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Biot–Savart law with a smartphone: Phyphox app
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| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Physics Teacher |
| Volume / Edisi | : | 62 (No. 1) |
| Halaman | : | 72–73 |
| Abstrak | : | The formula for the magnetic field of a single moving charge, or short current segment, is expected to be taught in AP Physics C: E&M. However, there are very few experiments that demonstrate this. In this article, I provide details of how a modern lab of this type could be carried out and provide data that demonstrate effectively how such a magnetic field will decrease as 1/r2. This is usually referred to as the Biot–Savart law, although the nomenclature overlaps with Ampere’s law.1,2 In a previous article, we saw that the Phyphox app could be used to get data from a smartphone’s built-in magnetometer.3 Such a ubiquitous and sensitive probe is in almost every student’s pocket and is thus readily available to measure the inverse r2 dependence of a short current segment. Phillips and Sanny4 have already shown that a long U-shaped current-carrying... |
Less content is more in introductory astronomy
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Physics Teacher |
| Volume / Edisi | : | 62 (No. 1) |
| Halaman | : | 70–71 |
| Abstrak | : | Introductory Astronomy as a service course may be the only college science course many non-science majors take. Since it may be their last academic exposure to science, the goals of this course need serious consideration. Traditional instruction does not prepare students to take scientific approaches to the data, personal choices, and public policies they will encounter in their lives. Decades-long research has shown students’ unscientific beliefs and daily practices are highly resistant to formal college scientific instruction.1 By aligning course assessment practices with the implied goals of a service science course, through mastery or ungrading approaches, perhaps greater scientific literacy is possible. Mastery (or standards-based grading) is an excellent way to align assessment with course goals by allowing for student differences in learning pace. Mastery as a pedagogy often works by giving students opportunities to try and retry material to build content knowledge and discipline-based skills.2,3 However, many... |
A new bubble-based demonstration of free-fall weightlessness
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Physics Teacher |
| Volume / Edisi | : | 62 (No. 1) |
| Halaman | : | 68–69 |
| Abstrak | : | According to the equivalence principle, there is no local gravity field inside free-falling systems. Consequently, all gravity-related forces disappear. Weightless water is unable to exert a buoyant force. Its absence in free-falling systems was previously demonstrated by showing that a submerged object whose density is lower than that of water does not go up in free fall. In one demonstration, the submerged object was a Cartesian diver,1 and in another, it was an air bubble.2 In the second demonstration, the air bubble is inserted into the water by blowing through a vertical plastic straw. Our new bubble-based demonstration of free-fall weightlessness uses a bottle with a stopper and an opening near the bottom. The bottle is partially filled with water that doesn’t flow out because the internal pressure of air (p1) and hydrostatic pressure of water (ph) are in equilibrium with the... |
Building a manometer for gases and liquids with a smartphone and a food storage container
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Physics Teacher |
| Volume / Edisi | : | 62 (No. 1) |
| Halaman | : | 66–67 |
| Abstrak | : | Your empty food storage container should not be a reason for disappointment, when you’re in the physics lab or in the classroom during a hard day’s work; at least, if you look at it as a physicist or as a physics teacher. It can extend your smartphone’s ability to measure the atmospheric pressure, and form a manometer of broader use. We propose a setup and use it in discovering Stevin’s law. Introducing the topic of pressure to junior high school students is conceptually demanding. Many researchers propose the use of fluids via the experimental route.1 Although there are numerous impressive demonstrations focusing on pupils’ interest, many fewer involve them in the learning process.2 The traditional U-tube manometer with liquid is an elegant instrument to measure the pressure. However, it has been criticized for adding difficulties concerning the pressure readings,3 because its operation assumes preexisting understanding of the... |
An Analysis of Gender Differences in Physics Learning Using the Epistemological Beliefs Assessment for Physical Science
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Physics Teacher |
| Volume / Edisi | : | 62 (No. 1) |
| Halaman | : | 62–65 |
| Abstrak | : | Gender difference in concept inventories has been intensively studied in physics education research. In this paper, we analyze the data obtained from the Force Concept Inventory (FCI),1 Colorado Learning Attitudes about Science Survey (CLASS),2 and Epistemological Beliefs Assessment for Physical Science (EBAPS)3 to study the gender difference in FCI scores. In a previous study, Madsen et al.4 conducted a meta-analysis and found that in the FCI and in the Force and Motion Conceptual Evaluation (FMCE),5 the weighted average value of gender difference [(percentage of the correct answers for male students)— (percentage of the correct answer for female students)] is 13.0% for pretests and 11.6% for posttests. They examined what factors influence the gender difference in the score of the conceptual survey and what interventions are effective to reduce the difference, but no clear conclusions were reached.4 On the other hand, many studies that do... |
Understanding Oscillation Using Scilab Graphs
| Pengarang | : | Bikash Kumar Naik |
| Nama Majalah/Jurnal | : | The Physics Teacher |
