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Jan 2011

Volume 49, Issue 1, pp. 4-64

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Cliff Swartz's legacy

Frank Lock

The Physics Teacher -- January 2011 -- Volume 49, Issue 1, pp. 4

Online Publication Date: Dec 2010

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99.10.Np Editorial note
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Cliff

Karl Mamola

The Physics Teacher -- January 2011 -- Volume 49, Issue 1, pp. 6

Online Publication Date: Dec 2010

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01.60.+q Biographies, tributes, personal notes, and obituaries
01.40.gf Theory of testing and techniques
01.50.-i Educational aids
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DIRECTION OF FRICTION

Paul Hewitt

The Physics Teacher -- January 2011 -- Volume 49, Issue 1, pp. 7

Online Publication Date: Dec 2010

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Abstract Unavailable
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01.50.My Demonstration experiments and apparatus
81.40.Pq Friction, lubrication, and wear
62.20.Qp Friction, tribology, and hardness
01.40.gf Theory of testing and techniques
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Remembering Cliff Swartz

Erlend H. Graf

The Physics Teacher -- January 2011 -- Volume 49, Issue 1, pp. 8

Online Publication Date: Dec 2010

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In recalling my 40‐year friendship with Cliff Swartz, there are naturally a great many interesting anecdotes I could relate. But as amusing or poignant as they might be, they would tend to be rather disjointed—you could never tell what Cliff might do or think of next—without some overarching theme. Accordingly, since this is a magazine about teaching physics, I will concentrate on Cliff's teaching style and some of the many devices he used to enhance it.
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01.60.+q Biographies, tributes, personal notes, and obituaries
01.40.gf Theory of testing and techniques
01.40.Ha Learning theory and science teaching

The Author's Report

Thomas B. Greenslade, Jr.

The Physics Teacher -- January 2011 -- Volume 49, Issue 1, pp. 10

Online Publication Date: Dec 2010

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The referee's report is a standard rite of passage for an author of articles in The Physics Teacher. Will the referee (and the editor) agree with the basic premise and the details of your carefully thought‐out article? I have faced this moment of truth many times; the majority of them were during the editorship of Cliff Swartz. These reminiscences are as much about the journal as Cliff, for, to many of us, the two seemed inseparable.
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01.50.-i Educational aids
01.40.-d Education

Teaching Elementary Particle Physics: Part I1

Art Hobson

The Physics Teacher -- January 2011 -- Volume 49, Issue 1, pp. 12 | Cited 1 time

Online Publication Date: Dec 2010

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I'll outline suggestions for teaching elementary particle physics, often called high energy physics, in high school or introductory college courses for non‐scientists or scientists. Some presentations of this topic simply list the various particles along with their properties, with little overarching structure. Such a laundry list approach is a great way to make a fascinating topic meaningless. Students need a conceptual framework from which to view the elementary particles. That conceptual framework is quantum field theory (QFT). Teachers and students alike tend to quake at this topic, but bear with me. We're talking here about concepts, not technicalities. My approach will be conceptual and suitable for non‐scientists and scientists; if mathematical details are added in courses for future scientists, they should be simple and sparse. Introductory students should not be expected to do QFT, but only to understand its concepts. Those concepts take some getting used to, but they are simple and can be understood by any literate person, be she plumber, attorney, musician, or physicist.
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01.50.-i Educational aids
01.40.gb Teaching methods and strategies
03.70.+k Theory of quantized fields
12.20.-m Quantum electrodynamics
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Using the Wiimote in Introductory Physics Experiments

Romulo Ochoa, Frank G. Rooney, and William J. Somers

The Physics Teacher -- January 2011 -- Volume 49, Issue 1, pp. 16 | Cited 2 times

Online Publication Date: Dec 2010

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The Wii is a very popular gaming console. An important component of its appeal is the ease of use of its remote controller, popularly known as a Wiimote. This simple‐looking but powerful device has a three‐axis accelerometer and communicates with the console via Bluetooth protocol. We present two experiments that demonstrate the feasibility of using the Wiimote in introductory physics experiments. The linear dependence of centripetal acceleration on the radial distance at constant angular velocity is verified and compared with data obtained using photogate timers. A second application to simple harmonic oscillators tests the capabilities of the Wiimote to measure variable accelerations.
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01.50.My Demonstration experiments and apparatus
01.50.fd Audio devices
01.50.ht Instructional computer use
06.30.Gv Velocity, acceleration, and rotation
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Experiencing Light's Properties Within Your Own Eye

