SEARCH · Searcharxiv

Results for “physics.ed-ph”

Search indexed arXiv papers on artificial intelligence, large language models, computer vision and robotics. Read source abstracts and follow links to arXiv.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 559 records · Page 31Linked to original sources

arXiv2019

Development of the Preparation Session Observational Tool (PSOT) for Quantitative Analysis by Probing the Underlying Behaviors that Contribute to Various Learning Assistant-Faculty Relationships

In order to have a successful Learning Assistant Program it is important to create adequate support tools and resources to adopt and implement the model. The Learning Assistant Model was created at the University of Colorado-Boulder and consists of three essential elements (pedagogy, content, and practice). Our research focuses on the content component, or the weekly content preparation session, in which faculty and their Learning Assistants (LAs) meet to discuss course objectives, content, pedagogical approaches, and student learning. For this study, video recordings of weekly content preparation sessions of various LA-faculty assignments at Chicago State University were analyzed. This data and a review of previous research on observation protocols led us to develop the Preparation Session Observation Tool (PSOT). PSOT is used to develop a better understanding of how the weekly content preparation sessions are fostering different types of partnerships. It is expected that PSOT data can be used by new adoptees of the LA Model and experienced members of LA Programs to analyze their weekly content preparation session in order to improve or change LA-faculty working relationships.

physics.ed-ph↗

arXiv2019

A Conceptual Blend Analysis of Physics Quantitative Literacy Reasoning Inventory Items

Mathematical reasoning flexibility across physics contexts is a desirable learning outcome of introductory physics, where the math world and physical world meet. Physics Quantitative Literacy (PQL) is a set of interconnected skills and habits of mind that support quantitative reasoning about the physical world. The Physics Inventory of Quantitative Literacy (PIQL), which we are currently refining and validating, assesses students proportional reasoning, covariational reasoning, and reasoning with signed quantities in physics contexts. In this paper, we apply a Conceptual Blending Theory analysis of two exemplar PIQL items to demonstrate how we are using this theory to help develop an instrument that represents the kind of blended reasoning that characterizes expertise in physics. A Conceptual Blending Theory analysis allows for assessment of hierarchical partially correct reasoning patterns, and thereby holds potential to map the emergence of mathematical reasoning flexibility throughout the introductory physics sequence.

physics.ed-ph↗

arXiv2019

Towards understanding and characterizing expert covariational reasoning in physics

Relating two quantities to describe a physical system or process is at the heart of "doing physics" for novices and experts alike. In this paper, we explore the ways in which experts use covariational reasoning when solving introductory physics graphing problems. Here, graduate students are considered experts for the introductory level material, as they often take the role of instructor at large research universities. Drawing on work from Research in Undergraduate Mathematics Education (RUME), we replicated a study of mathematics experts' covariational reasoning done by Hobson and Moore with physics experts [N. L. F. Hobson and K. C. Moore, in RUME Conference Proceedings, pp. 664-672 (2017)]. We conducted think-aloud interviews with 10 physics graduate students using tasks minimally adapted from the mathematics study. Adaptations were made solely for the purpose of participant understanding of the question, and validated by preliminary interviews. Preliminary findings suggest physics experts approach covariational reasoning problems significantly differently than mathematics experts. In particular, two behaviors are identified in the reasoning of expert physicists that were not seen in the mathematics study. We introduce these two behaviors, which we call Using Compiled Relationships and Neighborhood Analysis, and articulate their differences from the behaviors articulated by Hobson and Moore. Finally, we share implications for instruction and questions for further research.

physics.ed-ph↗

arXiv2019

Identifying Covariational Reasoning Behaviors in Expert Physicists in Graphing Tasks

Covariational reasoning -- how one thinks about the way changes in one quantity affect another quantity -- is essential to calculus and physics instruction alike. As physics is often centered on understanding and predicting changes in quantities, it is an excellent discipline to develop covariational reasoning. However, while significant work has been done on covariational reasoning in mathematics education research, it is only beginning to be studied in physics contexts. This work presents preliminary results from an investigation into expert physicists' covariational reasoning in a replication study of Hobson and Moore's 2017 investigation of covariational reasoning modes in mathematics graduate students. Additionally, we expand on this work to include results from a study that uses slightly more complex physics-context questions. Two behavioral modes were identified across contexts that appear distinct from those articulated in the Hobson and Moore study: the use of compiled relationships and neighborhood analysis.

