Physics Education最新文献

Motion of a ball attached to a mass via a hole in a horizontal table 通过水平桌面上的孔连接到质量块上的球的运动

Physics Education Pub Date : 2024-09-18 DOI: 10.1088/1361-6552/ad79d2

Rod Cross

引用次数: 0

Optical transmission and refraction at the atomic level 原子层面的光学传输和折射

Physics Education Pub Date : 2024-09-16 DOI: 10.1088/1361-6552/ad721a

Peter J Riggs

引用次数: 0

LeviLabs: learning about sound through acoustic levitation LeviLabs：通过声学悬浮学习声音

Physics Education Pub Date : 2024-09-15 DOI: 10.1088/1361-6552/ad7219

Andreas Johansson, Sebastian Kilde-Westberg and Jonas Enger

{"title":"LeviLabs: learning about sound through acoustic levitation","authors":"Andreas Johansson, Sebastian Kilde-Westberg and Jonas Enger","doi":"10.1088/1361-6552/ad7219","DOIUrl":"https://doi.org/10.1088/1361-6552/ad7219","url":null,"abstract":"Sound waves are often studied as part of mechanical waves in the upper-secondary and undergraduate physics curricula. Acoustic levitation is an application of standing-wave phenomena, growing in popularity through the recent adoption of low-cost ultrasound transducers. Nevertheless, acoustic levitation has not yet been included in the standard phenomena investigated in undergraduate and upper-secondary physics courses. The objective of this Frontline is to introduce acoustic levitation in the classroom. This is done with LeviLab, a low-cost and easy-to-use experiment, accompanied by three hands-on procedures (LeviLabs): modifying the cavity length, visually representing standing waves with multiple levitated particles, and a tactile experience by moving a single particle between nodes. The first procedure yields the most accurate speed of sound measurements, while the second and third offer valuable qualitative insights into standing wave properties. This work demonstrates the educational potential of acoustic levitation to investigate sound waves. It aims to make the phenomenon accessible as a learning resource for upper-secondary and undergraduate physics laboratories by providing engaging hands-on experiences for qualitative and quantitative exploration.","PeriodicalId":39773,"journal":{"name":"Physics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142254134","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}

引用次数: 0

Developing and implementing an Einsteinian science curriculum from years 3–10: A. Concepts, rationale and learning outcomes 开发和实施 3-10 年级爱因斯坦科学课程： A. 概念、原理和学习成果

Physics Education Pub Date : 2024-09-12 DOI: 10.1088/1361-6552/ad66a7

Tejinder Kaur, Magdalena Kersting, David Blair, Kyla Adams, David Treagust, Jesse Santoso, Anastasia Lonshakova, Shon Boublil, Marjan Zadnik, Li Ju, David Wood, Elaine Horne and Darren McGoran

{"title":"Developing and implementing an Einsteinian science curriculum from years 3–10: A. Concepts, rationale and learning outcomes","authors":"Tejinder Kaur, Magdalena Kersting, David Blair, Kyla Adams, David Treagust, Jesse Santoso, Anastasia Lonshakova, Shon Boublil, Marjan Zadnik, Li Ju, David Wood, Elaine Horne and Darren McGoran","doi":"10.1088/1361-6552/ad66a7","DOIUrl":"https://doi.org/10.1088/1361-6552/ad66a7","url":null,"abstract":"There has been a growing realisation that school science curricula do not adequately reflect the revolutionary changes in our scientific understanding of the 20th century. This discrepancy between current school education and our modern scientific understanding has led to calls for the modernisation of the science curriculum. Although there have been attempts to introduce topics of Einsteinian physics (i.e. quantum physics and relativity) to school education, often at the secondary level, we still lack a seamless curriculum in which modern science concepts are gradually introduced in primary and middle schools. Guided by the Model of Educational Reconstruction and following a mixed-methods research design, the Einstein-First project aims to address this gap. Einstein-First has developed and implemented an Einsteinian curriculum from Years 3–10 (students aged 7–16) that resolves the disconnect between science in schools and modern scientific understanding. This paper presents the concepts and rationale for the Einstein-First learning approach, as well as a summary of learning outcomes in six Australian schools with 315 students across Years 3–10. Our generally positive findings lay the foundation for informed curriculum development and school education that provides all students with awareness and appreciation of the fundamental concepts that underpin the technologies of the modern world.","PeriodicalId":39773,"journal":{"name":"Physics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142254135","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}