Michael Mauser

The Physics Teacher -- January 2011 -- Volume 49, Issue 1, pp. 19

Online Publication Date: Dec 2010

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Seeing the reflection, refraction, dispersion, absorption, polarization, and scattering or diffraction of light within your own eye makes these properties of light truly personal. There are practical aspects of these within the eye phenomena, such as eye tracking for computer interfaces. They also offer some intriguing diversions, for example, being able to identify polarized light with the naked eye. Finally, some interesting features of the eye are revealed, like the presence of particles within the eye.
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42.66.Ct Anatomy and optics of eye
87.50.wf Biophysical mechanisms of interaction

Whole Class Laboratories with Google Docs

Scott Bonham

The Physics Teacher -- January 2011 -- Volume 49, Issue 1, pp. 22

Online Publication Date: Dec 2010

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Interactive (reformed) instruction helps students develop a deeper understanding of physics,1 a component of which is letting students explore physical phenomena first and then building upon their experience. However, the time required for a single group to collect sufficient data and the likelihood of measurement errors are often obstacles to this. This paper describes an approach that overcomes those obstacles by using Google Docs to easily collect data during class from all student groups to use for class discussion. Each group takes three to five measurements and submits their data through a web form that goes straight into a Google spreadsheet. The instructor then uses this for plots or calculations and leads a class discussion.
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01.50.hv Computer software and software reviews
01.50.ht Instructional computer use
01.50.Pa Laboratory experiments and apparatus
01.50.Zv Errors in physics classroom materials
01.40.ek Secondary school

Chladni Patterns on Drumheads: A “Physics of Music” Experiment

Randy Worland

The Physics Teacher -- January 2011 -- Volume 49, Issue 1, pp. 24

Online Publication Date: Dec 2010

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In our “Physics of Music” class for non‐science majors, we have developed a laboratory exercise in which students experiment with Chladni sand patterns on drumheads. Chladni patterns provide a kinesthetic, visual, and entertaining way to illustrate standing waves on flat surfaces and are very helpful when making the transition from one‐dimensional systems, such as string and wind instruments, to the two‐dimensional membranes and plates of the percussion family. Although the sand patterns attributed to Ernst Florens Friedrich Chladni1 (1756–1827) are often demonstrated for this purpose using metal plates,2–4 the use of drumheads offers several pedagogical and practical advantages in the lab.
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01.50.My Demonstration experiments and apparatus
01.50.fd Audio devices
43.75.-z Music and musical instruments

Apparatus Named After Our Academic Ancestors — II

Thomas B. Greenslade, Jr.

The Physics Teacher -- January 2011 -- Volume 49, Issue 1, pp. 28

Online Publication Date: Dec 2010

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In my previous article1 on apparatus named after physicists and physics teachers, I discussed five relatively common pieces of apparatus from the 1875–1910 era. Now I will go back to the 18th and early‐19th centuries to discuss eponymous2 apparatus that we are still using in lecture demonstrations.
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01.50.My Demonstration experiments and apparatus
07.68.+m Photography, photographic instruments; xerography
07.55.-w Magnetic instruments and components
06.30.Dr Mass and density

