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Rolling Motion: Augmented Reality Animations and Multiplatform Simulation
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| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Physics Teacher |
| Volume / Edisi | : | 60 (No. 6) |
| Halaman | : | 445–448 |
| Abstrak | : | In the past decade, we have witnessed the emergence of a large number of different computer-based animations and simulations that have the goal to foster better learning of different physics topics. Past studies have shown many benefits of animations and simulations, but for their efficient usage it is very important that teachers are well educated in the teaching material and usage of selected visualizations. Furthermore, studies have proven that augmented reality technology has a potential to reduce cognitive load and improve the quality of physics lectures. Many of these visualizations are generally designed for targeted physics phenomena, and sometimes it is not easy to address specific students’ misconceptions. In this paper, we will present augmented reality animations and a simulation that can generally be useful for teaching about counterintuitive aspects of rolling motion, and specifically address students’ misconceptions about rolling friction and velocity in contact with the ground. |
A More Efficient Approach to Demonstrate Hooke’s Law
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Physics Teacher |
| Volume / Edisi | : | 60 (No. 6) |
| Halaman | : | 444 |
| Abstrak | : | Hooke’s law for springs, stating that the force needed to extend or compress a spring by some distance is proportional to that distance, is a topic covered by almost all introductory physics courses at both school and university levels. In this article we present a much more efficient and intuitive approach, compared to the traditional method, for demonstrating Hooke’s law. Figure 1 illustrates the design of our homemade setup. The apparatus consists of a base wooden frame, a hanging bar with a few equally spaced grooves (here we have six) at the top of the wooden frame, a transparent acrylic plate that is embedded into the wooden frame, two magnetic strips, and a thin, straight iron stick. |
Analyzing a Free-Falling Magnet to Measure Gravitational Acceleration Using a Smartphone’s Magnetometer
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Physics Teacher |
| Volume / Edisi | : | 60 (No. 6) |
| Halaman | : | 441–443 |
| Abstrak | : | A smartphone magnetometer is used to record the magnetic field of a freely falling point dipole magnet. The recorded magnetic field vs. time data are analyzed in accordance with the spatial dependence of the magnetic field to calculate the acceleration due to gravity g. The experiment gives local g to be 9.79 ± 1.9% m/s2. |
Analysis of the Propulsion Phase of Water Rockets Using Smartphone Sensors and Video Analysis
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Physics Teacher |
| Volume / Edisi | : | 60 (No. 6) |
| Halaman | : | 437–440 |
| Abstrak | : | Water rockets can be used in a variety of ways, from schools to planetariums, with very young kids or adults. We propose here simple forms to work with water rockets, going one step further than a simple launch. A smartphone can be used to film the launch and analyze its motion with video analysis or it can even be attached to the rocket, using its acceleration sensor. We present both experimental techniques, theory, and a discussion about the propelling phase of the rocket’s motion. The results show amazing features that are frequently neglected when discussing parabolic motion. |
Trajectory Calculations with Lift and Drag
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Physics Teacher |
| Volume / Edisi | : | 60 (No. 6) |
| Halaman | : | 433–436 |
| Abstrak | : | The trajectory of a ball in air is affected by aerodynamic drag and lift. In general, the trajectory needs to be calculated numerically since the acceleration varies with time in both the horizontal and vertical directions. If the trajectory remains approximately parabolic, then simple analytical solutions can be found, giving useful insights into the behavior of the ball as it travels through the air. |
Using Different Smartphone Sensors to Find the Speed of a Toy Car
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Physics Teacher |
| Volume / Edisi | : | 60 (No. 6) |
| Halaman | : | 430–432 |
