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arXiv2024

Overview of couplet scoring in content-focused physics assessments

Content-focused research-based assessment instruments typically use items (i.e., questions) as the unit of assessment for scoring, reporting, and validation. Couplet scoring employs an alternative unit of assessment called a couplet, which is essentially an item viewed and scored through the lens of a specific assessment objective. With couplet scoring, a single item may have more than one assessment objective and therefore more than one couplet and thus more than one score. We outline the components of traditional item scoring, discuss couplet scoring and its benefits, and use both a recently developed content research-based assessment instrument and an existing one to ground our discussion.

physics.ed-ph↗
arXiv2023

Emerging Physics Education Researchers' Growth in Professional Agency: Case Study

Improving the physics enterprise to broaden participation in physics is one of the main goals of the physics education research community. Many classically trained physics faculty transition during their faculty career into engaging in research investigating the teaching and learning of their discipline. There is scarce research on the support and needs of these faculty as they engage in their first projects in this new research field for them. We investigate agency growth of two emerging physics education researchers and one emerging mathematics education researcher as they participate in a professional development program. We ground our case study analysis of interview data in a theoretical framework on agency. We identify the elements of the professional development program that were transformative in our case study participants' trajectory in education research. Receiving get-started information, building mechanisms to sustain research projects and engaging with a supportive community help participants transform general interests to specific questions, articulate concrete next-steps and increase their sense of self-efficacy. During this professional development program all three case study participants gain agency in this new area of research for them. These identified program elements that affect agency growth can inform professional development opportunities for faculty transitioning into discipline-based education research, which expands our understanding of how to build capacity in the field.

physics.ed-ph↗
arXiv2023

Why and How to Implement Worked Examples in Upper Division Theoretical Physics

Studying worked examples has been shown by extensive research to be an effective method for learning to solve well-structured problems in physics and mathematics. The effectiveness of learning with worked examples has been demonstrated and documented in many research projects. In this work, we propose a new four-step approach for teaching with worked examples that includes writing explanations and finding and correcting errors. This teaching method can even be implemented in courses in which homework performance constitutes part of the grading system. This four-step approach is illustrated in the context of Lagrangian mechanics, which is ideal for the application of worked examples due to its universal approach to solve problems.

physics.ed-ph↗
arXiv2023

Maths for Einstein's Universe Tools for Understanding Modern Reality

Aversion to mathematics is a recognised and widespread problem. Following a review of the literature on this subject, this paper presents an education program which has been developed to test the hypothesis that transferring attention from traditional school arithmetic to a broad range of mathematical skills relevant to modern science at an early age (ages 7-12) will improve students' attitudes to mathematics, reduce the incidence of maths anxiety and prepare students for topics normally introduced at more senior levels. The program entitled Maths for Einstein's Universe includes five modules covering extreme numbers, estimation, probability, vectors and curved space geometry taught through group activities, games and plays. The modules complement appropriate early learning of modern physical concepts from the subatomic world to cosmology. While connected to science, the program aims to provide meaning and comprehension for socially relevant topics from national budgets to pandemics and opinion polls. The program has been trialled in multiple short workshops and extended learning programs as well as training programs for school teachers. Analysis of knowledge and attitude tests and questionnaires from about 170 participants demonstrate strong student enthusiasm and positive learning outcomes in areas normally considered beyond the ability of students in this age group. Trial results were used to identify strategies for enhancing school mathematics based on creation of stronger links between mathematics and science. We summarise results of pilot trials. In the paper we present the results of learning powers of ten and vectors. In total, around 700 participants have trialled Maths Einstein's Universe with nearly 200 hours of teaching for students and teachers.

physics.ed-ph↗
arXiv2023

Inequities and misaligned expectations in PhD students' search for a research group

