Physics education

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  Año 2006, Vol. 41, Número 2

  • Teaching physics, physical processes, whatever

    K. S. Taber

    págs. 101-102

    

  • Water tank experiment clears up some refraction misconceptions

    F. Corni

    pág. 103

    

  • Newton's third law hangs in the balance

    P. Gluck

    pág. 104

    

  • Overhead projector produces circular spectrum of colours

    M. Se-Yuen

    págs. 105-108

    

  • Light batons offer simple way to demonstrate colour mixing

    M. Se-Yuen

    pág. 109

    

  • Device compares sound proofing

    T. McGoldrick

    págs. 110-111

    

  • Can bubbles explain viscosity?

    L. Sabaz

    págs. 112-113

    

  • Electric charge on humans: should students buy what the textbooks sell?

    Josip Slisko Ignjatov

    págs. 114-116

    

  • Sound experiment uses tall jars and a loudspeaker to demonstrate resonance

    P. Gluck

    págs. 117-118

    

  • Particles, Feynman diagrams and all that

    M. Daniel

    págs. 119-129

    

  • Physics and the production of antibiotics: 2

    R. Fairbrother

    págs. 130-136

    

  • Fluid flow, Newton's second law and river rescue

    M. J. O Shea

    págs. 137-143

    

  • Measuring the orbital period of the Moon using a digital camera

    S. W. Hughes

    págs. 144-150

    

  • Projectile activity for the laboratory: a safe and inexpensive approach to several concepts

    R. D. Ramsier, N. Farkas

    págs. 151-154

    

  • Conceptual resources for constructing the concepts of electricity: the role of models, analogies and imagination

    T. de Trafford, K. S. Taber

    págs. 155-160

    

  • Same old problem, new name? Alerting students to the nature of the problem-solving process

    E. Yerushalmi

    págs. 161-167

    

  • Physics as a useful tool for learning English

    J. Fidalgo, Juan Ramón Gallástegui Otero

    págs. 168-173

    

  • Science changes set to inspire students

    J. Noel

    págs. 174-178