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| Cote | Support | Localisation | Section | Disponibilité |
|---|---|---|---|---|
| The Physics Teacher. 4/59 (April 2021) | Périodique papier | Louvain-la-Neuve | Etagère des revues | Prêt autorisé Disponible |
Mention de date : April 2021
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Dépouillements
Ajouter le résultat dans votre panierStop-Motion Animation to Model the Analemma / Leslie Atkins Elliott in The Physics Teacher, 4/59 (April 2021)
Titre : Stop-Motion Animation to Model the Analemma Type de document : Article Auteurs : Leslie Atkins Elliott ; Amanda Hunter ; Carl Krutz ; ShaKayla Moran ; Elliot Sherrow Année de publication : 2021 Article en page(s) : p. 230-231 Langues : Anglais (eng) Descripteurs : HE Vinci
Physique ; Soleil (astronomie) ; TrajectoiresMots-clés : Animation en stop motion analème Résumé : The Sun does not return to the same position in the sky every 24 hours. At local noon, for example, the Sun will appear higher in the sky as we move from winter to summer solstice. In addition, and perhaps more surprisingly, solar days (the roughly 24 hours between subsequent local noons) vary in length, causing the Sun to be east or west of its location 24 hours prior. Over a year, this variation traces out a figure 8, known as an analemma, as shown in Fig.1. It can also be seen in the sundial in Fig. 2, where the gnomon incorporates the analemma to produce an accurate reading of local time. Disponible en ligne : Non Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=269427
in The Physics Teacher > 4/59 (April 2021) . - p. 230-231[article]Exemplaires (1)
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Titre : A Foucault Pendulum Pilgrimage in Paris Type de document : Article Auteurs : Don Olson Année de publication : 2021 Article en page(s) : p. 232-235 Langues : Anglais (eng) Descripteurs : HE Vinci
Paris ; Pendule ; Physique
Autres descripteurs
Foucault ; OscillationMots-clés : Pendule de Foucault Disponible en ligne : Non Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=269428
in The Physics Teacher > 4/59 (April 2021) . - p. 232-235[article]Exemplaires (1)
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Titre : Apparatus Named After Our Academic Ancestors – V Type de document : Article Auteurs : Thomas B. Greenslade Jr. Année de publication : 2021 Article en page(s) : p. 236-238 Langues : Anglais (eng) Descripteurs : HE Vinci
Histoire des sciences ; Instrument de mesureRésumé : In the museum wing of the Greenslade house is a clock with a two-second pendulum about one meter long (Fig. 1). This ticks once per second, and every time it passes through dead center it completes an electrical circuit. When I came to Kenyon in 1964, this system was used to send signals to a series of telegraph relays, which ticked once per second. Students in the first-year laboratory used beats between the ticking sec-onds and the oscillation of the pendula they were studying in an era when stopwatches were expensive. This clock inspired me to write this article about physicists who have pendula named after them: Christiaan Huygens, Lionel Wilberforce, Henry Kater, Benjamin Robins, Leon Foucault, and Hugh Blackburn. Disponible en ligne : Non Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=269429
in The Physics Teacher > 4/59 (April 2021) . - p. 236-238[article]Exemplaires (1)
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Titre : Classical Doppler Effect in Some Accelerated Systems Type de document : Article Auteurs : C. H. Wörner Année de publication : 2021 Article en page(s) : p. 239-242 Langues : Anglais (eng) Descripteurs : HE Vinci
Effet doppler ; PenduleRésumé : In this note, the classical Doppler shift for some accelerated mechanical systems is considered under a common graphical approach. In one dimension, we study uniform accelerated motion and simple harmonic motion. In two dimensions, uniform circular motion and pendular motion are considered. In each case, an elementary treatment shows that the period (and frequency) measured by an observer at rest depends on the straight paths of two consecutive signals between source and observer, with due consideration of the acceleration. Disponible en ligne : Non Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=269430
in The Physics Teacher > 4/59 (April 2021) . - p. 239-242[article]Exemplaires (1)
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Titre : Rotation of Spherical Magnet Falling Through a Slit Copper Pipe Type de document : Article Auteurs : Fred Behroozi Année de publication : 2021 Article en page(s) : p. 243-246 Langues : Anglais (eng) Descripteurs : HE Vinci
Aimants ; Chutes accidentelles ; Cuivre ; Electromagnétisme ; Enseignement des sciences ; Magnétisme ; Physique ; Rotation
Autres descripteurs
FoucaultMots-clés : Induction électromagnétique Loi de Lenz Résumé : The stately fall of magnets through conducting pipes is a favorite classroom and laboratory activity used in teaching electromagnetic induction, Lenz’s law, eddy currents, electromagnetic braking, and even Newton’s third law. Disponible en ligne : Non Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=271497
