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At least 721 records · Page 40Linked to original sources

arXiv2022

Introducing the notion of tensors through a variation of a Feynman didactic approach

In one of his books [$\textit{The Feynmann Lectures on Physics}$, vol. 2], Feynman presents a didactic approach to introduce basic ideas about tensors, using, as a first example, the dependence of the induced polarization of a crystal on the direction of the applied electric field, and also presenting the energy ellipsoid as a way of visualizing the polarization tensor. In the present paper, we propose some variations on Feynman's didactic approach, considering as our basic models a single ground-state atom and a carbon dioxide ($\text{CO}_{2}$) molecule, instead of crystals, and introducing a visual representation of tensors based on the ideas of the Lamé stress ellipsoid, instead of the energy ellipsoid. With these changes, the resulting didactic proposal presents a reduction in the prerequisites of physical and mathematical concepts if compared to Feynman's original approach, requiring, for example, no differential calculus and only introductory vector algebra. The text is written so that it can be used directly as a learning tool for students (even those in the beginning of the undergraduate course), as well as for teachers interested in preparing their own materials.

physics.ed-ph↗

arXiv2022

Learning Electromagnetism through a playful fair-game project

Project/problem-based learning, as an active methodology, improves significantly the learning process, making students take an active role in the construction of their own knowledge, and at the same time, develop soft and social skills that are critical in the success of their student career and professional field. In this work, an entertaining game project based on an introductory undergraduate physics course is presented, in which students build an experimental prototype based on a traditional fair-game, High Striker. To fulfill the requirements of the project, students need to use mainly electromagnetism concepts such as laws of Faraday and Lenz, induced electromotive force; and classical mechanics physics concepts such as energy conservation and collisions.

physics.ed-ph↗

arXiv2022

Toward a Longitudinal Multifaceted View of Remote Undergraduate Research Experiences During the COVID-19 Pandemic: The perspectives of doing research online

In the Summer of 2020, as COVID-19 limited in-person research opportunities and created additional barriers for many students, institutions either canceled or remotely hosted their Research Experience for Undergraduates (REU) programs. The present longitudinal qualitative phenomenographic study was designed to explore some of the tools, communities, norms, and division of labor that make up the remote research program and some of the possible limitations, challenges, and outcomes of this remote experience. Within the context of the undergraduate research program, the paper makes a comparison between outcomes of the remote and in-person research experience. Overall, 94 interviews were conducted with paired participants; mentees (N=10) and mentors (N=8) from six different REU programs. By drawing on Cultural-Historical Activity Theory as a framework, our study has explained the remote format has not opened a gap between mentees' research and academic objectives from the REU program and what they got at the end. All mentees reported that this experience was highly beneficial. Comparisons between the outcomes of the remote REU and the published outcomes of in-person UREs revealed many similar benefits of undergraduate research. Our study suggests that remote research programs could be considered as a means to expand access to research experiences for some students even after COVID-19 restrictions are lifted.

physics.ed-ph↗

arXiv2023

Teaching Rotational Physics with Bivectors

Angular momentum is traditionally taught as a (pseudo)vector quantity, tied closely to the cross product. This approach is familiar to experts but challenging for students, and full of subtleties. Here, we present an alternative pedagogical approach: angular momentum is described using bivectors, which can be visualized as "tiles" with area and orientation and whose components form an antisymmetric matrix. Although bivectors have historically been studied in specialized contexts like spacetime classification or geometric algebra, they are no more complicated to understand than cross products. The bivector language provides a more fundamental definition for rotational physics, and opens the door to understanding rotations in relativity and in extra dimensions.

physics.ed-ph↗

arXiv2023

Sensemaking and Scientific Modeling: Intertwined processes analyzed in the context of physics problem solving

