First-year Physics 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

Echoes of social experience: tracing the link between a sense of belonging in school physics classes and physics students’ persistence in higher education

The present study investigates on an exploratory level the extent to which the sense of belonging that university physics students experienced in their physics classes in secondary school impacts their intention to drop out or alter their course of study in higher education. Analysing data collected between April and June 2022 among first-year physics students at 20 German universities (N = 263), we find a significant and negative effect on the part of participants’ (remembered) sense of belonging in school physics classes on their intention to drop out or change their studies. Parallel mediation analysis further reveals that this effect is fully mediated by students’ current sense of belonging to physics and their university. Notably, the indirect effect via participants’ current sense of belonging to physics is approximately four times as high as the indirect effect via university belonging. These results emphasise the importance of social embeddedness in early physics experiences on students’ academic development in higher education. Limitations of these results as well as implications regarding a potential improvement of persistence and satisfaction within physics-related higher-education programs are outlined at the end of this paper.

Sphero Mini Sensor Board for First-Year Physics Labs

Sphero Mini Sensor Board for First-Year Physics Labs

Using Drones in a First-Year Physics Lab

Using Drones in a First-Year Physics Lab

Undergraduate Physics Self-Efficacy Measurement and Gender Influence

Using achievement framework, self-efficacy has to do with students’ conviction in their cognitive skills to learn and carry out the academic course work. Except students are convinced that their effort will yield the desired consequences, there is little or no enticement to engage in those actions. Can a student that feels hopeless in physics sustain his or her interest in Electrical Engineering? Human behaviour is influenced by factors that are embedded in the core belief that he/she has the capability to accomplish that behaviour. Little attention has been given to Self-efficacy in tertiary physics in Nigeria. This study adapted and validated (using EFA and CFA) a short Physics Self-Efficacy Questionnaire before administering it to three hundred and seven(307) first-year General Physics I students at the Federal University Wukari (male = 157 and female = 150). Females reported lower self-efficacy than males. The finding revealed that there is a significant difference in Physics self efficacy as reported by male and female (t = 7.7711, df =305, p =0.0001, 2 tailed). The effect size is large (d = 0.888). This study posited that gender is a factor to consider in the study of physics self-efficacy, and this may have far reaching effect on research on self-efficacy, and on teaching and learning of tertiary physics.

Undergraduate students’ models of single- and multi-electron atoms

ABSTRACT Quantum physics forms the basis for exciting new technologies, including quantum computers, quantum encryption, and quantum entanglement. The advancement of science and technology highlights the importance of mastering quantum physics and its applications, not only at the college level but also as early as high school. In this multiple case study, we investigated first- and second-year undergraduate college students’ models of single and multi-electron atoms after completing a modern mechanics course, which addressed basic QM topics. The students’ models were categorised into four primary categories: the discrete entity (particle) model, hybrid model, quantum-like model, and quantum model, and subcategories for atom structure and electron attribution and motion. Despite being introduced to quantum concepts in high school and first-year undergraduate calculus-based physics classes, many students constructed incomplete, inaccurate, or incoherent models. Seven of eight students’ atomic structure models and six of eight students’ electron attribution and motion models were classified as discrete entity and hybrid models. The findings of this study reveal students’ conceptual challenges in explaining the structure of single and multiple-electron atoms and shed light on the factors contributing to the persistent difficulties in their understanding of atomic structure in the realm of quantum mechanics.

Experience implementing curricular activities in physics to familiarize students with SDGs 5 and 7

This paper presents an experience of implementing curricular activities that aim to familiarise students with the Sustainable Development Goals (SDGs), thus promoting sustainability and the critical contextualisation of knowledge and highlighting the scientific contributions of women. The pedagogical experience was carried out in the Physics subject of the Chemical Engineering degree at the University of Santiago de Compostela (USC). First, a questionnaire was administered to assess students’ prior knowledge of these goals, especially SDG 5: «Achieve gender equality and empower all women and girls» and SDG 7: «Affordable and clean energy», in the first-year Physics subjects of the Chemical Engineering and Biotechnology degrees of the USC to determine the influence of the degree. The results showed that students in both degrees knew the SDGs but had difficulties identifying SDG 7. Similarly, male students of Chemical Engineering had more difficulty in identifying SDG 5. Subsequently, the classes, academic content and activities of the Physics subject of the Chemical Engineering degree were planned to raise awareness among students about the current climate, energy and social emergency in which we find ourselves, as well as the gender inequalities that persist in society. In this way, the aim was for students to acquire critical thinking skills to avoid gender blindness and to face a future with fewer and fewer mineral and energy resources. The experience was satisfactory for the students, demonstrating the importance of teaching this content in scientific subjects because they enabled reflection and critical capacity, which are essential for understanding and dealing with reality.

