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Feb 2013

Volume 51, Issue 2, pp. 70-126

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Dependent and independent variables in “standard form” equations

David M. Harrison

The Physics Teacher -- February 2013 -- Volume 51, Issue 2, pp. 70

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Abstract Unavailable
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01.50.-i Educational aids
02.60.-x Numerical approximation and analysis

Water barometer made easy

V. Frohne

The Physics Teacher -- February 2013 -- Volume 51, Issue 2, pp. 70

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01.50.My Demonstration experiments and apparatus
93.85.-q Instruments and techniques for geophysical research: Exploration geophysics

Do not change the order of Newton's laws

Martin Lieberherr

The Physics Teacher -- February 2013 -- Volume 51, Issue 2, pp. 70

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Abstract Unavailable
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01.50.-i Educational aids
45.05.+x General theory of classical mechanics of discrete systems
45.20.D- Newtonian mechanics

Authors' response

Sue Stocklmayer, John Rayner, and Mike Gore

The Physics Teacher -- February 2013 -- Volume 51, Issue 2, pp. 71

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01.50.-i Educational aids
45.20.D- Newtonian mechanics
01.40.ek Secondary school
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Correction: “Bubbles that Change the Speed of Sound” (Phys. Teach. 50, Nov. 2012)page 459

The Physics Teacher -- February 2013 -- Volume 51, Issue 2, pp. 72

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Abstract Unavailable
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99.10.Cd Errata
01.50.Pa Laboratory experiments and apparatus
43.25.Yw Nonlinear acoustics of bubbly liquids
43.30.Es Velocity, attenuation, refraction, and diffraction in water, Doppler effect
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BATTERY CURRENT

Paul Hewitt

The Physics Teacher -- February 2013 -- Volume 51, Issue 2, pp. 74

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01.50.-i Educational aids
84.30.Bv Circuit theory
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Fireworks on the 4th of July

R. Michael Barnett

The Physics Teacher -- February 2013 -- Volume 51, Issue 2, pp. 75

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After half a century of waiting, the drama was intense. Physicists slept overnight outside the auditorium to get seats for the seminar at the CERN lab in Geneva, Switzerland. Ten thousand miles away on the other side of the planet, at the world's most prestigious international particle physics conference, hundreds of physicists from every corner of the globe lined up to hear the seminar streamed live from Geneva (see Fig. 1). And in universities from North America to Asia, physicists and students gathered to watch the streaming talks.
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14.80.Bn Standard-model Higgs bosons
12.10.-g Unified field theories and models
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Walking Through the Impulse-Momentum Theorem

Ole Anton Haugland

The Physics Teacher -- February 2013 -- Volume 51, Issue 2, pp. 78

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Modern force platforms are handy tools for investigating forces during human motion. Earlier they were very expensive and were mostly used in research laboratories. But now even platforms that can measure in two directions are quite affordable. In this work we used the PASCO 2-Axis Force Platform. The analysis of the data can serve as a nice illustration of qualitative or quantitative use of the impulse-momentum theorem p - p0 = ∫t0t Fdt = I. The most common use of force platforms is to study the force from the base during the push-off period of a vertical jump. I think this is an activity of great value, and I would recommend it. The use of force platforms in teaching is well documented in research literature.1–4
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01.50.Pa Laboratory experiments and apparatus
07.10.Pz Instruments for strain, force, and torque
45.20.da Forces and torques
45.20.df Momentum conservation
87.19.ru Locomotion
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Breaking Bat

Isaac-Cesar Aguilar and David Kagan

The Physics Teacher -- February 2013 -- Volume 51, Issue 2, pp. 80

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The sight of a broken bat in Major League Baseball can produce anything from a humorous dribbler in the infield to a frightening pointed projectile headed for the stands. Bats usually break at the weakest point, typically in the handle. Breaking happens because the wood gets bent beyond the breaking point due to the wave sent down the bat created by the collision with the ball.1 The kind of wood that is used plays a role in the manner in which the bat breaks—-its “failure mode.” We report on a simple experiment to compare the breaking strength and failure modes of ash and maple dowels. The results illustrate some of the features of breaking bats under game conditions.
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45.40.Gj Ballistics (projectiles; rockets)
45.50.Tn Collisions

Water Spout

Thomas B. Greenslade, Jr.

