Physical Concepts Research Articles

A theoretical demonstration on the independence of distance and incidence angle effects for small-footprint hyperspectral LiDAR: Basic physical concepts

A theoretical demonstration on the independence of distance and incidence angle effects for small-footprint hyperspectral LiDAR: Basic physical concepts

PENGEMBANGAN MICROLEARNING VIDEO 360° PADA FENOMENA KONTRAKSI PANJANG

Currently educators are faced with great challenges, where educators are required to develop human resources by utilizing technology, especially in modern physics learning in the era of Society 5.0. This research aims to design and develop a 360° video microlearning that is feasible to use as a learning media for modern physics courses on the topic of length contraction to support effective learning in class. This research is a type of development research using the ASSURE model. In this study, the sample used consisted of 60 respondents taken from 1 class of physics education students and 1 class of UNJ physics students. This study shows that the use of 360° videos significantly improves students' understanding of complex physics concepts and increases their involvement in the learning process. The impact can be seen from the improvement of learning quality that creates an interactive and engaging learning experience. The final product of this research is a 360° video presented using the YouTube platform and can be accessed easily by students using supporting electronic devices. The 360° video has gone through the feasibility test stage to media experts and material experts. The results of the product feasibility test by media experts with a percentage of 93.75% get the results of "Very Feasible", as well as by material experts with a percentage of 87.5% get the results of "Very Feasible".

Emulating Multiparticle Emitters with Pair-Sources: Digital Discovery of a Quantum Optics Building Block

Abstract Linear quantum optics is advancing quickly, driven by sources of correlated photon pairs. Multi-photon sources beyond pairs would be a powerful resource, but are a difficult technology to implement. We have discovered a way in which we can combine multiple pair-sources to act analogous to sources of four, six or even eight correlated photons for the creation of highly entangled quantum states and other quantum information tasks. The existence of such setups is interesting from a conceptual perspective, but also offers a useful abstraction for the construction of more complicated photonic experiments, ranging from state generation to complex quantum networks. We show that even just going from probabilistic two-photon sources to effective four-photon sources allows conceptually new experiments for which no other building principles were known before. The setups which inspired the formulation of these abstract building blocks were discovered by a computer algorithm that can efficiently design quantum optics experiments. Our manuscript demonstrates how artificial intelligence can act as a source of inspiration for the scientific discoveries of new ideas and concepts in physics.
intelligence can act as a source of inspiration for the scientific discoveries of new ideas and concepts in physics.

Some educational uses of EDXRF for technologists in health science

Abstract Physicists teach physics to students of various academic disciplines such as physics, chemistry, health sciences, biology, geology, environmental sciences, etc. Energy dispersive X-ray fluorescence spectroscopy (EDXRF) is a case of application of atomic physics in the real world. Students, through applications of EDXRF, may find out how the basic concepts of atomic physics can be used for elemental analysis of samples of their scientific interest and everyday life. This paper presents some educational implementations of EDXRF and highlights the importance of incorporating this spectroscopic method in undergraduate or postgraduate labs or lectures in the field of health sciences. Five experimental activities, a general one for understanding X-ray spectra and the others for the analysis of substances/materials related to chemistry/toxicology, dentistry, optics, and cosmetics, are presented and discussed.

Challenges in sensemaking and reasoning in the context of degenerate perturbation theory in quantum mechanics

We discuss an investigation of student sensemaking and reasoning in the context of degenerate perturbation theory (DPT) in quantum mechanics. We find that advanced undergraduate and graduate students in quantum physics courses often struggled with expertlike sensemaking and reasoning to solve DPT problems. The sensemaking and reasoning were particularly challenging for students as they tried to integrate physical and mathematical concepts to solve DPT problems. Their sensemaking showed local coherence but lacked global consistency with different knowledge resources getting activated in different problem-solving tasks even if the same concepts were applicable. Depending upon the issues involved in the DPT problems, students were sometimes stuck in the “physics mode” or “math mode” and found it challenging to coordinate and integrate the physics and mathematics appropriately to solve quantum mechanics problems involving DPT. Their sensemaking shows the use of various reasoning primitives. It also shows that some advanced students struggled with self-monitoring and checking their answers to make sure they were consistent across different problems. Some also relied on memorized information, invoked authority, and did not make appropriate connections between their DPT problem solutions and the outcomes of experiments. Advanced students in quantum mechanics often displayed analogous patterns of challenges in sensemaking and reasoning as those that have been found in introductory physics. Student sensemaking and reasoning show that these advanced students are still developing expertise in this novel quantum physics domain as they learn to integrate physical and mathematical concepts. Published by the American Physical Society 2024

