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Nov 2010

Volume 48, Issue 8, pp. 500-560

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Clifford Swartz, Longtime TPT Editor

The Physics Teacher -- November 2010 -- Volume 48, Issue 8, pp. 500

Online Publication Date: Oct 2010

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99.10.Fg Publisher's note
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Global warming cycles

Donald Rehfuss and Lev I. Berger

The Physics Teacher -- November 2010 -- Volume 48, Issue 8, pp. 501

Online Publication Date: Oct 2010

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Abstract Unavailable
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01.50.-i Educational aids
92.70.Mn Impacts of global change; global warming

Hobson's response

The Physics Teacher -- November 2010 -- Volume 48, Issue 8, pp. 502

Online Publication Date: Oct 2010

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01.20.+x Communication forms and techniques (written, oral, electronic, etc.)
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INTERNATIONAL SPACE STATION

Paul Hewitt

The Physics Teacher -- November 2010 -- Volume 48, Issue 8, pp. 504

Online Publication Date: Oct 2010

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Abstract Unavailable
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01.50.-i Educational aids
97.60.-s Late stages of stellar evolution (including black holes)
07.87.+v Spaceborne and space research instruments, apparatus, and components (satellites, space vehicles, etc.)
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An Interactive Science Blog at UCF for High School Science Students

Jesus Paredes and Enrique del Barco

The Physics Teacher -- November 2010 -- Volume 48, Issue 8, pp. 506

Online Publication Date: Oct 2010

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High school physics students are often capable of, and commonly interested in, understanding natural phenomena beyond those described in their textbooks. In order to supplement the shortage of topics covered in their physics courses, many students turn to popular scientific books, journals, and other media. There, they discover a plethora of topics that scientists are yet to understand or even explore. Although many high school students have this keen interest in science, very few are aware of actual research opportunities. Quite often, these students decide that the stuff that they really want to do is exclusive to universities and national labs, which appear to them as vast unknown universes. Unfortunately, since professional researchers and high school science teachers rarely communicate, no one bridges this gap for the students.
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01.50.-i Educational aids
89.20.Hh World Wide Web, Internet
01.75.+m Science and society
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Discrepant Events: A Challenge to Students' Intuition

Wilson J. González‐Espada, Jennifer Birriel, and Ignacio Birriel

The Physics Teacher -- November 2010 -- Volume 48, Issue 8, pp. 508

Online Publication Date: Oct 2010

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Studies on cognitive aspects of science education, especially how students achieve conceptual change, have been a focus of interest for many years.1 Researchers of student learning and conceptual change have developed several easily applicable teaching strategies. One of these strategies is known as discrepant events. Discrepant events are very powerful ways to stimulate interest, motivate students to challenge their covert science misconceptions, and promote higher‐order thinking skills. The key point is that directly challenging students' naive ideas will lead to more quality science learning going on in the classroom. In this paper, we summarize the research‐based role of discrepant events in conceptual change and we share several highly successful discrepant events we use in our own classes.
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01.50.Kw Techniques of testing
01.50.My Demonstration experiments and apparatus
01.40.Di Course design and evaluation
01.40.ek Secondary school

Gravity, Time, and Lagrangians

Elisha Huggins

The Physics Teacher -- November 2010 -- Volume 48, Issue 8, pp. 512

Online Publication Date: Oct 2010

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Feynman mentioned to us that he understood a topic in physics if he could explain it to a college freshman, a high school student, or a dinner guest. Here we will discuss two topics that took us a while to get to that level. One is the relationship between gravity and time. The other is the minus sign that appears in the Lagrangian. (Why would one subtract potential energy from kinetic energy?) In this paper we discuss a thought experiment that relates gravity and time. Then we use a Feynman thought experiment to explain the minus sign in the Lagrangian. Our surprise was that these two topics are related.
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01.50.My Demonstration experiments and apparatus
04.80.Cc Experimental tests of gravitational theories
01.40.gb Teaching methods and strategies

The Statistical Interpretation of Entropy: An Activity

Todd Timberlake

The Physics Teacher -- November 2010 -- Volume 48, Issue 8, pp. 516

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The second law of thermodynamics, which states that the entropy of an isolated macroscopic system can increase but will not decrease, is a cornerstone of modern physics. Ludwig Boltzmann argued that the second law arises from the motion of the atoms that compose the system. Boltzmann's statistical mechanics provides deep insight into the functioning of the second law and also provided evidence for the existence of atoms at a time when many scientists (like Ernst Mach and Wilhelm Ostwald) were skeptical.1
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01.50.Qb Laboratory course design, organization, and evaluation
01.50.My Demonstration experiments and apparatus
01.40.ek Secondary school
02.50.-r Probability theory, stochastic processes, and statistics

