Undergraduate Physics Courses Research Articles

Shooting stars on schedule: synchronising re-entry of particles launched from a satellite

The ALE-3 mission plans to create artificial ‘shooting stars’ in the upper atmosphere by launching pellets sequentially from a satellite in low Earth orbit. How does one arrange for all pellets to re-enter over the intended location simultaneously? Starting with conservation of energy and angular momentum, I derive a version of Kepler’s equation that gives time as a function of radial distance in an orbit, which can be used to find the transfer time from the pellet’s ejection to its re-entry as a function of its launch velocity. I show that for a given pellet ejection speed, there is a launch angle from the satellite that results in the fastest transfer time. I use these results to determine the pellets’ launch times and velocities for simultaneous arrival at a desired re-entry point. These results can be applied to de-orbiting any set of objects launched from a satellite, and use concepts that can be covered in an advanced undergraduate course in physics or aerospace engineering.

A practical introduction to radio frequency electronics for NMR probe builders

In this tutorial paper, we describe some basic principles and practical considerations for designing probe circuits for NMR or MRI. The goal is building a bridge from material that is familiar from undergraduate physics courses to more specialized information needed to put together and tune a resonant circuit for magnetic resonance. After a brief overview of DC and AC circuits, we discuss the properties of circuit elements used in an NMR probe and how they can be assembled into building blocks for multi-channel circuits. We also discuss the use of transmission lines as circuit elements as well as practical considerations for improving circuit stability and power handling.

Validation of two test anxiety scales for physics undergraduate courses through confirmatory factor analysis and Rasch analysis

Validation of two test anxiety scales for physics undergraduate courses through confirmatory factor analysis and Rasch analysis

Electrostatic potential of a uniformly charged annulus

The calculation of the electrostatic potential and/or electrostatic field due to a continuous distribution of charge is a well-covered topic in all calculus-based undergraduate physics courses. The most common approach is to consider bodies with uniform charge distribution and obtain the quantity of interest by integrating over the contributions from all the differential charges. The examples of a uniformly charged disk and ring are prominent in many physics textbooks since they illustrate well this technique at least for special points or directions of symmetry where the calculations are relatively simple. Surprisingly, the case of a uniformly charged annulus, namely, an annular disk, is largely absent from the literature. One might speculate that a uniformly charged annulus is not extremely interesting since after all, it is a uniformly charged disk with a central circular hole. However, we show in this work that the electrostatic potential created by a uniformly charged annulus has features that are much more interesting than one might have expected. A uniformly charged annulus interpolates between a uniformly charged disk and ring. However, the results of this work suggest that a uniformly charged annulus has such electrostatic features that may be essentially viewed as ring-like. The ring-like characteristics of the electrostatic potential of a uniformly charged annulus are evident as soon as a hole is present no matter how small the hole might be. The solution of this problem allows us to draw attention to the pedagogical aspects of this overlooked, but very interesting case study in electrostatics. In our opinion, the problem of a uniformly charged annulus and its electrostatic properties deserves to be treated at more depth in all calculus-based undergraduate physics courses covering electricity and magnetism.

Study of electromagnetic damping of an oscillating bar magnet and its energy budget

The oscillation of a bar magnet along the axis of a closed loop solenoid has been studied quantitatively using an ultrasonic sensor and Arduino microcontroller-based platform. Real-time displacement of the oscillatory magnet with and without the solenoid shows an additional damping effect due to electromagnetic induction in the presence of the closed-loop solenoid. Variation of the induced current in the solenoid circuit has been analyzed over several cycles by simultaneous recording of the voltage developed across two resistors using ‘analogread’ library function. Energy drained from the oscillator due to electromagnetic damping has been compared with the energy lost in Joule heating of the solenoid circuit. A phase plot for the underdamped oscillator was generated using the fitting parameter values of the curve fitted with the position vs. time data points on the plot. This portable and inexpensive microcontroller-based design is well suited for STEM education of high school and for sophomores in an undergraduate physics course.

