arXiv - PHYS - Physics Education最新文献_第2页

Using Peer-Customers to Scalably Pair Student Teams with Customers for Hands-on Curriculum Final Projects 利用同侪客户将学生团队与客户可扩展地配对，开展实践课程最终项目

arXiv - PHYS - Physics Education Pub Date : 2024-09-07 DOI: arxiv-2409.08299

Edward Jay Wang

引用次数: 0

A Snapshot of Relativistic Motion: Visualizing the Terrell Effect 相对论运动快照：特雷尔效应可视化

arXiv - PHYS - Physics Education Pub Date : 2024-09-06 DOI: arxiv-2409.04296

Dominik Hornof, Victoria Helm, Enar de Dios Rodriguez, Thomas Juffmann, Philipp Haslinger, Peter Schattschneider

{"title":"A Snapshot of Relativistic Motion: Visualizing the Terrell Effect","authors":"Dominik Hornof, Victoria Helm, Enar de Dios Rodriguez, Thomas Juffmann, Philipp Haslinger, Peter Schattschneider","doi":"arxiv-2409.04296","DOIUrl":"https://doi.org/arxiv-2409.04296","url":null,"abstract":"We present an experimental visualization of the Terrell effect, an optical\u0000phenomenon predicted in 1959 by Roger Penrose and James Terrell, which reveals\u0000that the Lorentz contraction of a moving object is not visible in a snapshot\u0000photograph. Using fs-laser pulses and a gated intensified camera that allows\u0000gating times as short as 300 ps, we achieve a virtual reduction of the speed of\u0000light to less than 2 m/s, enabling the visualisation of relativistically moving\u0000objects in real time. By capturing light reflected from deliberately\u0000Lorentz-contracted objects, our setup effectively reconstructs their visual\u0000appearance. This didactic visualization not only commemorates the centennial of\u0000Anton Lampa's seminal 1924 paper on relativistic length contraction but also\u0000provides the first experimental evidence of the Terrell effect in a laboratory\u0000setup. Our results comprise detailed relativistic illustrations, simulations\u0000and photographic snapshots of a sphere and a cube, which are animated to\u0000velocities close to the speed of light, revealing the apparent rotation effect\u0000and the distortion predicted by relativistic theory.","PeriodicalId":501565,"journal":{"name":"arXiv - PHYS - Physics Education","volume":"41 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142179822","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

Modular Study of a Force-Magnetic Coupling System 力磁耦合系统的模块化研究

arXiv - PHYS - Physics Education Pub Date : 2024-09-06 DOI: arxiv-2409.04160

Zifeng Li, Yuanmei Li, Yinlong Wang, Biao You, Jianguo Wan

{"title":"Modular Study of a Force-Magnetic Coupling System","authors":"Zifeng Li, Yuanmei Li, Yinlong Wang, Biao You, Jianguo Wan","doi":"arxiv-2409.04160","DOIUrl":"https://doi.org/arxiv-2409.04160","url":null,"abstract":"A magnetic-mechanical oscillating system consists of two identical leaf\u0000springs, a non-magnetic base, and some magnets. The leaf springs are fixed at\u0000the bottom to the non-magnetic base, while the magnet is attached to the top of\u0000the leaf springs. This paper investigates the overall motion characteristics of\u0000the magnetic-mechanical oscillating system. Adopting the modular modeling\u0000concept, we simplify the system into three inter-coupled modules: the leaf\u0000springs, magnetic interactions, and the system's dissipation process. We\u0000conduct physical modeling and theoretical analysis on these modules and derived\u0000the system's dynamic equations. The research indicates that the system is a\u0000normal mode system with two degrees of freedom. In addition, we alter\u0000parameters and conduct multiple innovative experiments, obtaining intuitive\u0000vibration images that characterize the vibration modes and the periodic energy\u0000transfer. Furthermore, we employ the simulation software COMSOL Multiphysics\u0000simulation to substitute the theory for auxiliary validation, achieving a\u0000comprehensive research loop of theory-experiment-simulation. The experimental\u0000results show good consistency with the theoretical calculations and simulation\u0000results. This research provides a good teaching case for magnetic-coupling\u0000complex systems. This modular analysis and rather practical experimental design\u0000could solve the previous difficulty that the solution to such problem is too\u0000complex, and is conducive to the implementation of education.","PeriodicalId":501565,"journal":{"name":"arXiv - PHYS - Physics Education","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142179820","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

