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ISSN: 1361-6552
Physics Education is the international journal for everyone involved with the teaching of physics in schools and colleges. The articles reflect the needs and interests of secondary school teachers, teacher trainers and those involved with courses up to introductory undergraduate level.
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Julia Woithe et al 2017 Phys. Educ. 52 034001
The Standard Model of particle physics is one of the most successful theories in physics and describes the fundamental interactions between elementary particles. It is encoded in a compact description, the so-called 'Lagrangian', which even fits on t-shirts and coffee mugs. This mathematical formulation, however, is complex and only rarely makes it into the physics classroom. Therefore, to support high school teachers in their challenging endeavour of introducing particle physics in the classroom, we provide a qualitative explanation of the terms of the Lagrangian and discuss their interpretation based on associated Feynman diagrams.
Ann-Marie Pendrill and David Eager 2020 Phys. Educ. 55 065012
Changing acceleration and forces are part of the excitement of a roller coaster ride. According to Newton's second law, , every part of our body must be exposed to a force to accelerate. Since our bodies are not symmetric, the direction of the force matters, and must be accounted for by ride designers. An additional complication is that not all parts of the body accelerate in the same way when the acceleration is changing, i.e. when there is jerk. Softer parts of the body provide varying levels of damping, and different parts of the body have different frequency responses and different resonance frequencies that should be avoided or reduced by the roller coaster designer. This paper discusses the effect of acceleration, jerk, snap and vibration on the experience and safety of roller coaster rides, using authentic data from a dive coaster as an example.
Fatih Önder 2024 Phys. Educ. 59 045011
Voltage regulators, the most common application of Zener diodes, are included in many electronic devices we use in our daily lives. Therefore, students need to learn about regulators to understand the place of Zener diodes in modern electronic technologies. This study focuses on a microcontroller-based experiment that can be used to teach line and load regulation with real-time graphics. The main advantage of the designed experiment over its classical equivalent is its ability to display autonomous and real-time data display. It also eliminates the problem of determining the load resistance, which is the main difficulty of the classical experiment.
Stephen Hughes and Mark Young 2024 Phys. Educ. 59 043003
Seeing connections between different areas of physics is a good way to teach physics. In the orbit of a planet, there is a continuous interchange between gravitational potential energy and kinetic energy with the sum being constant. This is essentially the same physics as a mass on the end of a spring, or a pendulum. In this paper, equivalent spring constants are calculated for planetary orbits and the pendulum equation used to derive Kepler's third law.
Bor Gregorcic and Ann-Marie Pendrill 2023 Phys. Educ. 58 035021
We present a case study of a conversation between ourselves and an artificial intelligence-based chatbot ChatGPT. We asked the chatbot to respond to a basic physics question that will be familiar to most physics teachers: 'A teddy bear is thrown into the air. What is its acceleration in the highest point?' The chatbot's responses, while linguistically quite advanced, were unreliable in their correctness and often full of contradictions. We then attempted to engage in Socratic dialogue with the chatbot to resolve the errors and contradictions, but with little success. We found that ChatGPT is not yet good enough to be used as a cheating tool for physics students or as a physics tutor. However, we found it quite reliable in generating incorrect responses on which physics teachers could train assessment of student responses.
Will Yeadon and Tom Hardy 2024 Phys. Educ. 59 025010
With the rapid evolution of artificial intelligence (AI), its potential implications for higher education have become a focal point of interest. This study delves into the capabilities of AI in physics education and offers actionable AI policy recommendations. Using openAI's flagship gpt-3.5-turbo large language model (LLM), we assessed its ability to answer 1337 physics exam questions spanning general certificate of secondary education (GCSE), A-Level, and introductory university curricula. We employed various AI prompting techniques: Zero Shot, in context learning, and confirmatory checking, which merges chain of thought reasoning with reflection. The proficiency of gpt-3.5-turbo varied across academic levels: it scored an average of 83.4% on GCSE, 63.8% on A-Level, and 37.4% on university-level questions, with an overall average of 59.9% using the most effective prompting technique. In a separate test, the LLM's accuracy on 5000 mathematical operations was found to be 45.2%. When evaluated as a marking tool, the LLM's concordance with human markers averaged at 50.8%, with notable inaccuracies in marking straightforward questions, like multiple-choice. Given these results, our recommendations underscore caution: while current LLMs can consistently perform well on physics questions at earlier educational stages, their efficacy diminishes with advanced content and complex calculations. LLM outputs often showcase novel methods not in the syllabus, excessive verbosity, and miscalculations in basic arithmetic. This suggests that at university, there's no substantial threat from LLMs for non-invigilated physics questions. However, given the LLMs' considerable proficiency in writing physics essays and coding abilities, non-invigilated examinations of these skills in physics are highly vulnerable to automated completion by LLMs. This vulnerability also extends to pysics questions pitched at lower academic levels. It is thus recommended that educators be transparent about LLM capabilities with their students, while emphasizing caution against overreliance on their output due to its tendency to sound plausible but be incorrect.