in The Physics Teacher > 4/59 (April 2021) . - p. 243-246[article]Exemplaires (1)
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Titre : A Race Between Rolling and Sliding Up and Down an Incline Type de document : Article Auteurs : Carl E. Mungan Année de publication : 2021 Article en page(s) : p. 247-249 Langues : Anglais (eng) Descripteurs : HE Vinci
Dynamique ; Enseignement des sciences ; Glisser ; Mouvement ; Physique ; RoulerRésumé : Races between moving objects are an engaging way to teach dynamics to introductory physics students. One standard example consists in racing hollow and solid cylinders as they roll down an inclined plane. Another striking demonstration is a race between two marbles on side-by-side tracks that start and end together, but with one track taking a straight path and with the other following a cycloidal shape. In the present article, two objects (having the same mass and shape) are launched from the same starting height with the same speed up an inclined plane. One of the objects is subject to kinetic friction. The other object is not because it rolls without slipping on wheels along the incline with negligible rolling friction. Each object travels upward, slows down, and then turns around and retraces its path to its starting point. If the two objects are launched simultaneously, which one makes it back first? Disponible en ligne : Non Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=271499
in The Physics Teacher > 4/59 (April 2021) . - p. 247-249[article]Exemplaires (1)
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Titre : A Rotational Dynamics Laboratory Upgrade Type de document : Article Auteurs : J. Bierman ; D. Buckley ; J. Kemper ; A. Greer Année de publication : 2021 Article en page(s) : p. 250-252 Langues : Anglais (eng) Descripteurs : HE Vinci
Dynamique ; Laboratoires ; Physique ; RotationRésumé : In our first-semester introductory physics laboratory, we have an exercise on rotational dynamics. We have recently upgraded the equipment that we use in that exercise without changing the actual exercise. The new equipment has performed well so far, and we wanted to share what we did with others who may be looking for a relatively inexpensive way to outfit a laboratory on rotational dynamics. We will describe the physics of the exercise and what we ask our students to do. We will describe the components we purchased, what they cost, and how we assembled the apparatus. Finally, we will present some results from the exercise using the apparatus we built. Disponible en ligne : Non Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=271500
in The Physics Teacher > 4/59 (April 2021) . - p. 250-252[article]Exemplaires (1)
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Titre : When Negative Is Not “Less than Zero”: Electric Charge as a Signed Quantity Type de document : Article Auteurs : Alexis Olsho ; Suzanne White Brahmia ; Trevor Smith ; Andrew Boudreaux Année de publication : 2021 Article en page(s) : p. 253-256 Langues : Anglais (eng) Descripteurs : HE Vinci
Charge ; Electricite ; Electromagnétisme ; Enseignement des sciences ; PhysiqueRésumé : Electromagnetism (E&M) is often challenging for students enrolled in introductory college-level physics courses. Compared to mechanics, the mathematics of E&M is more sophisticated and the representations are more abstract. Furthermore, students may lack productive intuitions they had with force and motion. In this article, we explore the mathematization of electric charge. Specifically, we explore how difficulties with positive and negative signs can arise for learners who approach integers primarily as positions on a number line. We discuss the nuances of electric charge as a physical quantity and situate it in a body of work by mathematics and physics education researchers to characterize the uses and meanings of signs. We then describe preliminary research that illustrates the effect of wording differences on student reasoning about electric charge as a signed quantity. Finally, we discuss implications for instruction. Disponible en ligne : Non Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=271502
in The Physics Teacher > 4/59 (April 2021) . - p. 253-256[article]Exemplaires (1)
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Titre : The Original Bell Theorem without Calculus Type de document : Article Auteurs : Jed Brody Année de publication : 2021 Article en page(s) : p. 258-259 Langues : Anglais (eng) Descripteurs : HE Vinci
Enseignement des sciences ; Mécanique quantique ; ThéorèmeMots-clés : Théorème de Bell Résumé : Bell’s theorem is a topic of perennial fascination. Publishers and the general public have a steady appetite for approachable books about its implications. The scholarly literature includes many analogies to Bell’s theorem and simple derivations of Bell inequalities, and some of these simplified discussions are the basis of interactive web pages. Less well known is that the original Bell theorem is virtually unaffected when the calculus is taken away. Indeed, the only use of integrals in Bell’s derivation is to compute averages. We can simply replace integrals with the word “average.” The resulting proof of Bell’s theorem is just as easy to understand, and just as shocking, as the analogies designed to ease comprehension. Disponible en ligne : Non Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=271504
