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New Trends in Physics Teaching IV The pinhole camera It is a problem to devise optics experiments which don’t involve lenses. This one requires two paper cups, tape, thin paper and aluminium foil (or dark cloth) to black out light. Punch a hole with a pencil in the bottom of one cup and v cut a hole about 2.5 cm in diameter in the bottom of the other as the eyehole. Tape a sheet of paper over one cup, and attach the other, as shown (figure 23). thin sheet of paper / PINHOLE VIEWER Figure 23. 328
String and tape experiments Now, cover the whole of the two cups, apart from the eyehole, with one sheet of aluminium foil. The pinhole is made with a paper clip in the foil over the front cup. If aluminium foil is not available, make the pinhole in the front cup, then render the two cups opaque with black ink, or a dark cloth. Holding the cups up, an image is projected on the paper by the pinhole, and may be observed through the peep hole. Widen the pin hole. What happens to the definition (sharpness) of the image? Is the image brighter? The image of an incandescent lamp, the sun, or other light is easiest to observe. What is the relationship of the size of the image to the size of the object? Is the image erect or inverted? Experiments with magnets Experiments with magnets give students a lot of physical insight, with very little equipment, since about the only primary prerequisite is a magnet! These may be purchased in the store, but if you are going to buy them in bulk, it is probably better to get several of the chubby alnico bar type. An obvious experiment is to use the magnet as a compass, which can easily be done by hanging it by a thread, or floating it on a piece of Styrofoam on water in a Styrofoam cup. We can check the attraction of unlike poles by magnetizing a paper clip and using it as a compass. Take the clip, and, holding it as shown in figure 24a, stroke it from end to end with one pole of the magnet a large number of times, always in the same direction, Hang the clip from a thread, as shown (figure 24b) so that it balances horizontally and see in which direction it points. The thread should be as long as is convenient so that the twist of its fibres supplies a minimum torque. Notice that the end of the clip where the stroke finishes has opposite polarity to the pole b a - d Figure 24. 3 29
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I New trends in physics teaching Vo
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New trends in biology teaching Vol.
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Preface The worldwide exchange of i
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Contents Part I Energy: the Backgro
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Part I Energy: the Background and t
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New Trends in Physics Teaching IV W
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New Trends in Physics Teaching IV E
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New Trends in Physics Teaching IV A
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I New Trends in Physics Teaching IV
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~ New Trends in Physics Teaching IV
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New Trends in Physics Teaching IV T
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New Trends in Physics Teaching IV d
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New Trends in Physics Teaching IV F
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New Trends in Physics Teaching IV o
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New Trends in Physics Teaching IV t
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New Trends in Physics Teaching IV a
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New Trends in Physics Teaching IV M
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New Trends in Physics Teaching IV s
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New Trends in Physics Teaching IV L
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New Trends in Physics Teaching IV 1
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New Trends in Physics Teaching IV m
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New Trends in Physics Teaching IV I
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New Trends in Physics Teaching IV 8
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New Trends in Physics Teaching IV S
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Energy teaching in schools Introduc
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Japan The teaching of energy in Jap
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Japan not teach energy concept dire
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Japan Amount of heat generated rela
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Japan ing of basic concepts, fundam
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Japan The teaching in this area is
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Methodology Japan There are several
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7. Measuring the amount of solar en
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India The teaching of energy in Ind
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India It is difficult to visualize
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1979 Solar energy air A model of a
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India age group 6 to 11, classes I
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Qatar decision to include a study o
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Qatar 5. 6. 7. Coal and oil are the
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Qatar Grade 8: Theme: ‘The use an
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Qatar The grade 11 physics programm
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USSR electric oscillations ends wit
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Hungary with a wide range of natura
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Hungary between two bodies only. Bu
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Hungary follows that the field itse
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Hungary explore rigid bodies and me
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REFERENCES Hungary 1. HABER-SCHAIM,
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Italy This approach proved interest
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Italy ENERGY PROBLEM: TO-DAY'S ISSU
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Italy equivalent or t.0.e.) are def
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An obvious question arises: why did
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knowledge of electromagnetism to th
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Naturally not all the particles are
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Senegal Reflection on current trend
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Senegal heat is interpreted as the
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The planning and developing of an i
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Brazil Criteria for the assessment
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Brazil water and ice is a system wh
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Brazil (heat) would still be conser
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Brazil Consider a further instance.
