Showing papers in "Physics Education in 2016"
TL;DR: In this paper, the authors compared the categorization of 25 introductory mechanics problems based upon similarity of solution by students in large calculus-based introductory courses with physics faculty and PhD students and suggested that a categorization task, especially when conducted with students working with peers in small groups, can be an effective pedagogical tool to help students in introductory physics courses learn to discern the underlying similarity between problems with diverse contexts but the same underlying physics principles.
Abstract: The ability to categorize problems based upon underlying principles, rather than contexts, is considered a hallmark of expertise in physics problem solving. With inspiration from a classic study by Chi, Feltovich, and Glaser, we compared the categorization of 25 introductory mechanics problems based upon similarity of solution by students in large calculus-based introductory courses with physics faculty and PhD students. Here, we summarize the study and suggest that a categorization task, especially when conducted with students working with peers in small groups, can be an effective pedagogical tool to help students in introductory physics courses learn to discern the underlying similarity between problems with diverse contexts but the same underlying physics principles.
44 citations
TL;DR: In this paper, the authors explored the potential of gamified on-line undergraduate physics content as a mechanism to enhance student learning and motivation, and found that gamification techniques are significantly correlated with increased engagement with course material outside of the classroom.
Abstract: Gamification has been extensively implemented and studied in corporate settings and has proven to be more effective than traditional employee-training programs, however, few classroom studies of gamification have been reported in the literature. Our study explored the potential of gamified on-line undergraduate physics content as a mechanism to enhance student learning and motivation. Specifically, the main objective of this work was to determine whether extrinsic motivation indicators commonly used in video games could increase student engagement with course content outside of the classroom. Life Science students taking an introductory physics course were provided access to gamified multiple choice quizzes as part of their course assessment. The quizzes incorporated common gaming elements such as points, streaks, leaderboards and achievements, as well as some gamified graphical enhancements and feedback. Student attitudes and performance among those using the gamified quizzes were examined and compared to non-gamified control groups within the same course. Student engagement was quantified through examining student participation above and beyond the minimum course requirements. The results showed that gaming techniques are significantly correlated with increased engagement with course material outside of the classroom. These results may assist instructors in engaging and motivating students outside the classroom through carefully designed online and distance-delivered undergraduate physics content. Furthermore, the gaming elements incorporated in this study were not specifically tied to the physics content and can be easily translated to any educational setting.
25 citations
TL;DR: In this paper, the authors draw on this body of literature on NOS and science teaching, and discuss how classroom situations in secondary physics classes could be turned into NOS learning situations.
Abstract: In the science education research field there is a large body of literature on the 'nature of science' (NOS). NOS captures issues about what characterizes the research process as well as the scientific knowledge. Here we, in line with a broad body of literature, use a wide definition of NOS including also e.g. socio-cultural aspects. It is argued that NOS issues, for a number of reasons, should be included in the teaching of science/physics. Research shows that NOS should be taught explicitly. There are plenty of suggestions on specific and separate NOS activities, but the necessity of discussing NOS issues in connection to specific science/physics content and to laboratory work, is also highlighted. In this article we draw on this body of literature on NOS and science teaching, and discuss how classroom situations in secondary physics classes could be turned into NOS-learning situations. The discussed situations have been suggested by secondary teachers, during in-service teacher training, as situations from every-day physics teaching, from which NOS could be highlighted.
23 citations
TL;DR: In this article, a simple harmonic motion (SHM) is studied using motion tracking software; Tracker, and it is shown that the general equation for SHM does lead to the correct period of a simple pendulum.
Abstract: Simple harmonic motion (SHM) is a common topic for many students to study. Using the free, though versatile, motion tracking software; Tracker, we can extend the students experience and show that the general equation for SHM does lead to the correct period of a simple pendulum.
20 citations
TL;DR: In this paper, a particle physics workshop for primary schools is presented, which allows young children (ages 8-11) to learn the world of fundamental particles, use creative design to make particle models.
