arXiv subjects

Alvaro Suarez

Publications and source records attributed to Alvaro Suarez.

13 recordsLinked to original sources

arXiv2025

Enhancing Kinematics Understanding Through a Real-Time Graph-Based Motion Video Game

Kinematics is a core topic in early physics courses, yet students often struggle to interpret motion and its graphical representations. To tackle these difficulties, we developed MissionMotion, a physical-computational videogame where students reproduce target motion graphs using real-time data from their own movements or from sensors connected through micro:bit or Arduino. The system displays both the target and the user-generated graph, providing immediate visual feedback and a score based on similarity. We piloted the environment with ninth-grade students in different school contexts and evaluated their experience using the MEEGA+ instrument. The results show strong engagement, positive perceptions of usability, and evidence that the game promotes reflection on motion graphs in ways that rarely emerge in traditional lessons. MissionMotion runs on any web-enabled device and all materials are openly available, offering teachers an accessible tool to integrate experimentation, computational thinking, and playful learning into physics classrooms.

physics.ed-ph↗

arXiv2025

Revisiting the displacement current: Two key examples showing when and why it can be neglected

This work explores the role of the displacement current in systems beyond capacitors, focusing on coaxial cables and resistors with alternating currents. Although its contribution, compared to that of the conduction current, is negligible at low frequencies, the displacement current becomes essential for accurately describing electromagnetic fields in dynamic regimes. Introductory physics textbooks typically restrict the discussion of displacement currents to capacitor charging, which can limit the students' understanding of its broader relevance and the interdependence of Maxwell's equations. By analyzing two specific cases, we clarify the conditions under which the displacement current can be neglected, when simplified laws like Biot-Savart are valid, and where coupled electromagnetic equations are essential. This approach highlights the boundaries of common models and promotes a deeper understanding of dynamic field interactions.

physics.ed-ph↗

arXiv2024

Uncovering Hidden Variables: A Physics Classroom Activity on Correlation and Causation

A classroom activity for high school physics students is presented to explore the distinction between correlation and causation. Using data linking ice cream sales to drowning deaths, presented within a fictional news article, students analyze the relationship, create plots, and identify temperature as the hidden variable explaining the correlation. The activity fosters critical thinking by engaging students in scientific reasoning, illustrating how data representation influences conclusions, and supporting the development of scientific literacy and data interpretation skills.

physics.ed-ph↗

arXiv2024

Understanding student challenges with circulation and Amp\`ere-Maxwell law

We investigated how students apply the concept of circulation when faced with problems related to the Ampere-Maxwell law. For this purpose, we designed a metacognitive pencil-and-paper question, presented it to 65 students, and analysed their responses using phenomenography. We complemented our research by conducting interviews with 12 students. The results show that students tend to think that they can only use the magnetic field circulation to calculate magnetic fields if the curve used is symmetric, and that they do not take into account the shape of the magnetic field lines when applying it. We also find that some students believe that a variable electric field must cross the entire Amperian curve in order to apply Amp\'ere-Maxwell's law and find the magnetic field.

physics.ed-ph↗

arXiv2022

Cause-effect relationships in Maxwell's equations and their implications in the teaching of electromagnetism in introductory physics courses

A thoughtless treatment of Maxwell's equations can lead to the interpretation of the existence of a causal relationship between their different terms and, therefore, that an electric field that varies in time generates a magnetic one and vice versa. In this article we address the problems associated with these interpretations and their consequences for the teaching of physics in introductory university physics courses. First, we develop the main arguments that support that charge and current densities, constant or variable in time, are the generators of electric and magnetic fields. Then, we propose a number of classroom examples at the level of introductory courses that allow us to discuss the reasons why considering the electric and magnetic fields as disjoint entities leads to contradictions. Finally, we analyze their implications in introductory physics teaching.

physics.ed-ph↗

arXiv2022

Differences in the attitudes and beliefs about science of students in the physics-mathematics and life sciences areas and their impact on teaching

For this study, we compared the attitudes and beliefs about science of physical science (physics and mathematics) and life science (biochemistry and biology) students at the beginning of their university degrees using the CLASS (Colorado Learning Attitudes about Science Survey) tool. It is worth noting that both groups of students received similar physics courses during their high-school education. Through a detailed analysis of the different categories of the test, we examined the differences in performance in each of the areas that make up the questionnaire. Among other aspects, we found that a considerable percentage of life science students (higher than that of physical science students) adopted a novice type of behavior in problem solving. Finally, we discussed the possible causes of the differences found and their implications for teaching.

