Pub Date : 2024-08-13DOI: 10.1088/1361-6552/ad672a
Dorottya Schnider, Mihály Hömöstrei
In this paper, we provide secondary school teachers of physics with insights into the effective integration of Arduino-based classroom measurements for teaching kinematics. We present our Arduino-supported workbook, which includes kinematics measurements using an ultrasonic wave sensor and a photoresistor. The workbook aims to enhance students’ knowledge and proficiency in various areas such as data processing, analysis, interpretation, and graphical representation. Our study focuses on the impact of Arduino measurement tasks on the knowledge, competence, and attitudes of 7th grade students. The findings highlight the positive outcomes of coherent, hands-on and innovative classroom activities.
{"title":"Arduino-supported kinematics measurements","authors":"Dorottya Schnider, Mihály Hömöstrei","doi":"10.1088/1361-6552/ad672a","DOIUrl":"https://doi.org/10.1088/1361-6552/ad672a","url":null,"abstract":"In this paper, we provide secondary school teachers of physics with insights into the effective integration of Arduino-based classroom measurements for teaching kinematics. We present our Arduino-supported workbook, which includes kinematics measurements using an ultrasonic wave sensor and a photoresistor. The workbook aims to enhance students’ knowledge and proficiency in various areas such as data processing, analysis, interpretation, and graphical representation. Our study focuses on the impact of Arduino measurement tasks on the knowledge, competence, and attitudes of 7th grade students. The findings highlight the positive outcomes of coherent, hands-on and innovative classroom activities.","PeriodicalId":39773,"journal":{"name":"Physics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142198076","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-13DOI: 10.1088/1361-6552/ad6728
B Cameron Reed
A textbook example involving recompression of a freely-expanded ideal gas which leads to a violation of the second law of thermodynamics is examined. While the example is fundamentally correct, it is somewhat incomplete in its consideration of restoring all of the elements of the system to their initial conditions. The situation is examined in more detail in this paper.
{"title":"Recompressing a freely-expanded ideal gas and violating the second law of thermodynamics","authors":"B Cameron Reed","doi":"10.1088/1361-6552/ad6728","DOIUrl":"https://doi.org/10.1088/1361-6552/ad6728","url":null,"abstract":"A textbook example involving recompression of a freely-expanded ideal gas which leads to a violation of the second law of thermodynamics is examined. While the example is fundamentally correct, it is somewhat incomplete in its consideration of restoring all of the elements of the system to their initial conditions. The situation is examined in more detail in this paper.","PeriodicalId":39773,"journal":{"name":"Physics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142198025","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-13DOI: 10.1088/1361-6552/ad6968
A M Capece, A J Richards
In an effort to improve retention and persistence in the physics major, we implemented a curriculum change at our institution in which we enroll in our calculus-based Physics I course the first-year physics majors who placed into the pre-calculus level. Prior to the intervention, 12.5% of non-calculus-ready students were retained within the major. Following the intervention, 50% of these students have either successfully graduated with a physics degree from our institution or are progressing through the major. This intervention can help address demographic disparities in physics education, since female, African American, Hispanic, and multiracial students are overrepresented in the non-calculus-ready group. In this paper we present the outcomes of the intervention, describe the strategies employed to accommodate and support non-calculus-ready students, and offer recommendations for departments seeking to create more inclusive learning environments that lead to better retention.
为了提高物理专业学生的续读率和持续学习能力，我们在本校实施了一项课程改革，即在微积分为基础的物理 I 课程中招收进入前微积分阶段的物理专业一年级学生。在采取干预措施之前，12.5%的未准备好学习微积分的学生被留在了本专业。干预之后，这些学生中有 50%已经顺利毕业，获得了本校的物理学学位，或者正在继续攻读该专业。由于女生、非裔美国人、西班牙裔和多种族学生在未准备好学习微积分的群体中所占比例过高，因此这一干预措施有助于解决物理教育中的人口结构差异问题。在本文中，我们介绍了干预的结果，描述了为适应和支持未做好微积分准备的学生所采用的策略，并为寻求创造更具包容性的学习环境以提高学生保留率的院系提供了建议。
{"title":"Rethinking introductory physics: an approach for improving student persistence and performance by removing the calculus prerequisite","authors":"A M Capece, A J Richards","doi":"10.1088/1361-6552/ad6968","DOIUrl":"https://doi.org/10.1088/1361-6552/ad6968","url":null,"abstract":"In an effort to improve retention and persistence in the physics major, we implemented a curriculum change at our institution in which we enroll in our calculus-based Physics I course the first-year physics majors who placed into the pre-calculus level. Prior to the intervention, 12.5% of non-calculus-ready students were retained within the major. Following the intervention, 50% of these students have either successfully graduated with a physics degree from our institution or are progressing through the major. This intervention can help address demographic disparities in physics education, since female, African American, Hispanic, and multiracial students are overrepresented in the non-calculus-ready group. In this paper we present the outcomes of the intervention, describe the strategies employed to accommodate and support non-calculus-ready students, and offer recommendations for departments seeking to create more inclusive learning environments that lead to better retention.","PeriodicalId":39773,"journal":{"name":"Physics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142198075","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-13DOI: 10.1088/1361-6552/ad673c
Jorge Pinochet
Research into educational physics is a field of study that has undergone sustained growth in recent decades. Among the topics addressed in educational physics, there is a relatively new field of research that seeks to make advanced physics accessible to teachers in this area, that is, physics that, due to its novelty and complexity, is beyond the reach of a typical high school teacher. For the reasons discussed in this paper, the name ‘advanced physics transposition’ or APT is suggested for this field of research. The objective of this work is to make a first attempt to systematise this field, to draw attention to the place it occupies, and–no less important–to give it a name that represents the objectives, methods and results that characterise it.