in The Physics Teacher > 4/59 (April 2021) . - p. 258-259[article]Exemplaires (1)
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Titre : Bringing the Welcome Home: One Section’s Efforts at Incorporating AAPT’s Diversity and Inclusion Practices Type de document : Article Auteurs : Bree Barnett Dreyfus ; David Marasco Année de publication : 2021 Article en page(s) : p. 260-263 Langues : Anglais (eng) Descripteurs : HE Vinci
Diversité ; Enseignement des sciences ; Inclusion ; PhysiqueRésumé : While AAPT and many other physics organizations have been introducing a series of effective practices around diversity and inclusion at the national level in recent years, it was wondered if these were being adopted at the local level. It is hoped that section members and section representatives will decide to further expand the actions of national leadership to make their own section meetings more inclusive. In order to assess if this was in fact the case, a survey on diversity practices that have been used at the national level and can be implemented at the section level was sent to AAPT’s section reps’ mailing list in the spring of 2018, with a follow-up survey in winter 2020. Feedback in both cycles suggested that a guide for section leadership would be useful. The Northern California/Nevada Section has made progress in implementing some of the effective practices from the national meetings into our local section meetings, and we share these efforts in the hope that they assist our fellow sections. Disponible en ligne : Non Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=271506
in The Physics Teacher > 4/59 (April 2021) . - p. 260-263[article]Exemplaires (1)
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Titre : Standing Vertical Jumps – Sports Physics with a Smartphone Type de document : Article Auteurs : Luis Darmendrail ; Andreas Müller Année de publication : 2021 Article en page(s) : p. 264-267 Langues : Anglais (eng) Descripteurs : HE Vinci
Mécanique ; Newton, Isaac ; Physique ; Saut ; Smartphone ; SportsRésumé : The standing vertical jump (SVJ) is a classical topic in Newtonian mechanics (Fig. 1). Although the topic has also been treated by others (other terms used are “standing high jump” or “squat jump”), the present paper shows how a smartphone can be used to capture video of a jump and determine the jump height. A crucial assumption often made in analysis of the SVJ is the constancy of force or acceleration during the stand-up phase. This is, however, not a trivial assumption in view of the changing geometrical configuration of the legs during standing up. We show that indeed the acceleration of the center of mass is nearly constant during the stand-up phase of the jump, a finding that has so far only been possible by much more expensive measurements (force plates). Disponible en ligne : Non Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=271508
in The Physics Teacher > 4/59 (April 2021) . - p. 264-267[article]Exemplaires (1)
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Titre : Shear Modulus Determination Using the Smartphone in a Torsion Pendulum Type de document : Article Auteurs : Andreas Kaps ; Tobias Splith ; Frank Stallmach Année de publication : 2021 Article en page(s) : p. 268-271 Langues : Anglais (eng) Descripteurs : HE Vinci
Enseignement des sciences ; Expérience scientifique ; Pendule ; Physique ; SmartphoneRésumé : Implementing smartphones with their internal sensors into physics experiments represents a modern, attractive, and authentic approach to improve students’ conceptual understanding of physics. In such experiments, smartphones often serve as objects with physical properties and as digital measurement devices to record, display, and analyze quantities such as the angular velocity, linear acceleration, magnetic flux, sound pressures, light intensity, etc. For example, the MEMS accelerometer and gyroscope are utilized to study the dependence of the radial acceleration on the angular velocity in circular motions and oscillation periods or the acceleration due to gravity via different pendulum setups. Disponible en ligne : Non Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=271511
in The Physics Teacher > 4/59 (April 2021) . - p. 268-271[article]Exemplaires (1)
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Titre : Diffraction Experiments with a Smart Cart : Asif Shakur and Steven Binz Type de document : Article Auteurs : Arif Shakur ; Steven Binz Année de publication : 2021 Article en page(s) : p. 272-274 Langues : Anglais (eng) Descripteurs : HE Vinci