The Physics Teacher -- February 2013 -- Volume 51, Issue 2, pp. 82

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During the AAPT summer meeting at Creighton University in 2011, Vacek Miglus and I took pictures of early apparatus at the Creighton physics department. The apparatus in the left-hand picture, shown with the spigot closed, appeared to be a liquid-level device: the water level was the same in both the narrow tube and the flaring glass vase. However, when I came back nine months later to give a talk about the apparatus, I realized that it was really an early Bernoulli effect demonstration. In the right-hand picture the spigot is open and water can be seen coming out of the spout. The water level in the narrow tube has fallen appreciably, thus showing that the pressure at this point has decreased, in agreement with the non-zero velocity of the water in the horizontal tube. The device was made ca. 1880 by E. S. Ritchie of Boston, MA. (Photos by Thomas B. Greenslade Jr.)
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01.50.My Demonstration experiments and apparatus
47.15.Rq Laminar flows in cavities, channels, ducts, and conduits

Teaching the Physics of Energy While Traveling by Train

Katrina Hay

The Physics Teacher -- February 2013 -- Volume 51, Issue 2, pp. 83 | Cited 1 time

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Pacific Lutheran University (Tacoma, WA) is renowned for the number of its courses that offer international and study-away opportunities. Inspired by the theme of sustainability, and my growing concern about the environmental impact of conventional fuels, I offered a course, Physics of Energy, for the first time during PLU's January 2011 term (a one-month semester). The two-week travel portion of the course took students on the Amtrak Coast Starlight train route from Tacoma, WA, to Los Angeles to study various forms of energy production. Students studied physics topics in the classroom, through hands-on activities, by traveling to energy research and production facilities, and while working on their interdisciplinary term projects. The course, which utilized local talent and focused on sustainability, provided a positive physics learning experience for majors and non-majors alike.
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01.50.-i Educational aids
89.60.-k Environmental studies
88.90.+t Other topics in renewable energy and applications (restricted to new topics in section 88)

Converging or Diverging Lens?

Mario Branca

The Physics Teacher -- February 2013 -- Volume 51, Issue 2, pp. 86

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Why does a lens magnify? Why does it shrink objects? Why does this happen? The activities that we propose here are useful in helping us to understand how lenses work, and they show that the same lens can have different magnification capabilities. A converging lens can also act as a diverging lens.
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01.50.My Demonstration experiments and apparatus
42.15.Eq Optical system design
42.25.Gy Edge and boundary effects; reflection and refraction
42.79.Bh Lenses, prisms and mirrors

Enhancing the Introductory Astronomical Experience with the Use of a Tablet and Telescope

Robert M. Gill and Michael J. Burin

The Physics Teacher -- February 2013 -- Volume 51, Issue 2, pp. 87

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College and university general education (GE) classes are designed to broaden the understanding of all college and university students in areas outside their major interest. However, most GE classes are lecture type and do not facilitate hands-on experimental or observational activities related to the specific subject matter. Utilizing astronomy application programs (apps), currently available for the iPad and iPhone, in conjunction with a small inexpensive telescope, allows students unique hands-on experiences to explore and observe astronomical objects and concepts independently outside of class. These activities enhance the students' overall GE experience in a unique way not possible prior to the development of these technologies.
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01.50.ht Instructional computer use
89.20.Hh World Wide Web, Internet
95.55.-n Astronomical and space-research instrumentation
95.75.Pq Mathematical procedures and computer techniques

Poetry Writing in General Physics Courses

William L. Schmidt

The Physics Teacher -- February 2013 -- Volume 51, Issue 2, pp. 90

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Poetry writing in the context of physics is a student-centered activity that enables students to view the world through the window of physics and make connections to everyday life scenarios. Poetry assignments provide a creative and atypical challenge to students, creating more student-centered class discussions and a fun, light-hearted approach to learning what is often perceived as a purely logical subject. In order to write poetry in the context of a physics concept, students actively unify their worldview with an expression of physical concepts, personalizing their connection to the topic. Physics and poetry are two of the great human intellectual endeavors, each producing deep insights on self-created models of the universe. Each attempts to get beneath the surface of events and actions through different domains. Just as poets create a perspective of the world, scientists and researchers use their creativity to come up with new ideas, tests, and explanations. Creative thinking is one of the most important skills scientists have, whether that creativity is used to develop an alternative hypothesis, to devise a new way of testing an idea, or to look at old data in a new light. Scientific analysis often involves alternating among different modes of reasoning and creative brainstorming. Creative thinking is becoming an increasingly valuable skill for students. A 2006 comprehensive study done by job placement professionals concluded that creative thinking has become one of the most important skill sets for recent college graduates.1
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01.50.fh Posters, cartoons, art, etc.

