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Simulation of Wedge Interference via GeoGebra
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| Pengarang | : | Yi-Qi Xu |
| Nama Majalah/Jurnal | : | The Physics Teacher |
| Volume / Edisi | : | 62 (No. 1) |
| Halaman | : | 37–40 |
| Abstrak | : | A GeoGebra applet was created for experiments on wedge interference for high school or introductory college physics. With this simulation, students can observe the phenomenon of the wedge interference experiment intuitively and explore factors of interference fringes. The applet can also simulate the flatness of the inspection plane and judge the unevenness of defects by observing interference fringes. We show the effects of the simulation experiment on this applet and provide instructions for users. With the rapid development of computer technology, computer-aided instruction is becoming increasingly popular.1 GeoGebra is an educational software developed by Austrian Markus Hohenwarter in 2001/2002. Although GeoGebra was originally designed for mathematics education in secondary schools, it now has users in both higher- and lower-level mathematics and science education.2 Its easy-to-learn and visual features are also widely cited in the field of physics teaching,3,4 and it can be downloaded for free on the... |
Tension On and Off in Atwood’s Machine: The Advantage of Video Analysis
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Physics Teacher |
| Volume / Edisi | : | 62 (No. 1) |
| Halaman | : | 32–36 |
| Abstrak | : | A centuries-old physics experimental apparatus, Atwood’s machine, featured in textbooks, exercise books, and web pages, concerns two hanging masses connected by a string over a pulley. In this paper, we propose the use of the Atwood’s apparatus together with a video analysis of the vertical movement of the hanging masses. By putting an obstacle in the path of the heavier mass, the tension of the string vanishes, and the lighter mass travels for a short while influenced by gravity only, like a projectile. When the string stretches again, the tension reappears, and the former acceleration is recovered. George Atwood in his Treatise on the Rectilinear Motion and Rotation of Bodies with a Description of Original Experiments Relative to the Subject1 starts by writing, “The principles of rectilinear motion and rotation are of considerable extent in the theory of mechanics, and comprise most cases in which this science can be... |
The Effect of Charge Discretization on the Electrical Field Inside a Conductor
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Physics Teacher |
| Volume / Edisi | : | 62 (No. 1) |
| Halaman | : | 29–31 |
| Abstrak | : | We show how the electrical field inside the conductor changes as a function of the number of charged particles. We show that the nonvanishing electrical field is concentrated near the surface of the conductor, at a shallow depth on the same order of magnitude as the separation between charges. Our study has illustrated the effect of charge discretization on a fundamental emergent law of electrostatics. It is often stated in introductory physics textbooks that the electrical field inside a conductor should be zero,1–5 but that can only be true if the charge is a continuous distribution. Consider a simple classical model (which is used in the famous Thomson problem6), in which the charge is made of identical point particles and the conductor is a confined volume in space that the charged particles can freely move around. If there is only a single charged particle, no matter where... |
Which Way to Go: Exploring Force Arrow Placement
| Pengarang | : | Madeline J. Fitzgerald |
| Nama Majalah/Jurnal | : | The Physics Teacher |
| Volume / Edisi | : | 62 (No. 1) |
| Halaman | : | 24–28 |
| Abstrak | : | Introductory physics classes typically teach free-body diagrams, in which a number of force arrows stem from the center of mass of an object, as the primary problem-solving model for working with forces.1,2 These diagrams enable the calculation of the total force in each coordinate direction, using the angle and magnitude of the individual forces applied. While free-body diagrams are commonly used, research has shown that learners (K–16) and teachers do not have a firm grasp of what forces are3–5 and often struggle with foundational physics concepts such as the idea of forces as interactions.4 To represent seemingly abstract force scenarios, force and motion practice problems are often accompanied by a picture or online simulation. In these models, the forces are represented differently than in the free-body diagrams, causing a disconnect between the original depiction of the scenario and the mathematical problem-solving approach (Fig. 1). This disconnect... |
Raspberry Pi Physics: Measuring the Speed of Light
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Physics Teacher |
| Volume / Edisi | : | 62 (No. 1) |
| Halaman | : | 22–23 |
| Abstrak | : | Ever since Galileo climbed a dark hill with a lamp, scientists have been experimenting with ways to measure the speed of light.1 Galileo’s method of sending a signal out to a distant hill and getting a response back did not prove accurate at the time. However, since the invention of lasers and oscilloscopes, this experimental method works well and provides fairly accurate results.2 In this paper, recent advances in technology are used to bring the experimental cost down to $100 while increasing the accuracy of the results to better than 3%. Commercial systems, which use the Foucault method3 or a beam splitter,4 are available but are quite expensive. This method uses a modulated laser, modulation source, and detector as shown in Fig. 1. The output of the modulator and detector are compared on an oscilloscope. If an oscilloscope is not on hand, a basic model... |
