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Feb 2010

Volume 48, Issue 2, pp. 84-144

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Eratosthenes' Measurement

Silvia Pugliese Jona

The Physics Teacher -- February 2010 -- Volume 48, Issue 2, pp. 84 | Cited 1 time

Online Publication Date: Jan 2010

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Abstract Unavailable
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01.40.ek Secondary school
01.65.+g History of science

Teaching the Scientific Process

Art Hobson

The Physics Teacher -- February 2010 -- Volume 48, Issue 2, pp. 84

Online Publication Date: Jan 2010

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Abstract Unavailable
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01.40.Di Course design and evaluation
01.40.gb Teaching methods and strategies
01.75.+m Science and society

Canterbury Physics

David M. Harrison

The Physics Teacher -- February 2010 -- Volume 48, Issue 2, pp. 84

Online Publication Date: Jan 2010

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Abstract Unavailable
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01.40.Di Course design and evaluation
01.40.gb Teaching methods and strategies
01.75.+m Science and society
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Physics educators need to become more knowledgeable about and involved in renewable energy

Robert Ehrlich

The Physics Teacher -- February 2010 -- Volume 48, Issue 2, pp. 86

Online Publication Date: Jan 2010

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Abstract Unavailable
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01.40.Fk Research in physics education
01.40.J- Teacher training
01.75.+m Science and society
89.30.-g Fossil fuels and nuclear power
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SUBMERGED SUB

Paul Hewitt

The Physics Teacher -- February 2010 -- Volume 48, Issue 2, pp. 88

Online Publication Date: Jan 2010

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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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Obtaining and Investigating Unconventional Sources of Radioactivity

David R. Lapp

The Physics Teacher -- February 2010 -- Volume 48, Issue 2, pp. 90 | Cited 1 time

Online Publication Date: Jan 2010

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This paper provides examples of naturally radioactive items that are likely to be found in most communities. Additionally, there is information provided on how to acquire many of these items inexpensively. I have found that the presence of these materials in the classroom is not only useful for teaching about nuclear radiation and debunking the “nuclear free” myth, but also for helping students to understand the history of some of the commercial uses of radioactive materials since the early 20th century. Finally, the activity of each source (relative to background radiation) is provided.
Show PACS
01.40.gb Teaching methods and strategies
01.75.+m Science and society

Wind in the Solar System

Gordon McIntosh

The Physics Teacher -- February 2010 -- Volume 48, Issue 2, pp. 94

Online Publication Date: Jan 2010

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As an astronomy instructor I am always looking for commonly experienced Earthly phenomena to help my students and me understand and appreciate similar occurrences elsewhere in the solar system. Recently I wrote short TPT articles on frost1 and precipitation.2 The present article is on winds in the solar system. A windy day or storm might motivate the inclusion of this subject into a lecture.
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01.40.Fk Research in physics education
96.20.Br Origin and evolution
96.30.-t Solar system objects

The Ekman Layer and Why Tea Leaves Go to the Center of the Cup

Richard M. Heavers and Rachel M. Dapp

The Physics Teacher -- February 2010 -- Volume 48, Issue 2, pp. 96

Online Publication Date: Jan 2010

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Consider a transparent, cylindrical container filled with water and sitting in the center of a record player turntable. When the turntable is started suddenly, the container rotates with the turntable, but the bulk of the fluid initially remains at rest. A thin (∼1 mm) viscous boundary layer (Ekman layer) forms almost immediately at the bottom and top (if there is a lid) of the fluid. Here we describe a laboratory or demonstration exercise in which we use dye crystals1 and fine particles2 as tracers to study the flow in the Ekman layer. We also give a general method for using fine particles to measure the time it takes for the bulk of the fluid to rotate with the turntable (spin‐up time) for different rates of rotation and fluid depths.
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01.40.Fk Research in physics education
01.40.gb Teaching methods and strategies
01.50.Pa Laboratory experiments and apparatus
47.32.-y Vortex dynamics; rotating fluids