Joining a research group is one of the most important events on a graduate student's path to earning a PhD, but the ways students go about searching for a group remain largely unstudied. It is therefore crucial to investigate whether departments are equitably supporting students as they look for an advisor, especially as students today enter graduate school with more diverse backgrounds than ever before. To better understand the phenomenon of finding a research group, we use a comparative case study approach to contrast important aspects of two physics PhD students' experiences. Semi-structured interviews with the students chronicled their interactions with departments, faculty, and the graduate student community, and described the resources they found most and least helpful. Our results reveal significant disparities in students' perceptions of how to find an advisor, as well as inequities in resources that negatively influenced one student's search. We also uncover substantial variation regarding when in their academic careers the students began searching for a graduate advisor, indicating the importance of providing students with consistent advising throughout their undergraduate and graduate experiences.

physics.ed-ph↗
arXiv2023

Solving differential equations with Deep Learning: a beginner's guide

The research in Artificial Intelligence methods with potential applications in science has become an essential task in the scientific community last years. Physics Informed Neural Networks (PINNs) is one of this methods and represent a contemporary technique that is based on the fundamentals of neural networks to solve differential equations. These kind of networks have the potential to improve or complement classical numerical methods in computational physics, making them an exciting area of study. In this paper, we introduce PINNs at an elementary level, mainly oriented to physics education so making them suitable for educational purposes at both undergraduate and graduate levels. PINNs can be used to create virtual simulations and educational tools that aid in understating complex physical concepts and processes where differential equations are involved. By combining the power of neural networks with physics principles, PINNs can provide an interactive and engaging learning experience that can improve students' understanding and retention of physics concepts in higher education.

physics.comp-ph↗
arXiv2023

The SPORT-C Intervention: An Integration of Sports, Case-Based Pedagogy and Systems Thinking Learning

The STEM field is unrepresentative of the population it serves. Due to a lack of cultural relevance in STEM courses, there is a dissociation between the lived experience of students from underrepresented racial groups (URG) and STEM course material. The SPORT-C intervention is a framework that combines sports, systems thinking learning, and a case-based pedagogy into an activity that can be used in any STEM course. A pilot study was conducted to determine the viability of the SPORT-C intervention in a classroom setting and determine if it was worth further investigating and if any impact differed by racial identity. The findings from this study implicate that the SPORT-C intervention has an impact on the motivation levels of students to participate in STEM courses.

physics.ed-ph↗
arXiv2023

Estimation of the error matrix in a linear least square fit to the data from an experiment performed by smartphone photography

Determination of the Young modulus of a metal bar in the form of a cantilever is an old experimental concept. However, we have taken the advantage of modern advanced technology of smartphone camera to find the load depression graph of the cantilever by taking photographs with the smartphone camera. Smartphone photography allows us to find a precise transverse magnification of an object from the size of the real image formed on the sensor of the camera. Image size on the sensor can be obtained with micron level accuracy. From the load depression graph, we have determined the Young modulus of the bar. The sensitive measurements of the depression of the cantilever at its free end by its own weight, have allowed us to determine the density of aluminium. We have added an analysis of the chi squred minimisation technique for determining the parameters and their uncertainities in a linear fit. Starting from the curvature matrix we have made a comprehensive analysis of the error matrix relevant for a two parameter linear fit. Then we have shown how to form the error matrix for the fitted parameters which includes the covariance term between the two correlated parameters, in the context of our specific experiment. We have propagated the errors in the parameters to find the uncertainties in the Young modulus and the density of the bar. We have shown that a precise measurement is possible by smartphone photography.

physics.ed-ph↗
arXiv2023

Mathematical modeling for sustainability: How can it promote sustainable learning in mathematics education?