A Mathematics Entrance Exam for General (Non-Majors) Physics

Alex Chediak

The Physics Teacher -- November 2010 -- Volume 48, Issue 8, pp. 520

Online Publication Date: Oct 2010

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In a previous issue of The Physics Teacher, John Hubisz explained how a mathematics background check has been used at three different colleges to determine the appropriate physics sequence for incoming students.1 Based on their performance, students are placed into either calculus-based physics (CBP), algebra-trig physics (ATP), or a year of conceptual physics (CP). By placing the mathematically less-prepared students into either ATP or CP, Hubisz notes, higher success rates in CBP have been observed.
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01.40.gb Teaching methods and strategies
01.50.-i Educational aids
02.10.Ud Linear algebra
FREE

“Apparent Weight”: A Concept that Is Confusing and Unnecessary

Albert A. Bartlett

The Physics Teacher -- November 2010 -- Volume 48, Issue 8, pp. 522 | Cited 2 times

Online Publication Date: Oct 2010

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Two recent articles make prominent use of the concept of “apparent weight.”1,2 The concept of “apparent weight” leads to two confusing inconsistencies. We need to know that with very little change in our representations, we can give our students an improved understanding of “weight” without ever having to invent the appealing but confusing concept of “apparent weight.”
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01.40.gb Teaching methods and strategies

Global Warming: Lessons from Ozone Depletion

Art Hobson

The Physics Teacher -- November 2010 -- Volume 48, Issue 8, pp. 525

Online Publication Date: Oct 2010

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My teaching and textbook1 have always covered many physics‐related social issues, including stratospheric ozone depletion and global warming. The ozone saga is an inspiring good‐news story that's instructive for solving the similar but bigger problem of global warming. Thus, as soon as students in my physics literacy course at the University of Arkansas have developed a conceptual understanding of energy and of electromagnetism, including the electromagnetic spectrum, I devote a lecture (and a textbook section) to ozone depletion and another lecture (and section) to global warming. Humankind came together in 1986 and quickly solved, to the extent that humans can solve it, ozone depletion. We could do the same with global warming, but we haven't and as yet there's no sign that we will. The parallel between the ozone and global warming cases, and the difference in outcomes, are striking and instructive.
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01.40.gb Teaching methods and strategies
01.50.-i Educational aids
03.50.De Classical electromagnetism, Maxwell equations
89.60.-k Environmental studies
92.70.Mn Impacts of global change; global warming

Careers in Patent Law for Physics Majors

Douglas L. Oliver

The Physics Teacher -- November 2010 -- Volume 48, Issue 8, pp. 528

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An important question that many undergraduate physics students ask is, “What can one do with a physics degree?” Of course there are many answers to this question. Often a general reference to becoming a lawyer is given as a possible answer. This paper is intended to explain the field of patent law and how a physics degree can lead to an interesting and potentially lucrative career as a patent examiner, a patent agent, or a patent attorney. This information may be of interest to physics students as well as those who recruit or counsel physics students.
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01.85.+f Careers in physics and science
01.40.gb Teaching methods and strategies
01.78.+p Science and government (funding, politics, etc.)

Measuring the Specific Heat of Metals by Cooling

William Dittrich, Leonid Minkin, and Alexander S. Shapovalov

The Physics Teacher -- November 2010 -- Volume 48, Issue 8, pp. 531

Online Publication Date: Oct 2010

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Three in one? Yes, three standard undergraduate thermodynamics experiments in one, not an oval can of lubricating oil. Previously it has been shown that the PASCO scientific1 apparatus for measuring coefficients of thermal expansion of metals can also be used to illustrate Newton's law of cooling in the same experiment.2 Now it will be shown that by cooling geometrically identical metallic samples and measuring their surface temperature change as a function of time, the specific heat of metals can be found by the method of comparison. This technique is simple to implement using the PASCO equipment for measuring the coefficients of thermal expansion of metals. A slight variation on this method was used in the Moscow State University students' laboratory for measuring temperature dependence of specific heat of copper over a large temperature range. As a result of this method, three experiments can be undertaken simultaneously to measure:
1) the coefficient of thermal expansion (α);
2) the time constant in Newton's law of cooling (H); and
3) the specific heatof metals (C).
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01.50.Pa Laboratory experiments and apparatus
06.30.Bp Spatial dimensions (e.g., position, lengths, volume, angles, and displacements)
07.20.Mc Cryogenics; refrigerators, low-temperature detectors, and other low-temperature equipment
65.40.Ba Heat capacity

