Pub Date : 2024-06-13DOI: 10.1088/1361-6552/ad539c
P. Blanco, C. Mungan
Two recent lunar lander missions have toppled over on touchdown. We analyse a simplified model to determine the lateral speed of an object that results in tipping, as a practical example of an inelastic collision that conserves angular momentum. The solution employs rotational dynamics and conservation laws covered in an introductory mechanics course. We suggest further investigations, including simple experiments that can be performed in the teaching laboratory.
{"title":"Tripping on the Moon","authors":"P. Blanco, C. Mungan","doi":"10.1088/1361-6552/ad539c","DOIUrl":"https://doi.org/10.1088/1361-6552/ad539c","url":null,"abstract":"Two recent lunar lander missions have toppled over on touchdown. We analyse a simplified model to determine the lateral speed of an object that results in tipping, as a practical example of an inelastic collision that conserves angular momentum. The solution employs rotational dynamics and conservation laws covered in an introductory mechanics course. We suggest further investigations, including simple experiments that can be performed in the teaching laboratory.","PeriodicalId":39773,"journal":{"name":"Physics Education","volume":"33 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141346232","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 : 2024-06-13DOI: 10.1088/1361-6552/ad4e88
Stephen Hughes
Figure 2 is updated.
图 2 已更新。
{"title":"Corrigendum: A new look at orbits (2024 Phys. Educ. 59 023002)","authors":"Stephen Hughes","doi":"10.1088/1361-6552/ad4e88","DOIUrl":"https://doi.org/10.1088/1361-6552/ad4e88","url":null,"abstract":"Figure 2 is updated.","PeriodicalId":39773,"journal":{"name":"Physics Education","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141503018","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 : 2024-06-12DOI: 10.1088/1361-6552/ad506c
S. D. Barrett
The design of a simple, compact, inexpensive cloud chamber is described and examples of particle tracks from cosmic rays and a radioactive sample are shown. A temperature gradient is established in the chamber through the use of a simple heater at the top and Peltier modules at the base, eliminating the need for dry ice. Using a few millilitres of isopropyl alcohol it starts to show particle tracks a few minutes after being switched on and operates for over two hours without any intervention. The cloud chamber is constructed using components that can be readily obtained at a total cost of about £40.
{"title":"Cloud chamber using Peltier cooling","authors":"S. D. Barrett","doi":"10.1088/1361-6552/ad506c","DOIUrl":"https://doi.org/10.1088/1361-6552/ad506c","url":null,"abstract":"The design of a simple, compact, inexpensive cloud chamber is described and examples of particle tracks from cosmic rays and a radioactive sample are shown. A temperature gradient is established in the chamber through the use of a simple heater at the top and Peltier modules at the base, eliminating the need for dry ice. Using a few millilitres of isopropyl alcohol it starts to show particle tracks a few minutes after being switched on and operates for over two hours without any intervention. The cloud chamber is constructed using components that can be readily obtained at a total cost of about £40.","PeriodicalId":39773,"journal":{"name":"Physics Education","volume":"37 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141353787","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 : 2024-06-12DOI: 10.1088/1361-6552/ad5248
A. Vidak, I. Movre Šapić, Karla Zahtila
In recent years, the COVID-19 pandemic has necessitated social distancing measures, prompting a greater interest in augmented reality (AR) as a means to facilitate accessible physics experiments for students. Recognizing this, we have recently developed an Android mobile application that harnesses AR technology. The application named CoulombsLawAR allows users to investigate how electrical charges and their distance influence the electrical force between them. The primary objective of our study was to assess students’ experiences while using this AR application. To achieve this, we engaged 156 undergraduate students from the Faculty of Chemical Engineering and Technology from University of Zagreb in the evaluation process. They were requested to utilize our AR application to complete a task specifically designed to enhance their understanding of Coulomb’s law. Subsequently, the participants were given a series of questionnaires, comprising five open-ended questions and 30 close-ended questions. These questionnaires included the System Usability Scale, User Experience, and Handheld Augmented Reality Usability Scale. In-depth analysis of the students’ feedback provided valuable insights. The majority of the participants found the application to be user-friendly, consistent in its performance, self-explanatory, and enjoyable to use. Additionally, students provided constructive feedback regarding potential enhancements that could be made to the application. Overall, the study findings indicate that the AR application we developed was well-received by undergraduate students, highlighting its potential as an effective tool for teaching and learning physics concepts.
