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Teaching labs for blind students: equipment to measure the inertia of simple objects

This article explains and illustrates the design of a laboratory experience for blind students to measure the inertia of simple objects, in this case, that of a disc around its axis of symmetry. Our adaptation consisted in modifying the data collection process, where we used an open-source electronic platform to convert visual signals into acoustic signals. This allows one of the blind students at our University to participate simultaneously as their classmates in the laboratory session corresponding to the mechanics unit of a standard engineering course.

physics.ed-ph↗

Teaching Color Science to EECS Students Using Interactive Tutorials: Tools and Lessons

Teaching color science to Electrical Engineering and Computer Science (EECS) students is critical to preparing them for advanced topics such as graphics, visualization, imaging, Augmented/Virtual Reality. Color historically receive little attention in EECS curriculum; students find it difficult to grasp basic concepts. This is because today's pedagogical approaches are nonintuitive and lack rigor for teaching color science. We develop a set of interactive tutorials that teach color science to EECS students. Each tutorial is backed up by a mathematically rigorous narrative, but is presented in a form that invites students to participate in developing each concept on their own through visualization tools. This paper describes the tutorial series we developed and discusses the design decisions we made.

physics.ed-ph↗

Evaluating Learning of Motion Graphs with a LiDAR-Based Smartphone Application

Data modeling and graphing skill sets are foundational to science learning and careers, yet students regularly struggle to master these basic competencies. Further, although educational researchers have uncovered numerous approaches to support sense-making with mathematical models of motion, teachers sometimes struggle to enact them due to a variety of reasons, including limited time and materials for lab-based teaching opportunities and a lack of awareness of student learning difficulties. In this paper, we introduce a free smartphone application that uses LiDAR data to support motion-based physics learning with an emphasis on graphing and mathematical modeling. We tested the embodied technology, called LiDAR Motion, with 106 students in a non-major, undergraduate physics classroom at a mid-sized, private university on the U.S. East Coast. In identical learning assessments issued both before and after the study, students working with LiDAR Motion improved their scores by a more significant margin than those using standard issue sonic rangers. Further, per a voluntary survey, students who used both technologies expressed a preference for LiDAR Motion. This mobile application holds potential for improving student learning in the classroom, at home, and in alternative learning environments.

physics.ed-ph↗

Measurement of the cosmic ray flux by an ArduSiPM-based muon telescope in the framework of the Lab2Go project

Whitin Istituto Nazionale di Fisica Nucleare (INFN) outreach activities, the Lab2Go project is of great significance. Its goal is involving high school teachers and students in several laboratory activities, aiming at increasing the weight of experimental contents in teaching and learning. In this article we present the measurement, carried out in the framework of the Lab2Go project, of the cosmic muon flux made by an ArduSiPM-based muon telescope.

physics.ed-ph↗

Quantum mechanics at high school: an online laboratory on wave-particle duality

The interest in studying quantum mechanics is always increasing in our society and schools. Especially in the latter case, this leads researchers to implement suitable actions to meet social needs of knowledge of quantum physics. We present an online laboratory on wave-particle duality for high school students (17-19 years old). The activity has been carried out in the period December 2021 - May 2022 at the Physics Department of the University of Cagliari and more than 100 students from different high schools in Sardinia have been involved. We will show the design of the activity and the experiments performed. We will show and discuss qualitatively results about a satisfaction questionnaire. A brief discussion about motivational issues will be done.

physics.ed-ph↗

SonoUno web: an innovative user centred web interface

Sonification as a complement of visualization is been under research for decades as a new ways of data deployment. ICAD conferences, gather together specialists from different disciplines to discuss about sonification. Different tools as sonoUno, starSound and Web Sandbox are attempt to reach a tool to open astronomical data sets and sonify it in conjunction to visualization. In this contribution, the sonoUno web version is presented, this version allows user to explore data sets without any installation. The data can be uploaded or a pre-loaded file can be opened, the sonification and the visual characteristics of the plot can be customized on the same window. The plot, sound and marks can be saved. The web interface were tested with the main used screen readers in order to confirm their good performance.