Gender Effects of Computer Use in a Conceptual Physics Lab Course

Dave Van Domelen

The Physics Teacher -- November 2010 -- Volume 48, Issue 8, pp. 534

Online Publication Date: Oct 2010

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It's always hard to know what to expect when bringing computers into an educational setting, as things are always changing. Student skills with computers are different today than they were 10 years ago, and 20 years ago almost counts as an alien world. Still, one hopes that some of these changes result in positive trends, such as student attitudes toward the use of computers in the classroom. During the course of the Wandering Interactive Lecture Demonstration Project,1 we've seen a notable gender gap in some aspects of the previous experience of students, and worried that it might impact their learning. So we administered a number of surveys to see if we were right to be worried.
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01.50.Qb Laboratory course design, organization, and evaluation
01.50.Lc Laboratory computer use
01.50.ht Instructional computer use

Magnetostatics Analysis, Design, and Construction of a Loudspeaker

Calin Galeriu

The Physics Teacher -- November 2010 -- Volume 48, Issue 8, pp. 537 | Cited 1 time

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Making a loudspeaker is a very rewarding hands‐on activity that can be used to teach about electro‐magnetism and sound waves. Several loudspeaker designs have been described in this magazine.1–4 The simplest loudspeaker4 has only a magnet, a coil, and three plastic cups. The simpler devices3,4 require a powerful amplified output, e.g., from a boom box. The more complex devices1,2 can operate using the smaller electric current from a CD player earphone output. Unfortunately, the procedure to make a more efficient loudspeaker is lengthy and less recommended to some high school students, involving a hot glue gun, a safety razor, five‐minute epoxy, etc. Our loudspeaker, a variation of Heller's,2 is both simple in construction and efficient in operation. An analysis of the magnetic field distribution helped us in the design of this loudspeaker.
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01.50.Pa Laboratory experiments and apparatus
43.38.Ja Loudspeakers and horns, practical sound sources
01.50.Qb Laboratory course design, organization, and evaluation
01.50.hv Computer software and software reviews

The Collapse of the I‐35W Bridge in Minneapolis

Bernard J. Feldman

The Physics Teacher -- November 2010 -- Volume 48, Issue 8, pp. 541

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On Wednesday, Aug. 1, 2007, at 6:05 p.m. (during evening rush hour), the I‐35W bridge across the Mississippi River in Minneapolis collapsed, killing 13 people and injuring 145. At the time of the collapse, repair work was in progress on the deck of the bridge, resulting in an additional 287 tons of construction material and equipment being on the bridge deck. This paper will present an analysis of a simple but similar bridge structure, using only Newton's second law. This analysis can give some insights into the cause of the collapse. This paper is the third of a series on bridge collapses, the first two being on the Tacoma Narrows Bridge1 and the Nimitz Freeway.2
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89.20.Kk Engineering
46.70.De Beams, plates, and shells
46.50.+a Fracture mechanics, fatigue and cracks

The Progression of Podcasting/Vodcasting in a Technical Physics Class

Y. J. Glanville

The Physics Teacher -- November 2010 -- Volume 48, Issue 8, pp. 543 | Cited 1 time

Online Publication Date: Oct 2010

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Technology such as Microsoft PowerPoint presentations, clickers, podcasting, and learning management suites is becoming prevalent in classrooms. Instructors are using these media in both large lecture hall settings and small classrooms with just a handful of students. Traditionally, each of these media is instructor driven. For instance, podcasting (audio recordings) provided my technical physics course with supplemental notes to accompany a traditional algebra‐based physics lecture. Podcasting is an ideal tool for this mode of instruction, but podcasting/vodcasting is also an ideal technique for student projects and student‐driven learning. I present here the various podcasting/vodcasting projects my students and I have undertaken over the last few years.
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01.50.fd Audio devices
01.50.ff Films; electronic video devices
01.50.ht Instructional computer use

Teaching Standard Deviation by Building from Student Invention

James Day, Hiroko Nakahara, and Doug Bonn

The Physics Teacher -- November 2010 -- Volume 48, Issue 8, pp. 546 | Cited 1 time

