College Physics Research Articles

A Study of Student Science Process Skills: In Formal Change Practices

Research Objectives: This study aims to describe students' science process skills in the transformation practicum using an m-module based manual. Methodology: This study used a descriptive qualitative approach involving 40 physics education students at Jambi University. The sampling technique used is total sampling. The data collection instrument used the observation sheet of science process skills. The science process skills that are focused are basic science process skills, namely communication and measuring as well as integrated science process skills making graphs and describing relationships between variables. Main Findings: The results of this research were Jambi university physics education students who had good science process skills, especially measurement skills, 65% of the 40 students were in the very good category. This is also influenced by the effective use of e-modules and m-modules that are attractive to students. Novelty/Originality of Research: The effectiveness of the use of the m-module is seen in the good basic abilities of students in the practice of changing forms. Therefore, basic science process skills influence the development of integrated science process skills, where communication and measurement skills are part of basic science process skills.

Task-based attentional and default mode connectivity associated with science and math anxiety profiles among university physics students

PurposeAttentional control theory (ACT) posits that elevated anxiety increases the probability of re-allocating cognitive resources needed to complete a task to processing anxiety-related stimuli. This process impairs processing efficiency and can lead to reduced performance effectiveness. Science, technology, engineering, and math (STEM) students frequently experience anxiety about their coursework, which can interfere with learning and performance and negatively impact student retention and graduation rates. The objective of this study was to extend the ACT framework to investigate the neurobiological associations between science and math anxiety and cognitive performance among 123 physics undergraduate students. ProceduresLatent profile analysis (LPA) identified four profiles of science and math anxiety among STEM students, including two profiles that represented the majority of the sample (Low Science and Math Anxiety; 59.3% and High Math Anxiety; 21.9%) and two additional profiles that were not well represented (High Science and Math Anxiety; 6.5% and High Science Anxiety; 4.1%). Students underwent a functional magnetic resonance imaging (fMRI) session in which they performed two tasks involving physics cognition: the Force Concept Inventory (FCI) task and the Physics Knowledge (PK) task. FindingsNo significant differences were observed in FCI or PK task performance between High Math Anxiety and Low Science and Math Anxiety students. During the three phases of the FCI task, we found no significant brain connectivity differences during scenario and question presentation, yet we observed significant differences during answer selection within and between the dorsal attention network (DAN), ventral attention network (VAN), and default mode network (DMN). Further, we found significant group differences during the PK task were limited to the DAN, including DAN-VAN and within-DAN connectivity. ConclusionsThese results highlight the different cognitive processes required for physics conceptual reasoning compared to physics knowledge retrieval, provide new insight into the underlying brain dynamics associated with anxiety and physics cognition, and confirm the relevance of ACT theory for science and math anxiety.

An understanding of falling bodies across schooling and experience based on the conceptual prevalence framework

In this article, we describe a study conducted online with 953 participants of varying levels of education and, when applicable, science/physics teaching experience. These participants were asked to solve a cognitive task in which many different pairs of objects were presented and to identify which, if any, would touch the ground first when dropped (in atmospheric or non-atmospheric environments). Recorded accuracies and response times allowed us to conduct an analysis based on the conceptual prevalence framework, which posits that the coexistence of conceptual and/or misconceptual resources can produce interference in response production. The results show that the influence of some of them decreases or, more surprisingly, increases with training. In fact, secondary and college physics teachers seem to cultivate some of them, and most likely have contributed to their spread. The implications for teaching and research are discussed.

Developing Future-Ready Science College Curricula Fostering Competencies for Life and Work

The current study aimed to evaluate the ability of the programs at the Faculty of Science at Prince Sattam bin Abdulaziz University (Biology, Chemistry, and Physics) in developing the competencies necessary for practical life in the 21st century. This was assessed from the perspective of the faculty members and aimed to provide recommendations for the improvement of the curriculum and plans to enhance these competencies. The study adopted an analytical-descriptive approach, which involved analyzing existing frameworks and literature to determine the key principles of competency-based learning and the necessary competencies and skills for life and work in the 21st century. A questionnaire was designed and administered to the faculty members to gauge the availability of these principles and competencies in the curricula of the programs at the Faculty of Science. The results of the study revealed that the competencies of the students in the Faculty of Science were moderate for most competencies and that the curriculum and learning process were not in line with the principles of competency-based learning. This was noted by the faculty members, who stated that their consistency with these principles was moderate. Based on the results of the study, the main recommendation is for the curricula and plans for the programs at the Faculty of Science to be updated to better align with the principles of competency-based learning. This would help to ensure that the graduates are equipped with the necessary competencies and skills to meet the challenges of life and work in the 21st century.
 