Measuring the refraction index of luminescent carbon nanodots forming Gaussian beam using the tracker software

Nanotechnology is currently regarded as one of the fastest-growing technologies. Equipping students with some understanding of nanotechnology in relation to physics ideas may trigger their interest and inspire them to learn physics. This study is aimed to measure the refraction index of Cdots solution using the Gaussian beam and Tracker software. The method used in this research is quantitative descriptive method with the stages of research that include designing, construction, developing, and testing the measuring instrument. The procedure in this study begins by preparing the Cdots solution from cajuput oil (CJO) distillation wastes. The Cdots are then characterized using the UV-visible (UV-Vis), photoluminescence (PL), time resolved-PL (TRPL), and Fourier transform infrared (FTIR) spectroscopies. The Cdots solution is then put into a reaction tube with solution height variation. The violet/UV laser pointer is exposed upward towards the Cdots solution from the bottom of the reaction tube producing a Gaussian beam inside the reaction tube. The Gaussian beam is then photographed, which then the format is converted into a video format. The video format of the Gaussian beam is analyzed using the Tracker software. The characterizations of the Cdots show i) an absorption peak at a wavelength of 216.0 nm, ii) an emission peak at 512.29 nm indicating cyan luminescence, iii) an electronic lifetime of 51.3 ns, and iii) functional groups of O-H; C=C; and C=O. Moreover, the Gaussian beams are formed for various heights of the Cdots solution, i.e.: from 5.364 cm to 13.000 cm. Using the Tracker software, the value of the Cdots’ refraction index is 1.29 0.03, which is comparable to the refraction index of water. This measuring instrument has the potential to be used in high school physics classes and/or first-year university physics courses.

A three-year comparative study of dominant misconceptions among first-year physics students at a South African university

This article discusses a three-year study (2020–2022) of dominant misconceptions (DMs) for a large cohort of first-year physics course students at the University of Johannesburg, South Africa. Our study considered pre-test scores on the force concept inventory using a graphical method, where we found statistical differences between the mean DM scores for the 2020 cohort, as compared to the 2021 and 2022 cohort; possibly due to the onset of COVID lockdowns. We also compared our data from South Africa with cohorts based in Spain and the Kingdom of Saudi Arabia, where the method of DMs was also applied. From this comparison, we found some differences in the preconception knowledge of the cohorts. Furthermore, we included an analysis of DMs through the ‘gender lens’ for the South African cohort, finding no statistically significant difference between the means for DM scores of students who identify as male or female. Finally, given the diverse language backgrounds and levels of matriculation preparation foruniversity level physics courses, we have also shown how quickly responding to student misconceptions can be efficiently addressed using the method of DMs.

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.

Gender bias in first-year multiple-choice physics examinations

Gender bias in first-year multiple-choice physics examinations

Measurement of Work and Power in a Coffee-Mug Stirling Engine as a First-Year Physics Laboratory

This paper describes an experimental setup using a coffee mug, a low delta-temperature model Stirling engine, and a gas pressure sensor. The experiment is targeted toward first-year calculus-based physics labs and was designed to be implemented at low cost (approximately $120 for engine and pressure sensor) and minimal modification to off-the-shelf components for an instructor. The gas pressure sensor we used plugs directly into a USB port, and no data acquisition hub was required. Software to operate the sensor is available from the manufacturer at no additional cost. A sample student procedure handout is provided in Appendix B. Modifications for use in high school physics, algebra-based college physics, and upper-division thermodynamics courses are presented in Appendix A. Two simple modifications to the Stirling engine are required: (1) drilling a hole in the top plate of the Stirling engine and gluing a Luer lock fitting over the hole; and (2) 3D printing a spool that is then hot glued to the driveshaft of the Stirling engine. A more advanced experiment can be performed by 3D printing two gears and using a rotary motion sensor to track the phase of the system. A video demonstration of these modifications is provided. Student calculations of work done by the engine show good correlation with predicted theoretical calculations. Students also rated the experimental procedure highly for both interest and understanding.

