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arXiv2022

The relationship between the interdisciplinary activation of children's scientific concepts and their mastery of basic knowledges: a pre study based on reaction times

The activation of scientific concepts (such as association) is not only an important way for children to organize scientific knowledges, but also an important way for them to learn complex concepts (such as compound concepts composed of multiple knowledge points). Inspired by the details of a primary electrical lesson, we used the E-Prime software to study the activation of concepts inside and outside the electrical unit by students with different electrical knowledge levels (taking reaction time as the main index). The results showed that: 1. the levels of basic knowledge was negatively correlated with the cross domain activation ability of concepts, that is, the worse the basic knowledge, the faster the cross domain activation speed (P<0.05); 2. The better the basic knowledges, the closer the activation behavior is to science teachers. Conclusion: 1. the poorer the basic knowledges, the stronger the cross domain association ability and the more active the thinking; 2. The reason for this phenomenon may be human's thinking is patterned; 3. Therefore, there is a potential logical contradiction in the view that divergent thinking is the psychological basis of creativity.

physics.ed-ph↗
arXiv2022

Magnetic Field Experiments Using a Phone

To make physics experiments more directly relevant to everyday life and help students realize how their smart phones or tablets can be used as sensors for scientific measurements, we designed two introductory physics experiments to measure vector magnetic fields. These experiments were initially developed for students working remotely in an online course setting. However, the experiments can also be used for in-person laboratory activities. The first activity uses the phone's three-dimensional sensors to determine the vector components and orientation of the background magnetic field at the students' locations. The resulting vector magnetic field is compared to the expected Earth's magnetic field for their location. The second experiment uses the phone sensors to measure the magnet field produced by the small magnet found in the speaker of common earbuds, or in-ear headphones. The students then carefully investigate the dependence of the magnitude of the field on the axial distance between the speaker magnet and the phone's sensors. Using a ring magnet approximation, advanced Excel curve-fitting methods are introduced to determine the radius of the magnet in the earbud and the distance between the magnet's location and the external surface of the earbud housing.

physics.ed-ph↗
arXiv2024

Geometric Visualizations of Single and Entangled Qubits

The Bloch Sphere visualization of the possible states of a single qubit has proved a useful pedagogical and conceptual tool as a one-to-one map between qubit states and points in a 3-D space. However, understanding many important concepts of quantum mechanics, such as entanglement, requires developing intuitions about states with a minimum of two qubits, which map one-to-one to unvisualizable spaces of 6 dimensions and higher. In this paper we circumvent this visualization issue by creating maps of subspaces of 1- and 2-qubit systems that quantitatively and qualitatively encode properties of these states in their geometries. For the 1-qubit case, the subspace approach allows one to visualize how mixed states relate to different choices of measurement in a basis-independent way and how to read off the entries in a density matrix representation of these states from lengths in a simple diagram. For the 2-qubit case, a toroidal map of 2-qubit states illuminates the non-trivial topology of the state space while allowing one to simultaneously read off, in distances and angles, the level of entanglement in the 2-qubit state and the mixed-state properties of its constituent qubits. By encoding states and their evolutions through quantum logic gates with little to no need of mathematical formalism, these maps may prove particularly useful for understanding fundamental concepts of quantum mechanics and quantum information at the introductory level. Interactive versions of the visualizations introduced in this paper are available at https://quantum.bard.edu/.

