Recent content by Herman Trivilino

But ##\epsilon_{max}## depends on the wire's diameter, no?

No, I don't think so. Glass has some elasticity. You could witness this, for example, by reflecting a beam of light off the surface of a widowe pane at a glancing angle so that the reflected light makes a spot on a distant wall. Push on the other side of the glass pane with your finger and watch...

The speed of light is not just constant, it's also invariant. Meaning that if you were to travel alongside a beam of light, it would have the same speed regardless of how fast you are travelling relative to the source. The same is not true of a sound wave. If you are moving alongside a sound...

That relation only holds if, when the force is removed, the wire returns to it's former length. If you apply enough force the wire will not return to its former length. It will have deformed permanently. We call this exceeding the elastic limit. But it happens when the force is not large enough...

Take a look at brilliant.org/MateoStabio

Only in the limiting case where ##m_1## is zero. In other words, you have an ideal pulley and you hang two objects such that the mass of one of them is much much larger than the mass of the other one. But to get a tension of zero you would have to completely remove the object with the smaller mass.

Discovery approaches are just one tool available in a tool box. A good instructor will make lesson-specific choices based on experience. You have to ask yourself "What is the best approach to get this particular concept across?" Cognitive load is a necessary part of learning. After all, you...

I don't know what you mean by "direct instruction". Do you mean the lecture method? And I don't see how Cognitive Load Theory (CLT) supports any one teaching method over another. If anything, the lecture method seems more prone to cognitive overload. Don't get me wrong. I'm not proposing that...

You may not have a problem with it, but the research reaches a different conclusion. Moreover, other methods have been shown to produce better results. These research results are intended to convince physicists. But soft science research methods have to be used and physicists are trained to...

Me, either. It's the old chalk-and-talk teaching method. I refer to it as the low-energy state of teaching. Completely devoid of any excited states. Putting it another way, telling is not teaching. Also, the production is poor: reflections on white board of overhead lights, poor audio, poor...

You should and in my opinion must include lots of demonstrations. Look for and attend as many Physics Magic Shows or the like as you can find. Make inquiries at universities and colleges to find out when these are occurring but also see if there is a professor that performs these shows at local...

You mean energy is being transferred for a period of time equal to 10 000 seconds. That doesn't describe the amount of energy transferred. Just because the time periods are the same doesn't mean the energy amounts are necessarily the same.

No. One of the great unifications in physics was the discovery that there is an equivalence between mechanical and thermal energy. Mechanical energy is converted to thermal energy, it's not "destroyed".

Yes, but the author's claim seems to imply that it's something that applies only to quantum mechanics: When in fact it's not unique to quantum mechanics.

A physicist was attending a conference in a large venue that happened to also be holding an economics conference. One morning the physicist wandered down the wrong hallway and found himself attending a talk on economics. Later he described it to his colleagues as quite illuminating. It was a...