Reflection parity and space-time parity photonic conservation laws in parametric nonlinear optics

Conservation laws are some of the most generic and useful concepts in physics. In nonlinear optical parametric processes, conservation of photonic energy, momenta and parity often lead to selection rules, restricting the allowed polarization and frequencies of the emitted radiation. Here we present a scheme to derive conservation laws in optical parametric processes in which many photons are annihilated and a single photon is emitted. We first rederive with it the known nonlinear optical conservation laws, and then utilize it to predict and explore conservations of reflection parity and space-time parity. Conservation of arises from a generalized reflection symmetry of the polarization in a superspace, analogous to the superspace employed in the study of quasicrystals. Conservation of similarly arises from space-time reversal symmetry in superspace. We explore these conservation laws numerically in the context of high-harmonic generation and outline experimental setups where they can be tested. Published by the American Physical Society 2024

Analisis Pemahaman Konsep Hukum Kekekalan Energi Mekanik Mahasiswa Tadris IPA Pada Mata Kuliah Energi Dalam Sistem Kehidupan

Physics is a branch of science that contains complex explanations regarding the relationships between various natural events which are expressed as facts, theories, concepts, principles and physical laws. Energy is one of essential chapter in physics which contains concepts that need to be understood not memorized. One of the topics discussed in energy material which includes many abstract concepts is the law of conservation of mechanical energy. Studying the law of conservation of mechanical energy, which contains abstract concepts, certainly requires conceptual understanding not just remembering and memorizing. Understanding concepts in physics is very important because it can help develop critical thinking skill, creative thinking skill, and good problem solving skill. The descriptive quantitative method with a test approach was used as a method in this study and the sample is 72 Tadris IPA college students of IAIN Ponorogo in the 3rd semester. The results of the study show that in the category of understanding the concept of the law of conservation of energy in objects moving vertically upwards was classified as moderate, in the category understanding the concept of the law of conservation of energy in objects moving along a certain path was classified as low.

The Board Game Dixit as a Tool for The Development of Students’ Physics Concepts

The Board Game Dixit as a Tool for The Development of Students’ Physics Concepts

Una breve storia dei concetti di matematica e fisica

It is shown that there is no clear boundary between mathematics and physics, and a brief history of the concepts of mathematics and physics is outlined. Not only the scientists of antiquity, but also Copernicus and Galileo referred to all the exact sciences by the term mathematics and used the word physics for the philosophy of nature. In Newton’s time, the unity of the exact sciences broke down, and from the combination of part of mathematics with the philosophy of nature modern physics was born. The article then describes how mathematical physics, which began as part of physics, was pushed back into mathematics by the birth of theoretical physics. Finally, the epistemological status of the current branches of the exact sciences is discussed.

The Influence of ISLE-based STEM Physics Learning on Students' Understanding of Physics Concepts

This research aims to provide an overview and determine the influence of ISLE (Investigative Science Learning Environment) based STEM (Science Technology Engineering and Mathematics) physics learning on students' understanding of physics concepts. This research is a quantitative descriptive study using the one group pretest-posttest method. The population in this study were students of class XI Science at MAN Ende for the 2024/2025 academic year and the sample was students of class. Sampling in this research used purposive sampling technique. The data collection method consists of administering tests and LKPD. The data obtained from the research sample was in the form of test scores on students' understanding of physics concepts on global warming materials. Normality test and t-test are the data analysis techniques used. From the results of data analysis, it is known that ISLE based STEM physics learning has an effect on students' ability to understand physics concepts according to the One-Sample Test carried out with sig. (One-Sided p) is 0.001 < 0.05. Students' ability to understand physics concepts increased after implementing ISLE-based STEM physics learning with an average pretest score of 57.119 and an average posttest of 89.381 with the difference between the posttest and pretest scores being 32.252 points. While working on the LKPD students are more active in working with their team in solving problems and students are trained to understand the procedures for working on them. Apart from that, by implementing this learning, it can encourage students to hone their own thinking patterns so that they are able to explain the students' own understanding of physics concepts based on what they have observed and understood.