The Strange World of Classical Physics

David Green

The Physics Teacher -- February 2010 -- Volume 48, Issue 2, pp. 101

Online Publication Date: Jan 2010

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We have heard many times that the commonsense world of classical physics was shattered by Einstein's revelation of the laws of relativity. This is certainly true; the shift from our everyday notions of time and space to those revealed by relativity is one of the greatest stretches the mind can make. What is seldom appreciated is that the laws of classical physics yield equally strange (or arguably even stranger) results if the observer happens to be in a very high velocity reference frame. This article addresses two questions: In Part I we examine what the world would look like if relativity was not in effect and you happened to be in a reference frame traveling at a high percentage of the speed of light or faster than light (perfectly allowable in this model), a conceptual world that existed on a foundation of Newtonian physics and the aether. It turns out that this is a weirder place than is generally realized. In Part II we see that classical physics in these frames is self‐contradictory. Neither the consideration of Maxwell's equations nor the Michelson‐Morley experiment is necessary to see these contradictions; they are implicit in the logic of the physics itself.
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01.40.Fk Research in physics education
03.30.+p Special relativity
01.70.+w Philosophy of science

Measuring the Flight Speed of Fire Bombers from Photos: An In‐Class Exercise in Introductory Kinematics

Greg W. Lowe and Eric Ayars

The Physics Teacher -- February 2010 -- Volume 48, Issue 2, pp. 106 | Cited 1 time

Online Publication Date: Jan 2010

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In the western half of the United States, fire bombers are not an uncommon sight. During the “fire season,” which can extend from June through November, these specially modified aircraft are used to drop fire retardant chemicals or water on wildfires. It can be an entertaining and instructive classroom exercise to use pictures of these planes in action to calculate the speed of the plane during a drop run.
Show PACS
01.40.gb Teaching methods and strategies
01.55.+b General physics
01.50.-i Educational aids

Interactive Engagement: How Much Is Enough?

Louis E. Keiner and Teresa E. Burns

The Physics Teacher -- February 2010 -- Volume 48, Issue 2, pp. 108 | Cited 1 time

Online Publication Date: Jan 2010

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It is now widely known that interactive engagement (IE) teaching methods are the most effective methods of teaching physics.1–6 As physics instructors, we now have a variety of methods and models to choose from to make courses interactive.7,8 Included in these are methods that function as interactive adaptations to the traditional structure of physics classes, such as Peer Instruction (PI)2, and those that modify the entire structure of the course, such as the “studio” or “workshop” format.9–11 These possibilities raise the question: Is it worth the effort and expense to completely modify classrooms and instructional time by going to a studio model, or is a simpler IE method such as PI adequate by itself? What method will most easily help your students meet the course learning goals?
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01.40.Fk Research in physics education
01.40.J- Teacher training
01.50.Kw Techniques of testing
01.40.Ha Learning theory and science teaching

Viewing Events in the Center‐of‐Mass System

Lawrence Ruby

The Physics Teacher -- February 2010 -- Volume 48, Issue 2, pp. 112

Online Publication Date: Jan 2010

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In elementary physics, collisions are usually studied by employing the conservation of momentum, and sometimes also the conservation of kinetic energy. However, in nuclear reactions, changes of mass that complicate the situation often occur. To illustrate the latter, we shall cite two examples of endoergic nuclear reactions,1 i.e., those for which energy must be supplied to make the reaction proceed. A typical situation is given by the equation A + B → C + D + Q, (1) where particles A, B, C, and D are expressed in terms of the energy‐equivalent of the particle masses, according to the Einstein relation E = mc2, and where Q is a negative energy quantity, corresponding to the excess of mass of (C + D) over that of (A + B). Equation (1) is just an alternate statement of the conservation of total energy. Typically, in the lab system (L), energy is supplied as kinetic energy “T” of particle A, and particle B is at rest. Thus, to conserve momentum, particles C and D must compensate for the momentum corresponding to T. Often, it is desirable to know the minimum value of T that will conserve both energy and momentum, i.e., the threshold value of T, known as Tth, that will just allow the reaction to proceed. At threshold, the particles C and D will have their minimum possible kinetic energies. In the center‐of‐mass system of coordinates (Z) in which the input momentum is zero, at threshold, the products C and D are each stationary, and this requirement will allow us to calculate the corresponding Tth in the lab system (L). The Z system is often termed the “center‐of‐mass” system, but it is more properly termed the “zero‐momentum” system.
Show PACS
01.40.gb Teaching methods and strategies
03.30.+p Special relativity
24.00.00 Nuclear reactions: general
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Learning Nuclear Science with Marbles

