arXiv subjects

Álvaro Suárez

Publications and source records attributed to Álvaro Suárez.

13 recordsLinked to original sources

arXiv2026

Exploring the potential of ChatGPT for feedback and evaluation in experimental physics

This study explores how generative artificial intelligence, specifically ChatGPT, can assist in the evaluation of laboratory reports in Experimental Physics. Two interaction modalities were implemented: an automated API-based evaluation and a customized ChatGPT configuration designed to emulate instructor feedback. The analysis focused on two complementary dimensions-formal and structural integrity, and technical accuracy and conceptual depth. Findings indicate that ChatGPT provides consistent feedback on organization, clarity, and adherence to scientific conventions, while its evaluation of technical reasoning and interpretation of experimental data remains less reliable. Each modality exhibited distinctive limitations, particularly in processing graphical and mathematical information. The study contributes to understanding how the use of AI in evaluating laboratory reports can inform feedback practices in experimental physics, highlighting the importance of teacher supervision to ensure the validity of physical reasoning and the accurate interpretation of experimental results.

physics.ed-ph↗

arXiv2026

Students' Validation Criteria for AI-Generated Physics Solutions

A physics solution can be clear without being valid. This distinction becomes important when students read AI-generated solutions that appear coherent but still require physical and mathematical checking. We examined how pre-service physics teachers in a calculus-based introductory electromagnetism course evaluated AI-generated solutions to a charged-rod electric-field problem after attempting the problem themselves. Although the AI-generated solutions analyzed were correct, no student accepted a response as valid after a first reading. Students who had solved the problem fully or in part could examine the responses using physical and mathematical criteria, while others withheld acceptance because they could not follow the mathematical development. These results suggest that, in physics instruction, AI-generated solutions should be treated less as answers to be accepted or rejected and more as worked-out responses that students learn to reconstruct, question, and test.

physics.ed-ph↗

arXiv2025

Code in Motion: Integrating Computational Thinking with Kinematics Exploration

Although physics has become increasingly computational, with computing even being considered the third pillar of physics, it is still not well integrated into physics education. Research suggests that integrating Computational Thinking (CT) into physics enhances conceptual understanding and strengthens students' ability to model and analyze phenomena. Building on this, we designed a didactic sequence for K9 students to foster specific CT practices while reinforcing fundamental kinematics concepts. The activity revealed students' ability to apply CT skills and is well suited for use in introductory kinematics courses.

physics.ed-ph↗

arXiv2025

Enhancing Kinematics Understanding through a Video Game Based on Real-Time Motion Graphs

Interpreting kinematic graphs remains a significant challenge in physics education. The MissionMotion Project addresses this issue by providing a gamified physical-computational environment combining low-cost sensors, physical activity, computational thinking, and real-time visualization of motion graphs. This paper presents the design, development, and implementation of the project, with a particular focus on the pilot phase conducted with high school students in Uruguay. During this phase, we primarily used the MEEGA+ questionnaire to evaluate the gaming experience, usability, and motivation of the participants. Our analysis of the results shows high levels of satisfaction, perceived learning, and engagement, supporting the proposal's viability. Finally, we plan to conduct a large-scale conceptual evaluation to analyze how the proposal impacts understanding of kinematic graphs using standardized assessment tools.

physics.ed-ph↗

arXiv2025

Exploring the potential of ChatGPT for feedback and evaluation in experimental physics

physics.ed-ph↗

arXiv2025

Displacement current: examples that go beyond the beaten path

The Ampere-Maxwell's law and the displacement current constitute one of the most difficult aspects of electromagnetic theory for students in introductory electromagnetics courses. Here we present a set of examples that go beyond the classical ones usually discussed in introductory textbooks. In-depth analysis of these examples allows students to develop a deeper understanding of electromagnetic theory even in students who have not acquired the full mathematical toolkit of the more advanced courses.

physics.ed-ph↗

arXiv2024

Las actividades de laboratorio en Física: un cambio en la estructura a favor del conocimiento científico

In this article we argue how the use of structured laboratory guides are pedagogically inadequate for meaningful learning. Subsequently, an approach to laboratory activities in accordance with scientific work and the constructivist vision of learning is described, exemplifying how this approach can be applied to restructure a usual laboratory practice.

physics.ed-ph↗

arXiv2024

Learning difficulties among students when applying Ampère-Maxwell's law and its implications for teaching

