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A Thousand Problems in Cosmology: Interaction in the Dark Sector

This is one chapter of the collection of problems in cosmology, in which we assemble the problems that concern one of the most distinctive features of modern cosmology---the interaction in the Dark Sector. The evolution of any broadly applied model is accompanied by multiple generalizations that aim to resolve conceptual difficulties and to explain the ever-growing pool of observational data. In the case of Standard Cosmological Model one of the most promising directions of generalization is replacement of the cosmological constant with a more complicated, dynamic, form of dark energy and incorporation of interaction between the dark components---dark energy (DE) and dark matter (DM). Typically, DE models are based on scalar fields minimally coupled to gravity, and do not implement explicit coupling of the field to the background DM. However, there is no fundamental reason for this assumption in the absence of an underlying symmetry which would suppress the coupling. Given that we do not know the true nature of either DE or DM, we cannot exclude the possibility that there is some kind of coupling between them. Whereas interactions between DE and normal matter particles are heavily constrained by observations (e.g. in the solar system and gravitational experiments on Earth), this is not the case for DM particles. In other words, it is possible for the dark components to interact with each other while not being coupled to standard model particles. Therefore, the possibility of DE-DM interaction should be investigated with utmost gravity. This version contains only formulations of 117 problems. The full collection, with solutions included, is available in the form of a wiki-based resource at universeinproblems.com. The cosmological community is welcome to contribute to its development.

physics.ed-ph↗

A low-cost mirror mount control system for optics setups

We describe a flexible, simple to build, low-cost, and computer-controlled optical mirror actuator system we developed for undergraduate research laboratories. Geared motors for hobby robotics are controlled by an Arduino microcontroller board in combination with an H bridge to finely position the mirror mount actuators. We present a graphical user interface based on the free Python script language. The price of the fully controlled actuator system is thus only a small fraction of the price of any commercial system; however, it is quickly implementable due to the use of open hardware electronics. We show the performance of the system and give an outlook for future expansions and use in advanced optical setups.

physics.ed-ph↗

A multipurpose action for learning-teaching process: The Pigelleto's Summer School of Physics

Since 2006, forty students from high school are selected to attend a full immersion summer school of physics in the Pigelleto Natural Reserve, on the south east side of Mount Amiata in the province of Siena. Topics are chosen so that students are involved in activities rarely pursued in high school, aspects and relationship with society are underlined and discussed. Our purpose is offering to really motivated students an opportunity of testing the scientific method, the laboratory experience in a stimulating context, by deepening an interesting and relevant topic in order to orienting them towards physics. Students are encouraged in cooperating in small groups in order to present and share the achieved results. Starting from the third edition of the school, the school became a training opportunity for younger teachers which are involved in programming and realization of selected activities. The laboratory activities with students are usually supervised by a young and an expert teacher in order to fix the correct methodology. Recently, young teachers enrolled in a master in Physics Education tested in the summer school some activity designed in their courses.

physics.ed-ph↗

Acustica con una Bic e uno smartphone

A smartphone, with its integrated sensors and cpu, can aid experiments in many different areas of Physics. We show how the resonant frequencies of a pipe can be measured using a smartphone and a Bic pen.

physics.ed-ph↗

Lessons from a Large-Scale Assessment: Results from Free Response Pre- and Post-testing in Electricity and Magnetism

As part of a large-scale assessment project at a large university, we administered weekly pre-tests and bi-weekly post-tests in the recitation sections of our introductory classes over four semesters from Spring 2010 through Fall 2011. The post-tests were administered as graded quizzes and were developed to assess problem solving, laboratory, calculational and conceptual skills that had been the focus of instruction in lab, lecture and recitation sessions. They were not comprehensive, but gave us 'snapshots' of students' abilities throughout the semester. They were used in conjunction with other forms of assessment, such as conceptual inventories, to give us a broader picture of the state of our undergraduate classes, recitation sections and laboratories. The written pre- and post-tests, which required students to show their work and explain their reasoning, yielded different information on students' skills than the conceptual inventories. On almost all of the questions, the students in the inquiry-based course performed better than all of the other students in both the calculus-based and algebra-based classes. This study indicates that the inquiry-based students perform better at free-response questions that require students to show their work and explain their reasoning, even though their conceptual inventory scores are not significantly different from students in large lecture sections taught with Physics Education Research-informed (PER-informed) laboratories, recitations and lectures, as reported in a previous paper. This indicates a need for different and/or more comprehensive assessment instruments to evaluate the effectiveness of introductory materials and instructional techniques that can be compared across classes and universities.

physics.ed-ph↗

Seeing and interacting with the invisible: A powerful tool for the learning of science