Zach Constan

The Physics Teacher -- February 2010 -- Volume 48, Issue 2, pp. 114

Online Publication Date: Jan 2010

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Nuclei are small: if an atom was the size of a football field, the nucleus would be an apple sitting on the 50‐yd line. At the same time, nuclei are dense: the Earth, compressed to nuclear density, could fit inside four Sears Towers. The subatomic level is strange and exotic. For that reason, it's not hard to get young minds excited about nuclear science. But how does one move beyond analogies like those above and offer a better understanding of the extraordinary world of the nucleus? This is the challenge faced by the outreach program at Michigan State University's National Superconducting Cyclotron Laboratory (NSCL), a National Science Foundation‐supported facility specializing in the creation and study of rare isotopes. It was necessary to devise a model of the nucleus that students could interact with and even use to approximate the nuclear reactions that create exotic nuclei. The solution was to use magnetic marbles.
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01.40.Fk Research in physics education
01.40.Ha Learning theory and science teaching

Online Self‐Reporting of Pencil‐and‐Paper Homework

Matthew L. Trawick

The Physics Teacher -- February 2010 -- Volume 48, Issue 2, pp. 118

Online Publication Date: Jan 2010

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Physics teachers are most effective when their students are active learners who think and participate in every class. This extends beyond the classroom too: ideally, students would tackle challenging questions and exercises after every class—not just before the exam or the night before the weekly homework is due.1 Just‐in‐Time‐Teaching2 was developed to encourage this by having students submit daily homework online; their answers can be quickly graded (by hand) and then used as a springboard for class discussions that day. More recently, online homework services have become available that can automate the grading process and provide instantaneous feedback to students. Unfortunately in both of these cases, the range of possible questions is limited to what can be easily answered via computer. But while pencil and paper is still an easier medium for expressing diagrams and equations, daily collection of paper homework is cumbersome and does not allow same‐day feedback. This paper describes a hybrid strategy in which students solve what may be “standard” pencil‐and‐paper homework problems, and then use a simple online form to self‐report their degree of success.
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01.40.gf Theory of testing and techniques
01.40.Ha Learning theory and science teaching
01.50.hv Computer software and software reviews
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Invariability of Mass

Albert A. Bartlett

The Physics Teacher -- February 2010 -- Volume 48, Issue 2, pp. 121

Online Publication Date: Jan 2010

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The following is a petition written over 36 years ago by University of Colorado students to the seven members of Colorado's delegation to the United States Congress. I was advisor to the student groups and found this when cleaning up my university office. It strikes me as being amazingly farsighted.
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01.65.+g History of science
01.75.+m Science and society
01.78.+p Science and government (funding, politics, etc.)
01.10.Hx Physics organizational activities

Standing Sound Waves in Air with DataStudio

Yaakov Kraftmakher

The Physics Teacher -- February 2010 -- Volume 48, Issue 2, pp. 122

Online Publication Date: Jan 2010

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Two experiments related to standing sound waves in air are adapted for using the ScienceWorkshop data‐acquisition system with the DataStudio software from PASCO scientific.1 First, the standing waves are created by reflection from a plane reflector. The distribution of the sound pressure along the standing wave is measured. Second, the resonance spectrum of an air column is determined in a wide frequency range. The experiments can be used as laboratory works or lecture demonstrations.
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01.50.Pa Laboratory experiments and apparatus
01.50.My Demonstration experiments and apparatus

Bell's Theorem and Einstein's ‘Spooky Actions’ from a Simple Thought Experiment

Fred Kuttner and Bruce Rosenblum

The Physics Teacher -- February 2010 -- Volume 48, Issue 2, pp. 124 | Cited 1 time

