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arXiv2021

Toward an Effective Pedagogy of Climate Change: Lessons From a Physics Classroom

A major roadblock to effective climate education is the lack of radical visions (Kwauk, 2020) for engaging with climate change and related social-environmental crises in the classroom. Key aspects of the climate system: its inherent complexity and transdisciplinarity, the entanglement of social and natural systems, and the fact that it spans large scales of space and time - all present serious challenges to our modern, compartmentalized formal education systems. I present an argument for a justice-centered, inter-to-transdisciplinary conceptualization of climate change at the nexus of science, society and justice, which is designed to engage with the very features of the climate system that make it challenging. Based on pedagogical experiments in an undergraduate physics classroom for non-science majors, I identify five general barriers to teaching climate change, and formulate four dimensions of an effective climate pedagogy: the scientific-technological, the transdisciplinary, the onto-epistemological, and the psychosocial action dimensions. Within the context of a collaborative classroom culture informed by transformational learning, I describe the use of a meta-conceptual framework that, along with the issue of climate justice, seeks to realize all four dimensions of an effective climate pedagogy. This broad holistic framework is potentially adaptable to contexts and disciplines beyond undergraduate physics.

physics.ed-ph↗

arXiv2020

Responding to student feedback Individualising teamwork scores based on peer assessment

Teamwork assessments often result in a single final product, for which all team members receive a single mark regardless of their contribution to the team project. In order to respond to feedback from students in terms of fair marking of the teamwork assessment, we implemented peer assessment as a recommended pedagogical intervention to individualise team marks and prevent team members from taking advantage of free riding. Team marks were individualised proportional to the average peer assessment mark each student received from their peers in the team. We analysed course evaluation data before and after the implementation of the peer assessment process from students participating in Engineering Design courses. Analysing data in light of Social Interdependence Theory showed that the peer assessment process improved the cooperation of the team members which enhanced the students teamwork experience and their engagement with the course.

physics.ed-ph↗

arXiv2020

Development and Experimental Validation of a Viscosity Meter for Newtonian and Non-Newtonian Fluids

The study of viscosity, in the area of fluid physics at a university level, is of great importance because of the various applications that are presented in the different fields of engineering. In this work an experimental method of implementation and validation is exposed, to be able to calculate the viscosity of some newtonian and non-newtonian fluids, in which the method of a sphere that descends through a fluid has been used, making Using a viscometer of our own construction, with the help of the CassyLab sensor and software of Leybold Didactics, we show the results obtained by our measuring instrument, which is intended to highlight the versatility and precision of the measuring instrument prepared by us, in addition In this work the authors want to motivate the physics laboratory teachers; to explore the use of these tools that allow you to check the topics seen in the theoretical classes. Finally, we present the hardworking results of the measurement of viscosity for different fluids, both newtonian and non-newtonian, for the latter we show the viscosity behavior as a function of temperature.

physics.ed-ph↗

arXiv2021

Characterizing active learning environments in physics using network analysis and COPUS observations

This study uses social network analysis and the Classroom Observation Protocol for Undergraduate STEM (COPUS) to characterize six research-based introductory physics curricula. Peer Instruction, Modeling Instruction, ISLE, SCALE-UP, Context-Rich Problems, and Tutorials in Introductory Physics were investigated. Students in each curriculum were given a survey at the beginning and end of term, asking them to self-identify peers with whom they had meaningful interactions in class. Every curriculum showed an increase in the average number of student connections from the beginning of term to the end of term, with the largest increase occurring in Modeling Instruction, SCALE-UP, and Context-Rich Problems. Modeling Instruction was the only curriculum with a drastic change in how tightly connected the student network was. Transitivity increased for all curricula except Peer Instruction. We also spent one week per research site in the middle of the term observing courses using COPUS. From these observations, the student COPUS profiles look nearly the same for Tutorials, ISLE recitations, and Context-Rich Problems discussion sections. This is likely due to the large resolution of activities that can be coded as "other group activity", suggesting the need for a more detailed observation instrument.

