{"title":"Astrophysics Lessons for High School Physics Students","authors":"D. MacIsaac","doi":"10.1119/10.0020780","DOIUrl":"https://doi.org/10.1119/10.0020780","url":null,"abstract":"","PeriodicalId":48709,"journal":{"name":"Physics Teacher","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46237219","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Energy in Its Material and Social Context: Power Plants","authors":"Rachel E. Scherr, L. Seeley, Kara E. Gray","doi":"10.1119/5.0111211","DOIUrl":"https://doi.org/10.1119/5.0111211","url":null,"abstract":"","PeriodicalId":48709,"journal":{"name":"Physics Teacher","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41929122","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
We present one of the first cosmic ray muon flux-angle variation experiments on the QuarkNet Cosmic Ray Detector (QNCRD). We first describe QNCRD and its calibration. The main focus is then quantifying muon flux decrease as a function of angle from the zenith. The angle of counters of QNCRD were incremented 15 degrees on average every $3.1$ days over the range of 0 degrees to 90 degrees for a period of approximately one month. Results showed that as the angle of the detector increased from the zenith, muon flux decreased, which agrees with previous studies. An estimate for the flux based on the model $I(theta)=I_0cos(theta)^n$ had an exponent value of $n=1.39 pm 0.01$ for $theta<75$ degrees, an underestimate of values in other literature. These findings provided a reasonable, although not entirely accurate, estimate for the value of $n$ considering the duration of the study and sensitivity of the instrument. Our results constrain the accuracy of QNCRD and provide a source for future long-term experiments. This study also demonstrates the feasibility of conducting science experiments in high school classrooms, increasing science accessibility.
{"title":"An Analysis of Muon Flux from Angle Variation of the QuarkNet Cosmic Ray Detector","authors":"Ricco Venterea, Urbas Ekka","doi":"10.1119/5.0138322","DOIUrl":"https://doi.org/10.1119/5.0138322","url":null,"abstract":"We present one of the first cosmic ray muon flux-angle variation experiments on the QuarkNet Cosmic Ray Detector (QNCRD). We first describe QNCRD and its calibration. The main focus is then quantifying muon flux decrease as a function of angle from the zenith. The angle of counters of QNCRD were incremented 15 degrees on average every $3.1$ days over the range of 0 degrees to 90 degrees for a period of approximately one month. Results showed that as the angle of the detector increased from the zenith, muon flux decreased, which agrees with previous studies. An estimate for the flux based on the model $I(theta)=I_0cos(theta)^n$ had an exponent value of $n=1.39 pm 0.01$ for $theta<75$ degrees, an underestimate of values in other literature. These findings provided a reasonable, although not entirely accurate, estimate for the value of $n$ considering the duration of the study and sensitivity of the instrument. Our results constrain the accuracy of QNCRD and provide a source for future long-term experiments. This study also demonstrates the feasibility of conducting science experiments in high school classrooms, increasing science accessibility.","PeriodicalId":48709,"journal":{"name":"Physics Teacher","volume":"1 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63423031","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Summer Professional Development Opportunities","authors":"D. MacIsaac","doi":"10.1119/10.0018007","DOIUrl":"https://doi.org/10.1119/10.0018007","url":null,"abstract":"","PeriodicalId":48709,"journal":{"name":"Physics Teacher","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47834810","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the Tao Te Ching, an ancient Chinese classic, it says, “If you are always good at saving things, then you have nothing to throw away.” Here, we propose a method to construct a simple harmonic vibration device using materials that can either be purchased and/or obtained by recycling unwanted household items.
{"title":"A low-cost device to demonstrate simple harmonic\u0000 motion","authors":"Shiqi Zhao, Yongping Sun, Wei Zhang","doi":"10.1119/5.0128982","DOIUrl":"https://doi.org/10.1119/5.0128982","url":null,"abstract":"\u0000 \u0000 In the Tao Te Ching, an ancient Chinese classic, it says, “If you are always good at saving things, then you have nothing to throw away.” Here, we propose a method to construct a simple harmonic vibration device using materials that can either be purchased and/or obtained by recycling unwanted household items.\u0000","PeriodicalId":48709,"journal":{"name":"Physics Teacher","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45095744","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Space science is a compelling context for teaching specific disciplinary content, such as physics. Numerous international studies have demonstrated that while differences in socioeconomic status, race, and gender are strong predictors of interest in biology, chemistry, and physics, many of these discrepancies often all but disappear for space science. Further, a major meta-analysis of 33 countries—including both industrialized and developing states—found that “the possibility of life outside Earth” is among the most interesting scientific themes for boys and girls equally.