quant-ph↗
arXiv2022

Coupled oscillations of the Wilberforce pendulum unveiled by smartphones

The Wilberforce pendulum is a great experience for illustrating important properties of coupled oscillatory systems, such as normal modes and beat phenomena, in physics courses. A helical spring attached to a mass comprises this simple but colorful device that features longitudinal and torsional oscillations, catching the eye of students and teachers, and offering a fantastic environment to study coupled oscillations at qualitative and quantitative levels. However, the experimental setups that are commonly used to simultaneously acquire both oscillation types can be cumbersome and/or costly, often requiring two synchronised cameras, or motion sensors and photo-gates integrated by an expensive analog-to-digital converter. Here, we show that a smartphone can be the perfect device for recording the oscillations of a Wilberforce pendulum composed of just an educational helical spring and a can. Our setup employs a smartphone's accelerator and gyroscope to acquire data from the longitudinal and torsional oscillations, respectively. This setup can successfully record both normal modes and beats. Furthermore, we show that our experimentally obtained time-series and power spectra are in great agreement with simulations of the motion equations. In addition, we critically analyse how to set the initial conditions to observe both normal modes and beats. We believe our study contributes to bring the striking physics of the Wilberforce pendulum closer to undergraduate classrooms with low-cost, highly-accessible materials.

physics.ed-ph↗
arXiv2022

Textbook myths about early atomic models

Most physics textbooks at college and university level introduce quantum physics in a historical context. However, the textbook version of this history does not match the actual history. In this article, the first in a series of articles looking at the textbook description of the quantum history, we follow an exceptional student through her endeavors to understand the early atomic models that led up to the work of Niels Bohr. We experience her disappointment when she discovers that the description of the famous atomic model by Thomson, is a mere caricature with almost no trace of Thomson's work and that the supposedly important radiative instability of Rutherford's atoms, is not there at all; how could it be? Rutherford did not even discuss the motion of the electrons. These flaws in the narrative are not just cosmetic inaccuracies, the main narrative is centered around claims that are simply wrong or non-existent in the real story and thus rendering the whole telling mere fiction. We as a physics community should do better.

physics.ed-ph↗
arXiv2022

Development of Scientific Skills via IYPT -- How does YPT participation lead to hard-skill development?

The Young Physicists' Tournament (YPT) inspires high-school students to immerse themselves into an inquiry process closely resembling the real physics research. Using questionnaires' replies from the students and their teachers engaged in YPT, we investigated how the preparation for YPT contributes to the development of hard - scientific - skills of the students, and how it compares to regular classes and other activities.

physics.ed-ph↗
arXiv2022

FieldView: An interactive software tool for exploration of three-dimensional vector fields

Vector fields are one of the fundamental parts of mathematics which are key for modelling many physics phenomena such as electromagnetic fields or fluid and gas flows. Fields found in nature often exhibit complex structures which can be difficult to analyze in full detail without a graphical representation. In this paper we introduce FieldView -- an application targeted at academics and industry professionals wanting to visualize vector fields using various rendering techniques. FieldView uses a novel way of evaluation of the field and construction of the displayed elements directly on the GPU which is based on the recently introduced mesh shader graphics pipeline by NVIDIA. Research done for FieldView development has found practical application in the form of magnetic field visualisation integrated in the data processing framework developed by ALICE experiment at CERN.

physics.ed-ph↗
arXiv2022

Enrico Fermi: a little-known conference dating back to the early years of solid-state physics

In April 1925, Enrico Fermi was only 23 years old and he had graduated less than three years earlier. Despite his age, Fermi was invited at the University of Rome by Federigo Enriques to give several lectures on the recent advances in physics at the Italian Mathematics Seminar. Enriques was also the editor of "Periodico di Matematiche", an important Italian journal concerned primarily with secondary school math teachers. Some of the articles published by "Periodico di Matematiche" correspond to the lectures which Fermi gave during seminars and meetings of Italian mathematicians. Here we propose an English translation for one of these articles, entitled "Sopra la teoria cinetica dei corpi solidi" and discussing the kinetic theory of solids. We believe that this Fermi's work offers a twofold interesting perspective: on one side, it allows us to explore the problems related to the structure of matter of emerging at the time as seen by the eyes of a bright, young physicist. On the other hand, it shows us the undoubtedly high scientific level of the articles read in Italy by the secondary school math teachers in the Twenties.

physics.hist-ph↗
arXiv2022

A Learning Model Applied to the Calculation of the Velocities of 20 Stars Relative to the Sun