Abstract: In recent years, the realisation that children make decisions and choices about subjects they like in primary school, became widely understood. For this reason academic establishments focus some of their public engagement activities towards the younger ages. Taking advantage of Professor Lazzeroni's long-standing experience in particle physics research, during the last academic year we designed and trialled a particle physics workshop for primary schools. The workshop allows young children (ages 8–11) to learn the world of fundamental particles, use creative design to make particle models. The workshop has already been trialled in many primary schools, receiving very positive evaluation. The initial resources were reviewed and improved, based on the feedback received from school teachers and communicators.
20 citations
TL;DR: This paper shows how very simple circuitry attached to an Arduino microcontroller can be used for the measurement of both frequency and amplitude of a sinusoidal signal.
Abstract: This paper shows how very simple circuitry attached to an Arduino microcontroller can be used for the measurement of both frequency and amplitude of a sinusoidal signal. It is also shown how the addition of a readily available software package, MakerPlot, can facilitate the display and investigation of resonance curves for a series LCR circuit.
18 citations
TL;DR: In this article, the authors investigated the effectiveness of smartphone-based activities on students' conceptual understanding of acceleration and found that students who followed smartphone activities were more able to design an experiment to measure acceleration and to correctly describe acceleration in a free fall motion.
Abstract: This study is a first attempt to investigate effectiveness of smartphone-based activities on students' conceptual understanding of acceleration. 143 secondary school students (15–16 years old) were involved in two types of activities: smartphone- and non-smartphone activities. The latter consisted in data logging and 'cookbook' activities. For the sake of comparison, all activities featured the same phenomena, i.e., the motion on an inclined plane and pendulum oscillations. A pre-post design was adopted, using open questionnaires as probes. Results show only weak statistical differences between the smartphone and non-smartphone groups. Students who followed smartphone activities were more able to design an experiment to measure acceleration and to correctly describe acceleration in a free fall motion. However, students of both groups had many difficulties in drawing acceleration vector along the trajectory of the studied motion. Results suggest that smartphone-based activities may be effective substitutes of traditional experimental settings and represent a valuable aid for teachers who want to implement laboratory activities at secondary school level. However, to achieve a deeper conceptual understanding of acceleration, some issues need to be addressed: what is the reference system of the built-in smartphone sensor; relationships between smartphone acceleration graphs and experimental setup; vector representation of the measured acceleration.
18 citations
TL;DR: In this paper, the authors present a simple and inexpensive setup, with enough accuracy for measuring light spectra to be used both in physics and chemistry classes, which can serve to measure wavelengths with about 2 nm of resolution.
Abstract: Optics is probably one on the most exciting topics in physics. However, it also contains some of the less understood phenomena by students—the light spectra obtained from the diffraction of light. The experimental study of light spectra for studying radiating bodies, usually requests sophisticated and expensive equipment that is not normaly affordable for schools, and only a few teachers know how to measure the wavelength of light in a spectrum. In this work we present a simple and inexpensive setup, with enough accuracy for measuring light spectra to be used both in physics and chemistry classes. We show how freeware software Tracker, commonly used for teaching mechanics, can serve to measure wavelengths with about 2 nm of resolution. Several approaches to the calibration of different setups are also provided, depending on the degree of accuracy demanded.
17 citations
TL;DR: The hardware and software of the Arduino UNO R3 open source hardware platform prove to be adequate to the proposed measurements and therefore adaptable to a laboratorial teaching and learning context.
Abstract: In this work we use the Arduino UNO R3 open source hardware platform to assemble an experimental apparatus for the measurement of the time constant of an RC circuit. With adequate programming, the Arduino is used as a signal generator, a data acquisition system and a basic signal visualisation tool. Theoretical calculations are compared with direct observations from an analogue oscilloscope. Data processing and curve fitting is performed on a spreadsheet. The results obtained for the six RC test circuits are within the expected interval of values defined by the tolerance of the components. The hardware and software prove to be adequate to the proposed measurements and therefore adaptable to a laboratorial teaching and learning context.
