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At least 577 records · Page 32Linked to original sources

arXiv2019

Wie brachte die Saturn V-Rakete die Astronauten von Apollo 11 zum Mond?

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. This teaching unit follows the material "How do astronauts fly to the ISS with a rocket?", but is aimed at higher grades because of the mathematical skills required. Based on the rocket equation, the students calculate various parameters of the three-stage moon rocket Saturn V under the influence of gravity. In order to be able to perform the calculation analytically, some simplifying assumptions are made. For motivation videos and texts about the Apollo program are provided. 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. Diese Lehreinheit schließt sich an das Material "Wie fliegen Astronauten mit einer Rakete zur ISS?" an, richtet sich aber wegen des benötigten mathematischen Rüstzeugs an höhere Klassenstufen. Die Schülerinnen und Schüler berechnen ausgehend von der Raketengleichung verschiedene Parameter der dreistufigen Mondrakete Saturn V unter dem Einfluss der Schwerkraft. Um die Berechnung analytisch durchführen zu können, werden einige vereinfachende Annahmen gemacht. Zur Motivation werden Videos und Texte zum Apollo-Programm zur Verfügung gestellt. Weitere Materialien unter: https://www.haus-der-astronomie.de/raum-fuer-bildung

physics.ed-ph↗

arXiv2019

Die Bahnen der ISS und anderer Satelliten

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. Artificial satellites are suitable as application-oriented examples to explain the effect of gravity on their orbits. This working material deals with the orbit of the International Space Station (ISS) around the Earth. In simple calculations and representations, the students learn how the orbits of artificial satellites are created and which characteristic velocities occur. They compare their ISS results with those of geostationary satellites and discover applications of this particular orbit. 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. Künstliche Satelliten eignen sich als anwendungsnahe Beispiele, um die Wirkung der Gravitation auf ihre Bahn näher zu erläutern. Dieses Arbeitsmaterial behandelt dazu exemplarisch den Orbit der Internationalen Raumstation (ISS) um die Erde. In einfachen Rechnungen und Darstellungen erfahren die Schülerinnen und Schüler, wie Bahnen künstlicher Satelliten zustande kommen und welche charakteristischen Geschwindigkeiten dabei auftreten. Sie vergleichen ihre Ergebnisse zur ISS mit denen von geostationären Satelliten und entdecken Anwendungen dieses besonderen Orbits. Weitere Materialien unter: https://www.haus-der-astronomie.de/raum-fuer-bildung

physics.ed-ph↗

arXiv2019

The Day of the Inductance. Problem of the 7-th Experimental Physics Olympiad, Skopje, 7 December 2019

This is the problem of the 7-th international Experimental Physics Olympiad "The Day of the Inductance". A large inductance made by a general impedance converter is measured by the Maxwell-Wien bridge. The youngest students (S category) have the problem to measure the parameters of the elements in the experimental set-up. The students at middle age (category M) should balance a Wheatstone bridge with resistors only. The inductance measurement is supposed to be accomplished by the students from the upper age (L category) only. From the university students (XL category) we expect error estimation and professionally made measurement protocol. As a homework problem (Sommerfeld price) the general formula for the impedance of the general impedance converter, where the general equation for operational amplifiers is included, has to be derived. Problems for further work are also given in the text. The described set-up can be considered as a prototype for companies producing laboratory equipment.

physics.ed-ph↗

arXiv2019

Wie fliegen Astronauten mit einer Rakete zur ISS?

This activity was created within the framework of the "Space for Education" project, which aims at experiencing physical principles on the basis of topics related to space travel. This work enables the students to understand how a rocket brings crews into the orbit of the International Space Station. Since the way from the simpler basics to a real representation of a rocket flight is quite complex and requires knowledge from several class levels, the current paper limits itself to the introduction of basic concepts and simple, idealized applications. The rocket equation is of central importance. Further derivations, which deal with multi-stage rockets, are dealt with in a separate work. To introduce the principle of recoil, a few examples are briefly presented. 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. Diese Ausarbeitung ermöglicht den Schülerinnen und Schülern nachzuempfinden, wie eine Rakete Besatzungen auf den Orbit der Internationalen Raumstation bringt. Da der Weg von den einfacheren Grundlagen hin zu einer realen Darstellung eines Raketenflugs recht komplex ist und Kenntnisse aus mehreren Klassenstufen benötigt, beschränkt sich die aktuelle Ausarbeitung auf die Einführung der Grundbegriffe und einfachen, idealisierten Anwendungen. Zentrale Bedeutung hat dabei die Raketengleichung. Weiterführende Ableitungen, die mehrstufige Raketen thematisieren, werden in einer gesonderten Ausarbeitung behandelt. Zur Einleitung in das Prinzip des Rückstoßes werden kurz einige Beispiele vorgestellt. Weitere Materialien unter: https://www.haus-der-astronomie.de/raum-fuer-bildung