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First‐year physics laboratories are often driven by a mix of goals that includes the illustration or discovery of basic physics principles and a myriad of technical skills involving specific equipment, data analysis, and report writing. The sheer number of such goals seems guaranteed to produce cognitive overload, even when highly detailed “cookbook” instructions are given. Recent studies indicate that this approach leaves students with a poor conceptual understanding of one of the most important features of laboratory physics and of the real world of science, in general: the development of an understanding of the nature of measurement and its attendant uncertainty1. While students might be able to reproduce certain technical manipulations of data, as novice thinkers they lack the mental scaffolding that allows an expert to organize and apply this knowledge.2,3 Our goal is to put novices on the path to expertise, so that they will be able to transfer their knowledge to novel situations.
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01.40.gb Teaching methods and strategies
01.50.Pa Laboratory experiments and apparatus

Simple System to Measure the Earth's Magnetic Field

R. Akoglu, M. Halilsoy, and S. Habib Mazharimousavi

The Physics Teacher -- November 2010 -- Volume 48, Issue 8, pp. 549

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Our aim in this proposal is to use Faraday's law of induction as a simple lecture demonstration to measure the Earths magnetic field (B). This will also enable the students to learn about how electric power is generated from rotational motion. Obviously the idea is not original, yet it may be attractive in the sense that no sophisticated devices are used. All the equipment needed is available in an elementary physics laboratory and is displayed in Fig. 1. The square wooden coil and handmade belt system to rotate the coil may require some craftsmanship; once made, it can be used for years. Using a compass, we first orient the table parallel to the direction of the Earth's horizontal component of B field. This is necessary to maximize the Earth's field which can suppress the noise effects as much as possible. It is preferable to minimize also any environmental effects by conducting the experiment away from power lines, if possible of course.
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01.50.Pa Laboratory experiments and apparatus
07.55.-w Magnetic instruments and components
91.25.-r Geomagnetism and paleomagnetism; geoelectricity
41.20.Gz Magnetostatics; magnetic shielding, magnetic induction, boundary-value problems
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Litiholo holography: Apparatus Review

Chris Chiaverina

The Physics Teacher -- November 2010 -- Volume 48, Issue 8, pp. 551

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Abstract Unavailable
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01.50.My Demonstration experiments and apparatus
42.40.-i Holography
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A potpourri of practical (or not) projectiles

Diane Riendeau, Column Editor

The Physics Teacher -- November 2010 -- Volume 48, Issue 8, pp. 552

Online Publication Date: Oct 2010

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Special thanks to Frank Noschese, John Jay High School, and Karen Boone, Hallettsville High School. If you have a favorite video, please send the link and a brief description to: Diane Riendeau at driendeau@dist113.org.
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01.50.ff Films; electronic video devices
01.40.gb Teaching methods and strategies
01.40.ek Secondary school
45.40.Gj Ballistics (projectiles; rockets)
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Connecting colors to flexible frequencies

Mike Shaw

The Physics Teacher -- November 2010 -- Volume 48, Issue 8, pp. 553

Online Publication Date: Oct 2010

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Here is a simple way to reinforce the relationships among wavelength, frequency, and color in the visible light spectrum. All that is required is a 3‐ft section of plastic or metal electric dryer venting hose, cans of red and violet spray paint, a couple of 5‐in elastic bands, and a metric ruler.
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01.50.My Demonstration experiments and apparatus
01.40.ek Secondary school
07.60.Dq Photometers, radiometers, and colorimeters
01.50.F- Audio and visual aids
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The case of the “not‐so‐short” circuit

Wilson J. González‐Espada

The Physics Teacher -- November 2010 -- Volume 48, Issue 8, pp. 554

Online Publication Date: Oct 2010

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Abstract Unavailable
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01.40.gb Teaching methods and strategies
01.50.-i Educational aids
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A Natural Log Puzzle

Boris Korsunsky, Column Editor

The Physics Teacher -- November 2010 -- Volume 48, Issue 8, pp. 556

Online Publication Date: Oct 2010

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Abstract Unavailable
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01.40.Fk Research in physics education
01.40.gf Theory of testing and techniques
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Fermi Questions

Larry Weinstein, Column Editor

The Physics Teacher -- November 2010 -- Volume 48, Issue 8, pp. 556

Online Publication Date: Oct 2010

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Abstract Unavailable
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01.50.-i Educational aids
45.20.da Forces and torques
89.20.Hh World Wide Web, Internet
89.20.Kk Engineering
89.40.Bb Land transportation
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Many uses for the “Mysterious Glowing Ball”

Andrew Morrison

The Physics Teacher -- November 2010 -- Volume 48, Issue 8, pp. 557

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Abstract Unavailable
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01.50.My Demonstration experiments and apparatus
42.66.Ne Color vision: color detection, adaptation, and discrimination
42.66.Si Psychophysics of vision, visual perception; binocular vision
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Posters (and more) for physics classrooms

