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Measuring the speed of light in liquids with a smartphone
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| Pengarang | : | Arne Bewersdorff |
| Nama Majalah/Jurnal | : | The Physics Teacher |
| Volume / Edisi | : | 60 (No. 6) |
| Halaman | : | 516–517 |
| Abstrak | : | The LIDAR sensor built into many smartphones and tablets (mainly iOS devices) can be used to measure the speed of light in water and other transparent media to demonstrate that speed of light depends on the substance it travels through. This adds another feature to the vast opportunities using smartphones in physics education. |
Thank you to our referees April 8, 2021–May 31, 2022
| Pengarang | : | |
| Nama Majalah/Jurnal | : | The Physics Teacher |
| Volume / Edisi | : | 60 (No. 6) |
| Halaman | : | 464–465 |
| Abstrak | : | I’ve always been fascinated by fractals, especially the Sierpinski gasket, shown at right, and in a beautiful pyramidal arrangement in the background of this spread. To make such a gasket, all you do is remove the interior of the middle equilateral triangle (the upside down one) over and over again, at successively smaller and smaller scales. What results is something that is more than one dimensional, but less than two dimensional—in fact, it can be shown to have dimension D, where D is given by the relation 2D=3, or D ≈ 1.585…. In this issue of TPT, we feature on page 410 a paper by Charles Creffield, “Fractals on a Benchtop: Observing Fractal Dimension in a Resistor Network,” where he details how his students set up resistors in a similar network and mimic fractal resistance effects … doubly fascinating! I wanted to share this imagery with you in appreciation of the hundreds of generous, smart, and gracious individuals who serve as TPT referees. When I look over this list of names, I see many of the people I admire most in the world, and it makes me optimistic in a way that few things can these days. If you see someone you know in this list, please find a way to express your thanks for all they do for TPT and for physics teachers and students everywhere. When I imagine all the connections between the people on this list, it calls to my mind all of the connections between the dark regions in the figure at right—a Sierpinski gasket of physicists, held together by their common ideas. What could be more fun to think about!? Thank you, again, dear referees; you are the glue that holds this community together, in my view. |
Pedagogy Changes Can Improve Concept Application
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Physics Teacher |
| Volume / Edisi | : | 60 (No. 6) |
| Halaman | : | 508–512 |
| Abstrak | : | We sought to improve concept application in introductory mechanics by emphasizing causal statements (such as “forces change momentum”) instead of laws (such as Δp=FΔt). Using student performance on a well-documented question, this intervention showed modest improvements. However, students in classes using recently introduced “parallel pedagogy” supported by learning assistants did significantly better than conventional pedagogy classes without learning assistants. Parallel pedagogy simultaneously introduces the four concepts (momentum, energy, dynamics, kinematics) and builds complexity in parallel while focusing on concepts, dialogue, and picture drawing. Our results also further confirm the discrepancy between student performance on multiple-choice questions and ability to explain reasoning on those same questions. |
A Modified Recipe for Interactive Classroom Demonstrations
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Physics Teacher |
| Volume / Edisi | : | 60 (No. 6) |
| Halaman | : | 504–507 |
| Abstrak | : | Interactive classroom demonstrations (ICDs) are used extensively in physics, and prior studies indicate that, when conducted under certain conditions, they lead to appreciable increases in student gains and retention. The literature suggests that the ICD recipe for maximizing student gain is to i) introduce the physical theory that will be demonstrated, ii) describe the demonstration and prompt students to record a prediction for what will happen, iii) conduct the demonstration, and iv) return to the prediction for students to reconcile their hypotheses. Here, I propose two interrelated updates to leverage the particular strengths of Generation Z students currently enrolled in introductory physics courses as well as to address potential pitfalls in the canonical ICD recipe: the inclusion of simple, yet flashy demonstrations, and the integration of social media to disseminate and further engage with the results. |
Interdependence of the First and Second Laws of Thermodynamics
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Physics Teacher |
| Volume / Edisi | : | 60 (No. 6) |
| Halaman | : | 501–503 |