PhysBERT: A text embedding model for physics scientific literature

The specialized language and complex concepts in physics pose significant challenges for information extraction through Natural Language Processing (NLP). Central to effective NLP applications is the text embedding model, which converts text into dense vector representations for efficient information retrieval and semantic analysis. In this work, we introduce PhysBERT, the first physics-specific text embedding model. Pre-trained on a curated corpus of 1.2 × 106 arXiv physics papers and fine-tuned with supervised data, PhysBERT outperforms leading general-purpose models on physics-specific tasks, including the effectiveness in fine-tuning for specific physics subdomains.

Rethinking contextualization in physics education: a perspective from semantic gravity

This study examines the applicability of Semantic Gravity (SG), a concept derived from Legitimation Codes Theory, as a tool to enhance contextualization in physics teaching. SG offers a framework for analyzing how educators and students navigate between abstract concepts and concrete applications, addressing one of the persistent challenges in physics education: the gap between theoretical understanding and practical application. The study reveals that implementing SG presents both significant opportunities and considerable challenges. Opportunities include the development of a more profound and transferable understanding of physics concepts, more inclusive teaching practices, and more authentic assessment methods. Challenges encompass teachers' need for a deep understanding of the concept, adaptation of existing curricular materials, and development of rigorous methods to assess their impact. Research suggests integrating SG into teacher training and curriculum design could significantly transform physics teaching. However, further empirical research is required to validate its effectiveness fully in diverse educational contexts.

Pre-Service Science Teachers’ Conceptual Integration Understandings in Explaining the Subject of Metabolism with the Concepts of Physics and Chemistry

This study focuses on exploring pre-service science teachers’ conceptual integration understandings in explaining the subject of metabolism with the concepts of physics and chemistry. Action research was employed in this study. Nine pre-service science teachers taking the General Biology II course participated. Participants were taught metabolism considering conceptual integration. Data were collected via paper-and-pencil questionnaire administered before and after the intervention. The results showed that the pre-service science teachers could not understand physics and chemistry concepts at a sufficient level while explaining metabolism. Although the activities and practices were executed for conceptual integration in the action plan, only three participants achieved complete conceptual understanding for better conceptual integration at the end of the course in the first question. Thus, future studies could design interventions to be effective in conceptual integration. Further research could also design experimental investigations to examine how conceptual integration is necessary for establishing the relationship between science and other fields.

STEM-Project based Learning in Physics Concept of Measurement to Enhance High School Students' Scientific Literacy

Students' scientific literacy in understanding physics concepts still needs to improve. This study aims to determine scientific literacy using STEM Project-based Learning (PjBL) in learning physics, especially measurement concepts. The study used the Classroom Action Research (CAR) method with the Kemmis and McTaggart model, including planning, acting, observing, and reflecting. The subjects were students in the tenth grade of SMA Negeri 8 Yogyakarta for the 2023/2024 academic year, consisting of 33 students. The data collection techniques and instruments used a written test with three questions describing scientific literacy, observation, and documentation. STEM-PjBL through project activities carried out in two learning cycles. In the first cycle, the teacher implemented a project for making posters regarding measuring instrument specifications, while in the second cycle, there was a project for making miniature measuring instruments. After the first cycle, students' scientific literacy increased to 0.48 with a moderate category. In the second cycle, it increased to 0.68. Using STEM-PjBL is thought to have just a modest improvement. These results underline the potential of STEM-PjBL as a fundamental teaching tool to improve students' scientific literacy as they show how well it fosters a strong awareness of physics ideas. Future studies could examine the effects of STEM-PjBL on more scientific ideas or within varied educational environments.

