Elementary Physics Research Articles

THE ANTHROPIC PRINCIPLE AND THE PHYSICS OF HUMAN BEHAVIOR

This article summarizes the Anthropic Principle and extends it into the physics of human behavior. The Principle is the belief that the universe is anthropomorphic by design and man could not exist if the universe was not created in exactly this way. With this information, people will be more fully aware of who and what man is, of his nature and composition, of his potential for personal mental conquest. People will be enabled to act as deserving of the universe and participate in it accordingly. Knowing the Principle is, however, only a first step. To know and act in a fully human manner, we need an understanding of the necessary “add-ons” of transcendental spirit, the variables of mental succor, the humanness of living the community universals, the divine rituals which can link all to all, the virtues, and how to deal with everything in a simple but symphonically effective way consistent with elementary physics. This will enable us to achieve more fully human way of living.

A physics experiment concerning the measurement of the torque of a rotating body using a magneto-electrical technique

A physical experiment concerning the moment of inertia of a rigid disk is described. Basic physical quantities such as the moment of inertia and torque are very important in elementary physics courses. This experiment was designed to improve students’ understanding of the relation between the rigid moment of inertia and torque. The moment of inertia about a rigid disk was calculated, and an experimental method was developed for determining the torque on the basis of magneto-electrical measurements of the rigid angular acceleration. In the experimental setup, a spur gear was used as a rigid disk. We developed a method for measuring the torque of an electrical motor via a magnetic induction method using a spur gear, SmCo permanent magnet and pickup coil.

Graphical representation for thermal equilibrium when transition temperatures are present

We propose the use of graphics in order to get a quick insight of the thermal equilibrium of two bodies, when a transition temperature is present in the interval between both initial temperatures. We have found two convenient variables in order to represent the mathematical condition for the partial or complete transition of each component. In mixing hot water and cold ice, the proposed graphical representation exhibits straight lines separating four regions corresponding to different equilibrium states, going from one containing just ice up to the other containing just water, and two states in between with increased ice or increased water. This graphical representation helps to avoid typical student errors in learning elementary physics.

Book Review of Irreligion

No doubt doubt happens when your face is being ground into the rug and you likely thought you were going to die. “How many seconds do I have left?” and you merged with the rest of the world by counting defensively, fleeing to and obsessing about axioms, integers, polynomials and sets forever. Inflated with years of computational study and rug burned, he decides to wrestle with God and apply, superficially at that, his math to all programmed parodies of the theories and assertions for belief in God. As a result, he provides an ecumenical calculus of nil correspondence i.e., there is nothing there. It is worse than that, because the if then, good*bad formula of physicist Steven Weinberg is offered as a redemption of gadfly sorites (and proof of ordure particles in elementary and sterquilinous physics!):

The Analysis of the Understanding Levels of Teacher Candidates in Different Departments about Basic Astronomy Concepts

Learners face a variety of concepts during the instructional process they experience. These concepts are mostly introduced by teachers; thus, the competences of teachers in terms of teaching concepts are vitally important. The aim of this study is to detect the understanding levels of teacher candidates about basic astronomy concepts. The method of the study was a survey method. The sample of the study was composed of 293 teacher candidates from early childhood teacher education, primary school teacher education, elementary science education and physics education departments. The data were collected by the achievement test, which included three questions intended to help describe, draw and explain the movement. The data were analysed by using the two different understanding levels in the literature. The data obtained showed that the teacher candidates could not submit proper explanations for the concepts: the Earth, the Sun, the Moon, planets, stars and satellites. This situation can be interpreted as an indicator that teacher candidates did not have enough information about the basic astronomy concepts. When the departments were compared with respect to the understanding levels, it can be said that teacher candidates from elementary science teacher education and physics teacher education departments were at a better level of understanding than their counterparts in early childhood teacher education and elementary teacher education departments. We must ensure that candidates are aware of their deficiencies and for these deficiencies to be eliminated we present various opportunities about astronomy activities like finding the Sun and a star using Stellarium program for the candidates to help develop themselves.

A Refreshingly Rational Approach to the Center of Mass

Focus on an everyday object connects rational functions with concepts from elementary physics and the world of students' experience.

Implementation Multi Representation and Oral Communication Skills in Department of Physics Education on Elementary Physics II

Implementation Multi Representation and Oral Communication Skills in Department of Physics Education on Elementary Physics II

Estudio del movimiento de caída libre usando vídeos de experimentos

The pioneering work of Eadweard Muybridge in photography and motion pictures in 1878 that gave rise to video technology, as well as those of Harold Edgerton in high-speed videos made in the mid-twentieth century, sought to understand the behaviour of nature and nowadays remain as valuable tools in all scientific disciplines. At present, the use of video is being incorporated into innovative ways of teaching physics that are gaining a worldwide momentum. In line with this trend, and motivated to enhance two key elements in the learning of science, such as the reflexive nature of the learning process and its deep connection with practical experience, we have created a gallery of videos of experiments to improve the teaching and learning experience in high school and university education in the fields of Newtonian Mechanics and Thermodynamics. Here, we present a sequence of experiments related to the phenomenon of free fall, in order to demonstrate the potential of using experiments in video to improve the conceptual understanding in elementary physics courses.