In order to describe natural phenomena, science develops sophisticated models that use mathematical and formal languages which seem, and often are, very far from common experience. When a phenomenon is not accessible to our senses, its description is indirect and understanding can be difficult for those who are not trained to understand the consequences of formal languages used by scientists. When one succeed to obtain a direct visualization of a phenomenon inaccessible to senses, it is possible to get a deeper understanding since a very effective channel of learning is involved. A wider and more profound result in learning process can be obtained if the physical system utilized for visualization enables direct interaction with the phenomenon. From the infrared vision to cosmic rays, from the magnetic field to the flow of energy, many phenomena can be suitable for building systems that allow capturing a greater awareness of the physical world. Some examples of such systems are given for relevant topics in physics and for mathematical tools. They were designed for a summer school for students in the last years of high school or for deepening laboratories addressed to talented students in secondary school, but with some attention it is possible to adapt them to other cases like high school classes or undergraduate students.

physics.ed-ph↗

Easy Java Simulation, an innovative tool for teachers as designers of gravity-physics computer models

This paper is on customization of computer models using the Easy Java Simulation authoring toolkit for the Singapore syllabus, based on real astronomical data, supported with literature reviewed researched pedagogical features. These 4 new computer models serves to support the enactment of scientific work that are inquiry centric and evidence based that are more likely to promote enjoyment and inspire imagination having experienced gravity-physics than traditional pen and paper problem solving. Pilot research suggests students enactment of investigative learning like scientist is now possible, where gravity-physics comes alive.

physics.ed-ph↗

Theoretical and Experimental Studies on a Cylinder Containing Granules Rolling Down an Inclined Plane

The dynamics of a hollow cylinder containing granules and rolling down an inclined plane was investigated. A theoretical approach for investigating the behaviour of such a cylinder was proposed. The critical angle of the plane that allows the system to roll downward is presented. A simple experiment using six types of granules consistently confirmed the theoretical predictions. We showed that the critical angle is independent of the size distribution of the granules. We observed that the sliding angle of granules inside the cylinder is constant and, surprisingly, similar to the avalanche angle of the granules. Our theoretical prediction can be used to determine the critical angle without considering the shape, surface roughness and size distribution of the granules. Additionally, we derived the oscillation frequency of the system when it is slightly deviated from equilibrium, showing the frequency initially increases and then decreases with increasing granular volume. The oscillation is absent when the cylinder is empty or fully filled with granules. Furthermore, the dissipation of energy as a function of the fractional volume and fractional mass of the cylinder system were determined. This work might help students understand rolling motions other than the standard rolling motion commonly taught in the classroom.

physics.ed-ph↗

Becoming the Change: A Critical Evaluation of the Changing Face of Life Science, as Reflected in the NGSS

Tennessee is one of the 26 lead state partners that volunteered to provide leadership and guidance to states for the purpose of adoption of Next Generation Science Standards (NGSS. As stated in the Tennessee Vision for STEM Education (2009), "Tennessee recognizes the importance of science and aims to commit to this understanding by becoming involved in the development, and eventual adoption and implementation of NGSS." The present study correlates the Tennessee State Science Standards to the NGSS for High School Biology/ Life Sciences and examines the need for a dynamic set of standards that teach the technical skills and critical thinking needed in these scientific fields. The NGSS addresses a move from dated scientific quandaries and proposes standards supported by cutting edge scientific research and literature. Partnerships between scientists and educators allow for the information exchange necessary to implement the changes in scientific research in K-12 instruction. Professional development opportunities that include direct partnerships with scientists foster the continued understanding and skills required to teach science.

physics.ed-ph↗

Gaming the System: Video Games as a Theoretical Framework for Instructional Design

In order to facilitate analyzing video games as learning systems and instructional designs as games, we present a theoretical framework that integrates ideas from a broad range of literature. The framework describes games in terms of four layers, all sharing similar structural elements and dynamics: a micro-level game focused on immediate problem-solving and skill development, a macro-level game focused on the experience of the game world and story and identity development, and two meta-level games focused on building or modifying the game and on social interactions around it. Each layer casts gameplay as a co-construction of the game and the player, and contains three dynamical feedback loops: an exploratory learning loop, an intrinsic motivation loop, and an identity loop.

physics.ed-ph↗

A Simple Method to Reduce Thermodynamic Derivatives by Computer

Studies in thermodynamics often require the reduction of some first or second order partial derivatives in terms of a smaller basic set. A simple algorithm to perform such a reduction is presented here, together with a review of earlier related works. The algorithm uses Jacobians and is written in Maple language, but it is easily translated in terms of any other computer algebra language.

physics.comp-ph↗

Connecting microscopic physics with the macroscopic properties of materials in introductory physics courses

An elementary understanding of the relevant length, mass and energy scales at the molecular level can be used to explain the order of magnitude of material properties such as mass density, latent heat, surface tension, elastic moduli and beyond in an introductory physics course. These order of magnitude estimates are remarkably easy to derive, and in many instances are the same for many different liquids and solids. This helps students to understand the origin of the zoo of material properties, and to connect molecular physics to the physics of familiar materials like water, metals and plastics. We also note some simple mechanisms by which material properties can easily vary over many orders of magnitude.

physics.ed-ph↗

Supporting Level 1 Physics & Astronomy Undergraduates at the University of Glasgow

