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Mar 2010

Volume 48, Issue 3, pp. 147-208

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Spherical Raindrops

Lester Evans

The Physics Teacher -- March 2010 -- Volume 48, Issue 3, pp. 147

Online Publication Date: Feb 2010

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Abstract Unavailable
Show PACS
01.50.F- Audio and visual aids
01.40.J- Teacher training
01.55.+b General physics
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Meet your new President, David Cook

John R. Brandenberger

The Physics Teacher -- March 2010 -- Volume 48, Issue 3, pp. 148

Online Publication Date: Feb 2010

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Abstract Unavailable
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01.10.Hx Physics organizational activities
01.60.+q Biographies, tributes, personal notes, and obituaries
01.85.+f Careers in physics and science
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AAPT meetings, then and now

David M. Cook, AAPT President

The Physics Teacher -- March 2010 -- Volume 48, Issue 3, pp. 149

Online Publication Date: Feb 2010

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Abstract Unavailable
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01.10.Hx Physics organizational activities
01.65.+g History of science
01.85.+f Careers in physics and science
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DC CIRCUIT

Paul Hewitt

The Physics Teacher -- March 2010 -- Volume 48, Issue 3, pp. 150 | Cited 1 time

Online Publication Date: Feb 2010

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Abstract Unavailable
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01.50.Kw Techniques of testing
01.55.+b General physics
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Happy Balls, Unhappy Balls, and Newton's Cradle

David Kagan

The Physics Teacher -- March 2010 -- Volume 48, Issue 3, pp. 152

Online Publication Date: Feb 2010

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The intricacies of Newton's Cradle1 are well covered in the literature2–4 going as far back as the time of Newton!5 These discussions generally center on the highly elastic collisions of metal spheres. Thanks to the invention of happy and unhappy balls,6 you can build and study the interaction of less elastic systems (see Fig. 1).
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01.50.My Demonstration experiments and apparatus
01.40.J- Teacher training
01.55.+b General physics
FREE

Galvanize Your Class! Build a Battery of Students

Robert A. Morse

The Physics Teacher -- March 2010 -- Volume 48, Issue 3, pp. 154

Online Publication Date: Feb 2010

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An inexpensive and simple class participation demonstration uses students, short lengths of metal pipe, and an inexpensive digital voltmeter to make a battery of students. Data taken illustrate the combination of emfs in series and parallel. This apparatus was awarded second place and a low‐cost award in the 2007 AAPT Apparatus Competition.
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01.50.My Demonstration experiments and apparatus
01.40.Fk Research in physics education
01.55.+b General physics

25 Years of AAPT's PhysicsBowl

Michael C. Faleski

The Physics Teacher -- March 2010 -- Volume 48, Issue 3, pp. 156

Online Publication Date: Feb 2010

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The PhysicsBowl is a contest for high school students that was first introduced in 1985. In this article, we discuss both some of the history of the contest as well as the 25th contest occurring this year.
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01.50.Rt Physics tournaments and contests
01.10.Hx Physics organizational activities
01.65.+g History of science
FREE

Elastic and Inelastic Collisions

Paul Gluck

The Physics Teacher -- March 2010 -- Volume 48, Issue 3, pp. 158

Online Publication Date: Feb 2010

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There have been two articles in this journal1,2 that described a pair of collision carts used to demonstrate vividly the difference between elastic and inelastic collisions. One cart had a series of washers that were mounted rigidly on a rigid wooden framework, the other had washers mounted on rubber bands stretched across a framework. The rigidly mounted cart bounced off a wall with little loss of velocity; the rubber mounted version had very little recoil speed and came to a halt. For teachers who would like a faster way to demonstrate the effect with a less elaborate device demanding less skill to prepare, we describe a single cart with just one moving part and easily made, serving as a model that demonstrates the idea of both elastic and inelastic collisions. The finished product is shown in Fig. 1.
Show PACS
01.50.Pa Laboratory experiments and apparatus
01.50.My Demonstration experiments and apparatus
01.55.+b General physics
FREE

The Answer to Rising Gas Prices…Nitrogen?