We aim to explain the paradigm of a learning model, as well as to validate it in an applied case of an astronomy problem where the data used are declination, parallax, radial velocity of a star, as well as its annual variation in right ascension and declination. This study is based on a socio critical and positivist paradigm in the context of basic and applied science; algorithms and astronomical models were used as an instrument, which allowed us to address a specific case such as the calculation of the velocity of a star relative to the Sun.

physics.ed-ph↗
arXiv2024

Promoting the transition to quantum thinking: development of a secondary school course for addressing knowledge revision, organization, and epistemological challenges

We describe the development of a course of quantum mechanics for secondary school designed to address the challenges related to the revision of classical knowledge, to the building of a well-organized knowledge structure on the discipline, and to the development of a plausible picture of the quantum world. The course is based on a systemic approach to conceptual change, which relies on its analysis in the transition from classical to quantum mechanics, and coordinates cognitive and epistemological aspects. We show how our approach drives the derivation of design principles, how these principles guide the development of the instructional sequence and of its strategies, how their implementation requires the blending of different research perspectives and learning systems. The first challenge is addressed through a path of revision of classical concepts and constructs which leverages prior knowledge according to the dynamics of each notion in theory change. The second by adopting a framework that promotes the construction of a unifying picture of quantum measurement across contexts. The third by designing the course around a modelling process that engages students in epistemic practices of the theoretical physicist, such as generating and/or running thought experiments, and mathematical modelling in a purely theoretical setting. All is aimed to help students accept the quantum description of the world as a plausible product of their own inquiry. This process is assisted by the discussion of the facets of the foundational debate that are triggered by each of the suggested interpretive choices, with the goal to promote an awareness of its cultural significance, of the limits the chosen stance, of the open issues. Data on the cycles of refinement illustrate how a set of activities have been made effective in addressing the challenges at a local level.

physics.ed-ph↗
arXiv2023

Virtual physics laboratory courses: An evaluation of students' self-efficacy and intelligence mindset

Following the emergence of COVID-19 in Spring 2020, undergraduate in-person physics laboratory courses at a R1 public university were adapted for remote learning to accommodate the subsequent campus closure. Video lectures and web-based virtual experiments were utilized to provide students enrolled in these laboratories with required learning materials on a weekly basis. During the fall semester of the 2021-2022 academic year, optional Kahoot! quizzes were offered in addition, serving to incentivize participation and to provide self-efficacy opportunities to students. This study sought to explore the intersection of self-efficacy growth, self-regulatory behaviors, and intelligence mindsets (i.e., having fixed or growth mindsets) for students and to examine the impact of these remote learning methods. Using a modified version of the Colorado Learning Attitudes About Science Survey (CLASS), students' physics self-efficacy was measured at the beginning and end of the semester. The analysis revealed that participation in Kahoot! alone did not correspond to greater self-efficacy scores or greater self-efficacy change. However, a strong correlation was observed between intelligence mindset and self-efficacy for both pre-and post-surveys. Pre-survey intelligence mindset scores were not related to average Kahoot! performance, while post-survey intelligence mindsets were. Finally, positive self-efficacy change $\langle c \rangle$ was measured for the class, but was not statistically significant.

