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arXiv2023

Integration of Ocean Literacy into Physics Learning

Indonesia will be projected to be maritime axis in the world. Indonesian potential as a maritime country inspires Nawacita vision established by Joko Widodo in his cabinet. This ambitions must be supported by coastal communities. The province of West Sulawesi has a long coastal territory than other provinces in Indonesia. It should be exploited to promote the realization of Nawacita for the better Indonesia in the future. In education sector, 2013 curriculum introduces that teachers must implement scientific approach to their learning. Physics is one of the subjects that is still considered difficult by students. It will be more complex when it is taught by scientific approach. In other hand, physics is one of the most important subjects in preparing high school students for their job in science and technology. Contextual learning could be a solution in delivering physics to students. Without forgetting the 2013 curriculum, physics learning in the context of ocean literacy owned by West Sulawesi can lead students to gain meaningful experience. Based on these considerations, this article will discuss how to integrate ocean literacy into physics learning.

physics.ed-ph↗
arXiv2023

QUAVER: Quantum Unfoldment through Visual Engagement and Storytelling Resources

The task of providing effective instruction and facilitating comprehension of resources is a substantial difficulty in the field of Quantum Computing, mostly attributable to the complicated nature of the subject matter. Our research-based observational study "QUAVER" is rooted on the premise that the use of visual tools and narrative constructions has the potential to significantly augment comprehension and involvement within this domain. Prominent analytical techniques, such as the two-sample t-test, revealed a significant statistical difference between the two groups, as shown by the t-statistic and p-value, highlighting the considerable effectiveness of the visual-narrative strategy. One crucial aspect of our study is on the implementation of an exciting algorithmic framework designed specifically to optimize the integration of visual and narrative components in an integrated way. This algorithm utilizes sophisticated heuristic techniques to seamlessly integrate visual data and stories, offering learners a coherent and engaging instructional experience. The design of the material effectively manages the interplay between visual signals and narrative constructions, resulting in an ideal level of engagement and understanding for quantum computing subject. The results of our study strongly support the alternative hypothesis, providing evidence that the combination of visual information and stories has a considerable positive impact on participation in quantum computing education. This study not only introduces a significant approach to teaching quantum computing but also demonstrates the wider effectiveness of visual and narrative aids in complex scientific education in the digital age.

physics.ed-ph↗
arXiv2023

A review of blended learning in contrast with traditional learning in Ghanaian universities

Blended learning methods constructively fuses more than one delivery mode. It makes use of technology to meet the exigency of the times. Covid-19 pandemic has also strengthened the need for teaching and learning to be in modes other than face-to-face interactions. In this research, a state-of-the-art review is conducted on the impact of blended learning in three universities in Ghana. These universities are selected based on a number of reasons including the use of the uniRank ranking system. It has been shown that the Learning management system is implemented in two out of three universities considered in this research.

physics.ed-ph↗
arXiv2023

Eigenmodes of fractal drums: A numerical student experiment

``Can one hear the shape of a drum?'' was a question posed (and made famous) by mathematician Mark Kac in the mid-1960s. It addresses whether a deeper connection exists between the resonance modes (eigenmodes) of a drum and its shape. Here we propose a numerical experiment, suitable for advanced undergraduate physics students, on the calculation of the eigenmodes of a square Koch fractal drum, for which experimental results do exist. This exercise is designed to develop the students' understanding of the vibrations of fractal drums, their eigenmodes, and potentially their integrated density of states. The students calculate the lowest order eigenmodes of the fractal drum, visualize these modes, and study their symmetry properties. As an extension, the students may investigate the integrated density of states of the fractal drum and compare their findings to the Weyl-Berry conjecture.

physics.ed-ph↗
arXiv2023

WTH! Wok the Hydrogen: Measurement of Galactic Neutral Hydrogen in Noisy Urban Environment Using Kitchenware

Astronomy observation is difficult in urban environments due to the background noise generated by human activities. Consequently, promoting astronomy in metropolitan areas is challenging. In this work, we propose a low-cost, educational experiment called Wok the Hydrogen (WTH) that offers opportunities for scientific observation in urban environments, specifically the observation of the $21$ cm ($f_{21} = 1420.4$ MHz) emission from neutral hydrogen in the Milky Way. We demonstrate how to construct a radio telescope using kitchenware, along with additional electronic equipment that can be easily purchased online. The total system cost is controlled within 150 dollars. We also outline the subsequent data analysis procedures for deriving the recession velocity of galactic hydrogen from the raw data. The system was tested on the campus of the Hong Kong University of Science and Technology, which is located approximately 2 km northeast of the nearest residential area with a population of 0.4 million and about 10 km east of the downtown area with a population of 2 million. We show that a precision of $Δv \approx \pm 20$ km s$^{-1}$ can be achieved for determining the recession velocity of neutral hydrogen with this relatively simple setup, and the precision can be further improved with longer exposure time.

