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May 2010

Volume 48, Issue 5, pp. 278-352

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Addams monster and infinite mirrors

Jay M. Pasachoff

The Physics Teacher -- May 2010 -- Volume 48, Issue 5, pp. 278

Online Publication Date: Apr 2010

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Abstract Unavailable
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01.30.Ww Editorials

More absorption band demos

Jennifer J. Birriel

The Physics Teacher -- May 2010 -- Volume 48, Issue 5, pp. 278

Online Publication Date: Apr 2010

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01.30.Ww Editorials

The proof is in the picture

Erich Landstrom

The Physics Teacher -- May 2010 -- Volume 48, Issue 5, pp. 278

Online Publication Date: Apr 2010

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01.30.Ww Editorials
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Thank You to Our 2010 Referees

Karl Mamola

The Physics Teacher -- May 2010 -- Volume 48, Issue 5, pp. 279

Online Publication Date: Apr 2010

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01.30.Ww Editorials
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Distinguished Service Citations, Winter 2010

Lila Adair, AAPT Past President

The Physics Teacher -- May 2010 -- Volume 48, Issue 5, pp. 280

Online Publication Date: Apr 2010

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01.10.Cr Announcements, news, and awards

Melba Newell Phillips Award Presentation

Mary Beth Monroe

The Physics Teacher -- May 2010 -- Volume 48, Issue 5, pp. 281

Online Publication Date: Apr 2010

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01.10.Cr Announcements, news, and awards
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DOUBLE SLIT

Paul Hewitt

The Physics Teacher -- May 2010 -- Volume 48, Issue 5, pp. 284

Online Publication Date: Apr 2010

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01.50.Pa Laboratory experiments and apparatus
01.40.-d Education
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No Time Lag in the Photoelectric Effect

Paul Gluck and Bernd Saering

The Physics Teacher -- May 2010 -- Volume 48, Issue 5, pp. 285

Online Publication Date: Apr 2010

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The photoelectric effect was discovered in the 19th century by Heinrich Hertz. It is interesting to note that the same scientist showed experimentally the wave nature of light, and thereby vindicated Maxwell's wave theory, and discovered the effect in which light shows corpuscular behavior. This paper describes a simple demonstration, enabling one to show the absence of a time lag in the photoelectric effect to an accuracy of a microsecond.
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01.50.My Demonstration experiments and apparatus
72.40.+w Photoconduction and photovoltaic effects
01.40.-d Education
FREE

Weighing Photons Using Bathroom Scales: A Thought Experiment

Elisha Huggins

The Physics Teacher -- May 2010 -- Volume 48, Issue 5, pp. 287

Online Publication Date: Apr 2010

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Jay Orear, in his introductory physics text,1 defined the weight of a person as the reading one gets when standing on a (properly calibrated) bathroom scale. Here we will use Jay's definition of weight in a thought experiment to measure the weight of a photon. The thought experiment uses the results of the Pound‐Rebka‐Snider2,3 experiments, Compton scattering experiments, and the Eötvös experiments.
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01.50.-i Educational aids
04.20.-q Classical general relativity

The Physics of the Imploding Can Experiment

Pirooz Mohazzabi

The Physics Teacher -- May 2010 -- Volume 48, Issue 5, pp. 289

Online Publication Date: Apr 2010

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One of the popular demonstrations of atmospheric pressure in introductory physics courses is the “crushing can” or “imploding can” experiment.1–4 In this demonstration, which has also been extensively discussed on the Internet, a small amount of water is placed in a soda can and heated until it boils and water vapor almost entirely fills the can. The can is then quickly inverted and its opening is allowed to touch the surface of cold water in a container. Upon touching the cold water surface, the can implodes in a fraction of a second as the water vapor in the can condenses.
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01.50.My Demonstration experiments and apparatus
FREE

