General Physics Course Research Articles

Experimental Study of Multiple-Choice and Essay Tests. I

Two teacher-made tests dealing with physics terminology were constructed and administered to four groups of students in two general physics courses. Each test consisted of an essay and multiple-choice part. Test reliabilities tended to be higher for the essay parts. The grader reliabilities of the essay parts were high, but there were significant differences between the mean grades by two instructors. The correlation coefficients between the test scores and total course achievement were moderately high. The correlations tended to be higher for the multiple-choice tests. It was tentatively concluded that (1) multiple-choice and essay tests on definitions had low to moderate correlations with each other and (2) multiple-choice tests of physics definitions were fair to good predictors of achievement in general college physics.

Ace scores as a possible means of predicting success in general college physics courses

Ace scores as a possible means of predicting success in general college physics courses

Electron Levels, Electrochemical Effects, and Thermoelectricity

The concepts of cavity potential (electrostatic potential in a cavity in a conductor) and Fermi potential (energy per unit charge for an electron at the Fermi level) are defined and used to discuss the work function, contact potentials, Ohm's law, electrode-solution equilibria, and chemical emf's. With the introduction of the entropy transport per unit charge for electrons in a metal (S*), the Seebeck, Peltier, and Thomson effects are elucidated, and the fact that no emf exists at a thermal junction is made clear. Certain other common confusions are cleared up. It is suggested that use of this conceptual scheme will allow the basic physics of these important processes to be taught effectively in general physics courses.

Physical Mechanics. Third Edition

The third edition of this book differs in a number of respects from the earlier ones. Though the title page does not now carry the sub-title—An Intermediate text-book for students of the physical sciences—the preface states that its fundamental purpose is to serve as the basis of an intermediate course for college and university students who have taken a substantial course in elementary general physics and college mathematics, through calculus and introductory differential equations.

Distribution of Time in General Physics Courses

Because of the steadily increasing number of students in the general physics courses and the shortage of teachers, many physics departments are searching for methods of handling larger numbers of students per section. About 100 of the larger physics departments were queried to obtain information concerning their methods for handling these classes. The data received indicate considerable variations in the distribution of class hours between recitation, lecture, and laboratory. There is some evidence of a trend toward more hours per week in larger lecture groups, with fewer hours devoted to recitation sections. The time devoted to laboratory work has been slightly reduced in these courses in recent years.

Résumé of Atomic Constants

Some of the more interesting conclusions of a 1955 survey of atomic constants were the following. (1) Most familiar experiments described in general physics courses now carry negligible weight. (2) Probable errors in values of the constants are of the order of 10 ppm. (3) Use of x-ray “h/e experiments” has been a source of error in previous evaluations; theoretical interpretation of these results involves considerable uncertainty. (4) Electrochemical values of the Faraday are now in fair agreement, but their mean differs significantly from the value obtained by electromagnetic experiments. (5) There is still some evidence for variation of the velocity of light with frequency; however, the negative case appears stronger and is further strengthened by newer data. Recent developments are discussed and the authors' analysis compared with the 1955 study of Cohen, DuMond, Layton, and Rollett. Recommended values for principal constants are given. These include a correction for an error in the Karplus and Kroll calculation of the anomalous moment of the electron, but do not reflect any experimental data reported since 1955.

Physics Courses in the New Arizona Engineering Curriculum

To facilitate the adoption of a common core curriculum in the Schools of Engineering and of Mining at the University of Arizona, the general physics course for engineers has been dropped. The physical foundation for engineering is taught in a new series of courses in the Civil, Mechanical, Electrical Engineering, and Physics Departments as part of the common core. The Physics Department teaches atomic, molecular, nuclear, and solid-state physics in a seven-unit junior-level course. There are grounds for a re-examination of the role of physics in engineering education and perhaps for extensive changes. It is suggested, however, that the role is, and should remain, vital, in the interests of science, of engineering, and of education.

