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A DIY Ultrasonic Signal Generator for Sound Experiments

Many physics departments around the world have electronic and mechanical workshops attached to them. The job of these workshops is to design and build experimental setups and instruments for research and the training of undergraduate students. However, in developing countries such as Sudan the lack of qualified technicians and adequately equipped workshops hampered efforts by these departments to supplement their laboratories with home built equipment. The only other option is to buy needed equipment and experimental setups from specialized manufactures. The latter option is not feasible the departments in developing countries where funding for education and research is scarce and very limited as equipments from these manufactures are typically too expensive. In the past couple of years and with the advancement in prototyping tools like Arduino, and microcontroller development boards, more friendly programming languages, 3D printers, desktop CNC machines and easy to use CAD/CAM softwares the need for highly qualified technicians and expensive workshop equipment was then relaxed \cite{nature-flypi}. The availability of such affordable, and relatively easy to use tools had the effect of increasing the number of teachers and researchers willing to develop their own experimental setups\cite{polis-flypi}. During the past year and motivated by the need to equip our laboratories with new setups we established a small workshop at the Department of Physics for developing experimental setups to be used in our undergraduate laboratories. The ultrasonic signal generator we are describing here is one such equipment.

physics.ed-ph↗

Development of a Modes of Collaboration framework

Group work is becoming increasingly common in introductory physics classrooms. Understanding how students engage in these group learning environments is important for designing and facilitating productive learning opportunities for students. We conducted a study in which we collected video of groups of students working on conceptual electricity and magnetism problems in an introductory physics course. In this setting, students needed to negotiate a common understanding and coordinate group decisions in order to complete the activity successfully. We observed students interacting in several distinct ways while solving these problems. Analysis of these observations focused on identifying the different ways students interacted and articulating what defines and distinguishes them, resulting in the development of the Modes of Collaboration framework. The Modes of Collaboration framework defines student interactions along three dimensions: social, discursive, and disciplinary content. This multi-dimensional approach offers a unique lens through which to consider group work and provides a flexibility that could allow the framework to be adapted for a variety of contexts. We present the framework and several examples of its application here.

physics.ed-ph↗

Gender Differences in Undergraduate Physics Courses: A Comparative Study of Persistence

We have investigated the difference in persistence between male and female students while taking undergraduatephysics courses. To quantify the persistence of a certain group of students, we have defined 'persistence index' as the inverseof the decrease rate of the number of that group of students while taking a specific course. We have collected the data fromthree consecutive workshops on various topics of physics. After plotting the number of participations against the number ofdays attended, we have calculated the decrease rates and persistence indices for both male and female student groups on eachworkshop and compared the persistence indices on a bar diagram. The comparative statistics show that the persistence indicesof female student groups are significantly higher than that of male student groups. This leads us to the conclusion that thefemale students are more persistent than male students while taking an undergraduate physics course.

physics.ed-ph↗

Varied reasoning schema in students' written solutions

The Mathematization project investigates students' use of mathematical tools across the undergraduate physics curriculum. As a part of this project, we look at intermediate mechanics students' written homework solutions to understand how they use these tools in approaching traditional mechanics problems. We use a modified version of the ACER (Activation-Construction-Execution-Reflection) framework to analyze students' solutions and to identify patterns of mathematical skills used on traditional problems. We apply techniques borrowed from network analysis and the Resources Framework to build a "fingerprint" of students' mathematical tool use. In this paper, we present preliminary findings on patterns that we identified in students' problem solving.

physics.ed-ph↗

The Escaramujo Project: instrumentation courses during a road trip across the Americas

