arXiv - PHYS - Physics Education最新文献

Implementing New Technology in Educational Systems 在教育系统中实施新技术

arXiv - PHYS - Physics Education Pub Date : 2024-09-18 DOI: arxiv-2409.12039

Scott Allen, Lisa Bardach, Jamie Jirout, Allyson Mackey, Dana McCoy, Luca Maria Pesando, René Kizilcec

{"title":"Implementing New Technology in Educational Systems","authors":"Scott Allen, Lisa Bardach, Jamie Jirout, Allyson Mackey, Dana McCoy, Luca Maria Pesando, René Kizilcec","doi":"arxiv-2409.12039","DOIUrl":"https://doi.org/arxiv-2409.12039","url":null,"abstract":"Educators are more than workers within educational systems; they are stewards\u0000of educational systems. They must analyze student performance data, identify\u0000patterns that inform targeted interventions and personalized learning plans,\u0000continuously develop the curriculum, set ambitious learning goals and use\u0000up-to-date pedagogical theory to adapt instructional strategies, act as\u0000advocates for educational policies that promote inclusivity and equity, and\u0000much more. Most educators deeply care about the learning and wellbeing of their\u0000students and colleagues. Given the chance, they will do whatever they can to\u0000make improvements to these ends. In this role as architects of change,\u0000educators deal with conflicting definitions of success, multiple stakeholders,\u0000complex causal relationships, ambiguous data, and intricate human factors. Amid\u0000all this, most educators and the educational systems around them are strained\u0000to the capacity of what their time, training, and budgets allow. The problem is\u0000not merely that they must perform demanding tasks, but more so that they must\u0000constantly implement improvements and interventions amid the complex challenges\u0000of the organizations in which they work. These challenges can be especially\u0000difficult in implementation of related education technology, which is\u0000continuously developing at sometimes rapid pace. Whether the context is an\u0000individual classroom, a school district, or a postsecondary institution,\u0000implementing beneficial human-technology partnerships requires attending to the\u0000needs and constraints of these classrooms, districts, institutions, and so\u0000forth as organizations and engaging in this work as a partnership with\u0000educators. This chapter lays out the principles and processes of developing\u0000successful educator-technology partnerships including key considerations for\u0000each step and an example protocol for engaging in this endeavor.","PeriodicalId":501565,"journal":{"name":"arXiv - PHYS - Physics Education","volume":"50 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142253018","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

Reflecting to learn in a physics multimedia communication course 在物理多媒体交流课程中反思学习

arXiv - PHYS - Physics Education Pub Date : 2024-09-13 DOI: arxiv-2409.09145

Steven W. Tarr, Emily Alicea-Muñoz

{"title":"Reflecting to learn in a physics multimedia communication course","authors":"Steven W. Tarr, Emily Alicea-Muñoz","doi":"arxiv-2409.09145","DOIUrl":"https://doi.org/arxiv-2409.09145","url":null,"abstract":"Science communication skills are considered essential learning objectives for\u0000undergraduate physics students. However, high enrollment and limited class\u0000resources present significant barriers to providing students ample\u0000opportunities to practice their formal presentation skills. We investigate the\u0000use of integrated critical reflection and peer evaluation activities in a\u0000physics senior seminar course both to improve student learning outcomes and to\u0000supplement highly restricted presentation time. Throughout the semester, each\u0000student delivers one 8-min multimedia presentation on either their research or\u0000an upper-division course topic. Following each presentation, audience members\u0000complete one of two randomly assigned peer evaluations: a treatment form that\u0000prompts critical reflection or a control form that does not. Each class period\u0000concludes with a short quiz on concepts presented in that day's presentations.\u0000We observe minimal differences in quiz scores between students in the control\u0000and treatment groups. Instead, we find that retention and transfer of\u0000presentation content correlate with certain metrics of presentation quality\u0000described in the Cognitive Theory of Multimedia Learning and with\u0000self-identified prior exposure to presentation topics.","PeriodicalId":501565,"journal":{"name":"arXiv - PHYS - Physics Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142253019","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