physics.ed-ph↗

arXiv2020

Teaching gauge theory to first year students

One of the biggest revelations of 20th century physics, is virtually unheard of outside the inner circles of particle physics. This is the gauge theory, the foundation for how all physical interactions are described and a guiding principle for almost all work on new physics theories. Is it not our duty as physicists to try and spread this knowledge to a wider audience? Here, two simple gauge theory models are presented that should be understandable without any advanced mathematics or physics and it is demonstrated how they can be used to show how gauge symmetries are used to construct the standard model of particle physics. This is also used to describe the real reason we need the Higgs field. Though these concepts are complicated and abstract, it seems possible for at least first year students to understand the main ideas. Since they typically are very interested in cutting edge physics, they do appreciate the effort and enjoy the more detail insight into modern particle physics. These results are certainly encouraging more efforts in this direction.

physics.ed-ph↗

arXiv2020

Development of a computational software in Python, used to study the materials resistance in beams

In this research, we do a software writing in Python to calculate the efforts, bending moments and deformations in beams of different materials. This computational tool, that we developed, is of great help in area of computational physical, more exactly in resistance of materials, which serves as support for researchers and teachers especially in physics and civil engineering, of the part of statics, who wish to carry out the modeling of the functions, involved in the calculation of resistance in beams in a practical and simple way, using the software presented in this article. In order to carry out this software, we are going to use the following methods: the double-integration method and the conjugate-beam method, which will serve as the basis of calculation to find the mathematical expressions involved in the analysis of resistance in beams, then we will perform the implementation of the aforementioned methods, using Python as the programming language. As a final step in this project, the graphical interface of said calculation tool will be made using the Python 3.0 Tkinter library. In this work, we show the results of the graphs of the stress profiles, bending moments and deformations, for the case of different types of beams, load and force distributions applied to them. Where we were also able to conclude that a calculation software was successfully built, dedicated to the analysis of efforts and deformations in beams made of different materials.

physics.app-ph↗

arXiv2020

Gendered Performance Differences in Introductory Physics: A Study from a Large Land-Grant University

Studies examining gender differences in introductory physics show a consensus when it comes to a gender gap on conceptual assessments; however, the story is not as clear when it comes to differences in gendered performance on exams. This study examined whether gendered differences exist on midterm and final exams in introductory physics courses and if such differences were correlated with a gender difference in final course grades. The population for this study included more than 10,000 students enrolled in algebra- and calculus-based introductory physics courses between spring 2007 and spring 2019. We found a small but statistically significant difference, with a weak effect size, in final letter grades for only one out of four courses: algebra-based mechanics. By looking at midterm exam grades, statistically significant differences were noted for some exams in three out of four courses, with algebra-based electricity and magnetism being the exception. In all statistically significant cases, the effect size was small or weak, indicating that performance on exams and final letter grades was not strongly dependent on gender. As an added dimension examining gendered differences, we investigated if differences exist when accounting for instructor gender. Additionally, a questionnaire was administered in fall 2019 to more than 1,600 students in both introductory sequences to explore students' perceptions of performance, class contributions, and inclusion. We observed some differences between students' perception of their performance and contribution when grouped by gender, but no difference on perception of inclusion.

physics.ed-ph↗

arXiv2021

The Physics Inventory of Quantitative Literacy: A tool for assessing mathematical reasoning in introductory physics

One desired outcome of introductory physics instruction is that students will develop facility with reasoning quantitatively about physical phenomena. Little research has been done regarding how students develop the algebraic concepts and skills involved in reasoning productively about physics quantities, which is different from either understanding of physics concepts or problem-solving abilities. We introduce the Physics Inventory of Quantitative Literacy (PIQL) as a tool for measuring quantitative literacy, a foundation of mathematical reasoning, in the context of introductory physics. We present the development of the PIQL and evidence of its validity for use in calculus-based introductory physics courses. Unlike concept inventories, the PIQL is a reasoning inventory, and can be used to assess reasoning over the span of students' instruction in introductory physics. Although mathematical reasoning associated with the PIQL is taught in prior mathematics courses, pre/post test scores reveal that this reasoning isn't readily used by most students in physics, nor does it develop as part of physics instruction--even in courses that use high-quality, research-based curricular materials. As has been the case with many inventories in physics education, we expect use of the PIQL to support the development of instructional strategies and materials--in this case, designed to meet the course objective that all students become quantitatively literate in introductory physics.

physics.ed-ph↗

arXiv2022

Proposed Framework for complete analysis when teaching Regression in Supervised Machine Learning

