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The Physics Teacher
Number of Followers: 341  Subscription journalISSN (Print) 0031-921X - ISSN (Online) 1943-4928 Published by AAPT  [1 journal]
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- Physics Figures
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Authors: Chadwick Young, Kaisa Young
Abstract: The Physics Teacher, Volume 61, Issue 3, Page 210-211, March 2023.
Physics teachers use many tools to convey difficult concepts and to assess students’ mastery. Good illustrations, figures, and diagrams can help students make sense of these concepts. Textbook publishers provide figures, but, often, these are not editable or are too complicated for printing. Fortunately, physics teachers have access to excellent tools for creating simple and effective figures. We offer tips on how to create figures in PowerPoint or your favorite presentation software. These packages are ubiquitous, and they have powerful tools to create and edit images. We also provide an online source for physics figures we’ve used in our college physics courses. These figures are free to use, distribute, and alter for use in your classes.
Citation: The Physics Teacher
PubDate: 2023-02-23T08:36:49Z
DOI: 10.1119/5.0068332
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- The missing fundamental tone in everyday life and in experiments
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Authors: Patrik Vogt, Lutz Frank Kasper
Abstract: The Physics Teacher, Volume 61, Issue 3, Page 228-229, March 2023.
Learning about sounds in physics, it is usually addressed that although the overtone spectrum has an effect on the observed timbre, the perceived pitch is determined only by the fundamental. But why do we assign the frequency of its fundamental to a sound, and why do we do so if the fundamental is not even present in the frequency spectrum'
Citation: The Physics Teacher
PubDate: 2023-02-23T08:36:48Z
DOI: 10.1119/5.0142178
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- Answer to March 2023 Figuring Physics Question
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Authors: Paul Hewitt
Abstract: The Physics Teacher, Volume 61, Issue 3, Page A163-A163, March 2023.
Citation: The Physics Teacher
PubDate: 2023-02-23T08:36:48Z
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- Mind Control Helmet: A Fun Demonstration about Sound and Electromagnetism
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Authors: Antonio Eff-Darwich, Adán Yanes-Gómez
Abstract: The Physics Teacher, Volume 61, Issue 3, Page 195-197, March 2023.
Loudspeakers are devices that create sound, controlling the interaction between a permanent magnet and an electromagnet induced by a varying electric current in a coil. The physics behind loudspeakers makes them popular educational resources to discuss the principles of electromagnetism and the generation of sound waves. This same idea also applies to electric motors and generators. In this work, we combine electric motors and loudspeakers to build a set of headphones, which are presented to preservice primary school teachers as a “mind control helmet,” to demonstrate the basic ideas of electromagnetism and sound physics, but also the nature of science.
Citation: The Physics Teacher
PubDate: 2023-02-23T08:36:47Z
DOI: 10.1119/5.0079318
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- Orbital Decay in the Classroom
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Authors: Miguel Fiolhais, Luis Gonzalez-Urbina, Tomasz Milewski, Carlos Chaparro, Andrea Ferroglia
Abstract: The Physics Teacher, Volume 61, Issue 3, Page 182-185, March 2023.
The objective of this paper is to provide a pedagogical framework for the phenomenon of orbital decay of satellites in low Earth orbit. The dynamics of orbital decay are derived considering atmospheric drag as the only dissipative mechanism and using an educational approach suitable for undergraduate calculus-based physics and engineering courses. The resulting nonlinear first-order differential equation for the altitude as a function of time is solved numerically for the isothermal-barotropic atmospheric model with a fixed scale height. The model is validated using the uncontrolled reentry data of the Chinese space station Tiangong-1.
Citation: The Physics Teacher
PubDate: 2023-02-23T08:36:46Z
DOI: 10.1119/5.0063725
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- Solution to the December 2022 Challenge For want of a nail…*
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Abstract: The Physics Teacher, Volume 61, Issue 3, Page A237-A240, March 2023.
Citation: The Physics Teacher
PubDate: 2023-02-23T08:36:46Z
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- Coulomb’s Law: Augmented Reality Simulation
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Authors: Andrej Vidak, Iva Movre Šapić, Vladimir Dananić, Jadranko Batista
Abstract: The Physics Teacher, Volume 61, Issue 3, Page 172-174, March 2023.