近年来，由于 COVID-19 的流行，有必要采取社会隔离措施，这促使人们对增强现实技术（AR）产生了更大的兴趣，并将其作为一种促进学生无障碍物理实验的手段。有鉴于此，我们最近开发了一款利用 AR 技术的 Android 移动应用程序。这款名为库仑定律（CoulombsLawAR）的应用程序允许用户研究电荷及其距离如何影响它们之间的电场力。我们研究的主要目的是评估学生在使用这款 AR 应用程序时的体验。为此，我们让萨格勒布大学化学工程与技术学院的 156 名本科生参与了评估过程。他们被要求使用我们的 AR 应用程序完成一项任务，该任务专门设计用于增强他们对库仑定律的理解。随后，我们向参与者发放了一系列调查问卷，其中包括 5 个开放式问题和 30 个封闭式问题。这些问卷包括系统可用性量表、用户体验和手持增强现实可用性量表。对学生反馈意见的深入分析提供了宝贵的见解。大多数参与者认为，该应用程序界面友好、性能稳定、不言自明，而且使用起来很愉快。此外，学生们还就应用程序可能的改进提供了建设性的反馈意见。总之，研究结果表明，我们开发的 AR 应用程序受到了本科生的欢迎，凸显了它作为物理概念教学的有效工具的潜力。
{"title":"A user experience survey of an augmented reality android application for learning Coulomb’s law","authors":"A. Vidak, I. Movre Šapić, Karla Zahtila","doi":"10.1088/1361-6552/ad5248","DOIUrl":"https://doi.org/10.1088/1361-6552/ad5248","url":null,"abstract":"In recent years, the COVID-19 pandemic has necessitated social distancing measures, prompting a greater interest in augmented reality (AR) as a means to facilitate accessible physics experiments for students. Recognizing this, we have recently developed an Android mobile application that harnesses AR technology. The application named CoulombsLawAR allows users to investigate how electrical charges and their distance influence the electrical force between them. The primary objective of our study was to assess students’ experiences while using this AR application. To achieve this, we engaged 156 undergraduate students from the Faculty of Chemical Engineering and Technology from University of Zagreb in the evaluation process. They were requested to utilize our AR application to complete a task specifically designed to enhance their understanding of Coulomb’s law. Subsequently, the participants were given a series of questionnaires, comprising five open-ended questions and 30 close-ended questions. These questionnaires included the System Usability Scale, User Experience, and Handheld Augmented Reality Usability Scale. In-depth analysis of the students’ feedback provided valuable insights. The majority of the participants found the application to be user-friendly, consistent in its performance, self-explanatory, and enjoyable to use. Additionally, students provided constructive feedback regarding potential enhancements that could be made to the application. Overall, the study findings indicate that the AR application we developed was well-received by undergraduate students, highlighting its potential as an effective tool for teaching and learning physics concepts.","PeriodicalId":39773,"journal":{"name":"Physics Education","volume":"114 17","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141352078","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 : 2024-06-07DOI: 10.1088/1361-6552/ad4a19
Pablo Bastante, Andres Castellanos-Gomez
This teaching article describes a simple and low-cost methodology for studying electrical transport and constructing basic sensor devices using everyday stationery items, including pencils, paper, and a handheld multimeter. The approach is designed for high school and undergraduate teachers and offers an easy-to-implement, hands-on method for teaching fundamental concepts in physical electronics. The materials and experiments outlined in this article are widely accessible and can be easily replicated in various teaching labs, even with limited budgets.
{"title":"Pencil and paper electronics: an accessible approach to teaching basic physics concepts","authors":"Pablo Bastante, Andres Castellanos-Gomez","doi":"10.1088/1361-6552/ad4a19","DOIUrl":"https://doi.org/10.1088/1361-6552/ad4a19","url":null,"abstract":"This teaching article describes a simple and low-cost methodology for studying electrical transport and constructing basic sensor devices using everyday stationery items, including pencils, paper, and a handheld multimeter. The approach is designed for high school and undergraduate teachers and offers an easy-to-implement, hands-on method for teaching fundamental concepts in physical electronics. The materials and experiments outlined in this article are widely accessible and can be easily replicated in various teaching labs, even with limited budgets.","PeriodicalId":39773,"journal":{"name":"Physics Education","volume":"60 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141548091","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 : 2024-06-07DOI: 10.1088/1361-6552/ad4b87
M Tuveri, A Steri, D Fadda
Studies in Physics Education Research show that interdisciplinary approaches in education foster students’ motivation, creativity, curiosity, and interest in physics. We discuss their features and potential role in bringing contemporary physics topics to high school and how to use them to integrate formal educational programs. We make an explicit example of the use of storytelling and theatrical techniques to introduce secondary school students to black holes and gravitational wave topics. The Educational Division of the Physics Department at the University of Cagliari designed the activity. Participants were 200 high-school students (17 to 19 years old) from five schools (scientific, humanities) in Sardinia. Through a research questionnaire, we measure the efficacy of using artistic tools to communicate and teach the proposed subjects. We collected 76 answers. Results show that our methodology helps introduce students to contemporary physics themes, fostering their interest and learning of such content. Students from the humanities significantly appreciated the use of poetry and artistic tools more than their scientific peers. Finally, we discuss the potentiality of our approach in orientating students towards a STEAM (STEM and Arts) career.