Einstein's Tea Leaves and Pressure Systems in the Atmosphere

Amit Tandon and John Marshall

The Physics Teacher -- May 2010 -- Volume 48, Issue 5, pp. 292 | Cited 1 time

Online Publication Date: Apr 2010

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Tea leaves gather in the center of the cup when the tea is stirred. In 1926 Einstein1 explained the phenomenon in terms of a secondary, rim‐to‐center circulation caused by the fluid rubbing against the bottom of the cup. This explanation can be connected to air movement in atmospheric pressure systems to explore, for example, why low‐pressure systems tend to be stormy and high‐pressure systems are fair weather. Here, following Einstein's lead, we revisit the tea leaf phenomenon, make the connection with atmospheric pressure systems, and describe an illustrative laboratory experiment.
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01.50.Pa Laboratory experiments and apparatus

A Comparative Planetology Activity

Michael C. LoPresto and Steven R. Murrell

The Physics Teacher -- May 2010 -- Volume 48, Issue 5, pp. 296

Online Publication Date: Apr 2010

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The beginning of a typical solar system “unit” in a traditional introductory astronomy course often consists of an overview of the different object types—planets, moons, and debris (asteroids, comets, and meteors), and now also Pluto's home, the Kuiper belt—prior to coverage of formation and more detail about the various object types.1 An important distinction that needs to be made prior to coverage of solar system formation or discussions of individual planets is between the two planet types: the Earth‐like or terrestrial planets, and the Jupiter‐like or Jovian planets. The following is a description of an activity designed to establish these categories through conclusions drawn by students after a guided analysis of planetary data.
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01.40.gb Teaching methods and strategies
96.30.Bc Comparative planetology

Blue Skies, Coffee Creamer, and Rayleigh Scattering

Michael Liebl

The Physics Teacher -- May 2010 -- Volume 48, Issue 5, pp. 300

Online Publication Date: Apr 2010

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The first physical explanation of Earths blue sky was fashioned in 1871 by Lord Rayleigh.1 Many discussions of Rayleigh scattering and approaches to studying it both in and out of the classroom are available.2–5 Rayleigh scattering accounts for the blue color of the sky and the orange/red color of the Sun near sunset and sunrise, and a number of classroom demonstrations have been described for showing the effects.6–11 This paper describes how these demonstrations can be enhanced by using a spectrometer to measure the preferential scattering of the shorter wavelength light.
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01.50.My Demonstration experiments and apparatus
32.70.Jz Line shapes, widths, and shifts
33.20.Fb Raman and Rayleigh spectra (including optical scattering)

Radiological Dispersion Devices and Basic Radiation Science

Joseph John Bevelacqua

The Physics Teacher -- May 2010 -- Volume 48, Issue 5, pp. 302

Online Publication Date: Apr 2010

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Introductory physics courses present the basic concepts of radioactivity and an overview of nuclear physics that emphasizes the basic decay relationship and the various types of emitted radiation. Although this presentation provides insight into radiological science, it often fails to interest students to explore these concepts in a more rigorous manner. One reason for limited student interest is the failure to link the discussion to topics of current interest. The author has found that presenting this material with a link to radiological dispersion devices (RDDs), or dirty bombs, and their associated health effects provides added motivation for students. The events of Sept. 11, 2001, and periodic media focus on RDDs heighten student interest from both a scientific curiosity as well as a personal protection perspective. This article presents a framework for a more interesting discussion of the basics of radiation science and their associated health effects. The presentation can be integrated with existing radioactivity lectures or added as a supplementary or enrichment activity.
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01.50.-i Educational aids
87.53.Ay Biophysical mechanisms of interaction
89.20.Dd Military technology and weapons systems; arms control
FREE

An Introduction to Solar Cells

Bernard J. Feldman

The Physics Teacher -- May 2010 -- Volume 48, Issue 5, pp. 306 | Cited 1 time

Online Publication Date: Apr 2010

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Most likely, solar cells will play a significant role in this country's strategy to address the two interrelated issues of global warming and dependence on imported oil. The purpose of this paper is to present an explanation of how solar cells work at an introductory high school, college, or university physics course level. The treatment presented here will be qualitative and somewhat simplified, in order to reach the desired audience; references are provided for a more detailed and mathematically sophisticated treatment. It is hoped that this paper will, in a small way, motivate students to learn more about this technology, so critical to the energy and environmental future of this country.
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01.50.-i Educational aids
01.40.ek Secondary school
88.40.H- Solar cells (photovoltaics)