Coulomb’s law is a typical representative of the inverse-square laws that appear in various learning contexts in physics. In the usual classroom setting, most students do not have the opportunity to experimentally discover the interdependence of variables described by this law. Recently, digital technologies have become more prevalent at all levels of education. Teachers and researchers are successfully using computer-based simulations to improve physics education. Augmented reality is one of the emerging digital technologies that have the potential to improve students’ understanding of a wide range of educational topics. Nevertheless, it is advisable that students and teachers are familiar with the most efficient use of selected digital tools before using augmented reality-enriched physics lectures. In this paper, we present our augmented reality simulation called CoulombsLawAR, which could be useful for teaching Coulomb’s law.
Citation: The Physics Teacher
PubDate: 2023-02-23T08:36:45Z
DOI: 10.1119/5.0076101
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- Engaging Students from Introductory Physics Courses in Socio-scientific
Debates-
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Authors: Maykell Julio de Souza Figueira, Roberto Nardi
Abstract: The Physics Teacher, Volume 61, Issue 3, Page 204-206, March 2023.
In this paper, we present a classroom strategy that allows high school teachers and university professors of introductory physics courses to use socio-scientific issues (SSIs) to engage students in constructive and meaningful debate. We present a rationale for why such activities should be used, a step-by-step method on how to apply them in a real classroom setting, and an illustrative case study conducted with sophomore students from a Brazilian public university in 2019. It is a consensus among educational researchers, science teachers, and policymakers that much can still be done to enhance the levels of scientific literacy of students of various age groups. Improving scientific literacy skills should be one of the primary goals of schools and universities in this century, since it helps make people aware of the achievements of scientific communities, it promotes scientifically based decisions about important daily matters, and it strengthens the fight against fake news, which is now a widespread rising trend in society.
Citation: The Physics Teacher
PubDate: 2023-02-23T08:36:45Z
DOI: 10.1119/5.0074342
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- Getting More Out of Midterm Assessments
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Authors: Georg W. Rieger, Jess McIver, Silvia Mazabel, Sean Cooper, Gerwald Lichtenberg
Abstract: The Physics Teacher, Volume 61, Issue 3, Page 207-209, March 2023.
An important reason for providing midterm assessments is to give students early feedback on their progress. Ideally, students will carefully analyze their performance and use the feedback provided to adjust their study strategies or approaches to engaging with the course materials. In our experience, however, only a small fraction of students seek advice from instructors or advisors after an unsatisfactory performance. Research has shown that many students have negative perceptions of office hours, and some students find them inconvenient or have misconceptions about the purpose of office hours. In addition, it is difficult for instructors to provide detailed and individualized advice to a large number of students in a weekly office hour. To address this challenge, we automatically provide additional grades that inform students on their performance in four basic question categories that are related to levels in Bloom’s taxonomy. We also provide a table with specific recommendations for how to improve in each of these categories. These recommendations are based on experience: from conversations with students, we have learned that unsatisfying performance can often be traced back to a lack of effective exam preparation. Many students study by reading solutions to in-class activities or homework rather than reworking problems. We also noticed that struggling students often fail at a fundamental level: they tend to read definitions superficially as symbols instead of interpreting them and exploring their meaning.
Citation: The Physics Teacher
PubDate: 2023-02-23T08:36:45Z
DOI: 10.1119/5.0075793
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- Flying Waiter’s Tray Demo Levels Up Again
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Authors: Dan MacIsaac
Abstract: The Physics Teacher, Volume 61, Issue 3, Page 239-239, March 2023.
Citation: The Physics Teacher
PubDate: 2023-02-23T08:36:44Z
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- Electric vehicle efficiency and regenerative braking
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Authors: William J. Layton
Abstract: The Physics Teacher, Volume 61, Issue 3, Page 164-164, March 2023.
Citation: The Physics Teacher
PubDate: 2023-02-23T08:36:43Z
DOI: 10.1119/5.0124670
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- Refrigerator Magnet Investigation
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Authors: Allison Daubert, Žan Jerman, Gorazd Planinsic
Abstract: The Physics Teacher, Volume 61, Issue 3, Page 186-190, March 2023.
