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Using Money Exchange to Introduce the Concept of Temperature
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| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Physics Teacher |
| Volume / Edisi | : | 63 (No. 5) |
| Halaman | : | 343-345 |
| Abstrak | : | Thermodynamics is one of the most exciting topics that we cover in our applied biophysics course for athletic training and exercise science majors. With sports applications ranging from keeping warm in the winter and cool in the summer to treatments such as thermotherapy and cryotherapy, thermodynamics is an area that the students recognize as fundamental to their training. Unfortunately, at the heart of thermodynamics is one of the most difficult and necessary topics for students to grasp: temperature. By using a few familiar analogies and group activities involving money exchange, I present an interesting and entertaining way to introduce and strengthen students’ conceptual understanding of temperature and begin to remedy their colloquial misconceptions about temperature. In-class surveys revealed the students’ initial misunderstandings about temperature. When asked to define temperature, their responses included, “How hot or cold something is,” “How much heat there is,” “Hoodies are warm,” and “Metals are cold.”... |
Incorporating Demonstration Equipment into Lightboard Technology-Based Lecturettes
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Physics Teacher |
| Volume / Edisi | : | 63 (No. 5) |
| Halaman | : | 340–342 |
| Abstrak | : | This article illustrates the advantages and difficulties associated with using demonstration equipment when recording professional lightboard lecturettes for first-year physics courses. Demonstrations for mechanics, oscillations and waves, optics, fluids, and electrostatics lecturettes were explored. It has long been recognized that what made traditional physics lectures worth attending was the inclusion of demonstrations that exposed students to real observable science.1,2 Over the past few decades, teaching practices involving flipped, blended, or mixed-mode approaches have required course content to transition to a more online format.3,4 In addition, the onset of COVID-19 has generated an even greater concerted effort to generate instructional videos to improve understanding and student enjoyment without the requirement for large collected audiences.5 These online recordings can redistribute quality student contact time for more effective in-class modes such as active learning or team-oriented work.6 However, instructional videos must be well choreographed and pay attention to body... |
Interactive Simulations of Upper Limbs
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Physics Teacher |
| Volume / Edisi | : | 63 (No. 5) |
| Halaman | : | 336-339 |
| Abstrak | : | Equilibrium, force, torque, and Newton’s laws are essential knowledge in the undergraduate physics curriculum. We have developed the supplementary educational tool of interactive Simulations of Upper Limbs to help students explore equilibrium problems in biomechanics. The simulations are mainly for undergraduates who take introductory physics courses, especially those majoring in physical therapy, rehabilitation, and health sciences. Students can practice and apply their knowledge to analyze and calculate the forces on upper limb muscles and joints of different groups of people under various situations. The simulations can be implemented as a classroom exploration activity, an inquiry-based lab, or an assignment. In addition to numerical calculation questions, which can be included in the practice, we provide samples of conceptual guided questions for reference. People can feel that a muscle becomes tense/sore after keeping a posture or doing activities long enough, or they can sense forces applied to their body above a minimum... |
Laboratory Practicals Using Video Recordings of Physics Experiments
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Physics Teacher |
| Volume / Edisi | : | 63 (No. 5) |
| Halaman | : | 333-335 |
| Abstrak | : | Laboratory practicals are an important part of physics education at technical universities, since they allow students to realize the relationships between theory and practice. The COVID-19 pandemic affected all areas of everyday life, including education at universities and colleges. This led to a search for new ways of teaching1–6 using information technologies. In this paper, we present the way in which online laboratory practicals were performed within our Physics 2 course intended for students of the second year of bachelor’s studies, mainly electrical engineering majors. The course consists of lectures and exercises. The exercises include problem-solving sessions and four laboratory practicals with experiments in the field of electromagnetism.7 In 2020–21 during the COVID pandemic, the structure of the exercises was changed. During the first 7 weeks, selected physics problems were solved online, and students were introduced to physics measurements with a focus on the process of measurement, numerical... |
A Metronome Drives a Pendulum in Resonance
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Physics Teacher |
| Volume / Edisi | : | 63 (No. 5) |
| Halaman | : | 330-332 |
| Abstrak | : | Resonance can be demonstrated by using a musician’s metronome to drive a simple pendulum. Resonance is a situation in which an outside agent, vibrating with small amplitude, drives a system to vibrate in a steady state with a large amplitude, by matching a frequency at which the system would vibrate freely. The resonance phenomenon is difficult to understand literally, so various experiments are performed in physics classes, such as a wine glass breaking when a singer hits the right note,1 one guitar string causing another to resonate,2 Styrofoam beads gathering in a whiskey bottle due to resonance,3 and piano strings vibrating, also due to resonance.4 A loudspeaker demonstration involves changing the length of the tube, and it can be observed that the loudness of the sound increases as resonance occurs.5 Besides sound resonance, a simple pendulum coupled to a mass–spring oscillator6 and a demonstration... |