physics.ed-ph↗
arXiv2023

Practice Makes Better: Quantifying Grade Benefits of Study

Problem Roulette (PR), an online study service at the University of Michigan, offers points-free formative practice to students preparing for examinations in introductory STEM courses. Using four years of PR data involving millions of problem attempts by thousands of students, we quantify benefits of increased practice study volume in introductory physics. After conditioning mean final grade on standardized (ACT/SAT) math test score, we analyze deviations based on student study volume. We find a strong effect; mean course grade rises quadratically with the logarithm of the total number of PR questions encountered over the term ($N_{\rm Q,tot}$), with an overall gain of $0.77 \pm 0.12$ grade points between $1 < N_{\rm Q,tot} < 1000$. The gains are persistent across the range of math test score represented in our sample. While $N_{\rm Q,tot}$ surely correlates with other study habits, the benefits of increased study in general still hold. A model for final grade using test score and study volume largely accounts for demographic stratification, including by sex, parental education level, number of parents at home, nationality / underrepresented minority status, and regional income level, with two significant exceptions: students whose parents did not earn a college degree, who earn $-0.27 \pm 0.04$ grade points ($6.1σ$) below expectations and underrepresented minority students at $-0.14 \pm 0.04$ points ($3.6σ$). Residual scatter in final grade remains comparable to the maximal study gains, implying that the model is far from deterministic: individual variation trumps mean trends. Our findings can help motivate students to study more and help teachers to identify which types of students may especially need such encouragement.

physics.ed-ph↗
arXiv2022

Datenkompetenz im Physikstudium -- ein Erfahrungsbericht

Do our physics curricula provide the appropriate data management competences in a world where data are considered a crucial resource and substantial funding is available for building a national research data infrastructure (German: Nationale Forschungsdateninfrastuktur = NFDI)? Although basic data evaluation and systematic documentation are practiced when students first come into contact with data, particularly in experimental physics lab courses, they do not meet the increasing demands of research and professional practice to deal with the analysis of huge datasets. In many cases, the problem starts with the fact that there is no consensus on a suitable entry-level programming language. At the Department of Physics at Friedrich-Alexander-Universität Erlangen-Nürnberg, we have made minor adjustments to the physics curriculum in recent years, which we present in this article. We placed data management competences early in the bachelor curriculum, which has resulted in considerable advantages throughout the further course of studies. The authors feel that students are quickly moving into the fast lane in data management; we can already see in our research groups that they are becoming a driving force towards modern research data management. -- Vermitteln unsere Physikcurricula die passenden Datenverarbeitungskompetenzen in einer Welt, in der Daten als entscheidende Ressource betrachtet werden und erhebliche Fördermittel für eine Nationale Forschungsdateninfrastruktur (NFDI) bereitstehen? Beim Erstkontakt mit Daten, also insbesondere in den Praktika der Experimentalphysik, werden zwar elementare Datenevaluation und systematische Dokumentation eingeübt, diese genügen aber nicht den steigenden Ansprüchen der Forschung und der Berufspraxis, sich zunehmend mit der Analyse großer Datenmengen zu befassen. Es scheitert oft schon an einem Konsens über eine geeignete Einstiegsprogrammiersprache. Am Department Physik der Friedrich-Alexander-Universität Erlangen-Nürnberg haben wir in den letzten Jahren kleinere Anpassungen im Physikcurriculum vorgenommen, die wir in diesem Artikel vorstellen. Datenkompetenz wurde früh im Bachelorstudium platziert, woraus sich erhebliche Vorteile für den weiteren Studienverlauf ergeben haben. Die Autoren können sich des Eindrucks nicht erwehren, dass die Studierenden in puncto Datenkompetenz schnell auf die Überholspur gehen; wir sehen bereits jetzt in unseren Arbeitsgruppen, dass sie sich als treibende Kräfte hin zu einem modernen Forschungsdatenmanagement erweisen.

physics.ed-ph↗
arXiv2023

Gender Equity in Physics in India: Interventions, Outcomes, and Roadmap

The gender imbalance in physics higher education and advanced professions is a global problem, and India is not an exception. Although the issue has been acknowledged widely, discrimination needs to be recognized as the driving force. The past three years have witnessed initiatives by different gender groups as well as the Government of India in addressing these lacunae. We report various activities, describe interventions, and present statistics indicating improvements achieved. The Gender in Physics Working Group has brought about significant gender reforms in the Indian Physics Association. The working group organized an open discussion on the issue of sexual harassment in physics professions for the first time in 2018. Subsequently, in 2019, GIPWG organized the first-ever national conference on gender issues, Pressing for Progress. The deliberations of the conference culminated in the Hyderabad Charter, a roadmap towards gender equity in India. The Working Group for Gender Equity constituted under the Astronomical Society of India, also played an impactful role. At the government level, notable new initiatives include Gender Advancement through Transforming Institutions and the proposed Science and Technology Innovation Policy for mainstreaming equity and inclusion.