physics.ed-ph↗

arXiv2019

Temperature profile and double images in the inferior mirage

Desert mirages were simulated in the laboratory by heating a flat surface of sand. This showed that a boundary layer of air, of only a few millimeters immediately covering a heated surface has nearly the same thickness over a wide range of temperatures. It consists of a region producing an inverted image, and another producing an erect image depending on the relative distances between observer, heated surface and object. Measurement of distances and heights show angles of incidence greater than angles of reflection. Air refractive index measurements agree with involvement of the critical angle in ray bending. An analogy with density gradient sucrose solutions also shows double images, inverted and erect. It is assumed that a similar situation exists outdoors. Specular reflection over rough surfaces can be described as a mirage, but it is seen at a wider range of viewing angles, and it does not require a temperature gradient. It is always present, but it can be obliterated by a higher intensity of diffuse reflection.

physics.ed-ph↗

arXiv2020

A physical investigation on the phenomenon of the Dancing Coin

When a coin is placed on the neck of a cold bottle, the coin will move cyclically. This is caused by the expansion of the gas inside the bottle warming up, which will cause the coin to rise when the internal pressure is large enough to overcome the weight of the coin. This problem, widely used to qualitatively demonstrate several laws of thermodynamics, has no quantitative solution in the literature. For this we use the ideal gas model and Newton's law of cooling combined with computational numerical simulations and systematic experimental measures to confront our theoretical model, including equations for the evolution of temperature, pressure and behaviour of the coins in the system.

physics.ed-ph↗

arXiv2019

Development of Learning Analytics Moodle Extension for Easy JavaScript Simulation (EjsS) Virtual Laboratories

Easy JavaScript Simulations (EjsS) is a popular and powerful authoring toolkit for the creation of open source HTML5 compliant JavaScript simulations. This paper focuses on developing a Learning Analytics extension in Moodle for EjsS, capable of monitoring interactions with the simulation (e.g. mouse clicks, states of buttons and sliders, variable assignments). This extension was piloted with educational physics simulations. Data on learners can be visualised in real-time on the instructor dashboard, allowing instructors to better understand the learning process and modify classroom instruction accordingly.

physics.ed-ph↗

arXiv2020

Promoting the Joy of Learning by Turning a Smartphone into Scientific Equipment

Smartphone is a powerful internet connected computer packed with internal sensors that measure sound, light, acceleration and magnetic field strength. Physics teachers can use them as measurement devices to demonstrate science concepts and promote the joy of learning. Some research has also shown the benefits of using smartphones for teaching and learning physics. This article aims to extend mobile phone research with our open source apps and low-cost experimental design. The three experiments that we designed include radioactivity, line spectrum, standing sound wave and polarization of light. Students are able to conduct experiments and collect data easily without using bulky data loggers or laptops. Substituting a data logger with a smartphone will mean that every student can possess his/her own measuring tool inside and outside the classroom, instead of having to share with a large group of students in a scheduled lab. By empowering the students to conduct their own experiments and collect data, the use of the smartphone as a tool aims to support student learning anytime and anywhere, igniting greater joy of learning

physics.ed-ph↗

arXiv2019

The Progress of Astronomy Program in the Rizal Technological University Philippines

The Rizal Technological University offers a formal degree program in Astronomy for both undergraduate and graduate levels. Also, the university hosts the most sophisticated optical telescopes in the country, and the astronomical research hub Center for Astronomy Research and Development. Through the efforts of the Department of Science and Technology, it offers support for scholarships and research funding. The astronomy curriculum of the university aimed to craft students to become researchers and scientists in the future, and notably associates the tracer study that the graduates are equipped as researchers and possesses the computational and mathematical ability for the job. The increased in enrollees shows the cogency of the aforecited statements as it enticed students to study in the field of astronomy. Other efforts are discussed in detail in this paper.

physics.ed-ph↗

arXiv2019

In a physics curriculum only introductory physics course grades show gender differences but do not predict future course performance for physics majors

Analysis of institutional data for physics majors showing predictive relationships between required mathematics and physics courses in various years is important for contemplating how the courses build on each other and whether there is need to make changes to the curriculum for the majors to strengthen these relationships. We use 15 years of institutional data at a large research university to investigate how introductory physics and mathematics courses predict male and female physics majors' performance on required advanced physics and mathematics courses. We used Structure Equation Modeling (SEM) to investigate these predictive relationships and find that among introductory and advanced physics and mathematics courses, there are gender differences in performance in favor of male students only in the introductory physics courses after controlling for high school GPA. We found that a measurement invariance fully holds in a multi-group SEM by gender, so it was possible to carry out analysis with gender mediated by introductory physics and high school GPA. Moreover, we find that these introductory physics courses that have gender differences do not predict performance in advanced physics courses. Also, introductory mathematics courses predict performance in advanced mathematics courses which in turn predict performance in advanced physics courses. Furthermore, apart from the introductory physics courses that do not predict performance in future physics courses, there is a strong predictive relationship between the sophomore, junior and senior level physics courses.

