Physics education

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  Año 2006, Vol. 41, Número 3

  • The physics education of superheroes

    K. S. Taber

    págs. 202-203

    

  • Geiger counters offer powerful way to teach detection methods

    O. Parasole, F. Librizzi, F. Fichera, P. La Rocca, F. Blanco

    págs. 204-206

    

  • Demonstrations teach sceptical students about circular motion

    K. P. Zetie

    pág. 207

    

  • Freely rising bottle of water also demonstrates weightlessness

    Josip Slisko Ignjatov, A. Corona, G. Planinsic

    págs. 208-209

    

  • Cheap camera illuminates the infrared

    K. P. Zetie

    pág. 208

    

  • Rope test examines force components

    P. Gluck

    pág. 210

    

  • LCDs allow a simple polariscope to look at mechanical stresses

    T. Lewowski

    pág. 210

    

  • Finding density without mass

    S. Singh

    pág. 211

    

  • LED demonstrates piezoelectricity

    J. Hare

    pág. 212

    

  • Neon bulbs test photoelectricity

    M. Se-Yuen

    págs. 213-215

    

  • Fascinating flyer takes off

    B. Taylor

    pág. 216

    

  • A hydrodynamic analogy to energy losses in capacitors

    R. Newburgh

    págs. 217-218

    

  • The common forces: conservative or nonconservative?

    D. Keeports

    págs. 219-222

    

  • Teaching Newton's Third Law of Motion in the presence of student preconception

    C. H. Poon

    págs. 223-227

    

  • Understanding forces: what's the problem?

    B. Kibble

    págs. 228-231

    

  • A simple measurement of the sliding friction coefficient

    S. Defrancesco, L. M. Gratton

    págs. 232-235

    

  • The projectile inside the loop

    G. U. Varieschi

    págs. 236-239

    

  • Image of science in cartoons and its relationship with the image in comics

    José Miguel Vílchez González

    págs. 240-249

    

  • Hands on CERN - a well-used physics education project

    K. E. Johansson

    págs. 250-254

    

  • Using peer ranking to enhance student writing

    D. Abbott, D. Deardorff, R. Allain

    págs. 255-258

    

  • Portuguese students' knowledge of radiation physics

    L. Peralta, F. Rego

    págs. 259-262

    

  • Should we use colours as symbolic representations of hot and cold?

    A. S. e Sousa, P. S. Carvalho

    págs. 263-266