Researchers in physics education have advocated both for including modeling in science classrooms as well as promoting student engagement with sensemaking. These two processes facilitate the generation of new knowledge by connecting to one's existing ideas. Despite being two distinct processes, modeling is often described as sensemaking of the physical world. In the current work, we provide an explicit, framework-based analysis of the intertwining between modeling and sensemaking by analyzing think-aloud interviews of two students solving a physics problem. While one student completes the task, the other abandons their approach. The case studies reveal that particular aspects of modeling and sensemaking processes co-occur. For instance, the priming on the `given' information from the problem statement constituted the students' engagement with their mental models, and their attempts to resolve inconsistencies in understanding involved the use of external representations. We find that barriers experienced in modeling can inhibit students' sustained sensemaking. These results suggest ways for future research to support students' sensemaking in physics by promoting modeling practices.

physics.ed-ph↗

arXiv2022

An Alternative Treatment of the Foucault Pendulum

A treatment is given of the precession of a Foucault pendulum by means of two successive rotational transformations of coordinate system. The simplicity and accuracy of this approach is emphasized.

physics.class-ph↗

arXiv2022

Exploring the relationship between surface features and explaining quality of YouTube explanatory videos

Physics education research on explanatory videos has experienced a boost in recent years. Due to the vast number of explanatory videos available online, e.g. on YouTube, finding videos of high explaining quality is a challenging task for learners, teachers, and lecturers alike. Prior research on the explaining quality of explanatory videos on classical mechanics topics has uncovered that the surface features provided by YouTube (e.g. number of views or likes) do not seem to be suitable indicators of the videos' explaining quality. Instead, the number of content-related comments was found to be statistically significantly correlated with the explaining quality. To date, these findings have only been observed in the context of explanatory videos on classical mechanics topics. The question arises whether similar correlations between the explaining quality and YouTube surface features can be found for videos on topics that are difficult to access visually and verbally, for example from quantum physics. Therefore, we conducted an exploratory study analyzing the explaining quality of N = 60 YouTube videos on quantum entanglement and tunnelling. To this end, we made use of a category-based measure of explanatory videos' explaining quality from the literature. We report correlations between the videos' explaining quality, and the surface features provided by YouTube. On the one hand, our results substantiate earlier findings for mechanics topics. On other hand, partial correlations shed new light on the relationship between YouTube's surface features and explaining quality of explanatory videos.

physics.ed-ph↗

arXiv2022

Data Science and Machine Learning in Education

The growing role of data science (DS) and machine learning (ML) in high-energy physics (HEP) is well established and pertinent given the complex detectors, large data, sets and sophisticated analyses at the heart of HEP research. Moreover, exploiting symmetries inherent in physics data have inspired physics-informed ML as a vibrant sub-field of computer science research. HEP researchers benefit greatly from materials widely available materials for use in education, training and workforce development. They are also contributing to these materials and providing software to DS/ML-related fields. Increasingly, physics departments are offering courses at the intersection of DS, ML and physics, often using curricula developed by HEP researchers and involving open software and data used in HEP. In this white paper, we explore synergies between HEP research and DS/ML education, discuss opportunities and challenges at this intersection, and propose community activities that will be mutually beneficial.

physics.ed-ph↗

arXiv2022

How to plan your astronomy research paper in ten steps

Scientific writing is an important skill for a career as a professional astrophysicist. Very few researchers, however, receive any formal training in how to write scientific research papers of high quality in an efficient manner. This paper (Paper I) is the first of a two-part self-help guide in scientific writing to address this skills gap. Paper I focuses on planning your academic research paper in astronomy. We discuss how to crystallise the ideas that underlie a research project, analyse how the paper can be constructed considering the audience and the chosen journal, and give an overview of the publishing process. Paper II is a detailed description of the different sections that make up a research paper in astronomy and shares the best practice in how to write in English. Whether you are a student writing your first paper or an experienced author, you may find the ideas presented here useful.

astro-ph.IM↗

arXiv2022

On making physics relevant to society in general and to scientists in particular: Closing the epistemic gap