Innovative Use of a Classroom Response System During Physics Lab

Jay Walgren

The Physics Teacher -- January 2011 -- Volume 49, Issue 1, pp. 30

Online Publication Date: Dec 2010

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More and more physics instructors are making use of personal/classroom response systems or “clickers.” The use of clickers to engage students with multiple‐choice questions during lecture and available instructor resources for clickers have been well documented in this journal.1–4 Newer‐generation clickers, which I refer to as classroom response systems (CRS), have evolved to accept numeric answers (such as 9.81) instead of just single “multiple‐choice” entries (Fig. 1). This advancement is available from most major clicker companies and allows for a greater variety of engaging questions during lecture. In addition, these new “numeric ready” clickers are marketed to be used for student assessments. During a test or quiz, students' answers are entered into their clicker instead of on paper or Scantron® and immediately absorbed by wireless connection into a computer for grading and analysis. I recognize the usefulness and benefit these new‐generation CRSs provide for many instructors. However, I do not use my CRS in either of the aforementioned activities. Instead, I use it in an unconventional way. I use the CRS to electronically capture students' lab data as they are performing a physics lab (Fig. 2). I set up the clickers as if I were going to use them for a test, but instead of entering answers to a test, my students enter lab data as they collect it. In this paper I discuss my use of a classroom response system during physics laboratory and three benefits that result: 1) Students are encouraged to “take ownership of” and “have integrity with” their physics lab data. 2) Students' measuring and unit conversion deficiencies are identified immediately during the lab. 3) The process of grading students' labs is simplified because the results of each student's lab calculations can be pre‐calculated for the instructor using a spreadsheet. My use of clickers during lab can be implemented with most clicker systems available to instructors today. The CRS I use is the eInstruction's® Classroom Performance System™ (CPS™).5 (Fig. 1)
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01.50.Pa Laboratory experiments and apparatus
01.40.gb Teaching methods and strategies

Using the Sound Card as a Timer

C. E. Aguiar and M. M. Pereira

The Physics Teacher -- January 2011 -- Volume 49, Issue 1, pp. 33 | Cited 1 time

Online Publication Date: Dec 2010

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Experiments in mechanics often involve measuring time intervals much smaller than one second, a task that is hard to perform with handheld stopwatches. This is one of the reasons why photogate timers are so popular in school labs. There is an interesting alternative to stopwatches and photogates, easily available if one has access to a personal computer with sound‐recording capability. The idea is simple: a computer sound card can record audio frequencies up to several kilohertz, which means it has a time resolution of a fraction of a millisecond, comparable to that of photogate timers. Many experiments in mechanics can be timed by the sound they produce, and in these situations a direct audio recording may provide accurate measurements of the time intervals of interest. This idea has already been explored in a few cases,1–5 and here we apply it to an experiment that our students found very enjoyable: measuring the speed of soccer balls they kicked.
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01.50.My Demonstration experiments and apparatus
01.50.F- Audio and visual aids
01.55.+b General physics
01.50.ht Instructional computer use

Impulse-Momentum Diagrams

David Rosengrant

The Physics Teacher -- January 2011 -- Volume 49, Issue 1, pp. 36

Online Publication Date: Dec 2010

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Multiple representations are a valuable tool to help students learn and understand physics concepts.1 Furthermore, representations help students learn how to think and act like real scientists.2 These representations include: pictures, free‐body diagrams,3 energy bar charts,4 electrical circuits, and, more recently, computer simulations and animations.5 However, instructors have limited choices when they want to help their students understand impulse and momentum. One of the only available options is the impulse‐momentum bar chart.6 The bar charts can effectively show the magnitude of the momentum as well as help students understand conservation of momentum, but they do not easily show the actual direction. This paper highlights a new representation instructors can use to help their students with momentum and impulse—the impulse‐momentum diagram (IMD).
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01.50.Kw Techniques of testing
01.40.gb Teaching methods and strategies

On Defining Mass

Eugene Hecht

The Physics Teacher -- January 2011 -- Volume 49, Issue 1, pp. 40

Online Publication Date: Dec 2010

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Though central to any pedagogical development of physics, the concept of mass is still not well understood. Properly defining mass has proven to be far more daunting than contemporary textbooks would have us believe. And yet today the origin of mass is one of the most aggressively pursued areas of research in all of physics. Much of the excitement surrounding the Large Hadron Collider at CERN is associated with discovering the mechanism responsible for the masses of the elementary particles. This paper will first briefly examine the leading definitions, pointing out their shortcomings. Then, utilizing relativity theory, it will propose—for consideration by the community of physicists—a conceptual definition of mass predicated on the more fundamental concept of energy, more fundamental in that everything that has mass has energy, yet not everything that has energy has mass.
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01.50.-i Educational aids
01.40.-d Education
04.20.Cv Fundamental problems and general formalism