Frank Lee and Herman Batelaan

The Physics Teacher -- March 2010 -- Volume 48, Issue 3, pp. 160

Online Publication Date: Feb 2010

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It is claimed by the company NitroFill and the GetNitrogen Institute that filling car tires with nitrogen improves gas mileage considerably. The reason given is that oxygen leaks out of tires so that the increased rolling friction causes a reduced gas mileage. Because it is hard to do an actual road test, we report on a simple visual test of leakage from oxygen‐ and nitrogen‐filled balloons. This experiment can be repeated in classrooms to address a controversial and topical issue, while at the same time highlighting hypothesis formulation, verification, and falsification in scientific experiments.
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01.50.Pa Laboratory experiments and apparatus
34.35.+a Interactions of atoms and molecules with surfaces

The Flight of the Space Shuttle Discovery (STS‐119)

Arthur Stinner and Don Metz

The Physics Teacher -- March 2010 -- Volume 48, Issue 3, pp. 162 | Cited 1 time

Online Publication Date: Feb 2010

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This article is intended to model the ascent of the space shuttle for high school teachers and students. It provides a background for a sufficiently comprehensive description of the physics (kinematics and dynamics) of the March 16, 2009, Discovery launch. Our data are based on a comprehensive spreadsheet kindly sent to us by Bill Harwood, the “CBS News” space consultant. The spreadsheet provides detailed and authentic information about the prediction of the ascent of flight STS‐119, the 36th flight of Discovery and the 125th shuttle flight to date. We have used the data for our calculations and the production of the graphs. A limited version of the ascent data is available on the “CBS News” STS‐119 trajectory timeline.1
Show PACS
01.50.-i Educational aids
01.40.J- Teacher training
07.87.+v Spaceborne and space research instruments, apparatus, and components (satellites, space vehicles, etc.)

Propelling Extended Objects

Richard Humbert

The Physics Teacher -- March 2010 -- Volume 48, Issue 3, pp. 169

Online Publication Date: Feb 2010

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A force acting on just part of an extended object (either a solid or a volume of a liquid) can cause all of it to move. That motion is due to the transmission of the force through the object by its material. This paper discusses how the force is distributed to all of the object by a gradient of stress or pressure in it, which creates the local force that directly propels each part of the object. Those gradients resemble the ones created in objects by their weights. An example of the latter is the compressive stress in a column of a building increasing steadily toward its lower end. That gradient occurs because each horizontal section through the column supports all of the weight above it, including the load force pushing down on the column's upper end. The gradient resembles the pressure in a container of liquid increasing with depth in it. Likewise, the weight of a vertically hanging cable causes its tension and tensile stress to increase toward its upper end.
Show PACS
01.40.Fk Research in physics education
01.40.J- Teacher training
01.55.+b General physics

Explaining Electromagnetic Plane Waves in a Vacuum at the Introductory Level

Clark L. Allred, Devin J. Della‐Rose, Brian M. Flusche, Rex R. Kiziah, and David J. Lee

The Physics Teacher -- March 2010 -- Volume 48, Issue 3, pp. 173

Online Publication Date: Feb 2010

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A typical introduction to electromagnetic waves in vacuum is illustrated by the following quote from an introductory physics text: “Maxwell's equations predict that an electromagnetic wave consists of oscillating electric and magnetic fields. The changing fields induce each other, which maintains the propagation of the wave; a changing electric field induces a magnetic field, and a changing magnetic field induces an electric field.”1 Students' intuition, developed from repeatedly solving simple problems involving Faraday's law in an introductory physics course, can lead them to expect the electric and magnetic waves to be out of phase, in contradiction to physical reality as described by Maxwell's equations. Below, we present the type of common Faraday's law problem that promotes this cognitive pitfall, and we suggest an approach that we believe leads to a deeper, more correct student understanding of electromagnetic waves.
Show PACS
01.40.gb Teaching methods and strategies
01.40.J- Teacher training

In a Hurry to Work with High‐Speed Video at School?

André Heck and Peter Uylings

The Physics Teacher -- March 2010 -- Volume 48, Issue 3, pp. 176 | Cited 9 times

Online Publication Date: Feb 2010

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Casio Computer Co., Ltd., brought in 2008 high‐speed video to the consumer level with the release of the EXILIM Pro EX‐F1 and the EX‐FH20 digital camera.® The EX‐F1 point‐and‐shoot camera can shoot up to 60 six‐megapixel photos per second and capture movies at up to 1200 frames per second. All this, for a price of about US $1000 at the time of introduction and with an ease of operation that allows high school students to work in 10 minutes with the camera. The EX‐FH20 is a more compact, more user‐friendly, and cheaper high‐speed camera that can still shoot up to 40 photos per second and capture up to 1000 fps. Yearly, new camera models appear and prices have gone down to about US $250–300 for a decent high‐speed camera. For more details we refer to Casio's website.1
Show PACS
01.40.gb Teaching methods and strategies
01.50.ff Films; electronic video devices