| Abstrak | : | Historically, classical thermodynamics was developed during attempts to improve the efficiency of steam engines. Those investigations led to the well-known zeroth, first, and second laws of thermodynamics. Although these laws are presented independently, linkages between the zeroth and second laws have been pointed out in the physics teaching literature. In our 2020 paper, “What if Energy Flowed from Cold to Hot? Counterfactual Thought Experiments,” we imagined a universe in which energy spontaneously flowed from colder to hotter objects. That paper inspired us to explore the connections between the first law and the Clausius statement of the second law in the present paper. |
Measuring Atmospheric Radon Levels Using a Cloud Chamber
| Pengarang | : | Matthew Geske |
| Nama Majalah/Jurnal | : | The Physics Teacher |
| Volume / Edisi | : | 60 (No. 6) |
| Halaman | : | 498–500 |
| Abstrak | : | The Wilson cloud chamber, invented in 1911 by Scottish physicist Charles Wilson, is a remarkably simple and effective charged particle detector. Cloud chambers were used regularly in particle physics experiments for decades, until being supplanted by bubble chambers. In this article, we describe a lab activity that is suitable for introductory-level physics students using a cloud chamber to measure the rate of alpha decay in the atmosphere. In performing this experiment, the students deepen their understanding of alpha decay, including the random nature of the process. They also become acquainted with statistical uncertainties from measuring a random process. |
Electromagnetic Waves and Poynting Vectors with Easy-to-Use Components
| Pengarang | : | Steven L. Morris |
| Nama Majalah/Jurnal | : | The Physics Teacher |
| Volume / Edisi | : | 60 (No. 6) |
| Halaman | : | 496–497 |
| Abstrak | : | It is difficult for an instructor to just make up valid numbers for Bx, By, Bz, Ex, Ey, and Ez in the creation of homework problems and test questions calculating the Poynting vector. In this paper, 25 examples are given of the electric and magnetic fields of electromagnetic waves, obeying the condition that the electric field is perpendicular to the magnetic field, and the condition that the magnitude of the electric field is equal to the magnitude of the magnetic field times the speed of light. These easy-to-use numbers lend themselves to the calculation of the Poynting vector, which leads to the calculation of energy density and other macroscopic quantities. A separate list is presented for the Gaussian CGS system of units. |
Student-Created Video Content for Assessment and Experiential Learning
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Physics Teacher |
| Volume / Edisi | : | 60 (No. 6) |
| Halaman | : | 491–495 |
| Abstrak | : | This paper outlines the feasibility of replacing a midterm assessment with a student-created digital media project. We examine the benefits of a peer review process for student-created pedagogy, the effectiveness of the student-generated digital media, and self-evaluations as a replacement for traditional forms of assessment. We conclude that this innovative teaching and assessment model is both effective and timely as more college courses are being taught digitally and/or asynchronously. |
The Physics of Electric Cars
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Physics Teacher |
| Volume / Edisi | : | 60 (No. 6) |
| Halaman | : | 487–490 |
| Abstrak | : | The Edison Institute predicts that there will be at least 19 × 106 all-electric vehicles (EVs) in use by 2030. This will produce significant effects on our transportation system and its energy requirements. Investigating these effects is an ideal activity to show the relevance of physics. How efficient are EVs in using energy? What demand will they place on the already-stressed electric power grid? What are issues related to the batteries used? The growth in EV usage takes place in the context of the perceived need to reduce CO2 emissions to mitigate climate change and global warming. This article will only consider EVs, but relevant and reasonable background information about climate change issues (in my opinion) can be found in physicist Steven E. Koonin’s controversial book Unsettled: What Climate Science Tells Us, What It Doesn’t, and Why It Matters. To ensure fuller consideration of other perspectives, one should also read reviews of Koonin’s work. |
Electrifying the Circuits Unit: The Construction of Electric Board Games in Introductory Physics
| Pengarang | : | Alissa Sperling |
| Nama Majalah/Jurnal | : | The Physics Teacher |
| Volume / Edisi | : | 60 (No. 6) |
| Halaman | : | 484–486 |
| Abstrak | : | Students experience current electricity every day in our wired world, yet the circuit problems that students work through in physics class can seem far removed from the common experience of switching on a light bulb. However, current electricity provides many opportunities to engage students in hands-on learning. Through circuit construction, students can begin to visualize what can’t be seen—the flow of electrons through a wire. |