First-year Physics Students Research Articles

Enrollment to exams: Perceived stress dynamics among first-year physics students

The current dropout rate in physics studies in Germany is about 60%, with the majority of dropouts occurring in the first year. Consequently, the physics study entry phase poses a significant challenge for many students. Students’ stress perceptions can provide more profound insights into the processes and challenges during that period. In a panel study featuring 67 measuring points involving up to 128 participants at each point, we investigated students’ stress perceptions with the perceived stress questionnaire (PSQ), identified underlying sources of stress, and assessed self-estimated workloads across two different cohorts. This examination occurred almost every week during the first semester, and for one cohort also in the second semester, yielding a total of 3241 PSQ data points and 5823 stressors. The PSQ data indicate a consistent stress trajectory across all three groups studied that is characterized by significant dynamics between measuring points, spanning from M=20.1,SD=15.9 to M=63.6,SD=13.4 on a scale from 0 to 100. Stress levels rise in the first weeks of the lecture, followed by stable, elevated stress levels until the exams and a relaxation phase afterward during the lecture-free time and Christmas vacation. In the first half of the lecture period, students primarily indicated the weekly exercise sheets, the physics lab course, and math courses as stressors; later on, preparation for exams and the exams themselves emerged as the most important stressors. Together with the students’ self-estimated workloads that correlate with the PSQ scores, we can create a coherent picture of stress perceptions among first-year physics students, which builds the basis for supportive measures and interventions. Published by the American Physical Society 2024

Sense of belonging among first-year physics students in Germany: Exploring intergroup differences and correlations

Within the present study, we investigated first-year physics students’ senses of belonging to physics and to their university given different backgrounds and prerequisites. Moreover, we explored whether, and to what extent, these two senses of belonging relate to characteristics that curtail students’ academic success and impact the dropout rate from physics programs. For this purpose, we conducted a voluntary, anonymous online survey at 20 universities in Germany. A total of 238 first-year physics students participated. The results of the present study not only align with those of previous research (e.g., the correlative results) but also extend the current state of research (e.g., the revealed intergroup differences) and provide starting points for future research. Conclusions are drawn from these results at the end of the paper.

The Effect of PhET Simulation vs. Phenomenon-based Experiential Learning on Students’ Integration of Motion Along Two Independent Axes in Projectile Motion

Research in the past decades has repeatedly revealed that first year university students struggle to understand two-dimensional projectile motion concepts. In contrast to high school, projectile motion frequently makes use of components and it requires at least a basic understanding of trigonometry concepts. To follow the lessons and generate conceptual understanding in two-dimensional projectile motion, students need to connect the concepts developed in the last three years of high school. The present study compared the effects of two instructional approaches, i.e. projectile motion Physics Education Technology (PhET) simulation vs. phenomenon-based experiential learning, on students’ conceptual understanding of the integration of motion along two independent axes among first-year physics students. A purposive sample consisted of 154 first-year physics students at a public university in South Africa. The study adopted an experimental, mixed-method research design. A self-developed and piloted Projectile Motion Conceptual Test and semi-structured interviews with 12 students from across the performance spectrum were used for data collection. A reliability coefficient of 0.72 was established using the Kuderson–Richardson correlation moment coefficient. The results denoted that PhET simulation outperformed phenomenon-based experiential learning in improving students’ conceptual understanding of the integration of motion along independent axes in projectile motion. The ANOVA-test showed that the PhET groups achieved significantly higher scores on the post-test than phenomenon-based experiential learning groups. The findings of this study are diagnostic and they assist module designers in determining conceptual difficulties students face in projectile motion.

A first-year research experience: The Freshman Project in Physics at Loyola University Chicago

Undergraduate research has become an essential mode of engaging and retaining students in physics. At Loyola University Chicago, first-year physics students have been participating in the Freshman Projects program for over twenty years, which has coincided with a period of significant growth for our department. In this paper, we describe how the Freshman Projects program has played an important role in advancing undergraduate research at Loyola and the profound impact it has made on our program. We conclude with suggestions for adoption of similar programs at other institutions.

