Introductory College Physics Research Articles

The magnetic field in the axis of an elliptic loop current

The calculation of the magnetic field produced by a loop current using the Biot–Savart law is a very typical exercise in introductory university physics. However, the cases studied are limited, in most textbooks, only the circular arrangement is treated. In this article, we calculate the magnetic field of an elliptical loop current along an axis that passes through its centre. This calculation uses physical concepts and mathematical techniques that would be accessible to an average freshman student.

Developing a gamified AI-enabled online learning application to improve students’ perception of university physics

Abstract This article discusses the current progress of the on-going design efforts in creating an AI-enabled gamified web-based online learning application in the university introductory physics courses. The application aims to cater to the learning needs of students with diversity of the background, particularly students with little or weak background. The overall design architecture and principles are discussed, focusing on the rationale and design of the gamified elements that have been incorporated within the application, namely: (i) incremental difficulties, (ii) points and streaks, (iii) leaderboard, and (iv) gamified and animated user interface. Particularly, the gamified elements are considered through the lens of the ‘Head, Hands, and Heart’ of the students, with the objective to first encourage and motivate participation, stimulate practice, and strengthen the students’ domain knowledge of physics. In this article, an architecture to incorporate AI program into the web-based gamification platform by including various AI models (learner model, pedagogy model and domain model) is proposed. With the architecture, we aim to create a personalized tutor that provide effective and unique learning experience to help a learner achieve learning objectives. The AI enabled gamification platform also serves as an efficient feedback tool to teacher for optimization and redesigning of curriculum to best suit the need of individual learner.

Enhancing Student Learning in Introductory Physics Through Funds of Knowledge

Researchers have reported the funds of knowledge (FK) pedagogical approach effective in engaging minority students in learning. However, there are a lack of studies connecting FK to introductory college physics or physical science classes. By using examples from regional Mexican-American lived experiences at an Hispanic-serving institution located along the recently politicized U.S.-Mexico border, this paper provides evidence to show how physics educators can use FK to engage students in learning introductory college physics concepts.

Balls rolling down a playground slide: What factors influence their motion?

Take a selection of balls and marbles along to a nearby playground slide and let students investigate factors that may influence how balls accelerate down an inclined plane. Students can make hypotheses in small groups, plan investigations to test multiple possible explanations and draw conclusions about the importance of different variables. The experiments illustrate the principle of equivalence between inertial and gravitational mass, as well as of the importance of mass distribution. Students can develop an intuitive feeling for these concepts even without dealing with the full mathematical treatment, which involves torque, angular momentum and moment of inertia, typically treated in high-school or introductory university physics courses. The paper discusses this investigation as part of a setup of teacher professional development events on a playground.

Supporting Inclusive Teaching in Introductory College Physics

Even among the sciences, physics stands out as an unusually White- and male-dominated field. The American Institute of Physics (AIP) reports that only 19% of physics faculty are women, and less than 6% of physics faculty are African American or Hispanic. Particularly for female students, the transition from high school to a college major in physics has been identified as the most important point of attrition. As such, undergraduate physics education is a critical juncture where these trends can be interrupted. We approached this problem by using teaching strategies intended to promote inclusiveness in a calculus-based, introductory college physics course, a key requirement in many STEM majors and a gateway to the undergraduate physics major. Proponents of inclusive teaching strategies argue that using such strategies will benefit all students, particularly those from marginalized groups, increase the diversity of physics majors, and ultimately contribute to a more diverse community of physicists.

A Study on the Relationship Between Completion of high School Subjects, CSAT Subjects Selection and Academic Achievement in University Introductory Physics: A case Study of a Local College of Engineering

A Study on the Relationship Between Completion of high School Subjects, CSAT Subjects Selection and Academic Achievement in University Introductory Physics: A case Study of a Local College of Engineering

Retrieval practice of a hierarchical principle structure in university introductory physics: Making stronger students

Lectures that employ retrieval practice of a hierarchical principle structure help students learn the basic facts and improves their exam scores.