| Abstrak | : | There are many examples of using smartphones in physics experiments. Students and teachers can easily perform many physics experiments with the help of smartphone sensors, even experiments for which high-cost materials are needed. There are different types of such experiments in which various kinds of sensors are used. Many physical quantities can be reliably measured with smartphone sensors after some calibration. One of the physical quantities that can be determined with these sensors is object speed. For example, the angular velocities of rotating objects have been measured with a smartphone light as well as proximity, acceleration, and magnetic field sensors. The speeds of light-emitting objects traveling on a straight path and inclined plane have also been determined with a smartphone light sensor. Ball velocities have also been determined with a smartphone oscilloscope app. In this study, we determine the speed of a toy car over a certain distance using smartphone magnetic field, light, and proximity sensors simultaneously with just one experiment. |
Flying Carousel Swing Physics
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Physics Teacher |
| Volume / Edisi | : | 60 (No. 6) |
| Halaman | : | 428–429 |
| Abstrak | : | The conical pendulum is a classic introductory physics problem for teaching circular motion—a topic about which students frequently carry alternative conceptions. As teachers provide lessons to untangle these conceptions, it is good to allow students to practice their new knowledge in varied settings. This is one possible experiment that builds off the conical pendulum. The experiment can be modified to fit the level of complexity the instructor wishes to pursue. Although the context of this article is about the physics of the amusement park flying carousel swing, the analysis techniques discussed can be used in a variety of situations. |
A Flexible, Asynchronous Format for Introductory Physics Laboratory Instruction During the COVID-19 Pandemic Available to Purchase
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Physics Teacher |
| Volume / Edisi | : | 60 (No. 6) |
| Halaman | : | 425–427 |
| Abstrak | : | After the sudden transition to remote instruction in the spring 2020 semester due to the onset of the COVID-19 pandemic, physics lab instructors rapidly began to prepare for hybrid and/or fully remote instruction for the fall 2020 semester. In this paper, an asynchronous introductory physics lab course structure implemented at Saint Vincent College, a four-year liberal arts college, in the fall 2020 semester is described. Feedback on the students’ experience with the asynchronous format is summarized from student course evaluations. Results from the Colorado Learning Attitudes about Science Survey for Experimental Physics are used to evaluate how the course affected student attitudes toward experimental physics. |
All About Polytropic Processes
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Physics Teacher |
| Volume / Edisi | : | 60 (No. 6) |
| Halaman | : | 422–424 |
| Abstrak | : | Of all the conceivable ideal-gas processes, almost all introductory physics textbooks as well as more advanced texts on thermodynamics emphasize only four: isochoric, isobaric, isothermal, and adiabatic (isentropic). These are processes in which a state variable—volume, pressure, temperature, or entropy— remains constant. It turns out that these four processes are examples of a more general ideal-gas process, called a polytropic process, in which the specific heat remains constant. Polytropic processes are frequently discussed in engineering thermodynamics but rarely in physics. The goal of this paper is to bring polytropic processes to the attention of physics instructors. These processes have interesting properties (such as, in some cases, negative specific heat), they are easily accessible at the introductory physics level, and they expand the range of examples and problems that can be explored in thermodynamics. |
Podcasts in Science Classrooms: Storytelling for All Ears!
| Pengarang | : | Sumeet Kulkarni |
| Nama Majalah/Jurnal | : | The Physics Teacher |
| Volume / Edisi | : | 60 (No. 6) |
| Halaman | : | 419–421 |
| Abstrak | : | Podcasts offer a unique tool in making science learning informative, engaging, and entertaining. They provide an excellent way to incorporate storytelling in science instruction. Podcasts can be accessed easily and free of cost on any internet-enabled device. Recording podcasts is also easy and inexpensive, making them useful to record lesson summaries and other content for revision. This article outlines different ways of using podcasts in the teaching and learning process. To support informal learning, podcasts typically cover cross-disciplinary issues that are relevant to present times as well as those important to local communities. They also feature interviews with researchers who walk through the scientific process of their discoveries. All of these things add value to a physics unit beyond textbook content. In a subject where assessments are dominated by mathematical equations, student-recorded podcasts offer an opportunity for students to string together spoken-word narratives of physics phenomena. In this article, we outline an example lesson centered around the NPR Short Wave podcast. |