Refrigerator magnets belong to a group of simple devices that we use all the time but rarely question how they work. While refrigerator magnets have received considerable attention in physics education literature, the focus of these papers was mainly on the explanations of their structure or demonstrations of the structure of the magnetic layer. The goal of the present paper is to describe a set of activities that can be performed with general physics students to help them understand how refrigerator magnets are constructed and to simultaneously engage them in such science practices as creating and evaluating models, developing predictions based on hypotheses, performing experiments to evaluate the proposed hypothesis, and switching between different representations. This sequence of activities follows the logical progression of the Investigative Science Learning Environment (ISLE) approach. We piloted all materials with high school physics students, undergraduate physics majors, and graduate level physics education students, and revised based on student feedback. All courses where we implemented the activities were ISLE-based courses; therefore, the students were accustomed to working in groups devising explanations, devising experiments to test them, and sharing their ideas with the rest of the class. All activities that we propose require only the equipment that students commonly have at home (the most sophisticated is a smartphone with a magnetic field sensor). Therefore, the activities can also be used while teaching online. These activities took between 45 and 90 min for the students to complete. The students found them valuable and interesting.
Citation: The Physics Teacher
PubDate: 2023-02-23T08:36:43Z
DOI: 10.1119/5.0068668
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- Blind and visually impaired-accessible software and learning resources
open a new window to the universe-
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Authors: Kate Meredith, Tim Spuck
Abstract: The Physics Teacher, Volume 61, Issue 3, Page 230-231, March 2023.
In late 2016, Research Supporting Multisensory Engagement by Blind, Visually Impaired, and Sighted Students to Advance Integrated Learning of Astronomy and Computer Science [also known as Innovators Developing Accessible Tools for Astronomy (IDATA)] was funded by the National Science Foundation. IDATA explored the role of computational thinking in astronomy. Our approach partnered blind and visually impaired (BVI) and sighted middle and high school students and their teachers with undergraduate students, software engineers, astronomers, educators, and education researchers to, in part, design and develop a new BVI-accessible image analysis software tool called Afterglow Access (AgA). The goal of the IDATA project is to allow all users, regardless of visual acuity or level of astronomy knowledge, to collect and analyze their own astronomical images.
Citation: The Physics Teacher
PubDate: 2023-02-23T08:36:43Z
DOI: 10.1119/5.0143252
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- Pulling a Spool
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Authors: Carl E. Mungan
Abstract: The Physics Teacher, Volume 61, Issue 3, Page 178-181, March 2023.
A simple model for the kinetic frictional force on an object sliding across a surface is adopted in introductory physics. Its magnitude is given by a constant coefficient of kinetic friction multiplied by the normal force exerted on the object by the surface, and the force points opposite the direction that the object slides relative to the surface. In contrast, the standard model for the static frictional force is more complicated. There is no formula for its magnitude, but instead it can vary from zero up to some maximum value, as required to keep the point of contact of the object at rest relative to the surface it is on. Furthermore, it points in the direction opposite the way in which the object would slip at its point of contact if there were zero friction, but it is not always obvious which way that is. In an attempt to bypass these complications, students can make erroneous assumptions about the magnitude and direction of the static frictional force. To counter them, it is helpful to present some example that shows students that those assumptions need not hold. Such a system is a pulled spool that rolls without slipping on a horizontal table. Since the point of contact between the spool and the table does not slip, any frictional force between them must be static.
Citation: The Physics Teacher
PubDate: 2023-02-23T08:36:42Z
DOI: 10.1119/5.0042450
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- Physics with Elliot
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Authors: Dan MacIsaac
Abstract: The Physics Teacher, Volume 61, Issue 3, Page 239-239, March 2023.
Citation: The Physics Teacher
PubDate: 2023-02-23T08:36:42Z
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- Electronic Components as Art
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Authors: Dan MacIsaac
Abstract: The Physics Teacher, Volume 61, Issue 3, Page 239-239, March 2023.
Citation: The Physics Teacher
PubDate: 2023-02-23T08:36:41Z
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- Erratum: “The Projectile Scattering Apparatus—A Modern Update to a
Classic Experiment,” Phys. Teach 61, 6–9 (Jan. 2023)-
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Authors: Kurtis A. Fletcher, Nicole M. Lallier, Jack M. Masman
Abstract: The Physics Teacher, Volume 61, Issue 3, Page 164-164, March 2023.