Centre of mass of standard weights: another experiment with Lego and Tracker

Determine the centre of mass (CM) of standard weights is needed when two weights with different heights are compared. However, reproducing related experiments is difficult for high school or higher education institutions with non-expensive instrumentation or low budgets to construct specialised devices. This work addresses that problem in a two-way approach: dynamic video-based analysis and making a low-cost static device with Lego bricks. Published scientific papers support both methods. The experimental results of the video-based procedure were used to fit a polynomial regression model to find the CM location. On the other hand, the Lego device approach gives the ubication of the CM directly. Both methods were compared against geometric formulae publicly available to locate the CM of standard weights. The whole three stages project could be used in a senior high school or undergraduate physics course to teach about the comparison and compatibility of methods in experimental physics.

Molecular spectroscopy as a laboratory experiment: Measurement of important parameters of sodium diatomic molecules

We present an inexpensive sodium molecular spectroscopy experiment for use in an advanced undergraduate laboratory course in physics or chemistry. The molecules were excited predominantly from the ground X1Σg+(v″ = 15) state to the B1Πu(v′ = 6) state using a commercially available 532-nm broadband diode laser. The laser-induced molecular fluorescence was measured using a miniature fiber-coupled spectrometer at a resolution of 0.5 nm. The spectral peak assignments were done by comparing the observed spectrum with the calculated Franck–Condon values. Important molecular constants such as fundamental frequency, anharmonicity, bond strength, and dissociation energy of the ground electronic state were determined by using the Birge–Sponer extrapolation method. The presence of highly visible blue glowing molecules along the green laser beam creates an engaging laboratory experience. Emphasis is placed on students developing their understanding of the molecular structure, practicing molecular spectroscopic techniques, and applying knowledge of light–matter interactions to a physical system.

Demonstrating Einstein’s Time Dilation Using Simple Muon Detectors

Einstein’s theory of special relativity is one of the topics taught in undergraduate university physics courses. As undergraduates rarely have the opportunity to collect data and verify the concepts of Special Relativity, namely time dilation and length contraction, this paper aims to serve as a detailed instructional manual (self-contained) as well as provide insights from the undergraduates’ point of view on how to use a muon detector to collect data at various locations and altitudes in order to experimentally verify the aforementioned concepts. This experimental element enhances and complements the understanding of Special Relativity. The desktop muon detector used — the CosmicWatch Desktop Muon Detector V2 — was developed by the Department of Physics at Massachusetts Institution of Technology.

Mixed Messages

Efforts to promote disciplinary literacy can help students integrate knowledge with ways of doing and being within disciplinary settings. Yet, effectively facilitating disciplinary literacy, even within an upper-level undergraduate physics course like the one studied here, is surprisingly hard. This article qualitatively analyzes an instructor’s responses to student lab reports and finds that his comments to students focused on issues of correctness, often at the expense of larger rhetorical concerns of the text. Analysis also suggests that the instructor was thinking about many rhetorical aspects beyond surface-level errors as he read. Together, these findings suggest that efforts to promote disciplinary literacy, especially related to writing instruction, benefit from recognizing the layered contexts of activity in which writing and responding to lab reports take place. These findings hold value for secondary and post-secondary literacy instruction; in broad terms, this study may serve as a cautionary tale by illuminating the overlapping and competing value systems involved in disciplinary literacy efforts

Time is suspect!

‘That it is possible to find the form of the Lorentz transformations without requiring the speed of light to be the same in every inertial system is rediscovered about every thirty years and, rightly, forgotten.’ This proposition alongside the doctoral dissertation of Hendrik Smid in 1986 provides food for thought: Is the light postulate of special relativity, which gives the speed of light in vacuum its status of maximum and unchanging speed, indeed not necessary? What kind of physical world are you then left with? What could be the value of discussing this in class? In this paper we show how the Lorentz transformation, which describes the relationship between two coordinate systems moving relative to each other at a constant speed, can indeed be derived by replacing the light postulate by another assumption, namely the requirement of closure under composition of transformations that relate inertial frames of reference (i.e. two successive coordinate transformations of certain type can be written as one transformation of the same type). Although well known in specialised literature of physics research, the remarkable insight that is somehow buried in nature is hardly mentioned in pre-university and bachelor’s physics courses and textbooks. Yet, the presented comprehensible approach may support the understanding and plausibility of the abstract subject of special relativity. Mathematics may go too far for an average pre-university student, but this subject would certainly not be out of place in an undergraduate physics course or a physics teacher course. Although many teachers do not know that the light postulate of special relativity can be replaced by another assumption or may not appreciate such replacement as part of their teaching of the topic, it offers in our opinion an opportunity to inform students that a critical look at postulates and an investigation of alternatives is an essential part of the nature of science.

