealing with non‐science majors in general education science courses, where the students may have a fear or dislike of science.
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01.40.Ha Learning theory and science teaching
01.40.gb Teaching methods and strategies
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Virtual Mirrors

Thomas B. Greenslade, Jr.

The Physics Teacher -- January 2010 -- Volume 48, Issue 1, pp. 26 | Cited 1 time

Online Publication Date: Dec 2009

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The multiple‐reflection photograph in Fig. 1 was taken in an elevator on board the cruise ship Norwegian Jade in March 2008. Three of the four walls of the elevator were mirrored, allowing me to see the combination of two standard arrangements of plane mirrors: two mirrors set at 90° to each other and two parallel mirrors. Optical phenomena of this complexity are most easily approached by the Method of Virtual Mirrors.1
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01.50.My Demonstration experiments and apparatus
01.55.+b General physics

Showing Area Matters: A Work of Friction

David Van Domelen

The Physics Teacher -- January 2010 -- Volume 48, Issue 1, pp. 28

Online Publication Date: Dec 2009

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Typically, we teach the simplified friction equation of the form Fs = μsN for static friction, where Fs is the maximum static friction, μs is the coefficient of static friction, andN is the normal force pressing the surfaces together. However, this is a bit too simplified, and doesn't work well in cases where the surface area is large and the normal force small. Rather, a better model in such cases would be Fs = μsN + csA, where cs is a new coefficient for the static friction due to contact area.1 Of course, it would help for students to be able to quantitatively measure this, and that's where this paper comes in.
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01.50.My Demonstration experiments and apparatus
01.55.+b General physics
01.40.gb Teaching methods and strategies

Exploring Rotations Due to Radiation Pressure: 2‐D to 3‐D Transition Is Interesting!

Michael A. Waxman

The Physics Teacher -- January 2010 -- Volume 48, Issue 1, pp. 30 | Cited 1 time

Online Publication Date: Dec 2009

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Radiation pressure is an important topic within a standard physics course (see, in particular, Refs. 1 and 2). The physics of radiation pressure is described, the magnitude of it is derived, both for the case of a perfectly absorbing surface and of a perfect reflector,1 and various applications of this interesting effect are discussed, such as space sailing1,2 or optical “tweezers.”2 There are, however, relatively few problems that are available as end‐of‐the‐chapter exercises. Below I present a problem I composed that I assign to my students in class and that facilitates a lively class discussion. This problem is somewhat reminiscent of the setting used by P. N. Lebedev in his historic experiments on proving the existence of radiation pressure.
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01.50.Pa Laboratory experiments and apparatus
01.40.gb Teaching methods and strategies

Artificial Video for Video Analysis

Michael R. Gallis

The Physics Teacher -- January 2010 -- Volume 48, Issue 1, pp. 32 | Cited 1 time

Online Publication Date: Dec 2009

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This paper discusses the use of video analysis software and computer‐generated animations for student activities. The use of artificial video affords the opportunity for students to study phenomena for which a real video may not be easy or even possible to procure, using analysis software with which the students are already familiar. We will present three example activities: two lab activity “add ons” as well as a complete virtual laboratory exercise.
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01.50.ht Instructional computer use
01.55.+b General physics

Which Observations Should We Believe?: An Activity Using the Pulfrich Pendulum

Jerold Touger

The Physics Teacher -- January 2010 -- Volume 48, Issue 1, pp. 35

Online Publication Date: Dec 2009

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Illusionists use mirrors to create appearances that conflict with our notions of reality. This paper discusses an activity involving the Pulfrich effect that, in the end, makes use of a mirror to distinguish between appearance and reality.
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01.50.Pa Laboratory experiments and apparatus
01.40.gb Teaching methods and strategies