Short Note on Units: Planetary Units

Elisha Huggins

The Physics Teacher -- March 2010 -- Volume 48, Issue 3, pp. 182

Online Publication Date: Feb 2010

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While the emphasis on SI units in introductory physics textbooks has mercifully eliminated the use of English units, the exclusion of other systems of units is not necessary. For years physicists have simplified calculations by doing things like setting ℏ = c = 1. We could not imagine putting 4πϵ0 into the formulas for Bohr orbits.1
Show PACS
01.40.gb Teaching methods and strategies
01.40.J- Teacher training

A Simple Statistical Thermodynamics Experiment

Michael C. LoPresto

The Physics Teacher -- March 2010 -- Volume 48, Issue 3, pp. 183

Online Publication Date: Feb 2010

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Comparing the predicted and actual rolls of combinations of both two and three dice can help to introduce many of the basic concepts of statistical thermodynamics, including multiplicity, probability, microstates, and macrostates, and demonstrate that entropy is indeed a measure of randomness, that disordered states (those of higher entropy) are more likely than more ordered ones. It can also show that predictions based on statistics are more accurate with larger samples of data. What follows is a simple experiment introducing some of the basic elements of statistical thermodynamics that can be a light and even fun way to end a unit on thermodynamics, often the end of a challenging first semester of introductory physics.
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01.40.Fk Research in physics education
01.40.gb Teaching methods and strategies

Quantum Dotting the “i” of Inquiry: A Guided Inquiry Approach to Teaching Nanotechnology

Timothy A. Laubach, Lee A. Elizondo, Patrick J. McCann, and Shahryar Gilani

The Physics Teacher -- March 2010 -- Volume 48, Issue 3, pp. 186

Online Publication Date: Feb 2010

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When illuminating four “mystery” vials of nanoparticle solution with a 405‐nm light emitting diode (LED), four distinct colors related to the peak wavelength of fluorescent emission can be observed.1 This phenomenon perplexes high school physics students and leads to the subsequent exploratory question, “Why are the four vials emitting a different color light if they all contain the same material and are illuminated with the same light source?” That question gives students the opportunity to collect and analyze data, which leads to the development of the inherent scientific concept that the color of the emitted light depends on the size of the material (quantum dot) suspended in solution.
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01.40.gb Teaching methods and strategies
01.50.Pa Laboratory experiments and apparatus

Measuring Air Density in the Introductory Lab

G. Calzà, L. M. Gratton, T. López‐Arias, and S. Oss

The Physics Teacher -- March 2010 -- Volume 48, Issue 3, pp. 189

Online Publication Date: Feb 2010

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The measurement of the mass, or the density, of air can easily be done with very simple materials and offers many interesting phenomena for discussion—buoyancy and its effects being the most obvious but not the only one. Many interesting considerations can be done regarding the behavior of gases, the effect of the external conditions in the measurement, and the reason for the choice of the procedure, among others. One of the most widespread approaches makes use of rubber balloons. Such an approach can be misleading if attention is not paid to the effect of the buoyant force on the balloon, exerted by the surrounding air. Air is weightless in an environment full of it. While this fact can usually be neglected in daily, nontechnical weight measurements, it is not the case when we are interested in the weight of air itself. A sketch such as the one depicted in Fig. 1 is often presented in elementary science textbooks, as a demonstration that air has weight. A search of the Internet will reveal that this misleading approach is often presented as the simplest one for this kind of measurement at an elementary level1 and represents one among other common misconceptions that can be found in K‐6 science textbooks as discussed, for instance, in Ref. 2. For a more detailed description of the flaws inherent to the measurement of air's weight with a rubber balloon, see Ref. 3. In this paper we will describe two procedures to measure the density of air: weighing a PET bottle and a vacuum rigid container. There are other interesting ways to estimate the weight of air; see, for instance, the experiment of Zhu and Se‐yuen using carbon dioxide and Archimedes' principle.4 We emphasize the experimental implications and the physical reasons for the accuracy and conceptual correctness of each method. It is important not to undervalue the importance of both simplicity and reliability for any experimental measurement made in a didactic context.
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01.50.Pa Laboratory experiments and apparatus
01.40.gb Teaching methods and strategies

What Is Wrong with Water Barometers?

Dan M. Sullivan, Robert W. Smith, E. J. Kemnitz, Kevin Barton, Robert M. Graham, Raymond A. Guenther, and Larry Webber

The Physics Teacher -- March 2010 -- Volume 48, Issue 3, pp. 191

Online Publication Date: Feb 2010

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Every student who studies atmospheric pressure in physics or chemistry learns the principles behind the construction of barometers. Cistern barometers, such as those found in most laboratories, consist of a long glass tube containing an inverted column of liquid having an open end in a cistern of the liquid. Students learn that the column of liquid is supported by air pressure and is equal in weight to a column of air of the same diameter.
Show PACS
01.50.My Demonstration experiments and apparatus
01.40.gb Teaching methods and strategies
01.55.+b General physics

Photo of the Month

James Mallmann, Wisconsin Section AAPT Representative

The Physics Teacher -- March 2010 -- Volume 48, Issue 3, pp. 193

Online Publication Date: Feb 2010

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Abstract Unavailable
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01.50.fh Posters, cartoons, art, etc.