This article reviews the current state of teaching and learning mathematical modeling in the context of sustainable development goals for education at the tertiary level. While ample research on mathematical modeling education and published textbooks on the topic are available, there is a lack of focus on mathematical modeling for sustainability. This review aims to address this gap by exploring the powerful intersection of mathematical modeling and sustainability. Mathematical modeling for sustainability connects two distinct realms: learning about the mathematics of sustainability and promoting sustainable learning in mathematics education. The former involves teaching and learning sustainability quantitatively, while the latter encompasses pedagogy that enables learners to apply quantitative knowledge and skills to everyday life and continue learning and improving mathematically beyond formal education. To demonstrate the practical application of mathematical modeling for sustainability, we discuss a specific textbook suitable for a pilot liberal arts course. We illustrate how learners can grasp mathematical concepts related to sustainability through simple yet mathematically diverse examples, which can be further developed for teaching such a course. Indeed, by filling the gap in the literature and providing practical resources, this review contributes to the advancement of mathematical modeling education in the context of sustainability.

math.HO↗
arXiv2023

Educational data augmentation in physics education research using ChatGPT

Generative AI technologies such as large language models show novel potentials to enhance educational research. For example, generative large language models were shown to be capable to solve quantitative reasoning tasks in physics and concept tests such as the Force Concept Inventory. Given the importance of such concept inventories for physics education research, and the challenges in developing them such as field testing with representative populations, this study seeks to examine to what extent a generative large language model could be utilized to generate a synthetic data set for the FCI that exhibits content-related variability in responses. We use the recently introduced ChatGPT based on the GPT 4 generative large language model and investigate to what extent ChatGPT could solve the FCI accurately (RQ1) and could be prompted to solve the FCI as-if it were a student belonging to a different cohort (RQ2). Furthermore, we study, to what extent ChatGPT could be prompted to solve the FCI as-if it were a student having a different force- and mechanics-related misconception (RQ3). In alignment with other research, we found the ChatGPT could accurately solve the FCI. We furthermore found that prompting ChatGPT to respond to the inventory as-if it belonged to a different cohort yielded no variance in responses, however, responding as-if it had a certain misconception introduced much variance in responses that approximate real human responses on the FCI in some regards.

physics.ed-ph↗
arXiv2023

On the long-term impact of non-formal learning in particle physics

Since 2005, the global flagship of outreach activities in high-energy physics have been the International Particle Physics Masterclasses. We report on a survey performed among the participants from Slovakia and the Czech Republic, where we have studied the impact of Masterclasses on their further careers and their attitude towards science and especially particle physics. More than a half of our respondents does not work in science or research and development. However, most of them report positive shift in their attitude towards science. A positive nudge to physics career is indicated among those being open to such a possibility.

physics.ed-ph↗
arXiv2023

(How) Do pre-service teachers use YouTube features in the selection of instructional videos for physics teaching?

This mixed-methods study examines how pre-service teachers select instructional videos on YouTube for physics teaching. It focuses on the role of surface features that YouTube provides (e.g., likes, views, thumbnails) and the comments underneath the videos in the decision-making process using videos on quantum physics topics as an example. The study consists of two phases: In phase 1, N = 24 (pre-service) physics teachers were randomly assigned to one of three groups, each covering a different quantum topic (entanglement, quantum tunnelling or quantum computing, respectively). From eight options provided, they selected a suitable video for teaching while their eye movements were tracked, and think-aloud data was collected. Phase 2 allowed participants to freely choose one YouTube video on a second quantum topic while thinking aloud. The results reveal a significant emphasis on video thumbnails during selection, with over one-third of the fixation time directed towards them. Think-aloud data confirms the importance of thumbnails in decision-making. A detailed analysis identifies that participants did not rely on (content-related) comments despite they have found to be significantly correlated with the videos' explaining quality. Instead, decisions were influenced by surface features and pragmatic factors such as channel familiarity. Retrospective reflections through a questionnaire support these observations. Building on the existing empirical evidence, a decision tree is proposed to help teachers identify high-quality videos considering duration, likes, comments, and interactions. The decision tree can serve as a hypothesis for future research and needs to be evaluated in terms of how it can help systematize the process of selecting high-quality YouTube videos for science teaching.

