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A Low-Cost Smartphone Polarimeter and Malus Law
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| Pengarang | : | https://pubs.aip.org/aapt/pte/issue/62/8#:~:text=Aurelio%20Agliolo%20Gallitto%3B%20Giuseppe%20Sancataldo%3B%20Onofrio%20Rosario%20Battaglia%3B%20Claudio%20Fazio |
| Nama Majalah/Jurnal | : | The Physics Teacher |
| Volume / Edisi | : | 62 (No. 8) |
| Halaman | : | 653-655 |
| Abstrak | : | The use of smartphones in the introductory physics laboratory has recently received attention since it provides the possibility to perform a variety of didactic experiments. Smartphones equipped with several built-in sensors, controlled by appropriate software, allow students to explore physical phenomena and carry out various measurements of physical quantities. In this article, after a brief historical introduction about the discovery of light polarization and the development of the polariscope/polarimeter, we describe a low-cost and easily constructed smartphone polarimeter that provides a quantitative way of experimenting with light polarization. In particular, we discuss a didactic activity concerning the use of the smartphone ambient-light sensor to measure the intensity of light coming through two properly oriented polarizing filters, which follows the well-known Malus’s law. |
A Quick and Intuitive Demonstration of (Magnetic) Resonance Using Just Three Magnets
| Pengarang | : | Yajun Wei |
| Nama Majalah/Jurnal | : | The Physics Teacher |
| Volume / Edisi | : | 62 (No. 8) |
| Halaman | : | 650-652 |
| Abstrak | : | Resonance is a topic covered in most introductory physics courses. Numerous demonstrations of mechanical resonance phenomena can be easily constructed using readily available items.1–5 Some educators have even proposed methods to observe resonance through the magnetic excitation of oscillation, leveraging the magnetic interaction between a current-carrying wire and a compass needle.6–8 These systems not only illustrate the concept of mechanical resonance, but also introduce students to magnetic resonance—a complex and vital technology in the modern world. |
Do Objects Move Through Space-Time at the Speed of Light? No
| Pengarang | : | William G. Delinger |
| Nama Majalah/Jurnal | : | The Physics Teacher |
| Volume / Edisi | : | 62 (No. 8) |
| Halaman | : | 648-649 |
| Abstrak | : | Various sources1–9 claim that objects move through space-time at the speed of light, or similar language. Many students and some teachers hear that phrase and have an incorrect mental image of what it means. We refute that claim, arguing it results from misinterpreting the relativistic 4-velocity of special relativity. |
Minkowski Diagrams Aid Understanding of Special Relativity
| Pengarang | : | Steven John Heilig |
| Nama Majalah/Jurnal | : | The Physics Teacher |
| Volume / Edisi | : | 62 (No. 8) |
| Halaman | : | 643-647 |
| Abstrak | : | Special relativity is typically approached via equations, using the Lorentz transformation and lots of thought experiments. Students are often surprised by the results of their calculations because they don’t initially understand the meaning of the equations. The use of Minkowski space-time can provide a visual approach to special relativity, providing students with an additional perspective on the subject. According to John D. Norton, “puzzling relativistic effects could be comprehended with ease within the spacetime representation,”1 and the IB curriculum for physics includes significant work with Minkowski spacetime as one of its additional topics.2 In spite of this, most introductory texts spend little or no time on the topic.3 The goal of this paper is to encourage you to make use of these ideas when you teach special relativity at any level. |
Buzz Lightyear and the Physics Classroom: Can Science Fiction Animated Movies Spark In-Class Discussion of Time Dilation
| Pengarang | : | Esmeralda Campos; Martin Hopf |
| Nama Majalah/Jurnal | : | The Physics Teacher |
| Volume / Edisi | : | 62 (No. 8) |
| Halaman | : | 640-642 |
| Abstrak | : | The recent animated movie Lightyear, produced by Disney-Pixar,1 presents several scientific concepts in a science fiction context, one of which is time dilation. This article aims to identify some possibilities for discussion in introductory physics courses that include relativity, based on the concept of time dilation as portrayed in Lightyear. Discussing how time dilation is presented in the movie could improve motivation and interest in students to learn about special relativity. The discussion could even be carried out in high school physics instruction, since research has shown that upper secondary students can deal with the basic ideas of the special theory of relativity,2 and the high school curricula in some countries of Europe3–6 and Latin America7,8 have started to include special or general relativity as one of their topics. |