We investigate learning difficulties among second-year students on electromagnetism courses when they apply Ampère-Maxwell's law. Using phenomenography, we analysed written answers from 65 undergraduate physics students to four questions on Ampère's and Ampère-Maxwell's laws. We complemented our research by interviewing twelve students. To design the questionnaire, we ran an epistemological analysis of classical electromagnetism which helped us to identify a set of key essential concepts to understand this theory and guided the definition of learning objectives and to draw up the questions. The results revealed that the students found it hard to recognise the validity framework from Ampère's law and to apply Ampère-Maxwell's law. They face particular difficulties to recognise the appearance of the displacement current and the relationship between the circulation of the magnetic field and an electric field that is variable over time.

physics.ed-ph↗

arXiv2023

Presentation of the electromagnetic field in introductory physics textbooks and consequences for its teaching

Textbooks play a fundamental role in teaching and learning in school science classrooms. In this paper we investigate the presentation of the nature of the electromagnetic field in a dozen of the world's most popular introductory university physics textbooks. We analyse, from an epistemologically based teaching approach, the didactic treatment of the electromagnetic field in relation to its sources, Maxwell's laws and electromagnetic waves. With this objective, we elaborate a rational reconstruction of the developments that led to the formulation of the nature of the electromagnetic field, Maxwell's laws and their meaning, as well as electromagnetic waves. Next, we formulate criteria based on the key aspects derived from the reconstruction that are useful in the evaluation of electromagnetism textbooks at the introductory level and apply them to the sample of selected books. In light of the results, we reflect on their consequences for teaching. Our analysis indicates the existence of certain inconsistencies in the approach to the electromagnetic field and its relationship with its sources, Maxwell's laws and electromagnetic waves in many of the books analysed.

physics.ed-ph↗

arXiv2021

What are the attitudes and beliefs about Science of the Physics teachers and future Physics teachers in Uruguay?

We investigated the epistemological conceptions of the uruguayan Physics teachers and future Physics teachers through the application of the CLASS test (Colorado Learning Attitudes about Science Survey), one of the most accepted instruments in the research community in Physics education. The results obtained allow us to compare the attitudes and beliefs about science of both groups and quantitatively evaluate the agreement or not with the conceptions of experts in the field. First, we present a general screenshot of the responses and then we identify categories in which there are significant similarities or differences between the two groups studied and in turn with the reference of the experts. The categories that show significant positive or negative variations between the opinions of future teachers and teachers indicate the areas where training is favorable or unfavorable. On the other hand, the areas where the differences with the opinions of the experts are globally notorious suggest that they should be strengthened. To get a more global perspective, we also compare our results with those published in the literature. Finally, we raise several questions that we think may favor further inquiries.

physics.ed-ph↗

arXiv2020

When the quarter jumps into a cup (and when it does not)

While Bernoulli's equation is one of the most frequently mentioned topics in Physics literature and other means of dissemination, it is also one of the least understood. Oddly enough, in the wonderful book "Turning the world inside out" [1], Robert Ehrlich proposes a demonstration that consists of blowing a quarter dollar coin into a cup, incorrectly explained using Bernoulli's equation. In the present work, we have adapted the demonstration to show situations in which the coin jumps into the cup and others in which it does not, proving that the explanation based on Bernoulli's is flawed. Our demonstration is useful to tackle the common misconception, stemming from the incorrect use of Bernoulli's equation, that higher velocity invariably means lower pressure.

physics.pop-ph↗

arXiv2019

Going back to the roots: how to create stroboscopic photos from digital videos

We show here how to create from digital films using the well-known software Tracker stroboscopic photos in order to analyze different types of movements. The advantage of this procedure is that it is possible to analyze the printed photo or on a computer screen in an intuitive way for the students. After presenting a historical perspective of the use of stroboscopic photos in secondary education we discuss several examples: the movement of a remote control car, an elastic planar collision, the movement of a projectile and also an experiment in electromagnetism, more specifically, the discharge of a capacitor measured using an analog multimeter.

physics.ed-ph↗

arXiv2019

A dynamical model of remote-control model cars

Simple experiments for which differential equations cannot be solved analytically can be addressed using an effective model that satisfactorily reproduces the experimental data. In this work, the one-dimensional kinematics of a remote-control model (toy) car was studied experimentally and its dynamical equation modelled. In the experiment, maximum power was applied to the car, initially at rest, until it reached its terminal velocity. Digital video recording was used to obtain the relevant kinematic variables that enabled to plot trajectories in the phase space. A dynamical equation of motion was proposed in which the overall frictional force was modelled as an effective force proportional to the velocity raised to the power of a real number. Since such an equation could not be solved analytically, a dynamical model was developed and the system parameters were calculated by non-linear fitting. Finally, the resulting values were substituted in the motion equation and the numerical results thus obtained were compared with the experimental data, corroborating the accuracy of the model.

physics.ed-ph↗