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arXiv2022

kafe2 -- a Modern Tool for Model Fitting in Physics Lab Courses

Fitting models to measured data is one of the standard tasks in the natural sciences, typically addressed early on in physics education in the context of laboratory courses, in which statistical methods play a central role in analysing and interpreting experimental results. The increased emphasis placed on such methods in modern school curricula, together with the availability of powerful free and open-source software tools geared towards scientific data analysis, form an excellent premise for the development of new teaching concepts for these methods at the university level. In this article, we present kafe2, a new tool developed at the Faculty of Physics at the Karlsruhe Institute of Technology, which has been used in physics laboratory courses for several years. Written in the {\it Python} programming language and making extensive use of established numerical and optimization libraries, {\it kafe2} provides simple but powerful interfaces for numerically fitting model functions to data. The tools provided allow for fine-grained control over many aspects of the fitting procedure, including the specification of the input data and of arbitrarily complex model functions, the construction of complex uncertainty models, and the visualization of the resulting confidence intervals of the model parameters.

physics.ed-ph↗

arXiv2022

The Interactive Modeling of a Binary Star System

An interactive binary star system simulation was developed to be showcased on an educational platform. The main purpose of the project is to provide insight into the orbital mechanics of such star systems with the help of a three-body simulation. The initial simulation script was written in the Python programming language with the help of the VPython addition. The custom-made models were created on Blender and exported. For the final implementation of the simulation on the Godot game engine, the Python code was converted into GDScript and the Blender models were re-textured.

physics.ed-ph↗

arXiv2022

Data Bricks Space Mission: Teaching Kids about Data with Physicalization

The Data Bricks Space Mission is a prototype activity based on data physicalization for teaching kids about data. The design of the activity is based on a literature review and interviews with elementary school teachers, and targets kids aged 10-12. Using Lego bricks and a fictional space adventure story, teachers can use the Data Bricks Space Mission activity to empower kids to produce data, communicate their findings, and gain a better understanding of the relationship between data and the world around them.

physics.ed-ph↗

arXiv2025

What we talk about when we talk about physics problem solving

I am a second-year cognitive science major, and as a student who has completed my physical science distribution requirements, I will likely never again encounter Gauss's law. So why do I feel that the time and effort I devoted to solving Gauss's law problems was worth it? Partly, I simply enjoy learning and the new perspective on the physical world that comes from understanding electromagnetism. But I was also fascinated by how physics problems train the mind in effective problem-solving strategies -- of course I was, being a cognitive science major! Two themes emerged as I reflected on this realization. First, physics problems serve as toy models for more complex problems outside of physics, cultivating broadly transferable problem-solving skills. Second, the process of solving physics problems invites reflection on our own cognitive and affective processes. These themes are deeply interconnected. A richer metacognitive understanding of our minds enables us to tackle more complex problems, while engaging with increasingly challenging problems, in turn, deepens our self-understanding. In what follows, Professor Zosia Krusberg and I consider nine general lessons offered by the physics problem-solving process.

physics.ed-ph↗

arXiv2022

Redefining Astronomy Summer Camps in the Age of the Pandemic: a Break from the IAYC's 50-Year History

The International Astronomical Youth Camp (IAYC) is a 50-year old summer camp, where participants work independently on astronomy projects. Due to the ongoing COVID-19 pandemic, the 2020 and 2021 instalments of the IAYC were cancelled, a first in the camp's history. An online format was established dubbed the eIAYC, consisting of three types of activities: (1) an engagement series with astronomical talks and workshops; (2) small independent research projects; and (3) a non-astronomical program involving a range of social activities. Here we present the experience of adapting an in-person camp into an online alternative in order to further the IAYC's mission. We discuss organisational challenges, experiences with online engagement, and how the 2020 eIAYC informed plans for this year's eIAYC.

physics.ed-ph↗

arXiv2022

Improving the science process skills of physics education students by using guided inquiry practicum