physics.ed-ph↗

arXiv2019

Symmetry in the system conformed by two blocks connected by a string with variable tension

In this paper we review the system made up by two blocks connected by a string over a smooth pulley with variable tension. One block lies on an horizontal surface and the another block is hanging vertically. We carry out a complete and systematic analysis for the tension of the string as function of the angle and the horizontal distance x, at static equilibrium. We find a simmetry-like that corresponds to two different confifigurations with the same tension and obtain the relationship that must satisfy two angles or two horizontal distances to obtain equal tension.

physics.ed-ph↗

arXiv2019

The colours of Newton's Opticks: an advanced project for excellent students

We describe in detail an advanced project devised for outstanding High School (or undergraduate) students with appropriate abilities in physical reasoning (rather than with a good standard preparation), centered around the well-known historical case of Newton's theory of light and colours. The different action lines along which the project is developed are aimed to let the students involved to: 1) think as Newton did, by building step by step all his knowledge and reasoning; 2) work as Newton did, by performing the whole series of his original experiments with prisms; 3) deduce as Newton did about the nature of light and colours; 4) present the results of their activity (including physics demonstrations) to the general public, in order to test abilities in communicating what learned and discovered (including video realization published on YouTube youtube). Such didactic aim is complemented by the purpose to realize a historically informed activity, given the potential key role of the History of Physics in promoting science at a deeper level, especially when no particular training in mathematics or advanced education is required. The highly favourable reception of the project by the students involved, as well as that deserved by the uneducated people to the activities demonstrated by the students in public events, testify for the success of such work.

physics.ed-ph↗

arXiv2020

Thermodynamic identities with sunray diagrams

One of the hurdles in teaching undergraduate thermodynamics is a plethora of complicated partial derivative identities. Students suffer from difficulties in deriving, justifying, or interpreting the identities, misconceptions about partial derivatives, and a lack of in-depth understanding of the meanings of identities. We propose a novel diagrammatic method for the calculus of differentials and partial derivatives called the "sunray diagram" that resolves the difficulties above. The sunray diagram technique relates a partial derivative with "arrow sliding," which enables an aesthetic and intuitive manipulation of partial derivative expressions in the form of successive arrow slidings. Furthermore, the sunray diagram is more than an ad hoc or abstract machinery but is based on the symplectic structure of thermodynamics; the sunray diagram admits a direct physical interpretation on the P-V (or T-S) plane. We elaborate on such physical semantics of the sunray diagram by taking Maxwell's approach to the geometry of thermodynamic structures--reinterpreted in terms of differential geometry--as a reference point. We anticipate that our discussion introduces the geometry of thermodynamics to learners and enriches the graphical pedagogy in physics education.

physics.ed-ph↗

arXiv2019

Lessons Learned from Teaching Astronomy with Virtual Reality

We report on the initial phase of an ongoing, multi-stage investigation of how to incorporate Virtual Reality (VR) technology in teaching introductory astronomy concepts. Our goal was to compare the efficacy of VR vs. conventional teaching methods using one specific topic, Moon phases and eclipses. After teaching this topic to an ASTRO 101 lecture class, students were placed into three groups to experience one of three additional activities: supplemental lecture, "hands-on" activity, or VR experience. All students were tested before and after their learning activity. Although preliminary, our results can serve as a useful guide to expanding the role of VR in the astronomy classroom.

physics.ed-ph↗

arXiv2020

The Tachyon Nexus: An Educational Resource on Tachyons and Time Travel

A web site called The Tachyon Nexus (no relation to Tachyon Nexus Inc) is described. This web site (ehrlich.physics.edu) includes much reliable information about the controversial subjects of time travel and faster-than-light particles known as tachyons mostly from a physics point of view. This compendium of various resources should be of great value both to students seeking to learn about these subjects or to high school teachers or college professors wishing to include them in their teaching on special or general relativity.