Physics and the Medical Student

To understand the complex phenomena of physiology and medicine, medical students need broader and deeper physics training than the usual general physics course. This requires an improvement in their motivation towards physics, as well as a presentation of physics courses more appropriate to their psychological block against anything mathematical.

Concept of Energy as the Theme of a General Education Course in Physics

The paper describes an experimental course in general education physics based on the concept of energy as the central theme. The course has been given to undergraduate liberal arts students with little or no previous education in science. Handled entirely by the class discussion method, the course has sought to stress energy as not only the premier concept of physical science but also the key to other vast areas of human experience.

New Approach to the Teaching of Electrostatics in General Physics Courses

After a few remarks about the necessity of adapting our teaching method to the rationalized mks system of units, a short analysis of the objections to the use of Coulomb's law as a basic, introductory law is given. A new approach is suggested which introduces Gauss' law by means of Faraday's ice-pail experiment.

Physics in Engineering—A Problem In Appraisal

The general objectives of a course in general physics for engineers are discussed. To ascertain whether these objectives are being met, the author has reviewed several leading physics textbooks and several basic engineering textbooks in equivalent areas. He is discouraged by the multiplicity of applied topics apparently discussed in the physics courses, without apparent major emphasis on concepts. He concludes that it might be better to ask the physics department to teach a course in atomic and nuclear physics, possibly at the junior or senior level, and allow Engineering to teach the fundamentals of the classical area as they are already doing to a large extent.

Critique of teaching objectives in colleges

In agreeing to address this conference on the subject “Critique of Teaching Objectives—College” I had wondered whether this particular area was perhaps a little apart from our principal consideration, namely that of the improvement of high school science as a means of augmenting the production of future physicists. Now that I have listened to Fletcher Watson's report about the extremely small amount of college physics studied by the average high school teacher who is called on to teach physics, it looms as a very important aspect of our problem. Since it is evident that the general college physics courses provide essentially the only contact of the average high school physics teachers with this subject, it is of deepest importance to inquire as to whether the quality of such college physics courses is not to a large extent reflected in the manner in which high school physics is taught. Let me make two points clear at the very outset: first, I intend to be blunt and perhaps even brutal in my criticism of general college physics courses, and secondly, I wish to make it clear that I am excluding from such criticism those of my colleagues present at this conference who are engaged in teaching such courses. Now that I have cleared the atmosphere, I will drop all semblance of tact and state categorically that in my judgment the average elementary college physics course falls far short of even modest intellectual standards and fails utterly to satisfy present day requirements in physics education. This situation is deplorable, to say the least. I am amazed, not so much that high school physics leaves so much to be desired, but that it is as good as it is, when one considers the low quality of beginning college physics courses and the extraordinary difficulty which a high school teacher faces in keeping up even partially with the rapid advances in physics. The lack of professional competence of high school teachers of physics is undoubtedly due in no small measure to the mediocre standards of the average college physics course, and these in turn stem in no small degree from the unprecedented rapid rate of growth of physics and its applications, as well as to the sharp increase in complexity and subtlety of modern physical principles.

A Unit Test on Light for a College Course in General Physics

First Page

Echo Ranging with Audiofrequencies

The mathematical form of a propagating wave is discussed, and it is pointed out that it may be misleading to emphasize the harmonic form of a wave in the general physics course. A demonstration piece utilizing a sound pulse is described. The demonstration piece is suitable to illustrate (a) the speed of a sound, (b) reflection methods of ranging, and (c) reverberations in rooms.