16 citations
TL;DR: In this paper, the Mpemba Effect was investigated and it was shown that with evaporation it becomes a four-thirds power law, which is the state of the art.
Abstract: Under certain conditions a body of hot liquid may cool faster and freeze before a body of colder liquid, a phenomenon known as the Mpemba Effect. An initial difference in temperature of 3.2 °C enabled warmer water to reach 0 °C in 14% less time than colder water. Convection currents in the liquid generate a temperature gradient that causes more rapid heat loss by surface radiation and evaporation than obtains for uniform temperature. This more rapid cooling enables the initially warmer liquid to overtake the cooler liquid, reaching 0 °C earlier and freezing first. Liquid cooling under natural convection follows a five-fourths power law (temperature of liquid , temperature of surroundings , cooling constant ): . In this investigation we found that with evaporation this becomes a four-thirds power law:
13 citations
TL;DR: In this paper, a simple procedure for the preparation of graphite-based conductive paint and determining its basic transport properties when applied, comparing them to those of pencil strokes was described.
Abstract: We describe a simple procedure for the preparation of graphite-based conductive paint and determine its basic transport properties when applied, comparing them to those of pencil strokes. Ohm's law was fulfilled on the applied paint, which makes it an ideal strategy to teach the relations between a resistor's length, width and resistance. The conductive paint was used in the construction of RC circuits on paper in a simple and didactic format. Using only the paint and a piece of cardboard, a completely functional parallel plate capacitor can be constructed with different plate geometries; in particular, we painted circular and rectangular plates. The charge and discharge cycles of the two RC circuits painted were observed in the oscilloscope. We obtained characteristic times and estimated the value of the dielectric constant of paper, which serves as a dielectric between the plates of the capacitors. We found conductive paint to be a useful and easy method to teach basic electricity and circuit concepts in fundamental courses and lab practices because it allows one to visualise properties such as the dependence of resistance and capacitance with geometric factors using a specific material.
TL;DR: The setting up of the ICTP Scientific FabLab in Trieste, Italy, gives concrete examples on the use in physics, and propose to replicate world-wide this class of multi-purpose workplaces within academia as a support for physics and math education and for community development.
Abstract: Creativity, together with the making of ideas into fruition, is essential for progress. Today the evolution from an idea to its application can be facilitated by the implementation of Fabrication Laboratories, or FabLabs, having affordable digital tools for prototyping. FabLabs aiming at scientific research and invention are now starting to be established inside Universities, Research Centers and Schools. We review the setting up of the ICTP Scientific FabLab in Trieste, Italy, give concrete examples on the use in physics, and propose to replicate world-wide this class of multi-purpose workplaces within academia as a support for physics and math education and for community development.
TL;DR: In this article, it is shown how to construct a very simple device for the measurement of magnetic flux densities in an educational context and how such a device can be interfaced to a microcontroller with plotting-software to facilitate the study of magnetic fields produced by a current-carrying coil.
Abstract: This paper shows how it is possible to construct a very simple device for the measurement of magnetic flux densities in an educational context. It is also shown how such a device can be interfaced to a microcontroller with plotting-software to facilitate the study of magnetic fields produced by a current-carrying coil.
TL;DR: In the context of the recent re-start of CERN's Large Hadron Collider (LHC) and the challenge presented by unidentified falling objects (UFOs), the authors seek to facilitate the introduction of high energy physics in the classroom.
Abstract: In the context of the recent re-start of CERN's Large Hadron Collider (LHC) and the challenge presented by unidentified falling objects (UFOs), we seek to facilitate the introduction of high energy physics in the classroom. Therefore, this paper provides an overview of the LHC and its operation, highlighting existing education resources, and linking principal components of the LHC to topics in physics curricula.