physics.ed-ph↗

arXiv2019

Etude des effets non linéaires observés sur les oscillations d'un pendule simple

In this paper we present a study of the non-linear effects of anharmonicity of the potential of the simple pendulum. In a theoretical reminder we highlight that anharmonicity of the potential generates additional harmonics and the non-isochronism of oscillations. These phenomena are all the more important as we move away from the oscillations at small angles, which represent the domain of validity of the harmonic approximation. The measurement is apprehended by means of the acquisition box SYSAM-SP5 coupled with the Latis pro software and the Eurosmart pendulum. We show that only a detailed analysis by fitting the recorded curve can provide sufficient accuracy to describe the quadratic evolution of the period as a function of the amplitude of the oscillations. We we can detect the additional harmonics in the oscillations when the amplitude becomes very high.

physics.ed-ph↗

arXiv2020

Smartphone sensors and video analysis: two allies in the Physics laboratory battle field

Recently, two technologies: video analysis and mobile device sensors have considerable impacted Physics teaching. However, in general, these techniques are usually used independently. Here, we focus on a less-explored feature: the possibility of using supplementary video analysis and smartphone (or other mobile devices) sensors. First, we review some experiments reported in the literature using both tools. Next, we present an experiment specially suited to compare both resources and discuss in detail some typical results. We found that, as a rule, video analysis provides distances or angular variables, while sensors supplies velocity or acceleration (either linear or angular). The numerical differentiation of higher derivatives, i.e. acceleration, usually implies noisier results while the opposite process (the numerical integration of a temporal evolution) gives rise to the accumulation of errors. In a classroom situation, the comparison between these two techniques offers an opportunity to discuss not only concepts related to the specific experiment but also with the experimental and numerical aspects including their pros and cons.

physics.ed-ph↗

arXiv2019

Qualitative methods in condensed matter physics

Expanding on our former hypothesis that, in the current information age, teaching physics should become more intuition-based and aiming at pattern recognition skills, we present multiple examples of qualitative methods in condensed matter physics. They include the subjects of phonons, thermal and electronic properties of matter, electron-phonon interactions and some properties of semiconductors.

physics.ed-ph↗

arXiv2019

Emergence of conformist thinking under strong paradigmatic pressure: The case of (Galilean) relativity

An extension of the Bachelardian notion of epistemological profile allows us to establish the appearance of a strong conformist thinking component following certain formulations of the Galilean concept of the relativity of motion, namely those associated to the idea that the Sun might revolve around Earth from certain points of view. We deduce the existence of a strong remanent paradigmatic pressure related to the Copernican paradigm. A study involving more than 2900 students, primary school teachers and future teachers shows a 97 percent prevalence of (pre-Galilean) Copernican conformism. The epistemological profiles of several high level academics, including professional physicists, a mathematician and a sociologist show that, under strong paradigmatic pressure, even professional scientists can shift from a scientific to a conformist way of thinking, possibly related in some cases to a gate-keeper posture. Even when desired, the personal shift to a more advanced (relativist) understanding of such a high-pressure issue as heliocentrism can be a lengthy process. Some consequences of this disturbing cognitive process for science education are also discussed.

physics.ed-ph↗

arXiv2019

Die Stromversorgung der ISS

This activity was created within the framework of the "Space for Education" project, which ams at experiencing physical principles on the basis of topics related to space travel. It enables the students to investigate the power supply of the International Space Station. If available, they determine the current parameters of the electrical system from the telemetry of the ISS in real time. Otherwise, they can use archive data attached to the working documents. From this, they calculate the electrical power provided by the solar cells. Additional materials at: https://www.haus-der-astronomie.de/raum-fuer-bildung ----- Diese Aktivität wurde im Rahmen des Projekts "Raum für Bildung" erstellt, welches physikalische Prinzipien anhand der Raumfahrt erlebbar macht. Sie ermöglicht den Schülerinnen und Schülern, die Stromversorgung der Internationalen Raumstation zu untersuchen. Falls vorhanden, ermitteln sie die augenblicklichen Parameter des elektrischen Systems aus der Telemetrie der ISS in Echtzeit. Ansonsten können sie Archivdaten nutzen, die den Arbeitsunterlagen beigefügt sind. Hieraus berechnen sie die von den Solarzellen zur Verfügung gestellte elektrische Leistung. Weitere Materialien unter: https://www.haus-der-astronomie.de/raum-fuer-bildung