Citation: The Physics Teacher
PubDate: 2023-02-23T08:36:40Z
DOI: 10.1119/5.0142423
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- Using a Spreadsheet Program to Fit a Gaussian Function
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Authors: Michael W. Ray
Abstract: The Physics Teacher, Volume 61, Issue 3, Page 224-226, March 2023.
Due to their accessibility and relatively quick learning curve, spreadsheet programs (such as Microsoft Excel and Google Sheets) are a common choice for students when faced with data analysis work. As is well known by most physicists, however, these spreadsheet programs cannot always perform all the tasks that may be necessary for analyzing data. One such area where these programs tend to lag is in nonlinear curve fitting. Most of these programs contain a limited basic set of fit functions, such as linear, polynomial, and exponential fits, to name a few. Outside of these basic functions, one either needs to get creative or turn to a more complex data analysis platform that may have a steep learning curve or cost a considerable amount of money, making it inaccessible to students. In this paper, I will present a method to fit a specific nonlinear curve, a Gaussian function, to a set of collected data using Microsoft Excel.
Citation: The Physics Teacher
PubDate: 2023-02-23T08:36:40Z
DOI: 10.1119/5.0063278
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- Testing a Bell Inequality with a Remote Quantum Processor
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Authors: Jed Brody, Robert Avram
Abstract: The Physics Teacher, Volume 61, Issue 3, Page 218-221, March 2023.
IBM Quantum offers free remote access to real quantum processors. One of the many experiments now accessible to all students is a test of Bell inequalities. This experiment introduces the rigorous mysteries that physicists have grappled with for a century. Using IBM Quantum to test Bell inequalities is not new. However, we are unaware of any single reference, appropriate for introductory students, that contains (1) the derivation of a Bell inequality, (2) the derivation of the corresponding quantum prediction, and (3) instructions for carrying out the experiment with IBM Quantum.
Citation: The Physics Teacher
PubDate: 2023-02-23T08:36:39Z
DOI: 10.1119/5.0069073
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- EGG CRUSH
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Authors: Paul Hewitt
Abstract: The Physics Teacher, Volume 61, Issue 3, Page 163-163, March 2023.
Citation: The Physics Teacher
PubDate: 2023-02-23T08:36:37Z
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- Homer L. Dodge Citations for Distinguished Service
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Abstract: The Physics Teacher, Volume 61, Issue 3, Page 165-165, March 2023.
Citation: The Physics Teacher
PubDate: 2023-02-23T08:36:37Z
DOI: 10.1119/5.0143917
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- Effect of Angular Amplitude on the Result of a Pendulum Experiment
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Authors: Meng Pan, Jie Zhang
Abstract: The Physics Teacher, Volume 61, Issue 3, Page 175-177, March 2023.
Measuring gravitational acceleration with a simple pendulum is a traditional mechanical experiment. With the improvement of measurement accuracy (such as the use of a photogate timer) and the improvement of calculation ability (such as the use of a computer for data analysis), some previously ignored factors may arise. This paper studies the effect of angular amplitude on the result of this simple pendulum experiment.
Citation: The Physics Teacher
PubDate: 2023-02-23T08:36:37Z
DOI: 10.1119/5.0046992
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- Figuring Physics February Answer
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Authors: Paul Hewitt
Abstract: The Physics Teacher, Volume 61, Issue 3, Page 227-227, March 2023.
Citation: The Physics Teacher
PubDate: 2023-02-23T08:36:37Z
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- 2C and not 2C
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Authors: Boris Korsunsky
Abstract: The Physics Teacher, Volume 61, Issue 3, Page 237-237, March 2023.
Citation: The Physics Teacher
PubDate: 2023-02-23T08:36:36Z
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- Simulating the Action Principle in Optics
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Authors: Refath Bari
Abstract: The Physics Teacher, Volume 61, Issue 3, Page 212-217, March 2023.