This research investigate that science process skills significantly improve after doing some practicum activities. The research population are fifth semester physics education students and the research sample are fifth semester physics education students who was doing electricity and magnetism experiment C class course. We used two questionnaires, the first one is given to the students after doing three experiment activities and the second one is given after doing six experiment activities. This research is quantitative research using paired sample t test analysis that compared the first questionnaires score and the second questionnaires by using SPSS software. The result indicates that the number of practicum activities is able to improve the science process skills significantly.

physics.ed-ph↗

arXiv2022

Mathematics and incentives in the slums

In response to COVID-19, a new project was started to allow students to solve computerised math drills outside of school. In 9 months it has gone from zero to one thousand students, in co-operation with ten community libraries in various slums and low-income regions in Kenya. The program uses the tutor-web as a study environment and access is provided by donating tablet computers to participating community libraries. Students are rewarded using the SmileyCoin cryptocurrency as they progress through the system and the libraries are free to sell for SMLY small food items, sanitary pads and the tablets themselves. The reward system is designed to put an emphasis on secondary school mathematics. Completion of the corresponding collection of drills gives SmileyCoin awards sufficient to purchase a tablet. Conclusions based on the first year indicate that the resulting effect on participation and performance is unprecedented: Eleven libraries with 1301 students opted for voluntary participation in 2021 causing the program to run at full financial capacity. In that year, 450 students earned enough SMLY to purchase the tablets, which involves completing a large collection of drills to a level of excellence. Status exam questions are dispersed within the drill collection. These independent measurements show learning which surpasses both rote learning and mechanical learning and demonstrate an increase in the general ability to address new mathematical problems not seen before.

physics.ed-ph↗

arXiv2022

How to Train your Space Tester: Big Picture Challenges Facing Space Vehicle Test

Fundamental big-picture challenges face the enterprise of burgeoning space test, which may also have an impact on the syllabus and training of a possible future Space Test Pilot School. Test fundamentals and test conduct under stresses of time and fuel will be where the rubber meets the road. This paper specifically discusses four of those challenges, and their impact on US Space Force operators. (1) Testing limits of space capabilities. Space vehicles have traditionally imposed very strict operating limits. A culture shift from the top-down will be required before space testers are allowed to test spacecraft limits as freely as air-breathing test pilots do today. (2) Permitted procedures. There are a limited number of contingency procedures at a space operator's disposal, further constrained within themselves. (3) Safety nets. A discussion of space-specific methods that mitigate risks in operations, and the need for more agile fault-detection. (4) Operator proficiency. The qualifications and recency of a tester at the controls must be considered in the context of a single misstep potentially resulting in the entire asset being lost. We suggest that hours in high-risk test per spacecraft may become the defining factor for high-risk space test execution.

physics.ed-ph↗

arXiv2022

How to Train Your Space Tester, Part II: Enabling Capabilities

The need for space test professionals is growing rapidly, due to establishment of the US Space Force and the extremely rapid growth of the commercial space industry. The future of space test looks bright and complex; a better training foundation is needed to impart test-mindedness to all space professionals to enable this future. Discussed from a military perspective, but applicable across the space industry, there are three critical aspects of foundational training: (1) Realistic trainers and simulators: Representative simulators are the safest way to gain repetitions in dynamic decision-making, satellite envelope expansion, fault response, and to develop ways to operate through a contested, degraded, and operationally limited (CDO) environment. This paper introduces a new term encompassing the variables of space maneuver (GET CLASS) as a standard for US Space Force training simulators; (2) Interoperable Software Tools: Adapt to new software tools without reliance on a checklist. Common standards and interfaces must be developed and enforced; and (3) Cross-functional networking: Operations, test, engineering, and program management communities must work hand-in-hand to deliver effective capabilities. Blending career fields and mission areas inspires innovation and propagates improved capabilities across the space industry.

physics.ed-ph↗

arXiv2022

Determination of the coefficient of thermal expansion by measuring frequency of a heated music wire

Engaging with physical and material properties through empirical observation is a fundamental part of undergraduate physics and engineering education. Several works have proposed experiments to determine thermal physical constants of materials such as finding the coefficient of linear expansion. As Dajbych and Polak et al. have shown, methods for experimentally verifying physical constants can be done by measuring the frequency of a plucked high-carbon steel wire on a guitar. Building upon our previous work, we have extended our method to verify the coefficient of linear thermal expansion through an accessible procedure directed at introductory physics education.