{"title":"Advanced physics transposition (APT): a new name for a not-so-new field of research","authors":"Jorge Pinochet","doi":"10.1088/1361-6552/ad673c","DOIUrl":"https://doi.org/10.1088/1361-6552/ad673c","url":null,"abstract":"Research into educational physics is a field of study that has undergone sustained growth in recent decades. Among the topics addressed in educational physics, there is a relatively new field of research that seeks to make advanced physics accessible to teachers in this area, that is, physics that, due to its novelty and complexity, is beyond the reach of a typical high school teacher. For the reasons discussed in this paper, the name ‘advanced physics transposition’ or APT is suggested for this field of research. The objective of this work is to make a first attempt to systematise this field, to draw attention to the place it occupies, and–no less important–to give it a name that represents the objectives, methods and results that characterise it.","PeriodicalId":39773,"journal":{"name":"Physics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142198077","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-13DOI: 10.1088/1361-6552/ad6729
Uriel Rivera-Ortega
In this implementation, it is proposed a measurement method and/or educational-demonstrative resource that determines the refractive index of a liquid. A method can be found in the literature which relates the diameter of an object to the diameter of its amplified image when it is introduced in a container filled with the liquid on an unknown refractive index. Therefore, this proposal is based on measuring the diameter of the amplified image related to a cylindrical object immersed in a beaker, by means of using the color recognition function of an artificial intelligence camera; while the data processing will be carried out with the use of a micro:bit board. Finally, the result will be displayed in a 128 × 64 OLED screen. According to the characteristics and materials used in the proposal, it can be perfectly applied in undergraduate and graduate levels in the field of Physics or Engineering. Furthermore, the proposed device does not require an external computer or specialized software for use, thus also offering easy assembly, portability and automation.
{"title":"Determination of refractive index of liquids using a machine vision sensor and a programmable device","authors":"Uriel Rivera-Ortega","doi":"10.1088/1361-6552/ad6729","DOIUrl":"https://doi.org/10.1088/1361-6552/ad6729","url":null,"abstract":"In this implementation, it is proposed a measurement method and/or educational-demonstrative resource that determines the refractive index of a liquid. A method can be found in the literature which relates the diameter of an object to the diameter of its amplified image when it is introduced in a container filled with the liquid on an unknown refractive index. Therefore, this proposal is based on measuring the diameter of the amplified image related to a cylindrical object immersed in a beaker, by means of using the color recognition function of an artificial intelligence camera; while the data processing will be carried out with the use of a micro:bit board. Finally, the result will be displayed in a 128 × 64 OLED screen. According to the characteristics and materials used in the proposal, it can be perfectly applied in undergraduate and graduate levels in the field of Physics or Engineering. Furthermore, the proposed device does not require an external computer or specialized software for use, thus also offering easy assembly, portability and automation.","PeriodicalId":39773,"journal":{"name":"Physics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142198027","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-09DOI: 10.1088/1361-6552/ad673d
R. Cross
A car rising up a hill can become airborne if it is travelling fast enough. Trajectories are calculated for several curved hills to illustrate the physics involved.
如果速度足够快，一辆汽车在上坡时会腾空而起。我们计算了几座弯曲山丘的轨迹，以说明其中的物理原理。
{"title":"Airborne car on a hill","authors":"R. Cross","doi":"10.1088/1361-6552/ad673d","DOIUrl":"https://doi.org/10.1088/1361-6552/ad673d","url":null,"abstract":"\u0000 A car rising up a hill can become airborne if it is travelling fast enough. Trajectories are calculated for several curved hills to illustrate the physics involved.","PeriodicalId":39773,"journal":{"name":"Physics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141923761","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-09DOI: 10.1088/1361-6552/ad682b
Jeffrey Bierman, Eric Kincanon
Students are often confused by units when dealing with a logarithmic function. This is frequently dealt with by stating that the function gives a unitless result. Though correct, it does not address the deeper question of why the logarithm is unitless and how a graphical analysis involving logarithms can lead to unitless results that depend on the original data’s units. This paper explains this by considering the logarithm as a transcendental function and how that relates to the determination of units.
