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At least 109 records · Page 6Linked to original sources
arXiv2010

Affordable Digital Planetariums with WorldWide Telescope

Digital planetariums can provide a broader range of educational experiences than the more classical planetariums that use star-balls. This is because of their ability to project images, content from current research and the 3D distribution of the stars and galaxies. While there are hundreds of planetariums in the country the reason that few of these are full digital is the cost. In collaboration with Microsoft Research (MSR) we have developed a way to digitize existing planetariums for approximately \$40,000 using software freely available. We describe here how off the shelf equipment, together with MSR's WorldWide Telescope client can provide a rich and truly interactive experience. This will enable students and the public to pan though multi-wavelength full-sky scientific data sets, explore 3d visualizations of our Solar System (including trajectories of millions of minor planets), near-by stars, and the SDSS galaxy catalog.

astro-ph.IM↗
arXiv2010

Nonlinear Psychometric Thresholds for Physics and Mathematics

We analyze 5 years of student records at the University of Oregon to estimate the probability of success (as defined by superior undergraduate record; sufficient for admission to graduate school) in Physics and Mathematics as a function of SAT-M score. We find evidence of a nonlinear threshold: below SAT-M score of roughly 600, the probability of success is very low. Interestingly, no similar threshold exists in other majors, such as Sociology, History, English or Biology, whether on SAT combined, SAT-R or SAT-M. Our findings have significant implications for the demographic makeup of graduate populations in mathematically intensive subjects, given the current distribution of SAT-M scores.

physics.ed-ph↗
arXiv2010

A non-standard approach to introduce simple harmonic motion

We'll be presenting an approach to solve the equation of simple harmonic motion (SHM) which is non-standard as compared with the usual way of solution presented in textbooks. In addition to help students avoid the unnecessary memorization of formulas to solve physics problems, this approach could help instructors to present the subject in a teaching framework which integrates conceptual and mathematical reasoning, in a systemic way of thinking that will help students to reinforce their quantitative reasoning skills by using mathematical knowledge already familiar to students in a first calculus-based introductory physics course, such as the chain rule for derivatives, inverse trigonometric functions, and integration methods.

physics.ed-ph↗
arXiv2010

The CfAO's Astronomy Course in COSMOS: Curriculum Design, Rationale, and Application

From 2001 to 2007, COSMOS provided a teaching and outreach venue for the Center for Adaptive Optics Professional Development Program (CfAO PDP). COSMOS is a four-week residential mathematics and science summer program for high-school students organized by the University of California on four of its campuses. Two topical science courses comprised each COSMOS cluster. An astronomy course has always formed a basis for the CfAO PDP-affiliated cluster. The course included a variety of pedagogical techniques to address a diversity of learners and goals. We outline the astronomy course---lectures, activities, etc.---and provide the rationale for what was taught, how it was aught, and when it was taught.

physics.ed-ph↗
arXiv2010

Archaeo-Astronomy in Society: Supporting Citizenship in Schools Across Europe

The interdisciplinary topic of archaeo-astronomy links science subjects such as astronomy with archaeology and sociology to explore how ancient societies perceived the heavens above. This is achieved by analysing ancient sites such as megalithic monuments (e.g. Stonehenge), since they are the most common remains of these societies and are wide spread in Europe. We discuss how archaeo-astronomy and ancient sites can be transversal to many topics in school. The links to the science curricula in different countries are highlighted. However, especially the subject of citizenship can be supported by exploring the diversity of culture, ideas, and identities including the changing nature of society in the past millennia. We conclude that archaeo-astronomy offers many opportunities for citizenship. Learning more about megalithic monuments in different countries (e.g. England, Portugal, and Germany) supports tolerance and understanding. Furthermore, the distribution of these sites lends itself to explore beyond borders, introduce international networking, and truly develop students into global citizens.

physics.ed-ph↗
arXiv2010

Comparing the Matter and Interactions Curriculum with a Traditional Physics Curriculum: A Think Aloud Study

Physics curricula across the US fail to prepare students adequately to solve problems, especially novel problems. A new curriculum, Matter and Interactions (M&I), was designed to improve student learning by organizing concepts around fundamental principles. Despite this, students taught in traditional classes continue to outperform M&I students on force concept questions. This study aimed to determine the underlying issues related to the performance differential. Students from both courses solved questions from the Force Concept Inventory (FCI) while verbally describing their reasoning. Analysis of the transcripts revealed that M&I students failed to employ the fundamental principles, and traditional students used simple physics facts to help identify the correct answers. Neither of these methods would be sufficient for solving more complex problems.

physics.ed-ph↗
arXiv2010

Formulation Of A N-Degree Polynomial For Depth Estimation using a Single Image

The depth of a visible surface of a scene is the distance between the surface and the sensor. Recovering depth information from two-dimensional images of a scene is an important task in computer vision that can assist numerous applications such as object recognition, scene interpretation, obstacle avoidance, inspection and assembly. Various passive depth computation techniques have been developed for computer vision applications. They can be classified into two groups. The first group operates using just one image. The second group requires more than one image which can be acquired using either multiple cameras or a camera whose parameters and positioning can be changed. This project is aimed to find the real depth of the object from the camera which had been used to click the photograph. An n-degree polynomial was formulated, which maps the pixel depth of an image to the real depth. In order to find the coefficients of the polynomial, an experiment was carried out for a particular lens and thus, these coefficients are a unique feature of a particular camera. The procedure explained in this report is a monocular approach for estimation of depth of a scene. The idea involves mapping the Pixel Depth of the object photographed in the image with the Real Depth of the object from the camera lens with an interpolation function. In order to find the parameters of the interpolation function, a set of lines with predefined distance from camera is used, and then the distance of each line from the bottom edge of the picture (as the origin line) is calculated.