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Brazil An isolated system is an abs
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United States LEVELS AND TACTICS En
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United States The private sector sp
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United States The progression shown
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Packet production United States PEE
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United States energy situation. The
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United States Energy has two powerf
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Introductory statistical physics In
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Introductory statistical physics dp
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Introductory statistical physics on
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Introductory statistical physics Co
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Use of the Einstein solid Introduct
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Introductory statistical physics Ex
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Introductory statistical physics fo
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Introductory statistical physics TA
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~~ Exponential atmosphere Boltzmann
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Introductory st at ist ical physics
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Children’s ideas about light Chil
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Childrens’ ideas about light some
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Childrens’ ideas about light Figu
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Childrens’ ideas about light Figu
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Childrens’ ideas about light We w
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Childrens’ ideas about light conn
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Childrens’ ideas about light ‘l
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Colour Colour R.D. EDGE. Colour, li
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Colour of three primary colours nec
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Colour 400 500 600 700 Wavelength/
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Colour a, ; 0 E c \ L U Is) c - a,
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Colour 200 150 (I] U C ; 1 0 0 E m
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Colour Perceptually, if our environ
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Colour mentary colours as for the p
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Colour Difference Colour The abilit
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Colour Also shown on the same figur
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Colour screen, that taken through a
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Colour I 120 Noon Summer Sunlight 5
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y move in the direc value of the wa
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Surface Reflection Colour The surfa
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Colour index of 1.4, it is flexible
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Colour - Light Incident + From Iris
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Colour C 0 L 3 a, z E L U J Q e, J
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Colour illumination appears colourl
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Optics regained Optics regained C.A
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Optics regained human beings since
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Optics regained of energy, or the s
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Optics regained Consider an ordinar
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Optics regained Consider any two po
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Optics regained Figure 5 is a much
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Optics regained Highly coherent lig
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Optics regained revealing individua
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Optics regained the brightest sourc
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Optics regained is not taken, and o
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Optics regained image ifmis-interpr
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Optics regained 4. HUYGENS, C. Trai
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A case study of science teacher edu
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Teacher education: a case study 2.
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Teacher education: a case study alr
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Teacher education: a case study mor
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Teacher education: a case study thr
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Teacher education: a case study Whe
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Teacher education: a case study The
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Teacher education: a case study CON
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Teacher education: a dilemma where
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Teacher education: a dilemma ELEMEN
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Teacher education: a dilemma if phy
Page 277 and 278: Teacher education: a dilemma emerge
Page 279 and 280: Teacher education: a dilemma These
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Page 283 and 284: Teacher education: solar energy cou
Page 285 and 286: Teacher education: solar energy cou
Page 287 and 288: Teacher education: solar energy nee
Page 289 and 290: Teacher education: solar energy the
Page 291 and 292: Teacher education: solar energy A P
Page 293 and 294: Teacher education: solar energy A W
Page 295 and 296: Teacher education: solar energy Sol
Page 297 and 298: Micro-computers as laboratory instr
Page 299 and 300: Microcomputers in the laboratory an
Page 301 and 302: A solar cooker How to construct a s
Page 303 and 304: A solar cooker PREPARATION AND SUBS
Page 305 and 306: A solar cooker c. Fill the box in (
Page 307 and 308: A solar cooker Let the reflector fa
Page 309 and 310: String and tape experiments String
Page 311 and 312: ~ ~ String and tape experiments It
Page 313 and 314: String and tape experiments Since g
Page 315 and 316: Dropping a string of marbles String
Page 317 and 318: String and tape experiments Tape ar
Page 319 and 320: String and tape experiments + marbl
Page 321 and 322: String and tape experiments A I Fig
Page 323 and 324: String and tape experiments In an o
Page 325 and 326: String and tape experiments Pulse-
Page 327: String and tape experiments We can
Page 331 and 332: String and tape experiments So far,
Page 333 and 334: String and tape experiments Current
Page 335 and 336: String and tape experiments For a l
Page 337 and 338: String and tape experiments the oth
Page 339 and 340: String and tape experiments CONCLUS
Page 341 and 342: Introduction Although school curric
Page 343 and 344: Science in society array of bubblin
Page 345 and 346: Science in society ASE’s ‘Scien
Page 347 and 348: ENVIRONMENTAL SCIENCE, HEALTH EDUCA
Page 349 and 350: I Physics in society Physics in soc
Page 351 and 352: Physics in society consequent long
Page 353 and 354: Physics in society furthermore, stu
Page 355 and 356: Physics in society TABLE 5. What di
Page 357 and 358: Physics in society APPENDIX Detaile
Page 359 and 360: Appropriate technology The visible
Page 361 and 362: Political Alternative Technology Ap
Page 363 and 364: Appropriate technoIogy Project work
Page 365 and 366: Contributors Albert A. BARTLETT, Un
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