It could be challenging for students and instructors to piece together a different regression concepts to coherently perform a complete data analysis. I propose using a framework which reinforces the detailed steps towards regression in Supervised Machine Learning, to be reiterated throughout the coursework. This is based on past literatures supporting reiterated and systematic teaching. Such could also mitigate the applicable and visible educational gap between Novices and Experts in teaching such concepts to Primary and Secondary School students.

physics.ed-ph↗

arXiv2023

Hartree-Fock & Density Functional Theory

These are the lecture notes used in the course Understanding Quantum Chemistry for 1st year master chemistry at the Vrije Universiteit Amsterdam. The schedule is 2 weeks on HF and 2 weeks on DFT, which provides a quite rough ride for the the students. The lecture notes also include exercises. I have started to write them in 2013 and each year I try to find the time to improve them.

physics.ed-ph↗

arXiv2021

Influences on Faculty Uptake from a Faculty Learning Community

Professional development is a tool that faculty members use to develop knowledge and skills that help them become better teachers. We investigate what influences affect the ways in which faculty take up ideas from professional development programs. By employing the framework of Pedagogical Reasoning and Action, we investigate how faculty take up ideas from a particular Faculty Learning Community (the STEM Teaching & Learning Fellowship) and the factors that influence their instructional and material design choices. We examined influences affecting faculty in three different cases. From these cases, we constructed themes, and examined those themes across all cases using a cross-case analysis. In this multiple case study we find that assessment and instructional alignment, participation in instructional practices, and the culture of the department all influence the extent in which faculty bring new teaching ideas and practices into the classroom. These findings can be leveraged by developers to design and improve programs, as well as inform researchers on future avenues of research.

physics.ed-ph↗

arXiv2020

Comment on Demographic gaps or preparation gaps?: The large impact of incoming preparation on performance of students in introductory physics

A recent paper by Salehi et al. claims that the differences found between major demographic groups on scores in introductory college physics tests are due to differences in pre-college preparation. No evidence is produced, however, to show that preparation differences are more causally important than any other differences. In one case, the male/female difference, the paper actually provides evidence that preparation gaps are unimportant.

physics.ed-ph↗

arXiv2020

Hamilton, Hamiltonian Mechanics, and Causation

I show how Hamilton's philosophical commitments led him to a causal interpretation of classical mechanics. I argue that Hamilton's metaphysics of causation was injected into his dynamics by way of a causal interpretation of force. I then detail how forces remain indispensable to both Hamilton's formulation of classical mechanics and what we now call Hamiltonian mechanics (i.e., the modern formulation). On this point, my efforts primarily consist of showing that the orthodox interpretation of potential energy is the interpretation found in Hamilton's work. Hamilton called the potential energy function the force-function because he believed that it represents forces at work in the world. Multifarious non-historical arguments for this orthodox interpretation of potential energy are provided, and matters are concluded by showing that in classical Hamiltonian mechanics, facts about potential energies of systems are grounded in facts about forces. Thus, if one can tolerate the view that forces are causes of motions, then Hamilton provides one with a road map for transporting causation into one of the most mathematically sophisticated formulations of classical mechanics, viz., Hamiltonian mechanics.

physics.hist-ph↗

arXiv2020

The Hydraulic Analogues of Basic Circuits: Labs for Online Learning Environments

In this paper we describe a couple of exercises that we developed for our online first-year EM course. The labs that we describe are focused on basic concepts from circuit analysis, namely Ohm's law and charging a capacitor with a constant voltage source and a series resistor. To give students a visual demonstration of these concepts and, simultaneously, provide a means for students to collect their own unique dataset, hydraulic analogues of these electric circuits were built and a series of videos were recorded. Incidentally, the visual demonstrations may also help to alleviate some of the commonly-held student misconceptions about basic circuits. For this reason, even once in-person labs resume, we expect that the hydraulic analogue demonstrations will continue to be useful.

physics.ed-ph↗

arXiv2021

Keplers's Equation and Angular Momentum: Historical Perspective, Critical Analysis and Implications for Development of the Orbital Mechanics/Dynamics, Mathematics and Physics