 Received: 20 February 2023 / Accepted: 16 April 2023 / Published: 5 May 2023

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.

Analisis Tingkat Pemahaman Mahasiswa Fisika Universitas Jember Tentang Mekanisme Pembangkit Listrik Tenaga Sampah ( PLTSa )

Waste is a factor that causes various kinds of problems in the surrounding environment, especially in Indonesia. The lack of public awareness causes garbage that accumulates everywhere to manage the waste properly. Over time, the accumulation of waste can have a detrimental impact, ranging from health problems and environmental damage to the economic sector. Therefore, this study aims to analyze aspects of knowledge and aspects of understanding of Jember University Physics students regarding the mechanism of waste power plants (PLTSD). This research was conducted using quantitative methods with a descriptive approach through questionnaires through google forms on 50 students. Based on the analysis that has been carried out, it was obtained that the level of understanding of Physics Students at the University of Jember is the mechanism of waste power generation in terms of the understanding aspect and the understanding aspect is quite good. It is evident from the percentage results obtained on each questionnaire question more than 50% of students already understand the mechanism of waste power plants in utilizing waste as an alternative energy source.

Https://journals.scholarpublishing.org/index.php/AIVP/article/view/14527

Effective writing is important for communicating science ideas, and for writing-to-learn in science. This paper investigates lab reports from a large-enrollment college physics course that integrates scientific reasoning and science writing. While analytic rubrics have been shown to define expectations more clearly for students, and to improve reliability of assessment, there has been little investigation of how well analytic rubrics serve students and instructors in large-enrollment science classes. Unsurprisingly, we found that grades administered by teaching assistants (TAs) do not correlate with reliable post-hoc assessments from trained raters. More important, we identified lost learning opportunities for students, and misinformation for instructors about students’ progress. We believe our methodology to achieve post-hoc reliability is straightforward enough to be used in classrooms. A key element is the development of finer-grained rubrics for grading that are aligned with the rubrics provided to students to define expectations, but which reduce subjectivity of judgements and grading time. We conclude that the use of dual rubrics, one to elicit independent reasoning from students and one to clarify grading criteria, could improve reliability and accountability of lab report assessment, which could in turn elevate the role of lab reports in the instruction of scientific inquiry.

The death of the short-form physics essay in the coming AI revolution

The latest AI language modules can produce original, high quality full short-form (300-word) Physics essays within seconds. These technologies such as ChatGPT and davinci-003 are freely available to anyone with an internet connection. In this work, we present evidence of AI generated short-form essays achieving First-Class grades on an essay writing assessment from an accredited, current university Physics module. The assessment requires students answer five open-ended questions with a short, 300-word essay each. Fifty AI answers were generated to create ten submissions that were independently marked by five separate markers. The AI generated submissions achieved an average mark of , in strong agreement with the current module average of . A typical AI submission would therefore most-likely be awarded a First Class, the highest classification available at UK universities. Plagiarism detection software returned a plagiarism score between % (Grammarly) and % (TurnitIn). We argue that these results indicate that current natural language processing AI represent a significant threat to the fidelity of short-form essays as an assessment method in Physics courses.

How to promote and sustain active-learning pedagogical reforms in University Physics through instructor apprenticeship

We describe a pedagogical reform at George Washington University and the means by which this innovation has been sustained over 14 years. We present the SCALE-UP collaborative group-learning approach and show data on student learning gains that confirm the effectiveness of this pedagogical methodology. By pairing experienced instructors with new instructors unfamiliar with the pedagogical approach, the new instructors can see the pedagogy in action and learn the techniques so they can conduct their own classes in later semesters. Over this period, we have involved 24 separate physics instructors (and also 8 astronomy instructors) who have taught class sections in this collaborative group-learning mode.