physics.ed-ph↗

arXiv2021

How far away is infinity? An electromagnetic exercise to develop intuition regarding models

The estimation of the electric field in simple situations provides an opportunity to develop intuition about the models used in physics. We propose an activity aimed at university students of General Physics where the electric field of a finite line of charge is compared, analytically or numerically, with the fields of an infinite line and of a point charge. Contrary to intuition, it is not necessary to get very close for the line charge to be considered infinite, nor to move very far away for the finite line field to resemble that of a point charge. We conducted this activity with a group of students and found that many of them have not yet developed an adequate intuition about the approximations used in electromagnetism.

physics.ed-ph↗

arXiv2020

Bernoulli's muddle: a research on students' misconceptions in fluid dynamics

Bernoulli's equation, which relates the pressure of an ideal fluid in motion with its velocity and height under certain conditions, is a central topic in General Physics courses for Science and Engineering students. This equation, frequently used both textbooks as in science outreach activities or museums, is often extrapolated to explain situations in which it is no longer valid. A common example is to assume that, in any situation, higher speed means lower pressure, a conclusion that is only acceptable under certain conditions. In this paper we report the results of an investigation with university students on some misconceptions present in fluid dynamics. We found that after completing the General Physics courses, many students have not developed a correct model about the interaction of a fluid element with its environment and extrapolate the idea that higher speed implies lower pressure in situations where it is no longer valid. We also show that an approach to fluid dynamics based on Newton's laws is more natural to address these misconceptions.

physics.ed-ph↗

arXiv2020

Inconsistencies and errors in traditional approaches to energy in our introductory courses

We present a critical analysis of the classical approaches to energy subjects, based on the work-energy theorem and the conservation of mechanical energy proposed in the courses of the first years of tertiary education. We show how these approaches present a series of inconsistencies and errors that are a source of conceptual difficulties among students. We then analyze a modern treatment of mechanical courses based on the results of research in physics education over the last 40 years. We place special emphasis on the principle of conservation of energy as one of the fundamental principles of nature, prioritizing the concepts of system, surrounding, and energy transfer and transformation.

physics.ed-ph↗

arXiv2020

Normal coordinates in a system of coupled oscillators and influence of the masses of the springs

Experimental analysis of the motion in a system of two coupled oscillators with arbitrary initial conditions was performed and the normal coordinates were obtained directly. The system consisted of two gliders moving on an air track, joined together by a spring and joined by two other springs to the fixed ends. From the positions of the center of mass and the relative distance, acquired by analysis of the digital video of the experiment, normal coordinates were obtained, and by a non linear fit the normal frequencies were also obtained. It is shown that although the masses of the springs are relatively small compared to that of the gliders, it is necessary to take them into consideration to improve the agreement with the experimental results. This experimental-theoretical proposal is targeted to an undergraduate laboratory.

physics.ed-ph↗

arXiv2019

Using the Euler method in a spreadsheet to study a nonlinear oscillator

The one-dimensional nonlinear oscillations of a magnet attached to a spring and interacting with a set of magnets are analyzed theoretically and experimentally. The equation of motion is solved numerically using the Euler method in a spreadsheet. The temporal evolution of the position is obtained using video analysis. The correspondence between the data and the predictions of the model shows the potential of the tools employed. The simplicity of the approach allows its application in the first university courses of experimental Physics.

physics.ed-ph↗

arXiv2019

Video-based analysis of the transition from slipping to rolling

The problem of a disc or cylinder initially rolling with slipping on a surface and subsequently transitioning to rolling without slipping is often cited in textbooks. The following experiment serves to clearly demonstrate the transition from rolling with slipping to rolling without slipping. In the experiment, a rotating bicycle wheel was placed in contact with a horizontal surface and the wheel in motion was tracked using Tracker video analysis software [8]. The software created linear velocity plots for the centre of mass and a point on the circumference as well as a plot of the angular velocity of the rotating wheel. The time evolution plots created by Tracker clearly illustrate the transition between the two types of motion.

physics.ed-ph↗

arXiv2017

Student Conceptual Difficulties in Hydrodynamics

We describe a study on the conceptual difficulties faced by college students in understanding hydrodynamics of ideal fluids. This study was based on responses obtained in hundreds of written exams and oral interviews, which were held with first-year Engineering and Science university students. Their responses allowed us to identify a series of misconceptions unreported in the literature so far. The study findings demonstrate that the most important difficulties arise from the students' inability to establish a link between the kinematics and dynamics of moving fluids, and from a lack of understanding regarding how different regions of a system interact.

physics.ed-ph↗