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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.
Bor Gregorcic et al 2024 Phys. Educ. 59 045005
In this proof-of-concept paper, we propose a specific kind of pedagogical use of ChatGPT—to help teachers practice their Socratic dialogue skills. We follow up on the previously published paper 'ChatGPT and the frustrated Socrates' by re-examining ChatGPT's ability to engage in Socratic dialogue in the role of a physics student. While in late 2022 its ability to engage in such dialogue was poor, we see significant advancements in the chatbot's ability to respond to leading questions asked by a human teacher. We suggest that ChatGPT now has the potential to be used in teacher training to help pre- or in-service physics teachers hone their Socratic dialogue skills. In the paper and its supplemental material, we provide illustrative examples of Socratic dialogues with ChatGPT and present a report on a pilot activity involving pre-service physics and mathematics teachers conversing with it in a Socratic fashion.
Marcelo Dumas Hahn et al 2024 Phys. Educ. 59 045006
Teaching the colour of stars is not as trivial as one might think. It can be challenging for students to grasp that the colour of stars follows a temperature sequence. This paper introduces a simple experimental setup for instructing the correlation between a star's colour and its temperature. Furthermore, the experimental setup facilitates the exploration of the topic of colour addition, demonstrating to students how to replicate the colour of a star—a spectrum colour—by employing an RGB LED that emits only primary colours (red, green, and blue). The experiment utilised an Arduino microcontroller board in conjunction with RGB LEDs and an LCD display. The activity was conducted with 53 7th-grade students from a private school in Portugal results suggest a positive reception, indicating success in both motivational and cognitive aspects. The overall outcomes underscore the effectiveness of the activity in imparting new knowledge to students.
Fabian Hennig et al 2024 Phys. Educ. 59 045007
This paper describes the design of a new teaching-learning sequence on quantum physics aimed at upper secondary school students. In this teaching-learning sequence, GeoGebra simulations and interactive screen experiments are used to investigate the behaviour of a single photon at beam splitter and single photon interference in a Michelson interferometer. We propose a minimal formalism using Dirac notation, which avoids complex numbers and elaborate vector calculus, to make a quantitative description of the quantum optics experiments accessible to secondary school students. With this new educational pathway, we take into account findings from physics education research, which suggest that the introduction of a mathematical formalism tailored to students' abilities might help them to overcome naive-realist views of quanta or space-time descriptions of quantum phenomena, while at the same time facilitating a transition to a functional understanding of quantum models.
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.
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.
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.
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Ahmed Madey 2024 Phys. Educ. 59 043005
In this paper the author is presenting a novel experiment for measuring the gravitational acceleration using simple and cost effective apparatus with a regular pendulum, composed of an Arduino Uno and a light interruption circuit with an light dependent resistor (LDR) and an light emitting diode (LED), the data was recorded using PLX − DAQ data acquisition tool for further analysis, the experiment would be useful for introductory physics courses on the subject.
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.
Rafiq Mulla 2024 Phys. Educ. 59 043004
A simple do-it-yourself (DIY) apparatus is designed and built for the measurement of the electrical resistivity of materials. The tool is portable and easy to operate, and students/new researchers can build their own apparatus with a minimum amount of time and raw materials. The apparatus' spring-loaded four-point probes help provide a good electrical contact between the sample surface and the probes. It has been checked for its reliability by comparing the resistivity data with literature values and the measurements match well with the previous data. The apparatus is suitable for measurements from room temperature to ∼100 °C.
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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).
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.
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.
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.
Fabian Hennig et al 2024 Phys. Educ. 59 045007
This paper describes the design of a new teaching-learning sequence on quantum physics aimed at upper secondary school students. In this teaching-learning sequence, GeoGebra simulations and interactive screen experiments are used to investigate the behaviour of a single photon at beam splitter and single photon interference in a Michelson interferometer. We propose a minimal formalism using Dirac notation, which avoids complex numbers and elaborate vector calculus, to make a quantitative description of the quantum optics experiments accessible to secondary school students. With this new educational pathway, we take into account findings from physics education research, which suggest that the introduction of a mathematical formalism tailored to students' abilities might help them to overcome naive-realist views of quanta or space-time descriptions of quantum phenomena, while at the same time facilitating a transition to a functional understanding of quantum models.
Marcelo Dumas Hahn et al 2024 Phys. Educ. 59 045006
Teaching the colour of stars is not as trivial as one might think. It can be challenging for students to grasp that the colour of stars follows a temperature sequence. This paper introduces a simple experimental setup for instructing the correlation between a star's colour and its temperature. Furthermore, the experimental setup facilitates the exploration of the topic of colour addition, demonstrating to students how to replicate the colour of a star—a spectrum colour—by employing an RGB LED that emits only primary colours (red, green, and blue). The experiment utilised an Arduino microcontroller board in conjunction with RGB LEDs and an LCD display. The activity was conducted with 53 7th-grade students from a private school in Portugal results suggest a positive reception, indicating success in both motivational and cognitive aspects. The overall outcomes underscore the effectiveness of the activity in imparting new knowledge to students.
Bor Gregorcic et al 2024 Phys. Educ. 59 045005
In this proof-of-concept paper, we propose a specific kind of pedagogical use of ChatGPT—to help teachers practice their Socratic dialogue skills. We follow up on the previously published paper 'ChatGPT and the frustrated Socrates' by re-examining ChatGPT's ability to engage in Socratic dialogue in the role of a physics student. While in late 2022 its ability to engage in such dialogue was poor, we see significant advancements in the chatbot's ability to respond to leading questions asked by a human teacher. We suggest that ChatGPT now has the potential to be used in teacher training to help pre- or in-service physics teachers hone their Socratic dialogue skills. In the paper and its supplemental material, we provide illustrative examples of Socratic dialogues with ChatGPT and present a report on a pilot activity involving pre-service physics and mathematics teachers conversing with it in a Socratic fashion.