College Physics Course Research Articles

Research on the Ideological and Political Design and Implementation Path of Physical Education Courses in Colleges and Universities under the Background of the Construction of "Four New" Majors

This article takes the design and implementation of college physical education courses under the background of the "four new" construction as the perspective, is oriented towards the talent needs of new technologies, new business forms, new models, and new industries, and takes the education paradigm of "learning-centered" as the concept to construct a new model of ideological and political design and implementation of physical education courses in colleges and universities, and systematically proposes the mechanism system for the ideological and political design and implementation of physical education courses in colleges and universities. By using methods such as literature review and dialectical reasoning, it conducts a systematic study on the key teaching problems existing in the construction process of ideological and political demonstration courses for physical education courses. The research holds that there are problems in the construction of ideological and political demonstration courses for physical education courses in aspects such as the evaluation of curriculum goal attainment, the support of ideological and political resources for courses, the embedded integration of teaching models, and the adaptation and innovation of teaching methods. Comprehensively promoting the construction of ideological and political courses is to guide values into knowledge imparting and ability cultivation, and help students shape correct worldviews, outlooks on life, and values. The implementation of ideological and political education in physical education courses helps students achieve comprehensive development in addition to improving physical skills, so as to better adapt to social development. When implementing ideological and political education in physical education courses, it is necessary to highlight the characteristics of the courses, integrate ideological and political elements, clarify the design of teaching elements, optimize the combination of teaching models, and make good use of the evaluation of teaching effects.

Research on the Teaching Reform of College Physics Course under the Background of the Integration of Production and Education

With the rapid development of society and the continuous progress of technology, college education is facing unprecedented challenges and opportunities. Especially in the background of the integration of production and education, the teaching reform of college physics is particularly important as a compulsory basic course for science and engineering students. This paper aims to discuss the research and practice of the teaching reform of college physics under the background of the integration of production and education, in order to provide useful reference for improving the teaching quality and cultivating high-quality talents meeting the needs of society.

Investigating introductory and advanced students’ difficulties with entropy and the second law of thermodynamics using a validated instrument

We use the Survey of Thermodynamic Processes and First and Second Laws-Long (STPFaSL-Long), a research-based survey instrument with 78 items at the level of introductory physics, to investigate introductory and advanced students’ difficulties with entropy and the second law of thermodynamics. We present an analysis of data from 12 different introductory and advanced physics classes at four different higher education public institutions in the United States in which the survey was administered in person to more than 1000 students. We find that a widespread unproductive tendency for introductory students to associate the properties of entropy with those of energy leads to many errors based on an idea of “conservation of entropy,” in which entropy increases are balanced by equal entropy decreases. For many of the more advanced students (calculus based and upper level), we detect a tendency to expect entropy increases even in processes in which the entropy does change. We observed a widespread failure to correctly apply the relationship ΔS=Qreversible/T, either by using it for processes to which it does not apply or by applying it incorrectly or completely neglecting it in reversible processes to which it does apply. We also noted that many introductory students are simply not aware that total entropy must increase in any “spontaneous” heat transfer process. Students at all levels were very frequently found to be confused that while net entropy (system+reservoir) in reversible isothermal processes does not change, the entropy of the working substance itself does indeed increase or decrease depending on whether the process is an expansion or compression. Our findings are broadly consistent with prior research findings in this area, expanding upon them and revealing previously unreported aspects of students’ thinking. Moreover, our results reflect several new problem contexts in addition to those reported in prior research, and our sample population includes large numbers of both introductory and advanced students. Our detailed findings related to common student difficulties with entropy and the second law of thermodynamics before and after traditional instruction in college physics courses can potentially help instructors of these courses improve student understanding of these concepts. These findings can also be valuable for developing effective research-based curricula and pedagogies to reduce student difficulties and help students develop a solid grasp of these fundamental thermodynamic concepts. Published by the American Physical Society 2024

Analysis of the Ideological and Political Concepts and Teaching Strategies for Quality Improvement in Physical Education Courses in Colleges and Universities