Exploring Magnetic Fields with a Compass

Brandon Lunk and Robert Beichner

The Physics Teacher -- January 2011 -- Volume 49, Issue 1, pp. 45

Online Publication Date: Dec 2010

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A compass is an excellent classroom tool for the exploration of magnetic fields. Any student can tell you that a compass is used to determine which direction is north, but when paired with some basic trigonometry, the compass can be used to actually measure the strength of the magnetic field due to a nearby magnet or current‐carrying wire. In this paper, we present a series of simple activities adapted from the Matter & Interactions textbook1 for doing just this. Interestingly, these simple measurements are comparable to predictions made by the Bohr model of the atom. Although antiquated, Bohr's atom can lead the way to a deeper analysis of the atomic properties of magnets. Although originally developed for an introductory calculus‐based course, these activities can easily be adapted for use in an algebra‐based class or even at the high school level.
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01.50.Kw Techniques of testing
01.50.My Demonstration experiments and apparatus
01.40.gb Teaching methods and strategies

Resonance Effects in Magnetically Driven Mass‐Spring Oscillations

Ken Taylor

The Physics Teacher -- January 2011 -- Volume 49, Issue 1, pp. 49 | Cited 1 time

Online Publication Date: Dec 2010

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Resonance effects are among the most intriguing phenomena in physics and engineering. The classical case of a mass‐spring oscillator driven at its resonant frequency is one of the earliest examples that students encounter. Perhaps the most commonly depicted method of driving the vibrating system is mechanical. An alternative approach presented in this paper describes an electromagnetic driver that is convenient to use and that provides a frequency resolution of 0.001 Hz. A common mass‐spring arrangement suspended vertically with a linear array of permanent magnets located at the bottom of the system is used for illustrating the technique.1
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01.50.My Demonstration experiments and apparatus
85.80.-b Thermoelectromagnetic and other devices

Following Michael Faraday's Footprints

Javier Galeano

The Physics Teacher -- January 2011 -- Volume 49, Issue 1, pp. 52

Online Publication Date: Dec 2010

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Last fall I had the good fortune of receiving financial support to shoot a documentary about Michael Faraday.1 I took the opportunity to learn more about this great experimentalist and to visit the highlights of places in his life. In this paper, I would like to share a list and description of some of the most remarkable places in London suitable for following Michael Faraday's footprints. There are many other places in Europe of special interest for the physics teacher,2,3 and some useful guides to help us visit places as “scientific travelers,”4,5 but this paper focuses on Michael Faraday and London. I have personally visited most of the places described below and found the experience to be really worthwhile.
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01.60.+q Biographies, tributes, personal notes, and obituaries
01.40.-d Education
01.50.-i Educational aids

Measuring Systematic Error with Curve Fits

Mark E. Rupright

The Physics Teacher -- January 2011 -- Volume 49, Issue 1, pp. 54 | Cited 2 times

Online Publication Date: Dec 2010

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Systematic errors are often unavoidable in the introductory physics laboratory. As has been demonstrated in many papers in this journal, such errors can present a fundamental problem for data analysis, particularly when comparing the data to a given model.1–3 In this paper I give three examples in which my students use popular curve‐fitting software and adjust the theoretical model to account for, and even exploit, the presence of systematic errors in measured data.
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01.50.Pa Laboratory experiments and apparatus
06.20.Dk Measurement and error theory
01.40.-d Education
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Demonstration of momentum and kinetic energy during an entire collision

Nattakit Sawadthaisong, Ratchapak Chitaree, and James P. Barufaldi

The Physics Teacher -- January 2011 -- Volume 49, Issue 1, pp. 56 | Cited 1 time

Online Publication Date: Dec 2010

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A collision is a physical phenomenon commonly occurring in our daily life. In the classroom, the instructor usually demonstrates collision to enhance students' conceptual understanding of momentum conservation and kinetic energy conservation in collisions.1–3 The results of such demonstrations illustrate that the total linear momentum and the kinetic energy for elastic collisions in a system are similar both before and after the collision.4 Demonstrating the momentum and kinetic energy while the two objects are in the process of colliding can provide greater insight into these concepts. Such demonstration results during the collision are rarely described, however, because the time during the collision process is very brief, making the determination of the velocity or momentum of each object very difficult.5 In this paper, we intend to present an interactive demonstration6 proposed to illustrate the results of momentum conservation and kinetic energy conservation simultaneously for the entire collision.
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01.50.My Demonstration experiments and apparatus
01.40.gb Teaching methods and strategies
45.20.df Momentum conservation
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… And now a suspended Cartesian diver