The Escaramujo Project was a series of eight hands-on laboratory courses on High Energy Physics and Astroparticle Instrumentation, in Latinamerican Institutions. The Physicist Federico Izraelevitch traveled on a van with his wife and dogs from Chicago to Buenos Aires teaching the courses. The sessions took place at Institutions in Mexico, Guatemala, Costa Rica, Colombia, Ecuador, Peru and Bolivia at an advanced undergraduate and graduate level. During these workshops, each group built a modern cosmic ray detector based on plastic scintillator and silicon photomultipliers, designed specifically for this project. After the courses, a functional detector remained at each institution to be used by the faculty to facilitate the training of future students and to support and enable local research activities. The five-days workshops covered topics such as elementary particle and cosmic ray Physics, radiation detection and instrumentation, low-level light sensing with solid state devices, front-end analog electronics and object-oriented data analysis (C++ and ROOT). Throughout this initiative, about a hundred of talented and highly motivated young students were reached. With the detector as a common thread, they were able to understand the designing principles and the underlying Physics involved in it, build the device, start it up, characterize it, take data and analyze it, mimicking the stages of a real elementary particle Physics experiment. Besides the aims to awaken vocations in science, technology and engineering, The Escaramujo Project was an effort to strengthen the integration of Latinamerican academic institutions into the international scientific community.

physics.ed-ph↗

Analyzing student conceptual understanding of resistor networks using binary, descriptive, and computational questions

This paper presents a case-study assessing and analyzing student engagement with and responses to binary, descriptive, and computational questions testing the concepts underlying resistor networks (series and parallel combinations). The participants of the study were undergraduate students enrolled in a university in Pakistan. The majority of students struggled with the descriptive question, even when successfully answering the binary and computational ones, failed to build an expectation for the answer, and betrayed significant lack of conceptual understanding in the process. The data collected was also used to analyze the relative efficacy of the three questions as means of assessing conceptual understanding. The three questions were revealed to be uncorrelated and unlikely to be testing the same construct. The ability to answer the binary or computational question was observed to be divorced from a deeper understanding of the concepts involved.

physics.ed-ph↗

Recommendations for the use of notebooks in upper-division physics lab courses

The use of lab notebooks for scientific documentation is a ubiquitous part of physics research. However, it is common for undergraduate physics laboratory courses not to emphasize the development of documentation skills, despite the fact that such courses are some of the earliest opportunities for students to start engaging in this practice. One potential impediment to the inclusion of explicit documentation training is that it may be unclear to instructors which features of authentic documentation practice are efficacious to teach and how to incorporate these features into the lab class environment. In this work, we outline some of the salient features of authentic documentation, informed by interviews with physics researchers, and provide recommendations for how these can be incorporated into the lab curriculum. We do not focus on structural details or templates for notebooks. Instead, we address holistic considerations for the purpose of scientific documentation that can guide students to develop their own documentation style. Taking into consideration all the aspects that can help improve students' documentation, it is also important to consider the design of the lab activities themselves. Students should have experience with implementing these authentic features of documentation during lab activities in order for them to find practice with documentation beneficial.

physics.ed-ph↗

Ciênsação: Gaining a feeling for sciences --- Ciensación: sentir la ciencia --- Ciênsação: despertando um sentimento por ciências

Ciênsação, an open online repository for hands-on experiments, has been developed to convince teachers in Latin America that science is best experienced first hand. Permitting students to experiment autonomously in small groups can be a challenging endeavour for educators in these countries. We analyse the reasons that make teachers hesitate to apply hands-on experiments in class, and discuss how Ciênsação was implemented to overcome these obstacles. The resulting student research activities are specifically designed to be easily integrated in formal science education at school, to foster research skills and, most importantly, to let young people get to know science as an engaging creative activity. ---------- Ciensación es un compilado abierto y en línea de experimentos prácticos que ha sido creado para convencer a los docentes latinoamericanos de que la mejor forma de vivir la ciencia es en primera persona. Permitir que los alumnos realicen experimentos de forma autónoma y en pequeños grupos es una tarea desafiante para los educadores de estos países. Analizamos los motivos por los cuales los docentes se resisten a utilizar experimentos prácticos en clase y debatimos cómo se implementó Ciensación para sortear esos obstáculos. El resultado fue la creación de actividades de investigación para los alumnos, que pueden integrarse fácilmente a la educación científica formal de las escuelas, con el objetivo de desarrollar habilidades científicas y, más importante aún, para que los jóvenes puedan ver la ciencia como una actividad creativa e interesante. ---------- Ciênsação, uma coleção aberta de experimentos práticos, foi desenvolvida para convencer a professores da América Latina que ciência é melhor entendida quando manuseada.