Light has a fascinating property: it always travels the path that takes the least time between any two points. This is the motivating property behind optical phenomena such as reflection and refraction. The unreasonable economic efficiency of light is captured by a single proposition: the principle of least action (PLA) in optics. Unlike reflection and refraction, which emerge from optimizing a one-dimensional function, the PLA emerges from optimizing an infinite-dimensional functional. The PLA can be difficult for students to comprehend, as the formulation of the Lagrangian is often left unexplained. To this end, this paper presents various simulations to demonstrate the action principle, including a numerical solution to a generalization of the brachistochrone problem to an arbitrary refractive profile. The interactive simulations discussed in the paper are available at Ref. 1.
Citation: The Physics Teacher
PubDate: 2023-02-23T08:36:33Z
DOI: 10.1119/5.0053475
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- Physics roster with enrollment and degree data
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Authors: Susan C. White
Abstract: The Physics Teacher, Volume 61, Issue 3, Page 238-238, March 2023.
Citation: The Physics Teacher
PubDate: 2023-02-23T08:36:32Z
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- NASA Returns to the Moon: The Artemis Missions
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Authors: Dan MacIsaac
Abstract: The Physics Teacher, Volume 61, Issue 3, Page 239-239, March 2023.
Citation: The Physics Teacher
PubDate: 2023-02-23T08:36:32Z
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- Infrared spectroscopy with the RSpec Explorer'
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Authors: Jennifer Birriel, Jacob M. Wagoner
Abstract: The Physics Teacher, Volume 61, Issue 3, Page 232-233, March 2023.
Citation: The Physics Teacher
PubDate: 2023-02-23T08:36:31Z
DOI: 10.1119/5.0077960
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- Gauss Theorem and Pointlike Charges: When Infinitesimals Make the
Difference-
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Authors: Antonio Agnesi
Abstract: The Physics Teacher, Volume 61, Issue 3, Page 198-200, March 2023.
A classic application of the Gauss theorem is examined, showing how the choice of the Gaussian surface and the pointlike nature of the charge can determine results somehow unexpected for the student. Particular care must be paid not only to points where the field becomes infinite, but also to infinitesimal displacements of the charge and their direction. Pedagogical implications are outlined.
Citation: The Physics Teacher
PubDate: 2023-02-23T08:36:30Z
DOI: 10.1119/5.0075543
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- Exploding haystacks
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Authors: John Adam
Abstract: The Physics Teacher, Volume 61, Issue 3, Page 236-236, March 2023.
Citation: The Physics Teacher
PubDate: 2023-02-23T08:36:30Z
DOI: 10.1119/5.0141360
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- Exploding Haystacks: Solutions for Fermi Questions, March 2023
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Authors: John Adam
Abstract: The Physics Teacher, Volume 61, Issue 3, Page A236-A236, March 2023.
Citation: The Physics Teacher
PubDate: 2023-02-23T08:36:30Z
DOI: 10.1119/5.0141361
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- Some Thoughts about Longitudinal Wave Machines
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Authors: Thomas B. Greenslade
Abstract: The Physics Teacher, Volume 61, Issue 3, Page 202-203, March 2023.
Readers of this journal will perhaps remember that I have long been interested in wave machines. Transverse waves are easy for students to visualize; for most of their lives, they have seen transverse water waves, waves on jump ropes, etc. However, despite the fact that every piece of information that they hear is delivered by longitudinal waves, they cannot visualize them. This article is devoted to various ways to illustrate longitudinal waves with various wave machines.
Citation: The Physics Teacher
PubDate: 2023-02-23T08:36:28Z
DOI: 10.1119/5.0048347
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- Polarization by reflection
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Authors: Carl E. Mungan
Abstract: The Physics Teacher, Volume 61, Issue 3, Page 164-164, March 2023.
Citation: The Physics Teacher
PubDate: 2023-02-23T08:36:27Z
DOI: 10.1119/5.0142252
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- Discussing Electricity Based on the Video This Might Shock You: Downed
Power Line-
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Authors: Luciano Denardin
Abstract: The Physics Teacher, Volume 61, Issue 3, Page 192-194, March 2023.
This article presents suggestions for discussing electricity concepts such as electrostatic shielding, potential difference, and electric field based on the educational video This Might Shock You: Downed Power Line by Puget Sound Energy (PSE).