Accurate Determination of the Volume of an Irregular Helium Balloon

Jack Blumenthal, Rafaela Bradvica, and Katherine Karl

The Physics Teacher -- February 2013 -- Volume 51, Issue 2, pp. 93

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In a recent paper, Zable1 described an experiment with a near-spherical balloon filled with impure helium. Measuring the temperature and the pressure inside and outside the balloon, the lift of the balloon, and the mass of the balloon materials, he described how to use the ideal gas laws and Archimedes' principal to compute the average molecular mass and density of the impure helium. This experiment required that the volume of the near-spherical balloon be determined by some approach, such as measuring the girth. The accuracy of the experiment was largely determined by the balloon volume, which had a reported uncertainty of about 4%.
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01.50.My Demonstration experiments and apparatus
06.20.Dk Measurement and error theory
06.30.Bp Spatial dimensions (e.g., position, lengths, volume, angles, and displacements)

Two Experimental Approaches of Looking at Buoyancy

J. Agostinho Moreira, A. Almeida, and P. Simeão Carvalho

The Physics Teacher -- February 2013 -- Volume 51, Issue 2, pp. 96

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In our teaching practice, we find that a large number of first-year university physics and chemistry students exhibit some difficulties with applying Newton's third law to fluids because they think fluids do not react to forces.
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01.50.Pa Laboratory experiments and apparatus
47.55.P- Buoyancy-driven flows; convection

The Effect of Friction in Pulleys on the Tension in Cables and Strings

Eric C. Martell and Verda Beth Martell

The Physics Teacher -- February 2013 -- Volume 51, Issue 2, pp. 98

Online Publication Date: Jan 2013

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Atwood's machine is used in countless introductory physics classes as an illustration of Newton's second law. Initially, the analysis is performed assuming the pulley and string are massless and the axle is frictionless. Although the mass of the pulley is often included when the problem is revisited later in the context of rotational dynamics, the mass of the string and the friction associated with the axle are less frequently discussed. Two questions then arise: 1) If we are ignoring these effects, how realistic is our model? and 2) How can we determine when or if we need to incorporate these effects in order to make our model match up with reality? These questions are connected to fundamental issues faced by physics teachers, namely the frustration students sometimes feel when they do not see how they can use the results of the problems they have been working on and how we can help our students develop effective models for physical systems.
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01.50.My Demonstration experiments and apparatus
45.20.da Forces and torques
45.20.dc Rotational dynamics
46.55.+d Tribology and mechanical contacts
89.20.Kk Engineering

Four Free Software Packages Related to the Physics of Sound

Douglas Oliver, Joshua Underwood, Dean Marotta, Jackie Kane, and Madison Scott

The Physics Teacher -- February 2013 -- Volume 51, Issue 2, pp. 101

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Abstract Unavailable
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01.50.ht Instructional computer use
43.10.Sv Education in acoustics, tutorial papers of interest to acoustics educators
43.60.-c Acoustic signal processing

A Resource for Using Real-World Examples in the Physics Classroom

Janelle Van Dongen and Georg Rieger

The Physics Teacher -- February 2013 -- Volume 51, Issue 2, pp. 105

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Physics Teaching for the 21st Century (://c21.phas.ubc.ca) is a free online resource for teachers who are interested in teaching physics concepts in real-world contexts. The materials on this site were developed by a team of physics faculty and graduate and undergraduate students at the Department of Physics & Astronomy, University of British Columbia, based on issues of great current concern—reusable energy, climate change, and medical advancement. Topics on the website also focus on applications of physics in the natural world around us. There are currently about 70 different topics on the website and it is not possible to justly give a sense of the website in total here. Instead we will present one complete example of the resources available on our website and show how it can be used in the classroom or in lecture. The example discussed here1 is suitable for a first-year university course and focuses on diffraction through a circular aperture and Rayleigh's resolution criterion by looking at the effect of pupil size on the minimum angle of resolution. The original idea came from reading a book on zoological physics,2 and a short example was later found in a first-year physics textbook.3
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01.50.hv Computer software and software reviews
42.25.Fx Diffraction and scattering
42.66.Ct Anatomy and optics of eye
01.50.fh Posters, cartoons, art, etc.

