arXiv - PHYS - Physics Education最新文献_第5页

Modern physics courses: Understanding the content taught in the U.S 现代物理课程：了解美国教授的内容

arXiv - PHYS - Physics Education Pub Date : 2024-07-22 DOI: arxiv-2407.15951

Alexis Buzzell, Ramón Barthelemy, Tim Atherton

引用次数: 0

Quantum mechanics curriculum in the US: Quantifying the instructional time, content taught, and paradigms used 美国的量子力学课程：量化教学时间、教学内容和所用范式

arXiv - PHYS - Physics Education Pub Date : 2024-07-22 DOI: arxiv-2407.15977

Alexis Buzzell, Ramón Barthelemy, Tim Atherton

{"title":"Quantum mechanics curriculum in the US: Quantifying the instructional time, content taught, and paradigms used","authors":"Alexis Buzzell, Ramón Barthelemy, Tim Atherton","doi":"arxiv-2407.15977","DOIUrl":"https://doi.org/arxiv-2407.15977","url":null,"abstract":"Quantum mechanics is an integral course for physics students. An\u0000understanding of quantum concepts is imperative for enrollment in physics\u0000graduate programs, participating in research within physics-fields, and\u0000employment at companies developing quantum technologies. This study analyzes\u0000188 US research intensive institutions' course catalogs to determine the role\u0000and volume of quantum mechanics in their undergraduate physics programs. All of\u0000the institutions required one course on quantum concepts, 92% required two\u0000courses, and half required three. For institutions with complete class data\u0000(n=56), the quantum curriculum was analyzed using course syllabi. The mean\u0000number of classroom hours spent on quantum concepts was found to be 63.5 hours\u0000with a standard deviation of 28.1 hours. The most commonly taught themes in the\u0000quantum curriculum were the Schr{\"o}dinger equation and three-dimensional\u0000quantum mechanics. However, the Stern-Gerlach Experiment was only included in\u000028% of the course outlines. Despite current efforts to promote a spin-first\u0000approach, this study found the traditional position-first approaches were still\u0000more common as they were used by 73.7% of instructors.","PeriodicalId":501565,"journal":{"name":"arXiv - PHYS - Physics Education","volume":"38 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141773362","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

Comparing student performance on a multi-attempt asynchronous assessment to a single-attempt synchronous assessment in introductory level physics 比较学生在物理入门级多尝试异步评估和单尝试同步评估中的表现

arXiv - PHYS - Physics Education Pub Date : 2024-07-21 DOI: arxiv-2407.15257

Emily Frederick, Zhongzhou Chen

引用次数: 0

Achieving Human Level Partial Credit Grading of Written Responses to Physics Conceptual Question using GPT-3.5 with Only Prompt Engineering 使用 GPT-3.5 对物理概念性问题的书面回答进行人类水平部分学分评分，仅使用提示工程学

arXiv - PHYS - Physics Education Pub Date : 2024-07-21 DOI: arxiv-2407.15251

Zhongzhou Chen, Tong Wan

引用次数: 0

VirtualRelativity: An Interactive Simulation of the Special Theory of Relativity in Virtual Reality 虚拟相对论虚拟现实中的狭义相对论互动模拟

