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Nelson, Jane Bray – Physics Teacher, 2012
As a new physics teacher, I was explaining how to find the weight of an object sitting on a table near the surface of the Earth. It bothered me when a student asked, "The object is not accelerating so why do you multiply the mass of the object by the acceleration due to gravity?" I answered something like, "That's true, but if the table were not…
Descriptors: Physics, Scientific Concepts, Science Instruction, Computation
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Aubrecht, Gordon J., II – Physics Teacher, 2012
The International System of Units (SI) is a coherent system based originally on measurements of properties of material objects. In more recent times, the adopted definitions depend on setting values of universal constants wherever possible. The last remaining human-made material object on which a standard is based is a platinum-iridium kilogram…
Descriptors: Physics, Measurement, Scientific Concepts, Standards
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Niketic, Nemanja; Milanovic, Vitomir; Radovanovic, Jelena – European Journal of Physics, 2012
In this paper we provide a detailed analysis of the energy position and type of transmission maxima in rectangular quantum wells (QWs), taking into consideration the difference of electron effective masses in the barrier and well layers. Particular attention is given to transmission maxima that are less than unity and the implications of effective…
Descriptors: Energy, Electronics, Electronic Equipment, Intervals
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Duggen, L.; Willatzen, M.; Voon, L. C. Lew Yan – European Journal of Physics, 2012
This paper illustrates both a problem in mathematical physics, whereby the method of separation of variables, while applicable, leads to three ordinary differential equations that remain fully coupled via two separation constants and a five-term recurrence relation for series solutions, and an exactly solvable problem in electrostatics, as a…
Descriptors: Mathematics, Physics, Calculus, Equations (Mathematics)
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Vollmer, Michael; Mollmann, Klaus-Peter – Physics Teacher, 2013
There are phenomena that seem impossible--at first glance. But some knowledge of physics can often allow us to plan and also perform the seemingly impossible without any magic. Here is a very simple experiment that can be done with a whole group of students. I learned about it from an activity in a science center, where it was posed as a magical…
Descriptors: Science Instruction, Physics, Scientific Concepts, Science Experiments
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Gaffney, Jon D. H.; Richards, Evan; Foote, Kathleen; Beichner, Robert J. – Physics Teacher, 2013
Because electric fields are both invisible and three dimensional, they can be quite difficult to introduce to students. Simple diagrams are unable to convey the complexity or depth of the field, and computer simulations in isolation do not provide a familiar spatial context for students to understand what they see. Through "immersing"…
Descriptors: Science Instruction, Physics, Energy, Scientific Concepts
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Darvey, Ivan G. – Physics Teacher, 2013
The experiment proposed here illustrates some concepts of tomography via a qualitative determination of the relative concentration of various dilutions of food dye without "a priori" knowledge of the concentration of each dye mixture. This is performed in a manner analogous to computed tomography (CT) scans. In order to determine the…
Descriptors: Science Experiments, Physics, Molecular Structure, Food
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Murphy, Edward; Bell, Randy – Science Teacher, 2013
As our closest celestial neighbor, the Moon is a familiar and inspiring object to investigate using a small telescope, binoculars, or even photographs or one of the many high quality maps available online. The wondrously varied surface of the Moon--filled with craters, mountains, volcanic flows, scarps, and rilles--makes the Moon an excellent…
Descriptors: Science Instruction, Astronomy, Teaching Methods, Scientific Concepts
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Trundle, Kathy; Miller, Heather; Krissek, Lawrence – Science and Children, 2013
Rocks and other Earth materials are included in national, state, and local standards. For example, "A Framework for K-12 Science Education" (NRC 2012) contains topics related to Earth systems, which include the hydrosphere, atmosphere, biosphere, and geosphere. By second grade, students should be able to describe how most areas where…
Descriptors: Science Instruction, Preschool Children, Scientific Concepts, Geology
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Robertson, Bill – Science and Children, 2013
Contrary to popular opinion, electron microscopes are not used to look at electrons. They are used to look for structure in things that are too small to observe with an optical microscope, or to obtain images that are magnified much more than is obtainable with an optical microscope. To understand how electron microscopes work, it will help to go…
Descriptors: Science Instruction, Laboratory Equipment, Elementary School Science, Science Laboratories
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Matehkolaee, M. Jafari; Asrami, A. Naderi – European Journal of Physics Education, 2013
In this paper we have a full review on the surface charge density at disordered conductor surfaces. Basically, reading text books does not resolve ambiguities in this field. As far as is possible, we have tried to the concepts easier to turn. In fact we will answer two questions. One of them is that why do charges tend to go where the curvature is…
Descriptors: Scientific Concepts, Physics, Science Instruction, Energy
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Sarker, Dipak K. – School Science Review, 2013
Foams or bubble dispersions are common to milkshakes, bread, champagne froth, shaving mousse, shampoo, crude oil extraction systems, upholstery packing and bubble wrap, whereas the term droplet is often synonymous with either a small drop of water or a drop of oil--a type of coarse dispersion. The latter are seen in butter and milk, household…
Descriptors: Physics, Science Instruction, Scientific Concepts, Molecular Structure
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van Wijk, Kasper; Channel, Ted; Viskupic, Karen; Smith, Martin L. – Physics Teacher, 2013
Earthquakes are some of the more dramatic expressions of the dynamics of our planet. The sudden release of stress built up slowly by tectonic or volcanic processes often has far-reaching consequences, and can be measured (in classrooms) around the world. This is one reason why designing and building seismometers has been a popular activity, and…
Descriptors: Science Instruction, Physics, Scientific Concepts, Natural Disasters
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Koponen, Ismo T.; Huttunen, Laura – Science & Education, 2013
In learning conceptual knowledge in physics, a common problem is the development and differentiation of concepts in the learning process. An important part of this development process is the re-organisation or re-structuring process in which students' conceptual knowledge and concepts change. This study proposes a new view of concept…
Descriptors: Science Instruction, Physics, Energy, Scientific Concepts
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Fernández-González, Manuel – Science & Education, 2013
This article analyzes the concept of idealization in chemistry and the role played by pure substance and laboratory product. This topic has evident repercussions in the educational contexts that are applied to the science classroom, which are highlighted throughout the text. A common structure for knowledge construction is proposed for both…
Descriptors: Science Instruction, Chemistry, Scientific Concepts, Science Laboratories
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