{"title":"Using storytelling to foster the teaching and learning of gravitational waves physics at high-school","authors":"M Tuveri, A Steri, D Fadda","doi":"10.1088/1361-6552/ad4b87","DOIUrl":"https://doi.org/10.1088/1361-6552/ad4b87","url":null,"abstract":"Studies in Physics Education Research show that interdisciplinary approaches in education foster students’ motivation, creativity, curiosity, and interest in physics. We discuss their features and potential role in bringing contemporary physics topics to high school and how to use them to integrate formal educational programs. We make an explicit example of the use of storytelling and theatrical techniques to introduce secondary school students to black holes and gravitational wave topics. The Educational Division of the Physics Department at the University of Cagliari designed the activity. Participants were 200 high-school students (17 to 19 years old) from five schools (scientific, humanities) in Sardinia. Through a research questionnaire, we measure the efficacy of using artistic tools to communicate and teach the proposed subjects. We collected 76 answers. Results show that our methodology helps introduce students to contemporary physics themes, fostering their interest and learning of such content. Students from the humanities significantly appreciated the use of poetry and artistic tools more than their scientific peers. Finally, we discuss the potentiality of our approach in orientating students towards a STEAM (STEM and Arts) career.","PeriodicalId":39773,"journal":{"name":"Physics Education","volume":"18 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141519215","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 : 2024-06-07DOI: 10.1088/1361-6552/ad4cce
Nuray Önder Çelikkanli, Mustafa Karadag
This study aims to develop a polarity detector that generates sounds in two different patterns for positive and negative polarity, which enables visually impaired students to detect the polarity of electrically charged objects in static electricity experiments. The traditional electroscopes used in physics laboratories are not practical enough to determine the polarity of electrically charged objects. For visually impaired students to perform static electricity experiments on their own, there is a need for an electroscope that informs them about the polarity of electrically charged objects, for example, by generating sounds or vibrations in different patterns. With this motivation, we developed a sound-generating polarity detector with a small budget for two polarities. Visually impaired students and others can easily use such a digital educational tool in the physics laboratories. Physics teachers can use this laboratory tool as an educational material that reduces their workload, and it would be beneficial to bring it into the existing literature.
{"title":"A sound-generating polarity detector for visually impaired students","authors":"Nuray Önder Çelikkanli, Mustafa Karadag","doi":"10.1088/1361-6552/ad4cce","DOIUrl":"https://doi.org/10.1088/1361-6552/ad4cce","url":null,"abstract":"This study aims to develop a polarity detector that generates sounds in two different patterns for positive and negative polarity, which enables visually impaired students to detect the polarity of electrically charged objects in static electricity experiments. The traditional electroscopes used in physics laboratories are not practical enough to determine the polarity of electrically charged objects. For visually impaired students to perform static electricity experiments on their own, there is a need for an electroscope that informs them about the polarity of electrically charged objects, for example, by generating sounds or vibrations in different patterns. With this motivation, we developed a sound-generating polarity detector with a small budget for two polarities. Visually impaired students and others can easily use such a digital educational tool in the physics laboratories. Physics teachers can use this laboratory tool as an educational material that reduces their workload, and it would be beneficial to bring it into the existing literature.","PeriodicalId":39773,"journal":{"name":"Physics Education","volume":" 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141373359","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 : 2024-06-06DOI: 10.1088/1361-6552/ad4c47
Stephen Hughes
A class activity is described that involves taking a video of a nerf gun fired vertically. The ascension time of the nerf bullet is found by counting the number of video frames, which is then used to calculate the maximum height reached. The kinematic equations can then be used to calculate several extra pieces of information about the trajectory of the nerf bullet such as the initial velocity and the spring constant of the nerf gun, etc.
{"title":"The physics of nerf guns","authors":"Stephen Hughes","doi":"10.1088/1361-6552/ad4c47","DOIUrl":"https://doi.org/10.1088/1361-6552/ad4c47","url":null,"abstract":"A class activity is described that involves taking a video of a nerf gun fired vertically. The ascension time of the nerf bullet is found by counting the number of video frames, which is then used to calculate the maximum height reached. The kinematic equations can then be used to calculate several extra pieces of information about the trajectory of the nerf bullet such as the initial velocity and the spring constant of the nerf gun, etc.","PeriodicalId":39773,"journal":{"name":"Physics Education","volume":"128 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141377023","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 : 2024-06-04DOI: 10.1088/1361-6552/ad4b8a
Peter C Main
{"title":"Book Review: Predicting Our Climate Future by David Stainforth","authors":"Peter C Main","doi":"10.1088/1361-6552/ad4b8a","DOIUrl":"https://doi.org/10.1088/1361-6552/ad4b8a","url":null,"abstract":"","PeriodicalId":39773,"journal":{"name":"Physics Education","volume":"4 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141265906","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 : 2024-06-04DOI: 10.1088/1361-6552/ad4b89
Rick Marshall
{"title":"Book Review: Determined by Robert Sapolsky","authors":"Rick Marshall","doi":"10.1088/1361-6552/ad4b89","DOIUrl":"https://doi.org/10.1088/1361-6552/ad4b89","url":null,"abstract":"","PeriodicalId":39773,"journal":{"name":"Physics Education","volume":"5 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141266188","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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