The Electron Runaround: Understanding Electric Circuit Basics Through a Classroom Activity

Vandana Singh

The Physics Teacher -- May 2010 -- Volume 48, Issue 5, pp. 309

Online Publication Date: Apr 2010

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Several misconceptions abound among college students taking their first general physics course, and to some extent pre‐engineering physics students, regarding the physics and applications of electric circuits. Analogies used in textbooks, such as those that liken an electric circuit to a piped closed loop of water driven by a water pump, do not completely resolve these misconceptions. Mazur1 and Knight,2 in particular, separately note that such misconceptions include the notion that electric current on either side of a light bulb in a circuit can be different. Other difficulties and confusions involve understanding why the current in a parallel circuit exceeds the current in a series circuit with the same components, and include the role of the battery (where students may assume wrongly that a dry cell battery is a fixed‐current rather than a fixed‐voltage device). A simple classroom activity that students can play as a game can resolve these misconceptions, providing an intellectual as well as a hands‐on understanding. This paper describes the “Electron Runaround,” first developed by the author to teach extremely bright 8‐year‐old home‐schooled children the basics of electric circuits and subsequently altered (according to the required level of instruction) and used for various college physics courses.
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01.50.F- Audio and visual aids
84.30.Bv Circuit theory
72.10.-d Theory of electronic transport; scattering mechanisms

The Quark Puzzle: A Novel Approach to Visualizing the Color Symmetries of Quarks

Eric Gettrust

The Physics Teacher -- May 2010 -- Volume 48, Issue 5, pp. 312

Online Publication Date: Apr 2010

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This paper describes a simple hands‐on and visual‐method designed to introduce physics students of many age groups to the topic of quarks and their role in forming composite particles (baryons and mesons). A set of puzzle pieces representing individual quarks that fit together in ways consistent with known restrictions of flavor, color, and charge are depicted. The employment of the pieces in modeling familiar particles, such as protons and neutrons, as well as other, less familiar hadrons, is shown. Included are notes describing the process of creating the puzzle pieces, followed by some suggestions for their use in educational settings.
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01.50.Pa Laboratory experiments and apparatus
12.38.-t Quantum chromodynamics
14.65.-q Quarks

Vortex Apparatus and Demonstrations

Said Shakerin

The Physics Teacher -- May 2010 -- Volume 48, Issue 5, pp. 316

Online Publication Date: Apr 2010

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Vortex flow, from millimeter to kilometer in scale, is important in many scientific and technological areas.1 Examples are seen in water strider locomotion, from industrial pipe flow (wastewater treatment) to air traffic control (safe distance between aircrafts on a runway ready for takeoff) to atmospheric studies.2–5 In this paper, we focus on a particular vortex known as bathtub vortex (BTV). It occurs when water is drained from a hole at the bottom of a container such as a bathtub or a sink under the action of gravity. The vortex has a funnel shape with a central air core, resembling a tornado. We have designed a portable apparatus to demonstrate bathtub vortex on a continual basis. The apparatus consists of a clear cylinder supported by a frame over a water reservoir and a submersible pump. Young and old have been equally amazed by watching the demonstrations at various public presentations held at the University of the Pacific recently. With material cost of less than $100, the apparatus can be easily fabricated and used at other universities. With a short set‐up time, it is an ideal device for promoting science to the general public, and it can be used to enhance lectures in physics courses as well.
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01.50.My Demonstration experiments and apparatus
47.32.-y Vortex dynamics; rotating fluids

Astronomical Misconceptions

Regina M. Barrier

The Physics Teacher -- May 2010 -- Volume 48, Issue 5, pp. 319 | Cited 2 times

Online Publication Date: Apr 2010

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Do you think that the Moon does not rotate? Do you think that the phases of the Moon are created by the Earth's shadow? Do you think that the seasons are a result of the Earth's distance from the Sun? If you answered “yes” to any of these, then you are one of many who possess misconceptions about astronomy.
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01.40.gb Teaching methods and strategies
01.40.Ha Learning theory and science teaching
01.50.My Demonstration experiments and apparatus
95.00.00 Fundamental astronomy and astrophysics; instrumentation, techniques, and astronomical observations

