Pub Date : 2024-07-03DOI: 10.1088/1361-6404/ad5edb
Marta Carli
In this work, we describe a teaching-learning sequence (TLS) on rolling motion, designed and implemented within a Physics 1 course for Mechanical Engineers. The TLS was grounded in Physics Education Research findings and employed active learning strategies, particularly simulation-based exercises that included both conceptual questions and quantitative tasks. We detail and reflect on the development process of the TLS, focussing in particular on the alignment between the identified learning goals and the proposed instructional activities. We present data on students’ attainment of these learning goals, utilizing a post-instruction conceptual survey and an analysis of students’ performance in the final exam. Our research aims to contribute to the implementation of research-based, active learning sequences in large-enrollment contexts, specifically in those courses where both conceptual understanding and formal problem solving are valued.
{"title":"Implementing active learning in a Teaching-Learning Sequence on rolling motion for mechanical engineers","authors":"Marta Carli","doi":"10.1088/1361-6404/ad5edb","DOIUrl":"https://doi.org/10.1088/1361-6404/ad5edb","url":null,"abstract":"\u0000 In this work, we describe a teaching-learning sequence (TLS) on rolling motion, designed and implemented within a Physics 1 course for Mechanical Engineers. The TLS was grounded in Physics Education Research findings and employed active learning strategies, particularly simulation-based exercises that included both conceptual questions and quantitative tasks. We detail and reflect on the development process of the TLS, focussing in particular on the alignment between the identified learning goals and the proposed instructional activities. We present data on students’ attainment of these learning goals, utilizing a post-instruction conceptual survey and an analysis of students’ performance in the final exam. Our research aims to contribute to the implementation of research-based, active learning sequences in large-enrollment contexts, specifically in those courses where both conceptual understanding and formal problem solving are valued.","PeriodicalId":505733,"journal":{"name":"European Journal of Physics","volume":"72 s304","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141682434","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}
We conduct a detailed experimental and numerical study on the subtle dynamics of chaotic torsion pendulum (CTP). We first present experimental observations reported by students, and then propose a revised model of CTP based on laws of mechanics and insights about the experiment to understand these observations. Parameters of the revised model are fit using experimental data. The revised model agrees well with experimental observations. The subtle dynamics hidden in these phenomena, from parameter sensibility to influences of bistability and noise, are thoroughly exhibited through this study, hoping to provide more insights to the nonlinear nature of CTP.
{"title":"Subtle dynamics of chaotic torsion pendulum: a detailed comparison between experiments and numerical simulations","authors":"Guijin Xie, Zixiang Yan, Jian Gao, Hujiang Yang, Yueheng Lan, Jinghua Xiao","doi":"10.1088/1361-6404/ad5eda","DOIUrl":"https://doi.org/10.1088/1361-6404/ad5eda","url":null,"abstract":"\u0000 We conduct a detailed experimental and numerical study on the subtle dynamics of chaotic torsion pendulum (CTP). We first present experimental observations reported by students, and then propose a revised model of CTP based on laws of mechanics and insights about the experiment to understand these observations. Parameters of the revised model are fit using experimental data. The revised model agrees well with experimental observations. The subtle dynamics hidden in these phenomena, from parameter sensibility to influences of bistability and noise, are thoroughly exhibited through this study, hoping to provide more insights to the nonlinear nature of CTP.","PeriodicalId":505733,"journal":{"name":"European Journal of Physics","volume":"7 S1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141683442","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 : 2024-07-03DOI: 10.1088/1361-6404/ad5edc
Yuji Kajiyama
When a spinning object moves in air, it is affected by three forces: the gravitational force, the drag force, and the Magnus force. The equations of motion for such an object are nonlinear, making it difficult to find analytic solutions. Hence, numerical solutions using computers are often preferred. This paper provides two examples of analytic solutions of the equations of motion with the drag and Magnus forces: nearly vertical motion and zero-gravity motion. In these two cases, we find analytic solutions for the velocity and the position of the object, avoiding mathematical difficulties. It is suitable for university students studying physics.
