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Analysis of Brownian Motion by Elementary School Students
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| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Physics Teacher |
| Volume / Edisi | : | 60 (No. 6) |
| Halaman | : | 478–483 |
| Abstrak | : | To stimulate the intellectual curiosity of elementary school students, we conducted a workshop in distance education aimed at exploring the microscopic world inside a cell. In this workshop, elementary school students motivated to learn more on the subject of science analyzed movies of the Brownian motion of micrometer-sized particles suspended in water, using the open-source software Tracker. These students then performed two-dimensional (2D) random walk experiments using a dice game sheet to examine the physical mechanism of Brownian motion. After the workshop, we conducted a questionnaire-based survey. Many participants answered that the contents were difficult but interesting, suggesting that our workshop was very efficient in stimulating the curiosity of motivated students. |
Augmented Reality Experiment with a Van de Graaff Generator
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Physics Teacher |
| Volume / Edisi | : | 60 (No. 6) |
| Halaman | : | 475–477 |
| Abstrak | : | The Van de Graaff (VDG) generator is ubiquitous in the physics laboratory, but the high-voltage discharges that emanate from it can cause user discomfort or damage to nearby electronics during experimentation. In this work, an augmented reality (AR) tool is developed to help students conduct the experiment safely. More specifically, it allows them to observe and investigate the discharge characteristics as a function of distance between the charged metallic sphere of the VDG generator and the spherical wand. The tool is shown to work well, and the feedback from students on its use was positive. |
Charging a Capacitor with Another Capacitor by Using Arduino
| Pengarang | : | Antonio Angel Moya |
| Nama Majalah/Jurnal | : | The Physics Teacher |
| Volume / Edisi | : | 60 (No. 6) |
| Halaman | : | 471–474 |
| Abstrak | : | Resistor–capacitor (RC) circuit labs help students, but most courses don’t include them because of complications and cost. This work presents an easy and inexpensive Arduino-based lab on the charge and energy transfer between two capacitors with different values of the initial electric charge when they are connected through a resistor. Capacitors are electromagnetic devices widely described in calculus-based introductory physics courses. The concept of capacitance, the determination of the capacitance in planar and cylindrical geometries, the description of the series and parallel combinations of capacitors, or the evaluation of the electric energy stored in them are classic topics studied under electrostatic equilibrium conditions. Charge and discharge of a capacitor through a resistor is also studied in order to experimentally determine the capacitance of the capacitor or measure the electric charge stored in it. Energy balances in the charging and discharging processes of a capacitor are also widely discussed in textbooks. To get a better understanding of the basic concepts, other complex exercises are included in these courses. Among them, one can find the determination of the final charge and energy stored in each of the two capacitors, with different initial charge states, which are combined in parallel. In addition, the study of the charge through a resistor of a discharged capacitor by using a charged capacitor is also a classical exercise when one studies in depth the RC circuit. However, lab exercises covering these last topics are lacking in introductory physics courses. This is mainly due to the need to use complex experimental setups to simultaneously handle various power sources and various multimeters. |
Using Arduinos as Portable Measurement Devices Available to Purchase
| Pengarang | : | Gerd Kortemeyer |
| Nama Majalah/Jurnal | : | The Physics Teacher |
| Volume / Edisi | : | 60 (No. 6) |
| Halaman | : | 470 |
| Abstrak | : | In recent years, do-it-yourself microcontrollers and sensors have gained increased attention as measurement devices for physics teaching (see, for example, Refs. 1-5). This is not surprising, since Arduinos are relatively cheap and ubiquitous, the code base and design are open source, and there is a wide variety of sensors available. Arduinos can be directly coupled to analysis programs on personal computers and smartphones. This article presents another way of using Arduinos for measurements, namely as portable, standalone devices that store their data on SD memory cards. |
Optical Barrier Penetration Available to Purchase
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Physics Teacher |
| Volume / Edisi | : | 60 (No. 6) |
| Halaman | : | 469 |