Correcting the Normalized Gain for Guessing

John Stewart and Gay Stewart

The Physics Teacher -- March 2010 -- Volume 48, Issue 3, pp. 194 | Cited 1 time

Online Publication Date: Feb 2010

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The normalized gain, g, has been an important tool for the characterization of conceptual improvement in physics courses since its use in Hake's extensive study on conceptual learning in introductory physics.1 The normalized gain is calculated from the score on a pre‐test administered before instruction and a post‐test administered after instruction and is defined as g = post-test − pre-test∕100 − pre-test, (1) where both the pre‐test and post‐test have a maximum score of 100. The statistic has been used in many published works since Hake's paper. It has become sufficiently important that extensions to the statistic2 and investigations of its detailed properties3 have recently been published. This paper investigates the effect of students' guessing on the normalized gain and develops a correction for guessing for the pre‐test and post‐test. The normalized gain is found to be insensitive to the effects of guessing.
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01.40.Di Course design and evaluation
01.30.Rr Surveys and tutorial papers; resource letters

Daytime Celestial Navigation for the Novice

Philip M. Sadler and Christopher Night

The Physics Teacher -- March 2010 -- Volume 48, Issue 3, pp. 197

Online Publication Date: Feb 2010

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What kinds of astronomical lab activities can high school and college astronomy students carry out easily in daytime? The most impressive is the determination of latitude and longitude from observations of the Sun. The “shooting of a noon sight” and its “reduction to a position” grew to become a daily practice at the start of the 19th century1 following the perfection of the marine chronometer by John Harrison and its mass production.2 This technique is still practiced by navigators in this age of GPS. Indeed, the U.S. Coast Guard exams for ocean‐going licenses include celestial navigation.3 These techniques continue to be used by the military and by private sailors as a backup to all‐too‐fallible and jammable electronic navigation systems. A sextant, a nautical almanac,4 special sight reduction tables,5 and involved calculations are needed to determine position to the nearest mile using the Sun, Moon, stars, or planets. Yet, finding latitude and longitude to better than 30 miles from measurements of the Sun's altitude is easily within the capability of those taking astronomy or physics for the first time by applying certain basic principles. Moreover, it shows a practical application of astronomy in use the world over. The streamlined method described here takes advantage of the similar level of accuracy of its three components: 1.Observations using a homemade quadrant6 (instead of a sextant), 2. Student‐made graphs of the altitude of the Sun over a day7 (replacing lengthy calculation using sight reduction tables), and 3. An averaged 20‐year analemma used to find the Sun's navigational coordinates8,9 (rather than the 300+ page Nautical Almanac updated yearly).
Show PACS
01.40.gb Teaching methods and strategies
01.50.-i Educational aids
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The Iowa wave machines

John D. Daffron, Thomas B. Greenslade, Jr., and Dale Stille

The Physics Teacher -- March 2010 -- Volume 48, Issue 3, pp. 200 | Cited 1 time

Online Publication Date: Feb 2010

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Wave machines are a staple of demonstration lectures, and a good pair of wave machines can make the idea of transverse and longitudinal waves clearly evident to students. The demonstration apparatus collection of the University of Iowa contains examples of transverse and longitudinal wave machines that will be of interest to readers of The Physics Teacher. These machines probably date from about 1925 and may have been locally produced. You too can build them.
Show PACS
01.50.My Demonstration experiments and apparatus
01.50.Pa Laboratory experiments and apparatus
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Fermi Questions

Larry Weinstein, Column Editor

The Physics Teacher -- March 2010 -- Volume 48, Issue 3, pp. 201

Online Publication Date: Feb 2010

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Abstract Unavailable
Show PACS
01.50.Kw Techniques of testing
01.40.gf Theory of testing and techniques
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Using vacuum food sealers as a low‐cost vacuum pump

Jim McClymer

The Physics Teacher -- March 2010 -- Volume 48, Issue 3, pp. 202

Online Publication Date: Feb 2010

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A vacuum pump provides many entertaining, educational, and attention‐getting demonstrations and experiments at all levels. Most pumps, however, are expensive, heavy, and noisy, which may limit their availability both in the classroom and for the independent experimenter. The proliferation of inexpensive vacuum food sealers removes many of the barriers to performing many vacuum demonstrations.
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01.50.Pa Laboratory experiments and apparatus
01.40.gb Teaching methods and strategies
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Circular thinking