Estudio del movimiento de caída libre usando vídeos de experimentos

The pioneering work of Eadweard Muybridge in photography and motion pictures in 1878 that gave rise to video technology, as well as those of Harold Edgerton in high-speed videos made in the mid-twentieth century, sought to understand the behaviour of nature and nowadays remain as valuable tools in all scientific disciplines. At present, the use of video is being incorporated into innovative ways of teaching physics that are gaining a worldwide momentum. In line with this trend, and motivated to enhance two key elements in the learning of science, such as the reflexive nature of the learning process and its deep connection with practical experience, we have created a gallery of videos of experiments to improve the teaching and learning experience in high school and university education in the fields of Newtonian Mechanics and Thermodynamics. Here, we present a sequence of experiments related to the phenomenon of free fall, in order to demonstrate the potential of using experiments in video to improve the conceptual understanding in elementary physics courses.

Energy and transportation(*)

Transportation takes a considerable and increasing fraction of the energy use worldwide, and more than half the oil consumption. By far the largest part is used by cars powered by internal combustion engines. The advantage of using internal combustion engines is that the energy density of liquid fuels is extremely high. The disadvantage is that gasoline and diesel engines have a poor performance: 20 to 25% only. How does this compare with electric cars? What are the alternative transportation systems and their efficiencies anyway? In this lecture we analyse the efficiency of various transport systems, using elementary physics principles. We will look at cars, buses, trains and TGVs, ships and aircraft. In addition, the efficiency of human powered vehicles will be considered. New and promising developments in the field of Intelligent Transportation Systems, like Cooperative Adaptive Cruise Control, are also discussed.

Magnetic Fields at the Center of Coils

In this note we synthesize and extend expressions for the magnetic field at the center of very short and very long current-carrying coils. Elementary physics textbooks present the following equation for the magnetic field inside a very long current-carrying coil (solenoid): Bsol=μ0NLI,(1) where I is the current, N the number of windings, and L the coil length. It is obtained directly from Ampère's law, ignores end effects (hence it assumes an infinite coil), and is valid over the entire cross-section of the coil. The field is in the axial direction and it follows the right-hand rule convention. For N superposed loops of radius R each carrying current I, the multi-loop magnetic field at the center is given by Bml=μ0N2RI.(2)

Radio-frequency current drive and flow drive in magnetic confinement fusion plasma

Radio-frequency (rf) waves can penetrate fusion plasmas and deposit energy and momentum through collisionless mechanisms, resulting in plasma heating and, in some cases, current drive and flow drive. The advantage of this noninductive current drive is that a tokamak-type fusion reactor can be operated at a steady state. Meanwhile, an appropriate profile of plasma current and a significant plasma flow are important in stabilizing magnetohydrodynamics instabilities and realizing and sustaining high-performance confinement regimes. Therefore, rf current drive and flow drive are important in research on the physics of magnetic confinement fusion plasma. This paper presents the elementary physics of wave-particle interactions in plasmas, reviews the present status and challenges of research on rf current drive and flow drive, and suggests possible research strategies. Several problems are highlighted. These include the intrinsic relation of resonant absorption to the reduction of rf current drive efficiency in high-density plasmas; the existence/feasibility of a nonresonant drive scheme; the possibility of increasing the drive efficiency within the resonant mechanism; the direct and indirect effects of rf waves in flow drive, especially the generalized ponderomotive force generated by rf waves; and nonlinear processes during the coupling and propagation of waves, such as parametric decay instabilities, and their possible effects on current drive and flow drive.

Engaging the “Clutch” to Move Forward

Engaging the “Clutch” to Move Forward

Kinetics of the Shanghai Maglev: Kinematical Analysis of a Real “Textbook” Case of Linear Motion

A vehicle starts from rest at constant acceleration, then cruises at constant speed for a time. Next, it decelerates at a constant rate.… This and similar statements are common in elementary physics courses. Students are asked to graph the motion of the vehicle or find the velocity, acceleration, and distance traveled by the vehicle from a given graph.1 However, a “constant acceleration-constant velocity-constant deceleration” motion, which gives us an ideal trapezoidal shape in the velocity-time graph, is not common in everyday life. Driving a car or riding a bicycle for a short distance can be much more complicated. Therefore, it is interesting to take a look at a real case of “constant acceleration-constant velocity-constant deceleration” motion.