astro-ph.IM↗
arXiv2023

Affinity-Based Groups in Secondary Education: Increased Stability at the Expense of Collaboration

Group configurations play a pivotal role in shaping social skills and learning outcomes by fostering student interaction and collaboration. Yet, the factors influencing group formation, social cohesion, and group stability remain understudied. Here, we examine these factors in a cohort of 90 students from 9th and 10th grades at a private school in Chile. Students were either randomly assigned to groups (control) or allowed to choose their own groups (experimental) for a semester-long project. Our results show that self-selected groups had stronger friendship ties by the end of the semester. In contrast, randomly assigned groups exhibited higher levels of cooperation and more frequent membership changes, indicating weaker social cohesion. Additionally, 10th-grade students were more likely to stay in their original groups, possibly suggesting increased social maturity. These findings underscore the ongoing challenge in education of balancing student choice in group formation with the need for diverse group compositions that enhance learning. The study provides actionable insights for educators.

physics.ed-ph↗
arXiv2023

QuCS: A Lecture Series on Quantum Computer Software and System

In this era of incessant advancements in quantum computing, bridging the gap between quantum algorithms' hardware requisites and available devices has become crucial. A prime focus in this context is the Software and System Level support for quantum computers, which has shown promising potential in significantly decreasing this gap. However, a noteworthy deficit of quantum software and system level-focused courses has been observed in academia worldwide. Addressing this deficiency, this paper proposes the Quantum Computer Systems (QuCS) Lecture Series. The QuCS Lecture Series aims to enhance the visibility of quantum computing software and system level and foster diverse participation in quantum computing research across multiple universities worldwide. It is envisioned as an inclusive platform to bring together individuals of diverse backgrounds, catalyzing cross-cultural collaboration and innovation in this burgeoning field. The lecture series begins with an introductory session elucidating the core concepts and fundamentals of quantum computing. This foundational knowledge will be built upon in subsequent sessions, highlighting cutting-edge research trends and recent findings in quantum software and system level. This paper provides a comprehensive overview of the QuCS Lecture Series, detailing the format, the gamut of topics to be covered, and their significance. It emphasizes the potential impact of the series on accelerating progress towards quantum supremacy and fostering a diverse, global community of quantum computing researchers and practitioners. The QuCS Lecture Series has already hosted nearly 40 lectures with over 40 confirmed speakers from more than eight different countries and from both academia and industry, QuCS also attracted more than 1000 subscribers from all over the world.

physics.ed-ph↗
arXiv2023

Quantum Computing, Math, and Physics (QCaMP): Introducing quantum computing in high schools

The nascent but rapidly growing field of Quantum Information Science and Technology has led to an increased demand for skilled quantum workers and an opportunity to build a diverse workforce at the outset. In order to meet this demand and encourage women and underrepresented minorities in STEM to consider a career in QIST, we have developed a curriculum for introducing quantum computing to teachers and students at the high school level with no prerequisites. In 2022, this curriculum was delivered over the course of two one-week summer camps, one targeting teachers and another targeting students. Here, we present an overview of the objectives, curriculum, and activities, as well as results from the formal evaluation of both camps and the outlook for expanding QCaMP in future years.

physics.ed-ph↗
arXiv2023

A method to assess trustworthiness of machine coding at scale

Physics education researchers are interested in using the tools of machine learning and natural language processing to make quantitative claims from natural language and text data, such as open-ended responses to survey questions. The aspiration is that this form of machine coding may be more efficient and consistent than human coding, allowing much larger and broader data sets to be analyzed than is practical with human coders. Existing work that uses these tools, however, does not investigate norms that allow for trustworthy quantitative claims without full reliance on cross-checking with human coding, which defeats the purpose of using these automated tools. Here we propose a four-part method for making such claims with supervised natural language processing: evaluating a trained model, calculating statistical uncertainty, calculating systematic uncertainty from the trained algorithm, and calculating systematic uncertainty from novel data sources. We provide evidence for this method using data from two distinct short response survey questions with two distinct coding schemes. We also provide a real-world example of using these practices to machine code a data set unseen by human coders. We offer recommendations to guide physics education researchers who may use machine-coding methods in the future.

physics.ed-ph↗
arXiv2023

Promoting Astronomy Education: The Helix Nebula and Interdisciplinary Image Reading