Hasan Fakhruddin

The Physics Teacher -- January 2011 -- Volume 49, Issue 1, pp. 58

Online Publication Date: Dec 2010

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A Cartesian diver can be held suspended in a liquid in which there is a density gradient decreasing from bottom to the top if the density of the diver is between those of the liquid at the top and the bottom. This article adds to a number of Cartesian diver activities published in TPT.1 In a tall beaker of water, a large amount of sugar is added to the bottom. As the sugar dissolves at the bottom, a density gradient, decreasing from bottom to the top, is set up.
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01.50.My Demonstration experiments and apparatus
64.75.Bc Solubility
01.40.gb Teaching methods and strategies
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“Make and Take” YouTube

Diane Riendeau, Column Editor

The Physics Teacher -- January 2011 -- Volume 49, Issue 1, pp. 59

Online Publication Date: Dec 2010

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Special thanks to Jeff Wetherhold for his contribution to this month's column.
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01.50.ff Films; electronic video devices
01.40.gf Theory of testing and techniques
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Mindset matters

John Cato

The Physics Teacher -- January 2011 -- Volume 49, Issue 1, pp. 60

Online Publication Date: Dec 2010

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We all love those students who just refuse to quit. At sometime during their lives, they adopted a philosophy that they were going to do the best they could, and they recognized that accomplishing their dreams was simply a matter of doing the necessary work in order to be successful. But we also have had those students who didn't even seem to try, and there was very little we could do to get them going. They coasted along, made poor grades, and always seemed to indicate that they weren't going to try. They were “smart,” they never needed to study, and they certainly weren't about to start now no matter what was said to them. Better yet, their struggles weren't their fault, but rather due to “bad teaching.” I thought that was just the way it was going to be.
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99.10.Np Editorial note
01.40.gb Teaching methods and strategies
01.50.-i Educational aids
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Round and Round

Boris Korsunsky, Column Editor

The Physics Teacher -- January 2011 -- Volume 49, Issue 1, pp. 61

Online Publication Date: Dec 2010

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

Larry Weinstein, Column Editor

The Physics Teacher -- January 2011 -- Volume 49, Issue 1, pp. 61

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Abstract Unavailable
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01.50.-i Educational aids
88.80.ff Batteries
01.40.-d Education
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Thin‐film interference using a computer's screen and camera

Leslie J. Atkins

The Physics Teacher -- January 2011 -- Volume 49, Issue 1, pp. 62

Online Publication Date: Dec 2010

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Abstract Unavailable
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01.50.Kw Techniques of testing
01.40.gb Teaching methods and strategies
78.66.-w Optical properties of specific thin films
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Great Moments in Science

Martti Sloan

The Physics Teacher -- January 2011 -- Volume 49, Issue 1, pp. 63

Online Publication Date: Dec 2010

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Abstract Unavailable
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01.50.H- Computers in education
89.20.Hh World Wide Web, Internet
01.40.-d Education

American Institute of Physics 2008–9 Nationwide Survey of HS Physics Teachers released

Dan MacIsaac, Column Editor

The Physics Teacher -- January 2011 -- Volume 49, Issue 1, pp. 63

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Abstract Unavailable
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01.50.-i Educational aids
01.40.ek Secondary school

Rising Above the Gathering Storm Revisited released by National Academy of Science

Dan MacIsaac, Column Editor

The Physics Teacher -- January 2011 -- Volume 49, Issue 1, pp. 63

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

Accessible Elements: Teaching Science Online and at a Distance, by D. Kennepohl & L. Shaw (Eds) freely downloadable from

