{"title":"Another angle on perspective: Solutions for Fermi Questions, May 2023","authors":"John Adam","doi":"10.1119/5.0142531","DOIUrl":"https://doi.org/10.1119/5.0142531","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":"42573718","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":"Hollywood Trial Features Kinematics and the Work–Energy Theorem","authors":"D. MacIsaac","doi":"10.1119/10.0018004","DOIUrl":"https://doi.org/10.1119/10.0018004","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":"43887539","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}
Kepler’s second law, also known as the law of equal areas, can be difficult for introductory students to explore using actual data given the complexity of the formula for finding the area of a sector of an ellipse. It is also possible to demonstrate Kepler’s second law with simplified math using video analysis of objects in a gravitation funnel if students have access to the necessary materials. In this activity, students discover Kepler’s second law using minimal equipment and mathematics using the technique of integration by weighing, where students cut out sections of an ellipse and use the mass of the sections to compare their areas.
{"title":"Kepler’s Second Law Using Integration by Weighing","authors":"Marta R. Stoeckel","doi":"10.1119/5.0102901","DOIUrl":"https://doi.org/10.1119/5.0102901","url":null,"abstract":"Kepler’s second law, also known as the law of equal areas, can be difficult for introductory students to explore using actual data given the complexity of the formula for finding the area of a sector of an ellipse. It is also possible to demonstrate Kepler’s second law with simplified math using video analysis of objects in a gravitation funnel if students have access to the necessary materials. In this activity, students discover Kepler’s second law using minimal equipment and mathematics using the technique of integration by weighing, where students cut out sections of an ellipse and use the mass of the sections to compare their areas.","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":"42399816","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}
One of the best tools for teaching the concepts of circuits is the 1-F capacitor. These robust little circuit elements show the normally invisible and otherwise instantaneous transient current effects over tens of seconds. Thus, they are perfect for labs that introduce capacitor behavior. Since capacitor circuits are tested heavily on the AP Physics: Electricity and Magnetism exams, these are very helpful apparatus for high school teachers. In this paper, I outline five possible experiments using these 1-F supercapacitors.
{"title":"Labs and demos with a one-farad capacitor","authors":"J. Lincoln","doi":"10.1119/5.0152309","DOIUrl":"https://doi.org/10.1119/5.0152309","url":null,"abstract":"One of the best tools for teaching the concepts of circuits is the 1-F capacitor. These robust little circuit elements show the normally invisible and otherwise instantaneous transient current effects over tens of seconds. Thus, they are perfect for labs that introduce capacitor behavior. Since capacitor circuits are tested heavily on the AP Physics: Electricity and Magnetism exams, these are very helpful apparatus for high school teachers. In this paper, I outline five possible experiments using these 1-F supercapacitors.","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":"47252370","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}
Thorsten Wagner, Christoph Hoyer, Christian Ringl, Jochen Kuhn
So far, there have only been a few articles in this column that discussed diffraction or augmented reality (AR) enhancements. In this article, we want to bring both aspects together and describe an experiment that can be used to investigate diffraction phenomena with low-cost materials and augmented reality in the classroom. Diffraction experiments in schools often have (at least) two difficulties:
{"title":"Investigating diffraction phenomena with low-cost material and\u0000 augmented reality","authors":"Thorsten Wagner, Christoph Hoyer, Christian Ringl, Jochen Kuhn","doi":"10.1119/5.0149766","DOIUrl":"https://doi.org/10.1119/5.0149766","url":null,"abstract":"So far, there have only been a few articles in this column that discussed diffraction or augmented reality (AR) enhancements. In this article, we want to bring both aspects together and describe an experiment that can be used to investigate diffraction phenomena with low-cost materials and augmented reality in the classroom. Diffraction experiments in schools often have (at least) two difficulties:","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":"47453157","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}
Invisibility has long been a staple in science fiction. The idea of not being seen has enchanted people for centuries. Recent examples in popular literature include H. G. Wells’s The Invisible Man, Wonder Woman’s invisible plane, and the invisibility cloak featured in several Harry Potter books. While advances in optical cloaking have improved the likelihood of realizing invisibility, classroom demonstrations involving a vanishing object immersed in a liquid have been popular with students and teachers alike. In these demonstrations, the refractive indices of the materials and liquid are very close, and the invisibility effect is observed using white light or a broadband light source. However, since the index of refraction is a function of wavelength, any dependence of invisibility on wavelength would not be observed.