astro-ph.IM↗

Attributing equity gaps to course structure in introductory physics

We add to a growing literature suggesting that demographic grade gaps should be attributed to biases embedded in the courses themselves. Changes in the structure of two different introductory physics classes were made while leaving the topics covered and the level of coverage unchanged. First, a class where conceptual issues were studied before doing any complicated calculations had zero final exam grade gap between students from underrepresented racial/ethnic groups and their peers. Next, four classes that offered students a retake exam each week between the regular bi-weekly exams during the term had zero gender gap in course grades. Our analysis indicates that demographic grade gaps can be attributed to the course structure (a Course Deficit Model) rather than to student preparation (a Student Deficit Model).

physics.ed-ph↗

The impact of an interactive visualization and simulation tool on learning quantum physics: Results of an eye-tracking study

Employing scientific practices to obtain and use information is one of the central facets of next generation science standards. Especially in quantum technology education, the ability to employ such practices is an essential skill to foster both academic success and technological development. In order to help educators design effective instructions, the comparison between novices' and experts' eye movements allows the identification of efficient information extraction and integration strategies. In this work, we compare the gaze behavior of experts and novices while solving problems in quantum physics using an interactive simulation tool, Quantum Composer, which displays information via multiple external representations (numerical values, equations, graphs). During two reasoning tasks, we found that metarepresentational competences were crucial for successful engagement with the simulation tool. The analysis of the gaze behavior revealed that visual attention on a graph plays a major role and redundant numerical information is ignored. Furthermore, the total dwell time on relevant and irrelevant areas is predictive for the score in the second task. Therefore, the results demonstrate which difficulties novices encounter when using simulation tools and provides insights for how to design effective instructions in quantum technology education guided by experts' gaze behavior.

physics.ed-ph↗

An Innovative Method for Measuring Instrument Data Acquisition using Image Processing Techniques

Measuring instruments are vital for obtaining accurate data in various fields, including scientific research, engineering, and manufacturing. However, data acquisition can be challenging, particularly when direct cable connections are not feasible or difficult to establish. In this paper, we propose a novel method for measuring instrument data acquisition utilizing a camera to capture the instrument display and image processing techniques to extract the measured values. Our method combines computer vision and machine learning techniques to recognize and extract numerical values from the instrument display. We demonstrate the effectiveness and accuracy of this approach by applying it to capture the magnetic field of a permanent magnet using a gauss meter and webcam. Our results indicate that the proposed method offers a practical and accurate solution for data acquisition in cases where direct cable connections are not possible. This method has potential applications in scientific research, engineering, and manufacturing industries.

physics.ed-ph↗

Survey of physics reasoning on uncertainty concepts in experiments: an assessment of measurement uncertainty for introductory physics labs

Measurement uncertainty is a critical feature of experimental research in the physical sciences, and the concepts and practices surrounding measurement uncertainty are important components of physics lab courses. However, there has not been a broadly applicable, research-based assessment tool that allows physics instructors to easily measure students' knowledge of measurement uncertainty concepts and practices. To address this need, we employed Evidence-Centered Design to create the Survey of Physics Reasoning on Uncertainty Concepts in Experiments (SPRUCE). SPRUCE is a pre-post assessment instrument intended for use in introductory (first- and second-year) physics lab courses to help instructors and researchers identify student strengths and challenges with measurement uncertainty. In this paper, we discuss the development of SPRUCE's assessment items guided by Evidence-Centered Design, focusing on how instructors' and researchers' assessment priorities were incorporated into the assessment items and how students' reasoning from pilot testing informed decisions around item answer options. We also present an example of some of the feedback an instructor would receive after implementing SPRUCE in a pre-post fashion, along with a brief discussion of how that feedback could be interpreted and acted upon.