physics.ed-ph↗

arXiv2022

The INFN Experience in Supporting and Improving HEP Outreach

INFN is recognized as an Italian excellence in science. Born in 1951, over time it created a world-wide network of activities spanning from high-energy physics at the most powerful accelerators, to the search for Dark Matter and rare events in deep underground laboratories, flanking the operations of four national laboratories in Italy. However, until a couple of decades ago, its role was not adequately appreciated by the Italian public at large. Since the beginning of the millennium INFN unfurled a strategy aimed not only to promote its image, but also to improve the transfer of knowledge acquired in its operation to different actors. In this paper we will deal with the improvement of outreach, presenting the strategies pursed, and some of the paths followed to this aim. Due to space limitations only a schematic view of a twenty-something years of work will be presented. In the conclusion we will report the results of an external evaluation of our efforts. In this paper we will not discuss the program of refresher courses for teachers, despite their relevance in our strategy to improve INFN participation in lifelong learning activities for the Italian society. Likewise, despite its centrality to improve INFN capability in the realm of outreach, we will not present the training program aimed to our personnel involved in science communication, and we will not touch the complex activity recently started to assess the impact of INFN communication efforts. Finally, we do not discuss the initiatives and the strategies pursued in 2020-2022 due to the COVID19 pandemia, despite the importance of outreach actions taken by the Institute.

physics.soc-ph↗

arXiv2022

Learning of second order of differential equations through the study of the movement of simple within the framework international World Pendulum Alliance WP@elab

This research is about to analyze the effects of the implementation of a virtual learning space in the homogeneous second-order differential equations applied to the modeling of the phenomenon of simple pendulum physics in the framework of the alliance with the international project World Pendulum Alliance WPA. The collection of information was carried out with a five question, using pre-test and post-test. The effectiveness of the strategy was measured with the Hake gain and the evolution of learning with the vectors of Bao. It was found that the strategy is more effective, but close to that achieved by traditional models, so that students largely achieve the proposed learning objectives. The evolution of learning suggests that students after the implementation of the strategy are marked under the model of acceptable explanation in the literature, although some participants still lean towards the incorrect model or the distracter. Therefore, it is necessary to include in the strategy a greater number of activities related to the description of the physical phenomenon to be studied and the improvement of the algebraic procedures seen in previous courses.

physics.ed-ph↗

arXiv2022

A tactile model of the night summer northern sky for the teaching of astronomy to the BVI

Astroaccesible is an outreach project hosted by the Instituto de Astrof\'ısica de Andaluc\'ıa - CSIC aimed at the teaching and popularisation of the astronomy among all publics independently of their capabilities and abilities, paying special attention to the collective of blind and visually impaired (BVI). Among the different strategies and resources using in our project, we have developed new 3D models representing in relief some of the stars, constellations and deep sky objects that can be observed during night from the Northern hemisphere in spring and summer. These models can be used by BVI to transmit to them the spatial configuration of the sky during night, but can be also used as an additional resource for all kind of publics to complement their sensorial experience. We also describe additional resources based on sounds that can also be employed to get deeper into this multisensorial experience. Finally, we summarize some of the activities and the context in which this new material has been used in the last 2 years.