The observation of space seems to have always caused wonder into people's collective consciousness, generating a series of historical myths. More recently specially with the development of better tools alongside the constant refinement of the scientific method Astronomy has consolidated into increasing field of Physics. Yet, representing such field in an accurate manner for beginner students poses a challenge. Appropriate images and descriptions should be chosen, which proves itself a large part of such challenge. Here we perform a technique named Interdisciplinary Image Reading aimed at trying to minimize the problem by improving and therefore promoting better Astronomy Education.

physics.ed-ph↗
arXiv2024

Understanding the Experiences of Neurodivergent Undergraduate Physicists Through Critical Disability Physics Identity

As more neurodivergent students enter college, discussion on neurodiversity in higher education is gaining momentum. It is increasingly imperative that we understand how neurodivergent individuals construct their identities within the context of physics programs. Using hte Critical Disability Physics Identity framework, this study offers a nuanced analysis of the lived experiences and identity development of neurodivergent undergraduate physicists through the lens of resource use and political agency. By examining the phenomenon of neurodivergent undergraduate physics identity, we uncover the multifaceted dimensions of their lived experiences, including the marginalization caused by a neurotypical-normative culture, the negotiation of conflicting definitions of being a physicist, and the influence of supportive networks. Our findings shed light on the intersectionality of neurodivergent identity and physics identity, offering valuable insights to educators, researchers, and institutions committed to fostering inclusive learning environments. Ultimately, this research contributes to the ongoing dialogue on diversity, equity, inclusion, and justice within physics and higher education as a whole.

physics.ed-ph↗
arXiv2023

Teaching control with Basic Maths: Introduction to Process Control course as a novel educational approach for undergraduate engineering programs

In this article, we discuss a novel education approach to control theory in undergraduate engineering programs. In particular, we elaborate on the inclusion of an introductory course on process control during the first years of the program, to appear right after the students undergo basic calculus and physics courses. Our novel teaching proposal comprises debating the basic elements of control theory without requiring any background on advanced mathematical frameworks from the part of the students. The methodology addresses, conceptually, the majority of the steps required for the analysis and design of simple control systems. Herein, we thoroughly detail this educational guideline, as well as tools that can be used in the classroom. Furthermore, we propose a cheap test-bench kit and an open-source numerical simulator that can be used to carry out experiments during the proposed course. Most importantly, we also assess on how the Introduction to process control course has affected the undergraduate program on Control and Automation Engineering at Universidade Federal de Santa Catarina (UFSC, Brazil). Specifically, we debate the outcomes of implementing our education approach at UFSC from 2016 to 2023, considering students' rates of success in other control courses and perspectives on how the chair helped them throughout the course of their program. Based on randomised interviews, we indicate that our educational approach has had good teaching-learning results: students tend to be more motivated for other control-related subjects, while exhibiting higher rates of success.

physics.ed-ph↗
arXiv2023

A framework for characterizing covariational reasoning in physics

Covariational reasoning--considering how changes in one quantity affect another, related quantity--is a foundation of quantitative modeling in physics. Understanding quantitative models is a learning objective of introductory physics instruction at the college level. Prior work suggests that covariational reasoning in physics contexts differs in important ways from reasoning about functions and graphs in purely mathematical contexts; this reasoning is effortful in physics even for mathematically well-prepared students. In order to help students learn to reason covariationally in physics contexts, we need to characterize what we mean by physics covariational reasoning. To this end, we present a framework of covariational reasoning in physics contexts, to describe the ways that covariational reasoning is used in physics modeling. The framework can be used as a tool by which instructors can recognize physics covariational reasoning patterns and researchers can analyze student reasoning. The framework can also help inform the development of effective instructional materials and methods.

physics.ed-ph↗
arXiv2023

Modeling novel physics in virtual reality labs: An affective analysis of student learning

We report on a study of the effects of laboratory activities that model fictitious laws of physics in a virtual reality environment on (1) students' epistemology about the role of experimental physics in class and in the world; (2) students' self-efficacy; and (3) the quality of student engagement with the lab activities. We create opportunities for students to practice physics as a means of creating and validating new knowledge by simulating real and fictitious physics in virtual reality (VR). This approach seeks to steer students away from a confirmation mindset in labs by eliminating any form of prior or outside models to confirm. We refer to the activities using this approach as Novel Observations in Mixed Reality (NOMR) labs. We examined NOMR's effects in 100-level and 200-level undergraduate courses. Using pre-post measurements we find that after NOMR labs, students in both populations were more expertlike in their epistemology about experimental physics and held stronger self-efficacy about their abilities to do the kinds of things experimental physicists do. Through the lens of the psychological theory of flow, we found that students engage as productively with NOMR labs as with traditional hands-on labs. This engagement persisted after the novelty of VR in the classroom wore off, suggesting that these effects are due to the pedagogical design rather than the medium of the intervention. We conclude that these NOMR labs offer an approach to physics laboratory instruction that centers the development of students' understanding of and comfort with the authentic practice of science.