physics.ed-ph↗

The golden age of Calcutta physics: Difficulties in reconstructing the history

Classes started in the newly established Physics Department of Calcutta University Science College in 1916. Raman, Bose and Saha were three young members of the small physics faculty consisting of barely half a dozen faculty members. Within about one decade, three extraordinary discoveries came from these young men---Saha ionization equation in 1920, Bose statistics in 1924, Raman effect in 1928. However, fortunes of Calcutta University quickly got intertwined with India's freedom struggle led by Mahatma Gandhi exactly at the same time and the physics group got tragically disrupted. Indian physics never succeeded in reaching that height again. This paper discusses the difficulties in reconstructing a critical history of this Calcutta school of physics during the very short epoch of unmatched brilliance.

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Quark Wars - a particle physics outreach game in the age of Star Wars

Quark Wars is an all-new, adventure style game. We recommended playing it outdoors. Quark Wars is modeled upon the outdoor game called Hungarian Number War, with notable influence from Star Wars, the American epic space saga. The players form two opposing teams. Both teams elect their own leader. The team members and their leaders wear particle war bonnets on their foreheads. These headdresses consist of three or four cards indicating combinations of elementary particles. The two teams compete by identifying (reading out loudly) the elementary particle cards on the foreheads of their adversaries. Players are allowed to use the terrain to cover their particle identity on their foreheads and may try to hide, run, or band together in a group to win. Quark Wars was tested at a Summer Camp of Berze Science Club in Hungary. Students loved playing Quark Wars, as this game resulted in lots of hilarity and action. In addition, Quark Wars also solidified particle terminology and made the concept of particle identification and discovery more tangible to secondary/middle school students.

physics.pop-ph↗

CHAINPLOT: A Teaching Tool to Demonstrate Vibrations of Atoms on a Chain and the Cautionary Tale of a Fundamental Error Propagated Over the Last 63 Years

Simulation of the so-called monatomic and diatomic chains by the computer program CHAINPLOT is described. The simulation provides useful teaching material for undergraduate condensed matter physics lecture courses, and has revealed that for the last 63 years a fundamental description of the actual atomic motions has been copied in the literature, despite being incorrect or at least misleading..

physics.ed-ph↗

A Game-Centered, Interactive Approach for Using Programming Exercises in Introductory Physics

Incorporating computer programming exercises in introductory physics is a delicate task that involves a number of choices that may have a strong affect on student learning. We present an approach that speaks to a number of common concerns that arise when using programming exercises in introductory physics classes where most students are absolute beginner programmers. These students need an approach that is (1) simple, involving 75 or fewer lines of well-commented code, (2) easy to use, with browser-based coding tools, (3) interactive, with a high frame rate to give a video-game like feel, (4) step-by-step with the ability to interact with intermediate stages of the "correct" program and (5) thoughtfully integrated into the physics curriculum, for example, by illustrating velocity and acceleration vectors throughout. We present a set of hour-long activities for classical mechanics that resemble well-known games such as "asteroids", "lunar lander" and "angry birds". Survey results from the first activity from four semesters of introductory physics classes at OSU in which a high percentage of the students are weak or absolute beginner programmers seems to confirm that the level of difficulty is appropriate for this level and that the students enjoy the activity. These exercises are available for general use at http://compadre.org/PICUP In the future we plan to assess conceptual knowledge using an animated version of the Force Concept Inventory originally developed by M. Dancy.

physics.ed-ph↗

Qbe: Quark Matter on Rubik's Cube

Quarks can be represented on the faces of the 3x3 Rubik's cube with the help of a symbolic representation of quarks and anti-quarks, that was delevoped originally for a deck of elementary particle cards, called Quark Matter Card Game. Cubing the cards leads to a model of the nearly perfect fluid of Quark Matter on Rubik's cube, or Qbe, which can be utilized to provide hands-on experience with the high entropy density, overall color neutrality and net baryon free, nearly perfect fluid nature of Quark Matter.

