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How much time do we have before catastrophic disclosure occurs?

Claims of the retrieval of crashed craft or vehicles from non-human intelligence(s) (NHI) abound in the popular culture and media. For this article, the number of unsubstantiated claims is utilized to estimate the time expected until a "catastrophic disclosure" occurs. The term was defined at the 2023 Sol Foundation's inaugural conference as an accidental disclosure of strong evidence of the existence of NHI. The phrase refers to this occurring outside the control of major human institutions, such as governments and militaries. One possible example of this is the crash of a piloted (space)craft or ET probe in the middle of a busy metropolis (such as the New York City Times Square). The distribution of humans across the Earth's surface, the population as a function of time, and the fraction of individuals owning a camera-phone, also versus time, are each taken into consideration as a foundation for a rigorous statistical analysis. This author adopts a skeptical and agnostic approach and does not conclude NHI or ET are real, but applies standard statistical distributions as educational examples of critical thinking to an issue which captures the imagination of the public as almost no other issue does. Making the extraordinary assumptions that sentient species other than humans exist, are capable of constructing vehicles for transportation, and are sufficiently fallible that their technology can malfunction, it becomes possible to quantify some potential answers to the question of how long it might be before smartphone imagery and/or video evidence appears on the web and becomes irrevocable via classification in the modern era. Results of simulations of numerous potential scenarios with varying degrees of optimism indicate that, if NHI are real, catastrophic disclosure may actually happen accidentally rather soon, with the mean expected year being 2040 +/- 20 under the default assumptions.

physics.pop-ph↗

Air Resistance From the Acceleration of a Falling Smartphone

This study investigates the motion of a falling smartphone under the influence of air drag using acceleration data collected by its built-in accelerometer. The proper acceleration profiles demonstrate the suitability of the turbulent drag model in capturing the motion dynamics during both upward and downward phases. This approach provides an effective and accessible method for exploring fluid dynamics concepts in an educational context.

physics.ed-ph↗

Role of inclusiveness of learning environment in predicting students' outcomes in courses in which women are not underrepresented

Student beliefs in introductory physics courses can influence their course outcomes and retention in STEM disciplines and future career aspirations. This study used survey data from 501 students in the first of two-semester algebra-based introductory physics courses primarily taken by bioscience majors, in which women make up approximately 65% of the class. We investigated how the learning environment including perceived recognition, peer interaction, and sense of belonging correlate with students' physics outcomes, including their physics self-efficacy, interest, and identity. We found that in general, women had lower physics beliefs than men and the learning environment plays a major role in explaining student outcomes. We also found that perceived recognition played an important role in predicting students' physics identity and students' sense of belonging played an important role in predicting students' physics self-efficacy in the first algebra-based introductory physics course investigated. These findings can be useful to contemplate strategies to create an equitable and inclusive learning environment to help all students to excel in these physics courses.

physics.ed-ph↗

How to make your research group more inclusive for autistic trainees

As a university professor, one of my most important responsibilities is mentoring the junior members of my research group and creating an inclusive environment in which they can thrive. Since my autism diagnosis two years ago, colleagues have asked me how they can make their research groups more welcoming to autistic trainees. This short guide, based on conversations with autistic students and academics, intense reflection on my own lived experience, and a deep dive into the literature, provides five concrete steps toward this goal.

physics.ed-ph↗

Quantum Computing Education in Latin America: Experiences and Strategies

Quantum computing is a rapidly advancing field with the potential to drive scientific, educational, and technological development. However, it faces a significant shortage of qualified experts, creating an urgent demand for skilled professionals. In Latin America, quantum education remains in its early stages, further widening the regional talent and access gap due to limited educational infrastructure and financial constraints. This work presents an initiative to integrate quantum computing into higher education in Latin America through the application of the European Competence Framework for Quantum Technologies, which offers a standardized approach to defining competency requirements and assessing essential skills in the field. We propose introductory courses aligned with the frameworks guidelines, designed to meet industry standards and reach a broad audience. Additionally, we introduce supplementary resources, including team dynamics and evaluation methodologies, to enhance the educational ecosystem. These initiatives aim to create a sustainable and comprehensive quantum education model across Latin America, to close the regional skills gap, foster inclusivity, and prepare a diverse workforce to contribute innovative solutions on the global stage.

physics.ed-ph↗

Quantum cryptography visualized: assessing visual attention on multiple representations with eye tracking in an AR-enhanced quantum cryptography student experiment

With the advent and development of real-world quantum technology applications, a practically-focused quantum education including student quantum experiments are gaining increasing importance in physics curricula. In this paper, using the DeFT framework, we present an analysis of the representations in our AR-enhanced quantum cryptography student experiment, in order to assess their potential for promoting conceptual learning. We also discuss learner visual attention with respect to the provided multiple representations based on the eye gaze data we have obtained from a pilot study where N=38 students carried out the tasks in our AR-enhanced quantum cryptography student experiment.