| Volume / Edisi | : | 62 (No. 1) |
| Halaman | : | 58–61 |
| Abstrak | : | Open-source computational software packages such as Scilab can be used for visualization and to promote a better understanding of the physics of oscillations. Students and teachers can use Scilab software for this purpose because it includes many built-in functions such as “ode” for solving differential equations and “plot2d” and “plot3d” commands for 2D and 3D drawing, respectively. In this paper, I have plotted displacement and velocity vs. time; kinetic energy, potential energy, and total energy vs. displacement; and velocity vs. displacement (phase-space trajectory) for simple harmonic oscillations, damped oscillations, and forced oscillations without invoking complicated differential equation-solving techniques that are beyond the understanding of many introductory physics students. Oscillations are an interesting topic at the high school level, as we observe many examples in our surroundings, from a swing in the garden to pendulum clocks.1 While teaching, we encountered complicated differential equations of motion, and solving for the displacement... |
A Tool for Introductory Physics Students to Conduct Optics Experiments: A Self-Made Dark Box
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Physics Teacher |
| Volume / Edisi | : | 62 (No. 1) |
| Halaman | : | 53–57 |
| Abstrak | : | Physics is often learned in the form of questions and exercises, and students get caught up in problem-solving discussions with less emphasis placed on conceptual ideas.1,2 In this paper, we designed a dark box to overcome some of the dilemmas in optics experiments and enable students to learn optics in a more intuitive, rigorous, flexible, and curiosity-driven way (see Fig. 1), and several illustrative experiments are introduced. Novel and interesting experimental phenomena contribute to the development of interest and intrinsic motivation, and abstract physics content becomes more accessible and intriguing to students when they conduct experiments.1,3 Students have many misunderstandings about the formation of images, and there are some difficulties in the implementation of optical experiments.4 First, the images in imaging experiments are difficult to observe well due to the darkness of images and the influence of ambient light. Second, the propagation paths of light are... |
A Radiant Heating Experiment and Analogy with Earth’s Surface Temperature
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Physics Teacher |
| Volume / Edisi | : | 62 (No. 1) |
| Halaman | : | 50–52 |
| Abstrak | : | Physics instructors at all levels introduce infrared as an invisible, heat-related type of light. False-color infrared imaging in particular is a popular demonstration of the unseen world.1,2 Heat transfer by infrared light is less visual and arguably less popular for demonstrations and experiments in instructional laboratories. However, familiarity with the principles is important for practical topics such as radiant heating in buildings.3 This familiarity is crucial to understanding the connection between the atmosphere and surface temperatures on Earth. In this article, we describe a moderate-cost apparatus for radiant heat transfer experiments in the instructional physics laboratory. The apparatus includes an under-desk radiant heating panel and an infrared thermometer. The main innovation is the addition of an aluminized Mylar flap on the front of the heating panel. The flap blocks radiant (infrared) heat transfer between the front of the panel and the room. Associated experiments using the flap can... |
A “Perpetual Motion Machine” Powered by Electromagnetism
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Physics Teacher |
| Volume / Edisi | : | 62 (No. 1) |
| Halaman | : | 47–49 |
| Abstrak | : | “Perpetual motion” is a hypothetical type of motion that continues forever without any external energy input contributing to the system. Students should know that this is generally impossible because of energy losses due to friction or other nonconservative forces, or because some assumption has been made that violates the first or second law of thermodynamics (or both). The first law states that the total energy of an isolated system remains constant over time, and one of the most common formulations of the second law states that the entropy of an isolated system over time cannot decrease. Note that the laws apply to an isolated system (i.e., one that cannot exchange mass or energy with its surroundings), whereas a closed system can still exchange energy even if it cannot exchange mass.1 There have historically been many purported perpetual motion machines.2,3 A close analysis of the machine invariably finds either... |
Applying Classroom Practices Learned from Virtual Professional Development During a Pandemic
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Physics Teacher |
| Volume / Edisi | : | 62 (No. 1) |
| Halaman | : | 41–46 |
| Abstrak | : | The COVID-19 (C-19) pandemic forced educators to scrutinize educational best practices that had been used for years in the classroom. Suddenly, educators had to pivot from the known to practices with little or no research to try and figure out what would constitute an ideal virtual learning environment. Educational professional development also had to pivot. In spring 2020, the Institute of Education Sciences (IES) reported that over 77% of the public schools in the United States had changed to online distance-learning formats. In addition, according to the National Center for Education Services (NCES), 83% of public schools reported that their face-to-face (F2F) classes were moved online, which necessitated a change in instructional delivery.1–3 This shift not only necessitated learning potentially difficult topics in the middle of a pandemic, but also demanded use of a virtual format and lessons that utilized limited equipment and supplies. This paper reflects upon the... |