TL;DR: The physics video hooks followed a design framework that is illustrated below by breaking down the centre of gravity (COG) hook as discussed by the authors. And the design principles and elements embedded within the COG hook are presented with examples and the time they occur within the video.
Abstract: This paper offers an insight into the design structure of physics video hooks that were developed by the Science Education Resource design team in the school of education (SOE) in National University of Ireland, Galway (NUI Galway). A hook, is an instructional technique used to stimulate student attention (Hunter 1994, Lemov 2010), interest (Jewett 2013) and engagement (McCrory 2011, Riendeau 2013). The physics video hooks followed a design framework that is illustrated below by breaking down the centre of gravity (COG) hook. Various design principles and elements embedded within the COG hook are presented with examples and the time they occur within the video. The intention of this article is that the design can be replicated and modified to aid teachers and designers in the development of a multitude of classroom based multimedia resources.
TL;DR: In this paper, a number of variations of student worksheet tasks relating to the theme of rotating swing rides are presented, with different degrees of difficulty, across many math and physics topics.
Abstract: Rotating swing rides can be found in many amusement parks, in many different versions. The 'wave swinger' ride, which introduces a wave motion by tilting the roof, is among the classical amusement rides that are found in many different parks, in different sizes, from a number of different makes and names, and varying thematization. The 'StarFlyer' is a more recent version, adding the thrill of lifting the riders 60 m or more over the ground. These rotating swing rides involve beautiful physics, often surprising, but easily observed, when brought to attention. The rides can be used for student worksheet tasks and assignments of different degrees of difficulty, across many math and physics topics. This paper presents a number of variations of student tasks relating to the theme of rotating swing rides.
TL;DR: In this article, the authors report results from the project ReleQuant on how Norwegian physics students in upper secondary schools interpret the thought experiment "Schrodinger's cat" exposes fundamental dilemmas in how we interpret quantum physics, and has a potential for deepening students' understanding of modern physics, including its philosophical consequences.
Abstract: The thought experiment 'Schrodinger's cat' exposes fundamental dilemmas in how we interpret quantum physics, and has a potential for deepening students' understanding of this part of modern physics, including its philosophical consequences. In this paper we report results from the project ReleQuant on how Norwegian physics students in upper secondary schools interpret the thought experiment. The analysis resulted in nine categories, and we discuss how these relate to interpretations made by physicists, in particular the concept of superposition. Even if students' responses in many cases can be related to interpretations that make sense in physics, we conclude that lack of knowledge about the purpose and the historical context of the thought experiment limits students understanding of the physics content. Exploring the thought experiment from a historical perspective might deepen student understanding of key concepts in quantum physics as well as of how physics develops.
TL;DR: In this paper, the internal gyroscope of a smartphone is used to study and measure the rotational dynamics of objects rotating about a fixed axis in a classroom setting, and the workflow described in this paper has been tested in the classroom setting and found to encourage an exploratory approach to both data collecting and modeling.
Abstract: The wide-spread availability of smartphones makes them a valuable addition to the measurement equipment in both the physics classroom and the instructional laboratory, encouraging an active interaction between measurements and modeling activities. In this paper we illustrate this interaction by making use of the internal gyroscope of a smartphone to study and measure the rotational dynamics of objects rotating about a fixed axis. The workflow described in this paper has been tested in a classroom setting and found to encourage an exploratory approach to both data collecting and modeling.
TL;DR: In this paper, the position of the center of mass (CM) of objects with either isotropic or anisotropic mass density is determined by video analyses as a video based experimental activity (VBEA).
Abstract: Image modelling is a recent technique in physics education that includes digital tools for image treatment and analysis, such as digital stroboscopic photography (DSP) and video analysis software. It is commonly used to analyse the motion of objects. In this work we show how to determine the position of the centre of mass (CM) of objects with either isotropic or anisotropic mass density, by video analyses as a video based experimental activity (VBEA). Strobe imaging is also presented in an educational view, helping students to visualize the complex motion of a rigid body with heterogeneous structure. As an example, we present a hammer tossed with translation and rotation. The technique shown here is valid for almost any kind of objects and it is very useful to work with the concept of CM.
