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At least 451 records · Page 25Linked to original sources
arXiv2018

Common Misconceptions About Angular Momentum

Angular momentum is taught in every classical mechanics course. It is a difficult topic with misconceptions commonly forming significant barriers to student success. My intention in writing this paper is to combat some of the most common misconceptions and to help prepare freshman and sophomore students for success in their upper-level classical mechanics courses. The paper begins with a discussion of several fundamental equations relating to angular momentum. A number of special cases are then examined and the paper concludes after presenting a set of three examples.

physics.ed-ph↗
arXiv2018

Un enfoque de enseñanza de la Astronomía: Algunas consideraciones epistemológicas y didácticas

In order to guide teaching practices in Initial and Primary Education (IPE) level, it seems fundamental to start with an epistemological and didactic analysis of the programmatic content of the Knowledge of Nature area in the curriculum currently in force in Uruguay. In this work we briefly discuss the astronomical contents prescribed in the Program of IPE, year 2008, in order to provide teachers with some "reading keys" that might translate into possible guidelines for the design, implementation and evaluation of teaching sequences that address these contents.

physics.ed-ph↗
arXiv2018

The use of blogs in the education field: A qualitative systematic review

Blogs have become one of the most successful tools of the Web 2.0 because of their ease of use and the availability of open platforms. They have quickly spread in the education field thanks to the many attractive qualities that have been attributed to them, such as collaboration, communication, enhancing of professional writing, and the improvement of information-gathering skills. However, many of the studies that have addressed this issue were not based on an empirical research, and therefore they are unreliable. On the other hand, the studies that do have conducted an empirical research have usually relied on participant self-reported data (surveys, interviews, and contents of blogs), which can significantly bias the positive results usually reported on the use of blogs. Another source of bias and inaccuracy in the reported results is that most of the studies lacked control group, i.e they do not follow an experimental design. The purpose of this review is to examine the current state of the studies related to the evaluation of the blog effects in the education field. The methods to select the studies and perform the corresponding analysis have followed a qualitative systematic approach. The selection has been restricted to empirical and peer-reviewed studies published between January 2011 and June 2013. The findings have been integrated and compared using the Grounded Theory, giving rise to a set of categories that have structured the results of the review.

cs.CY↗
arXiv2018

Science with an ngVLA: Reaching Communities and Creating New Opportunities with the ngVLA

The Office of Diversity and Inclusion (ODI) and the Education and Public Outreach (EPO) Department serve the strategic goal of the National Radio Astronomy Observatory (NRAO) to broaden public awareness of, support for, and participation in Science, Technology, Engineering, and Mathematics (STEM). ODI operates a suite of programs designed to support underrepresented minority undergraduate, graduate students in pursuit of careers in STEM. EPO highlights the discoveries, technologies, and careers pioneered and exemplified by the NRAO via multipurpose engagement strategies that include face-to-face and standalone learning programs, products, and public services for the general public and K-12 students, with attention to reaching diverse audiences. These established and diverse programs are described, along with proposals for new, unique opportunities enabled by the development and realization of a next-generation Very Large Array (ngVLA).

physics.ed-ph↗
arXiv2018

Nothing's plenty: The significance of null results in physics education research

A central aim of physics education research is to understand the processes of learning and use that understanding to inform instruction. To this end, researchers often conduct studies to measure the effect of classroom interventions on student learning outcomes. Many of these intervention studies have provided an empirical foundation of reformed teaching techniques, such as active engagement. However, many times there is not sufficient evidence to conclude that the intervention had the intended effect, and these null results often end up in the file drawer. In this paper, we argue that null results can contribute significantly to physics education research, even if the results are not statistically significant. First, we review social sciences and biomedical research that has found widespread publication bias against null results, exploring why it occurs and how it can hurt the field. We then present three cases from physics education research to highlight how studies that yield null results can contribute to our understanding of teaching and learning. Finally, we distill from these studies some general principles for learning from null results, proposing that we should evaluate them not on whether they reject the null hypothesis, but according to their potential for generating new understanding.

physics.ed-ph↗
arXiv2019

Is a glowing LED useful for accurate determination of Plank's constant?