Contemplating Electromagnetic Phenomena in Lived Experience Through Somatic Meditation

One of the objectives of the undergraduate physics curriculum is for students to become aware of the connections between formal physical principles and personal experience. However, research has shown that awareness of connections between the abstract and the experiential tends to deteriorate, sometimes significantly, after instruction in undergraduate physics courses. Although this phenomenon has been discussed extensively in the literature, few pedagogical interventions have been designed or implemented to address this particular weakness in undergraduate physics instruction.

Integrating imaging physics into undergraduate STEM education

Physics is a notoriously challenging subject that plays a critical and ubiquitous role in our lives. Undergraduate educators thus need new approaches that will encourage college students to study physics. At Lewis & Clark College, we have addressed this need through the development of a novel undergraduate physics course and supporting textbook that cover the principles, practice, and application of prominent “biophysical” and “biomedical” imaging techniques (i.e., light microscopy and medical imaging) and explore their extensive connections to physics. We chose to focus on imaging because it is a powerful, ubiquitous approach used in biology, medicine, and many other scientific disciplines, and because it has strong foundational ties to physics. Imaging also arises frequently in everyday life in connection with vision, cameras, and the diagnosis and treatment of disease and injury, so students are interested in the topic and appreciate its importance. The physical foundations of imaging often are established using sophisticated theoretical approaches suited for graduate physics and engineering students. However, they also can be established using introductory (largely conceptual) or intermediate (combined conceptual and theoretical) approaches suited for undergraduate students. Our course uses an intermediate approach accessible to most STEM majors and is very enthusiastically received by students at our institution majoring in biology, biochemistry, chemistry, and/or physics, making it our most popular upper-division physics course. This success suggests that other institutions also would profit from offering a course in the spirit of Biomedical Imaging. Here we describe the course content, including highly popular hands-on activities, to help pave the way for other educators who are interested in teaching a similar course.

To what extent does academic performance contribute to dropout? The case of a Physics undergraduate course

Cursos de Física são tradicionalmente conhecidos por apresentarem elevadas taxas de evasão e reprovação. Neste artigo, baseados na Sociologia da Educação de Pierre Bourdieu, analisamos a relação entre desempenho acadêmico e evasão no curso de Licenciatura em Física oferecido pelo Instituto Federal do Rio Grande do Sul (IFRS), campus Bento Gonçalves. Os dados apontam que a reprovação nas disciplinas de Física 1 e Cálculo 1 (por falta de frequência ou por baixo desempenho) está mais associada à evasão enquanto a aprovação está associada à permanência no curso. Ao mesmo tempo, foi possível observar casos de contratendência. Ou seja, foram identificados estudantes aprovados que abandonaram o curso e estudantes reprovados que permaneceram. Esperamos que esses resultados contribuam para pensarmos os efeitos das avaliações acadêmicas sobre a permanência dos estudantes.

Driving Course Engagement Through Multimodal Strategic Technologies

This paper describes the development of a new second-year level undergraduate Physics course at the University of Newcastle, comprising three four-week modules (encompassing Special Relativity, Nuclear and Particle Physics) for a combined roster of both Newcastle and James Cook students. A series of multimodal digital learning technology platforms were employed to see if they could maximise student engagement. Specifically, a flipped classroom system was trialled whereby students were tasked with creating their own lecture notes from online videos (created using Lightboard and PowerPoint). This approach resulted in 90% of the class actively engaging with the lecture content. Weekly online tutorial workshops consistently achieved an attendance rate of approximately 85% and included an online quiz based on embedded questions within the lecture videos. In addition, innovative STEM laboratory workshops exploited active engagement strategies including purely online worksheets to blended and remote experiments. The inclusion of a Slack-based project management hub enabled students to work seamlessly under constantly changing COVID-19 restrictions while exposing them to planning, management and Python control coding, under the visage of “embracing technology and best practice to deliver the greatest possible student experience”. A review of students’ view of the Lightboard and PowerPoint lecture content was conducted with Lightboard being the student’s outright preference.