The Effect of Automated Error Message Feedback on Undergraduate Physics Students Learning Python: Reducing Anxiety and Building Confidence

STEM fields, such as physics, increasingly rely on complex programs to analyse large datasets, thus teaching students the required programming skills is an important component of all STEM curricula. Since undergraduate students often have no prior coding experience, they are reliant on error messages as the primary diagnostic tool to identify and correct coding mistakes. However, such messages are notoriously cryptic and often undecipherable for novice programmers, presenting a significant learning hurdle that leads to frustration, discouragement, and ultimately a loss of confidence. Addressing this, we developed a tool to enhance error messages for the popular Python language, translating them into plain English to empower students to resolve the underlying error independently. We used a mixed methods approach to study the tool’s effect on first-year physics students undertaking an introductory programming course. We find a broadly similar distribution of the most common error types to previous studies in other contexts. Our results show a statistically significant reduction in negative student emotions, such as frustration and anxiety, with the mean self-reported intensity of these emotions reducing by (73 ± 12)% and (55 ± 18)%, respectively. This led to a corresponding decrease in discouragement and an increase in student confidence. We conclude that enhanced error messages provide an effective way to alleviate negative student emotions and promote confidence. However, further longer-term investigations are necessary to confirm if this translates into improved learning outcomes. To our knowledge, this is the first physics-specific investigation of the effect of Python error message enhancement on student learning.

The analysis of pre-service physics teachers on basic teaching competencies through Peer Assessment

The study was intended to analyze the profile of the skills of first-year students, students, and physics teacher candidates in the physics of building RPGS. The method used in this study is descriptive research. With research samples of class c microteaching students semester completed in 2022. In this study, data is generated from the performance of a mutual friend (mance) in cycle 1 and cycle 2. Data collection techniques with observations are used using peer assessments. The assessment of the student's basic skills score for asked-teacher physics in drafting RPP and teaching on cycle 1 has an average score of 89.5. Then after a friendly assessment is made on cycle two, the average score is 22.6. Based on the analysis, it was learned that a peer assessment could improve a student science candidate's skills in coming up with a plan of learning and skills in teaching. It was concluded that student physics teachers already had good skills in coming up with the learning plan and implementing it by teaching

Gamifying Physics Laboratory Work Increases Motivation and Enhances Acquisition of the Skills Required for Application of the Scientific Method

Although increasing student motivation is widely accepted to enhance learning outcomes, this relationship has scarcely been studied quantitatively. Therefore, this study aimed to address this knowledge gap by exploring the effects of gamification on students’ motivation and consequently their learning performance, regarding the proper application of the scientific method. To motivate students and enhance their acquisition of new skills, we developed a gamification framework for the laboratory sessions of first-year physics in an engineering degree. Data regarding student motivation were collected through a Likert-scale-type satisfaction questionnaire. The inter-item correlations and Cronbach’s alpha confirmed the internal consistency of the questionnaire. In addition, the learning outcome was assessed based on the students’ laboratory reports. Students participating in gamified activities were more motivated than those participating in non-gamified activities and obtained better learning results overall. Our findings suggest that gamified laboratory sessions boost students´ extrinsic motivation, and consequently inspire their intrinsic motivation and increase their learning performance. Finally, we discuss our results, with a focus on specific skills and the short- and long-term effects of gamification.

Development of a waves and vibration concept inventory: Challenges and applications

A useful tool for measuring learning gains and for assessing the effectiveness of instruction in the physical sciences is the “concept inventory.” This is a set of questions administered at the beginning of a course, or prior to a unit of instruction, as well as at the conclusion. Students may told their scores, but are not provided with the answers. An early example is the Force Concept Inventory (FCI), published in 1992, which has been widely adopted for use in introductory physics courses and has served as the model for concept inventories. This presentation describes the ongoing development of an inventory designed to test conceptual understanding of basic principles of vibration and wave propagation that are typically covered in a first-year physics course or introductory or intermediate courses on acoustics-related topics. The current version builds on previous work by the author to develop a more focused inventory for an introductory course in musical acoustics (https://asa.scitation.org/doi/10.1121/1.5067886). Results from the trial use of this inventory in multiple courses at Central Washington University will be discussed.