Apparatus Named After Our Academic Ancestors
| Pengarang | : | Thomas B. Greenslade, Jr. |
| Nama Majalah/Jurnal | : | The Physics Teacher |
| Volume / Edisi | : | 62 (No. 8) |
| Halaman | : | 636-639 |
| Abstrak | : | One of my pleasures is walking through the museum wing of the Greenslade house in Gambier, Ohio. This wing was added to the 1857 house in 2005 to accommodate a fraction of the 800 pieces of physics teaching apparatus that have been given to me by individuals and physics departments for safekeeping. About a third of the apparatus that has come in since the year 2000 is laid out on the cherry shelves. Much of the appeal is visual, but early physics apparatus has a distinct smell of polished wood and oiled steel and brass; all that is missing is the aroma of chalk dust! The artifacts date from 1850 to 1950. A picture of the interior of the museum has been published in both the American Journal of Physics and The Physics Teacher. |
Knee Joint Dynamics: An Experiment to Introduce the Concept of Torque to Biomedical and Life Sciences Students
| Pengarang | : | Francisco Jose Torcal-Milla |
| Nama Majalah/Jurnal | : | The Physics Teacher |
| Volume / Edisi | : | 62 (No. 8) |
| Halaman | : | 634-635 |
| Abstrak | : | Classical dynamics is a fundamental pillar of any general physics course. The presentation often starts by showing Newton’s three laws and their applications to static and dynamic scenarios, treating objects as particles that can be displaced but not rotated. Common examples include a mass sliding over an inclined plane1,2 or a bullet shot at a determined angle with the floor.3 In all those cases, macroscopic objects are considered as point-like, and the problems can be solved by applying Newton’s laws to the center of mass of the objects. |
Which Had the Highest Metabolism While in the Egg: Dinosaurs, Crocodiles, or Birds
| Pengarang | : | Scott A. Lee; Joanna G. Larson; Joshua Thomas |
| Nama Majalah/Jurnal | : | The Physics Teacher |
| Volume / Edisi | : | 62 (No. 8) |
| Halaman | : | 629-632 |
| Abstrak | : | Problems involving dinosaurs are sure to spark introductory student interest. In this paper, we describe an intriguing example in which the embryonic metabolism of non-avian dinosaurs, crocodiles, and birds are determined via conservation of energy from the incubation time of the egg and the mass of the hatchling. All students, particularly those interested in the life sciences, understand the relevance of metabolism to living processes. |
Interpreting graphs using large language models in a middle school physics class
| Pengarang | : | Yuze He; Wanqi Yang; Yonghe Zheng; Yuqing Chen; Wenke Liu; Jingying Wang |
| Nama Majalah/Jurnal | : | The Physics Teacher |
| Volume / Edisi | : | 62 (No. 9) |
| Halaman | : | 794-795 |
| Abstrak | : | Students frequently encounter challenges in comprehending abstract physics concepts and principles. Visual aids, such as graphics, play a crucial role in facilitating understanding through their figurative nature. Smartphones have sensors that measure light, magnetic fields, and sound, turning abstract physics concepts into graphs on the screen. However, since these graphs include implicit information, understanding them needs strong graph comprehension skills, which can be tough for students. Large language models (LLMs) have emerged as a promising tool to assist students in decoding these graphs within the physics classroom context. |
Disability as politics and pride: Imagining a future for physics unhooked from ableism
| Pengarang | : | Amy D. Robertson |
| Nama Majalah/Jurnal | : | The Physics Teacher |
| Volume / Edisi | : | 62 (No. 9) |
| Halaman | : | 792-793 |
| Abstrak | : | I will never forget the second day of my qualifying exams in graduate school. I woke up around 6 a.m. to a distinctive and recognizable cramping in my abdomen and spent the next several hours in the bathroom, navigating an episode of irritable bowel syndrome (IBS). Those hours were punctuated by frantic phone calls to the graduate program assistant’s office, hoping to catch her the moment she arrived so that we could make a plan for how I would navigate my exam under the circumstances. When I finally got in touch, our best idea was that I would take my remaining exam in a separate room, proctored by her, and we would pause the clock when I needed to go throw up or manage other digestive distress. |