Plank's constant is a fundamental constant in Physical sciences and Millikan received Noble prize for obtaining it experimentally in 1923. As the technology of solid state electronic devices developed, an experiment was designed and adapted to determine the Plank's constant using LED. Herrmann and Schätzle questioned the validity of this experiment on the basis of the diode equation and their approach was further discussed by Morehouse. In this article, the validity of this experiment is revisited.

physics.ed-ph↗
arXiv2018

Teaching electromagnetism through demonstration of a practical application involving learning content from multiple disciplines

Teaching electromagnetism by demonstrating a practical application associated with learning content is an important teaching technique. Demonstrations are often performed through video-assisted procedures, and are usually limited to a one-to-one correspondence between the application and the learning content. However, understanding of practical applications frequently requires understanding of learning content beyond the ones studied in electromagnetism. I designed a process to teach the working principles of cryogen-free superconducting magnets. Understanding of this practical application requires students to have knowledge of learning content from the disciplines of electromagnetism and solid state physics. The teaching process involved the use of homemade videos demonstrating magnet operation, which was combined with a flipped classroom and an active learning approach.

physics.ed-ph↗
arXiv2018

Modern Physics Simulations

Modern physics is now a regular course for non-physics majors who do not have to take the accompanying laboratory. This lack of an experimental component puts the engineering students at a disadvantage. A possible solution is the use of computer simulations to add a constructivist element to the class. In this work, we present a set of computer simulations of fundamental experiments, a key to the teaching of modern physics, as well as their in-class implementation and assessment. Preliminary results indicate that the use of these simulations produces a substantial increase in student comprehension.

physics.ed-ph↗
arXiv2018

Optics undergraduate experiments using smart (and not so smart) phones

Smartphones may be seen as miniature toolboxs to perform Physics experiments. In this paper, we present three different "optics workbenches" mainly based on the light meter of a smartphone. One is aimed at the precise study of Malus law and other effects associated to linearly polarized light, the second allows quantifying the light intensity distribution of diffraction or interference patterns projected on a screen, and the third demonstrates the so-called inverse square law obeyed by the light from a pointlike source. These experiments allow to quantitatively demonstrate three fundamental laws of optics using quite inexpensive equipment.

physics.ed-ph↗
arXiv2018

Curricular Analytics: A Framework for Quantifying the Impact of Curricular Reforms and Pedagogical Innovations

In this paper we articulate a framework for quantifying the complexity of curricula based on their fundamental structural and instructional properties. We then introduce the notion of curricular analytics as a means of relating curricular complexity to student success outcomes, and we demonstrate the usefulness of curricular analytics by applying them to a number of important problems.

cs.CY↗
arXiv2019

Finger Paint and Physics: A simple demonstration of Circular Motion and Conservation of Energy

It can be a challenge to come up with simple demonstrations of circular motion and conservation of energy. One such demonstration consists of a large exercise ball, off of which a small solid or hollow ball is rolled. The small balls are coated in finger paint so, after an initial push, they roll nearly without slipping and create a visible tracks that can be measured and compared.

physics.ed-ph↗
arXiv2018

Three years later: gender differences in the advisor's impact on career choices in astronomy and astrophysics