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Towards Scientific Literacy in Inclusive Science Education

Scientific literacy, a central goal of modern science education, should be accessible to all students regardless of their backgrounds. Despite international education reforms focused on diversity, equity and inclusion many teachers struggle to create inclusive science lessons. One reason may be, that creating inclusive science lessons is challenging: it requires teachers to balance the demands of science education with the diverse needs of their students. Therefore, teachers need support in planning inclusive science lessons. To address this issue, members of a German network for inclusive science education (Netzwerk inklusiver naturwissenschaftlicher Unterricht, NinU) have developed the NinU framework. This framework integrates perspectives from both science education and inclusive pedagogy to support teachers in planning and reflecting inclusive science lessons. Originally created as a workshop resource for the NARST 2023 conference, this self-study manual provides 1) an overview of the theory behind the NinU framework, 2) examples and 3) exercises for acknowledging diversity, recognizing barriers and enabling participation using the framework.

physics.ed-ph↗

Exploring Quantum Entanglement: A Hands-on Course on Spin Dynamics and Entanglement Transfer with Python Modules

Quantum entanglement is a captivating phenomenon in quantum physics, characterized by intricate and non-classical correlations between particles. This phenomenon plays a crucial role in quantum computing and measurement processes. In this hands-on course students explore the dynamics of quantum systems with up to three spins, introducing the fundamental mechanisms by which entanglement evolves and transfers within such systems. Through detailed examples, simulations, and analyses, the hands-on course offers insights into the fundamental principles of entanglement. The provided \code{python} modules reproduce the presented results and serve as a basis for further projects. The target audience of this hands-on course is physics enthusiasts among students in their first semesters.

physics.ed-ph↗

From Novice to Expert in Cloud Physics: a Network-Based Analysis of Learner Understanding

Understanding how learners conceptualize complex scientific systems remains a key challenge in geoscience education. We investigate the evolution of conceptual understanding in cloud physics among 153 learners, ranging from bachelor students to disciplinary experts and representing diverse academic backgrounds across STEM. To do so, we trace how knowledge structures differ across levels of experience using metrics from a cross-sectional network analysis. The analysis characterizes the quantitative and qualitative dimensions of the epistemological shift that learners experience as they mature in their understanding of the discipline. We show that in their description of the life-cycle of a cloud, they progressively transition from the general physics of the water cycle to detailed descriptions of cloud micro-physical processes. A triangulation of data sources with a panel of experts complements and confirms the analysis. The results can assist lecturers in structuring their teaching toward higher levels of understanding and enable students to anticipate the key complexities and conceptual challenges in the field during their learning process. Furthermore, the generic nature of the analysis can be transferred to a wide range of disciplines.

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Bringing together African & European research communities with an inclusive astronomy conference

We report on an international scientific conference, where we brought together African and European academic astronomers. This aimed to bridge the gap between those in position of privilege, with ease of access to international events (i.e., the typical experience of academics in Western institutions), with those historically excluded (affecting the majority of African scientists/institutions). We describe how we designed the conference around cutting-edge research problems, but with a parallel focus on building networking and professional relationships. Significant effort went into: (1) ensuring a diversity of participants; (2) practically and financially supporting those who may never have attended an international conference and; (3) creating an inclusive and supportive environment through a careful programme of activities, both before and during the event. Maintaining scientific integrity was a core commitment throughout. We summarise successes, challenges and lessons learnt from organising this conference. We also present feedback obtained from participants immediately after the conference, and a discussion of some longer-term impacts, which we identified around 1 year later. We found an overall achievement of our objectives, and multiple longer-term benefits. With this report we provide some key recommendations for groups, from any research field, who may wish to lead similar initiatives.

astro-ph.IM↗

Uncovering Hidden Variables: A Physics Classroom Activity on Correlation and Causation

A classroom activity for high school physics students is presented to explore the distinction between correlation and causation. Using data linking ice cream sales to drowning deaths, presented within a fictional news article, students analyze the relationship, create plots, and identify temperature as the hidden variable explaining the correlation. The activity fosters critical thinking by engaging students in scientific reasoning, illustrating how data representation influences conclusions, and supporting the development of scientific literacy and data interpretation skills.

physics.ed-ph↗

Leveraging AI for Rapid Generation of Physics Simulations in Education: Building Your Own Virtual Lab

Seemingly we are not so far from Star Trek's food replicator. Generative artificial intelligence is rapidly becoming an integral part of both science and education, offering not only automation of processes but also the dynamic creation of complex, personalized content for educational purposes. With such advancement, educators are now crafting exams, building tutors, creating writing partners for students, and developing an array of other powerful tools for supporting our educational practices and student learning. We share a new class of opportunities for supporting learners and educators through the development of AI-generated simulations of physical phenomena and models. While we are not at the stage of "Computer: make me a mathematical simulation depicting the quantum wave functions of electrons in the hydrogen atom", we are not far off.