Turning a Common Lab Exercise into a Challenging Lab Experiment: Revisiting the Cart on an Inclined Track

Joseph C. Amato and Roger E. Williams

The Physics Teacher -- May 2010 -- Volume 48, Issue 5, pp. 322

Online Publication Date: Apr 2010

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A common lab exercise in the introductory college physics course employs a low‐friction cart and associated track to study the validity of Newton's second law. Yet for college students, especially those who have already encountered a good high school physics course, the exercise must seem a little pointless. These students have already learned to accept Newton's laws without question, and any experimental data that contradict the second law would immediately alert students to an error in procedure or analysis, or, worse, reinforce the widely held opinion that simple laws are inadequate to explain the behavior of “real” systems. A better approach is to ask students to apply their understanding of Newton's laws to determine one or more unknowns inherent in the laboratory apparatus. We illustrate this approach in the experiment described below: a small amount of complexity is added to a standard experimental exercise, forcing a careful analysis of the collected data and yielding very accurate results plus a thorough understanding of the physical system under study. If development of experimental skills is one of the primary goals of the introductory laboratory, then the strategy illustrated below might be widely adaptable and appropriate in laboratories throughout the introductory mechanics curriculum.
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01.50.Pa Laboratory experiments and apparatus
01.50.Qb Laboratory course design, organization, and evaluation
45.20.D- Newtonian mechanics

Increasing Student Engagement and Enthusiasm: A Projectile Motion Crime Scene

David Bonner

The Physics Teacher -- May 2010 -- Volume 48, Issue 5, pp. 324 | Cited 1 time

Online Publication Date: Apr 2010

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Connecting physics concepts with real‐world events allows students to establish a strong conceptual foundation. When such events are particularly interesting to students, it can greatly impact their engagement and enthusiasm in an activity. Activities that involve studying real‐world events of high interest can provide students a long‐lasting understanding and positive memorable experiences, both of which heighten the learning experiences of those students. One such activity, described in depth in this paper, utilizes a murder mystery and crime scene investigation as an application of basic projectile motion.
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01.50.Pa Laboratory experiments and apparatus
45.40.Gj Ballistics (projectiles; rockets)
45.20.-d Formalisms in classical mechanics

Storing the Electric Energy Produced by an AC Generator

P. Simeão Carvalho, Ana Paula Lima, and Pedro Simeão Carvalho

The Physics Teacher -- May 2010 -- Volume 48, Issue 5, pp. 326

Online Publication Date: Apr 2010

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Producing energy from renewable energy sources is nowadays a priority in our society. In many cases this energy comes as electric energy, and when we think about electric energy generators, one major issue is how we can store that energy. In this paper we discuss how this can be done and give some ideas for applications that can serve as a motivation for projects with students.
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84.60.Ve Energy storage systems, including capacitor banks

Does Sea Level Change When a Floating Iceberg Melts?

Boon Leong Lan

The Physics Teacher -- May 2010 -- Volume 48, Issue 5, pp. 328

Online Publication Date: Apr 2010

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On the answer page1 to a recent “Figuring Physics” question, the cute mouse asks another question: “Does the [sea] water level change if the iceberg melts?” The conventional answer2–4 is “no.” However, in this paper I will show through a simple analysis involving Archimedes' principle that the sea level will rise. The analysis shows the wrong conventional answer is due to the wrong assumption that water from a melted iceberg has the same density as seawater. An iceberg is freshwater ice.5 The sea level rise is essentially due to the difference in the density of seawater (1024 kg/m3) and freshwater (1000 kg/m3). A simple experiment, suitable as an introductory laboratory exercise, that validates the predicted sea level rise is presented at the end of the paper.
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01.50.Pa Laboratory experiments and apparatus
92.70.Jw Oceans, sea level change
92.10.Rw Sea ice (mechanics and air/sea/ice exchange processes)