Experiment on percolation for Introductory Physics Laboratories—A case study

In this study, a module for percolation is developed in light of five goals for the Introductory Physics Laboratories formulated by the American Association of Physics Teachers. The module was tested and validated on a group of six first-year physics students. The content was based on an experiment on the percolation of a water network in the course of the dehydration process that used a simplified method of measurement. The students' opinions of the module were recorded and analyzed. That they had learned about the percolation phenomenon was verified through their lab reports and a specially designed survey. The results show that the students had positive opinions of the implemented module, and that it had enabled them to acquire basic knowledge of percolation.

The role of mathematics and self-efficacy in learning quantum mechanics

Quantum mechanics is a highly mathematical topic that many students struggle with. We studied the effect of initial mathematics knowledge and self-efficacy on student learning on an introductory (first to second-year) quantum mechanics course by administering a mathematics pre-test and a self-efficacy questionnaire (N = 50). We correlated the results with course performance (exercise and exam scores). The self-efficacy beliefs of different student groups differed, but correlations between self-efficacy, initial mathematics skills and performance on this course remained modest. In addition, the correlations between self-efficacy beliefs in different aspects of learning quantum mechanics were low to moderate, meaning that students’ self-efficacy beliefs in this topic are highly situational. We observed that first-year students with high self-efficacy were more likely to report theoretical physics as their study track. Their initial mathematics skills did not differ from their peers, but they scored slightly better in exercises and the exam than first-year physics students, as the (experimental) physics group also included lower performing individuals. Second-year students who reported physics as their study track scored lower than both first-year physics and theoretical physics students in all measures. The explanation is likely a selective effect: the physics students who take the course in their first year are more comfortable with more advanced physics and mathematics content.

Exoplanet Science in the Classroom: Learning Activities for an Introductory Physics Course

Discovery of planets outside our solar system, known as extra-solar planets or exoplanets for short, has been at the forefront of astronomical research for over 25 years. Reports of new discoveries have almost become routine; however, the excitement surrounding them has not. Amazingly, as groundbreaking as exoplanet science is, the basic physics is quite accessible to first-year physics students, as discussed in previous TPT articles. To further illustrate this point, we developed an iOS application that generates synthetic exoplanet data to provide students and teachers with interactive learning activities. Using introductory physics concepts, we demonstrate how to estimate exoplanet mass, radius, and density from the app output. These calculations form the basis for a diverse range of classroom activities. We conclude with a summary of exoplanet science resources for teachers.

Exploring problem-based cooperative learning in undergraduate physics labs: student perspectives

This study examines the potential of problem-based cooperative learning (PBCL) in expanding undergraduate physics students’ understanding of, and engagement with, the scientific process. Two groups of first-year physics students (n = 180) completed a questionnaire which compared their perceptions of learning science with their engagement in physics labs. One cohort completed a lab based on a PBCL approach, whilst the other completed the same experiment, using a more traditional, manual-based lab. Utilising a participant research approach, the questionnaire was co-constructed by researchers and student advisers from each cohort in order to improve shared meaning between researchers and participants. Analysis of students’ responses suggests that students in the PBCL cohort engaged more in higher-order problem-solving skills and evidenced a deeper understanding of the scientific process than students in the more traditional, manual-based cohort. However, the latter cohort responses placed more emphasis on accuracy and measurement in lab science than the PBCL cohort. The students in the PBCL cohort were also more positively engaged with their learning than their counterparts in the manual led group.

Asking the next generation: the implementation of pre-university students’ ideas about physics laboratory preparation exercises

It was planned to introduce online pre-laboratory session activities to a first-year undergraduate physics laboratory course to encourage a minimum level of student preparation for experiments outside the laboratory environment. A group of 16 and 17 year old laboratory work-experience students were tasked to define and design a pre-laboratory activity based on experiments that they had been undertaking. This informed the structure, content and aims of the activities introduced to a first year physics undergraduate laboratory course, with the particular focus on practising the data handling. An implementation study showed how students could try to optimise high grades, rather than gain efficiency-enhancing experience if careful controls were not put in place by assessors. However, the work demonstrated that pre-university and first-year physics students can take an active role in developing scaffolding activities that can help to improve the performance of those that follow their footsteps.