physics.ed-ph↗

arXiv2019

The Study of the Faraday Effect and the Faraday Rotation Ammeter, a Senior Project Thesis

The Faraday Rotation Ammeter (FRA) experiment takes advantage of the Faraday Effect in order to measure the current density in a given environment. The Faraday Effect explains a rotation of a polarized electric field as it propagates through a magnetic field. The FRA uses a polarized laser source that is coupled into fiber optic cable, then placed in the desired environment to measure the change of polarization angle caused by the magnetic field. The change in the angle of polarization can be used to then find the strength of the magnetic field and ultimately the level of current that created it. The Faraday Effect is amplified by the Verdet Constant, a material property that describes the number of degrees the angle of polarization rotates for a given medium. The device is intended to measure the current density seen in the Aurora. Estimated current values are expected to be around the lower micro-amps range (10-100mA/m^2) for that application. The main goals of the project were to simulate the Faraday Effect on the propagation of the linear polarized light wave, measure the Verdet Constant, re-build the previous design and determine what components of the design if improved or replaced with newer technology could provide the FRA the required sensitivity.

physics.ed-ph↗

arXiv2019

Developing Careers in Physics -- Perspectives of Particle Physics Researchers from the VBScan network at various stages of their careers

Outlooks of particle physics researchers on their careers and the general challenges in establishing their careers over different career stages are surveyed using a questionnaire distributed to participants in an ERC-funded research network, "VBScan". The respondents displayed a great deal of insight into what is needed for a career in academia, or more specifically particle physics, though they also did not downplay the element of "luck". Some notable differences between career levels could be observed in problems raised and attitudes towards careers.

physics.ed-ph↗

arXiv2019

From Solar Eclipse of 1919 to the Spectacle of Gravitational Lensing

A century after observing the deflection of light emitted by distant stars during the solar eclipse of 1919, it is interesting to know the concepts emerged from the experiment and the theoretical and observational consequences for modern cosmology and astrophysics. In addition to confirming Einstein's gravitational theory, its greatest legacy was the construction of a new research area to cosmos science dubbed gravitational lensing. The formation and magnification of multiple images (mirages) by the gravitational field of a compact or extended lens are among the most striking phenomena of nature. This article presents a pedagogical view of the first genuine gravitational lens effect, the double quasar QSO 0957 + 561. We also describe the formation of rings, giant arcs, arclets and multiple Supernova images. It is also surprising that the Hubble constant and the amount of dark matter in the Universe can be measured by the same technique. Finally, the lensing of gravitational waves, a possible but still not yet detected effect, is also briefly discussed.

physics.pop-ph↗

arXiv2021

Positive Impacts on Student Self-Efficacy from an Introductory Physics for Life Science Course Using the Team-Based Learning Pedagogy

We present the impact on student self-efficacy of an introductory physics for life-science students course taught using a Team-Based Learning pedagogy. We measured self-efficacy using the validated quantitative Sources of Self-Efficacy in Science Courses - Physics, SOSESC-P, survey developed by Fencl and Scheel. Data were collected both at the beginning and end of the semester to evaluate the impact of shifts in individual self-efficacy. After describing the key features of the pedagogy, we find that the Team-Based Learning system at University of Massachusetts Amherst, results in significant improvements for she-identifying individuals from three of the four sources of self-efficacy identified by Bandura as well as in three of four investigated attributes of the course. We also investigated the predictive power of self-efficacy on individual student performance using logarithmic regression. For our course, the shift in self-efficacy between the beginning and end of the semester is more important that a student's pronouns in predicting attaining at least a B on individual assignments.

physics.ed-ph↗

arXiv2022

Contemplating electromagnetic phenomena in lived experience through somatic meditation

One of the objectives of the undergraduate physics curriculum is for students to become aware of the connections between formal physical principles and personal experience. However, research has shown that awareness of connections between the abstract and the experiential tends to deteriorate, sometimes significantly, following instruction in undergraduate physics courses. Although this phenomenon has been discussed extensively in the literature, few pedagogical interventions have been designed or implemented to address this particular weakness in undergraduate physics instruction. In this work, we show that a contemplative practice consisting of a somatic meditation and a contemplation deepens students' awareness of the connections between formal physical principles and personal experience by deliberately drawing their attention to electromagnetic phenomena in their surroundings. In this process, students also note interdisciplinary connections between electrodynamic principles and chemical and biological systems. We also find that the contemplative practice awakens an intrinsic motivation to understand electromagnetic theory, as well as an appreciation for the somatic, affective, and cognitive benefits of a contemplative practice.

