Date: Sat, 5 Apr 2003 08:15:16 -0500

Author: Clarence Bennett

Subject: Re: Bernoulli's Principle (was Re: vortex cannon)

Post:

At 23:48 -0500 4/4/03, gnunes wrote:
>I have a different question.
>
>Can anyone give a definitive pronunciation of Bernoulli?
>
>Is it ber-NEW-lee or ber-NOU-ee? (or something entirely other?)
>
>My 5 year old son pronounces it barn-ee-OOO-lee, although where he got
>that from I'm not entirely clear....
>
>-Geoff

Maybe he's really talking about a purple dinosaur.


--
Clarence Bennett
Oakland University
Rochester, Michigan
248 370 3418
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From stjohn@buphy.bu.edu Sat Apr 5 13:20:08 2003
Date: Sat, 5 Apr 2003 13:23:31 -0500
From: "Jason St. John"
To:
Subject: Re: Bernoulli's Principle (was Re: vortex cannon)
In-Reply-To: <3E8E6021.B195D9FD@mailaps.org>
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I don't truck with the idea of definitive pronunciation, but you can bet
that from now on I will pronounce it "barn-ee-OOO-lee." I pretty sure I
can say it thta way with a straight face, but I'd better go practice in
front of a mirror.

-jmsj

____________________________________________________
Jason St. John 617.353.2634 stjohn@bu.edu
Boston University Physics Lecture Demonstrations

On 2003-04-04.23:48 owner-tap-l@listproc.appstate.edu sent:

I have a different question.

Can anyone give a definitive pronunciation of Bernoulli?

Is it ber-NEW-lee or ber-NOU-ee? (or something entirely other?)

My 5 year old son pronounces it barn-ee-OOO-lee, although where he got
that from I'm not entirely clear....

-Geoff
From crvhs_dks@crestview-richland.k12.oh.us Sat Apr 5 15:42:34 2003
Date: Sat, 05 Apr 2003 15:46:00 -0500
From: Dwight Souder
Subject: Finding information on the Internet
To: Sharing resources for high school physics ,
Forum for Physics Educators ,
tap-l@listproc.appstate.edu
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Greetings everyone! I hope you are all doing well...spring has definitely
made its presence known among the Ohio students. :)

I'm kinda ranting and also asking for help/suggestions. I've been helping
students, with research projects, to try to find some reliable resources on
the Internet. We've been going over some things to look for on a web-site
to try to judge if the source is reliable. I've also been getting
frustrated using the search engines and finding nothing but "junk". The
"information superhighway" is jammed with garbage trucks! Things were so
much easier when students got their information from the books in the
library.

I'm wondering if anyone else has been having similar frustrations? How do
you or your students go about finding "reliable" information on the
internet? What sources do you recommend of finding reliable information?
What would you advice of determining the information on a web-page were from
a reliable source? Especially if you are doing research (on just about any
topic...chemistry, physics or non-science related), where do you start and
would recommend? I'm thinking that this could make a great teacher
in-service project for me to do next year...would anyone have any
information or resources that they could share? I'd gladly give you credit
for your work. Has anyone already compiled such information?

Thanks for allowing me to vent!
Dwight
Ashland, OH
Ashland-Crestview HS
Chemistry/Physics/Advanced Physics
www.crestview-richland.k12.oh.us
"This message was sent using only 100% recycled electrons."

From KBouff@aol.com Sat Apr 5 17:53:36 2003
From: KBouff@aol.com
Message-ID: <17b.1854006a.2bc0b938@aol.com>
Date: Sat, 5 Apr 2003 17:56:56 EST
Subject: Re: Impedance in waves
To: tap-l@listproc.appstate.edu
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Dear Tom,
Thanks for the response to my TAPL query. I am not sure how lower impedance
relates to higher wave speed. This is a new concept for me, so please bear
with me. How does it relate to connections to audio amplitiers, antennas, etc.
Are you going to be at the Section meeting, next weekend? I am again in
charge of the demo session at lunch. If you are coming and could bring one of
your neat demos, I'd be grateful.
Also, I don't know if you have a display at the national meeting in
Madison, but Marti and I were wondering if you could loan us one of your
transverse wave addition demos and longitudinal wave demos. I have cited them
in the resourcce section of the handbook, but thought that seeing them
firsthand would impress the teachers and maybe generate some sales. If this
would work, you might suggest something else that you have that would also
fit in.
Thanks again for your help.
Karen
From KBouff@aol.com Sat Apr 5 18:12:40 2003
From: KBouff@aol.com
Message-ID: <4b.2cdf3a0c.2bc0bdbb@aol.com>
Date: Sat, 5 Apr 2003 18:16:11 EST
Subject: Re: Experiments
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There is a company called TOPS which uses very simple equipment (string,
paper clips, babyfood jars, washers) and are presented in a cartoon format.
Their material runs the ganut from K-12. The web site is www.topscience.org.
You could also try GEMS from Lawrence Livermore Labs.
www.lawrencehallosscience.org/gems.
Karen Bouffard
From KBouff@aol.com Sat Apr 5 18:34:01 2003
From: KBouff@aol.com
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Date: Sat, 5 Apr 2003 18:37:25 EST
Subject: Re: Bubbles
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I don't know if anyone has tried this, but to keep a soap film for the
duration of a lecture all you need is a 2-L bottle. Make a hole somewhere
near the bottom of the bottle with a hot nail. Dip the mouth of the bottle in
your favorite soap mixture (I vote for the Dawn/glycerine/water solution) and
inhale through the hole. The film is drawn into the bottle. Put the cap on
and it's there for your lecture. Place it on the overhead for all to see.
Karen Bouffard
From kctipton@nts-online.net Sat Apr 5 19:03:11 2003
Date: Sat, 5 Apr 2003 18:06:30 -0600
Subject: Re: Finding information on the Internet
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From: Keith Tipton
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