Significant Figures in the General Physics Course

Significant Figures in the General Physics Course

An Introductory Course in Biophysics

The importanee of physics in the premedical curriculumii has been recognized for many years. In almost all universities one year of general physics is a prerequisite for adcmissioni to a medical school. Beeause of this brief exposure to physics very few of the medical students have an adequate knowledge of the subject. They do not appreciate the importance of physical prinieiples in the study of biological phenomena. This criticism also applies to biology majors. In many universities they imiay complete a degree program without a single course in physics. Modern biophysics is that branch of applied physics which titilizes the principles and techniques of physics for the investigation of biological and medical problems. Introductory courses in biophysics are specially designied for the premedical students and the biology majors. Such a course has been given at: Tulane Universitv for several years anid is recognized as a valuable part of our undergraduate program. There are many possible proceduires and methods of organization for such a course. The time allotted to the course will determine the number and variety of topics developed. We have experiiiented with three types of coursesone, two, or three hours per week, with equivalent semester hours of credit. The one-hour course has been the most popullar, possibly because it is easy to schedule in an already crowded curriculum. However, many of the students have requested the three-hour course. Topical outlines for both one-hour and threehour courses are appended to this article. Both are based on fifteen-week semesters. The course (either onie-hour or threehour) is opened with a discussion of X-rays. These may or may not have been menitioned in the general physics course, but are famiiiliar to the student. Topics treated inielude the nature and production of X-rays, absorption of X-rars, X-ray scatterinlg-the Compton effect, the effect of X-radiation on living tissue, protectioni from X-radiation, X-ray therapy, initensity measurements aind detection of X-rays. For example. it should be poinited out that studies of the nature of chroiiosom-les and of mutationis caused bX-rays have been of great value in our efforts to understand the livingo plant anid animal cell. The new betatronl aiid syncehrotron as sources of stroioi X-radiationi provide an interesting project for iiivestigation. Natural radioactivity may be correlated with the discussion of X-rays. The .disinteoration of uranium, thorium and actinium, their disintegration products anid the nature of alpha rays, beta rays and goamma radiationl are stressed. Radioactive decav is discussed in terms of half life anid average life values. With this as ani iintroduction a more detailed studv is cenitered around radium anid radonl. The methods of preparation of radiunm and radoii for biological uses, the uniits of miieasuremnent-the curie, millieurie aiid biolog ical roentgen-are introduced. Radium and radon dosage. methods of therapy and tissue reaction to the radiations are but a few of the many biological applications. Method sof producing artificially radioactive materials, such as the Rutherford and Curie-Joliot experiments, are links betweeni cheimistry, biology, and

Laboratory Work in the General Physics Course for Engineering Students

First Page

A Second Year Course in General Physics for College Transfer Students at the Massachusetts Institute of Technology

First Page

THE PRODUCTION OF CERTAIN BANDED SPECTRA IN THE ELECTRIC FURNACE

A simple v.h.f. oscillator and its uses Robin Howes Some colourful television physics demonstrations G R Davies THE PRODUCTION OF CERTAIN BANDED SPECTRA IN THE ELECTRIC FURNACE Arthur S. King Permanent magnets help model masers and NMR M M Michaelis Origins and historical development of the electron microscope T Mulvey Lecture demonstrations for general physics course usingtelevision N I Kaliteevski, V S Mikhalev, S N Pen'kov et al. A 'do-it-yourself' demonstration laboratory Patricia Cryer and J G Rider Some applications of television in physics teaching

Lehrbuch der medizinischen Phyzik

THIS book is intended for medical students who have completed a course of general physics, and is therefore limited to the study of the physical properties of tissues, the physical changes that take place in the tissues, and physical instruments of importance in physiology and pathology. In view of the slight equipment of most medical students in mathematics in Germany, as in this country, the treatment of the subject is not mathematical, diagrams and simple equations alone being used. Considering the variety of the subjects treated, the book is of very modest size. This result has been attained by keeping theoretical discussions within the narrowest limits, avoiding detail in descriptions of practical methods and apparatus, and by the use of small but excellent diagrams. Lehrbuch der medizinischen Phyzik By Prof. H. Boruttau. Pp. viii + 282. (Leipzig: Johann Ambrosius Barth, 1908.) Price 8 marks.