{"title":"Narrow-Band Invisibility Cloaking: The Vanishing Test Tube Revisited","authors":"Jerry T. Barretto","doi":"10.1119/5.0077759","DOIUrl":"https://doi.org/10.1119/5.0077759","url":null,"abstract":"Invisibility has long been a staple in science fiction. The idea of not being seen has enchanted people for centuries. Recent examples in popular literature include H. G. Wells’s The Invisible Man, Wonder Woman’s invisible plane, and the invisibility cloak featured in several Harry Potter books. While advances in optical cloaking have improved the likelihood of realizing invisibility, classroom demonstrations involving a vanishing object immersed in a liquid have been popular with students and teachers alike. In these demonstrations, the refractive indices of the materials and liquid are very close, and the invisibility effect is observed using white light or a broadband light source. However, since the index of refraction is a function of wavelength, any dependence of invisibility on wavelength would not be observed.","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":"45255691","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}
When doing optics experiments, a method of securely holding optical elements is necessary. In school laboratories, optics experiments can be conducted using an optical breadboard or an optical bench. Alternative low-cost experimental kits have been proposed for optics experiments. For instance, the optical bench can be made from a plastic surface cable raceway (a cable conduit), and paper clips can be used to hold paper screens.
{"title":"A Low-Cost Optical Board and Binder Clip Setup for Optics Experiments","authors":"A. Ratanavis","doi":"10.1119/5.0077471","DOIUrl":"https://doi.org/10.1119/5.0077471","url":null,"abstract":"When doing optics experiments, a method of securely holding optical elements is necessary. In school laboratories, optics experiments can be conducted using an optical breadboard or an optical bench. Alternative low-cost experimental kits have been proposed for optics experiments. For instance, the optical bench can be made from a plastic surface cable raceway (a cable conduit), and paper clips can be used to hold paper screens.","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":"41553835","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}
J. Sanders, Victoria C. Colvin, Soumitra Ganguly, Caroline E. Howell, Ernest Sebastian Lee, Suraj Thapa Magar, Nicholas A. Johnson
The concept of intensity—defined as power output per unit area—is often introduced when discussing sound waves and then revisited (via the Poynting vector) in discussing electromagnetic waves. The discussion is generally limited to isotropic media, with reflections and the resulting interference between waves being considered only in a limited context (such as resonances): the intensity is thus presented as obeying an inverse-square law with respect to the distance between source and observer. However, most actual demonstrations of the intensity–distance relationship (e.g., a speaker placed in a room) take place in an enclosed area, which results in reflections from the room’s boundaries (walls, ceiling, and floor) as well as from other objects in the room (desks, people, etc.). A consequence of these reflections is that the wave is no longer truly propagating in a uniform manner, but instead can interfere with its own reflections. The result of this interference is that the intensity does not ultimately follow an inverse-square law.
{"title":"Adherence to and Deviation from the Inverse-Square Law of Intensity for Sound and Light","authors":"J. Sanders, Victoria C. Colvin, Soumitra Ganguly, Caroline E. Howell, Ernest Sebastian Lee, Suraj Thapa Magar, Nicholas A. Johnson","doi":"10.1119/5.0082472","DOIUrl":"https://doi.org/10.1119/5.0082472","url":null,"abstract":"The concept of intensity—defined as power output per unit area—is often introduced when discussing sound waves and then revisited (via the Poynting vector) in discussing electromagnetic waves. The discussion is generally limited to isotropic media, with reflections and the resulting interference between waves being considered only in a limited context (such as resonances): the intensity is thus presented as obeying an inverse-square law with respect to the distance between source and observer. However, most actual demonstrations of the intensity–distance relationship (e.g., a speaker placed in a room) take place in an enclosed area, which results in reflections from the room’s boundaries (walls, ceiling, and floor) as well as from other objects in the room (desks, people, etc.). A consequence of these reflections is that the wave is no longer truly propagating in a uniform manner, but instead can interfere with its own reflections. The result of this interference is that the intensity does not ultimately follow an inverse-square law.","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":"42648421","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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