Peer Tutoring in Web‐based ConcepTests

Thomas E. Furtak, Joanna C. Dunlap, Todd G. Ruskell, Susan Tucker, and Ray Ivatt

The Physics Teacher -- January 2010 -- Volume 48, Issue 1, pp. 39

Online Publication Date: Dec 2009

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Abstract Unavailable
Show PACS
01.40.Ha Learning theory and science teaching
01.50.ht Instructional computer use
01.40.gb Teaching methods and strategies

Large Capacitance Measurement by Multiple Uses of MBL Charge Sensor

Jung Sook Lee, Min Chae, and Jung Bog Kim

The Physics Teacher -- January 2010 -- Volume 48, Issue 1, pp. 42

Online Publication Date: Dec 2009

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A recent article by Morse1 described interesting electrostatics experiments using an MBL charge sensor. In this application, the charge sensor has a large capacitance compared to the charged test object, so nearly all charges can be transferred to the sensor capacitor from the capacitor to be measured. However, the typical capacitance of commercial charge sensors is 10 nF, which is quite small compared to general capacitances for electric circuit experiments. In this paper, we will describe how to use the commercial charge sensor to measure a large capacitance.
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01.50.Pa Laboratory experiments and apparatus

“Radio‐Active” Learning: Visual Representation of Radioactive Decay Using Dice

Lynda Klein and David Kagan

The Physics Teacher -- January 2010 -- Volume 48, Issue 1, pp. 45 | Cited 1 time

Online Publication Date: Dec 2009

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The idea of using a dice game to simulate radioactive decay is not new.1 However, modern pedagogy encourages, if not requires, us to provide multiple representations and visualizations2 for our students. The advantage of interactive engagement methods also has been made clear.3 Here we describe a highly visual and interactive use of dice to develop student understanding of radioactive decay.
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01.50.My Demonstration experiments and apparatus
01.40.gb Teaching methods and strategies

Energy in a String Wave

Chiu‐king Ng

The Physics Teacher -- January 2010 -- Volume 48, Issue 1, pp. 46

Online Publication Date: Dec 2009

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When one end of a taut horizontal elastic string is shaken repeatedly up and down, a transverse wave (assume sine waveform) will be produced and travel along it.1 College students know this type of wave motion well. They know when the wave passes by, each element of the string will perform an oscillating up‐down motion, which in mechanics is termed simple harmonic2. They also know elements of the string at the highest and the lowest positions—the crests and the troughs—are momentarily at rest, while those at the centerline (zero displacement) have the greatest speed, as shown in Fig. 1. Irrespective of this, they are less familiar with the energy associated with the wave. They may fail to answer a question such as, “In a traveling string wave, which elements have respectively the greatest kinetic energy (KE) and the greatest potential energy (PE)?” The answer to the former is not difficult; elements at zero position have the fastest speed and hence their KE, being proportional to the square of speed, is the greatest. To the PE, what immediately comes to their mind may be the simple harmonic motion (SHM), in which the PE is the greatest and the KE is zero at the two turning points. It may thus lead them to think elements at crests or troughs have the greatest PE. Unfortunately, this association is wrong. Thinking that the crests or troughs have the greatest PE is a misconception.3
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01.50.F- Audio and visual aids
01.40.gb Teaching methods and strategies

Introducing the USAYPT — Do research in your high school then debate your results with other schools

Bruce G. Oldaker, Greg Jacobs, and Tengiz Bibilashvili

The Physics Teacher -- January 2010 -- Volume 48, Issue 1, pp. 48

Online Publication Date: Dec 2009

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We introduce the USAYPT—the United States Association for Young Physicists Tournaments, Inc. Our motto is “Better teaching and learning by doing research in your high school.” We believe that all high school teachers can improve their knowledge of physics by forming small groups that perform non‐trivial—but not cutting edge—research. In order to drive that process, the USAYPT sponsors a yearly tournament at which student teams hold debates over the results of their teacher‐guided research into four nontrivial physics problems.
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01.40.ek Secondary school
01.50.Rt Physics tournaments and contests
01.10.Hx Physics organizational activities