Diane Riendeau, Column Editor

The Physics Teacher -- March 2010 -- Volume 48, Issue 3, pp. 203

Online Publication Date: Feb 2010

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Special thanks to Jaime Stasiorowski, Deerfield High School for some of the video cited in this column.
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01.50.H- Computers in education
01.50.F- Audio and visual aids
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The Three Stooges

Boris Korsunsky, Column Editor

The Physics Teacher -- March 2010 -- Volume 48, Issue 3, pp. 204

Online Publication Date: Feb 2010

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Abstract Unavailable
Show PACS
01.50.Rt Physics tournaments and contests
01.50.Kw Techniques of testing
01.40.J- Teacher training
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What your mother never told you about … physics teaching

Deborah Roudebush

The Physics Teacher -- March 2010 -- Volume 48, Issue 3, pp. 205

Online Publication Date: Feb 2010

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When I entered high school teaching after working in industry for several years, I was sure I knew exactly what to do. I was convinced that I would be the sage on the stage and would wow the students with my clear explanations, amazing problem‐solving techniques, and perfect lab instructions. I was convinced that the students would soak up the wisdom and insight that I was offering and that, if the students just followed my directions exactly, they would be able to solve new and exciting problems. Instead, I found that the students became amazingly adept at applied mathematics and understood few of the underlying physics concepts. In fact, some of my star students who headed off to become physics majors were unprepared for the thought required and changed majors within two years.
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01.40.Fk Research in physics education
01.40.J- Teacher training
01.85.+f Careers in physics and science
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Demonstrating spectral band absorption with a neodymium light bulb

Adam J. Beehler

The Physics Teacher -- March 2010 -- Volume 48, Issue 3, pp. 206 | Cited 1 time

Online Publication Date: Feb 2010

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Abstract Unavailable
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01.50.Pa Laboratory experiments and apparatus
01.40.gb Teaching methods and strategies
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Physics of projecting and perceiving 3‐D movies: Depth perception, stereoscopic images, and polarized light

Leigh Palmer

The Physics Teacher -- March 2010 -- Volume 48, Issue 3, pp. 207

Online Publication Date: Feb 2010

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Abstract Unavailable
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01.50.ht Instructional computer use
01.30.Xx Publications in electronic media

Fire pistons

John Denker

The Physics Teacher -- March 2010 -- Volume 48, Issue 3, pp. 207

Online Publication Date: Feb 2010

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Abstract Unavailable
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01.50.ht Instructional computer use
01.30.Xx Publications in electronic media
01.50.Pa Laboratory experiments and apparatus

Astronomy Education Review

Dan MacIsaac, Column Editor

The Physics Teacher -- March 2010 -- Volume 48, Issue 3, pp. 207

Online Publication Date: Feb 2010

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Abstract Unavailable
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01.50.ht Instructional computer use
01.30.Xx Publications in electronic media

The International History, Philosophy and Science Teaching (IPHST) group

Dan MacIsaac, Column Editor

The Physics Teacher -- March 2010 -- Volume 48, Issue 3, pp. 207

Online Publication Date: Feb 2010

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Abstract Unavailable
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01.50.ht Instructional computer use
01.30.Xx Publications in electronic media
01.65.+g History of science
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A Demo a Day: A Year of Physics Demonstrations: Borislaw Bilash II and David Maiullo

John L. Hubisz, Column Editor

The Physics Teacher -- March 2010 -- Volume 48, Issue 3, pp. 208

Online Publication Date: Feb 2010

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Abstract Unavailable
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01.30.Bb Publications of lectures (advanced institutes, summer schools, etc.)
01.50.My Demonstration experiments and apparatus

Sophisticated Sounds: Springer Handbook of Acoustics: Thomas D. Rossing

John L. Hubisz

The Physics Teacher -- March 2010 -- Volume 48, Issue 3, pp. 208

Online Publication Date: Feb 2010

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Abstract Unavailable
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01.30.Vv Book reviews
01.30.Kj Handbooks, dictionaries, tables, and data compilations
43.00.00 Acoustics

MicroRewiew by the Book Rewiew Editor: Evidence for Murder: How Physics Convicted a Killer: Rod Cross

John L. Hubisz, Column Editor

The Physics Teacher -- March 2010 -- Volume 48, Issue 3, pp. 208

Online Publication Date: Feb 2010

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Abstract Unavailable
Show PACS
01.30.Vv Book reviews
01.55.+b General physics
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