Brendan Noon and Pat Viele

The Physics Teacher -- November 2010 -- Volume 48, Issue 8, pp. 559

Online Publication Date: Oct 2010

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

Physics To Go online newsletter passes 100th edition

Dan MacIsaac, Column Editor

The Physics Teacher -- November 2010 -- Volume 48, Issue 8, pp. 559

Online Publication Date: Oct 2010

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Abstract Unavailable
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01.50.-i Educational aids
01.10.Hx Physics organizational activities
89.20.Hh World Wide Web, Internet

Off the shelf inexpensive digital high‐speed photography from CASIO

Alan Zollner, Michael Magnuson, and Vernier Software newsletter

The Physics Teacher -- November 2010 -- Volume 48, Issue 8, pp. 559

Online Publication Date: Oct 2010

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Abstract Unavailable
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01.50.ff Films; electronic video devices
01.50.My Demonstration experiments and apparatus
01.50.H- Computers in education

What's happening in introductory college physics curriculum funding: The NSF TUES program

Dan MacIsaac, Column Editor

The Physics Teacher -- November 2010 -- Volume 48, Issue 8, pp. 559

Online Publication Date: Oct 2010

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01.40.G- Curricula and evaluation
01.40.Ha Learning theory and science teaching
01.40.Fk Research in physics education
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Mythematics: Solving the 12 Labors of Hercules: Michael Huber

John L. Hubisz, Column Editor

The Physics Teacher -- November 2010 -- Volume 48, Issue 8, pp. 560

Online Publication Date: Oct 2010

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Abstract Unavailable
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01.30.Vv Book reviews
02.10.Ud Linear algebra
02.10.Ox Combinatorics; graph theory
02.30.Hq Ordinary differential equations
02.40.-k Geometry, differential geometry, and topology
02.50.-r Probability theory, stochastic processes, and statistics

MicroReviews by the Book Review Editor: The Road to Reality: A Complete Guide to the Laws of the Universe: Roger Penrose

John L. Hubisz, Column Editor

The Physics Teacher -- November 2010 -- Volume 48, Issue 8, pp. 560

Online Publication Date: Oct 2010

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Abstract Unavailable
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01.30.Vv Book reviews
03.50.De Classical electromagnetism, Maxwell equations

MicroReviews by the Book Review Editor: Maxwell on the Electromagnetic Field: A Guided Study: Thomas K. Simpson

John L. Hubisz, Column Editor

The Physics Teacher -- November 2010 -- Volume 48, Issue 8, pp. 560

Online Publication Date: Oct 2010

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Abstract Unavailable
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01.30.Vv Book reviews
03.50.De Classical electromagnetism, Maxwell equations

MicroReviews by the Book Review Editor: A Student's Guide to Fourier Transforms: with Applications in Physics and Engineering 2nd ed.: J.F. James

John L. Hubisz, Column Editor

The Physics Teacher -- November 2010 -- Volume 48, Issue 8, pp. 560

Online Publication Date: Oct 2010

Full Text: Read Online (HTML) | Download PDF

Abstract Unavailable
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01.50.-i Educational aids
02.30.Nw Fourier analysis
02.30.Uu Integral transforms

MicroReviews by the Book Review Editor: The Silicon Web: Physics for the Internet Age: Michael G. Raymer

John L. Hubisz, Column Editor

The Physics Teacher -- November 2010 -- Volume 48, Issue 8, pp. 560

Online Publication Date: Oct 2010

Full Text: Read Online (HTML) | Download PDF

Abstract Unavailable
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01.30.Vv Book reviews
89.20.Hh World Wide Web, Internet
42.81.-i Fiber optics
42.79.Sz Optical communication systems, multiplexers, and demultiplexers
42.55.-f Lasers
03.65.-w Quantum mechanics

MicroReviews by the Book Review Editor: Fallen Angels: Larry Niven, Jerry Pournelle, & Michael Flynn

John L. Hubisz, Column Editor

The Physics Teacher -- November 2010 -- Volume 48, Issue 8, pp. 560

Online Publication Date: Oct 2010

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Abstract Unavailable
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01.30.Vv Book reviews
92.60.-e Properties and dynamics of the atmosphere; meteorology

MicroReviews by the Book Review Editor: Galileo, Bellarmine, and the Bible: Richard J. Blackwell

John L. Hubisz, Column Editor

The Physics Teacher -- November 2010 -- Volume 48, Issue 8, pp. 560

Online Publication Date: Oct 2010

Full Text: Read Online (HTML) | Download PDF

Abstract Unavailable
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01.30.Vv Book reviews
45.20.D- Newtonian mechanics
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