TL;DR: In this paper, the authors discuss the usefulness of such simulation software and give four examples of how such software can be used for teaching and learning astronomy and astrophysics in a planetarium environment.
Abstract: Students often find astronomy and astrophysics to be most interesting and exciting, but the Universe is difficult to access using only one's eyes or simple equipment available at different educational settings. To open up the Universe and enhance learning astronomy and astrophysics different planetarium software can be used. In this article we discuss the usefulness of such simulation software and give four examples of how such software can be used for teaching and learning astronomy and astrophysics.
TL;DR: In this paper, the acceleration due to gravity and coefficient of kinetic friction of an object sliding down an inclined plane was measured using the accelerometer and gyroscope of an iPhone.
Abstract: The iPhone is particularly suitable for mechanics experiments using the in-built acceleration sensor or accelerometer in-conjunction with the on-board data collection facility and a downloadable so-called 'app'. In this work the iPhone has been used to investigate the acceleration due to gravity and determine the coefficient of kinetic friction, μ k of the iPhone as an object sliding down an inclined plane. This method is more accurate than that usually employed in the laboratory where the 'fits and starts' of the block sliding down the inclined plane potentially invalidate the required assumption that the velocity is constant. In its simplest form the measurement of acceleration is required to be undertaken for only 2 angles.
TL;DR: In this article, the Ollie trick is used to illustrate the relation between forces and the different moments of skateboarding, and image modelling can contribute to the contextualisation of Newton's Laws.
Abstract: Image modelling is a video-based teaching tool that is a combination of strobe images and video analysis. This tool can enable a qualitative and a quantitative approach to the teaching of physics, in a much more engaging and appealling way than the traditional expositive practice. In a specific scenario shown in this paper, the Ollie trick, we show how image modelling can contribute to the contextualisation of Newton's Laws, foster an effective learning and spell out the relation between forces and the different moments of skateboarding.
TL;DR: In this paper, it is pointed out that the SI treats the radian as the natural unit for angle, the only unit to be treated this way, with consequent issues for clear distinctions between quantities involving angles.
Abstract: Sets of natural units, like "atomic units", are sometimes used to simplify the equations of physics. This choice of units can be seen as a way of paring down equations to show the relationships between quantities in their simplest form, in specialised situations, while still being correct. The unit system used for teaching, the SI, is instead designed primarily to be a set of units that can be applied consistently across all areas of science and industry. The SI also gives priority to emphasising the distinction between different quantities, by (most of the time) giving different units to different quantities, rather than producing the simplest possible equations.
It is not widely appreciated that the SI treats the radian as the natural unit for angle, the only unit to be treated this way, with consequent issues for clear distinctions between quantities involving angles. The system that the SI would become if this anomaly were removed is presented. Rather than advocating this major change to the SI itself, it is proposed to highlight the existence of the underlying system to clarify how angles relate to physics, to make it easier to include angles in software calculations, and as an example of how the choice of unit system affects the equations we use.
TL;DR: In this paper, a teaching learning sequence on basic thermodynamics, spanning the first and second principle, and the concepts of irreversibility and entropy, intended for use in secondary school was discussed.
Abstract: In this article we discuss a teaching learning sequence on basic thermodynamics, spanning the first and second principle, and the concepts of irreversibility and entropy, intended for use in secondary school. With respect to previous works we emphasise the importance of discussing the compatibility between the time reversal symmetry of Newton's laws and the irreversibility embodied in the second principle of thermodynamics in order to completely exploit the possibility of connecting the microscopic and macroscopic perspectives. The sequence was tested in an Italian secondary school, and the results obtained from a questionnaire which combines several test items used in previous studies at university level are consistently comparable with or better than those reported for undergraduate students on the same questions over a range of topics. Thus, our work suggests that the microscopic approach is a viable option for the teaching of thermodynamics at the secondary school level; and the understanding of macroscopic concepts is not impaired, but possibly enhanced, by the adoption of such a teaching strategy.