Learning dialogs orchestrated with BookRoll: effects on engagement and learning in an undergraduate physics course

With COVID-19 pandemic forcing academic institutions to shift to emergency remote teaching (ERT), teachers worldwide are attempting several strategies to engage their learners. Even though existing research in online learning suggests that effectiveness of the online session is more dependent on pedagogical design rather than technology feature, teachers may still focus on the intricacies of the technology. In this paper, we present the evolution of an active learning pedagogy, supported by technology (eBook reader—BookRoll, Analytics Dashboard—LAViEW), for an undergraduate physics classroom across a semester that was affected by the lockdown due to pandemic. The technology-enhanced pedagogy evolved in three phases—technology used in “Content Focus” mode, technology used in “Problem Focus” mode and technology used in “Learning Dialogue Focus” mode. The entire activities were designed and implemented within the technology-enhanced and evidence-based education and learning (TEEL) ecosystem, which supported integration of learning technologies with analytics system. Comparison of the student’s learning logs indicated that there was a sustained engagement in the learning activities conducted during the blended (before lockdown) and online mode (during lockdown). We had conducted one-way ANOVA to compare the post-test scores for each teaching phase and found statistically significant differences in the latter phases. A preliminary qualitative analysis of the learner artifacts generated as memos in BookRoll during each phase revealed that students were posing conceptual clarifications during the latter phases. These were also having greater alignment with the session agenda and showed construction of new knowledge based on the seed knowledge provided during the instructor–learner interaction sessions. The study provides key insights into how reflection and practice by both learner and teacher improves the acceptance of technology-enabled pedagogy.

Online learning mediated by social teaching platforms: an experience from a flipped undergraduate physics course in renewable energies

Active learning strategies and information technology-based pedagogies are perceived as beneficial and their use and development in academic courses is fast increasing. Faculties can use them to design courses that are challenging and fresher, creative, and meaningful for students, to meet students’ needs and to promote the learning of contents in a social environment, fostering cooperation and the exchange of ideas among peers. Among the active learning strategies recently developed, the peer-instruction and the flipped classroom are prominent in this field. It has been shown that these practices help students in their understanding of contents and consequently in reaching better results in final exam scores. The Covid-19 pandemic in 2020 and 2021 has forced classes in many academic institutions to move to remote teaching under emergency conditions and has deprived students of much of their social interactions. We show here an experience on applying online learning mediated by social teaching platforms and flipped classroom concepts to an undergraduate course on renewable energies provided amid the Covid-19 pandemic at the Physics Department of the University of Cagliari (Italy) in 2020. The constraints of forced distance learning have been turned into an opportunity to test an alternate course format in a complete online environment. An analysis on students’ feedback about our learning method has been performed by a post-diagnostic satisfaction questionnaire, indicating an overall positive effects of active learning strategies in the students’ learning experience. The analysis of their achievements during the course provides confirmation for the positive outcome and shows that the flipped classroom architecture is as robust as the traditional methods when facing the constraints of remote learning.

Inquiry-based Blended Learning Design for Physics Course: The Effectiveness and Students’ Satisfaction

This paper describes the effects of implementing inquiry-based blended learning (IBBL) design on students' learning achievement and satisfaction in an undergraduate physics course. This study employed the one group pre-test – post-test experiment design with a sample of 32 students who took an undergraduate level basic physics course. Learning design and devices applied in this research have been validated by three experts in physics education. 'Schoology', a virtual learning management system, was used as the online learning platform. One cycle of inquiry phases was conducted in the blended learning format of ‘pre-online–face to face–post-online learning’. The data were collected through tests, a scale, and a questionnaire. The test consisted of 35 multiple-choice questions with five alternative answers. It was designed to measure students’ abilities in remembering, understanding, applying, and analyzing. The satisfaction scale ranging from 1 (strongly disagree) to 5 (strongly agree) consisted of 21 items and covered the attractiveness, ease of use, and benefits of learning using the learning products. Furthermore, the questionnaire consisted of six open-ended questions asking about the obstacles and benefits students faced during the learning activities. The results showed that the students’ learning outcomes increased sufficiently. Besides, students’ satisfaction with the learning design and materials was also positive. These initial findings imply that inquiry-based learning (IBL) may be implemented in physics teaching using a blended learning format that can be more effective and efficient.