Surface Gravity Waves: Resonance in a Fish Tank

Scott J. Sinick and John J. Lynch

The Physics Teacher -- May 2010 -- Volume 48, Issue 5, pp. 330

Online Publication Date: Apr 2010

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In this work, an inexpensive 10‐gallon glass aquarium was used to study wave motion in water. The waves travel at speeds comparable to a person walking (∼1 m/s). The scale of the motion allows for distances to be measured with a meterstick and for times to be measured with a stopwatch. For a wide range of water depths, standing waves were excited by hand using strips of Styrofoam. Several resonant modes were studied starting with the fundamental. Experimental values of wave speed were obtained from measurements of wavelength and period of oscillation. Theoretical values of wave speed were calculated using the surface gravity wave dispersion relation. The agreement between experiment and theory was usually better than 0.5%. The aquarium was a winner in the Apparatus Competition (Low Cost Category) during the AAPT 2006 Summer Meeting at Syracuse University.
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01.50.Pa Laboratory experiments and apparatus
47.35.-i Hydrodynamic waves

The Effect of High School Physics Laboratories on Performance in Introductory College Physics

Adam V. Maltese, Robert H. Tai, and Philip M. Sadler

The Physics Teacher -- May 2010 -- Volume 48, Issue 5, pp. 333

Online Publication Date: Apr 2010

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Laboratory experiences play a substantial role in most high school science courses, and many teachers believe the number of labs they offer is a measure of the quality of their curriculum. While some teachers believe labs are meant to confirm concepts taught during lectures, others feel labs should address students' everyday beliefs about the world. Still other teachers emphasize learning of the scientific method and laboratory techniques.1 Accordingly, many articles offer advice on “effective” pedagogical practices.2–5
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01.50.Qb Laboratory course design, organization, and evaluation
01.40.Di Course design and evaluation

Physics Is All Around Us

Thomas B. Greenslade, Jr.

The Physics Teacher -- May 2010 -- Volume 48, Issue 5, pp. 338

Online Publication Date: Apr 2010

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The finale of the weekly physics department seminar series at my college is my annual demonstration lecture. Normally, the front of the room is filled with apparatus, but in May 2008 I had only a giant kaleidoscope1 and a leaning tower of Pisa (Fig. 1) on display. Instead, there was a pile of overhead projector transparencies that showed examples of phenomena and devices that I had seen in my travels. They were largely examples of large‐scale, real‐world physics that I thought would be useful in starting class discussions. Here are some of them.
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01.50.ff Films; electronic video devices
01.50.My Demonstration experiments and apparatus

An inexpensive LED light sensor

Mickey Kutzner, Richard Wright, and Emily Kutzner

The Physics Teacher -- May 2010 -- Volume 48, Issue 5, pp. 341 | Cited 1 time

Online Publication Date: Apr 2010

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Light irradiance measurements are important for students grappling with abstract optical phenomena such as the inverse square law,1 polarization, diffraction, interference, and spectroscopy. A variety of commercial light sensors are available from scientific vendors such as the CI‐6504A from PASCO scientific2 and the LS‐BTA from Vernier Software and Technology.3 These sensors, in combination with data acquisition interfaces, allow students to digitally record relative irradiances. Many experiments in elementary lab situations, however, do not require this level of sophistication, and a simple LED connected to a voltmeter performs admirably as a readily available and inexpensive photosensor. LEDs are frequently used in the laboratory as light sources,4,5 but their use as photodetectors6,7 is relatively unknown in the physics teaching community. Here we introduce a few of the basic laboratory applications of common LEDs as photosensors.
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01.50.Pa Laboratory experiments and apparatus
85.60.Gz Photodetectors (including infrared and CCD detectors)
85.60.Jb Light-emitting devices
42.25.-p Wave optics
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Fermi Questions

Larry Weinstein, Column Editor

The Physics Teacher -- May 2010 -- Volume 48, Issue 5, pp. 344

Online Publication Date: Apr 2010

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Abstract Unavailable
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01.40.-d Education
42.72.Bj Visible and ultraviolet sources
87.53.Bn Dosimetry/exposure assessment
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This Month's Secret Ingredient: Eggs