引用次数: 0

Gravitational music: a mathematical-musical model for the popularization of gravitational waves 引力音乐：普及引力波的数学音乐模型

Physics Education Pub Date : 2024-09-09 DOI: 10.1088/1361-6552/ad7347

Alessandro Bile, Riccardo Santoboni, Sergio Frasca and Pia Astone

引用次数: 0

Work done on a tennis ball yo–yo 在网球溜溜球上完成的工作

Physics Education Pub Date : 2024-09-08 DOI: 10.1088/1361-6552/ad7183

Rod Cross

引用次数: 0

Inquiring into a spectral concept in the physics classroom 探究物理课堂中的光谱概念

Physics Education Pub Date : 2024-09-08 DOI: 10.1088/1361-6552/ad744f

Russell Ng and Joonhyeong Park

引用次数: 0

Simple experiment design for impulsive force measure at hammer and nail collisions 测量锤子和钉子碰撞时冲力的简单实验设计

Physics Education Pub Date : 2024-09-05 DOI: 10.1088/1361-6552/ad7007

Nur Untoro, Muhammad Ramdhan

引用次数: 0

Investigating student perspectives on alternate final assessment approaches in upper-level physics courses 调查学生对高年级物理课程期末考核替代方法的看法

Physics Education Pub Date : 2024-09-05 DOI: 10.1088/1361-6552/ad6f66

Callum Stonehouse, Joanne M O’Meara

{"title":"Investigating student perspectives on alternate final assessment approaches in upper-level physics courses","authors":"Callum Stonehouse, Joanne M O’Meara","doi":"10.1088/1361-6552/ad6f66","DOIUrl":"https://doi.org/10.1088/1361-6552/ad6f66","url":null,"abstract":"During the pandemic, traditional final assessments in the form of in-person, timed, invigilated final examinations were not an option. As a result, in the academic years 2020/2021 and 2021/2022, students in the second year Electricity and Magnetism courses at the University of Guelph were asked to complete personalized study guides/portfolios as a means of communicating to the instructor what they had learned in the course. Although research has shown that portfolio-style assessment procedures support student achievement at least at the same level as traditional assessment procedures and appear to have additional benefits, they have not been widely adopted in the physical sciences. The goal of this work was to assess some of the affective consequences of using portfolio assessment procedures in an upper-level core physics course. Feedback from students, both in the form of an online anonymous survey as well as a more in-depth, in-person, focus group discussion, was positive. The general consensus was that students found the portfolios to be similar in workload to preparing for a final examination but offered additional benefits such as finding them to be significantly less stressful as well as feeling a greater sense of accomplishment after submission. Learning outcomes of the course were achieved through this approach at similar levels as seen previously, as demonstrated through student performance on the pre- and post-conceptual assessment, and further evidenced by the high-level example problems included here from student submissions. Grades earned on the portfolios were similar to those seen previously with invigilated traditional final examinations. Based on these findings, portfolio assessments will remain a core component of the pedagogical toolbox employed by faculty in physics at the University of Guelph. This project was reviewed by the Research Ethics Board at the University of Guelph for compliance with federal guidelines for research involving human participants. Approval was granted on 11 January 2023, REB # 22–11-004.","PeriodicalId":39773,"journal":{"name":"Physics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142197993","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}

引用次数: 0

Weightlessness in a bottle 瓶中失重

Physics Education Pub Date : 2024-09-04 DOI: 10.1088/1361-6552/ad7008

Stephen Hughes

引用次数: 0