In today’s higher education system, the physical education program is not only for teaching sports skills and exercising physical fitness but also an important position for cultivating students’ character, emotions, and values. With the in-depth development of the concept of ideological education, the ideology of college physical education courses has become an important direction of educational reform. In this paper, we will discuss the connotation of the concept of ideology and politics in college physical education courses, analyze the methods to effectively integrate the ideology and politics elements while guaranteeing the quality of teaching, and put forward the corresponding strategies to improve the quality, with a view to providing new ideas and methods for the construction of ideology and politics in college physical education courses.

Research on Interdisciplinary Teaching Mode of College Physics Course in Higher Education

Research on Interdisciplinary Teaching Mode of College Physics Course in Higher Education

Integration of Ideological and Political Education in College Physics Courses Under the Reform of Smart Teaching

The development of the times has prompted China to enhance the quality of education and the value of talent. As guides for students, teachers should conscientiously implement ideological and political education, create college physics courses that are more in line with modern talent cultivation, eliminate the fixed and singular nature of traditional teaching, and find the integration points of ideological and political education. Teachers need to use the textbook itself, the expansion of resources in smart classrooms, and current technological progress to implement ideological and political education in order to cultivate more high-quality and high-level comprehensive talents for society.

Convergent Education Platform and Performance Outcomes Research in the Integration of University Physics and Programming Courses

Convergent Education Platform and Performance Outcomes Research in the Integration of University Physics and Programming Courses

Research on the construction and development of ideological and political education in college physical education courses

Research on the construction and development of ideological and political education in college physical education courses

The integration of OBE concept and BOPPPS teaching mode in college physics course

College physics is a compulsory public course for students majoring in Science, Engineering, Agriculture and Medicine at universities. It aims to cultivate students' physical thinking and ability to analyze and address problems, so as to lay a foundation for students' future specialized courses. Taking "The effect of magnetic field on current-carrying wire" as an example, this paper carries out a research on the teaching design of BOPPPS model of college physics course based on OBE concept, and explores a new path and strategy for teaching reform model of college physics course.

Persistence of Conceptual Errors in First-Year University Physics Course and Its Possible Relationship with Learning Styles

In this work, we study the persistence of some fundamental previous ideas in physics in a group of freshmen at the Universidad Politécnica de Madrid (Spain). For this purpose, we analyze the answers to a questionnaire consisted of 24 multiple-choice items, most of them borrowed from the Force Concept Inventory (FCI). Our study is performed in two different ways by using, on the one hand, classical test theory and, on the other hand, the Pearson product–moment correlation. The survivance of some of the previous ideas at the end of the course is assessed by comparing and critically analyzing the answers of the students to the same test at the beginning and the end of the term. A possible connection with Honey–Alonso learning styles (LS) is also discussed. The results yielded by our study demonstrate the persistence of some of the initial and previous ideas, no matter the students’ previous qualifications or their current LS.

The study focuses on reforming college physics teaching and evaluates its effectiveness through demonstration experiments

Physics is an experimental-based discipline; however, there is a shortage of demonstration experiments in the instruction of university physics courses. Students now generally believe that the course is hard to understand and boring as a result of this. This article offers a series of university physics demonstration experiments arranged into modules and chapters. The experiments are integrated into classroom instruction in tandem with the different phases of BOPPPS teaching. This method encourages curriculum reform and makes interactive learning easier. A questionnaire survey, scientific method testing, and subject competitions were used to compare the changes between the reformed class and the regular class in order to assess the efficacy of the teaching reform.Research indicates that the use of demonstration experiments in teaching reform can increase students' self-efficacy in learning, specifically in improving their capacity to learn. Additionally, it can foster a scientific mindset by encouraging rational thought and help develop scientific abilities by teaching and practicing scientific methods.