Applications mobiles ; Enseignement des sciences ; Expérience scientifique ; Physique ; SmartphoneRésumé : The use of smartphones in experimental physics is by now widely accepted and documented. PASCO scientific’s Smart Cart, in combination with student-owned smartphones and free apps, has opened a new universe of low-cost experiments that have traditionally required cumbersome and expensive equipment. In this paper, we demonstrate the simplicity, convenience, and cost-savings achieved by replacing a plethora of traditional motion sensors, wires, interface boards, and other equipment clutter with the smart cart, PASPORT® High Sensitivity Light Sensor, and the free SPARKvue® app by carrying out diffraction measurements of light with a single as well as double slit. Rylander and Miller reported a similar experiment but with an ordinary laboratory cart and a motion sensor to extract the precise position of the light sensor. The use of the smart cart in this report obviates the need for using a motion sensor and the laborious extraction of the position data. Disponible en ligne : Non Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=271514
in The Physics Teacher > 4/59 (April 2021) . - p. 272-274[article]Exemplaires (1)
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Titre : The Pedagogical Power of Wonder Questions : Christine Lindstrøm Type de document : Article Auteurs : Christine Lindstrom Année de publication : 2021 Article en page(s) : p. 275-277 Langues : Anglais (eng) Descripteurs : HE Vinci
Enseignement des sciences ; Matériel d'enseignement ; Physique ; QuestionRésumé : There is no shortage of great pedagogical tools available, but many require considerable investment of time and effort (and oftentimes money and equipment), which can be a significant barrier for already time-poor teachers. Wonder Questions is a pedagogical tool that is simple, flexible, and pedagogically powerful in three ways: 1) it supports and stimulates student learning, 2) it models scientists’ behavior, and 3) it can be a powerful motivator for students and teachers alike. In short, Wonder Questions is a task that requires students to produce a question as opposed to an answer. It can be posed in the following way: “Write a Wonder Question. A Wonder Question is something you wonder about after having done the pre-work that is related to it but not necessarily covered by it.” Note that “Wonder Questions” refers to the pedagogical tool, whereas “Wonder Questions” refers to a set of actual student questions. Disponible en ligne : Non Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=271515
in The Physics Teacher > 4/59 (April 2021) . - p. 275-277[article]Exemplaires (1)
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Titre : Converting Physlets and Other Java Programs to JavaScript Type de document : Article Auteurs : Wolfgang Christian ; Mario Belloni ; Robert M. Hanson ; Bruce Mason ; Lyle Barbato Année de publication : 2021 Article en page(s) : p. 278-281 Langues : Anglais (eng) Descripteurs : HE Vinci
Applications mobiles ; Enseignement des sciences ; Matériel d'enseignement ; Physique
Autres descripteurs
java ; javascriptRésumé : Physlets, educational applets developed at Davidson College, are a widely used teaching resource designed to simulate a variety of physical phenomena. Originally, each Physlet was a Java simulation that was embedded in an HTML page as an applet and then customized using JavaScript to simulate a specific physics concept. The use of Java to simulate the physics and HTML + JavaScript to add narrative and to customize the web page allowed teachers to create thousands of Physlet-based illustrations, explorations, and problems. Unfortunately, changes in technology standards have required a drastic change in how these learning resources can be delivered. Disponible en ligne : Non Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=271516
in The Physics Teacher > 4/59 (April 2021) . - p. 278-281[article]Exemplaires (1)
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Titre : An Analysis of Shadows Made from Sunlight Reflected by a Curved Surface Type de document : Article Auteurs : Swapnil Tripathi Année de publication : 2021 Article en page(s) : p. 282-283 Langues : Anglais (eng) Descripteurs : HE Vinci
Enseignement des sciences ; Lumière ; Ombre ; Optique et photonique ; Soleil (astronomie)Mots-clés : Surface incurvée Convexe Résumé : Shadows produced by sunlight reflected from convex surfaces can be very well defined. This article provides an explanation for this phenomenon as well as a demonstration/lab activity for students to investigate properties of shadows made from sunlight reflected by a curved surface. Disponible en ligne : Non Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=271518
in The Physics Teacher > 4/59 (April 2021) . - p. 282-283[article]Exemplaires (1)
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Titre : Understanding a Paradox in Special Relativity Type de document : Article Auteurs : Walter Bruce Richards Année de publication : 2021 Article en page(s) : p. 284-285 Langues : Anglais (eng) Descripteurs : HE Vinci