| Abstrak | : | Recently I took a walk through the physics demonstration room at Kenyon College, where I first started teaching in 1964. On an upper shelf was the little home-built apparatus in Fig. 1. This was used for one of two short single-concept films that I made in the 1970s. Both “The Magnus Effect” and “Optical Barrier Penetration” were part of the Film and Slide Repository of the American Association of Physics Teachers. Looking back, my colleague Franklin Miller (1912–2012), the developer of the single-concept film, and I, once the chair of the Visual Aids Committee of the AAPT, were both involved in this project. |
Color Vision Deficiency and Teaching Electromagnetism
| Pengarang | : | Nathan Tompkins |
| Nama Majalah/Jurnal | : | The Physics Teacher |
| Volume / Edisi | : | 60 (No. 6) |
| Halaman | : | 466–468 |
| Abstrak | : | What colors do you use in class when teaching electromagnetism? For many physics educators we simply use what we learned or what is used in the textbook. Browsing through a large collection of introductory physics textbooks reveals that the vast majority use red for the electric field, blue for the magnetic field, and some shade of green for the electric potential. These color choices, although common, may be confusing to students with color vision deficiency. Color vision deficiency (CVD), often incorrectly referred to as color blindness, affects roughly 6% of physics majors (calculated from Refs. 2–4). For people with red/green CVD, the fall colors (red, orange, yellow, green) collapse into shades of yellow. In addition to yellows, those with red/green CVD can perceive blues (and blacks and whites), hence they are not color “blind.” Using an alternative color palette when teaching electromagnetism is a quick and easy way to facilitate the learning of students with CVD. |
Maximum Momentum and Kinetic Energy of a Relativistic Rocket
| Pengarang | : | Marc Frodyma |
| Nama Majalah/Jurnal | : | The Physics Teacher |
| Volume / Edisi | : | 60 (No. 6) |
| Halaman | : | 460–463 |
| Abstrak | : | Teaching special relativity to lower-division students is challenging because results such as time dilation, length contraction, and frame dependence of simultaneity are counterintuitive. The literature is extensive, so only a brief list is given here, with articles divided roughly between discussions of general principles and calculations applied to selected physical systems. |
Application of Optical Path Drawing Technology: The Light Intensity Problem of Double-Slit Interference
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Physics Teacher |
| Volume / Edisi | : | 60 (No. 6) |
| Halaman | : | 457–459 |
| Abstrak | : | The wave nature of light has been widely demonstrated in a double-slit experiment, which has played a special role in physics teaching. When monochromatic light passes through the double-slit sheet, the diffraction and interference fringes can be observed in the far-field regime. The interference of light causes the beams passing through the two slits to interact with each other, but each slit still retains the diffraction characteristics of a single slit, so the result is a combination of diffraction and interference patterns. |
Open-Source Virtual Labs with Failure-Mode-Inspired Physics and Optics Experiments Available to Purchase
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Physics Teacher |
| Volume / Edisi | : | 60 (No. 6) |
| Halaman | : | 453–456 |
| Abstrak | : | An essential goal for physics and optical science instructors is to encourage students to find excitement and beauty in physical and optical phenomena while helping them learn the theoretical concepts and conducting experiments that can test the validity of the concepts. Such motivation largely relies on realistic hands-on lab opportunities where students can interact with physics-based phenomena as well as their corresponding laws and principles. Virtual simulation and modeling tools provide a great alternative to deliver interactive experiences when participating in physical lab environments is limited or unavailable (i.e., during distance learning due to the COVID-19 pandemic). The use of computer-based simulations can improve students’ ability to make predictions and explain the phenomena practiced in the experiments. The educational value of virtual labs has been extensively investigated and reported, showing that students who use simulated equipment outperformed their peers. |
Exploring to Explain the Marshmallow Phenomenon
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Physics Teacher |
| Volume / Edisi | : | 60 (No. 6) |
| Halaman | : | 449–452 |
| Abstrak | : | Discovering concepts through observation, exploration, and constructing scientific explanations of phenomena is best practice in science education. Instead of following lab procedures to verify a known answer or solution, involve students in the work of science. Begin by presenting a phenomenon to engage students in scientific inquiry and uncover their prior knowledge. Curiosity spurs questions driving investigations to explore hypotheses in search of explanations of the phenomenon. This paper describes how engaging in the science practices enables students to explore and explain why marshmallows either shrink or puff up in a dynamic environment containing a closed and open system. |