The Effective Mass of a Ball in the Air

J. Messer and J. Pantaleone

The Physics Teacher -- January 2010 -- Volume 48, Issue 1, pp. 52 | Cited 1 time

Online Publication Date: Dec 2009

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The air surrounding a projectile affects the projectile's motion in three very different ways: the drag force, the buoyant force, and the added mass. The added mass is an increase in the projectile's inertia from the motion of the air around it. Here we experimentally measure the added mass of a spherical projectile in air. The results agree well with the calculation of the added mass for an ideal fluid. By accounting for the added mass, high school or undergraduate students can easily measure the acceleration of gravity accurately with a beach ball projectile.
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01.50.Pa Laboratory experiments and apparatus
01.40.gb Teaching methods and strategies

Exploring Students' Conceptualization of the Propagation of Periodic Waves

Imelda S. Caleon and R. Subramaniam

The Physics Teacher -- January 2010 -- Volume 48, Issue 1, pp. 55 | Cited 1 time

Online Publication Date: Dec 2009

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Abstract Unavailable
Show PACS
01.40.Ha Learning theory and science teaching
01.40.ek Secondary school
01.55.+b General physics

Cooling of Water in a Flask: Convection Currents in a Fluid with a Density Maximum

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

The Physics Teacher -- January 2010 -- Volume 48, Issue 1, pp. 60

Online Publication Date: Dec 2009

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The effect of density inversion on the convective flow of water in a spherical glass flask cooled with the help of an ice‐water bath is shown. The experiment was carried out by temperature measurements (cooling curves) taken at three different heights along the vertical diameter of the flask. Flows inside the flask are visualized by seeding the water with blue ink.
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01.50.Pa Laboratory experiments and apparatus
01.40.Fk Research in physics education

Laptops and Diesel Generators: Introducing PhET Simulations to Teachers in Uganda

Sam McKagan

The Physics Teacher -- January 2010 -- Volume 48, Issue 1, pp. 63

Online Publication Date: Dec 2009

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This article describes workshops for high school physics teachers in Uganda on inquiry‐based teaching and PhET simulations. I hope it increases awareness of the conditions teachers face in developing countries and inspires others to give similar workshops. This work demonstrates what is possible with some concerted, but not extraordinary, effort.
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01.40.ek Secondary school
01.75.+m Science and society
01.10.Hx Physics organizational activities
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Experimenting with constant current and voltage sources

G. Kortemeyer

The Physics Teacher -- January 2010 -- Volume 48, Issue 1, pp. 68

Online Publication Date: Dec 2009

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While students might be perfectly able to calculate complex electric circuits using Kirchhoff's laws, they frequently fail to solve apparently much simpler conceptual problems involving circuits with just two or three light bulbs and a battery.1 McDermott and Shaffer found that one of the problems is that students conceptualize the battery as a constant current source rather than a constant voltage source.2 To help students confront this common misconception, we present some experiments and concept questions with an actual constant current source.
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01.50.Pa Laboratory experiments and apparatus
01.50.My Demonstration experiments and apparatus
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Fermi Questions

Larry Weinstein, Column Editor

The Physics Teacher -- January 2010 -- Volume 48, Issue 1, pp. 70

Online Publication Date: Dec 2009

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Abstract Unavailable
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01.50.Kw Techniques of testing
01.50.Rt Physics tournaments and contests
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Rise and shine

Boris Korsunsky, Column Editor

The Physics Teacher -- January 2010 -- Volume 48, Issue 1, pp. 71

Online Publication Date: Dec 2009

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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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Inspiring your students

Diane Riendeau

The Physics Teacher -- January 2010 -- Volume 48, Issue 1, pp. 72

Online Publication Date: Dec 2009

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Special thanks this month to Kathy Cloud, Hall High School, West Hartford, CT; Jennifer Groppe, Maret School, Washington, D.C.; and Dean Baird, Rio Americano High School, Carmichael, CA.
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01.30.Xx Publications in electronic media
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The new three “R”s