physics.ed-ph↗
arXiv2023

The Circular Atwood Machine

The Atwood Machine, a classic apparatus in physics education, has historically been pivotal in demonstrating Newtonian mechanics, specifically Newton's Second Law. This study introduces an innovative adaptation, the circular Atwood machine, aimed at exploring circular motion and angular dynamics and integrating emerging technologies, specifically smartphone sensors. Through a rotating disc subjected to controlled external torque, the experiment delves into the relationship between the torque applied and the resulting angular momentum. The study not only presents the theoretical framework but also outlines a practical setup using readily available materials, emphasizing the potential for contemporary technology to enhance the comprehension and teaching of fundamental physical concepts.

physics.ed-ph↗
arXiv2023

Electron transport under an ultrafast laser pulse: Implication for spin transport

Laser-driven electron transport across a sample has garnered enormous attentions over several decades, because it potentially allows one to control spin transports in spintronics. But light is a transverse electromagnetic wave, how an electron acquires a longitudinal velocity has been very puzzling. In this paper, we show a general mechanism is working. It is the magnetic field {\bf B} that steers the electron moving along the light propagation direction, while its strong transverse motion leads to local excitation. We employ the formalism put forth by Varga and Toroke to show that if we only include {\bf E}, the electron only moves transversely with a large velocity. Including both {\bf B} and {\bf E} and using real experimental laser parameters, we are able to demonstrate that a laser pulse can drive the electron along the axial direction by 20 to 262 $\rm Å$, consistent with the experiments. The key insight is that {\bf B} changes the direction of the electron and allows the electron to move along the Poynting vector of light. Our finding has an important consequence. Because a nonzero {\bf B} means a spatially dependent vector potential ${\bf A} (\br,t)$, ${\bf B}=\nabla \times {\bf A}(\br,t)$, this points out that the Coulomb gauge, that is, replacing ${\bf A}(\br,t)$ by a spatial independent ${\bf A}(t)$, is unable to describe electron and spin transport under laser excitation. Our finding is expected to have a potential impact on the ongoing investigation of laser-driven spin transport.

cond-mat.mtrl-sci↗
arXiv2023

Reforming Physics Exams Using Openly Accessible Large Isomorphic Problem Banks created with the assistance of Generative AI: an Explorative Study

This paper explores using large isomorphic problem banks to overcome many challenges of traditional exams in large STEM classes, especially the threat of content sharing websites and generative AI to the security of exam items. We first introduce an efficient procedure for creating large numbers of isomorphic physics problems, assisted by the large language model GPT-3 and several other open-source tools. We then propose that if exam items are randomly drawn from large enough problem banks, then giving students open access to problem banks prior to the exam will not dramatically impact students' performance on the exam or lead to wide-spread rote-memorization of solutions. We tested this hypothesis on two mid-term physics exams, comparing students' performance on problems drawn from open isomorphic problem banks to similar transfer problems that were not accessible to students prior to the exam. We found that on both exams, both open bank and transfer problems had the highest difficulty. The differences in percent correct were between 5% to 10%, which is comparable to the differences between different isomorphic versions of the same problem type. Item response theory analysis found that both types of problem have high discrimination (>1.5) with no significant differences. Student performance on open-bank and transfer problems are highly correlated with each other, and the correlations are stronger than average correlations between problems on the exam. Exploratory factor analysis also found that open-bank and transfer problems load on the same factor, and even formed their own factor on the second exam. Those observations all suggest that giving students open access to large isomorphic problem banks only had a small impact on students' performance on the exam but could have significant potential in reforming traditional classroom exams.

physics.ed-ph↗
arXiv2023

Early Career Perspectives For the NASA SMD Bridge Program

In line with the Astro2020 Decadal Report State of the Profession findings and the NASA core value of Inclusion, the NASA Science Mission Directorate (SMD) Bridge Program was created to provide financial and programmatic support to efforts that work to increase the representation and inclusion of students from under-represented minorities in the STEM fields. To ensure an effective program, particularly for those who are often left out of these conversations, the NASA SMD Bridge Program Workshop was developed as a way to gather feedback from a diverse group of people about their unique needs and interests. The Early Career Perspectives Working Group was tasked with examining the current state of bridge programs, academia in general, and its effect on students and early career professionals. The working group, comprised of 10 early career and student members, analyzed the discussions and responses from workshop breakout sessions and two surveys, as well as their own experiences, to develop specific recommendations and metrics for implementing a successful and supportive bridge program. In this white paper, we will discuss the key themes that arose through our work, and highlight select recommendations for the NASA SMD Bridge Program to best support students and early career professionals.

astro-ph.IM↗