physics.ed-ph↗

Un sistema automatizado para el adiestramiento y evaluacion de estudiantes de fisica ante examenes cerrados

In this work, I present an automatic system for the evaluation of closed-type exercises in physics at the high school level or in the first year of a degree where physics is a mandatory course. It is expected that this will allow students or teachers with access to a computer or mobile device to get into a repository of exercises for different areas of physics and practice them using true or false or multiple choice options. This system is expected to solve the problem that many students do not have enough skills to face this type of evaluation, since they have not had the opportunity to work with closed-type exams that are graded by computers and are used by educational institutions such as evaluation tools. This material can also benefit teachers by providing them with an alternative form of evaluation to the traditional form. To use this system, computer programming skills are not required, since it consists of a program where the answers are selected and the program provides a numerical score, a brief interpretation, and the solutions to every exercise, which will allow students to compare their answers with the solutions.

physics.ed-ph↗

Comment on "How perception of learning environment predicts male and female students' grades and motivational outcomes in algebra-based introductory physics courses"

A recent paper used structural equation modeling to infer effects of gender-dependent student attitudes on several outcomes of introductory physics courses. The model used is precisely Markov equivalent to an equally plausible approximation in which a key gender-dependent coefficient in determining attitudes is indistinguishable from zero. I also argue that the qualitative framing may attribute to students motivations that actually belong to their teachers.

physics.ed-ph↗

Theoretical exploration of task features that facilitate student sensemaking in physics

Assessment tasks provide opportunities for students to make sense of novel contexts in light of their existing ideas. Consequently, investigations in physics education research have extensively developed and analyzed assessments that support students sensemaking of their surrounding world. In the current work, we complement contemporary efforts by theoretically exploring assessment task features that increase the likelihood of students sensemaking in physics. We identify the task features by first noting the salient characteristics of the sensemaking process as described in the science education literature. We then leverage existing theoretical ideas from cognitive psychology, education, and philosophy of science in unpacking the task features which elicit the characteristics of sensemaking. Furthermore, we leverage Conjecture Mapping -- a framework from design-based research -- to articulate how the proposed task features elicit the desired outcome of sensemaking. We argue that to promote sensemaking, tasks should cue students to unpack the underlying mechanism of a real-world phenomenon by coordinating multiple representations and by physically interpreting mathematical expressions. Major contributions of this work include: adopting an agent-based approach to explore task features; operationalizing conjecture mapping in the context of task design in physics; leveraging cross-disciplinary theoretical ideas to promote sensemaking in physics; and introducing a methodology extendable to unpack task features which can elicit other valued epistemic practices such as modeling and argumentation.

physics.ed-ph↗

How to measure the momentum of single quanta

The von Neumann theory of measurement, based on an entanglement of the quantum observable with a classical machine followed by decoherence or collapse, does not readily apply to most measurements of momentum. Indeed, how we measure the momentum of a quantum particle is not even discussed in most quantum mechanics textbooks. Instead, we often teach the lore that position and momentum cannot be measured at the same time. Yet, most ways to measure momentum actually involve measuring position to infer momentum. In this tutorial review, I examine real experiments that measure momentum and describe how one can improve our teaching of the theory of measurement when we focus on real experiments, rather than abstract mathematical models of measurement.

quant-ph↗

Computational Orbital Mechanics of Marble Motion on a 3D Printed Surface -- 1. Formal Basis

Simulating curvature due to gravity through warped surfaces is a common visualization aid in Physics education. We reprise a recent experiment exploring orbital trajectories on a precise 3D-printed surface to mimic Newtonian gravity, and elevate this analogy past the status of a mere visualization tool. We present a general analysis approach through which this straightforward experiment can be used to create a reasonably advanced computational orbital mechanics lab at the undergraduate level, creating a convenient hands-on, computational pathway to various non-trivial nuances in this discipline, such as the mean, eccentric, and true anomalies and their computation, Laplace-Runge-Lenz vector conservation, characterization of general orbits, and the extraction of orbital parameters. We show that while the motion of a marble on such a surface does not truly represent a orbital trajectory under Newtonian gravity in a strict theoretical sense, but through a proposed projection procedure, the experimentally recorded trajectories closely resemble the Kepler orbits and approximately respect the known conservation laws for orbital motion. The latter fact is demonstrated through multiple experimentally-recorded elliptical trajectories with wide-ranging eccentricities and semi-major axes. In this first part of this two-part sequence, we lay down the formal basis of this exposition, describing the experiment, its calibration, critical assessment of the results, and the computational procedures for the transformation of raw experimental data into a form useful for orbital analysis.