{"title":"Physics in a Space Science Context: Learning Sequences to Teach Electromagnetic Waves and Fields","authors":"Rebecca E. Vieyra, R. Lopez","doi":"10.1119/5.0094223","DOIUrl":"https://doi.org/10.1119/5.0094223","url":null,"abstract":"Space science is a compelling context for teaching specific disciplinary content, such as physics. Numerous international studies have demonstrated that while differences in socioeconomic status, race, and gender are strong predictors of interest in biology, chemistry, and physics, many of these discrepancies often all but disappear for space science. Further, a major meta-analysis of 33 countries—including both industrialized and developing states—found that “the possibility of life outside Earth” is among the most interesting scientific themes for boys and girls equally.","PeriodicalId":48709,"journal":{"name":"Physics Teacher","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43944094","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The behavior of a 555 integrated circuit is an excellent way to illustrate the following: A review of the basic relationships for resistors connected in series and in parallelA review of the basic relationships for capacitors connected in series and in parallelEngineering application of basic physics knowledgeEngineering design concepts such as limited resources, data analysis, maximizing performance, and minimizing cost
{"title":"Adapting an Activity to Be an Engineering Project","authors":"J. B. Nelson, J. Nelson","doi":"10.1119/5.0089197","DOIUrl":"https://doi.org/10.1119/5.0089197","url":null,"abstract":"The behavior of a 555 integrated circuit is an excellent way to illustrate the following: A review of the basic relationships for resistors connected in series and in parallelA review of the basic relationships for capacitors connected in series and in parallelEngineering application of basic physics knowledgeEngineering design concepts such as limited resources, data analysis, maximizing performance, and minimizing cost","PeriodicalId":48709,"journal":{"name":"Physics Teacher","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44786301","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
These were the words that ran through my head as I looked around the room during the last 15 minutes of my nonmajor general education biology class during the eighth week of the semester and noticed that one-third of my students had quit attending class. This was a recurring pattern I had seen many times in my seven years of teaching nonmajor biology and human physiology courses at my open enrollment, commuter, predominantly undergraduate state institution with a 40% first-generation student population. It amazed me that students would quit attending class or submitting assignments in the course without formally withdrawing from it. As a result, one-third of my students lost their tuition and received a failing grade for the course. This was disheartening.
{"title":"They’re gone: Building classroom community to promote student retention","authors":"H. Wilson-Ashworth","doi":"10.1119/5.0153112","DOIUrl":"https://doi.org/10.1119/5.0153112","url":null,"abstract":"These were the words that ran through my head as I looked around the room during the last 15 minutes of my nonmajor general education biology class during the eighth week of the semester and noticed that one-third of my students had quit attending class. This was a recurring pattern I had seen many times in my seven years of teaching nonmajor biology and human physiology courses at my open enrollment, commuter, predominantly undergraduate state institution with a 40% first-generation student population. It amazed me that students would quit attending class or submitting assignments in the course without formally withdrawing from it. As a result, one-third of my students lost their tuition and received a failing grade for the course. This was disheartening.","PeriodicalId":48709,"journal":{"name":"Physics Teacher","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43383209","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A common belief among undergraduates is that the gravitational force exerted by a homogeneous sphere of mass M on an extended body of mass m with arbitrary shape is always given by Newton’s law of gravity F = GMm/rcc2, where rcc is the distance from the center of the sphere to the center of mass (c.m.) of the body. In this note, I introduce the simplest counterexample of a vertical dumbbell to show that, in general, this procedure does not return the correct gravitational force. I also show that not even the center of gravity (c.g.) of the body, determined according to the weighted-average formulae found in textbooks, leads to the correct force. Finally, I present an equation for the c.g. position whose solution always corresponds to the correct force.
{"title":"Where Exactly Is the Weight of a Body Applied?","authors":"F. Lima","doi":"10.1119/5.0060495","DOIUrl":"https://doi.org/10.1119/5.0060495","url":null,"abstract":"A common belief among undergraduates is that the gravitational force exerted by a homogeneous sphere of mass M on an extended body of mass m with arbitrary shape is always given by Newton’s law of gravity F = GMm/rcc2, where rcc is the distance from the center of the sphere to the center of mass (c.m.) of the body. In this note, I introduce the simplest counterexample of a vertical dumbbell to show that, in general, this procedure does not return the correct gravitational force. I also show that not even the center of gravity (c.g.) of the body, determined according to the weighted-average formulae found in textbooks, leads to the correct force. Finally, I present an equation for the c.g. position whose solution always corresponds to the correct force.","PeriodicalId":48709,"journal":{"name":"Physics Teacher","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43639076","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A ball that rolls on an incline can remain at rest or accelerate up the incline if the incline itself is accelerating upward. A simple experiment is described to demonstrate the effect, and the results are compared with the theoretical model described by De Luca et al.
{"title":"Acceleration of a Ball Up an Incline","authors":"R. Cross","doi":"10.1119/5.0080835","DOIUrl":"https://doi.org/10.1119/5.0080835","url":null,"abstract":"A ball that rolls on an incline can remain at rest or accelerate up the incline if the incline itself is accelerating upward. A simple experiment is described to demonstrate the effect, and the results are compared with the theoretical model described by De Luca et al.","PeriodicalId":48709,"journal":{"name":"Physics Teacher","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46435580","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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