113 research outputs found
Interpreting Recoil For Undergraduate Students
Full text linkIn this paper, I outline some problems in the students' understanding of the
explanation of recoil motion when introduced to them in the context of Newton's
third law. I propose to explain the origin of recoil from a microscopic point
of view, which emphasizes the exact mechanism leading to recoil. This mechanism
differs from one system to another. Several examples that can be easily
implemented in the classroom environment are given in this paper. Such a
profound understanding of the origin of recoil help students avoid some of the
misconceptions that might arise from the phenomenological approach, and
stimulates their thinking in the fundamental origins of other physical
phenomena.Comment: To Appear in The Physics Teacher Magazin
Positive-pion production in inelastic π-p interactions between 500 and 1300 MeV
Get PDFThe momentum distributions of the π+ in the reaction π-p→π+π-n were measured at several π+ angles for incident π- beam energies of 516, 550, 599, 667, and 715 MeV; π-n mass spectra were calculated from the π+ momentum distributions. Partial data were also obtained at higher energies. The π- beam was obtained from the Berkeley Bevatron. The momenta of the π+ were measured with a magnetic spectrometer consisting of a C magnet and thin-walled aluminum spark chambers to display the trajectory of the particle entering and leaving the magnet. An array of scintillation counters was used to detect the occurrence of an event. An electronic time-of-flight system was used to distinguish positive pions from protons that passed through the spectrometer. The measured spectra can not be adequately explained by any of the several models with which we tried to fit our spectra, including an isobar model, although production of the (3,3) isobar is prominent
Physics: Principles with applications. Fifth edition
No full textUpper Saddle River, NJxxiii, 1096 p.: app., index; 26 c
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