Buquoy’s problem in an introductory physics course

The Buquoy’s problem represents an interesting example of a one-dimensional motion in which a uniform thin fibre is pulled upwards from a horizontal plane by a constant vertical force exerted against the homogeneous gravitational field. The problem includes several interesting concepts that are developed within the introductory university physics course, like motion with a variable mass, the use of the effective potential and a solution of a non-linear ODE of the second order, which provides an opportunity for some numerical modelling of the motion. It is a specific example of damped oscillations and according to our experience it can be discussed e.g. within a course in classical mechanics. Our contribution concentrates on the correspondence between a theoretical model and the experimental realization of this problem, which can be demonstrated in a standard classroom. In our set, the upward force is represented by buoyancy acting on a helium filled balloon. The experiment helps to develop some other competences of the students and naturally leads to a little bit more general mathematical model with an equation of motion that includes the constant mass of the helium ball and the dumping resistance force.

The iPad as a virtual oscilloscope for measuring time constants in RC and LR circuits

In a university introductory physics laboratory, the measurement of time constants in RC and LR circuits usually employ a conventional oscilloscope. The standard oscilloscope with its many knobs and switches often intimidate first-time users and can cause anxiety especially among non-physics and non-engineering majors. On the other hand, an iPad has a more familiar, less intimidating and friendlier touch-pad interface. We report our experience in using the iPad as a virtual oscilloscope in an introductory algebra-based physics laboratory course. We used a commercial electronic accessory called Oscium iMSO that turns the iPad into a virtual oscilloscope. Using blind surveys and direct observation, we report student responses to this pedagogical tool.

More useful or not so bad? Examining the effects of utility value and cost reduction interventions in college physics.

This study compared two expectancy-value-theory-based interventions designed to promote college students’ motivation and performance in introductory college physics. The utility value intervention was adapted from prior research and focused on helping students relate course material to their lives in order to perceive the material as more useful. The cost reduction intervention was novel and aimed to help students perceive the challenges of their physics course as less psychologically costly to them. Students (N = 148) were randomly assigned to the utility value intervention, cost reduction intervention, or a control condition. Participants completed intervention or control activities online at 2 points during the semester. Their motivational beliefs and values were measured twice, once immediately after the intervention or control activities ended and again at the end of the semester. Both interventions improved students’ grades and exam scores relative to the control group (ds from 0.24–0.30), with stronger effects for students with lower initial course exam scores (ds from 0.72–0.90). Unexpectedly, both interventions’ effects were explained in part by initially lower performing students reporting higher competence-related beliefs and lower cost immediately after they received either intervention compared with lower performing students in the control condition. Results suggest that cost reduction and utility value interventions are both useful tools for improving students’ science, technology, engineering, and mathematics course performance. (PsycINFO Database Record (c) 2019 APA, all rights reserved)

An Inexpensive Semiconducting Device Laboratory: Building a Schottky Barrier Diode

Semiconductor devices, usually made from silicon wafers, are present in the electronic gadgets that we use on a daily basis. In an introductory physics class, the textbook usually devotes a few pages to these devices and moves on. As a result, students may readily forget the material or fail to see how it relates to their lives. A solution is to have the student build a simple semiconductor device such as a diode. Generally, the process for making these devices is expensive, dangerous, and time consuming. While there has been some success in reducing these challenges for certain devices, labs that do this are mostly limited to upper-division engineering or physics classes. The purpose of this paper is to describe a method that can be followed to build a diode from a silicon wafer in less than an hour with limited equipment and with no exposure to dangerous chemicals. This lab can be conducted at the high school level or in an introductory college physics class. It requires an investment of less than $100 for the equipment and consumable materials.

Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom

We compared students' self-reported perception of learning with their actual learning under controlled conditions in large-enrollment introductory college physics courses taught using 1) active instruction (following best practices in the discipline) and 2) passive instruction (lectures by experienced and highly rated instructors). Both groups received identical class content and handouts, students were randomly assigned, and the instructor made no effort to persuade students of the benefit of either method. Students in active classrooms learned more (as would be expected based on prior research), but their perception of learning, while positive, was lower than that of their peers in passive environments. This suggests that attempts to evaluate instruction based on students' perceptions of learning could inadvertently promote inferior (passive) pedagogical methods. For instance, a superstar lecturer could create such a positive feeling of learning that students would choose those lectures over active learning. Most importantly, these results suggest that when students experience the increased cognitive effort associated with active learning, they initially take that effort to signify poorer learning. That disconnect may have a detrimental effect on students' motivation, engagement, and ability to self-regulate their own learning. Although students can, on their own, discover the increased value of being actively engaged during a semester-long course, their learning may be impaired during the initial part of the course. We discuss strategies that instructors can use, early in the semester, to improve students' response to being actively engaged in the classroom.