The Effectiveness of Using the Minnesota Model in Completing University Physics Selection Exam

This study raises the issue of whether the Minnesota model in solving university selection physics questions gets the right results in terms of answers and time. This research aims to determine the effectiveness of using the Minnesota problem-solving model for the accuracy of answers and time in solving physics problems. The type of research is quantitative research with experimental methods. The population of this study was students of class XI from senior high school in Banda Aceh. The sample in this study was two classes. There was the experimental class and control class. Determination of the sample is done by purposive sampling. The approach used is a quantitative approach with the type of experimental research. The data was collected using a written test technique and data processing using an analysis of the effectiveness of the accuracy of the answers using an assessment rubric that has been validated and using t-test statistics, as well as the effectiveness of the use of time analysis based on the average time use of the two classes. The results of the data analysis showed that the average value of the experimental class using the Minnesota problem-solving model was higher than the control class, and the experimental class’s time usage was faster than the control class. It was stated that the Minnesota problem-solving model was effectively used in solving physics problems.

Finnish university physics teachers’ experiences of transferring to online teaching due to COVID-19 pandemic

The COVID-19 pandemic arguably caused the most rapid and extensive educational reform ever witnessed. This article addresses the challenges, possibilities, and consequences that the pandemic has set for Finnish physics university teachers. The data were gathered with a literature-based online survey consisting of Likert scale claims and open-ended questions related to the following themes: the use of technology, interaction, learning and evaluation, experimental working, and the future. In 2021, the survey was distributed to all Finnish universities where physics is taught, and 52 responses were received. The results show the biggest challenges were related to the different aspects of interaction, experimental working, and adjusting evaluation. The opportunities were less recognized but the versatility and flexibility of instruction and the use of technology in the evaluation became apparent in the teachers’ responses. The consequences of pandemic time for physics teaching and learning were seen rather negatively, even if a majority of teachers intended to change their old teaching practices in the future. The results indicate that university teachers need more discipline-based pedagogical support for enhancing learning, interaction, and well-being as the physics instruction likely gets more versatile after the pandemic.

Распределение плотности в газовой оболочке планеты

Purpose: Theoretical study of gas density distribution around the planet given self-gravity. Methods: Proposed in this paper equations for the planet gaseous envelope density with corresponding boundary conditions are solved analytically and numerically by Runge-Kutta method. Results: For the first time, the analysis of numerical solution of equations for all the space where the planet gravitational influence prevails - in the distance range from the planet surface till Hill radius - has been pursued using similarity method. Near the planet, the solution coincides with classical barometric formula, at intermediary distances, - with barometric formula which takes into consideration the dependence of free fall acceleration from the distance till the planet, at large distances, - with the dependence of density for singular isothermal gas sphere due to self-gravity. Practical significance: On the basis of the solution obtained, the unified picture of the planet gaseous envelope density distribution was analyzed. The results presented in the paper can be useful both for university physics professors and for the researchers involved in astrophysics.

Why is the Incorrect Version of the Special Theory of Relativity Still Being Studied in Physics Textbooks, Despite all its Experimental Refutations

The article states that the existing version of the special theory of relativity (STR) is incorrect, since relativistic formulas obtained therein are incorrect; they have been incorrectly explained by using the incorrect principle of speed of light non-exceedance and entailed wrong conclusions about physical unreality of imaginary numbers and existence of only our visible universe. It mentions experimental evidence of the foregoing, obtained by the author within study of transient and resonant processes in linear electric circuits. It is shown that the existing version of the STR implies conclusions on nonexistence of tsunami and bell ringing, piano music and swinging children’s swings, as well as many other real processes. It is also shown that the existing version of the STR denies even the possibility of existence of radio- and electrical engineering. Therefore, it is concluded that existing university physics textbooks should be corrected.

Physics Figures

Physics teachers use many tools to convey difficult concepts and to assess students’ mastery. Good illustrations, figures, and diagrams can help students make sense of these concepts. Textbook publishers provide figures, but, often, these are not editable or are too complicated for printing. Fortunately, physics teachers have access to excellent tools for creating simple and effective figures. We offer tips on how to create figures in PowerPoint or your favorite presentation software. These packages are ubiquitous, and they have powerful tools to create and edit images. We also provide an online source for physics figures we’ve used in our college physics courses. These figures are free to use, distribute, and alter for use in your classes.

Longitudinal standing waves, mechanical waves, and diagnostics

The Standing Wave Diagnostic Test is a 22-item multiple choice survey designed to assess student understanding of longitudinal standing waves in air. I created it to measure my students’ difficulties with the subject. I also created the Longitudinal Standing Wave Tutorial to address these difficulties. The tutorial uses marked springs, tuning forks, pipes, and plenty of discussion to develop students’ understanding. Both the diagnostic and tutorial are based in physics education research and developed using survey and interview data from college physics classes. I often use the tutorial as a laboratory exercise in my Physics of Music class, which generates some interesting differences from the college physics classes. Some are a result of students’ prior knowledge about sound, while others are influenced by the course material covered prior to the tutorial. I will discuss some of my own results with these materials and put them in context with other physics education research based mechanical wave surveys.