Superconductors in the high school classroom

In this article, we discuss the behavior of high-temperature superconductors and how to demonstrate them safely and effectively in the high school or introductory physics classroom. Included here is a discussion of the most relevant physics topics that can be demonstrated, some safety tips, and a bit of the history of superconductors. In an effort to include first-year physics students in the world of modern physics, a topic as engaging as superconductivity should not be missed. It is an opportunity to inspire students to study physics through the myriad of possible applications that high temperature superconductors hold for the future.

DEVELOPMENT OF A TECHNOLOGY INTEGRATED INTERVENTION IN TERTIARY EDUCATION

It is expected of lecturers to integrate content knowledge with appropriate pedagogical approaches and select relevant technology to enhance student learning. However the selection of effective technology to support 21st-century learning in tertiary education could be time-consuming and complex since there is a plethora of technology available. The aim of this research was therefore to support lecturers by providing them with an evaluated technology-integrated intervention in fluid mechanics. Hence the objectives were to develop this technology-integrated intervention to support 21st-century learning for first-year physics students and to determine its effectiveness when presented by various lecturers. An exploratory case study research design guided the research. A design-thinking framework for technology-integrated lessons was used and included the Technological Pedagogical and Content Knowledge (TPACK) model. This research was done with two lecturers and 117 students from a University of Technology in South Africa. The data gathering tools comprised pre and post-tests, tutorials, observation schedules and questionnaires. Results indicated that student learning is affected by the way in which technology is used not only in schools, but also in tertiary education and that lecturer belief play a crucial role in the design process but also manifest when lecturers have to use a designed intervention. Key words: 21st-century learning, fluid mechanics, teacher beliefs, technology integrated lesson, tertiary education.

The Law of Entropy Increase – A Lab Experiment

The second law of thermodynamics has various formulations. There is the “Clausius formulation,” which can be stated in a very intuitive way: “No process is possible whose sole result is the transfer of heat from a cooler to a hotter body.” There is also the “Kelvin-Plank principle,” which states that “no cyclic process exists whose sole result is the absorption of heat from a reservoir and the conversion of all this heat into work” [emphasis added] (since this would require perfect energy conversion efficiency). Both these statements can be presented to physics students in a conceptual manner, and students’ “everyday” experiences will support either statement of the second law of thermodynamics. However, when the second law of thermodynamics is expressed using the concept of entropy (ΔS ≥ 0, for a closed system), most first-year physics students lack any direct experimental experience with this parameter. This paper describes a calculation of the increase in entropy that can be performed while completing three traditional thermodynamics experiments. These simple and quick calculations help students become familiar and comfortable with the concept of entropy. This paper is complementary to prior work where classroom activities were developed to provide insight into the statistical nature of entropy.

Look Beyond Textbooks: Information Literacy for First-Year Science Students.

This paper describes classroom activities to help students understand the publication cycle and the characteristics of major publication channels (textbooks, books, encyclopedias, and periodicals) for first-year physics students. When designing these activities, the author considered the intellectual development characteristics and the epistemological view of first-year students. These activities help students appreciate how information is refined and repackaged along the publication cycle. Through understanding the varieties of information sources, they learn how to choose the appropriate sources to meet their information needs. Although the activities were created for physics students, they can easily be modified for students in other fields of study. Reprinted by permission of the publisher.

An investigation of Physics undergraduates' attitudes towards mathematics

In recent years, the failure rate on first-year mathematics modules on Physics courses at Loughborough University has given cause for concern. It was feared that failure in the first year would result in students performing poorly in future mathematics modules. Hence, a proactive support system was introduced for the mathematically less well-prepared (LWP) first-year Physics students in October 2005. On completion of the first mathematics module, this initiative showed some successful features in terms of the results of the LWP students. However, the use of qualitative research methods revealed a difference in attitudes towards mathematics between the well-prepared (WP) and LWP students. This article outlines the students’ attitudes towards mathematics expressed through questionnaires and individual interviews. It compares the WP and LWP students’ attitudes towards mathematics prior to university and discusses the differences between the two cohorts. The article also examines how the introduction of a support system has affected the students’ attitudes. A key outcome, in terms of the LWP students, is that the first semester experience was positive in terms of increasing enjoyment of mathematics, but was negative in terms of feeling confident in mathematics. Finally, the article also analyses data taken from individual interviews with some students on students’ learning approaches towards mathematics. These are investigated closely and comparisons are again made between the WP and LWP students. The analysis reveals that the LWP students failed to adapt their learning approach to one suitable for Higher Education.