What do AP physics courses teach and the AP physics exam measure?

AP physics exam scores are a weak measure of the level of physics understanding one would expect from an introductory university physics course.

Energy-interaction diagrams: Fostering resources for productive disciplinary engagement with energy

The use of graphical representations structures students' reasoning about a physical scenario or problem. Different graphical representations for energy in physical situations highlight different aspects of energy and therefore may represent and foster different conceptualizations of energy. One particular representation of energy dynamics in a physical system, the Energy-Interaction Diagram, embodies a Stores and Transfer model of energy. In this paper, I show how the Energy-Interaction Diagram can evoke productive resources for disciplinary engagement with energy. In the presented example, students in an introductory college physics course activated the resources indicator reasoning, systems thinking, and substance metaphor while employing the Energy-Interaction Diagram to make sense of a puzzling scenario: Two billiard balls on parallel incline tracks with different widths—why does one ball roll down the ramp faster than the other?

The symmetrical energy and momentum principles in introductory university physics courses

The conservation law of energy and momentum can be examined and demonstrated by a well-known collision experiment. In this experiment, several identical elastic balls are suspended from a horizontal frame. When the ball at one end is pulled aside and released, thus allowing it to swing like a pendulum, it hits the next ball. The outcome is fascinating: the ball at the farthest end is knocked away from the others with nearly the same speed that the first ball had initially, and all the other balls remain almost at rest. Why does this happen? Why is this the only outcome that occurs? Why not others? What happens if we change the size or mass of the ball? In the current essay, the authors describe this principle and provide examples where students can apply it. For each problem, the authors provide both the force consideration solution approach and the energy consideration solution approach.

Introductory university physics students’ understanding of some key characteristics of classical theory of the electromagnetic field

Few introductory electricity and magnetism students develop a coherent picture of field theory and, thus, are unable to use field theory to correctly predict relevant physical phenomena.

Modelling instruction for university physics: examining the theory in practice

In spite of a lack of consensus about the nature of scientific models, the role of models and modelling are well established in the practice of science. Students who participate in developing, validating, deploying, and refining models are engaged in authentic scientific practices. Modelling instruction (MI) was developed to promote the role of models and modelling in introductory university physics classes. MI for university physics is founded on the basis of two theoretical foundations, modelling theory of science and modelling theory of instruction. We claim that the translation of these theories into classroom practice supports learning in science. We substantiate this claim by first describing how these theories establish complementary cycles of content development and student participation. Then we provide evidence of these interacting cycles by analysing the development of a conceptual model in a MI university physics class using video data. The video data we present includes students developing a scientific conceptual model first in a small student group and a later in the full class. We argue that the integration of the theoretical components underlying MI are key supports in providing the opportunity for students to develop conceptual models and engage in the practice of doing physics.

Force and torque of a string on a pulley

Every university introductory physics course considers the problem of Atwood's machine taking into account the mass of the pulley. In the usual treatment, the tensions at the two ends of the string are offhandedly taken to act on the pulley and be responsible for its rotation. However, such a free-body diagram of the forces on the pulley is not a priori justified, inducing students to construct wrong hypotheses such as that the string transfers its tension to the pulley or that some symmetry is in operation. We reexamine this problem by integrating the contact forces between each element of the string and the pulley and show that although the pulley does behave as if the tensions were acting on its ends, this comes only as the final result of a detailed analysis. We also address the question of how much friction is needed to prevent the string from slipping over the pulley. Finally, we deal with the case in which the string is on the verge of sliding and show that this cannot happen unless certain conditions are met by the coefficient of static friction and the masses involved.

A new modeling website for introductory university physics

<i>A new modeling website for introductory university physics</i>

Do Active Learning Approaches in Recitation Sections Improve Student Performance? A Case Study from an Introductory Mechanics Course

Abundant research leaves little question that pedagogical approaches involving active student engagement with the material, and opportunities for student-to-student discussions, lead to much better learning outcomes than traditional instructor-led, expository instructional formats, in physics and in many other fields. In introductory college physics classes, some departments have departed radically from conventional lecture-recitation-laboratory course structures, but many, including my own, retain the basic format of large-group classroom sessions (lectures) supplemented by smaller-group meetings focused on problem solving (recitations) and separate laboratory meetings. Active student engagement in the lectures is encouraged through approaches such as Peer Instruction and Interactive Lecture Demonstrations, and these approaches have been demonstrably successful.