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

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

Enhancing physics laboratory experiments through an instructional design model using flipped classroom: a case study in a college physics course in Vietnam

Enhancing physics laboratory experiments through an instructional design model using flipped classroom: a case study in a college physics course in Vietnam

Intervention of “Give Up and Let It Be” in College Students’ Learning Process—Taking the College Physics Course as an Example

Intervention of “Give Up and Let It Be” in College Students’ Learning Process—Taking the College Physics Course as an Example

Exploring the Application of Physical Beauty in Teaching University Physics Courses

Exploring the Application of Physical Beauty in Teaching University Physics Courses

A study of stratified optimization of college physical education course effects under the perspective of cluster analysis

Abstract Due to the different physical fitness of college students, they have different acceptance abilities for college physical education courses, so a unified teaching method cannot be applied among many students. The article focuses on the student stratification model based on learning characteristics and takes the university physical education course as an example to design a university physical education teaching stratification method based on the improved K-means clustering algorithm with initialization denoising and center-of-mass optimization. Taking the physical education test data of the 2021~2023 sessions of a university as the research object, K-means clustering analysis was carried out on the 8-item physical fitness test data to realize the stratification of students’ learning situation. The experimental results show that the method of this paper clusters 14619 students into three layers, and the cluster centroid distances of Cluster 1~3 are 20.35, 16.97, and 18.39, respectively. The maximum standardized mutual information values are 6.820, 3.105, and 2.931, respectively, and the results of the stratification are reasonable and easy to interpret, and they can provide effective references for the development of personalized physical education for school students.

Research on the application of flipped classroom model in college physical education courses in the new media era

Research on the application of flipped classroom model in college physical education courses in the new media era

Teaching Core Literacy in College Physical Education and Health Courses Based on Multiple Data Integration

Abstract The study used cluster analysis and decision tree modeling to construct a multivariate data fusion physical fitness evaluation model, and also built a physical fitness core literacy evaluation model through factor analysis and fuzzy comprehensive evaluation method. These two evaluation models were subsequently applied to physical education and health teaching in colleges and universities to measure the quality of physical education teaching in colleges and universities and students’ physical health status. By analyzing the practice of physical education teaching in colleges and universities, it was found that the pull-up program had the worst performance in students’ physical fitness test, with a score of 287. In addition, the lung capacity and 50-meter dash programs contributed the most to students’ total performance, with scores of 1,291 and 1,245, respectively. From the perspective of physical education and health teaching quality, the scores of teaching situation, teaching management and biological education school effectiveness were 4.68, 4.01 and 4.52, respectively, and all of these evaluation grades were good. This study provided an accurate and scientific analysis of the overall quality of physical education and health teaching in universities and the health status of students.

Pedagogical Integration of Core Literacy in College Physical Education and Health Courses Based on Data Mining Techniques

Abstract At universities and colleges today, physical education is overly regimented and ignores students’ basic health literacy. This study aims to investigate this phenomenon by examining the state of physical education instruction in colleges and universities nowadays using data mining techniques. In order to retrieve information on the essential literacies of health and physical education courses at colleges and universities, the study first builds a data mining framework using data clustering analysis, association rule extraction, and decision tree algorithms. The teaching-coordination-level model of the core literacies of physical education and health courses is established utilizing the entropy power approach, and the development history of physical education is examined. To determine the best teaching technique for integrating the core literacies of physical education and health courses, an experiment was conducted using College A as an example. The findings indicate that following the trial, students in the experimental class had substantial improvements in their physical and health literacy scores, with the exception of physical fitness (P>0.05). In the previous 10 years, the mean value of the coupling coordination was between 0.6683. The integration of the essential literacies of physical education and health courses accounted for more than 90% of the total credit hours earned in the best colleges and universities. In addition to enhancing physical education abilities, the integration of health and physical education curricula with core literacy in colleges and universities supports the general development of students’ health literacy.

Self-Efficacy in College Physics Courses: A Comprehensive Analysis Based on Survey Data

Self-Efficacy in College Physics Courses: A Comprehensive Analysis Based on Survey Data