arXiv - PHYS - Physics Education Pub Date : 2024-07-20 DOI: arxiv-2408.01442

Alberto Boffi, Ezio Puppin, Maurizio Contran

{"title":"VirtualRelativity: An Interactive Simulation of the Special Theory of Relativity in Virtual Reality","authors":"Alberto Boffi, Ezio Puppin, Maurizio Contran","doi":"arxiv-2408.01442","DOIUrl":"https://doi.org/arxiv-2408.01442","url":null,"abstract":"The Special Theory of Relativity, introduced by Albert Einstein in the early\u000020th century, marked a radical shift in our understanding of space and time.\u0000Nevertheless, the theory's non-intuitive implications continue to pose\u0000conceptual challenges for novice physicists. In this thesis, we propose a\u0000virtual reality solution based on the development of a Unity package capable of\u0000simulating the effects of relativity in a digital environment. The current\u0000implementation includes the representation of space contraction, time dilation\u0000and relativistic Doppler effect. The primary focus lies in the accurate\u0000representation of relativistic laws, as well as in computational efficiency and\u0000in the modeling of a user interface specifically crafted to enhance\u0000understanding and interactivity. The package significantly reduces developer\u0000workload through a streamlined API, enabling maximum freedom in the development\u0000of virtual scenarios. Design goals are validated by a testing phase conducted\u0000through dedicated probe scenes. To showcase the potential of this work, we also\u0000present the deployment of a VR application built on top of the package, that\u0000transports users in experiencing relativistic effects in real-life scenarios.\u0000The application is scheduled to be used by Master's students in Physical\u0000Engineering at Politecnico di Milano. In the meanwhile, other educational areas\u0000of expansion are being considered, suggesting a promising future in the\u0000direction of this work.","PeriodicalId":501565,"journal":{"name":"arXiv - PHYS - Physics Education","volume":"130 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141933873","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

Group Theory in Physics: An Introduction with Mathematica 物理学中的群论数学导论

arXiv - PHYS - Physics Education Pub Date : 2024-07-20 DOI: arxiv-2408.01441

Balasubramanian Ananthanarayan, Souradeep Das, Amitabha Lahiri, Suhas Sheikh, Sarthak Talukdar

引用次数: 0

Investigating Student Participation in Quantum Workforce Initiatives 调查学生参与量子劳动力计划的情况

arXiv - PHYS - Physics Education Pub Date : 2024-07-19 DOI: arxiv-2407.14698

Michael B. Bennett, Joan É. Arrow, Sasha Novack, Noah D. Finkelstein

{"title":"Investigating Student Participation in Quantum Workforce Initiatives","authors":"Michael B. Bennett, Joan É. Arrow, Sasha Novack, Noah D. Finkelstein","doi":"arxiv-2407.14698","DOIUrl":"https://doi.org/arxiv-2407.14698","url":null,"abstract":"As the focus of quantum science shifts from basic research to development and\u0000implementation of applied quantum technology, calls for a robust, diverse\u0000quantum workforce have increased. However, little research has been done on the\u0000design and impact on participants of workforce preparation efforts outside of\u0000R1 contexts. In order to begin to answer the question of how program design can\u0000or should attend to the needs and interests of diverse groups of students, we\u0000performed interviews with students from two Colorado-based quantum\u0000education/workforce development programs, one in an undergraduate R1 setting\u0000and one in a distributed community setting and serving students largely from\u0000two-year colleges. Through analysis of these interviews, we were able to\u0000highlight differences between the student populations in the two programs in\u0000terms of participation goals, prior and general awareness of quantum science,\u0000and career interest and framing of career trajectories. While both groups of\u0000students reported benefits from program participation, we highlight the ways in\u0000which students' different needs and contexts have informed divergent\u0000development of the two programs, framing contextual design of quantum education\u0000and workforce efforts as an issue of equity and representation for the\u0000burgeoning quantum workforce.","PeriodicalId":501565,"journal":{"name":"arXiv - PHYS - Physics Education","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141773431","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 to quantify an examination? Evidence from physics examinations via complex networks 如何量化考试？通过复杂网络从物理考试中获取证据