physics.ed-ph↗
arXiv2023

Simple Python tools for modelling few-level atom-light interactions

Understanding the interactions between atoms and light is at the heart of atomic physics. Being able to `experiment' with various system parameters, produce plots of the results and interpret these is very useful, especially for those new to the field. This tutorial aims to provide an introduction to the equations governing near-resonant atom-light interactions and present examples of setting up and solving these equations in Python. Emphasis is placed on clarity and understanding by showing code snippets alongside relevant equations, and as such it is suitable for those without an excellent working knowledge of Python or the underlying physics. Hopefully the methods presented here can form the foundations on which more complex models and simulations can be built. All functions presented here and example codes can be found on GitHub.

physics.atom-ph↗
arXiv2023

A Close Examination on Inelastic Collision

This paper examines the details of an inelastic collision when a bullet shoots a block vertically upward from below. With the assumption of constant interaction force between them, we obtain quantities of interest including the displacement for the block at the end of collision, the collision time, and in particular, the bullet's depth inside the block, which are not studied under the traditional assumption of very short collision time. We identify the condition under which the collision time can indeed be considered as negligibly short. The theory is applied to a well-known demonstration. Using the data extracted from photos of the demonstration, we calculate the magnitude of interaction force and the collision time, which can in no way be easily measured otherwise.

physics.class-ph↗
arXiv2023

Coarse-grained simulations of DNA and RNA systems with oxDNA and oxRNA models: Introductory tutorial

We present a tutorial on setting-up the oxDNA coarse-grained model for simulations of DNA and RNA nanotechnology. The model is a popular tool used both by theorists and experimentalists to simulate nucleic acid systems both in biology and nanotechnology settings. The tutorial is aimed at new users asking "Where should I start if I want to use oxDNA". We assume no prior background in using the model. This tutorial shows basic examples that can get a novice user started with the model, and points the prospective user towards additional reading and online resources depending on which aspect of the model they are interested in pursuing.

physics.bio-ph↗
arXiv2023

Empirical evidence of the inseparability of mathematics and physics in expert reasoning about novel graphing tasks

Pre-college mathematics modeling instruction often frames mathematics as being separated from reasoning about the real world -- and commonly treats reasoning mathematically and reasoning about the real-world context as separate stages of a modeling cycle. In this paper, we present evidence that helps characterize how experts use mathematics in physics contexts while developing graphical models. An important finding is that there was essentially no evidence of experts reasoning in a context-free way with these tasks, but instead they used physical reasoning -- either grounded in the context of the task or from abstract physical models -- to guide their mathematics. The difference in approach of physics instructors and students may lead to a mismatch in expectations, and frustration, for both parties. This work contributes to the body of knowledge about how mathematical reasoning appears in physics, and can help researchers and instructors recognize the connections to the physical world in expert mathematical reasoning. This can help instructors and researchers be better equipped to develop materials and methods that can help students start building those connections as well.

physics.ed-ph↗
arXiv2023

Thermal physics in the data age -- students judge the applicability of the equipartition theorem

Providing students of introductory thermal physics with a plot of the heat capacities of many low density gases as a function of temperature allows them to look for systematic trends. Specifically, large amounts of heat capacity data allow students to discover the equipartition theorem, but also point to its limited applicability. Computer code to download and plot the temperature-dependent heat capacity data is provided.

physics.ed-ph↗
arXiv2023

Enrico Fermi: a forgotten article written for Italian teachers

In 1929, Enrico Fermi wrote "Problemi attuali della fisica" ("Contemporary Problems of Physics"), a short article in Italian published in the magazine "Annali dell'istruzione media". The magazine was sponsored by the Italian Ministry of Schooling and Education, and it was addressed to teachers and principals of middle and high schools. This short text written by Fermi had been forgotten for a long time. However, in recent years it has been republished in Italy; moreover, the "Annali dell'istruzione media" have been digitized and made freely available online. It is unclear why Fermi wrote an article of a clearly divulgative nature for a non-technical journal, but is still interesting to to read his words and appreciate his skills as a great scientific communicator. In this work we include the transcription of the original article in Italian, and we also propose an English translation to make the text available world-wide and accessible to a broader public.

physics.hist-ph↗