{"title":"Dimensional analysis and logarithmic functions","authors":"Jeffrey Bierman, Eric Kincanon","doi":"10.1088/1361-6552/ad682b","DOIUrl":"https://doi.org/10.1088/1361-6552/ad682b","url":null,"abstract":"\u0000 Students are often confused by units when dealing with a logarithmic function. This is frequently dealt with by stating that the function gives a unitless result. Though correct, it does not address the deeper question of why the logarithm is unitless and how a graphical analysis involving logarithms can lead to unitless results that depend on the original data’s units. This paper explains this by considering the logarithm as a transcendental function and how that relates to the determination of units.","PeriodicalId":39773,"journal":{"name":"Physics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141924766","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-30DOI: 10.1088/1361-6552/ad61b1
Pongprapan Pongsophon
This investigation explores the nexus between professional teacher collaboration, active learning methodologies, teaching promoting student engagement in physics classes and physics achievement. Leveraging Trends in International Mathematics and Science Study Advanced 2015 data from 1729 physics instructors across nine countries, it probes the extent to which collaborative practices among teachers influence their teaching to enhance active learning and engagement. Analytical techniques include Spearman correlations, confirmatory factor analysis, and structural equation modeling. Results reveal a robust model, confirmed by a Comparative Fit Index of 0.989 and Tucker–Lewis Index of 0.988, suggesting a good fit with the empirical data, alongside a Root Mean Square Error of Approximation of 0.053. The analysis demonstrates that teacher collaboration (‘Collab’) significantly predicts active learning (‘Active’) with a notable effect (β = 0.344, p < 0.001), which in turn significantly enhances student engagement (‘Engage’) (β = 0.438, p < 0.001). Additionally, ‘Engage’ is also directly influenced by ‘Collab’ (β = 0.174, p < 0.001). Although the relationship between ‘Collab’ and physics achievement (‘Physics’) is weaker, it remains significant (β = 0.063, p = 0.019). These findings support the enhancement of teacher collaboration as a catalyst for active learning and student engagement, which could indirectly foster improvements in physics achievement globally.
{"title":"Synergizing teacher collaboration to foster active learning strategies, student engagement and achievement in physics: a unified analysis across nine countries","authors":"Pongprapan Pongsophon","doi":"10.1088/1361-6552/ad61b1","DOIUrl":"https://doi.org/10.1088/1361-6552/ad61b1","url":null,"abstract":"This investigation explores the nexus between professional teacher collaboration, active learning methodologies, teaching promoting student engagement in physics classes and physics achievement. Leveraging Trends in International Mathematics and Science Study Advanced 2015 data from 1729 physics instructors across nine countries, it probes the extent to which collaborative practices among teachers influence their teaching to enhance active learning and engagement. Analytical techniques include Spearman correlations, confirmatory factor analysis, and structural equation modeling. Results reveal a robust model, confirmed by a Comparative Fit Index of 0.989 and Tucker–Lewis Index of 0.988, suggesting a good fit with the empirical data, alongside a Root Mean Square Error of Approximation of 0.053. The analysis demonstrates that teacher collaboration (‘Collab’) significantly predicts active learning (‘Active’) with a notable effect (<italic toggle=\"yes\">β</italic> = 0.344, <italic toggle=\"yes\">p</italic> < 0.001), which in turn significantly enhances student engagement (‘Engage’) (<italic toggle=\"yes\">β</italic> = 0.438, <italic toggle=\"yes\">p</italic> < 0.001). Additionally, ‘Engage’ is also directly influenced by ‘Collab’ (<italic toggle=\"yes\">β</italic> = 0.174, <italic toggle=\"yes\">p</italic> < 0.001). Although the relationship between ‘Collab’ and physics achievement (‘Physics’) is weaker, it remains significant (<italic toggle=\"yes\">β</italic> = 0.063, <italic toggle=\"yes\">p</italic> = 0.019). These findings support the enhancement of teacher collaboration as a catalyst for active learning and student engagement, which could indirectly foster improvements in physics achievement globally.","PeriodicalId":39773,"journal":{"name":"Physics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141873303","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-30DOI: 10.1088/1361-6552/ad61b2
Smadar Levy, David Perl-Nussbaum, Edit Yerushalmi
Despite the positive effects of gamification on student motivation and learning outcomes, there are still widespread concerns that ‘playing games is merely fun’ and have no added value, thus making teachers hesitate about incorporating games into their teaching. This paper describes Phys-Cards games, designed as a summative hands-on activity that highlights physics concepts through a ‘contrast and compare’ task in a game context. The Phys-Cards games were presented in a national network of professional learning communities (PLCs) for high school physics teachers. The teachers first played the games and then reflected on their experiences after they implemented them in their classrooms. Surveys and an analysis of the teachers’ reflections indicated that they valued the Phys-Cards games and reported that the games contributed to students’ conceptual understanding and knowledge organization. However, teachers faced challenges such as team size and composition, how to best monitor different groups, and timing in the instructional sequence. In their discussions during the PLC meetings, the teachers identified the features of the games that best promotedmeaningful collaborative learning and suggested productive ways to incorporate the games into their teaching.