The Scientific Graphic Organizer for Lab Work
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Physics Teacher |
| Volume / Edisi | : | 62 (No. 1) |
| Halaman | : | 20–21 |
| Abstrak | : | Secondary school students frequently engage in lab work. Often, they are asked to write a report afterwards. But if we just want to know whether they did what they were supposed to do and learned what was intended, is it then necessary to have students write an extensive lab report? Writing consumes a lot of time, and with a report we mostly assess students’ ability to communicate clearly.1,2 To formatively assess both aspects of lab work (doing the practical and learning from it) without increasing the teacher’s workload (reports piling up), I developed the Scientific Graphic Organizer (SGO).3,4 The SGO can be regarded as a prestructured but simplified lab journal suited for quantitative physics inquiry (QPI) in which a quantitative relation between variables is sought.5 In the SGO, all essential information is provided to produce a fair judgement of students’ doing and learning in and from lab... |
Teaching Uncertainty and Risk in Environment-Themed Classes
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Physics Teacher |
| Volume / Edisi | : | 62 (No. 1) |
| Halaman | : | 17–19 |
| Abstrak | : | Environmental issues, which include renewable energies and climate change, are among the most pressing and critical of our times. Environment-themed classes are increasingly being taught within other disciplines. The aim of this paper is to explore two concepts, uncertainty and risk, that can appear in environment-themed physics classes. While both concepts may be familiar to physics students and faculty in the narrow contexts of experiments1 and a few applied areas,2–4 respectively, the treatment here and the connection between the two concepts extend beyond the standard physics body of knowledge and closer to practical and project-based disciplines such as engineering, management, and science policy. In physics, we usually define uncertainty as a value (such as a variance) that quantifies how much multiple measurements differ from each other, often with an underlying distribution of such measurements being implied. When derived quantities depend mathematically on several other quantities, the uncertainties of... |
Project FRESH Air: A Community Engagement Project About Health and Climate
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Physics Teacher |
| Volume / Edisi | : | 62 (No. 1) |
| Halaman | : | 14–16 |
| Abstrak | : | The Fordham Regional Environmental Sensor for Healthy Air (FRESH Air) is a citizen science outreach project that aims to educate communities about climate change, air quality, and health impacts by using particulate monitors in schools and helping develop curricula around the sensors and data; university faculty, college students, K–12 educators, and K–12 students collaborate on data collection, analysis, interpretation, and curriculum development. The goal is to engage the students from New York City (NYC) and Fordham University to collect air quality data, stimulate STEM interest, and educate the community on the risks they face. Anthropogenic climate change (ACC) is, perhaps, the most significant threat humanity faces today. The origin of ACC lies in the widespread industrialization of society in the 19th century and the rise of fossil fuels as inexpensive and widely available sources of energy. The combustion process leads to the formation of carbon dioxide (CO2), a... |
Video-Aided Observation of the Center of Mass of Plane Objects
| Pengarang | : | Francisco Jose Torcal-Milla |
| Nama Majalah/Jurnal | : | The Physics Teacher |
| Volume / Edisi | : | 62 (No. 1) |
| Halaman | : | 12–13 |
| Abstrak | : | It is well known that any free movement of a rigid body in three dimensions can be understood as if it was composed of two independent movements: a translation of the center of mass of the body and a rotation around it.1,2 The center of mass often appears to be a novel and mysterious concept for students in a first course in science or engineering.3–5 It may be defined as the point to which a force from any direction must be applied to produce only translation of the body without rotation, but where is it? Can we find its position without any calculus? If the body is symmetrical and uniform, the center of mass coincides with the geometrical center. In other cases, indirect methods must be used. One of these methods was found by Archimedes (287–212 BC), and it is very simple for two-dimensional objects.6 We only... |
Using Math in Physics: 7.Telling the story
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Physics Teacher |
| Volume / Edisi | : | 62 (No. 1) |
| Halaman | : | 5–11 |
| Abstrak | : | To develop complex problem-solving skills, students need to learn to develop a coherent story about what the situation in the problem is, what the mechanism is, and what physics principles are appropriate to apply. This can be challenging for students who have been successful in science through memorizing answers and simply plugging numbers into equations. And it can be challenging for instructors who get a class full of students who “just want to be given the answers.” But taking the easy way out—matching students’ desires rather than their needs—does them and the scientific community a serious disservice. As discussed in the earlier papers in this series,1 we use math in physics differently than it’s used in math classes.2 In math classes, students manipulate equations with abstract symbols that usually have no physical meaning. In physics, we blend conceptual physics knowledge with mathematical symbology. This changes the way that... |