cs.CV↗
arXiv2010

Common Mistakes in Writing Astronomy and Physics Literature in English

This is the 3rd version with major updates and revisions to the 2nd version of the same title. In this article we have collected and corrected some common mistakes made by Chinese students in writing astronomy and physics literature in English. Brief explanations of these mistakes are given in Chinese. We plan to continue to update this collection periodically. Comments, suggestions and criticisms are welcome.

astro-ph.IM↗
arXiv2010

Simple model of photo acoustic system for greenhouse effect

The green house effect is caused by the gases which absorb infrared ray (IR) emitted by the earth. It is worthwhile if we can adjudicate on which gas causes the greenhouse effect in our class. For this purpose, one of our authors, Kaneko has designed an educational tool for testing greenhouse effect \cite{Kaneko}. This system (hereafter abbreviated PAS) is constructed based on photo acoustic effect. Without difficulty and high cost, we can build PAS and check the IR absorption of gas. In this paper we give the simple theoretical basis for this PAS. The amplitude of sound observed in PAS depends on the modulation frequency of IR pulse. Its dependence can be explained by this simple model. Further we show the sound amplitude does not depend on the thermal diffusion, which provides the accuracy of amplitude as the IR absorption rate of the gas. According to this model, sound signal is not the sinusoidal function and it has higher harmonics. The theory and experiment are compared in the third harmonics by spectrum analysis. From this apparatus and theory, students can study not only the greenhouse effect but also the basics of physics.

physics.pop-ph↗
arXiv2010

In favour of the time variable in classical thermoDYNAMICS

A case for the teaching of classical thermodynamics with an explicit time variable, with phenomena involving changes in time, is made by presenting and solving a exercise in textbook style, and pointing out that a solution accords with experiment. The exercise requires an explicit treatment of the time variable. Further arguments are given for the advantages of an explicit time variable in classical thermodynamics, and against some standard terminology in this theory.

physics.class-ph↗
arXiv2011

Are we teaching students to think like scientists?

University courses in conceptual physics and astronomy typically serve as the terminal science experience for non-science majors. Significant work has gone into developing research-verified pedagogical methods for the algebra- and calculus-based physics courses typically populated by natural and physical science majors; however, there is significantly less volume in the literature concerning the non-science population. This is quickly changing, and large, repeatable gains on concept tests are being reported. However, we may be losing sight of what is arguably the most important goal of such a course: development of scientific reasoning. Are we teaching this population of students to think like scientists?

physics.ed-ph↗
arXiv2011

The Sky is for Everyone - Outreach and Educaction with the Virtual Observatory

The Virtual Observatory (VO) is an international attempt to collect astronomical data (images, simulation, mission-logs, etc), organize it and develop tools that let astronomers access this huge amount of information. The VO not only simplifies the work of professional astronomers, it is also a valuable tool for education and public outreach. For teachers and astronomers who actively promote astronomy to the public the VO is an great opportunity to access real astronomical data, use them and have a taste of the workaday life of astronomers.

astro-ph.IM↗
arXiv2011

Why Cheating is Wrong

Mathieu Bouville's "Why is cheating wrong?" (Studies in Philosophy and Education, 29(1), 67-76, 2010) misses the mark by failing to consider the longer term consequences of cheating on student character development and longer term societal consequences of undermining professional expertise and trust in disciplines where an earned degree is an essential part of professional certification and qualifications. Educators who turn a blind eye to student cheating are cheating the public by failing to deliver on the promise of graduates who genuinely earned their degrees.

physics.ed-ph↗
arXiv2011

The wisdom of sages: nuclear physics education, knowledge-inquiry, and wisdom-inquiry

In this paper I address the difference between knowledge-inquiry and wisdom-inquiry (concepts introduced by N. Maxwell) in nuclear physics education, specifically in senior-level textbooks for first-degree physics students. Following on from an earlier study of 57 such textbooks, I focus here on a remarkable use of literary quotations in one of them. The nuclear physics textbook Particles and Nuclei: an Introduction to the Physical Concepts, by B. Povh et al opens with a (German) quotation from Max und Moritz which has been rendered, in the celebrated translation by C. T. Brooks, as "Not alone to solve the double/ Rule of Three shall man take trouble;/ But must hear with pleasure Sages/ Teach the wisdom of the ages." What the student gets however is technical material followed abruptly at the very end by the advice (from The Book of Jeremiah) "And it shall be, when thou hast made an end of reading this book, that thou shalt bind a stone to it, and cast it into the midst of Euphrates". From a study of these and other quotations and other features of this book I infer a strong desire to express something important about wisdom, which is however even more powerfully suppressed by the ideology of knowledge-inquiry. At the end of this paper I discuss briefly wisdom of the ages and wisdom for our age.

physics.ed-ph↗
arXiv2011

The Evening Tutoring Center at the United States Air Force Academy

The United States Air Force Academy (USAFA) has opened an Evening Tutoring Center to provide after-hours tutoring every evening before class days. The center focuses on first and second year courses in challenging quantitative disciplines: mathematics, physics, chemistry, and engineering mechanics. Staffed exclusively by faculty-level instructors, the center offers extra instruction to all first and second year cadets. Early demand has been remarkable, and early indications are that cadets who visit the center for extra instruction in mathematics perform better than peers with comparable backgrounds.

physics.ed-ph↗