Dietmar Kennepohl, Column Editor

The Physics Teacher -- January 2011 -- Volume 49, Issue 1, pp. 63

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01.50.ht Instructional computer use
01.50.Kw Techniques of testing
01.40.gb Teaching methods and strategies
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MicroReviews by the Book Reviews Editor ‐ Recollections of Cliff Swartz: The Fundamental Particles: Clifford E. Swartz

John L. Hubisz, Column Editor

The Physics Teacher -- January 2011 -- Volume 49, Issue 1, pp. 64

Online Publication Date: Dec 2010

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

MicroReviews by the Book Reviews Editor ‐ Recollections of Cliff Swartz: Measure and Find Out (Book One, Book Two and Book Three plus Teacher's Notes): A Quantitative Approach to Science: Clifford E. Swartz, edited by Roy A. Gallant

John L. Hubisz, Column Editor

The Physics Teacher -- January 2011 -- Volume 49, Issue 1, pp. 64

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Abstract Unavailable
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01.50.Kw Techniques of testing
01.40.gb Teaching methods and strategies
01.30.Vv Book reviews

MicroReviews by the Book Reviews Editor ‐ Recollections of Cliff Swartz: Used Math: For the First Two Years of College Science: Clifford E. Swartz

John L. Hubisz, Column Editor

The Physics Teacher -- January 2011 -- Volume 49, Issue 1, pp. 64

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Abstract Unavailable
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01.50.Kw Techniques of testing
01.40.gb Teaching methods and strategies

MicroReviews by the Book Reviews Editor ‐ Recollections of Cliff Swartz: A Search for Order in the Physical Universe: Clifford E. Swartz & Theodore D. Goldfarb

John L. Hubisz, Column Editor

The Physics Teacher -- January 2011 -- Volume 49, Issue 1, pp. 64

Full Text: | Download PDF

Abstract Unavailable
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01.30.Vv Book reviews
98.80.-k Cosmology
01.40.-d Education
01.50.-i Educational aids

MicroReviews by the Book Reviews Editor ‐ Recollections of Cliff Swartz: Prayers from the Nave and Temptation, Wicked Women, and Denials: Clifford Swartz

John L. Hubisz, Column Editor

The Physics Teacher -- January 2011 -- Volume 49, Issue 1, pp. 64

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Abstract Unavailable
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01.30.Vv Book reviews
01.50.-i Educational aids
01.40.-d Education

MicroReviews by the Book Reviews Editor ‐ Recollections of Cliff Swartz: Phenomenal Physics: Clifford E. Swartz

John L. Hubisz, Column Editor

The Physics Teacher -- January 2011 -- Volume 49, Issue 1, pp. 64

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Abstract Unavailable
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01.30.Vv Book reviews
01.40.-d Education
01.50.-i Educational aids
01.30.Os Books of general interest to physics teachers

MicroReviews by the Book Reviews Editor ‐ Recollections of Cliff Swartz: Teaching Introductory Physics: A Sourcebook: Clifford E. Swartz and Thomas Miner

John L. Hubisz, Column Editor

The Physics Teacher -- January 2011 -- Volume 49, Issue 1, pp. 64

Full Text: | Download PDF

Abstract Unavailable
Show PACS
01.40.gb Teaching methods and strategies
01.50.-i Educational aids
01.30.Os Books of general interest to physics teachers

MicroReviews by the Book Reviews Editor ‐ Recollections of Cliff Swartz: Back‐of‐the‐Envelope Physics: Clifford Swartz

John L. Hubisz, Column Editor

The Physics Teacher -- January 2011 -- Volume 49, Issue 1, pp. 64

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Abstract Unavailable
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01.40.gb Teaching methods and strategies

MicroReviews by the Book Reviews Editor ‐ Recollections of Cliff Swartz: Cliff's Nodes: Editorials from The Physics Teacher: Clifford Swartz

John L. Hubisz, Column Editor

The Physics Teacher -- January 2011 -- Volume 49, Issue 1, pp. 64

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Abstract Unavailable
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01.30.Vv Book reviews
01.50.-i Educational aids
01.40.gb Teaching methods and strategies
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