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LETTERS TO THE EDITOR
Comment on “Solving More Calculus-Based Physics Problems with Trigonometry”
Phys. Teach. 59, 389 (2021)
https://doi.org/10.1119/5.0056768
FIGURING PHYSICS
Answer to September 2021 Figuring Physics
Phys. Teach. 59, A390 (2021)
https://doi.org/10.1119/10.0006153
EDITORIAL
AAPT AWARDS
PAPERS
Maintaining Essential Course Features When Moving Introductory Physics Labs Online
Phys. Teach. 59, 394–396 (2021)
https://doi.org/10.1119/5.0039606
Using Math in Physics: 1. Dimensional Analysis
Phys. Teach. 59, 397–400 (2021)
https://doi.org/10.1119/5.0021244
Evidence-Based Principles for Worksheet Design
Phys. Teach. 59, 402–403 (2021)
https://doi.org/10.1119/5.0020091
Meeting Laboratory Course Learning Goals Remotely via Custom Home Experiment Kits
Phys. Teach. 59, 404–409 (2021)
https://doi.org/10.1119/5.0021600
Bringing Physical Physics Classroom Online – Challenges of Online Teaching in the New Normal
Phys. Teach. 59, 410–413 (2021)
https://doi.org/10.1119/5.0028641
Teaching University Physics Courses During the Coronavirus Pandemic (COVID-19)
Phys. Teach. 59, 414–416 (2021)
https://doi.org/10.1119/5.0032461
Eye Accommodation, Near Vision, and Far Vision from a Geometrical Optics Point of View
Phys. Teach. 59, 417–419 (2021)
https://doi.org/10.1119/10.0006116
Young’s Two-Slit Experiment Without a Laser
Phys. Teach. 59, 420–421 (2021)
https://doi.org/10.1119/10.0006117
A Simple Way to Demonstrate and Explain Different Facets of Mirages
Phys. Teach. 59, 422–424 (2021)
https://doi.org/10.1119/10.0006118
An Inexpensive Apparatus to Study Conservation of Angular Momentum in the Introductory Laboratory
Phys. Teach. 59, 426–427 (2021)
https://doi.org/10.1119/10.0006119
Discovering Newton’s Second Law of Motion in the Classroom
Phys. Teach. 59, 428–429 (2021)
https://doi.org/10.1119/10.0006120
Will the Wheel Stand Still Uphill?
Phys. Teach. 59, 430–431 (2021)
https://doi.org/10.1119/10.0006121
Inexpensive Physical Pendulum with Arduino
Phys. Teach. 59, 432–435 (2021)
https://doi.org/10.1119/10.0006155
Reflections on a Competency-Based Physics Course
Phys. Teach. 59, 436–437 (2021)
https://doi.org/10.1119/10.0006122
How Eccentric Is the Orbit of the Earth, and Where Is the Sun?
Phys. Teach. 59, 438–493 (2021)
https://doi.org/10.1119/10.0006123
A New Lecture-Tutorial for Teaching Interferometry to Astro 101 Students
Phys. Teach. 59, 440–444 (2021)
https://doi.org/10.1119/10.0006124
Designing a New Leaning Tower Demonstration
Phys. Teach. 59, 445 (2021)
https://doi.org/10.1119/10.0006125
Low-Cost Astrophotography with a Smartphone: STEAM in Action
Phys. Teach. 59, 446–449 (2021)
https://doi.org/10.1119/5.0019345
The On-Axis Magnetic Field for a Single, Helical Turn Coil
Phys. Teach. 59, 455–458 (2021)
https://doi.org/10.1119/10.0006127
Nodes and Antinodes in Two-Color Chladni Figures
Phys. Teach. 59, 462–463 (2021)
https://doi.org/10.1119/10.0006129
Wien’s Displacement Law and Blackbody Radiation Quartiles
Phys. Teach. 59, 464–466 (2021)
https://doi.org/10.1119/10.0006130
Graphic Relation Between Amplitude and Sound Intensity Level
Phys. Teach. 59, 467–469 (2021)
https://doi.org/10.1119/10.0006131
The Physical Cause of Atmospheric Pressure: Weight of Air or Molecular Motion and Impacts?
Phys. Teach. 59, 470–473 (2021)
https://doi.org/10.1119/10.0006132
Demonstrating Conical Pendulum Stable and Unstable States
Phys. Teach. 59, 474–476 (2021)
https://doi.org/10.1119/10.0006133
A Simple Estimation of the Size of Carbon Atoms Using a Pencil Lead
Phys. Teach. 59, 480–481 (2021)
https://doi.org/10.1119/10.0006135
Methods to Select the Scales and Starting Values for Axes in Linear Graphs
Phys. Teach. 59, 482–483 (2021)
https://doi.org/10.1119/10.0006136
Systematic Errors and the Chappaquiddick Accident
Phys. Teach. 59, 484–487 (2021)
https://doi.org/10.1119/10.0006137
A Scaffolded Approach to Laboratory Report Writing for Non-Major and Introductory Physics Classes
Phys. Teach. 59, 488–490 (2021)
https://doi.org/10.1119/10.0006138
The Tacoma Narrows Bridge Collapse Revisited
Phys. Teach. 59, 491–492 (2021)
https://doi.org/10.1119/5.0026060
Studying the Rate of Evaporation Using Pocket and Computer-Supported Weighing Scales
Phys. Teach. 59, 493–496 (2021)
https://doi.org/10.1119/10.0006140
Fostering Students’ Values Through Role Play about Socioscientific Issues
In Special Collection:
Teaching about the environment, sustainability, and climate change (2010-2022)
Phys. Teach. 59, 497–499 (2021)
https://doi.org/10.1119/5.0019320
PHYSICS CHALLENGES FOR TEACHERS AND STUDENTS
ASTRONOTES
Better interactive astronomy lectures using the Laser-Assisted Student Engagement Routine
Phys. Teach. 59, 502–503 (2021)
https://doi.org/10.1119/10.0006144
IPHYSICSLABS
Determining the coefficient of kinetic friction using smartphone sensors
Phys. Teach. 59, 504–505 (2021)
https://doi.org/10.1119/10.0006145
JUST PHYSICS?
LITTLE GEMS
FERMI QUESTIONS
Question 1: Cell phone gold; Question 2: Food for thought
Phys. Teach. 59, 509 (2021)
https://doi.org/10.1119/10.0006147
AND THE SURVEY SAYS…
Availability of High School Physics in the U.S.
Phys. Teach. 59, 510 (2021)
https://doi.org/10.1119/10.0006148
WEBSIGHTS
Using Physics to Make Your Classroom Safer Against COVID-19
Phys. Teach. 59, 511 (2021)
https://doi.org/10.1119/10.0006149
Frank Noschese’s Desmos Interaction Stations
Phys. Teach. 59, 511 (2021)
https://doi.org/10.1119/10.0006152