Sebastian Kilde Löfgren et al 2024 Phys. Educ. 59 045021
Classical mechanics has long been a conceptually challenging topic for students. Escape Experience Aeroseum offers a novel approach to help address this issue by integrating classical mechanics into an educational escape room (EER). The escape room creatively combines physics with aerospace engineering principles, with the aim of aiding learners in making more sense of classical mechanics concepts through solving interactive, hands-on challenges. In the paper, we discuss the design and educational potential of Escape Experience Aeroseum, including the need for adaptability and appeal across different educational settings. By introducing an EER centered around classical mechanics, this work contributes to the growing interest in developing and evaluating EERs as a possible means to increase students learning, engagement, and interest in physics.
Nathalie Wolke et al 2024 Phys. Educ. 59 045008
The disciplines of physics and art are often seen as antithetical in social and educational contexts. However, in recent years, STEAM education has promoted the collaboration of art and STEM. Linking the subjects together offers a wide range of learning opportunities. For example, the design of (video) light installations can develop both artistic and physical skills. Such a teaching approach allows to address different types of interests within the same lesson. In this article, two basic ways of meaningfully combining artistic and physical topics are presented: 'STEAM design' and 'STEAM explanation'. The approaches are described using the example of teaching optics at secondary school level, but in principle they can be applied to other grade levels or physical subjects.
Will Yeadon et al 2023 Phys. Educ. 58 035027
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.
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Pablo Bastante and Andres Castellanos-Gomez 2024 Phys. Educ. 59 045032
This teaching article describes a simple and low-cost methodology for studying electrical transport and constructing basic sensor devices using everyday stationery items, including pencils, paper, and a handheld multimeter. The approach is designed for high school and undergraduate teachers and offers an easy-to-implement, hands-on method for teaching fundamental concepts in physical electronics. The materials and experiments outlined in this article are widely accessible and can be easily replicated in various teaching labs, even with limited budgets.
M Tuveri et al 2024 Phys. Educ. 59 045031
Studies in Physics Education Research show that interdisciplinary approaches in education foster students' motivation, creativity, curiosity, and interest in physics. We discuss their features and potential role in bringing contemporary physics topics to high school and how to use them to integrate formal educational programs. We make an explicit example of the use of storytelling and theatrical techniques to introduce secondary school students to black holes and gravitational wave topics. The Educational Division of the Physics Department at the University of Cagliari designed the activity. Participants were 200 high-school students (17 to 19 years old) from five schools (scientific, humanities) in Sardinia. Through a research questionnaire, we measure the efficacy of using artistic tools to communicate and teach the proposed subjects. We collected 76 answers. Results show that our methodology helps introduce students to contemporary physics themes, fostering their interest and learning of such content. Students from the humanities significantly appreciated the use of poetry and artistic tools more than their scientific peers. Finally, we discuss the potentiality of our approach in orientating students towards a STEAM (STEM and Arts) career.