Optimal Ski Jump

Krzysztof Rębilas

The Physics Teacher -- February 2013 -- Volume 51, Issue 2, pp. 108

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Consider a skier who goes down a takeoff ramp, attains a speed V, and jumps, attempting to land as far as possible down the hill below (Fig. 1). At the moment of takeoff the angle between the skier's velocity and the horizontal is α. What is the optimal angle α that makes the jump the longest possible for the fixed magnitude of the velocity V? Of course, in practice, this is a very sophisticated problem; the skier's range depends on a variety of complex factors in addition to V and α. However, if we ignore these and assume the jumper is in free fall between the takeoff ramp and the landing point below, the problem becomes an exercise in kinematics that is suitable for introductory-level students. The solution is presented here.
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01.50.-i Educational aids
45.40.-f Dynamics and kinematics of rigid bodies

Conceptualization of Light Refraction

Andrzej Sokolowski

The Physics Teacher -- February 2013 -- Volume 51, Issue 2, pp. 110

Online Publication Date: Jan 2013

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multimedia

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There have been a number of papers dealing quantitatively with light refraction.1,2 Yet the conceptualization of the phenomenon that sets the foundation for a more rigorous math analysis is minimized. The purpose of this paper is to fill that gap.
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01.50.-i Educational aids
02.40.Dr Euclidean and projective geometries
42.25.Gy Edge and boundary effects; reflection and refraction

Measuring the Effectiveness of Simulations in Preparing Students for the Laboratory

Mark Paetkau, Dan Bissonnette, and Colin Taylor

The Physics Teacher -- February 2013 -- Volume 51, Issue 2, pp. 113

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Computer simulations (we use the word liberally here to include applets, animations, apps, etc.) have been making steady progress as teaching tools. Large collections of simulations, created by individuals1,2 and by groups,3 are freely available. More recently, research on the effectiveness of simulations as teaching tools, particularly focused on the teaching of concepts, has been an area of interest.4,5 We have been using simulations at Thompson Rivers University (TRU) to help prepare students for the physics lab for the past five years. In work by others, simulations were used in the pre-laboratory work to prepare students on a conceptual level.6 In our case the simulations are used to help prepare students for the experimental aspect. The current work focuses on students' need to take data in the lab and how students can be prepared to efficiently obtain that data.
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01.50.ht Instructional computer use
01.50.Lc Laboratory computer use
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Vertical and horizontal inversions by curved surfaces

Hakan Isik

The Physics Teacher -- February 2013 -- Volume 51, Issue 2, pp. 117

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Abstract Unavailable
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01.50.My Demonstration experiments and apparatus
42.00.00 Optics
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Fermi Questions

Larry Weinstein, Column Editor

The Physics Teacher -- February 2013 -- Volume 51, Issue 2, pp. 117

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Abstract Unavailable
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01.50.-i Educational aids
45.05.+x General theory of classical mechanics of discrete systems
89.60.-k Environmental studies
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Analyzing acoustic phenomena with a smartphone microphone

Jochen Kuhn and Patrik Vogt

The Physics Teacher -- February 2013 -- Volume 51, Issue 2, pp. 118

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This paper describes how different sound types can be explored using the microphone of a smartphone and a suitable app. Vibrating bodies, such as strings, membranes, or bars, generate air pressure fluctuations in their immediate vicinity, which propagate through the room in the form of sound waves. Depending on the triggering mechanism, it is possible to differentiate between four types of sound waves: tone, sound, noise, and bang. In everyday language, non-experts use the terms “tone” and “sound” synonymously; however, from a physics perspective there are very clear differences between the two terms. This paper presents experiments that enable learners to explore and understand these differences. Tuning forks and musical instruments (e.g., recorders and guitars) can be used as equipment for the experiments. The data are captured using a smartphone equipped with the appropriate app (in this paper we describe the app Audio Kit for iOS systems1). The values captured by the smartphone are displayed in a screen shot and then viewed directly on the smartphone or exported to a computer graphics program for printing.
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01.50.ht Instructional computer use
01.50.Pa Laboratory experiments and apparatus
43.20.Ye Measurement methods and instrumentation
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Self-reported “best” resources for teachers

Susan White

The Physics Teacher -- February 2013 -- Volume 51, Issue 2, pp. 119

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In over 80% of the schools where physics is taught, there is only one teacher teaching the subject, so most teachers cannot readily turn to a colleague at their schools for answers or suggestions about issues that deal specifically with physics. When physics teachers do have questions about physics content, the most often reported “best” source for answers is the Internet. Potentially demonstrating a better personal network or a better familiarity with the resources available to them, teachers who had completed physics education courses were significantly less likely to use their class texts as the best answer source. Instead, they were more likely to rely on college or university teachers. Having access to resources beyond the class text can help teachers develop a more nuanced understanding of physics concepts, as well as a better sense of perspective about the content they teach.
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01.50.-i Educational aids
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Flipping the Classroom Revisited