The Correlation Between Students’ Performance in Mathematics and Physics in Form Six National Examinations 2023 in Selected Schools in Tanzania

This study investigates the correlation between student performance in Mathematics and Physics in Form Six National Examinations in Tanzania. The research adopts a correlational design using a quantitative approach, focusing on ten advanced public secondary schools, with a sample of 100 students who took both subjects in 2023. Regression analysis assessed the relationship between the subjects, with examination results serving as the primary data source. Grades were coded using a standardized scale (A = 1, B = 2, C = 3, D = 4, E = 5), and the analysis revealed a statistically significant moderate positive correlation (r = 0.717) between Mathematics and Physics performance, suggesting that proficiency in Mathematics contributes to success in Physics. The study’s findings align with previous research, highlighting the importance of mathematical skills in understanding Physics concepts. Given the statistically significant results, the study recommends integrating teaching strategies that reinforce the connection between Mathematics and Physics, continuous teacher professional development, and improved resource allocation to enhance student outcomes. While limitations such as the small sample size and reliance on exam results were noted, the research provides valuable insights for educators and policymakers, suggesting that strengthening mathematical competencies can positively impact Physics performance, with implications for improving academic outcomes in science education in Tanzania.

A Classroom Intervention of Enhancing Namibian Preservice Science Teachers’ Conceptual Understanding of Properties of Waves Through Mnemonics

This quantitative classroom intervention study investigated the effectiveness of using mnemonics to enhance preservice teachers’ conceptual understanding of the topic of wave properties in physics. The study involved a sample of 30 final-year undergraduate preservice teachers enrolled in the Bachelor of Education Honours, Senior Primary with specializations in Natural Science and Health Education at Dorado Campus of The International University of Management in Namibia. The primary objective was to assess the impact of a targeted mnemonic-based instructional intervention on their ability to comprehend and apply key physics concepts related to wave properties. Initially, participants’ baseline understanding of these concepts was evaluated through pre-intervention assessments, which provided a measure of their existing knowledge. A structured mnemonic-based teaching intervention was then implemented over a specified period, designed to facilitate improved understanding of wave properties. Following the intervention, post-assessment evaluations were conducted to compare and measure changes in the participants’ conceptual understanding of the subject matter. This comparative analysis aimed to identify any significant improvements resulting from the mnemonic-based instruction. The findings indicated that there were notable improvements in the participants’ conceptual grasp of wave properties after the mnemonic-based intervention. Additionally, the study collected and analyzed participants’ feedback regarding the use of mnemonics, offering insights into their perceptions of the technique’s effectiveness as a pedagogical tool for learning complex scientific concepts. This research contributes to the broader field of physics concepts by providing evidence-based strategies to enhance the preparation of preservice teachers, particularly in physics education. Ultimately, the results of this study have the potential to inform and improve teaching practices, fostering more effective and engaging educational experiences in future science classrooms.

Probing the effects of broken symmetries in machine learning

Abstract Symmetry is one of the most central concepts in physics, and it is no surprise that it has also been widely adopted as an inductive bias for machine-learning models applied to the physical sciences. 
This is especially true for models targeting the properties of matter at the atomic scale. Both established and state-of-the-art approaches, with almost no exceptions, are built to be exactly equivariant to translations, permutations, and rotations of the atoms.
Incorporating symmetries -- rotations in particular -- constrains the model design space and implies more complicated architectures that are often also computationally demanding. There are indications that unconstrained models can easily learn symmetries from data, and that doing so can even be beneficial for the accuracy of the model.
We demonstrate that an unconstrained architecture can be trained to achieve a high degree of rotational invariance, testing the impacts of the small symmetry breaking in realistic scenarios involving simulations of gas-phase, liquid, and solid water. 
We focus specifically on physical observables that are likely to be affected -- directly or indirectly -- by non-invariant behavior under rotations, finding negligible consequences when the model is used in an interpolative, bulk, regime. Even for extrapolative gas-phase predictions, the model remains very stable, even though symmetry artifacts are noticeable. 
We also discuss strategies that can be used to systematically reduce the magnitude of symmetry breaking when it occurs, and assess their impact on the convergence of observables.

