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50 Years of ERIC
50 Years of ERIC
The Education Resources Information Center (ERIC) is celebrating its 50th Birthday! First opened on May 15th, 1964 ERIC continues the long tradition of ongoing innovation and enhancement.

Learn more about the history of ERIC here. PDF icon

Showing 61 to 75 of 3,272 results
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LoPresto, Michael C. – Physics Teacher, 2014
The effects of the mouthpiece and bell on the frequencies of the vibrating air column in a trombone can be demonstrated quite readily by first calculating the expected resonant frequencies of a piece of PVC pipe that is the same length as a trombone, then replacing portions of the PVC pipe of the same length with first a cup-shaped mouthpiece and…
Descriptors: Musical Instruments, Acoustics, Science Activities
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Salu, Yehuda – Physics Teacher, 2014
A left-hand rule for Faraday's law is presented here. This rule provides a simple and quick way of finding directional relationships between variables of Faraday's law without using Lenz's rule.
Descriptors: Scientific Concepts, Scientific Principles
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Wieman, Carl E.; Rieger, Georg W.; Heiner, Cynthia E. – Physics Teacher, 2014
The two-stage exam is a relatively simple way to introduce collaborative learning and formative assessment into an exam. Their use is rapidly growing in the physics department at the University of British Columbia, as both students and faculty find them rewarding. In a two-stage exam students first complete and turn in the exam individually, and…
Descriptors: Cooperative Learning, Physics, Science Tests, College Students
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Chiaverina, Chris – Physics Teacher, 2014
We usually think of glass as a good electrical insulator; this, however, is not always the case. There are several ways to show that glass becomes conducting at high temperatures, but the following approach, devised by Brown University demonstration manager Gerald Zani, may be one of the simplest to perform.
Descriptors: Science Experiments, Structural Elements (Construction), Climate, Energy
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Feller, Steve; Giri, Sandeep; Zakrasek, Nicholas; Affatigato, Mario – Physics Teacher, 2014
In a usual modern physics class the Compton effect is used as the pedagogical model for introducing relativity into quantum effects. The shift in photon wavelengths is usually introduced and derived using special relativity. Indeed, this works well for explaining the effect. However, in the senior author's class one of the student coauthors…
Descriptors: Scientific Concepts, Nuclear Physics, Kinetics, Equations (Mathematics)
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Caballero, Marcos D.; Burk, John B.; Aiken, John M.; Thoms, Brian D.; Douglas, Scott S.; Scanlon, Erin M.; Schatz, Michael F. – Physics Teacher, 2014
Numerical computation (the use of a computer to solve, simulate, or visualize a physical problem) has fundamentally changed the way scientific research is done. Systems that are too difficult to solve in closed form are probed using computation. Experiments that are impossible to perform in the laboratory are studied numerically. Consequently, in…
Descriptors: Computation, Sciences, Engineering, Theories
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Lasry, Nathaniel; Dugdale, Michael; Charles, Elizabeth – Physics Teacher, 2014
With advocates like Sal Khan and Bill Gates, flipped classrooms are attracting an increasing amount of media and research attention. We had heard Khan's TED talk and were aware of the concept of inverted pedagogies in general. Yet it really hit home when we accidentally flipped our classroom. Our objective was to better prepare our students…
Descriptors: Classroom Techniques, Teaching Methods, Course Content
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Szott, Aaron – Physics Teacher, 2014
Traditional physics labs at the high school level are often closed-ended. The outcomes are known in advance and students replicate procedures recommended by the teacher. Over the years, I have come to appreciate the great opportunities created by allowing students investigative freedom in physics laboratories. I have realized that a laboratory…
Descriptors: Secondary School Science, Physics, Laboratories, Inquiry
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DeBuvitz, William – Physics Teacher, 2014
I had a solid geometry teacher in high school who, when looking at a particular theorem, liked to say, "It's intuitively obvious." In college I heard that same phrase from a professor teaching electrodynamics. And when I taught in college a colleague of mine liked to tell his students that the laws of physics were "intuitively…
Descriptors: Intuition, Physics, Student Attitudes
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Kuhn, Jochen; Vogt, Patrik; Müller, Andreas – Physics Teacher, 2014
It has often been reported in this column that smartphones are very suitable tools for exploring the physical properties of everyday phenomena. A very good example of this is an elevator ride. In addition to the acceleration processes, oscillations of the cabin are interesting. The present work responds to the second aspect.
Descriptors: Telecommunications, Handheld Devices, Mechanics (Physics), Physical Mobility
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Kalajian, Peter; Makarova, Maria – Physics Teacher, 2014
Humans have evolved to follow their intuition, but as any high school physics teacher knows, relying on intuition often leads students to predict outcomes that are at odds with evidence. Over the years, we have attempted to make this intuition-outcome disparity a central theme running throughout our physics classes, with limited success. Part of…
Descriptors: Science Instruction, Physics, Secondary School Science, High Schools
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Overduin, James; Molloy, Dana; Selway, Jim – Physics Teacher, 2014
Electromagnetic induction is probably one of the most challenging subjects for students in the introductory physics sequence, especially in algebra-based courses. Yet it is at the heart of many of the devices we rely on today. To help students grasp and retain the concept, we have put together a simple and dramatic classroom demonstration that…
Descriptors: Introductory Courses, Physics, Algebra, Scientific Concepts
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Humphrey, T. E.; Calisa, Vaishnavi – Physics Teacher, 2014
In 1879, in the midst of the debate between English and continental scientists about the nature of cathode rays, William Crookes conducted an experiment in which a small mill or "paddle wheel" was pushed along tracks inside a cathode ray tube (CRT) (similar to that shown in Fig. 1) when connected to a high-voltage induction coil. Crookes…
Descriptors: Demonstrations (Educational), Motion, Scientific Concepts, Mechanics (Physics)
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Perry, Spencer B.; Gee, Kent L. – Physics Teacher, 2014
Vortex cannons have been used by physics teachers for years, mostly to teach the continuity principle. In its simplest form, a vortex cannon is an empty coffee can with a hole cut in the bottom and the lid replaced. More elaborate models can be purchased through various scientific suppliers under names such as "Air Cannon" and…
Descriptors: Acoustics, Physics, Scientific Concepts, Science Equipment
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Cross, Rod; Lindsey, Crawford – Physics Teacher, 2014
The effect of the aerodynamic drag force on an object in flight is well known and has been described in this and other journals many times. At speeds less than about 1 m/s, the drag force on a sphere is proportional to the speed and is given by Stokes' law. At higher speeds, the drag force is proportional to the velocity squared and is…
Descriptors: Physics, Measurement Techniques, Measurement, Motion
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