physics.ed-ph↗

A few paradoxes of Gauss' law and how to avoid them

We present a few charge distributions for which the application of Gauss' law in its integral form, as typically outlined in standard textbooks, results in a contradiction. We identify the root cause of such contradictions and put forward a solution to resolve them.

physics.ed-ph↗

Comparing large language models for supervised analysis of students' lab notes

Recent advancements in large language models (LLMs) hold significant promise in improving physics education research that uses machine learning. In this study, we compare the application of various models to perform large-scale analysis of written text grounded in a physics education research classification problem: identifying skills in students' typed lab notes through sentence-level labeling. Specifically, we use training data to fine-tune two different LLMs, BERT and LLaMA, and compare the performance of these models to both a traditional bag of words approach and a few-shot LLM (without fine-tuning).} We evaluate the models based on their resource use, performance metrics, and research outcomes when identifying skills in lab notes. We find that higher-resource models often, but not necessarily, perform better than lower-resource models. We also find that all models estimate similar trends in research outcomes, although the absolute values of the estimated measurements are not always within uncertainties of each other. We use the results to discuss relevant considerations for education researchers seeking to select a model type to use as a classifier.

physics.ed-ph↗

Generative AI as a lab partner: a case study

Generative AI tools, including the popular ChatGPT, have had a significant impact on discourses about future work and educational practices. Previous research in science education has highlighted the potential of generative AI in various education-related areas, including generating valuable discussion material, solving physics problems, and acting as a tutor. However, little research has been done regarding the role of generative AI tools in laboratory work, an essential part of science education, and physics education specifically. Here we show various ways in which high school students use ChatGPT during a physics laboratory session and discuss the relevance of using generative AI tools to investigate acoustic levitation and the speed of sound in air. Additionally, employing variation theory as a theoretical lens in the analysis, we identify how generative AI can be used to further develop students' problem-solving skills in the physics laboratory. However, although our study shows that generative AI tools may handle some relevant questions and problems during laboratory work, the teacher still plays a crucial role in identifying students' needs and capabilities of understanding the potential and limitations of generative AI. Finally, this study serves as an important point of discussion regarding the ways in which students need support and training to efficiently utilize generative AI to further their learning of physics.

physics.ed-ph↗

Assessing Students' Understanding of Uncertainty in Undergraduate Physics Laboratory Courses at a Major Canadian University

Over the last five years, the McGill University Office of Science Education (OSE) has partnered with faculty members from the Department of Physics to form an education research group with the aim of charting the progression of student conceptual understanding of uncertainties across their undergraduate degree. The research conducted by this group seeks to provide further insight into the experimental skillset that students gain through undergraduate laboratory courses and noticeable gaps in student understanding that the department could address. In this paper, we evaluate the conceptual understanding of uncertainty using the Concise Data Processing Assessment (CDPA) test. First, we characterize the physics laboratory curriculum at McGill University by evaluating the evolution of CDPA scores across consecutive laboratory courses, and further propose the utilization of this tool for identifying gaps in student understanding. Following the analysis of student responses (N = 2023), we specifically investigate data collected in second-year courses to better understand what student errors reveal about common misconceptions in experimental physics. This more in-depth analysis focuses on data collected from students at the beginning and end of two consecutive experimental laboratory courses that build on each other. By the end of the second course, students have engaged with all the material covered in the CDPA test. Overall results show an upward shift in student understanding of uncertainties over time. Interestingly, we did not observe any change in CDPA scores comparing throughout and post-pandemic scores. Despite the upward shift, many students continue to struggle with uncertainties, basic data analysis, and curve fitting.

physics.ed-ph↗

Light intensity does not always decay with the inverse of the square of the distance: an open-inquiry laboratory

The square inverse law with distance plays an important role in many fields of physics covering electromagnetism, optics or acoustics. However, as every law in physics has its range of validity. We propose an open-inquiry laboratory where we challenge these concepts by proposing experiments where the intensity of light decays linearly or even remains constant over a range of distances. Using the light sensors built into smartphones, it is possible to measure light curves for different sources: point, linear, planar and even LED ring lights. The analysis of these curves allows us to discuss the limits of the physical theories. This low-cost laboratory, initially proposed in the context of the COVID19 pandemic, has the virtue of challenging intuition and encouraging the critical spirit of the students.

physics.ed-ph↗

Visualizing beat phenomenon between two amplitude-modulated (AM) light beams on a solar cell using smartphones

We present a new simple experimental setup for demonstrating beat phenomenon. We have combined two amplitude-modulated light beams on a solar cell using two smartphones as signal generators and a third smartphone as an oscilloscope to visualize the resulting wave beats. A very good agreement is obtained between the theoretical model and the experimental result. It is an innovative approach to bring physics experimentation to the students and discover the potential possibilities of smartphones in basic physics courses.

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