Physics has a bad press: it is seen by a majority of people as a boring discipline ever since their High School days. There is no glamour to it, just toil and pain, and for many who engaged in it, the end sight is often unemployment. Could it be that physicists don't know how to communicate what their discipline entails to? I will be tackling the problematic of making physics relevant to society and to the scientists in general. I will also be dealing with the methodological and educational aspects of teaching and practicing physics, and the need to close the epistemic gap between physics teaching and the physicist's understanding ... By the way, do physicists understand physics?

physics.ed-ph↗

arXiv2022

The Laplace method for energy eigenvalue problems in quantum mechanics

Quantum mechanics has about a dozen exactly solvable potentials. Normally, the time-independent Schroedinger equation for them is solved by using a generalized series solution for the bound states (using the Froebenius method) and then an analytic continuation for the continuum states (if present). In this work, we present an alternative way to solve these problems, based on the Laplace method. This technique uses a similar procedure for the bound states and for the continuum states. It was originally used by Schroedinger when he solved for the wavefunctions of hydrogen. Dirac advocated using this method too. We discuss why it is a powerful approach for graduate students to learn and describe how it can be employed to solve all problems whose wavefunctions are represented in terms of confluent hypergeometric functions.

quant-ph↗

arXiv2022

The Need for Curriculum Updating in Physics Education

We argue that most advances in science and technology during the past and the present centuries rely on modern physics concepts developed in the early $20$th century. The reliance is so profound that any improvement of literacy of science and technology falters in the absence of those concepts in physics education. Despite this important role, there are some remarks in literature concerning that modern topics have gone unnoticed in physics textbooks \cite{cht}. We discuss confirmation of this claim and also argue that physics education without reference to the difficulties of classical concepts and the need for paradigm change can lead to serious misconceptions and gives an incorrect image of science.

physics.ed-ph↗

arXiv2022

Break-in' Point: Somatic narratives: The convergence of arts and science in the transformation of temporal communities

Break-in' Point, a 2012 arts and science performance and community engagement research initiative, was presented in the spring and fall semesters at the University of Leeds in the United Kingdom at Stage@Leeds. The outcome of a collaboration between dance artist A3 and theoretical physicist A2, under the direction of performance researcher A1, Break-in' Point is based on a series of real-life encounters at intersections of arts and science - exploring force, risk, exposure and resilience. The Break-in' Point performance offered an interrogation of the critical point at which physical, mental, and/or emotional strength give way under stress - causing structural degeneration and the experience of what lies beyond. This article is an examination of the performance, reviewing and analysing it as an imagined somatic zone - embodied encounters that transcend temporal bound-ness, compelling and igniting new possibilities - that engaged spiritual and epistemological transformation of performers and audiences. The article addresses three main periods in the life of Break-in' Point: (1) the development period - script building and rehearsals, (2) the performance - live encounters between and among performers and audiences and (3) beyond the theatre - digital engagements in the classroom and pedagogy. The article contributes new concepts and new ways of thinking about science education, the role of digital technology in pedagogy, dance/theatre public engagement and community arts practices as practices of healing, health and resilience.

physics.ed-ph↗

arXiv2022

An economical in-class sticker microfluidic activity develops student expertise in microscale physics and device manufacturing

Learning miniaturization science remains challenging due to the non-intuitive behavior of microscale objects and complex assembly approaches. Traditional approaches for creating microsystems require expensive equipment, facilities, and trained staff. To improve as well as democratize microdevice education, we created a new educational activity that enables students to build and test advanced microfluidics by leveraging sticker microfluidics, composed of double-sided dry film adhesive layers. Along with T-mixers and bubble generators, our activity is the first to enable students to build a valve and F-mixer in the classroom setting. This helps emphasize less intuitive aspects of device manufacturing such as the creation of complex 3-dimenstional shapes with layers and layer alignment. In addition, this paper provides the first reported quantitative data on significant improvements in student knowledge and confidence from building and testing several common devices. All 11 students had substantial improvements in conceptual mastery and confidence after the activity. Student responses to a guided reflection highlight how the activity supports a variety of learning needs and preferences. Given the impact on student learning, our low-cost activity helps reduce global barriers to miniaturization science education.