Diane Riendeau, Column Editor

The Physics Teacher -- May 2010 -- Volume 48, Issue 5, pp. 345

Online Publication Date: Apr 2010

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Special thanks to Diane Rosenthal, Presentation High School, San Jose, CA, for her help with this column.
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01.50.F- Audio and visual aids
01.50.My Demonstration experiments and apparatus
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Be There and Be Square

Boris Korsunsky, Column Editor

The Physics Teacher -- May 2010 -- Volume 48, Issue 5, pp. 346

Online Publication Date: Apr 2010

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Abstract Unavailable
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01.50.-i Educational aids
01.40.ek Secondary school
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Becoming the “sage”guide

Patricia Blanton, Column Editor

The Physics Teacher -- May 2010 -- Volume 48, Issue 5, pp. 347

Online Publication Date: Apr 2010

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For years, teachers have been encouraged to move from being the “sage on the stage”to becoming the “guide on the side.”Exactly why this is important or how to accomplish it is the foundation for much of the current professional development activities available to teachers. So what are the expectations of a good guide and how do they apply to teaching?
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01.40.-d Education
01.85.+f Careers in physics and science
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Demonstrating the photoelectric effect using household items1,2

Adam J. Beehler

The Physics Teacher -- May 2010 -- Volume 48, Issue 5, pp. 348

Online Publication Date: Apr 2010

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Abstract Unavailable
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01.50.My Demonstration experiments and apparatus
72.40.+w Photoconduction and photovoltaic effects
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Summer professional development for physics teachers

Dan MacIsaac, Column Editor

The Physics Teacher -- May 2010 -- Volume 48, Issue 5, pp. 350

Online Publication Date: Apr 2010

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Abstract Unavailable
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01.50.Kw Techniques of testing
01.40.Ha Learning theory and science teaching

Galileo's “falling bodies”experiment “re‐created”at Pisa, www.tinyurl/galileo‐pisa

Dan MacIsaac, Column Editor

The Physics Teacher -- May 2010 -- Volume 48, Issue 5, pp. 350

Online Publication Date: Apr 2010

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Abstract Unavailable
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01.10.-m Announcements, news, and organizational activities
01.40.-d Education

Baseball Physics: Physics and the boys of summer, phys.csuchico.edu:16080/baseball/

Dan MacIsaac, Column Editor

The Physics Teacher -- May 2010 -- Volume 48, Issue 5, pp. 350

Online Publication Date: Apr 2010

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Abstract Unavailable
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01.10.Cr Announcements, news, and awards
01.40.J- Teacher training
01.50.My Demonstration experiments and apparatus
01.55.+b General physics
45.05.+x General theory of classical mechanics of discrete systems

The Science 360 News Service, news.science360.gov

Dan MacIsaac, Column Editor

The Physics Teacher -- May 2010 -- Volume 48, Issue 5, pp. 350

Online Publication Date: Apr 2010

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Abstract Unavailable
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01.50.-i Educational aids
01.40.-d Education

Over a century of Popular Science magazine online and free, preview.tinyurl.com/popsci137free

Dan MacIsaac, Column Editor

The Physics Teacher -- May 2010 -- Volume 48, Issue 5, pp. 350

Online Publication Date: Apr 2010

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Abstract Unavailable
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01.10.-m Announcements, news, and organizational activities
01.40.-d Education
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A New Approach to Astronomy Textbooks — Planetary Motions: A Historical Perspective: Norris S. Hetherington

Joe Heafner

The Physics Teacher -- May 2010 -- Volume 48, Issue 5, pp. 351

Online Publication Date: Apr 2010

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Abstract Unavailable
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01.30.Vv Book reviews
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The human side of physics

Julie Monroe Bastuk

The Physics Teacher -- May 2010 -- Volume 48, Issue 5, pp. 352

Online Publication Date: Apr 2010

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Abstract Unavailable
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01.40.gb Teaching methods and strategies
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