{"title":"Analytic Solutions for Drag and Magnus forces","authors":"Yuji Kajiyama","doi":"10.1088/1361-6404/ad5edc","DOIUrl":"https://doi.org/10.1088/1361-6404/ad5edc","url":null,"abstract":"\u0000 When a spinning object moves in air, it is affected by three forces: the gravitational force, the drag force, and the Magnus force. The equations of motion for such an object are nonlinear, making it difficult to find analytic solutions. Hence, numerical solutions using computers are often preferred. This paper provides two examples of analytic solutions of the equations of motion with the drag and Magnus forces: nearly vertical motion and zero-gravity motion. In these two cases, we find analytic solutions for the velocity and the position of the object, avoiding mathematical difficulties. It is suitable for university students studying physics.","PeriodicalId":505733,"journal":{"name":"European Journal of Physics","volume":" 21","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141681147","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 : 2024-05-23DOI: 10.1088/1361-6404/ad4fcd
Yangquiting Li, Rafael Bernardi, Eric William Burkholder
Research based active learning strategies have been shown to have positive effects on students’ learning in physics class. However, the exploration of active learning's impact on students' sense of belonging in physics classrooms remains limited. In this paper, we present our findings pertaining to students' sense of belonging in an introductory physics course at a large public research university. This course was taught by three different instructors, one of whom integrated research-based active learning strategies, while the other two employed traditional lecture-based approaches. Our results show a statistically significant decrease in the sense of belonging among students in the traditionally taught classes, in contrast to a modest increase in students’ sense of belonging in the active learning class. Furthermore, we observed a statistically significant gender difference in students' sense of belonging at the beginning of the course, which was closed by the end of the active learning class but persisted in the traditional classes. In addition, the active learning class exhibited a positive impact on students’ academic outcomes, and this effect was partially mediated by the sense of belonging. Our findings indicate that active learning classes, particularly those thoughtfully designed to foster inclusive environments, may benefit students' sense of belonging and enhance their academic performance without relying on the use of specific belonging interventions.
{"title":"The effects of active learning on students’ sense of belonging and academic performance in introductory physics courses","authors":"Yangquiting Li, Rafael Bernardi, Eric William Burkholder","doi":"10.1088/1361-6404/ad4fcd","DOIUrl":"https://doi.org/10.1088/1361-6404/ad4fcd","url":null,"abstract":"\u0000 Research based active learning strategies have been shown to have positive effects on students’ learning in physics class. However, the exploration of active learning's impact on students' sense of belonging in physics classrooms remains limited. In this paper, we present our findings pertaining to students' sense of belonging in an introductory physics course at a large public research university. This course was taught by three different instructors, one of whom integrated research-based active learning strategies, while the other two employed traditional lecture-based approaches. Our results show a statistically significant decrease in the sense of belonging among students in the traditionally taught classes, in contrast to a modest increase in students’ sense of belonging in the active learning class. Furthermore, we observed a statistically significant gender difference in students' sense of belonging at the beginning of the course, which was closed by the end of the active learning class but persisted in the traditional classes. In addition, the active learning class exhibited a positive impact on students’ academic outcomes, and this effect was partially mediated by the sense of belonging. Our findings indicate that active learning classes, particularly those thoughtfully designed to foster inclusive environments, may benefit students' sense of belonging and enhance their academic performance without relying on the use of specific belonging interventions.","PeriodicalId":505733,"journal":{"name":"European Journal of Physics","volume":"115 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141105829","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 : 2024-05-23DOI: 10.1088/1361-6404/ad4fcb
Philip Rodriguez Blanco
The ALE-3 mission plans to create artificial “shooting stars” in the upper atmosphere by launching pellets sequentially from a satellite in low Earth orbit. How does one arrange for all pellets to re-enter over the intended location simultaneously? Starting with conservation of energy and angular momentum, I derive a version of Kepler’s equation that gives time as a function of radial distance in an orbit, which can be used to find the transfer time from the pellet’s ejection to its re-entry as a function of its launch velocity. I show that for a given pellet ejection speed, there is a launch angle from the satellite that results in the fastest transfer time. I use these results to determine the pellets’ launch times and velocities for simultaneous arrival at a desired re-entry point. These results can be applied to de-orbiting any set of objects launched from a satellite, and use concepts that can be covered in an advanced undergraduate course in physics or aerospace engineering. Supplementary materials are provided online.
{"title":"Shooting stars on schedule: synchronising re-entry of particles launched from a satellite","authors":"Philip Rodriguez Blanco","doi":"10.1088/1361-6404/ad4fcb","DOIUrl":"https://doi.org/10.1088/1361-6404/ad4fcb","url":null,"abstract":"\u0000 The ALE-3 mission plans to create artificial “shooting stars” in the upper atmosphere by launching pellets sequentially from a satellite in low Earth orbit. How does one arrange for all pellets to re-enter over the intended location simultaneously? Starting with conservation of energy and angular momentum, I derive a version of Kepler’s equation that gives time as a function of radial distance in an orbit, which can be used to find the transfer time from the pellet’s ejection to its re-entry as a function of its launch velocity. I show that for a given pellet ejection speed, there is a launch angle from the satellite that results in the fastest transfer time. I use these results to determine the pellets’ launch times and velocities for simultaneous arrival at a desired re-entry point. These results can be applied to de-orbiting any set of objects launched from a satellite, and use concepts that can be covered in an advanced undergraduate course in physics or aerospace engineering. Supplementary materials are provided online.","PeriodicalId":505733,"journal":{"name":"European Journal of Physics","volume":"43 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141107687","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 : 2024-05-20DOI: 10.1088/1361-6404/ad4e1e
Pietro Campana, Rodolfo Carobene, E. Cipelli, Marco Gobbo, Aurora Perego, Davide Vertemati
This paper presents a new laboratory activity aimed at developing knowledge and expertise in microwave applications at cryogenic temperatures. The experience focuses on the detection of infrared photons through Microwave Kinetic Inductance Detectors (MKIDs). The experimental setup, theoretical concepts, and activities involved are detailed, highlighting the skills and knowledge gained through the experience. This experiment is designed for graduate students in the field of quantum technologies.