physics.ed-ph↗
arXiv2023

Do Inquiring Minds Have Positive Attitudes? The Science Education of Preservice Elementary Teachers

Owing to their potential impact on students' cognitive and non-cognitive outcomes, the negative attitudes towards science held by many elementary teachers are a critical issue that needs to be addressed. This study focuses on the science education of pre-service elementary teachers with the goal of improving their attitudes before they begin their professional lives as classroom teachers. Specifically, this study builds on a small body of research to examine whether exposure to inquiry-based science content courses that actively involve students in the collaborative process of learning and discovery can promote a positive change in attitudes toward science across several different dimensions. To examine this issue, surveys and administrative data were collected from over 200 students enrolled in the Hands-on-Science (HoS) program for pre-service teachers at the University of Texas at Austin, as well as more than 200 students in a comparison group enrolled in traditional lecture-style classes. Quantitative analyses reveal that after participating in HoS courses, pre-service teachers significantly increased their scores on scales measuring confidence, enjoyment, anxiety, and perceptions of relevance, while those in the comparison group experienced a decline in favorable attitudes to science. These patterns offer empirical support for the attitudinal benefits of inquiry-based instruction and have implications for the future learning opportunities available to students at all education levels.

physics.ed-ph↗
arXiv2023

Fehlvorstellungen zur Superposition in der Quantenphysik

Quantum physics is a long established content in high school curricula. More recently, alternative approaches based on information-theoretical formulations of quantum theory have been discussed, in which conceptual emphases change in comparison to established didactical approaches. In particular, the notions of "superposition" and "entanglement" are brought into the center of discussion in these approaches. Likewise, there is a broad public interest in the new applications of quantum physics such as quantum computing, which has led to a variety of popular depictions. In this paper we identify common inaccuracies and errors in these representations, explain the technical background and make first recommendations to avoid misunderstandings. Our initial focus is on the notion of "superposition". -- Die Quantenphysik ist seit vielen Jahren ein etablierter Inhalt der Oberstufenphysik. In jüngerer Zeit werden alternative Zugänge über die informationstheoretische Formulierung der Quantentheorie diskutiert, bei denen sich konzeptionelle und begriffliche Schwerpunkte im Vergleich zu etablierten Elementarisierungen verändern. Im Besonderen die Begriffe "Superposition" und "Verschränkung" werden bei diesen Zugängen in das Zentrum der Diskussion gerückt. Ebenfalls besteht ein breites öffentliches Interesse an den neuen Anwendungen der Quantenphysik wie dem Quanten-computer, das zu einer Vielzahl populärer Darstellungen geführt hat. In dieser Arbeit identifizieren wir verbreitete Ungenauigkeiten und Fehler in diesen Darstellungen, erläutern den fachlichen Hintergrund und machen erste Empfehlungen, um Missverständnisse zu vermeiden. Unser Schwerpunkt liegt dabei zunächst auf dem Begriff der "Superposition".

physics.ed-ph↗
arXiv2023

How many acres of potatoes does a society need?

One of the main difficulties in a class on Sources of Energy and Social Policy is the wide variety of units used by different technologists (BTU's, Barrels of oil, Quads, kWh, etc). As every student eats, I think some of this confusion can be resolved by starting and grounding the class with a discussion of food and food production. A general outline for this introduction is provided and two interesting historical cultural examples, Tenochtitlan and the Irish Potato Famine, are provided. Science and Social Policy classes are full of bespoke units and involve many different contexts. Starting the class with a discussion of food energy is a nice way for everyone to start with the same context. In addition, discussion of Food Energy can lead to interesting historical claims.

physics.ed-ph↗