{"title":"Physics card games to support knowledge organization: design considerations and teachers’ attitudes","authors":"Smadar Levy, David Perl-Nussbaum, Edit Yerushalmi","doi":"10.1088/1361-6552/ad61b2","DOIUrl":"https://doi.org/10.1088/1361-6552/ad61b2","url":null,"abstract":"Despite the positive effects of gamification on student motivation and learning outcomes, there are still widespread concerns that ‘playing games is merely fun’ and have no added value, thus making teachers hesitate about incorporating games into their teaching. This paper describes <italic toggle=\"yes\">Phys-Cards</italic> games, designed as a summative hands-on activity that highlights physics concepts through a ‘contrast and compare’ task in a game context. The <italic toggle=\"yes\">Phys-Cards</italic> games were presented in a national network of professional learning communities (PLCs) for high school physics teachers. The teachers first played the games and then reflected on their experiences after they implemented them in their classrooms. Surveys and an analysis of the teachers’ reflections indicated that they valued the <italic toggle=\"yes\">Phys-Cards</italic> games and reported that the games contributed to students’ conceptual understanding and knowledge organization. However, teachers faced challenges such as team size and composition, how to best monitor different groups, and timing in the instructional sequence. In their discussions during the PLC meetings, the teachers identified the features of the games that best promotedmeaningful collaborative learning and suggested productive ways to incorporate the games into their teaching.","PeriodicalId":39773,"journal":{"name":"Physics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141873304","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-30DOI: 10.1088/1361-6552/ad6388
Yurgos Politis
There has been a steady decline of student take-up of physics as a Leaving Certificate subject, from 19% in 1991 to 13.6% in 2021. This comes in the backdrop of a projected increase in the international demand for STEM workers, which makes STEM education the bedrock for securing Ireland’s economic future. The gender bias in science textbooks is well documented and enduring. The lack of female representation in science textbooks’ images is exacerbated by the scarcity of female figures that would be broadly accepted as role models. This paper examines the gender balance of a science textbook used widely in the Irish junior cycle. For this purpose, the Gender Bias 14 Tool was chosen as the data collection instrument, which was developed by Parkin and Mackenzie. A clear majority of the 38 chapters of the book contain more images/illustrations with male than female figures, more images/illustrations that improve the image of men and more images/illustrations of male role models. Potential interventions are outlined including working closely with publishers to include more women in the textbook’s images, especially important and influential female figures, and working with teachers to help them enhance teaching with supplementary material that include more female representation through images.
{"title":"Male bias in science and ways to counter it: gender imbalance of images in a science textbook in Irish secondary education","authors":"Yurgos Politis","doi":"10.1088/1361-6552/ad6388","DOIUrl":"https://doi.org/10.1088/1361-6552/ad6388","url":null,"abstract":"There has been a steady decline of student take-up of physics as a Leaving Certificate subject, from 19% in 1991 to 13.6% in 2021. This comes in the backdrop of a projected increase in the international demand for STEM workers, which makes STEM education the bedrock for securing Ireland’s economic future. The gender bias in science textbooks is well documented and enduring. The lack of female representation in science textbooks’ images is exacerbated by the scarcity of female figures that would be broadly accepted as role models. This paper examines the gender balance of a science textbook used widely in the Irish junior cycle. For this purpose, the Gender Bias 14 Tool was chosen as the data collection instrument, which was developed by Parkin and Mackenzie. A clear majority of the 38 chapters of the book contain more images/illustrations with male than female figures, more images/illustrations that improve the image of men and more images/illustrations of male role models. Potential interventions are outlined including working closely with publishers to include more women in the textbook’s images, especially important and influential female figures, and working with teachers to help them enhance teaching with supplementary material that include more female representation through images.","PeriodicalId":39773,"journal":{"name":"Physics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141869454","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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