{"title":"A graduate laboratory experiment to set up a photon-counting detector using MKIDs","authors":"Pietro Campana, Rodolfo Carobene, E. Cipelli, Marco Gobbo, Aurora Perego, Davide Vertemati","doi":"10.1088/1361-6404/ad4e1e","DOIUrl":"https://doi.org/10.1088/1361-6404/ad4e1e","url":null,"abstract":"\u0000 This paper presents a new laboratory activity aimed at developing knowledge and expertise in microwave applications at cryogenic temperatures. The experience focuses on the detection of infrared photons through Microwave Kinetic Inductance Detectors (MKIDs). The experimental setup, theoretical concepts, and activities involved are detailed, highlighting the skills and knowledge gained through the experience. This experiment is designed for graduate students in the field of quantum technologies.","PeriodicalId":505733,"journal":{"name":"European Journal of Physics","volume":"30 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141119068","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 : 2024-05-20DOI: 10.1088/1361-6404/ad37e5
N. D. Körhasan, Ceylan Çıtak
A body of beliefs based on previous knowledge, attitudes, and experiences creates physics expectations of students about what they will learn and which skills they will use in physics lessons. Previous research indicated these views about knowledge and learning influenced physics learning by affecting their learning approaches. This research aims to investigate the physics expectations of undergraduate engineering and education students, who take various and different numbers of physics courses in Türkiye. The physics expectations of students were examined due to certain variables and they were compared with experts' ideas. In the study, the Turkish version of the Maryland Physics Expectations Survey II (MPEX II) was given to 831 engineering and education students in different universities. The results indicated the statistical differences in the physics expectations scores according to the department that was registered, the number of physics courses taken, and the reading of popular physics books. However, no significant difference was observed in the physics expectations scores according to gender, being an engineering student or education student, the year of the program, and the instructional approach of physics courses. The mean of the percentages of students who thought like experts in item by item was around 2/5; however, when expert-like thinking was considered for the overall scores, almost 12% of students answered at least half of the items like experts.
{"title":"Examination of undergraduate students’ physics expectations","authors":"N. D. Körhasan, Ceylan Çıtak","doi":"10.1088/1361-6404/ad37e5","DOIUrl":"https://doi.org/10.1088/1361-6404/ad37e5","url":null,"abstract":"\u0000 A body of beliefs based on previous knowledge, attitudes, and experiences creates physics expectations of students about what they will learn and which skills they will use in physics lessons. Previous research indicated these views about knowledge and learning influenced physics learning by affecting their learning approaches. This research aims to investigate the physics expectations of undergraduate engineering and education students, who take various and different numbers of physics courses in Türkiye. The physics expectations of students were examined due to certain variables and they were compared with experts' ideas. In the study, the Turkish version of the Maryland Physics Expectations Survey II (MPEX II) was given to 831 engineering and education students in different universities. The results indicated the statistical differences in the physics expectations scores according to the department that was registered, the number of physics courses taken, and the reading of popular physics books. However, no significant difference was observed in the physics expectations scores according to gender, being an engineering student or education student, the year of the program, and the instructional approach of physics courses. The mean of the percentages of students who thought like experts in item by item was around 2/5; however, when expert-like thinking was considered for the overall scores, almost 12% of students answered at least half of the items like experts.","PeriodicalId":505733,"journal":{"name":"European Journal of Physics","volume":"29 16","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141120899","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 : 2024-05-20DOI: 10.1088/1361-6404/ad4e1f
Yunjun Rui, Ran Tao, Chen Zhang, Ying Yang, Yanan Zhang
The ring method, due to its basic form, is often used in the classroom for an immediate and intuitive grasp of concept of surface tension. Yet, during the measuring process, the large and small results trouble the students. The large values are obtained from the maximum-pull, and the small from the tear-off moment. In this paper, we demonstrate a series of rings with different thicknesses to investigate these two moments. In the water measurement, by subtracting the weight of the liquid raised by the ring or replacing the ring-diameter with tearing-diameter for the moments of maximum pull and film breaking, respectively, a corrected surface tension is obtained. The same correction is also applied in the determination of Ethylene Glycol and ethanol, but only the moment of maximum pull is applicable. These experimental results are interesting, and will largely stimulate students to understand the concept of surface tension and the ring method of measurement.
