用激光笔动手可视化虚拟力的效果

IF 0.6 4区 教育学 Q4 EDUCATION, SCIENTIFIC DISCIPLINES
Benito Vázquez-Dorrı́o, Angel Paredes, Miguel Angel Queiruga-Dios
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引用次数: 0

摘要

从非惯性参考系的角度观察,惯性运动看起来像加速运动。然后,非惯性观测器可以通过引入虚构的力来描述轨迹,比如离心力和科里奥利力,它们是由参照系之间的坐标变化引起的。这个众所周知的事实是本科科学家和工程师的典型物理教学大纲的一部分,并且在文献中讨论了许多有趣的课堂演示。我们提出了一种互补的可能性,通过将蓝色激光束照射在覆盖有磷光乙烯基板的旋转平台上,来可视化虚拟力的效果。为了模拟激光光斑轨迹在实验室框架内的惯性运动,可以移动激光器。这立即烙印在旋转的磷光材料中,导致非惯性轨迹,可以很容易地观察到,并与由虚拟力控制的动力学进行比较。由于没有考虑摩擦,这种动手活动可以被认为是对教室内外纯虚构力量效果的直接演示。该方法具有简单、廉价、快速、无损等优点,可方便学生进行课堂演示或个人活动。我们还描述了如何在课堂或实验室中使用该程序的一些教育可能性。& & #xD;
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Hands-on visualization of the effect of fictitious forces with a laser pointer
Abstract Inertial motion looks like accelerated motion when observed from the point of view of a non-inertial reference frame. A non-inertial observer can then describe the trajectories by introducing fictitious forces, like the centrifugal and Coriolis forces, that arise from the coordinate change between reference frames. This well-known fact is part of the typical Physics syllabus for undergraduate scientists and engineers, and a number of interesting classroom demonstrations have been discussed in the literature. We present a complementary possibility for the visualization of the effect of fictitious forces by shining a blue laser beam on a rotating platform covered with a phosphorescent vinyl sheet. The laser can be moved in order to simulate inertial motion in the laboratory frame for the trajectory of the laser spot. This gets immediately imprinted in the rotating phosphorescent material resulting in non-inertial trajectories that can be readily observed and compared to the dynamics governed by fictitious forces. Since friction is not considered, this hands-on activity can be considered as a direct demonstration of the effect of pure fictitious forces in and out the classroom. The approach is simple, inexpensive, fast and non-destructive, and can therefore be very convenient for active lecture demonstrations or individual activities of students. We also describe some educational possibilities of how to use the procedure in the classroom or in the laboratory.
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来源期刊
European Journal of Physics
European Journal of Physics 物理-物理:综合
CiteScore
1.70
自引率
28.60%
发文量
128
审稿时长
3-8 weeks
期刊介绍: European Journal of Physics is a journal of the European Physical Society and its primary mission is to assist in maintaining and improving the standard of taught physics in universities and other institutes of higher education. Authors submitting articles must indicate the usefulness of their material to physics education and make clear the level of readership (undergraduate or graduate) for which the article is intended. Submissions that omit this information or which, in the publisher''s opinion, do not contribute to the above mission will not be considered for publication. To this end, we welcome articles that provide original insights and aim to enhance learning in one or more areas of physics. They should normally include at least one of the following: Explanations of how contemporary research can inform the understanding of physics at university level: for example, a survey of a research field at a level accessible to students, explaining how it illustrates some general principles. Original insights into the derivation of results. These should be of some general interest, consisting of more than corrections to textbooks. Descriptions of novel laboratory exercises illustrating new techniques of general interest. Those based on relatively inexpensive equipment are especially welcome. Articles of a scholarly or reflective nature that are aimed to be of interest to, and at a level appropriate for, physics students or recent graduates. Descriptions of successful and original student projects, experimental, theoretical or computational. Discussions of the history, philosophy and epistemology of physics, at a level accessible to physics students and teachers. Reports of new developments in physics curricula and the techniques for teaching physics. Physics Education Research reports: articles that provide original experimental and/or theoretical research contributions that directly relate to the teaching and learning of university-level physics.
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