After some more than four centuries from the formulation and publication (in Astronomia Nova) of the Kepler's Equation, which relates the eccentric (and, intermediately, the true) anomaly of the planetary trajectories to the uniformly flowing time, in accordance with his Second ("Area") law, the subsequently -- in course of development of Orbital Mechanics -- to the 2nd law related and formally derived non-existent (zero-valued) transverse acceleration is questioned. Certain implications to Elliptic Integration, Symplectic Integration, Symplectic Geometry/Topology, as well as the connection between physical and mathematical continua in the context of the multi-level, scale-invariant mechanics/dynamics (with the augmented central and torquing forces) are also briefly hinted to.

physics.hist-ph↗

arXiv2021

Seven steps to reliable cyclic voltammetry measurements for the determination of double layer capacitance

Discovery of electrocatalytic materials for high-performance energy conversion and storage applications relies on the adequate characterization of their intrinsic activity, which is currently hindered by the dearth of a protocol for consistent and precise determination of double layer capacitance (CDL). Herein, we propose a seven-step method that aims to determine CDL reliably by scan rate-dependent cyclic voltammetry. The method considers three aspects that strongly influence the outcome of the analysis: measurement settings, data collection, and data processing. To illustrate the proposed method, two systems were studied: a resistor-capacitor electric circuit and a glassy carbon disk in an electrochemical cell. With these studies it is demonstrated that when any of the mentioned aspects of the procedure are neglected, substantial deviations of the results are observed with misestimations as large as 61% in the case of the investigated electrochemical system. Moreover, we propose allometric regression as a more suitable model than linear regression for the determination of CDL for both the ideal and the non-ideal systems investigated. We stress the importance of assessing the accuracy of not only highly specialized electrochemical methods, but also of those that are well-known and commonly used as it is the case of the voltammetric methods. The methodology proposed herein is not limited to the determination of CDL, but can be effectively applied to any other voltammetry-based analysis that aims to deliver quantitative results.

physics.ed-ph↗

arXiv2020

Lab Manual of Introductory Physics-I for Virtual Teaching

A set of virtual experiments were designed to use with introductory physics I (analytical and general) class, which covers kinematics, Newton laws, energy, momentum, and rotational dynamics. Virtual experiments were based on video analysis and simulations. Only open educational resources (OER) were used for experiments. Virtual experiments were designed to simulate in-person physical laboratory experiments. All the calculations and data analysis (analytical and graphical) were done with Microsoft excel. Formatted excel tables were given to students and step by step calculations with excel were done during the class. Specific emphasis was given to student learning outcomes such as understand, apply, analyze and evaluate. Student learning outcomes were studied with detailed lab reports per each experiment and end of the semester written exam (which based on experiments). Lab class was fully web-enhanced and managed by using a Learning management system (LMS). Every lab class was recorded and added to the LMS. Virtual labs were done by using live video conference technology and labs were tested with the both synchronous and asynchronous type of remote teaching methods.

physics.ed-ph↗

arXiv2021

Interactive Cosmology Visualization Using the Hubble UltraDeep Field Data in the Classroom

We have developed a Java-based teaching tool, "Appreciating Hubble at Hyper-speed" ($\textit{AHaH}$), intended for use by students and instructors in beginning astronomy and cosmology courses, which we have made available online. This tool lets the user hypothetically traverse the Hubble Ultra Deep Field (HUDF) in three dimensions at over $\sim500\!\times\!10^{12}$ times the speed of light, from redshifts $z\!=\!0$ today to $z\!=\!6$, about 1 Gyr after the Big Bang. Users may also view the Universe in various cosmology configurations and two different geometry modes - standard geometry that includes expansion of the Universe, and a static pseudo-Euclidean geometry for comparison. In this paper we detail the mathematical formulae underlying the functions of this Java application, and provide justification for the use of these particular formulae. These include the manner in which the angular sizes of objects are calculated in various cosmologies, as well as how the application's coordinate system is defined in relativistically expanding cosmologies. We also briefly discuss the methods used to select and prepare the images in the application, the data used to measure the redshifts of the galaxies, and the qualitative implications of the visualization - that is, what exactly users see when they "move" the virtual telescope through the simulation. Finally, we conduct a study of the effectiveness in this teaching tool in the classroom, the results of which show the efficacy of the tool, with over $\sim$90% approval by students, and provide justification for its further use in a classroom setting.

physics.ed-ph↗