Robust Triboelectric Charging of Identical Balloons of Different Radii

Electrification by rubbing different materials is a well-known phenomenon with a history that began more than five centuries B.C. ago. However, simple experiments can lead to contradictory or inconsistent results, and the history of this phenomena is plagued with non-intuitive results. For example, triboelectric charging by rubbing identical materials is possible. In this work we want to highlight some historical aspects of triboelectricity that could enrich the discussion of electrostatics in an undergraduate physics course. We will focus on the effect of strain on the triboelectric properties of a sample, which we think is not well known to physics teachers. We will show that it is possible to obtain robust polarities by rubbing identical rubber balloons of different radii and we will also show that this charging method can be very useful in introductory physics courses.

Investigation of the Effect of Badges in the Online Homework System for Undergraduate General Physics Course

Badges in education are an increasingly popular phenomenon, and a variety of questions exists as to the abilities and effectiveness of badges. In this study, the effect of digital badges within a Moodle-based online homework system was studied for an undergraduate general physics course at a large research-based university in northeast Taiwan. One hundred and sixty-two participants from two General Physics sessions were involved in this study and divided into two groups through self-selected options. Sixty-eight students in the treatment group could use digital badges in the online homework system, being able to earn one badge per assignment for turning their assignments in earlier than the assignment deadline, while the other students in the control group had no digital badges in the online homework system. The results showed that students in the treatment group turned in their assignments earlier than students in the control group did, and this difference was statistically significant. Further analysis showed that students in the treatment group spaced out their assignment practice more than students in the control group did, and the difference was statistically significant. Additionally, students in the treatment group actively attempted to earn badges, as there was a statistically significant increase in the number of badges earned by students in the treatment group over those in the control group. Based on a questionnaire given to study participants towards the conclusion of the study, the study found that students’ perception of badges was positive. These findings corroborate earlier findings by other researchers that badges can be used to motivate specific behaviors in students whilst requiring minimal changes to the course structure. However, further corroborating earlier research is the finding that badges may not be particularly useful to motivate students towards challenging tasks. An earlier study of this course in a preceding academic year found that students are appreciative of the online homework system, and it appears from this study that the primary function of badges within the system is to enhance the experience of students, as well as to motivate timely engagement with assignments.

Comparing the effectiveness of badges and leaderboards on academic performance and motivation of students in fully versus partially gamified online physics classes

Gamification, or the intentional use of gaming elements in non-game contexts, has been touted as a promising tool to improve educational outcomes in online education, yet the evidence regarding why it might work and its effectiveness is inconclusive. One reason is that previous research has often included several gamification tools together, neglecting that each gamification tool can vary in effectiveness. In order to evaluate their relative impact, two frequently used gamification tools, badges (i.e., digital credentials given for achievements) and leaderboards (i.e., digital rankings based on performance), were compared for their effectiveness on the academic performance and motivation of students. Two experiments were conducted in two online undergraduate physics courses taught via a learning management system. In Experiment 1 (N = 102), badges and leaderboards were implemented in only one part of the course grading system (i.e., quizzes). In Experiment 2 (N = 88), all course grading system was gamified (i.e., quizzes and assignments). Four groups were created by random assignment of participants: badges-only, leaderboards-only, badges with leaderboards, and control (i.e., no badges, no leaderboards). Academic performance was measured by comparing quiz scores among groups in Experiment 1 and both quiz and assignment scores in Experiment 2. Participants filled out a self-report motivation survey about badges and leaderboards at the end of the study. Two experiments yielded similar results: badges and leaderboards did not affect participants’ academic performance; however, most students approached them positively as motivational tools and wanted to see them in future online classes.