Diane Riendeau, Column Editor

The Physics Teacher -- February 2013 -- Volume 51, Issue 2, pp. 120

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I received many emails following the first column on flipping the classroom. Many of my local colleagues also approached me at our physics alliance, Physics Northwest. Teachers are very interested in this new pedagogy. As I result, I wanted to share some more videos to inspire you.
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01.50.ht Instructional computer use
01.50.hv Computer software and software reviews
01.50.ff Films; electronic video devices
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Circular reflections

T. Toepker

The Physics Teacher -- February 2013 -- Volume 51, Issue 2, pp. 121

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Abstract Unavailable
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01.50.My Demonstration experiments and apparatus
42.25.Gy Edge and boundary effects; reflection and refraction
42.25.Ja Polarization
42.79.Ci Filters, zone plates, and polarizers
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Using comics to increase literacy and assess student learning

Terry Schwaller

The Physics Teacher -- February 2013 -- Volume 51, Issue 2, pp. 122

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Formative assessment strategies and the integration of literacy pose two of the many hurdles teachers face. With the pressure of standardized test scores hanging over everyone's heads, finding class time to integrate these essential strategies is at a premium. By integrating comics with quick, formative written assessment, you can kill the proverbial two birds with one stone.
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01.40.-d Education
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A Double Triple

Boris Korsunsky, Column Editor

The Physics Teacher -- February 2013 -- Volume 51, Issue 2, pp. 124

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Abstract Unavailable
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01.50.-i Educational aids
41.20.Cv Electrostatics; Poisson and Laplace equations, boundary-value problems
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More Finland, educational reform and physics; YouTube wideos from Wanderbilt and Harvard and comments from Finnish physics teacher preparation scholar

Dan MacIsaac, Column Editor

The Physics Teacher -- February 2013 -- Volume 51, Issue 2, pp. 125

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Abstract Unavailable
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01.30.Xx Publications in electronic media
01.40.Di Course design and evaluation
01.40.J- Teacher training

“The Finland Phenomenon” (A documentary in four parts on YouTube) by Tony Wagner, Harvard University, www.2mminutes.com/films/finland-phenomenon.asp, www.tonywagner.com/resources/the-global-achievement-gap, www.tonywagner.com/

Dan MacIsaac, Column Editor

The Physics Teacher -- February 2013 -- Volume 51, Issue 2, pp. 125

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Abstract Unavailable
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01.40.ek Secondary school

Arvind Gupta toys from trash wideos and instructions, http://www.arvindguptatoys.com/films.html

Sandi George

The Physics Teacher -- February 2013 -- Volume 51, Issue 2, pp. 125

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Abstract Unavailable
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01.50.ht Instructional computer use
89.20.Hh World Wide Web, Internet

American Chemical Society ByteSize science wideos, bytesizescience.com/index.cfm

Dan MacIsaac, Column Editor

The Physics Teacher -- February 2013 -- Volume 51, Issue 2, pp. 125

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Abstract Unavailable
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01.50.ff Films; electronic video devices
43.72.-p Speech processing and communication systems
81.16.-c Methods of micro- and nanofabrication and processing
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Energy for Future Presidents: The Science Behind the Headlines: Richard A. Muller

John L. Hubisz, Column Editor

The Physics Teacher -- February 2013 -- Volume 51, Issue 2, pp. 126

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Abstract Unavailable
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01.40.-d Education
88.00.00 Renewable energy resources and applications
01.30.Vv Book reviews

MicroReviews by the Book Rewiew Editor: Brainteaser Physics: Challenging Physics Puzzlers: Göran Grimvall

John L. Hubisz, Column Editor

The Physics Teacher -- February 2013 -- Volume 51, Issue 2, pp. 126

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

MicroReviews by the Book Rewiew Editor: The Theoretical Minimum: What You Need to Know to Start Doing Physics: Leonard Susskind and George Hrabovsky

John L. Hubisz, Column Editor

The Physics Teacher -- February 2013 -- Volume 51, Issue 2, pp. 126

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

MicroReviews by the Book Rewiew Editor: Elementary Particles: Enrico Fermi

John L. Hubisz, Column Editor

The Physics Teacher -- February 2013 -- Volume 51, Issue 2, pp. 126

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Abstract Unavailable
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01.50.-i Educational aids
10.00.00 THE PHYSICS OF ELEMENTARY PARTICLES AND FIELDS
01.30.Vv Book reviews

MicroReviews by the Book Rewiew Editor: Universal Constants in Physics: Gilles Cohen-Tannoudji

John L. Hubisz, Column Editor

The Physics Teacher -- February 2013 -- Volume 51, Issue 2, pp. 126

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Abstract Unavailable
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01.30.Vv Book reviews
01.50.-i Educational aids
06.20.Jr Determination of fundamental constants
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