The Law of Closest Approach 最接近法则

arXiv - PHYS - Physics Education Pub Date : 2024-09-13 DOI: arxiv-2409.09097

M. N. Tarabishy

引用次数: 0

Investigating the Design--Science Connection in a multi-week Engineering Design (ED)-based introductory physics laboratory task 在为期多周的基于工程设计（ED）的物理入门实验任务中调查设计与科学的联系

arXiv - PHYS - Physics Education Pub Date : 2024-09-12 DOI: arxiv-2409.08224

Ravishankar Chatta Subramaniam, Nikhil Borse, Amir Bralin, Jason W. Morphew, Carina M. Rebello, N. Sanjay Rebello

{"title":"Investigating the Design--Science Connection in a multi-week Engineering Design (ED)-based introductory physics laboratory task","authors":"Ravishankar Chatta Subramaniam, Nikhil Borse, Amir Bralin, Jason W. Morphew, Carina M. Rebello, N. Sanjay Rebello","doi":"arxiv-2409.08224","DOIUrl":"https://doi.org/arxiv-2409.08224","url":null,"abstract":"Reform documents advocate for innovative pedagogical strategies to enhance\u0000student learning. A key innovation is the integration of science and\u0000engineering practices through Engineering Design (ED)-based physics laboratory\u0000tasks, where students tackle engineering design problems by applying physics\u0000principles. While this approach has its benefits, research shows that students\u0000do not always effectively apply scientific concepts, but instead rely on\u0000trial-and-error approaches, and end up gadgeteering their way to a solution.\u0000This leads to what is commonly referred to as the \"design-science gap\" -- that\u0000students do not always consciously apply science concepts while solving a\u0000design problem. However, as obvious as the notion of a `gap' may appear, there\u0000seems to exist no consensus on the definitions of `design' and `science',\u0000further complicating the understanding of this `gap'. This qualitative study\u0000addresses the notion of the design-science gap by examining student-groups'\u0000discussions and written lab reports from a multi-week ED-based undergraduate\u0000introductory physics laboratory task. Building on our earlier studies, we\u0000developed and employed a nuanced, multi-layered coding scheme inspired by the\u0000Gioia Framework to characterize `design thinking' and `science thinking'. We\u0000discuss how student-groups engage in various aspects of design and how they\u0000apply concepts physics principles to solve the problem. In the process, we\u0000demonstrate the interconnectedness of students' design thinking and science\u0000thinking. We advocate for the usage of the term ``design--science connection''\u0000as opposed to ``design--science gap'' to deepen both design and scientific\u0000thinking. Our findings offer valuable insights for educators in design-based\u0000science education.","PeriodicalId":501565,"journal":{"name":"arXiv - PHYS - Physics Education","volume":"54 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142179814","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

Participatory Science and Machine Learning Applied to Millions of Sources in the Hobby-Eberly Telescope Dark Energy Experiment 将参与式科学和机器学习应用于霍比-艾伯利望远镜暗能量实验中的数百万个来源

arXiv - PHYS - Physics Education Pub Date : 2024-09-12 DOI: arxiv-2409.08359

Lindsay R. House, Karl Gebhardt, Keely Finkelstein, Erin Mentuch Cooper, Dustin Davis, Daniel J. Farrow, Donald P. Schneider