Nuray Onder Celikkanli and Mustafa Karadag 2024 Phys. Educ. 59 045030
This study aims to develop a polarity detector that generates sounds in two different patterns for positive and negative polarity, which enables visually impaired students to detect the polarity of electrically charged objects in static electricity experiments. The traditional electroscopes used in physics laboratories are not practical enough to determine the polarity of electrically charged objects. For visually impaired students to perform static electricity experiments on their own, there is a need for an electroscope that informs them about the polarity of electrically charged objects, for example, by generating sounds or vibrations in different patterns. With this motivation, we developed a sound-generating polarity detector with a small budget for two polarities. Visually impaired students and others can easily use such a digital educational tool in the physics laboratories. Physics teachers can use this laboratory tool as an educational material that reduces their workload, and it would be beneficial to bring it into the existing literature.
Stephen Hughes 2024 Phys. Educ. 59 043009
A class activity is described that involves taking a video of a nerf gun fired vertically. The ascension time of the nerf bullet is found by counting the number of video frames, which is then used to calculate the maximum height reached. The kinematic equations can then be used to calculate several extra pieces of information about the trajectory of the nerf bullet such as the initial velocity and the spring constant of the nerf gun, etc.
Galib Sharifov 2024 Phys. Educ. 59 045025
The present study explores the impact of LAB Disc technology on enhancing physics education among gifted ninth-grade students in lyceums. The study employed a quasi-experimental design to examine students' academic performance and engagement levels in two groups: an experimental group that utilised LAB Discs and a control group that received conventional physics education. To ensure comparability in baseline understanding of the subject, each group consisted of 30 ninth-grade students who were selected based on their academic prowess and enthusiasm for physics. The utilisation of LAB Discs, versatile devices equipped with diverse sensors for instantaneous data gathering and examination, was designed to offer a more engaging and experiential learning encounter. The study's methodology employed a combination of quantitative and qualitative data collection techniques, including tests, surveys, interviews, and classroom observations. The impact of LAB Disc technology on students' learning outcomes was assessed using an independent t-test and boxplot visualisation. The results demonstrated a statistically significant enhancement in ninth-grade students' comprehension and involvement when utilising LAB Disc technology, as evidenced by a t-statistic of 6.522 and a p-value of less than 0.001. The boxplot analysis validated that students in the experimental group exhibited a superior median score and demonstrated greater consistency in their performance. The results emphasise the capacity of interactive educational tools, like LAB Discs, to enhance cognitive abilities and establish a more captivating learning atmosphere in physics classes at the lyceum level.
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Pablo Bastante and Andres Castellanos-Gomez 2024 Phys. Educ. 59 045032
This teaching article describes a simple and low-cost methodology for studying electrical transport and constructing basic sensor devices using everyday stationery items, including pencils, paper, and a handheld multimeter. The approach is designed for high school and undergraduate teachers and offers an easy-to-implement, hands-on method for teaching fundamental concepts in physical electronics. The materials and experiments outlined in this article are widely accessible and can be easily replicated in various teaching labs, even with limited budgets.
M Tuveri et al 2024 Phys. Educ. 59 045031
Studies in Physics Education Research show that interdisciplinary approaches in education foster students' motivation, creativity, curiosity, and interest in physics. We discuss their features and potential role in bringing contemporary physics topics to high school and how to use them to integrate formal educational programs. We make an explicit example of the use of storytelling and theatrical techniques to introduce secondary school students to black holes and gravitational wave topics. The Educational Division of the Physics Department at the University of Cagliari designed the activity. Participants were 200 high-school students (17 to 19 years old) from five schools (scientific, humanities) in Sardinia. Through a research questionnaire, we measure the efficacy of using artistic tools to communicate and teach the proposed subjects. We collected 76 answers. Results show that our methodology helps introduce students to contemporary physics themes, fostering their interest and learning of such content. Students from the humanities significantly appreciated the use of poetry and artistic tools more than their scientific peers. Finally, we discuss the potentiality of our approach in orientating students towards a STEAM (STEM and Arts) career.
Stephen Hughes 2024 Phys. Educ. 59 043009
A class activity is described that involves taking a video of a nerf gun fired vertically. The ascension time of the nerf bullet is found by counting the number of video frames, which is then used to calculate the maximum height reached. The kinematic equations can then be used to calculate several extra pieces of information about the trajectory of the nerf bullet such as the initial velocity and the spring constant of the nerf gun, etc.