Online Publication Date: Jan 2010

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In 1964 John Bell proved a theorem2 allowing the experimental test of whether what Einstein derided as “spooky actions at a distance” actually exist. We will see that they do. Bell's theorem can be displayed with a simple, nonmathematical thought experiment suitable for a physics course at any level. And a simple, semi‐classical derivation of the quantum theory result can be given for physics students. These entanglement phenomena are today applied in industrial laboratories and are increasingly discussed in the popular literature. Unfortunately, they are also misappropriated by the purveyors of pseudoscience, something physicists have a responsibility to address.3 Students can be intrigued by the quantum strangeness physics has encountered at a boundary of our discipline.
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01.40.Fk Research in physics education
03.65.Ud Entanglement and quantum nonlocality (e.g. EPR paradox, Bell's inequalities, GHZ states, etc.)

The Principle of Equivalence: Demonstrations of Local Effective Vertical and Horizontal

Héctor A. Múnera

The Physics Teacher -- February 2010 -- Volume 48, Issue 2, pp. 131 | Cited 1 time

Online Publication Date: Jan 2010

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It has been suggested that Einstein's principle of equivalence (PE) should be introduced at an early stage.1 This principle leads to the notion of local effective gravity, which in turn defines effective vertical and horizontal directions. Local effective gravity need not coincide with the direction of terrestrial gravity. This paper describes three classroom demonstrations that we have used to teach the concepts of the effective horizontal plane and the effective vertical direction to students at National University in Bogotá.
Show PACS
01.50.My Demonstration experiments and apparatus
01.50.Pa Laboratory experiments and apparatus
01.40.gb Teaching methods and strategies
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Poisson spot with magnetic levitation

Matthew Hoover, Michael Everhart, and Jose D'Arruda

The Physics Teacher -- February 2010 -- Volume 48, Issue 2, pp. 135

Online Publication Date: Jan 2010

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In this paper we describe a unique method for obtaining the famous Poisson spot without adding obstacles to the light path, which could interfere with the effect. A Poisson spot is the interference effect from parallel rays of light diffracting around a solid spherical object, creating a bright spot in the center of the shadow.
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01.50.My Demonstration experiments and apparatus
01.50.Pa Laboratory experiments and apparatus
01.40.gb Teaching methods and strategies
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Quarter‐sheet questions

John L. Hubisz

The Physics Teacher -- February 2010 -- Volume 48, Issue 2, pp. 138

Online Publication Date: Jan 2010

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The first day or two can set the stage for a positive relationship between the teacher and the students. “Icebreakers” are often used to start the conversation. Here I describe the use of quarter‐sheet questions to not only get my students talking early on, but also to have them realize that I am willing to look into peripheral areas of interest to them as well as make clear what my objectives are for them.
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01.40.J- Teacher training
01.40.Fk Research in physics education
01.50.Kw Techniques of testing
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The role of the mole

Boris Korsunsky, Column Editor

The Physics Teacher -- February 2010 -- Volume 48, Issue 2, pp. 140

Online Publication Date: Jan 2010

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Abstract Unavailable
Show PACS
01.50.Kw Techniques of testing
01.50.Rt Physics tournaments and contests
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Fermi Questions

Larry Weinstein, Column Editor

The Physics Teacher -- February 2010 -- Volume 48, Issue 2, pp. 140

Online Publication Date: Jan 2010

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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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Getting impulsive

Diane Riendeau, Column Editor

The Physics Teacher -- February 2010 -- Volume 48, Issue 2, pp. 141

Online Publication Date: Jan 2010

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Special thanks to Shannon Mandel, Barrington High School, Barrington, IL, and Toby Dittrich, Portland Community College, Portland, OR. If you have a favorite YouTube video you use in class, please forward the link and a brief description to Diane at driendeau@dist113.org
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01.50.H- Computers in education
01.30.Xx Publications in electronic media
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A simple model of the human eye

Otaviano Helene

The Physics Teacher -- February 2010 -- Volume 48, Issue 2, pp. 142

Online Publication Date: Jan 2010

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Abstract Unavailable
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01.50.My Demonstration experiments and apparatus
01.40.gb Teaching methods and strategies
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Topology and your very next bagel: The mathematically correct breakfast