{"title":"Participatory Science and Machine Learning Applied to Millions of Sources in the Hobby-Eberly Telescope Dark Energy Experiment","authors":"Lindsay R. House, Karl Gebhardt, Keely Finkelstein, Erin Mentuch Cooper, Dustin Davis, Daniel J. Farrow, Donald P. Schneider","doi":"arxiv-2409.08359","DOIUrl":"https://doi.org/arxiv-2409.08359","url":null,"abstract":"We are merging a large participatory science effort with machine learning to\u0000enhance the Hobby-Eberly Telescope Dark Energy Experiment (HETDEX). Our overall\u0000goal is to remove false positives, allowing us to use lower signal-to-noise\u0000data and sources with low goodness-of-fit. With six million classifications\u0000through Dark Energy Explorers, we can confidently determine if a source is not\u0000real at over 94% confidence level when classified by at least ten individuals;\u0000this confidence level increases for higher signal-to-noise sources. To date, we\u0000have only been able to apply this direct analysis to 190,000 sources. The full\u0000sample of HETDEX will contain around 2-3M sources, including nearby galaxies\u0000([O II] emitters), distant galaxies (Lyman-alpha emitters or LAEs), false\u0000positives, and contamination from instrument issues. We can accommodate this\u0000tenfold increase by using machine learning with visually-vetted samples from\u0000Dark Energy Explorers. We have already increased by over ten-fold in number of\u0000sources that have been visually vetted from our previous pilot study where we\u0000only had 14,000 visually vetted LAE candidates. This paper expands on the\u0000previous work increasing the visually-vetted sample from 14,000 to 190,000. In\u0000addition, using our currently visually-vetted sample, we generate a real or\u0000false positive classification for the full candidate sample of 1.2 million\u0000LAEs. We currently have approximately 17,000 volunteers from 159 countries\u0000around the world. Thus, we are applying participatory or citizen scientist\u0000analysis to our full HETDEX dataset, creating a free educational opportunity\u0000that requires no prior technical knowledge.","PeriodicalId":501565,"journal":{"name":"arXiv - PHYS - Physics Education","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142253057","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

A Conceptual Framework for Understanding Empathy in Physics Faculty 理解物理教师移情能力的概念框架

arXiv - PHYS - Physics Education Pub Date : 2024-09-12 DOI: arxiv-2409.07724

Alia Hamdan, Ash Bista, Dina Newman, Scott Franklin

{"title":"A Conceptual Framework for Understanding Empathy in Physics Faculty","authors":"Alia Hamdan, Ash Bista, Dina Newman, Scott Franklin","doi":"arxiv-2409.07724","DOIUrl":"https://doi.org/arxiv-2409.07724","url":null,"abstract":"Physics, like many scientific disciplines, has long struggled with attracting\u0000and retaining a diverse population and fostering inclusivity. While there have\u0000been improvements in addressing equity issues within physics, significant\u0000challenges remain. Faculty members play a crucial role as change agents in\u0000promoting cultural transformation within academic environments. Empathy, a\u0000fundamental component of effective teaching, mentoring, and collegiality, is\u0000essential for fostering a student-centered and holistic approach in academia.\u0000However, understanding how empathy functions within the specific context of\u0000physics, including its interaction with power dynamics and other contextual\u0000factors, remains underexplored.This study presents a theoretical model of\u0000empathy development among physics faculty as they engage with students and\u0000colleagues. Conducted at a private R2 institution, the study involved four\u0000rounds of interviews from summer 2023 to spring 2024. The initial two rounds\u0000(summer 2023) included eight participants, followed by 19 participants in fall\u00002023, and nine participants chose to follow up with us in spring 2024. All\u0000participants were physics faculty members, either in teaching or tenure-track\u0000positions. The developed model builds on previous research by introducing new\u0000complexities in the understanding of empathy. It identifies key mediators,\u0000including reflective witnessing, personal experiences, and empathetic concern,\u0000as well as moderators such as individual experience, emotions, motivation,\u0000values, and situational information. The model delineates both cognitive and\u0000affective pathways of empathy, providing a nuanced framework for understanding\u0000how empathy develops and influences faculty interactions in the physics\u0000discipline.","PeriodicalId":501565,"journal":{"name":"arXiv - PHYS - Physics Education","volume":"58 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142179816","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