physics.ed-ph↗

arXiv2019

Wo ist Apollo 11? Wie man mit Funkechos die Mondentfernung bestimmt

This activity was created within the framework of the "Space for Education" project, which ams at experiencing physical principles on the basis of topics related to space travel. The students analyze audio files of the radio contact between the NASA ground station in Houston, Texas and the crew of Apollo 11 during the moon landing in 1969. Through echoes in the radio transmission they determine the signal propagation time and thus the distance between earth and moon. Additional materials at: https://www.haus-der-astronomie.de/raum-fuer-bildung ----- Diese Aktivität wurde im Rahmen des Projekts "Raum für Bildung" erstellt, welches physikalische Prinzipien anhand der Raumfahrt erlebbar macht. Die Schülerinnen und Schüler analysieren Audiodateien des Funkkontakts zwischen der NASA- Bodenstation in Houston, Texas und der Crew von Apollo 11 wahrend der Mondlandung im Jahr 1969. Durch Echos in der Funkübertragung ermitteln sie die Signallaufzeit und somit die Entfernung zwischen Erde und Mond. Weitere Materialien unter: https://www.haus-der-astronomie.de/raum-fuer-bildung

physics.ed-ph↗

arXiv2019

Weiche Landung auf dem Mars

In the distant future, humans will surely fly to Mars. Even today, probes and vehicles are carrying out measurements on the surface of Mars. However, most landings on Mars cannot be carried out with parachutes alone. Instead, landing modules are deployed that use engines to reduce the speed to acceptable values. Compared to Earth, Mars exerts a lower force of attraction on the probes. However, its atmosphere is much thinner than that of Earth. With simple calculations and some simplifying assumptions, students calculate the speed of a Mars probe with a parachute. This allows them to realise that, due to the thin Mars atmosphere, the final speed does not permit a soft landing. Additional materials at: https://www.haus-der-astronomie.de/raum-fuer-bildung ----- In ferner Zukunft werden sicher Menschen zum Mars fliegen. Schon heute führen Sonden und Fahrzeuge auf der Marsoberfläche Messungen durch. Landungen können auf dem Mars jedoch meistens nicht alleine mit Fallschirmen durchgeführt werden. Stattdessen verwendet man Landemodule, die mit Triebwerken die Geschwindigkeit auf akzeptable Werte verringern. Im Vergleich zur Erde übt der Mars zwar eine geringere Anziehungskraft auf die Sonden aus. Jedoch ist seine Atmosphäre sehr viel dünner als die der Erde. Mit simplen Rechnungen und einigen vereinfachenden Annahmen berechnen Schülerinnen und Schüler die Geschwindigkeit einer Marssonde mit Fallschirm. Dadurch erkennen sie, dass aufgrund der dünnen Marsatmosphäre die Endgeschwindigkeit keine weiche Landung zulässt. Weitere Materialien unter: https://www.haus-der-astronomie.de/raum-fuer-bildung

physics.ed-ph↗

arXiv2019

Astronautentraining unter Wasser

This activity was created within the framework of the "Space for Education" project, which ams at experiencing physical principles on the basis of topics related to space travel. Buoyancy and the Archimedean Principle often appear as somewhat abstract concepts. The underwater training of the ISS crews for extra-vehicular operations offers an exciting approach to deal more closely with the phenomena of uplift. To achieve a state of suspension in the water, the suits must be equipped with weights and buoyancy aids. Therefore, this activity enables the students to explore the interplay between gravitational force and buoyancy through tasks and experiments. Additional materials at: https://www.haus-der-astronomie.de/raum-fuer-bildung ----- Diese Aktivität wurde im Rahmen des Projekts "Raum für Bildung" erstellt, welches physikalische Prinzipien anhand der Raumfahrt erlebbar macht. Der Auftrieb sowie das Archimedische Prinzip erscheinen oft als etwas abstrakte Konzepte. Das Unterwasser-Training der ISS-Besatzungen für Außenbordeinsätze bietet einen spannenden Ansatz, um sich mit dem Phänomenen des Auftriebs näher zu beschäftigen. Um einen Schwebezustand im Wasser zu erreichen, müssen die Anzüge mit Gewichten und Auftriebskörpern bestückt werden. Daher ermöglicht diese Aktivität den Schülerinnen und Schülern, durch Aufgaben und Experimente das Wechselspiel zwischen Gewichtskraft und Auftriebskraft zu erforschen. Weitere Materialien unter: https://www.haus-der-astronomie.de/raum-fuer-bildung

physics.ed-ph↗