TL;DR: In this article, a simple proof is given that when any compact light source itself varies, this information spreads across all of the surfaces it illuminates at speeds faster than light.
Abstract: When a light bulb is turned on, light moves away from it at speed c, by definition. When light from this bulb illuminates a surface, however, this illumination front is not constrained to move at speed c. A simple proof is given that this illumination front always moves faster than c. Generalized, when any compact light source itself varies, this information spreads across all of the surfaces it illuminates at speeds faster than light.
TL;DR: In this paper, a simple arrangement for demonstrating diamagnetic levitation is presented, which uses pencil lead levitating in a track built from neodymium magnets, which can also be used as a classroom experiment.
Abstract: A new simple arrangement how to demonstrate diamagnetic levitation is presented. It uses pencil lead levitating in a track built from neodymium magnets. This arrangement can also be used as a classroom experiment.
TL;DR: In this article, the authors used a headset, an iPhone and a spectrogram device to measure the speed of sound using a glass tube closed at one end, where the sound source and observer are outside of the tube.
Abstract: Traditional experiments measuring the speed of sound consist of studying harmonics by changing the length of a glass tube closed at one end. In these experiments, the sound source and observer are outside of the tube. In this paper, we propose the modification of this old experiment by studying destructive interference in a pipe using a headset, iPhone and iPad. The iPhone is used as an emitter with signal generator application and the iPad is used as the receiver with a spectrogram application. Two experiments are carried out for measures: the emitter inside of the tube with the receiver outside, and vice versa. We conclude that it is even possible to adequately and easily measure the speed of sound using a cup or a can of coke with the method described in this paper.
TL;DR: In this article, the authors present an approach of reading foundational texts and electromagnetic textbooks in ten year lots, ranging from 1840 to the present, to clarify three introductory concepts: how the field is defined; the principle of superposition and the role of the electrostatic field in a circuit.
Abstract: The clear introduction of basic concepts and definitions is crucial for teaching any topic in physics. I have always found it difficult to teach fields. While searching for better explanations I hit on an approach of reading foundational texts and electromagnetic textbooks in ten year lots, ranging from 1840 to the present. By combining this with modern techniques of textual interpretation I attempt to clarify three introductory concepts: how the field is defined; the principle of superposition and the role of the electrostatic field in a circuit.
TL;DR: This paper analyses forces, torque and angular velocities during different parts of the sky roller ride, combining a theoretical analysis, with photos, videos as well as with accelerometer and gyroscopic data, that may be collected e.g. with a smartphone.
Abstract: The sky roller ride depends on interaction with the air to create a rolling motion. In this paper, we analyse forces, torque and angular velocities during different parts of the ride, combining a theoretical analysis, with photos, videos as well as with accelerometer and gyroscopic data, that may be collected e.g. with a smartphone. For interpreting the result, it must be taken into account that the sensors and their coordinate system rotate together with the rider. The sky roller offers many examples for physics education, from simple circular motion, to acceleration and rotation involving several axes, as well as the relation between wing orientation, torque and angular velocities and using barometer pressure to determine the elevation gain.
TL;DR: In this paper, the acceleration of gravity is measured as a function of changes in the pendulum string length, which can be measured with a greater accuracy than measuring the total pendulum length.
Abstract: This frontline presents a simple apparatus for measuring the acceleration of gravity using a classroom pendulum. Instead of the traditional method where the pendulum period is measured as a function of its length, here the period is measured as a function of changes in the pendulum string length. The major advantage of this method is that students can measure these changes with a greater accuracy than measuring the total pendulum length.