{"title":"Comparative study on the maximum-pull and tear-off ring method for the measurement of surface tension","authors":"Yunjun Rui, Ran Tao, Chen Zhang, Ying Yang, Yanan Zhang","doi":"10.1088/1361-6404/ad4e1f","DOIUrl":"https://doi.org/10.1088/1361-6404/ad4e1f","url":null,"abstract":"\u0000 The ring method, due to its basic form, is often used in the classroom for an immediate and intuitive grasp of concept of surface tension. Yet, during the measuring process, the large and small results trouble the students. The large values are obtained from the maximum-pull, and the small from the tear-off moment. In this paper, we demonstrate a series of rings with different thicknesses to investigate these two moments. In the water measurement, by subtracting the weight of the liquid raised by the ring or replacing the ring-diameter with tearing-diameter for the moments of maximum pull and film breaking, respectively, a corrected surface tension is obtained. The same correction is also applied in the determination of Ethylene Glycol and ethanol, but only the moment of maximum pull is applicable. These experimental results are interesting, and will largely stimulate students to understand the concept of surface tension and the ring method of measurement.","PeriodicalId":505733,"journal":{"name":"European Journal of Physics","volume":"18 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141122294","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 : 2024-05-20DOI: 10.1088/1361-6404/ad4e20
P. Žugec, Horvatic Davor, Ivica Smolić
We examine a logical foundation of depicting a Lorentz contraction of a Coulomb field (an electric field of a point charge in uniform motion) by means of the ‘Lorentz contracted’ field lines. Two existing arguments for a contraction of field lines sound appealing and lead to very simple calculations yielding the correct results. However, one of them is a victim to subtle logical weaknesses, as it relies on ascribing a degree of physical reality to the electric field lines. The other one correctly proves what it sets out to prove. But it does not provide a proof, or even a suggestion, of an additional result that can be obtained by a new poof that we present here. Though our idea is very simple, the calculations used to prove it—based on a little known, half a century old result by Tsien—are somewhat more involved than those from past arguments.
{"title":"Lorentz contraction of electric field lines for a point charge in uniform motion","authors":"P. Žugec, Horvatic Davor, Ivica Smolić","doi":"10.1088/1361-6404/ad4e20","DOIUrl":"https://doi.org/10.1088/1361-6404/ad4e20","url":null,"abstract":"\u0000 We examine a logical foundation of depicting a Lorentz contraction of a Coulomb field (an electric field of a point charge in uniform motion) by means of the ‘Lorentz contracted’ field lines. Two existing arguments for a contraction of field lines sound appealing and lead to very simple calculations yielding the correct results. However, one of them is a victim to subtle logical weaknesses, as it relies on ascribing a degree of physical reality to the electric field lines. The other one correctly proves what it sets out to prove. But it does not provide a proof, or even a suggestion, of an additional result that can be obtained by a new poof that we present here. Though our idea is very simple, the calculations used to prove it—based on a little known, half a century old result by Tsien—are somewhat more involved than those from past arguments.","PeriodicalId":505733,"journal":{"name":"European Journal of Physics","volume":"15 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141119916","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 : 2024-04-15DOI: 10.1088/1361-6404/ad3eee
R. Cross
A simple experiment is described where a metal ring was rotated by hand on a horizontal rod. The ring rotated about 100 times before coming to a stop, so the friction force on the ring remained very small. However, measurements of the rotation frequencies of the ring around the rod and around its centre of mass indicated that the ring was sliding rather than rolling, with an unusually low coefficient of sliding friction. The results can be explained if any given contact point on the ring slides to a stop when it first contacts the rod.
{"title":"Rotation of a ring around a horizontal rod","authors":"R. Cross","doi":"10.1088/1361-6404/ad3eee","DOIUrl":"https://doi.org/10.1088/1361-6404/ad3eee","url":null,"abstract":"\u0000 A simple experiment is described where a metal ring was rotated by hand on a horizontal rod. The ring rotated about 100 times before coming to a stop, so the friction force on the ring remained very small. However, measurements of the rotation frequencies of the ring around the rod and around its centre of mass indicated that the ring was sliding rather than rolling, with an unusually low coefficient of sliding friction. The results can be explained if any given contact point on the ring slides to a stop when it first contacts the rod.","PeriodicalId":505733,"journal":{"name":"European Journal of Physics","volume":"14 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140703287","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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