Students' Experience of Cultural Differences Between Mathematics and Physics 学生对数学与物理之间文化差异的体验

arXiv - PHYS - Physics Education Pub Date : 2024-09-04 DOI: arxiv-2409.02427

Jeffrey M. Rabin, Andrew Meyertholen, Brian Shotwell

{"title":"Students' Experience of Cultural Differences Between Mathematics and Physics","authors":"Jeffrey M. Rabin, Andrew Meyertholen, Brian Shotwell","doi":"arxiv-2409.02427","DOIUrl":"https://doi.org/arxiv-2409.02427","url":null,"abstract":"How students use mathematics in their physics classes has been studied\u0000extensively in the physics education literature. In addition to specific\u0000mathematical methods in specific physics contexts, possible effects of more\u0000general \"cultural\" differences between the two disciplines have also been\u0000explored. However, there has been little examination of students' own awareness\u0000and interpretation of these differences. We explore the undergraduate student\u0000experience of these \"cultural\" contrasts, focusing on how they impact learning\u0000and problem-solving. Through a qualitative study, including surveys and\u0000interviews with students double-majoring in mathematics and physics (or\u0000majoring in one and minoring in the other), we investigate students' awareness\u0000of distinct pedagogical approaches, mathematical justifications, and\u0000organization of concepts in mathematics versus physics classes. We find that\u0000students do recognize and navigate these \"cultural\" differences, often\u0000employing specific coping strategies. We identify specific themes from our data\u0000and comment on how students feel that these themes impact their learning. We\u0000suggest that increased faculty and student awareness of the identified\u0000differences in educational practice could facilitate knowledge transfer between\u0000mathematics and physics.","PeriodicalId":501565,"journal":{"name":"arXiv - PHYS - Physics Education","volume":"2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142179823","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

Classical Mechanics from Energy Conservation or: Why not Momentum? 经典力学从能量守恒或：为什么不是动量？

arXiv - PHYS - Physics Education Pub Date : 2024-09-03 DOI: arxiv-2409.01946

C. Baumgarten

引用次数: 0

Why is there no Poisson spot in a solar eclipse? 为什么日食中没有泊松斑？

arXiv - PHYS - Physics Education Pub Date : 2024-08-25 DOI: arxiv-2408.13894

Jami J. Kinnunen

引用次数: 0

Dominant misconceptions and alluvial flows between Engineering and Physical Science students 工程学和物理学学生之间的主要误解和冲积流

arXiv - PHYS - Physics Education Pub Date : 2024-08-22 DOI: arxiv-2408.12083

Anna Chrysostomou, Alan S. Cornell, Wade Naylor

引用次数: 0

Possibilities and challenges of STEAM pedagogies STEAM 教学法的可能性和挑战

arXiv - PHYS - Physics Education Pub Date : 2024-08-21 DOI: arxiv-2408.15282

Iván Sánchez Milara, Marta Cortés Orduña

引用次数: 0

Course Deficit Model and the CLASP curriculum: Examining equity and graduation rates at two institutions 课程赤字模式和 CLASP 课程：考察两所院校的公平性和毕业率

arXiv - PHYS - Physics Education Pub Date : 2024-08-21 DOI: arxiv-2408.11964

Cassandra A. Paul, David J. Webb

{"title":"Course Deficit Model and the CLASP curriculum: Examining equity and graduation rates at two institutions","authors":"Cassandra A. Paul, David J. Webb","doi":"arxiv-2408.11964","DOIUrl":"https://doi.org/arxiv-2408.11964","url":null,"abstract":"We have previously described the reformed introductory physics course,\u0000Collaborative Learning through Active Sense-Making in Physics (CLASP), for\u0000bioscience students at a large public research one university (Original\u0000University) and presented evidence that the course was more successful and more\u0000equitable than the course it replaced by several measures. Now we compare the\u0000original success of CLASP with an implementation at a second institution. We\u0000find that the original results hold at another institution despite some changes\u0000to the original curriculum and a somewhat different student population. We find\u0000that students who take CLASP are 1) less likely to drop, 2) less likely to\u0000fail, and 3) do as well in later coursework when compared to students who took\u0000the courses that CLASP replaced, even if that coursework is not similarly\u0000reformed. We find the above items to be independently true for historically\u0000marginalized students and remarkably, also find that 4) marginalized students\u0000who take CLASP are more likely to graduate from a STEM field. We use a course\u0000deficit model perspective to examine these results, and discuss some of the\u0000factors that may have contributed to this success. We argue that higher\u0000education has the tools they need to significantly increase equity, and improve\u0000student success and retention.","PeriodicalId":501565,"journal":{"name":"arXiv - PHYS - Physics Education","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142179828","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

How a simple pendulum inside a running elevator oscillates 运行电梯内的简摆如何摆动

arXiv - PHYS - Physics Education Pub Date : 2024-08-16 DOI: arxiv-2408.08938

Mingyuan Shi, Yu Shi

引用次数: 0