Investigating Students’ Conceptual Knowledge of Quantum Physics to Improve the Teaching and Learning Process

Research in the field of quantum physics is important for progress in many areas of exploration and development. Quantum computers and other quantum devices are promising technologies with numerous potential applications. On the other hand, understanding, interpreting, teaching, and learning quantum physics as part of an educational process is a major challenge. In the Republic of Croatia, students usually come in contact with the concepts of quantum physics towards the end of their high school education. These concepts are often abstract and represent a remarkable leap from the theories of classical physics. The aim of this study is to test the measurement properties of the instrument used to assess the progress of understanding and knowledge of quantum physics in a sample of Croatian high school students. The quantum physics conceptual survey (QPCS), developed and first tested in 2006 by Wuttiprom et al. at the University of Sydney, was the instrument we used in this study. The test was administered to 76 high school students. The results show that the QPCS test is valid and generally reliable in the context of Croatian secondary education, but for the topics Waves and particles and Uncertainty principle, the reliability needs further investigation. The results of the pretest and posttest were analysed and compared with each other and with previously published results. Quantitative methods were used to analyse the results obtained. We present several possible solutions to improve the teaching process, that we expect will lead to better results, especially for topics that are challenging for students.

Physical Field Effects to Suppress Polysulfide Shuttling in Lithium-Sulfur Battery.

Lithium-sulfur batteries (LSB) with high theoretical energy density are plagued by the infamous shuttle effect of lithium polysulfide (LPS) and the sluggish sulfur reduction/evolution reaction. Extensive research is conducted on how to suppress shuttle effects, including physical structure confinement engineering, chemical adsorption strategy, and the design of sulfur redox catalysts. Recently, the rational design to mitigate shuttle effects and enhance reaction kinetics based on physical field effects has been widely studied, providing a more fundamental understanding of interactions with sulfur species. Herein, the physical field effect is focused and their methods and mechanisms of interaction are summarized systematically with LPS. Overall, the working principle of LSB system, the origin of the shuttle effect, and kinetic trouble in LSB are briefly described. Then, the mechanism and application of rational design of materials based on physical field effect concepts and the external physical field-assisted LSB are elaborated, including electrostatic force, built-in electric field, spin state regulation, strain engineering, external magnetic field, photoassisted and other physical field-assisted strategies are pivotally elaborated and discussed. Finally, the potential directions of physical field effects in enhancing the performance and weakening the shuttle effect of high-energy LSB are summarized and anticipated.

The construction of a physical literacy assessment index system for junior high school students: a Chinese study

In recent years, the internalisation of education in China has led to an increase in the prevalence of a highly competitive, test-focused approach to learning. This has had a detrimental impact on the physical health and wellbeing of children and adolescents in China, resulting in a concerning lack of physical literacy among junior high school students. Accordingly, the objective of this study is to construct an evaluation index system for physical literacy in junior high school students with Chinese characteristics, quantify the relative importance of each domain, and provide a framework for students to assess and self-evaluate the sustainable development of their physical literacy. The indicator system was modelled on CAPL-2, and valid indicators were extracted from the literature. A pre-selected indicator system for physical literacy in junior high school students was constructed through three rounds of Delphi expert questionnaire surveys (48 questionnaires were distributed in total). A total of 16 experts participated in all three rounds of the surveys until a consensus was reached on the indicators, resulting in the establishment of a hierarchical analysis-based theoretical model. This was developed using the experts’ opinions and determined the items to be subdomains and weights. The AHP was employed to ascertain the relative importance of the subdomains and items within the assessment system. The index weight scores of the Chinese junior high school students’ physical literacy assessment index system are aligned with the core tenet of the physical literacy concept, comprising four primary indicators, eight secondary indicators, and 26 tertiary indicators. The weights of the physical literacy evaluation indexes for junior high school students in China were calculated using the AHP to establish a progressive hierarchical model and the consistency test. The primary indicators were found to be in the following order of importance: Physical Competence (29.82%) > Motivation and Confidence (29.64%) > Knowledge and Understanding (20.27%) = Daily Behavior (20.27%). The system is an effective means of evaluating the impact of physical activity and health promotion among junior high school students, and it effectively addresses the needs of this age group in these areas. It provides a comprehensive assessment of the effects of physical activity and health promotion among junior high school students, and it offers a scientific foundation for the development of precise and individualized physical activity and health promotion programs.