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Design of a Compact Camera Obscura
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| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Physics Teacher |
| Volume / Edisi | : | 60 (No. 4) |
| Halaman | : | 282–283 |
| Abstrak | : | The camera obscura is a well-known optical device in the form of a closed box with a hole in one of its walls through which light rays pass, forming an inverted image of the external objects on the opposite wall, as can be seen in Fig. 1(a). Despite the simplicity of its basic design, they have been widely used by scientists and artists. In particular, dark cameras have been used throughout history to measure Earth-Sun distance. To do this, ancient scientists used cameras of enormous dimensions to accurately measure the variations in the apparent diameter of the Sun that depend on the Earth-Sun distance. This is because the farther the light travels inside the camera, the larger the projected image will be [Fig. 1(b)]. In this work, the construction of a compact dark camera for educational purposes is presented so that, having reduced dimensions, it allows the images to be very large. |
Effectively Illustrating Nature’s Magic with Magic
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Physics Teacher |
| Volume / Edisi | : | 60 (No. 4) |
| Halaman | : | 276–281 |
| Abstrak | : | There is an ongoing challenge with STEM education: making physics, math, and science, in general, interesting, understandable, and retentive for college science and non-science majors, K-12 students, and the public. If not imparting detailed knowledge, at least one would like to introduce important concepts that will be remembered, appreciated, and hopefully would be pursued in more detail by audience members. One solution: as noted by Socrates, “Wisdom begins in wonder.” Indeed, magic as a form of wonderment dates back to Socrates and even earlier. One of the first magic books, The Discoverie of Witchcraft by Reginald Scot, was published in 1584, predating publication of many science texts. In this paper the author, based on recent research, advocates using special forms of magic to both amaze and teach, and in particular to illustrate the wonders of modern physics, i.e., Nature’s magic, but with connections also to classical physics. |
Using a Smartphone Pressure Sensor as Pitot Tube Speedometer
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Physics Teacher |
| Volume / Edisi | : | 60 (No. 4) |
| Halaman | : | 273–275 |
| Abstrak | : | As smartphones have become a part of our everyday life, their sensors have successfully been used to allow data acquisition with these readily available devices in a variety of different smartphone-based school experiments. Such experiments most commonly take advantage of the accelerometer and gyroscope. A less frequently used sensor in smartphone-based experiments is the pressure sensor or barometer. Pressure sensors in smartphones can improve indoor navigation, for example in multi-story shopping malls. In a popular smartphone experiment, the barometer is used to determine the current altitude in an elevator with the barometric height formula. Along with accelerometer data and by deriving the height data to calculate the velocity, z(t), v(t), and a(t) plots can be generated and shown to students in real time. |
Video Analysis of an Oscillating Cantilever for Introductory Laboratories
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Physics Teacher |
| Volume / Edisi | : | 60 (No. 4) |
| Halaman | : | 270–272 |
| Abstrak | : | Awood cantilever of length ∼2.5?m is driven into resonance using the hand as a simple driver. Video recordings of these oscillations are analyzed to determine experimental second harmonic (n = 2) damped resonance frequencies. These frequencies are compared to theoretical ones, obtained from measurements of elastic moduli, damping properties, and physical dimensions of the cantilever. Experimental frequencies agree with theoretical ones to within their respective uncertainties. Experiments described here can be incorporated seamlessly into introductory college physics laboratories, following discussions of simple harmonic oscillators (including damping). These kinds of experiments are useful for developing students’ skills in designing and troubleshooting experiments, analyzing video recordings, and modeling data using computers. The ease of set up and simple apparatus also make these activities ideal for remote learning such as during the recent COVID-19 pandemic. |
Free Software Resources for Teaching AC RC Circuits
| Pengarang | : | Minjoon Kouh |
| Nama Majalah/Jurnal | : | The Physics Teacher |
| Volume / Edisi | : | 60 (No. 4) |
| Halaman | : | 266–269 |
| Abstrak | : | The importance of introducing computational approaches early and actively in science education is widely acknowledged among educators and scientists. Many great ideas have been put forward and implemented by advocates and organizations such as Partnership for Integration of Computation into Undergraduate Physics (https://www.compadre.org/PICUP) and the Science Education Resource Center at Carleton College (https://serc.carleton.edu/teaching_computation/index.html). According to “Phys21: Preparing Physics Students for 21st-Century Careers,” a recent report by the Joint Task Force on Undergraduate Physics Programs, physics students benefit from learning how to represent physics concepts in multiple ways: mathematically, experimentally, and computationally. In his best-selling book on career advice, Cal Newport argues that quickly and effectively learning how to wield difficult tools is a valuable skill for success. |