John Denker

The Physics Teacher -- February 2010 -- Volume 48, Issue 2, pp. 143

Online Publication Date: Jan 2010

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Abstract Unavailable
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01.30.Xx Publications in electronic media
01.50.H- Computers in education

Solar transit of Atlantis and the Hubble Space Telescope images

Michael Herzog

The Physics Teacher -- February 2010 -- Volume 48, Issue 2, pp. 143

Online Publication Date: Jan 2010

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Abstract Unavailable
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01.30.Xx Publications in electronic media
01.50.H- Computers in education

Faraday cage videos

Tony Mangiacapre

The Physics Teacher -- February 2010 -- Volume 48, Issue 2, pp. 143

Online Publication Date: Jan 2010

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Abstract Unavailable
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01.30.Xx Publications in electronic media
01.50.H- Computers in education

Summer plans for you and your students

Dan MacIsaac, Column Editor

The Physics Teacher -- February 2010 -- Volume 48, Issue 2, pp. 143

Online Publication Date: Jan 2010

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Abstract Unavailable
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01.30.Xx Publications in electronic media
01.10.Hx Physics organizational activities

Summer courses for teachers

Dan MacIsaac, Column Editor

The Physics Teacher -- February 2010 -- Volume 48, Issue 2, pp. 143

Online Publication Date: Jan 2010

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Abstract Unavailable
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01.30.Xx Publications in electronic media
01.40.J- Teacher training
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A Shorter and Deeper Look — Force + Motion: An Illustrated Guide to Newton's Laws: Jason Zimba

William L. Schmidt

The Physics Teacher -- February 2010 -- Volume 48, Issue 2, pp. 144

Online Publication Date: Jan 2010

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Abstract Unavailable
Show PACS
01.30.Vv Book reviews
01.55.+b General physics
45.20.-d Formalisms in classical mechanics

MicroReviews by the Book Review Editor: The Mathematical Mechanic: Using Physical Reasoning to Solve Problems: Mark Levi

John L. Hubisz, Column Editor

The Physics Teacher -- February 2010 -- Volume 48, Issue 2, pp. 144

Online Publication Date: Jan 2010

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Abstract Unavailable
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01.30.Vv Book reviews
01.40.gf Theory of testing and techniques

MicroReviews by the Book Review Editor: Weird Water & Fuzzy Logic — More Notes of a Fringe Watcher: Martin Gardner

John L. Hubisz, Column Editor

The Physics Teacher -- February 2010 -- Volume 48, Issue 2, pp. 144

Online Publication Date: Jan 2010

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Abstract Unavailable
Show PACS
01.30.Vv Book reviews
01.40.Fk Research in physics education
01.70.+w Philosophy of science

MicroReviews by the Book Review Editor: Origami, Eleusis, and the Soma Cube and Sphere Packing, Lewis and Carroll, and Reversi: Martin Gardner

John L. Hubisz, Column Editor

The Physics Teacher -- February 2010 -- Volume 48, Issue 2, pp. 144

Online Publication Date: Jan 2010

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Abstract Unavailable
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01.30.Vv Book reviews
01.50.Kw Techniques of testing

MicroReviews by the Book Review Editor: Slavery in the Connecticut Valley of Massachusetts: Robert H. Romer

John L. Hubisz, Column Editor

The Physics Teacher -- February 2010 -- Volume 48, Issue 2, pp. 144

Online Publication Date: Jan 2010

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Abstract Unavailable
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01.30.Vv Book reviews
01.75.+m Science and society

MicroReviews by the Book Review Editor: Totality: Eclipses of the Sun (3rd ed. updated): Mark Littman, Fred Espenak, and Ken Willcox

John L. Hubisz, Column Editor

The Physics Teacher -- February 2010 -- Volume 48, Issue 2, pp. 144

Online Publication Date: Jan 2010

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Abstract Unavailable
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01.30.Vv Book reviews
95.10.Gi Eclipses, transits, and occultations
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