使用交互式Jupyter笔记本和智能手机加速计数据探索数字信号处理

IF 0.6 4区教育学 Q4 EDUCATION, SCIENTIFIC DISCIPLINES

European Journal of Physics Pub Date : 2023-10-27 DOI:10.1088/1361-6404/ad0790

Pekka Pirinen, Pascal Klein, Simon Zacharias Lahme, Antti Lehtinen, Lucija Rončević, Ana Susac

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引用次数: 0

摘要

数字信号处理对于当代物理学家来说是一项很有价值的实用技能，然而在物理课程中，其核心概念常常以一种高度抽象和以数学为导向的方式在方法课程中引入，或者在实验室工作中引入，却很少得到明确的关注。在本文中，我们在中提出了一个实验任务，我们重点关注离散傅立叶变换(DFT) 在使用智能手机加速度计收集的数据进行振动分析的日常背景下的实际实现。学生在实验过程中会使用Jupyter笔记本电脑，作为交互式的指导手册和数据分析工具。本任务适合具有不确定性分析、数据表示和数据分析经验的一年级以上的大学物理系学生。根据我们的观察，这个实验很吸引人。学生们一致表示对这个实验很感兴趣，他们认为这是dftd方法的一个很好的演示。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Exploring digital signal processing using an interactive Jupyter notebook and smartphone accelerometer data

Abstract Digital signal processing is a valuable practical skill for the contemporaryphysicist, yet in physics curricula, its central concepts are often introduced eitherin method courses in a highly abstract and mathematics-oriented manner or in labwork with little explicit attention. In this paper, we present an experimental task inwhich we focus on a practical implementation of the discrete Fourier transform (DFT)in an everyday context of vibration analysis using data collected by a smartphoneaccelerometer. Students are accompanied in the experiment by a Jupyter notebookcompanion, which serves as an interactive instruction sheet and a tool for data analysis.The task is suitable for beyond-first-year university physics students with some priorexperience in uncertainty analysis, data representation, and data analysis. Based onour observations the experiment is very engaging. Students have consistently reportedinterest in the experiment and they have found it a good demonstration of the DFTmethod.

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来源期刊

European Journal of Physics 物理-物理：综合

CiteScore

1.70

自引率

28.60%

发文量

128

审稿时长

3-8 weeks

期刊介绍： European Journal of Physics is a journal of the European Physical Society and its primary mission is to assist in maintaining and improving the standard of taught physics in universities and other institutes of higher education. Authors submitting articles must indicate the usefulness of their material to physics education and make clear the level of readership (undergraduate or graduate) for which the article is intended. Submissions that omit this information or which, in the publisher''s opinion, do not contribute to the above mission will not be considered for publication. To this end, we welcome articles that provide original insights and aim to enhance learning in one or more areas of physics. They should normally include at least one of the following: Explanations of how contemporary research can inform the understanding of physics at university level: for example, a survey of a research field at a level accessible to students, explaining how it illustrates some general principles. Original insights into the derivation of results. These should be of some general interest, consisting of more than corrections to textbooks. Descriptions of novel laboratory exercises illustrating new techniques of general interest. Those based on relatively inexpensive equipment are especially welcome. Articles of a scholarly or reflective nature that are aimed to be of interest to, and at a level appropriate for, physics students or recent graduates. Descriptions of successful and original student projects, experimental, theoretical or computational. Discussions of the history, philosophy and epistemology of physics, at a level accessible to physics students and teachers. Reports of new developments in physics curricula and the techniques for teaching physics. Physics Education Research reports: articles that provide original experimental and/or theoretical research contributions that directly relate to the teaching and learning of university-level physics.