physics.ed-ph↗

Using the Julia framework to teach quantum entanglement

Entanglement, a phenomenon that has puzzled scientists since its discovery, has been extensively studied by many researchers through both theoretical and experimental aspect of both quantum information processing (QIP) and quantum mechanics (QM). But how can entanglement be most effectively taught to computer science students compared to applied physics students?. in this educational pursuit, we propose using Yao.jl, a quantum computing framework written in Julia for teaching entanglement to graduate computer science students attending a quantum computing class at Johns Hopkins University. David Mermin's just enough QM for them to understand and develop algorithms in quantum computation [Mer98, Mer03] idea aligns with the purpose of this work. Additionally, the authors of the study Improving students understanding of QM via the Stern-Gerlach experiment (SGE) argue that this experiment should be a key part of any QM education. Here, we explore the concept of entanglement and it's quantification in various quantum information processing experiments, including one inequality-free form of Bell's theorem: (1) Superposition via the Hadamard, (2) Bell-state generation and (3) GHZ state generation. The utilisation of circuit diagrams and code fragmentsis a central theme in this work's philosophy.

physics.ed-ph↗

Accelerating and scaling mentoring strategies to build infrastructure that supports underrepresented groups in STEM

The vision of 2030STEM is to address systemic barriers in institutional structures and funding mechanisms required to achieve full inclusion in Science, Technology, Engineering, and Mathematics (STEM) and accelerate leadership pathways for individuals from underrepresented populations across STEM sectors. 2030STEM takes a systems-level approach to create a community of practice that affirms diverse cultural identities in STEM. Accelerated systemic change is needed to achieve parity and representation in the STEM workforce, and mentorship - due to its impact on retaining talent - is crucial to ensure those underrepresented in STEM feel that they belong and can thrive. To support the studies and careers of those underrepresented in STEM, we must increase access to mentors who have received adequate training on both the discipline of mentorship in addition to cross-cultural mentoring, use evidence-based mentorship tools to improve the outcomes of mentor/mentee relationships, and create a persistent culture of mentorship at the institutional versus individual level. This white paper provides a summary of research-based mentorship practices that have worked at improving the experience in STEM for underrepresented groups. This is the second in a series of white papers based on 2030STEM Salons that bring together innovative thinkers invested in creating a better STEM world for all. Our first salon focused on the power of social media campaigns like the #XinSTEM initiatives, to accelerate change towards inclusion and leadership by underrepresented communities in STEM. Read our first white paper entitled #Change: How Social Media is Accelerating STEM Inclusion for more information.

astro-ph.IM↗

A-BASE-DE-PROS: una implementación práctica de los Objetivos de Desarrollo Sostenible en la Universidad Politécnica de Madrid

The influence of the Sustainable Development Goals (SDGs) has been widely spread over the last years, establishing new public and privat policies. Education has also been experiencing this change by aligning with the previous goals. In this chapter, we briefly summarize the main activities conducted under the Grant APS22.2003 'Service-based learning of the SDGs related to a responsible production and consumption (A-BASE-DE-PROS)', which uses the SDG 12 as a guide line to raise the awareness of the importance of the 2030 Agenda among undergraduate and secondary-school students. In general, the service-based learning has increased the knowledge of the SDGs among the students. Furthermore, most of the (university and secondary) students found the service-learning

physics.ed-ph↗