arXiv - PHYS - Physics Education Pub Date : 2024-07-18 DOI: arxiv-2407.13161

Min Xia, Zhu Su, Weibing Deng, Xiumei Feng, Benwei Zhang

{"title":"How to quantify an examination? Evidence from physics examinations via complex networks","authors":"Min Xia, Zhu Su, Weibing Deng, Xiumei Feng, Benwei Zhang","doi":"arxiv-2407.13161","DOIUrl":"https://doi.org/arxiv-2407.13161","url":null,"abstract":"Given the untapped potential for continuous improvement of examinations,\u0000quantitative investigations of examinations could guide efforts to considerably\u0000improve learning efficiency and evaluation and thus greatly help both learners\u0000and educators. However, there is a general lack of quantitative methods for\u0000investigating examinations. To address this gap, we propose a new metric via\u0000complex networks; i.e., the knowledge point network (KPN) of an examination is\u0000constructed by representing the knowledge points (concepts, laws, etc.) as\u0000nodes and adding links when these points appear in the same question. Then, the\u0000topological quantities of KPNs, such as degree, centrality, and community, can\u0000be employed to systematically explore the structural properties and evolution\u0000of examinations. In this work, 35 physics examinations from the NCEE\u0000examination spanning from 2006 to 2020 were investigated as an evidence. We\u0000found that the constructed KPNs are scale-free networks that show strong\u0000assortativity and small-world effects in most cases. The communities within the\u0000KPNs are obvious, and the key nodes are mainly related to mechanics and\u0000electromagnetism. Different question types are related to specific knowledge\u0000points, leading to noticeable structural variations in KPNs. Moreover, changes\u0000in the KPN topology between examinations administered in different years may\u0000offer insights guiding college entrance examination reforms. Based on\u0000topological quantities such as the average degree, network density, average\u0000clustering coefficient, and network transitivity, the Fd is proposed to\u0000evaluate examination difficulty. All the above results show that our approach\u0000can comprehensively quantify the knowledge structures and examination\u0000characteristics. These networks may elucidate comprehensive examination\u0000knowledge graphs for educators and guide improvements in teaching.","PeriodicalId":501565,"journal":{"name":"arXiv - PHYS - Physics Education","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141737087","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 the physics culture shapes the experiences of undergraduate women physics majors: A comparative case study of three physics departments 物理文化如何塑造物理专业本科女生的经历：三个物理系的比较案例研究

arXiv - PHYS - Physics Education Pub Date : 2024-07-17 DOI: arxiv-2407.12995

Lisabeth Marie Santana, Chandralekha Singh

{"title":"How the physics culture shapes the experiences of undergraduate women physics majors: A comparative case study of three physics departments","authors":"Lisabeth Marie Santana, Chandralekha Singh","doi":"arxiv-2407.12995","DOIUrl":"https://doi.org/arxiv-2407.12995","url":null,"abstract":"We present comparative case study of three physics department culture from\u0000different institutions using the experiences undergraduate women. The three\u0000studies conducted in the United States include Johnson's 2020 study in a small\u0000physics department at a small predominantly White liberal arts college, Santana\u0000and Singh's 2023 study at a large predominantly White research institution, and\u0000Santana and Singh's 2024 study in a medium-sized physics department at a small\u0000predominantly White private liberal arts college. Using synergistic frameworks\u0000such as Standpoint Theory, Domains of Power, and the Holistic Ecosystem for\u0000Learning Physics in an Inclusive and Equitable Environment and reflections from\u0000undergraduate women, we aim to understand how those in the position of power,\u0000e.g., instructors, have important roles in establishing and maintaining safe,\u0000equitable, and inclusive environments for undergraduate students. Their\u0000accounts help us contrast the experiences of undergraduate women in physics\u0000departments with very different cultures. This comparative analysis is\u0000especially important for reflecting upon what can be done to improve the\u0000physics culture so that historically marginalized students such as women and\u0000ethnic and racial minority students in physics feel supported and thrive. In\u0000particular, this comparative case study can be invaluable to understand the\u0000positive and negative aspects of the physics culture as they impact\u0000undergraduate women majoring in physics within these three departments. This\u0000analysis can help other physics departments contemplate strategies to improve\u0000the physics culture so that all undergraduate physics majors have validating\u0000experiences while navigating their physics journey regardless of their\u0000identities.","PeriodicalId":501565,"journal":{"name":"arXiv - PHYS - Physics Education","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141737296","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

Hands-on STEM Learning Experiences using Digital Technologies 使用数字技术的 STEM 实践学习体验

arXiv - PHYS - Physics Education Pub Date : 2024-07-17 DOI: arxiv-2408.00781

Gaia Fior, Carlo Fonda, Enrique Canessa

引用次数: 0