ChatGPT-Assisted Visualization of Atomic Orbitals: Understanding Symmetry, Mixed State, and Superposition ChatGPT-assisted Visualization of Atomic Orbitals：了解对称性、混合态和叠加性

arXiv - PHYS - Physics Education Pub Date : 2024-09-11 DOI: arxiv-2409.06925

Liang Wu

{"title":"ChatGPT-Assisted Visualization of Atomic Orbitals: Understanding Symmetry, Mixed State, and Superposition","authors":"Liang Wu","doi":"arxiv-2409.06925","DOIUrl":"https://doi.org/arxiv-2409.06925","url":null,"abstract":"For undergraduate students newly introduced to quantum mechanics, solving\u0000simple Schr\"{o}dinger equations is relatively straightforward. However, the\u0000more profound challenge lies in comprehending the underlying physical\u0000principles embedded in the solutions. During my academic experience, a\u0000recurring conceptual difficulty was understanding why only $s$ orbitals, and\u0000not others like $p$ orbitals, exhibit spherical symmetry. At first glance, this\u0000seems paradoxical, given that the potential energy function itself is\u0000spherically symmetric. Specifically, why do $p$ orbitals adopt a dumbbell shape\u0000instead of a spherical one? For a hydrogen atom with an electron in the $2p$\u0000state, which specific $2p$ orbital does the electron occupy, and how do the\u0000$x$, $y$, and $z$ axes in $2p_x$, $2p_y$, and $2p_z$ connect to the real\u0000spaces? Additionally, is the atom still spherically symmetric in such a state?\u0000These questions relate to core concepts of quantum mechanics concerning\u0000symmetry, mixed state, and superposition. This paper delves into these\u0000questions by investigating this specific case, utilizing the advanced\u0000visualization capabilities offered by ChatGPT. This paper underscores the\u0000importance of emerging AI tools in enhancing students' understanding of\u0000abstract principles.","PeriodicalId":501565,"journal":{"name":"arXiv - PHYS - Physics Education","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142179817","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

Finite Element Analysis of the Uncertainty Contribution from Mechanical Imperfections in the LNE's Thompson-Lampard Calculable Capacitor 对 LNE 的汤普森-兰帕德可计算电容器中机械缺陷造成的不确定性的有限元分析

arXiv - PHYS - Physics Education Pub Date : 2024-09-09 DOI: arxiv-2409.05760

Almazbek Imanaliev, Olivier Thevenot, Kamel Dougdag

{"title":"Finite Element Analysis of the Uncertainty Contribution from Mechanical Imperfections in the LNE's Thompson-Lampard Calculable Capacitor","authors":"Almazbek Imanaliev, Olivier Thevenot, Kamel Dougdag","doi":"arxiv-2409.05760","DOIUrl":"https://doi.org/arxiv-2409.05760","url":null,"abstract":"Thompson-Lampard type calculable capacitors (TLCC) serve as electrical\u0000capacitance standards, enabling the realization of the farad in the\u0000International System of Units (SI) with a combined uncertainty on the order of\u0000one part in $10^8$. This paper presents an electrostatic finite element (FEM)\u0000simulation study focusing on the mechanical imperfections inherent in the\u0000developed second generation TLCC at LNE and their influence on the combined\u0000uncertainty of the practical realization of the farad. In particular, this\u0000study establishes the acceptable tolerances for deviations from perfect\u0000geometrical arrangements of the TLCC electrodes required to achieve the target\u0000relative uncertainty of one part in $10^8$. The simulation predictions are\u0000compared with corresponding experimental observations which were conducted with\u0000the help of the sub-micron level control of the standard's electrode geometry.\u0000In the second generation of the LNE's TLCC, the uncertainty contribution from\u0000mechanical imperfections was reduced by at least a factor of 4, as demonstrated\u0000by the present FEM analysis. Combined with other improvements, the standard's\u0000overall uncertainty meets the target level.","PeriodicalId":501565,"journal":{"name":"arXiv - PHYS - Physics Education","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142179819","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

Convergence in divergent series related to perturbation methods using continued exponential and Shanks transformations 使用续指数和香克斯变换的与扰动方法有关的发散序列的收敛性

arXiv - PHYS - Physics Education Pub Date : 2024-09-09 DOI: arxiv-2409.05438

Venkat Abhignan

引用次数: 0

On cat-human interaction from the viewpoint of physics: an equation of motion 从物理学角度看猫与人的互动：运动方程

arXiv - PHYS - Physics Education Pub Date : 2024-09-09 DOI: arxiv-2409.05400

Anxo Biasi

引用次数: 0