physics.pop-ph↗

A Leaky Pipe Dream? A Study of Gender Differences in Undergraduate Physics

Students face diverse pathways as they journey through undergraduate study. The analysis of student course records can untangle common patterns in course progression, and identify group trends in student outcomes. The current work examines the relationship between gender and undergraduate physics study, using course records from over nine thousand students who enrolled in physics at the University of Auckland, spanning a six year period. Physics students' demographic and course records were analyzed to find out whether there were gender differences in subject selection, course performance, and confidence. Subsequent to taking a first year physics course, female students were more likely to take further courses in life science subjects, while male students were more likely to take physical science subjects. In first year courses, gender differences were not present among highly academically prepared students, for whom school type (single-sex or coeducational) was a better predictor of course outcome. However, of those students who were less academically prepared in their first year, male students tended to outperform female students. Female students were also more likely to take an introductory physics course before an advancing course, compared to male students, after controlling for academic preparation. Science capital, a concept related to Pierre Bourdieu's notions of capital and habitus, was employed as an interpretive research framework. Habitus, the system of dispositions one uses to interpret the world, is largely influenced by the socio-cultural context in which an individual builds their identity. The following study explains how an interaction between science capital and an individual's habitus may lead to gender disparities in student outcomes in the field of physics.

physics.ed-ph↗

Considerations on Interdisciplinary Instruction and Design Influenced by Adaptive Learning. A Case Study Involving Biology, Computer Science, Mathematics, and Statistics

ALICE (Adaptive Learning for Interdisciplinary Collaborative Environments) is an open-source web based adaptive learning system designed for interdisciplinary instruction. ALICE has the potential to transform education by empowering transdisciplinary knowledge acquisition. This is particularly important in fields that accept newcomers with diverse scholastic backgrounds, e.g. Systems Biology. With traditional interdisciplinary instruction, the instructor must cover pre-requisite information from multiple disciplines to ensure all students begin at a common baseline - slowing the learning process. With ALICE, students follow a personalized syllabus based on their previous knowledge and work towards individual goals. Implementing an adaptive learning system in an interdisciplinary course requires careful considerations of the instructional design. Structuring material, formulating assessments, and other instructional design aspects must be carefully considered. These considerations are detailed through the exploration of a case study implementing ALICE in a graduate level Systems Biology course.

physics.ed-ph↗

Heads or tails in zero gravity: an example of a classical contextual "measurement"

Playing the game of heads or tails in zero gravity demonstrates that there exists a contextual "measurement" in classical mechanics. When the coin is flipped, its orientation is a continuous variable. However, the "measurement" that occurs when the coin is caught by clapping two hands together gives a discrete value (heads or tails) that depends on the context (orientation of the hands). It is then shown that there is a strong analogy with the spin measurement of the Stern-Gerlach experiment, and in particular with Stern and Gerlach's sequential measurements. Finally, we clarify the analogy by recalling how the de Broglie-Bohm interpretation simply explains the spin "measurement".

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Computational Thinking in Education: Where does it Fit? A systematic literary review

Computational Thinking (CT) has been described as an essential skill which everyone should learn and can therefore include in their skill set. Seymour Papert is credited as concretising Computational Thinking in 1980 but since Wing popularised the term in 2006 and brought it to the international community's attention, more and more research has been conducted on CT in education. The aim of this systematic literary review is to give educators and education researchers an overview of what work has been carried out in the domain, as well as potential gaps and opportunities that still exist. Overall it was found in this review that, although there is a lot of work currently being done around the world in many different educational contexts, the work relating to CT is still in its infancy. Along with the need to create an agreed-upon definition of CT lots of countries are still in the process of, or have not yet started, introducing CT into curriculums in all levels of education. It was also found that Computer Science/Computing, which could be the most obvious place to teach CT, has yet to become a mainstream subject in some countries, although this is improving. Of encouragement to educators is the wealth of tools and resources being developed to help teach CT as well as more and more work relating to curriculum development. For those teachers looking to incorporate CT into their schools or classes then there are bountiful options which include programming, hands-on exercises and more. The need for more detailed lesson plans and curriculum structure however, is something that could be of benefit to teachers.

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