Patricia Blanton, Column Editor

The Physics Teacher -- January 2010 -- Volume 48, Issue 1, pp. 73

Online Publication Date: Dec 2009

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Rigor, relevance, and relationships are the current buzz words used to encourage teachers to require that students do more than memorize, to connect the subject matter to things important to students, and to build relationships in an environment that encourages excellence. Sharing experiences that have happened to you, in which your knowledge of physics helped you make better decisions, is one way to accomplish these goals. Here is an example of something that happened to me that may give you an idea of how to use your experiences with your students.
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01.40.J- Teacher training
01.60.+q Biographies, tributes, personal notes, and obituaries
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Alfresco reflections

David W. Russell

The Physics Teacher -- January 2010 -- Volume 48, Issue 1, pp. 74

Online Publication Date: Dec 2009

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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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Free Online Articles from Journals of Note for Physics Teaching: The Royal Society and Science Education Review

Dean Zollman

The Physics Teacher -- January 2010 -- Volume 48, Issue 1, pp. 75

Online Publication Date: Dec 2009

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01.30.Xx Publications in electronic media
01.10.Cr Announcements, news, and awards
01.40.J- Teacher training

U.S. Politics and Teaching

Dan MacIsaac, Column Editor

The Physics Teacher -- January 2010 -- Volume 48, Issue 1, pp. 75

Online Publication Date: Dec 2009

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Abstract Unavailable
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01.30.Xx Publications in electronic media
01.78.+p Science and government (funding, politics, etc.)

Science Oddity — The Symphony of Science: A Glorious Dawn (Cosmos Remixed)

Andromeda MacIsaac

The Physics Teacher -- January 2010 -- Volume 48, Issue 1, pp. 75

Online Publication Date: Dec 2009

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Abstract Unavailable
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01.30.Xx Publications in electronic media

The “Megawoosh” Bogus Waterslide Video

Dan MacIsaac, Column Editor

The Physics Teacher -- January 2010 -- Volume 48, Issue 1, pp. 75

Online Publication Date: Dec 2009

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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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POW! Fermilab: Physics, The Frontier & Megascience: Lillian Hoddeson, Adrienne W. Kolb & Katherine Westfall

Raymond Polomski

The Physics Teacher -- January 2010 -- Volume 48, Issue 1, pp. 76

Online Publication Date: Dec 2009

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Abstract Unavailable
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01.30.Vv Book reviews
01.65.+g History of science
01.52.+r National and international laboratory facilities

MicroReviews by the Book Review Editor: Guidebook for the Scientific Traveler: Visiting Astronomy and Space Exploration Sites across America: Duane S. Nickell

John L. Hubisz, Column Editor

The Physics Teacher -- January 2010 -- Volume 48, Issue 1, pp. 76

Online Publication Date: Dec 2009

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Abstract Unavailable
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01.30.Vv Book reviews
95.00.00 Fundamental astronomy and astrophysics; instrumentation, techniques, and astronomical observations
01.30.Os Books of general interest to physics teachers

MicroReviews by the Book Review Editor: How to Guard an Art Gallery and other Discrete Mathematical Adventures: T. S. Michael

John L. Hubisz, Column Editor

The Physics Teacher -- January 2010 -- Volume 48, Issue 1, pp. 76

Online Publication Date: Dec 2009

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Abstract Unavailable
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01.30.Vv Book reviews
01.30.Os Books of general interest to physics teachers
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The plausibility of global warming

Art Hobson

The Physics Teacher -- January 2010 -- Volume 48, Issue 1, pp. 77 | Cited 1 time

Online Publication Date: Dec 2009

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Abstract Unavailable
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01.30.Rr Surveys and tutorial papers; resource letters
92.70.Mn Impacts of global change; global warming
92.30.Np Greenhouse gases
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