Enseignement des sciences ; Paradoxe ; Relativité ; TempsRésumé : Einstein’s special theory of relativity includes many non-intuitive and apparently paradoxical conclusions about space and time. One of these is time dilation, the fact that a clock moving relative to an observer runs slower than an identical clock at rest in the observer’s reference frame. This is clearly exhibited in the extended mean lifetime of elementary particles moving at high speed, compared to their mean lifetime when at rest, and must be taken into account when processing signals from atomic clocks carried by satellites in the global positioning system (GPS). My intent in this note is not to derive this or other relativistic effects; such derivations may be found in many textbooks. Rather, I would like to share two figures I prepared while teaching elementary physics quite a few years ago, to help understand the apparent paradox that two observers, in relative motion, both measure the other’s clock to run slower than their own. It is my hope that instructors can reproduce these two figures and find them useful in discussions to illustrate these basic concepts. The sketches are only approximately drawn to scale. Disponible en ligne : Non Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=271519
in The Physics Teacher > 4/59 (April 2021) . - p. 284-285[article]Exemplaires (1)
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Titre : Color-Coded Algebra Type de document : Article Auteurs : Bradley K. McCoy Année de publication : 2021 Article en page(s) : p. 286-287 Langues : Anglais (eng) Descripteurs : HE Vinci
Algèbre ; Couleur ; Enseignement des sciences ; Mathématiques appliquées ; PhysiqueRésumé : In a typical first physics class, homework consists of problems in which numerical values for physical quantities are given and the desired answer is a number with appropriate units. In contrast, most calculations in upper-division undergraduate physics are entirely symbolic. Despite the need to learn symbolic manipulation, students are often resistant to performing symbolic calculations in their introductory classes. As instructors, we face a choice between encouraging students to use symbolic calculations, including helping them learn the necessary skills to do so, or allowing students to default to numerical calculations, which does not adequately prepare them for their future courses. In this paper, I will describe a color-coded algebra scheme, which helps lower the barriers to symbolic calculations for students. Disponible en ligne : Non Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=271520
in The Physics Teacher > 4/59 (April 2021) . - p. 286-287[article]Exemplaires (1)
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Titre : Motivating Premedical Students to Get Interested in Physics Type de document : Article Auteurs : Vadim Shlyonsky Année de publication : 2021 Article en page(s) : p. 288-290 Langues : Anglais (eng) Descripteurs : HE Vinci
Enseignement des sciences ; Médecine ; Motivation ; PhysiqueRésumé : Physics teachers around the world are trying to create classroom environments that would allow life science students to be more intrinsically motivated in their work. These efforts include, among others, matching classroom activities to students’ interests as well as structurally variable activities to match different student abilities. While physics instruction at the Université libre de Bruxelles also strives to make classes more relevant for life science students, two stimulation approaches will be presented here in detail. These include the in-class motivation using historical examples of physicians’ role in physics development and the small group work outside of class on physics problems that have engaging, motivating, and challenging biomedical headings. Disponible en ligne : Non Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=271523
in The Physics Teacher > 4/59 (April 2021) . - p. 288-290[article]Exemplaires (1)
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Titre : Observing Solar Limb Darkening in the Classroom : S.S.R. Inbanathan, K. Moorthy and Ashok Kumar S Type de document : Article Auteurs : S.S.R. Inbanathan ; K. Moorthy ; S. Kumar Année de publication : 2021 Article en page(s) : p. 292-293 Langues : Anglais (eng) Descripteurs : HE Vinci
Lumière ; Optique et photonique ; Soleil (astronomie) ; TemperatureMots-clés : Photosphère Assombrissement des membres Résumé : The falling temperature of the photosphere with height is responsible for the effect known as limb darkening. The Sun is not equally bright all over the disc. When we observe the Sun towards the limbs, it appears to get darker. Light from the photosphere travels through an absorptive medium. Therefore, one can see only so far into the photosphere. This is the optical depth (Fig. 1). The line of sight at the center sees deeper into the Sun to an optical depth of about 2/3 into the photosphere. In other words, photons that escape from a smaller radius of the photosphere have originated in a hotter region; therefore, they will have a higher intensity. Photons that originate