Using IF-AT Cards to Engage Students in Deeper Learning of Course Content

The free access to online materials has changed the role of traditional lectures from being a vehicle to deliver course content to providing face-to-face guidance to clarify and expand on difficult concepts. This means students instead of listening and taking notes, participate in interactive activities that revise the lectures content. Active learning strategies are seen as positive steps towards increasing students engagement and learning during class time. In particular, posting multiple-choice questions (MCQ) is a popular technique to both capture student attention and fix possible misconceptions. Quizzes using <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">IF-AT</i> cards differ from other in-class MCQ approaches such as clickers in that students work in groups, and that they must continue to discuss a question until they find the correct answer. This paper reports on two different experiences of using <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">IF-AT</i> cards to revise course content for (a) a second- year Computer Systems course at the University of Adelaide and (b) a first-year Physics course at Universidad del Pacifico. The dynamics of team collaboration and its impact on test results is analysed for each course. Both case studies indicate that IF-AT cards succeed in engaging students to discuss and consolidate their knowledge. Additionally, collaborative discussion supports soft skills development such as technical communication skills.

First-year university students' conceptual understanding of electric circuits in relation to school and personal background

This paper reports a quantitative study about university students’ conceptual understanding of simple DC-circuits when entering firstyear physics at a South African university. The aim was to investigate how conceptual understanding relates to the students’ personal and school background. The conceptual framework was based on an existing model of the effectiveness of science education. Data were collected from 815 participants at a South African university. The conceptual understanding of DC circuits was measured in terms of performance in the well-known Determining and Interpreting Resistive Electric Circuits Concepts Test (DIRECT). Background information at school, classroom, and personal level was obtained with a questionnaire. Using Rash analysis, it was found that the students’ conceptual understanding relates significantly to the type of school attended, home language, previous achievement, their attitudes towards physics, and gender. However, contrary to expectations, the students’ conceptual understanding did not show a relationship with their exposure to practical work at school.

Comparing Major Declaration, Attrition, Migration, and Completion in Physics With Other STEM Disciplines: A Sign of Inequitable Physics Culture?

This research uses 10 years of institutional data at a large public university in the USA to investigate trends in the undergraduate majors students declare, drop, and earn degrees, especially comparing physics to other disciplines. We find that physics has the lowest number of students of all science, technology, engineering, and math (STEM) disciplines and it also has the highest rates of attrition of students who declare a major. While many STEM disciplines have students migrating both in and out of those majors, physics primarily has a uni-directional migration of students out of the major. Furthermore, physics has the lowest percentage of women undergraduate majors. Using an equity framework, we view these findings as signatures of inequitable and non-inclusive culture. We suggest that important roles may be played by stereotypes such as the incorrect belief that physics is accessible only to brilliant men, the issue of first-year college physics courses failing to energize students, and apathy in large physics departments toward improving intentional recruitment and retention of physics majors.

Measuring the impact of student success retention initiatives for engineering students at a private research university

IntroductionStudent success in Science, Technology, Engineering, and Mathematics (STEM) is a national concern. To increase engineering retention and graduation rates at a small private institution, a university council developed a binary classifier to identify high-risk students and proposed interventions that included decoupling first-year Physics and Calculus courses, support in introductory Calculus, and Spatial Visualization (SV) training. This paper aims to validate the binary classifier used to identify the under-prepared students entering their first year and assess the impact of the interventions. We provide a comparative analysis of student success metrics for high-risk engineering students across a decade of cohorts, including 5 years before (2006–2010) and 5 years after (2011–2015) implementation of intentional strategies.MethodsWe validated the binary classifier using an accuracy measure and Matthews Correlation Coefficient (MCC). We used the 2-population proportion test to compare STEM retention and 4- and 6-year graduation rates of High-Risk engineering students before and after interventions and compare student performance in early foundation STEM courses across the same time frame.ResultsThe binary classification model identified High-Risk students with an accuracy of 63–70% and an MCC of +0.28 to +0.30. In addition, we found statistically significant improvement (p &amp;lt; 0.001) in the STEM retention rates, 6-year graduation rates, and first part of Physics, Calculus, and Chemistry sequences after the interventions.DiscussionThe methodology and strategies presented may provide effective guidance for institutions seeking to improve the overall performance of undergraduate students who otherwise might struggle in their first-year engineering curriculum.