It is generally accepted that the retention and associated completion rates for first year classes are an area of concern for UK universities, and physics and astronomy classes at the University of Glasgow are exception. Classes are often large and, as result, student integration on academic and social levels can be difficult to achieve; some students perceive a lack of personal interest and support in what can be a stressful transition from secondary to tertiary education. In order to address these issues, the author has been employed in a new departmental post, Director of Learning Support for First Year. The remit of this post is primarily the implementation of an improved personal contact and academic monitoring and support strategy for first year undergraduates. The purpose of this paper is to present the ways in which it is hoped that the role of Director of Learning Support will positively impact on aspects of the forthcoming academic year.

physics.ed-ph↗

The parametric spring-mass system, its connection with non-linear optics, and an approach for undergraduate students

The spring-mass system studied in undergraduate physics laboratories may exhibit complex dynamics due to the simultaneous action of gravitational and elastic forces in addition to air friction. In the first part of this paper, we describe a laboratory experiment aimed at beginner students which also gives those with a more advanced background an opportunity to explore more complex aspects of the motions involved. If students are not given predefined apparatus but are allowed instead to design their own set-up for the experiment, they may also learn something about the thought processes and experimental procedures used in physics. In the second part of this paper, we present a systematic study of the parametric behavior of the system because teachers have to master its dynamics. The non-linear interaction between the vertical and the pendular oscillations in a vertical spring-mass system depends on the ratio between the frequencies of the two motions and on the motion's excitation. Systematic experimental investigations, coupled with relevant simulations, highlight the many aspects of physics involved in the partition of energy transfer between the two modes. The different motion waveforms obtained by sweeping through the resonance curve and by applying small and strong excitations are presented and analyzed. The influence of the unavoidable spurious motions is investigated. An analogy between the parametric interaction in a spring--mass system and that found during frequency conversion in non-linear optical crystals is discussed.

physics.ed-ph↗

Integrated STEM in Elementary Grades Using Distributed Agent-based Computation

We investigate how the integration of visual agent-based programming and computationally augmented physical structures can support curricular integration across STEM domains for elementary grade students. We introduce ViMAP-Tangible, a socio-technically distributed computational learning environment, which integrates ultrasonic sensors with the ViMAP visual programming language using a distributed computation infrastructure. In this paper, we report a study in which 3rd and 4th grade students used ViMAP-Tangible to engage in collaborative design-based activities in order to invent 'drawing machines' for generating geometric shapes. The curricular activities integrate engineering practices such as user-centered design, mathematical reasoning about multiplication, rates and fractions, and physical science concepts central to learning Newtonian mechanics. We identify the key affordances of the learning environment and our pedagogical approach in terms of the relationship between the structural elements of students' physical constructions and computational models, and their learning outcomes, both in terms of computational thinking, and the domain-specific, mathematical and scientific knowledge that they began developing.

physics.ed-ph↗

21st Century Ergonomic Education, From Little e to Big E

Despite intense efforts, contemporary educational systems are not enabling individuals to function optimally in modern society. The main reason is that reformers are trying to improve systems that are not designed to take advantage of the centuries of history of the development of today's societies. Nor do they recognize the implications of the millions of years of history of life on earth in which humans are the latest edition of learning organisms. The contemporary educational paradigm of "education for all" is based on a 17th century model of "printing minds" for passing on static knowledge. This characterizes most of K-12 education. In contrast, 21st Century education demands a new paradigm, which we call Ergonomic Education. This is an education system that is designed to fit the students of any age instead of forcing the students to fit the education system. It takes into account in a fundamental way what students want to learn -- the concept "wanting to learn" refers to the innate ability and desire to learn that is characteristic of humans. The Ergonomic Education paradigm shifts to education based on coaching students as human beings who are hungry for productive learning throughout their lives from their very earliest days.

physics.ed-ph↗

Sound and Noise: Proposal for an Interdisciplinary Learning Path

A learning path is proposed starting from the characterization of a sound wave, showing how human beings emit articulate sounds in the language, introducing psychoacoustics, i.e. how the sound interacts with ears and it is transduced into an electrical signal for transmission to the brain. What is perceived as noise is presented and the concept is extended to physical measurements. The interdisciplinary teaching process is focused on active learning through activities at school and outside performed with an open source software which allows to record sounds and analyze spectral components.

physics.ed-ph↗

Affective Factors in STEM Learning and Scientific Inquiry: Assessment of Cognitive Conflict and Anxiety

Cognitive conflict is well recognized as an important factor in conceptual change and is widely used in developing inquiry-based curricula. However, cognitive conflict can also contribute to student anxiety during learning, which can have both positive and negative impacts on students' motivation and learning achievement. Therefore, instructors need to be informed of the impacts of introducing cognitive conflicts during teaching. To get this information, teachers need a practical instrument that can help them identify the existence and features of cognitive conflict introduced by the instruction and the resulting anxiety. Based on the literature on studies of cognitive conflict and student anxiety, a quantitative instrument, the In-class Conflict and Anxiety Recognition Evaluation (iCARE), was developed and used to monitor the status of students' cognitive conflict and anxiety in the Physics by Inquiry (PBI) classes. This paper introduces this instrument and discusses the types of information that can be measured. Research and pedagogical values of this instrument are also discussed.

physics.ed-ph↗