Pekka Pirinen, Pascal Klein, Simon Zacharias Lahme, Antti Lehtinen, Lucija Rončević, Ana Susac
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physicist, yet in physics curricula, its central concepts are often introduced either
in method courses in a highly abstract and mathematics-oriented manner or in lab
work with little explicit attention. In this paper, we present an experimental task in
which we focus on a practical implementation of the discrete Fourier transform (DFT)
in an everyday context of vibration analysis using data collected by a smartphone
accelerometer. Students are accompanied in the experiment by a Jupyter notebook
companion, which serves as an interactive instruction sheet and a tool for data analysis.
The task is suitable for beyond-first-year university physics students with some prior
experience in uncertainty analysis, data representation, and data analysis. Based on
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interest in the experiment and they have found it a good demonstration of the DFT
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引用次数: 0
Abstract
Abstract Digital signal processing is a valuable practical skill for the contemporary
physicist, yet in physics curricula, its central concepts are often introduced either
in method courses in a highly abstract and mathematics-oriented manner or in lab
work with little explicit attention. In this paper, we present an experimental task in
which we focus on a practical implementation of the discrete Fourier transform (DFT)
in an everyday context of vibration analysis using data collected by a smartphone
accelerometer. Students are accompanied in the experiment by a Jupyter notebook
companion, which serves as an interactive instruction sheet and a tool for data analysis.
The task is suitable for beyond-first-year university physics students with some prior
experience in uncertainty analysis, data representation, and data analysis. Based on
our observations the experiment is very engaging. Students have consistently reported
interest in the experiment and they have found it a good demonstration of the DFT
method.
期刊介绍：
European Journal of Physics is a journal of the European Physical Society and its primary mission is to assist in maintaining and improving the standard of taught physics in universities and other institutes of higher education.
Authors submitting articles must indicate the usefulness of their material to physics education and make clear the level of readership (undergraduate or graduate) for which the article is intended. Submissions that omit this information or which, in the publisher''s opinion, do not contribute to the above mission will not be considered for publication.
To this end, we welcome articles that provide original insights and aim to enhance learning in one or more areas of physics. They should normally include at least one of the following:
Explanations of how contemporary research can inform the understanding of physics at university level: for example, a survey of a research field at a level accessible to students, explaining how it illustrates some general principles.
Original insights into the derivation of results. These should be of some general interest, consisting of more than corrections to textbooks.
Descriptions of novel laboratory exercises illustrating new techniques of general interest. Those based on relatively inexpensive equipment are especially welcome.
Articles of a scholarly or reflective nature that are aimed to be of interest to, and at a level appropriate for, physics students or recent graduates.
Descriptions of successful and original student projects, experimental, theoretical or computational.
Discussions of the history, philosophy and epistemology of physics, at a level accessible to physics students and teachers.
Reports of new developments in physics curricula and the techniques for teaching physics.
Physics Education Research reports: articles that provide original experimental and/or theoretical research contributions that directly relate to the teaching and learning of university-level physics.
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