Introduction to Mechanics, Matter, and Waves

Ingard, K. Uno; Kraushaar, W. L.; Worrell, Francis T.

doi:10.1119/1.1937577

Cited by 9 publications

(11 citation statements)

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“…Error bar values are obtained from the uncertainties on the slopes of the fitting lines. Note that these time values are coherent with typical times for collisions given in the literature [15].…”

Section: Sound Speed Calculationsupporting

confidence: 86%

“…It can be easily shown that the particle velocity due to the reflected wave pulse is related to the characteristic impedance, Z = ρc, of the materials on both sides of the boundary [15]. If u i indicates the particle velocity due to the incident wave pulse and u r the particle velocity due to the reflected pulse, we have…”

Section: Longitudinal Wave Propagation In Elastic Bodiesmentioning

confidence: 99%

“…The estimated value of collision times between a hammer and a metallic rod is t ≈ 10 −4 [15]. As a consequence, a portion of length l = c t ≈ 0.5 m of an aluminium rod (c al = 5 ×10 3 m s −1 [16]) is influenced by the wave pulse.…”

Section: Longitudinal Wave Propagation In Elastic Bodiesmentioning

confidence: 99%

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Measuring longitudinal wave speed in solids: two methods and a half

Fazio¹,

Guastella²,

Sperandeo-Mineo³

et al. 2006

Eur. J. Phys.

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Three methods to analyse longitudinal wave propagation in metallic rods are discussed. Two of these methods also prove to be useful for measuring the sound propagation speed. The experimental results, as well as some interpretative models built in the context of a workshop on mechanical waves at the Graduate School for Pre-Service Physics Teacher Education, Palermo University, are described. Some considerations about observed modifications in trainee teachers' attitudes to utilizing physics experiments to build pedagogical activities are discussed.

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Section: Sound Speed Calculationsupporting

confidence: 86%

Section: Longitudinal Wave Propagation In Elastic Bodiesmentioning

confidence: 99%

See 1 more Smart Citation

Measuring longitudinal wave speed in solids: two methods and a half

Fazio¹,

Guastella²,

Sperandeo-Mineo³

et al. 2006

Eur. J. Phys.

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show abstract

“…So, a reflection and a transmission of the incoming wave pulse are to be expected at the vice position. It is well known that rod particle velocity, due to the wave pulse reflected at a boundary between two materials, is related to the characteristic impedance, Z = ρc, of materials on both sides of the boundary [5,9], where ρ is the rod's density and c is the speed of the wave pulse. If u i indicates the particle velocity due to the incident wave pulse and u r the particle velocity due to the reflected pulse, we have…”

Section: Discussionmentioning

confidence: 99%

A problem-based approach to elastic wave propagation: the role of constraints

Fazio¹,

Guastella²,

Tarantino³

2009

Eur. J. Phys.

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A problem-based approach to the teaching of mechanical wave propagation, focused on observation and measurement of wave properties in solids and on modelling of these properties, is presented. In particular, some experimental results, originally aimed at measuring the propagation speed of sound waves in metallic rods, are used in order to deepen the role of constraints in mechanical wave propagation. Interpretative models of the results obtained in the laboratory are built and implemented by using a well-known simulation environment. The simulation results are, then, compared with experimental data. The approach has been developed and experimented in the context of a workshop on mechanical wave propagation of the two-year Graduate Program for Physics Teacher Education at University of Palermo.

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“…Most of the suggested textbooks for the program are in English, and they are the same, especially for classical physics, as those used in universities in other countries (in the U.S., as cited in Nespor [1994], and the U.K.) and in other generations (since the 1960s); these include Halliday and Resnick (1966), Ingard and Kraushaar (1961) and Sears and Zemansky (1960). This professor also suggests some Mexican textbooks such as the ones by García-Colín (1990) and Carmona (2007), which were more recently written, or offers books not usually used as textbooks, such as ''The Flying Circus of Physics'' by J. Walter, and articles published in current international research journals.…”

Section: Processes Of Construction Of Disciplinary Itinerariesmentioning

confidence: 99%

Time and space: undergraduate Mexican physics in motion

Candela

2010

Cult Stud of Sci Educ

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This is an ethnographic study of the trajectories and itineraries of undergraduate physics students at a Mexican university. In this work learning is understood as being able to move oneself and, other things (cultural tools), through the space-time networks of a discipline (Nespor in Knowledge in motion: space, time and curriculum in undergraduate physics and management. Routledge Farmer, London, 1994). The potential of this sociocultural perspective allows an analysis of how students are connected through extended spaces and times with an international core discipline as well as with cultural features related to local networks of power and construction. Through an example, I show that, from an actor-network-theory (Latour in Science in action. Harvard University Press, Cambridge, 1987), that in order to understand the complexities of undergraduate physics processes of learning you have to break classroom walls and take into account students' movements through complex spatial and temporal traces of the discipline of physics. Mexican professors do not give classes following one textbook but in a moment-tomoment open dynamism tending to include undergraduate students as actors in classroom events extending the teaching space-time of the classroom to the disciplinary research work of physics. I also find that Mexican undergraduate students show initiative and display some autonomy and power in the construction of their itineraries as they are encouraged to examine a variety of sources including contemporary research articles, unsolved physics problems, and even to participate in several physicists' spaces, as for example being speakers at the national congresses of physics. Their itineraries also open up new spaces of cultural and social practices, creating more extensive networks beyond those associated with a discipline. Some economic, historical and cultural contextual features of this school of sciences are analyzed in order to help understanding the particular way students are encouraged to develop their autonomy.

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Introduction to Mechanics, Matter, and Waves

Cited by 9 publications

References 0 publications

Measuring longitudinal wave speed in solids: two methods and a half

Measuring longitudinal wave speed in solids: two methods and a half

A problem-based approach to elastic wave propagation: the role of constraints

Time and space: undergraduate Mexican physics in motion

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