physics.ed-ph↗

arXiv2022

Virtual ALMA Tour in VRChat: A Whole New Experience

Many forefront observatories are located in remote areas and are difficult to visit, and the global pandemic made visits even harder. Several virtual tours have been executed on YouTube or Facebook Live, however, it is difficult to feel a sense of immersion and these are far from the actual experience of visiting a site. To solve this problem, we pursued an astronomy outreach event on the virtual reality social platform VRChat. To provide an experience similar to visiting the site, we performed a virtual tour of the ALMA Observatory in VRChat guided by an ALMA staff member. 47 guests participated in the tour. The post-event survey showed that the overall lecture and guided tour were very positively accepted by the participants. Respondents answered that the communication in the VRChat was more intensive than in other online outreach events or on-site public talks. The ratio of respondents who answered that they were able to communicate well with the guide was higher for those who used head mounted displays than for those who participated in other ways. 40 answered that the tour increased their interest in astronomy, and this did not show a clear difference depending on how they participated. In the free descriptions in the responses, there were noticeable mentions of the physical sensations received from the realistic 3D space, which left a positive and strong impression on the participants. The responses show that VRChat has the potential to be a strong tool for astronomy communication in the pandemic and post-pandemic eras.

astro-ph.IM↗

arXiv2022

A model of mentorship for students from historically underrepresented groups in STEM

Mentorship is critical to student academic success and persistence, especially for students from historically underrepresented (HU) groups. In a program designed to support the academic success of HU undergraduates in STEM who wish to pursue a PhD in those fields, students experience comprehensive support including financial aid, highly-engaged mentoring, dual faculty mentorship, professional development workshops, and summer research experiences. Scholars in this program, the Cal-Bridge program, consistently report that faculty mentorship is the most impactful feature. While mentorship was rated highly, preliminary evaluation indicated an early deficit in a sense of community among scholars. In response, faculty professional development and support for peer networking were implemented to expand and enhance the relationships that support scholar success. Here we present a promising multifaceted model of mentorship that can support the academic success of HU undergraduates.

physics.ed-ph↗

arXiv2022

Playing with Active Matter

In the last 20 years, active matter has been a very successful research field, bridging the fundamental physics of nonequilibrium thermodynamics with applications in robotics, biology, and medicine. This field deals with active particles, which, differently from passive Brownian particles, can harness energy to generate complex motions and emerging behaviors. Most active-matter experiments are performed with microscopic particles and require advanced microfabrication and microscopy techniques. Here, we propose some macroscopic experiments with active matter employing commercially available toy robots, i.e., the Hexbugs. We demonstrate how they can be easily modified to perform regular and chiral active Brownian motion. We also show that Hexbugs can interact with passive objects present in their environment and, depending on their shape, set them in motion and rotation. Furthermore, we show that, by introducing obstacles in the environment, we can sort the robots based on their motility and chirality. Finally, we demonstrate the emergence of Casimir-like activity-induced attraction between planar objects in the presence of active particles in the environment.

cond-mat.soft↗

arXiv2024

Research on the reversal of hard-ball system in two-dimensional bowl

Putting several hard balls into a two-dimensional bowl can form a very basic two-dimensional model of hard-ball system. When the two-dimensional bowl has a parallel-rotation at a uniform speed around a center, when the number of balls is small, the direction of motion of the small balls in the two-dimensional bowl is consistent with that of the two-dimensional bowl; However, when we increase the number of balls one by one, the two will seem to show the opposite movement trend. We analyze this problem comprehensively through physical modeling and inspire readers to think about the significance of the model for analyzing complex physical problems. Finally, because this article involves many aspects of knowledge, college physics teachers can choose the whole problem or part of the problem to introduce it into the classroom.

physics.ed-ph↗