The Longitudinal Study of Astronomy Graduate Students (LSAGS) arose from the 2003 Women in Astronomy Conference, where it was noted that a majority of young members of the American Astronomical Society were women. The astronomy community wishes to make every effort to retain young women in astronomy, so they commissioned a longitudinal study to be conducted that would pinpoint the factors that contribute to retention in general, with a focus on differences between women and men. The LSAGS follows a cohort of people who were graduate students in astronomy or astrophysics during 2006-07. The first survey was conducted during 2007-08, the second during 2012-13, and the third during 2015. The analysis presented in this paper, which is an update to our previous paper on this topic, used a subset of the respondents, all of whom had PhDs in astronomy, astrophysics, or a related field at the time of the third survey. We tested the effects of four major concepts on attrition from physics and astronomy. These concepts included: the imposter syndrome, mentoring and advising during graduate school, the so-called "two-body problem" that occurs when a couple needs to find two jobs in the same geographic area, and gender of the respondent. Having a mentor in grad school did not contribute to working outside of physics or astronomy. Showing characteristics of the imposter syndrome and gender of the respondent had indirect effects on working outside the field. Encouragement of the graduate advisor, the two-body problem, and completing a postdoc, had significant direct effects on working in physics or astronomy. This research identifies specific areas of concern that can be addressed by the scientific community to increase the retention of all people, but especially women, in astronomy and astrophysics.

physics.ed-ph↗
arXiv2018

Simulating Tidal Interactions between Galaxies: A Pre-University Student Project

We report on a project undertaken in Summer 2017 by pre-university student interns at Haus der Astronomie: point-particle simulations of galaxy collisions with the aim of reproducing observational data from such collisions. We succeeded in providing a visually similar representation of both NGC 5426/7 and the "Antennae" galaxies (NGC 4038/9), and were able to make deductions about the relative positions and orbits of these galaxies. The project is an example for how participants with little more than high-school level previous knowledge can successfully tackle, and understand, advanced topics from current astrophysical research. This report was written by the two participants (M. B.-C. and M. T.), on whose experiences it is based, in collaboration with their supervisor at Haus der Astronomie (M. P.).

physics.ed-ph↗
arXiv2018

Conservation laws for classical particles in Anti-de Sitter-Beltrami space

In this paper we consider the conservation laws for classical particles in $AdS_4$. At first we parameterize a geodesic line and construct conserved quantities with analog of five dimensional Minkowski space-time $M^{(2,3)}$. Consequently we change $AdS_4$ space to AdS-Beltrami space-time and write conserved quantities in the Beltrami coordinates. Finally we take a limit for small velocity $\dot{x}\ll c$ and we get the conserved quantities in Lorentz-Fock space-time. And finally we give out the energy of the nonrelativistic noncosmological particle under the cosmological limit.

gr-qc↗
arXiv2018

LASSO: A New Tool to Support Instructors and Researchers

We developed the Learning About STEM Student Outcomes (LASSO) online assessment platform to increase instructor use of research-based assessments (RBAs). LASSO does this by making it easy to collect and analyze high-quality evidence about student learning in their courses. Specifically, LASSO simplifies the process of administering, scoring, and analyzing RBAs and saves class time by automating the process online. Course results are anonymized and aggregated in the LASSO database to provide instructors normative feedback about their student outcomes.

physics.ed-ph↗
arXiv2018

The lifting effect of an effervescent tablet

The lifting effect of an effervescent tablet in the water is ideal for educational purposes, because it combines various mathematical and physical principles. We developed a mathematical toy model for the time evolution of the buoyancy and the weight on such a tablet. According to this model we conclude at a mathematical formula which connects the lifting time of the tablet with the geometrical characteristics of it. We tested this formula experimentally and it seems to be confirmed pretty well, according to the experimental data.

physics.ed-ph↗
arXiv2018

Experimental and theoretical calculation of gravity and moment of inertia using a physical pendulum

In the course of basic physics, more precisely the course of classical mechanics should be understood as clearly as possible the subject of rotational dynamics for students of science and engineering, to have clarity with the issues concerning rotational dynamics, such as calculation of torque and forces applied to a moving system. This paper presents the implementation of a physical pendulum for the physics laboratory using mainly a bar and a disc mounted on it, which can be moved along this bar, using implements such as a flexometer to measure the different lengths and a stopwatch to take the oscillation period of the pendulum. This work shows the analytical development using the Simple Harmonic Motion (S.H.M) and experimental for the elaboration of the data collection and the realization of the laboratory with which the moment of inertia and the value of gravity could be obtained. Finally, the theoretical, experimental results and the respective errors obtained by the experiment are shown.

physics.ed-ph↗