astro-ph.IM↗

arXiv2022

When gravity meets philosophy again: the Gravitas project

Gravity is, by far, one of the scientific themes that have most piqued the curiosity of scientists and philosophers over the centuries. The history of science tells us that when the creative effort of physicists and philosophers to solve the main puzzles of the understanding of our universe met, a new conceptual revolution has started. However, since Einstein's relativistic theories and the subsequent advent of quantum mechanics, physicists and philosophers have taken different paths, both kidnapped by the intrinsic conceptual and mathematical difficulties inherited by their studies. Is it possible to restore a unitary vision of knowledge, overcoming the scientific-humanistic dichotomy that has established itself over time? The answer is certainly not trivial, but we can start from school to experience a new vision of a unified knowledge. From this need, the Gravitas project has born. Gravitas is a multidisciplinary outreach and educational program devoted to high school students (17-19 years old) that mixes contemporary physics and the philosophy of science. Coordinated by the Cagliari Section of the National Institute of Nuclear Physics, in Italy, Gravitas has started on December 2021 with an unconventional online format: two researchers coming from different fields of research meet a moderator and informally discuss about gravity and related phenomena. The public can chat and indirectly interact with them during the YouTube live. The project involved about 250 students from 16 high schools in Sardinia, Italy. Students should also create posts thought for social media whose content is based on the seminars they attended during the project. We present the project and discuss its possible outcomings concerning the introduction of a multidisciplinary approach in teaching physics, philosophy, and the history of contemporary physics in high schools.

physics.ed-ph↗

arXiv2022

Challenges and outcomes in remote undergraduate research programs during the COVID-19 pandemic

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 possible limitations, challenges and outcomes of this remote 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 (CHAT) as a framework, our study uncovers some of the challenges for mentees around the accomplishment of their research objectives and academic goals. These challenges included motivation, limited access to technologies at home, limited communication among REU students, barriers in mentor-mentee relationships, and differing expectations about doing research. Despite the challenges, all mentees reported that this experience was highly beneficial. Comparisons between outcomes of these remote REUs and published outcomes of in-person undergraduate research programs reveal many similar benefits such as integrating students into STEM culture. Our study suggests that remote research programs could be considered as a means to expand access to research experiences for undergraduate students even after COVID-19 restrictions have been lifted.

physics.ed-ph↗

arXiv2022

Physics instructors knowledge and use of active learning has increased over the last decade but most still lecture too much

A survey of 722 physics faculty conducted in 2008 found that many physics instructors had knowledge of research-based instructional strategies (RBISs), were interested in using more, but often discontinued use after trying. Considerable effort has been made during the decade following 2008 to develop and disseminate RBISs in physics as well as change the culture within the physics community to value RBISs use and other forms of student-centered instruction. This paper uses data from a 2019 survey of 1176 physics instructors to understand the current state of RBIS use in college-level introductory physics, thus allowing us to better understand some of the impacts of these efforts on physics instruction. Results show that self-reported knowledge and use of RBISs has increased considerably and discontinuation is now relatively low. However, although the percentage of time lecturing is less than 10 years ago, many instructors still engage in substantial lecturing. Relatedly, we find that the majority of RBIS use centers on pedagogies designed to supplement traditional lecture rather than pedagogies designed to supplement an active learning classroom. This suggests that the PER community and beyond has done well promoting knowledge about RBISs and inspiring instructors to try RBISs in their courses. But, there is still room to improve. We recommend that change agents focus on supporting instructors to increase the percent of class time in active learning and to implement higher impact strategies.

physics.ed-ph↗

arXiv2022

Community Engagement Frontier

This is the summary report of the Community Engagement Frontier for the Snowmass 2021 study of the future of particle physics. The report discusses a number of general issues of importance to the particle physics community, including (1) the relation of universities, national laboratories, and industry, (2) career paths for scientists engaged in particle physics, (3) diversity, equity, and inclusion, (4) physics education, (5) public education and outreach, (6) engagement with the government and public policy, and (7) the environmental and social impacts of particle physics.

physics.soc-ph↗

arXiv2022

Response to the COVID-19 Pandemic: Physics Teaching in India

When academic institutions in India closed abruptly in March 2020 due to the COVID-19 pandemic, formal education moved online. This transition had a very uneven impact given the significant digital divide between rural and urban India and the unequal distribution of digital resources in different institutions. Access to resources varied substantially by individual, based on socioeconomic factors as well as gender. Institutional support to the academic community during this critical period was largely inadequate, which has had serious consequences on the teaching of physics and other subjects that require laboratory instruction. Educational institutions also provide safe and enabling learning spaces for women students; reduced access to such facilities undermined the work- and study-related dynamics for women because of the scarcity of resources such as devices, data, and time. This paper reports on efforts made towards understanding such challenges during the COVID-19 pandemic and describes steps that were taken to address them.

physics.ed-ph↗