学習記録に基づく学習環境デザインの機能の解明の試み―仮説実験授業『空気と水』における「説明モデル」の活用と吟味の生起に注目して―

学習記録に基づく学習環境デザインの機能の解明の試み―仮説実験授業『空気と水』における「説明モデル」の活用と吟味の生起に注目して―

Currículo interdisciplinar para licenciatura em ciências da natureza

Descreve-se neste trabalho uma proposta de currículo interdisciplinar para a formação de professores de ciências da natureza. O curso permite a obtenção de quatro diplomas: professor de ciências para o Ensino Fundamental (nomenclatura brasileira), professor de biologia, física e química para o Ensino Médio. O diploma de professor de ciências é obtido com a integralização de créditos oferecidos ao longo dos três primeiros anos do curso. Para cada ano subsequente é possível obter os diplomas de professor do Ensino Médio. Os componentes curriculares pertinentes às ciências da natureza são inteiramente interdisciplinares nos três primeiros anos. No quarto ano são oferecidas disciplinas específicas de biologia, física e química, para a respectiva formação de professor do Ensino Médio.

The two-dimensional free-space Green’s function and its derivatives in a tangent-normal system

The two-dimensional free-space Green’s function, G(2), and its derivatives, are used extensively in the formulation of scattering and diffraction problems through its presence in single- and double-layer potentials, and their use in integral equations. The vast majority of the results from elementary classical mathematical physics for G(2) is based on Cartesian coordinate-space, either directly as a Hankel function in coordinate-space or through a transform, such as the Weyl transform, also based on Cartesian coordinate-space. However, if the geometry of the problem is not Cartesian, for example in scattering from a rough surface, there are difficulties in using a transform representation for G(2) which depends on Cartesian geometry, as the standard Weyl transform does. Here we formulate transform-space representations using a tangent-normal coordinate system. The result for G(2) is a new Weyl-type tangent-normal transform representation from which the results for the vector derivatives of the single-layer potential, the double-layer potential, and the vector derivatives of the double-layer potential follow quite simply. The latter three results can be expressed in terms of two new spectral functions in tangent-normal space, S1 and S2. The overall results are new representations for G(2) and its derivatives which may be useful in integral equation formulations of scattering problems for non-Cartesian geometries.

A new view of orb webs: multiple trap designs in a single structure

Spider orb webs are impressive for their apparently uniform geometric patterns. There are, however, consistent, substantial and taxonomically widespread periphery-to-hub differences in the distances between both adjacent radii and between sticky spiral lines. Radii in typical orbs were on average about 4–5 times farther apart at the outer edge than the inner edge of the area covered by sticky lines. Distances between sticky spiral loops were on average about two times larger near the outer edge than in more inner portions. This pattern in sticky spiral spacing was absent in the modified orbs of Nephila clavipes, in which distances between radii varied less. Thus, patterns in sticky spiral spacing may be related to inter-radial spacing; there is, however, probably no single explanation for all of the different patterns of sticky spiral spacing. The patterned differences in radius and sticky spiral spacing have important consequences for understanding orb function, because the lines in a prey's immediate vicinity largely determine whether it will be stopped and then retained, and elementary physics dictates that contact with more lines will tend to increase prey being stopped and retained. Rather than being a unit trap with a single set of prey capture properties, an orb has locally different trapping properties in different sectors. Abandoning the previous typological style of discussion of ‘the’ ability of a given design to stop and retain prey promises to lead to improved understanding of orb web designs. Published 2014. This article is a U.S. Government work and is in the public domain in the USA, Biological Journal of the Linnean Society, 2014, 111, 437–449.

Physicsʼ insights into pedestrian motion and crowd dynamics: Reply to comments on “The emergence of design in pedestrian dynamic: Locomotion, self-organization, walking paths and constructal law”

Pedestriansʼ world is not a static one, but rather one which is constantly in flux. The pedestrian dynamics is subject to a wide range of influences and displays an interesting phenomenology. Along with collective self-organization phenomena (e.g., streams of people, rivers of people, collective synchronization), there are also a multitude of applications in the context of crowd management, design of pedestrian facilities and urban planning. Here, I address comments from the discussants of my review paper from the viewpoint of elementary physics laws paying particular attention to the self-organization phenomena in crowds.

Canal Lock Displacement

In this project we determine the time needed for a pump to raise the water level in a canal lock in order for a boat to continue upstream. Using calculus methods and elementary physics, it was determined that it would take roughly 5 minutes for a single 60 horsepower pump to raise the water level the required 10 feet. We conclude that the lock is fairly efficient but offer some suggestions to increase the time efficiency of the lock system.