physics.ed-ph↗

arXiv2020

Continuing education: a solution proposal for problems in the teaching of Astronomy

The goal of this paper is have bringing a reflect on the experience of applying a continuing education course in Astronomy Teaching for teachers from two municipal networks, know Laranja da Terra (ES) and Guarapari (ES). Here we are presenting a brief of the course offered by Ifes-Guarapari for these networks as well as analyzes the experience reports, font of collection of data, done by the course participants, which was guided by diagnostic questions that allowed the systematization of the course participants' perceptions in the developed training process. After the systematization and analysis of the texts, the reflection was as follows: a) the existence of a demand for training in the area of astronomical knowledge; b) the potential of Astronomy Teaching as a provider of innovative pedagogical practices in the school context as well as its interdisciplinary potential; and c) notes for improvement in the construction and offer of new training courses in Astronomy for elementary school professionals.

physics.ed-ph↗

arXiv2020

Positioning in groups: The roles of expertise and being in charge

Inchargeness is associated with one's authority in driving the activity in collaboration. We study how inchargeness changes within a collaborative group when its members have differing expertise. We present a case study of a group of three students working in an upper division undergraduate physics laboratory. One of them has less on-task expertise than her peers due to missing a day, which reduces her relative inchargeness across two storylines: "catching up" and "moving forward".

physics.ed-ph↗

arXiv2020

A mismatch between self-efficacy and performance: Undergraduate women in engineering tend to have lower self-efficacy despite earning higher grades than men

There is a significant underrepresentation of women in many Science, Technology, Engineering, and Mathematics (STEM) majors and careers. Prior research has shown that self-efficacy can be a critical factor in student learning, and that there is a tendency for women to have lower self-efficacy than men in STEM disciplines. This study investigates gender differences in the relationship between engineering students' self-efficacy and course grades in foundational courses. By focusing on engineering students, we examined these gender differences simultaneously in four STEM disciplines (mathematics, engineering, physics, and chemistry) among the same population. Using survey data collected longitudinally at three time points and course grade data from five cohorts of engineering students at a large US-based research university, effect sizes of gender differences are calculated using Cohen's d on two measures: responses to survey items on discipline-specific self-efficacy and course grades in all first-year foundational courses and second-year mathematics courses. In engineering, physics, and mathematics courses, we find sizeable discrepancies between self-efficacy and performance, with men appearing significantly more confident than women despite small or reverse direction differences in grades. In chemistry, women earn higher grades and have higher self-efficacy. The patterns are consistent across courses within each discipline. All self-efficacy gender differences close by the fourth year except physics self-efficacy. The disconnect between self-efficacy and course grades across subjects provides useful clues for targeted interventions to promote equitable learning environments. The most extreme disconnect occurs in physics and may help explain the severe underrepresentation of women in "physics-heavy" engineering disciplines, highlighting the importance of such interventions.

physics.ed-ph↗

arXiv2020

The Data Science Fire Next Time: Innovative strategies for mentoring in data science

As data mining research and applications continue to expand in to a variety of fields such as medicine, finance, security, etc., the need for talented and diverse individuals is clearly felt. This is particularly the case as Big Data initiatives have taken off in the federal, private and academic sectors, providing a wealth of opportunities, nationally and internationally. The Broadening Participation in Data Mining (BPDM) workshop was created more than 7 years ago with the goal of fostering mentorship, guidance, and connections for minority and underrepresented groups in the data science and machine learning community, while also enriching technical aptitude and exposure for a group of talented students. To date it has impacted the lives of more than 330 underrepresented trainees in data science. We provide a venue to connect talented students with innovative researchers in industry, academia, professional societies, and government. Our mission is to facilitate meaningful, lasting relationships between BPDM participants to ultimately increase diversity in data mining. This most recent workshop took place at Howard University in Washington, DC in February 2019. Here we report on the mentoring strategies that we undertook at the 2019 BPDM and how those were received.

physics.ed-ph↗