Citation: The Physics Teacher
PubDate: 2023-02-23T08:36:26Z
DOI: 10.1119/5.0075921
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- The Resting Breathing Rate of the Dinosaur Plateosaurus trossingensis via
Conservation of Energy-
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Authors: Scott Lee, Justyna Slowiak-Morkovina
Abstract: The Physics Teacher, Volume 61, Issue 3, Page 166-169, March 2023.
Conservation of energy is one of the foundations of science, and in this paper, we use this principle to estimate the resting breathing rate of the dinosaur Plateosaurus trossingensis (see Fig. 1). Animals produce the energy necessary for life via chemical reactions in which biomolecules (such as glucose) react with oxygen to release CO2, H2O, and energy. The metabolism is determined from the animal’s reported mass growth curve (the mass of the animal as a function of age during its juvenile growth) using a model based on conservation of energy. The metabolism reveals the rate at which oxygen is used by the animal. The efficiency of oxygen extraction is assumed to be the same as observed in modern birds (which have a very efficient “one-way” breathing modality and are direct descendants of dinosaurs). Using the estimated concentration of oxygen in Earth’s atmosphere during the Late Triassic period yields the amount of air that P. trossingensis breathed each minute. Finally, the tidal volume (the volume of air inhaled in each breath) was used to calculate its resting breathing rate. This exercise has been used in introductory and intermediate courses on thermal physics, and the students find it empowering (and fun) to be able to gain this insight into the physiology of a dinosaur.
Citation: The Physics Teacher
PubDate: 2023-02-23T08:36:25Z
DOI: 10.1119/5.0077948
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- Teaching Electric Fields with a Simulation and Game
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Authors: Colleen Countryman, Ted Karanja Mburu, Liana Rodelli
Abstract: The Physics Teacher, Volume 61, Issue 3, Page 170-171, March 2023.
Electric fields are a notoriously difficult concept for introductory physics students. Because of their lack of tangibility, electric fields are often perceived as being abstract and challenging to grasp.
Citation: The Physics Teacher
PubDate: 2023-02-23T08:36:25Z
DOI: 10.1119/5.0072538
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- Self-guided field trips as an alternative to final exams
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Authors: James Lincoln
Abstract: The Physics Teacher, Volume 61, Issue 3, Page 234-235, March 2023.
Recently, I was inspired to try a new type of assignment: the self-guided field trip report. Last semester, as I was teaching a new course, Astrophysics, I found myself uninterested in administering a traditional final exam. Feeling that astrophysics was out in the world, I decided that students could go out and find it if only given the opportunity. The assignment went well and brought new learning and joy to both teacher and students. In this article, I describe the lesson and share some results.
Citation: The Physics Teacher
PubDate: 2023-02-23T08:36:25Z
DOI: 10.1119/5.0143084
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- Spin Direction of a Hemispherical Object
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Authors: Edy Wibowo, Sutisna, Naily Ulya, Mamat Rokhmat
Abstract: The Physics Teacher, Volume 61, Issue 3, Page 222-223, March 2023.
When rotating a ball using a hand [Figs. 1(a) and (b)], the fingers that touch the ball’s outer surface will exert frictional forces on the ball. These frictional forces cause torques on the ball so that the ball spins in the same direction as the finger’s rotational direction. If the finger rotates clockwise, the ball’s rotational direction will also be clockwise and vice versa. When the ball is cut into half, it is rotated similarly to when spinning a full ball. Thus, we can easily guess that its direction of rotation will be the same as when circling a full ball. What if the ball is spun differently' The half ball is spun using one fingertip from the bottom center of the inside, as shown in Figs. 1(c) and (d). What is the direction of rotation of the half ball' Would it be the same as when the ball is rotated from the outside' It turns out that the spin direction of the half ball is the opposite of the finger’s spin direction. The same result was observed when using a pen or a stick to rotate the half ball from the center base [Fig. 1(d) and supplemental video. Finally, suppose we shift the finger’s tip to any location so that it will no longer be at the center of the bottom of the object. In that case, the half ball’s rotation direction is similar to the one of the finger or stick. Why does this happen' In this paper, the answer to this question is presented.
Citation: The Physics Teacher
PubDate: 2023-02-23T08:36:24Z
DOI: 10.1119/5.0048889
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