Throwing the Kitchen Sink into Electromagnetism Class
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Physics Teacher |
| Volume / Edisi | : | 63 (No. 5) |
| Halaman | : | 328-329 |
| Abstrak | : | Herein, items from a kitchen are used in teaching about electromagnetism to make the lesson more accessible and engaging. The pedagogical method involves visualizing the concept of dA (differential area element) in Gauss’s law by breaking an eggshell into tiny, flat pieces. In the context of Ampère’s law, cutting curved instant noodles into smaller straight segments can help students understand the mathematical concept of ds (differential length element). To demonstrate the right-hand rule in electromagnetism, an oven mitt is used to effectively limit the involvement to only two fingers, illustrating the direction of electrical current and magnetic field. This unconventional approach leverages students’ familiarity with everyday items to provide tangible representations of physics concepts and add a touch of humor to the learning experience. Gauss’s law relates the electric flux through a closed surface to the electric charge enclosed by that surface, while Ampère’s law relates the magnetic field around... |
Promoting Student Conceptual and Procedural Sensemaking in Introductory Physics Labs
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Physics Teacher |
| Volume / Edisi | : | 63 (No. 5) |
| Halaman | : | 324-327 |
| Abstrak | : | We have been examining how students enact sensemaking in an introductory physics lab for non-science majors. The sensemaking process forefronts student agency as they grapple with their physical understanding while considering lab experimental results. For others aiming to implement this type of sensemaking in their labs, we discuss lab characteristics that support this process. As physics instructors, one of our learning goals is for our students to “think like physicists.”1 A key to this thinking process is making sense of the physical world, even when things do not intuitively make sense or there are inconsistencies.2 Making sense of the physical world, or sensemaking, is a “dynamic process of building or revising an explanation to ‘figure something out’—to ascertain the mechanism underlying a phenomenon to resolve an inconsistency in one’s understanding.”3 Sensemaking in laboratory courses can stem from collecting and analyzing data that at first does not make... |
Insights on Supporting Students in First-Year Physics Labs
| Pengarang | : | Aaron M. Kraft |
| Nama Majalah/Jurnal | : | The Physics Teacher |
| Volume / Edisi | : | 63 (No. 5) |
| Halaman | : | 321-323 |
| Abstrak | : | Teaching lab and modeling skills is an important part of the introductory physics lab curriculum.1 As more labs shift toward open-ended experimental goals that encourage student exploration and inquiry, unexpected results will challenge more students.2 These unexpected results can take many forms, including conflicting data and models, the focus of this article. Many labs even intentionally explore systems where the data will conflict with students’ internal models, forcing them to grapple with this conflict.3,4 We refer to these as “model-fail” labs and believe them to be effective because they force students to problematize, a process of formulating questions in the face of confusing results.5 This process is important in teaching effective modeling skills.6 However, students struggle to effectively engage in these types of labs due to confirmation bias, pressure to get the “right” answer, and issues interpreting statistical results.7–9 Implementing and running these labs... |
Further Thoughts on a Paradoxical Tower
| Pengarang | : | David Treeby |
| Nama Majalah/Jurnal | : | The American Mathematical Monthly |
| Volume / Edisi | : | 125 (No. 1) |
| Halaman | : | 44-60 |
| Abstrak | : | What is the maximum overhang that can be obtained when a set of blocks of variable width are stacked so that there is one block at each level? First, we stack these blocks in a prescribed order, and describe infinite sets of blocks that yield towers with arbitrarily large overhang. We then stack the blocks in any order, and describe how they should be stacked to maximize their overhang. |
Approval Voting in Product Societies
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The American Mathematical Monthly |
| Volume / Edisi | : | 125 (No. 1) |
| Halaman | : | 29-43 |
| Abstrak | : | In approval voting, individuals vote for all platforms that they find acceptable. In this situation it is natural to ask: When is agreement possible? What conditions guarantee that some fraction of the voters agree on even a single platform? Berg et al. found such conditions when voters are asked to make a decision on a single issue that can be represented on a linear spectrum. In particular, they showed that if two out of every three voters agree on a platform, there is a platform that is acceptable to a majority of the voters. Hardin developed an analogous result when the issue can be represented on a circular spectrum. We examine scenarios in which voters must make two decisions simultaneously. For example, if voters must decide on the day of the week to hold a meeting and the length of the meeting, then the space of possible options forms a cylindrical spectrum. Previous results do not apply to these multi-dimensional voting societies because a voter's preference on one issue often impacts their preference on another. We present a general lower bound on agreement in a two-dimensional voting society, and then examine specific results for societies whose spectra are cylinders and tori. |