T M Seixas and M A Salgueiro da Silva 2024 Phys. Educ. 59 045023
This work describes an exact radiometric model for experimental demonstrators of the detection of exoplanets by the transit method. This model generalises the calculation of the depth of occultation from the standard transit method to the case of a finite size demonstrator apparatus. Results show that, for demonstrator apparatuses of moderately small sizes, a significant accuracy improvement in the determination of the size of a planet model can be achieved using the proposed method in comparison to using the formula from the standard transit method. The radiance distribution of the star model is found to be of crucial importance, as deviations from a Lambertian radiance distribution can lead to significantly different results.
F Chiappetta et al 2024 Phys. Educ. 59 045026
We discuss experiments aimed at retracing some of the experiments on vacuum performed in the 17th century by Boyle and Huygens. We focus on the 'anomalous suspension' of water reported by Huygens in 1662. Our revisitation allows to discuss the apparent contrast between the results obtained by Boyle and Huygens. This controversy was one of the first conducted in scientific terms and offers the possibility of illustrating to the students how competitions and debates are conducted in modern science, which appears important in a period in which science is contested by antiscientific movements.
Rod Cross 2024 Phys. Educ. 59 043007
Four examples are described where a force acts on an object to accelerate the object and where the displacement of the point of application of the force is zero. Work is done to accelerate the object but the total work done by the force is zero.
Niyomufasha Theogene et al 2024 Phys. Educ. 59 045022
In recent years, the use of multiple representations in physics teaching and learning has become more common. This study sought to determine if engineering students' performance in Rwanda might be improved by the use of numerous representations when solving mechanics problems. Multiple representations improve students' comprehension and recall of mechanics ideas, supporting efficient teaching methods and critical thinking. This study employed a quasi-experimental research design with pre-and post-test control and experimental groups. A total of 100 students were enrolled in the study, divided into two groups: the experimental group consisted of 52 students who received instruction using multiple representations, and the control group consisted of 48 students who received instruction using traditional methods. In the study, students' performance was measured before and after intervention using a mechanics test. The mechanics problem-solving pre-test findings indicated a p-value greater than 0.05 between the control and experimental groups, indicating no statistically significant differences between the two groups. A post-test revealed a p-value < 0.001 between the groups, indicating that the experimental group outperformed the control group significantly. According to the findings, engineering student's academic performance in physics can be improved through the use of multiple representations in teaching and learning mechanics problem-solving. This study will support the development of Rwandan education policies, instructional approaches, and global pedagogy are all supported by this study.
Sebastian Kilde Löfgren et al 2024 Phys. Educ. 59 045021
Classical mechanics has long been a conceptually challenging topic for students. Escape Experience Aeroseum offers a novel approach to help address this issue by integrating classical mechanics into an educational escape room (EER). The escape room creatively combines physics with aerospace engineering principles, with the aim of aiding learners in making more sense of classical mechanics concepts through solving interactive, hands-on challenges. In the paper, we discuss the design and educational potential of Escape Experience Aeroseum, including the need for adaptability and appeal across different educational settings. By introducing an EER centered around classical mechanics, this work contributes to the growing interest in developing and evaluating EERs as a possible means to increase students learning, engagement, and interest in physics.
Rutger Ockhorst et al 2024 Phys. Educ. 59 045017
For the start of a secondary school level lesson series on quantum computing, we designed a hands-on modeling activity where students construct a model diamond lattice with a nitrogen vacancy (NV) defect. NV centers find application as qubits and sensitive magnetometers. This activity aims to help students visualize the structure of such NV centers within the diamond lattice, making the subject matter more tangible. The activity has proven to be challenging but feasible. It features both collaborative and competitive elements thereby surely creating an energizing buzz in the classroom.
Barbara Rovšek 2024 Phys. Educ. 59 045016
Assigning students the seemingly simple task of drawing the Moon's trajectory in the heliocentric system can ignite a profound discussion about the intricacies of the trajectory. This article presents a diverse set of plots depicting suggested trajectories, alongside a detailed discussion of their differences and the implications of various details. The provided reasoning exemplifies analytical thinking, showcasing how even a small dataset enables us to dismiss certain suggested trajectories (hypotheses).