from a larger radius come from a cooler part of the photosphere; therefore, this results in lower intensity. This effect is known as solar limb darkening. In addition, the solar photosphere displays various phenomena that can easily be observed in images obtained with small telescopes, such as sunspots, faculae, and granulation. Limb darkening results from the fact that we are looking into hot gas when we look at the Sun and, as a consequence of this, the brightness of the Sun decreases as one looks from the center of the disc (where we see deeper inside the Sun) towards the limb (where we will not see as deeply into the solar atmosphere because we are looking at a slant through the photospheric material). Disponible en ligne : Non Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=271524
in The Physics Teacher > 4/59 (April 2021) . - p. 292-293[article]Exemplaires (1)
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Titre : Two Differential Mechanisms : Thomas B. Greenslade Type de document : Article Auteurs : Thomas B. Greenslade Jr. Année de publication : 2021 Article en page(s) : p. 294-295 Langues : Anglais (eng) Descripteurs : HE Vinci
Enseignement des sciences ; Mécanique ; PhysiqueRésumé : About 30 years ago I taught a series of summer enrichment programs for high school physics teachers, using funding from the Howard Hughes Medical Institutes. I deliberately chose teachers from smaller cities and towns who were unlikely to have contact with other physics teachers. One of my more interesting teachers came from a rural area in a far Midwestern state. He was teaching all of the sciences, including physics, and had never had a college course in physics. His technique was to have the students disassemble devices and analyze their operation. Disponible en ligne : Non Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=271525
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Titre : LED gates for measuring kinematic parameters using the ambient light sensor of a smartphone : Witchayaporn Namchanthra and Chokchai Puttharugsa Type de document : Article Auteurs : Witchayaporn Namchanthra ; Chokchai Puttharugsa Année de publication : 2021 Article en page(s) : p. 298-299 Langues : Anglais (eng) Descripteurs : HE Vinci
Cinématique ; Expérience scientifique ; Lumière ; Physique ; SmartphoneMots-clés : LED Résumé : Nowadays, electronic devices (especially smartphones) are developed to use as an alternative tool for recording experimental data in physics experiments. This is because of the embedded sensors in a smartphone such as the accelerometer, gyroscope, magnetometer, camera, microphone, and speaker. These sensors were used in physics experiments, such as the simple pendulum, spring pendulum, coupled pendulum, circular motion, Doppler effect, and spectrum of light, as well as video motion analysis. This paper describes a method for measuring the position-time of a moving object using the ambient light sensor of a smartphone. In the experiment, light-emitting diodes (LEDs), called LED gates, are arranged with equal distance on an inclined plane. A smartphone is attached to a cart and acts as the moving object on the inclined plane. With the appropriate application, the ambient light sensor of the smartphone measures the intensity of the LEDs with respect to time while the smartphone moves along the inclined plane. The results obtained using the LED gates method are in good agreement with that obtained using the video analysis method. Disponible en ligne : Non Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=271526
in The Physics Teacher > 4/59 (April 2021) . - p. 298-299[article]Exemplaires (1)
Cote Support Localisation Section Disponibilité The Physics Teacher. 4/59 (April 2021) Périodique papier Louvain-la-Neuve Etagère des revues Prêt autorisé
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Titre : X-rays in the classroom : James Lincoln and Roberto Barrueto-Cabello Type de document : Article Auteurs : James Lincoln ; Roberto Barrueto-Cabello Année de publication : 2021 Article en page(s) : p. 300-301 Langues : Anglais (eng) Descripteurs : HE Vinci
Electromagnétisme ; Enseignement des sciences ; Rayon xRésumé : X-rays are such an important and familiar part of the electromagnetic spectrum, but is there a way to safely bring x-rays into your lecture? The demo team at the University of California at Berkeley seems to have managed this. They have an x-ray safe box that they use to produce a live x-ray image on a fluorescent screen. In this article, we describe the apparatus, provide an overview of how x-rays are produced, and explain the strategies the Berkeley team used to ensure that this demonstration is safe for everyone involved. Disponible en ligne : Non Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=271528
in The Physics Teacher > 4/59 (April 2021) . - p. 300-301[article]Exemplaires (1)
Cote Support Localisation Section Disponibilité The Physics Teacher. 4/59 (April 2021) Périodique papier Louvain-la-Neuve Etagère des revues Prêt autorisé
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