Our Shifting Understandings of Culturally Relevant Pedagogy in Physics
| Pengarang | : | Clausell Mathis |
| Nama Majalah/Jurnal | : | The Physics Teacher |
| Volume / Edisi | : | 60 (No. 4) |
| Halaman | : | 260–265 |
| Abstrak | : | In this paper, we describe the work of a teacher (Sarah) as she attempted to use culturally relevant pedagogy in her physics classroom. Culturally relevant pedagogy (CRP) is an approach to teaching developed by Gloria Ladson-Billings, with the goal of encouraging learning through drawing on students’ cultural capital as a centerpiece of their instruction. CRP meets the academic and cultural needs of diverse students through recognizing and building upon their cultural backgrounds, experiences, and interests in instruction. We describe how our experience working with Sarah broadened and honed our original understanding of CRP as we documented Sarah’s instructional successes, as well as the challenges, she encountered in her physics teaching. Based on our work with Sarah, we provide recommendations to inform other physics teachers as they attempt to employ CRP. |
Co-deriving the Formulas for Centripetal Acceleration and Mass-Spring Period
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Physics Teacher |
| Volume / Edisi | : | 60 (No. 4) |
| Halaman | : | 258–259 |
| Abstrak | : | There is a close connection between simple harmonic motion and uniform circular motion. This connection is widely taught and included in standard textbooks. Here, we exploit this connection to simultaneously derive two results from introductory mechanics: the period of a mass- spring system and the centripetal acceleration formula.Previously published derivations of the centripetal acceleration formula often rely on calculus, either via explicit computation or arguing geometrically about limits. One approach relies entirely on the kinematics of vectors, without invoking limits. Our approach likewise does not use limits, but is rooted in dynamics. |
Impetus-Force-Like Drawings May Be Less Common Than You Think
| Pengarang | : | Amy D. Robertson |
| Nama Majalah/Jurnal | : | The Physics Teacher |
| Volume / Edisi | : | 60 (No. 4) |
| Halaman | : | 254–257 |
| Abstrak | : | Perhaps the most commonly cited student idea about forces in the literature is the notion of an impetus force, defined as the “belief that there is a force inside a moving object that keeps it going and causes it to have some speed,” that can then “fade away as the object moves along.” According to the literature, even after physics instruction students use impetus force reasoning to argue that forces are necessary to sustain motion or that motion implies force. For example, many students drew an upward arrow to indicate a force on a coin that was moving upward after being tossed. The coin was halfway between the point of its release and its turnaround point. Interviews with students in the course indicate that the arrow was meant to indicate “the ‘force of the throw,’ the ‘upward original force,’” and so on. Clement interprets these results to mean that students “believe that continuing motion implies the presence of a continuing force in the same direction, as a necessary cause of the motion.” |
Sterile Neutrinos: Are They Real
| Pengarang | : | B. Eberly |
| Nama Majalah/Jurnal | : | The Physics Teacher |
| Volume / Edisi | : | 60 (No. 4) |
| Halaman | : | 248–253 |
| Abstrak | : | Neutrinos are perhaps the least understood of the known denizens of the subatomic world. They have nearly no mass, interact only via the weak nuclear force and gravity, and, perhaps most surprising, the three known species of neutrinos can transform from one variant into another. This transformation, called neutrino oscillation, has been demonstrated only relatively recently and has led to speculation that there might be another, even more mysterious, neutrino variant, called the sterile neutrino. While the sterile neutrino remains a hypothetical particle, it is an interesting one and searches for it are a key research focus of the world’s neutrino scientist community. |
Robust Triboelectric Charging of Identical Balloons of Different Radii
| Pengarang | : | Francisco Vera |
| Nama Majalah/Jurnal | : | The Physics Teacher |
| Volume / Edisi | : | 60 (No. 4) |
| Halaman | : | 246–247 |
| Abstrak | : | Electrification by rubbing different materials is a well-known phenomenon with a history that began more than five centuries B.C. ago. However, simple experiments can lead to contradictory or inconsistent results, and the history of this phenomena is plagued with non-intuitive results. For example, triboelectric charging by rubbing identical materials is possible. In this work we want to highlight some historical aspects of triboelectricity that could enrich the discussion of electrostatics in an undergraduate physics course. We will focus on the effect of strain on the triboelectric properties of a sample, which we think is not well known to physics teachers. We will show that it is possible to obtain robust polarities by rubbing identical rubber balloons of different radii and we will also show that this charging method can be very useful in introductory physics courses. |