Research report

In an empirical study the perceptions of the universe of 232 first-year Physics students from two South African universities were determined and interpreted in terms of their worldviews. The results were compared to Aristotelian and Newtonian views as well as with those of children as revealed in a literature survey. The worldviews of three non-scientific groups, namely the ancient Greeks, small children and traditional Africans are organistic in nature. The results of the empirical study showed that a statistically significant larger number of African than European students have organistic models of the universe. Since an organistic worldview differs completely from the formalized mechanistic worldview on which the classical mechanics taught at school is based, consequences for Physics education and African students are evident. This study hopes to contribute to the knowledge about the origin and features of pre-scientific conceptions and views so that they can be addressed more effectively in the science classroom.

A computer-aided introductory course in electricity and magnetism

The author has restructured the first year Electricity and Magnetism course that he has been teaching for a number of years in the Physics Department of the University of Ioannina. This is a required course for all our first-year physics students during the spring semester; about 150 students enter our physics program every year. The course includes a computer laboratory, which replaces the traditional recitation sessions accompanying the four-hour-per-week formal lectures. In looking at how to organize the class, he studied a number of introductory physics courses that use computers but he found them to be mostly demonstrational. They ask students to execute a few instructions-most of which seem somewhat artificial-and then follow a demonstration that has been prepared for each student. However, he believes that the method most pedagogically beneficial to students is one in which they do everything themselves, understanding what they are doing at every step. To implement this approach, he considered several computer packages such as MathCad and Mathematica, but they would require an inordinately long period of instruction before a first-year student could produce useful results. Therefore, he used only Microsoft Excel and elements of Microsoft's Visual Basic Applications, which students learn during the previous semester.

Differences in students' perceptions of learning physics

Recent research on student learning in higher education has highlighted the effect that students' perceptions of the nature of learning and understanding of their discipline has on their consequent understanding of the subject matter. This present project grew out of a programme aimed to help first-year students in physics develop their ideas on the nature of physics and how to study it. One of the issues to emerge from that project was the need to develop a more detailed understanding of students' perceptions, to be used both in further planning of the program and in its evaluation. This paper reports on the results of that study. It involved a before (340 students) and after (110) survey of first-year physics students at the University of Sydney. They were asked to complete an open-ended response survey, including questions on how they go about studying physics and what they thought the study of physics was about. A phenomenographic methodology was used to identify categories of description for each of the questions. The paper will describe the categories in some detail and the distribution of responses across the categories. It will also discuss a number of issues to emerge from the study and some implications for the practice of teaching physics.

A study of force concepts in tertiary level students

This paper reports on the application of a constructivist-based teaching strategy with a small group of first-year physics students. Data collection and analysis procedures are discussed, and the responses of three students to three situations involving force concepts are presented. A number of issues relevant to conceptual change teaching strategies are identified. In addition to an emphasis on alternative conceptions, issues identified that require consideration when developing teaching strategies for conceptual change include an emphasis on understanding physics terminology, the development of a supportive learning environment and the use of a wide range of problem contexts.

Computers in physics education: An example dealing with collision phenomena

This paper describes an interactive graphics package for teaching and learning collision phenomena which includes analysis of one-dimensional elastic collisions, two-dimensional elastic collisions, and inelastic collisions. The package is intended as a support for a traditional course for first-year physics students.

An interactive curve-fitting program for science students

An interactive computer-assisted linear least-squares curve-fitting program is described. The program consists of two parts. The first is designed for first users and, although it allows students to generate basic tables, plots, and fits to their data, it is primarily a teaching introduction to the more sophisticated second part. Linear functions of one or more variables with or without errors may be fitted to data, and very general data transformations are permitted. The program has been tested by over 600 first-year physics students.