Strategies for teaching waves in the next generation science standards

Waves and their applications are one of the disciplinary core ideas in the Next Generation Science Standards (NGSS), but the performance expectations include concepts that have not historically been an important part of teaching waves in high school science classrooms, with a particular focus on technologies that utilize waves and on students making connections between different types of waves including sound, seismic waves, and electromagnetic waves. In this talk, I will share resources and strategies that I use to teach some of these concepts, including both hands-on activities and digital resources. Many of these resources are also appropriate to other physics courses, including AP Physics and introductory college physics courses.

R2-D2’s broken beamformer: A galactically consequential homework exercise

Identify the Imperial spy, assist the Rebellion, and save a galaxy far, far away! In “Acoustical Measurement Methods,” a Brigham Young University physics course typically taken by seniors and new graduate students, the semester’s culminating topic is beamforming. Students write their own delay-and-sum (DAS) beamformers for a uniform line array and test them experimentally by finding the direction of a loudspeaker. The topic of their technical memorandum, however, is a homework-style exercise in which they use their validated DAS codes to help R2-D2 locate the Imperial spy in the Mos Eisley cantina. With the spy’s inquiry about the Rebel base masked by a cacophony of sounds coming from different directions, and with its real-time processor on the fritz, the dependable droid needs help processing its phased-array signals to separate the sources and locate the spy. Though this exercise doesn’t follow the Star Wars® canon in the least and certain dimensional constraints are temporarily cast aside in the DAS problem creation, students do not seem to care. They engage deeply in the problem and generally produce their best-written technical memorandum of the semester in pursuit of intergalactic (though still academic) valor and fame. “Help me, [acoustics student], you're my only hope!”

Race-evasive frames in physics and physics education: Results from an interview study

Mainstream physics teaching and learning produces material outcomes that, when analyzed through the lens of Critical Race Theory, point to white supremacy, or “the systemic maintenance of the dominant position that produces white privilege” (Battey & Levya, 2016). In particular, the continued, extreme underrepresentation of People of Color in physics and a growing number of first-person accounts of the harm that People of Color experience in physics classrooms and departments speak to a system that valorizes whiteness and marginalizes People of Color. If we take Critical Race Theory as a lens, we expect that maintaining white supremacy in physics happens in part via discipline-specific instantiations of broader mechanisms that reproduce whiteness. In this study, we illustrate one such mechanism: race evasiveness, a powerful ideology that uses race-neutral discourse to explain away racialized phenomena, evading race as a shaping force in social phenomena. We offer examples from interviews with twelve university physics faculty, showing what race-evasive discourses can look like in physics and how physics epistemologies, discourses, and stories reify race-evasive frames. This work aims to support faculty in refusing race evasiveness in physics teaching and learning, toward developing race-conscious analyses that can help us challenge white supremacy in our discipline.Received 5 July 2022Accepted 19 December 2022DOI:https://doi.org/10.1103/PhysRevPhysEducRes.19.010115Published by the American Physical Society under the terms of the Creative Commons Attribution 4.0 International license. Further distribution of this work must maintain attribution to the author(s) and the published article’s title, journal citation, and DOI.Published by the American Physical SocietyPhysics Subject Headings (PhySH)Research AreasDiversity & inclusionPhysics Education Research

Inhibitory control involvement in overcoming the position-velocity indiscrimination misconception among college physics majors

Experimental evidence in support of models of conceptual change advocating the coexistence of alternative conceptions, where initial misconceptions are surpassed by rather than entirely supplanted by scientific conceptions.

Application of online and offline hybrid teaching in college physics experiment

With the development and progress of network technology, the teaching mode of college physics experiment is also increasing, which speeds up the pace of experimental teaching reform. After analyzing the feasibility of online and offline hybrid teaching, combined with the characteristics of college physics experiment teaching, the online and offline hybrid teaching mode is applied to college physics experiment. The experience of online experimental teaching is summarized, and the online and offline mixed teaching mode is reflected and prospected. The mixed teaching is gradually and widely applied to the network teaching in colleges and universities, which can effectively make up for the shortcomings of the current traditional classroom teaching in colleges and universities, and promote the reform of the teaching mode in local colleges and universities.