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.
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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
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.
Stephen Hughes 2024 Phys. Educ. 59 023002
Many people assume that the orbits of the planets are far more elliptical than they actually are. However, the orbits of all the planets with the exception of Mercury and Mars are nearly perfect circles. If the orbits of the planets are modeled as 26 inch bicycle wheels, the deviation from a perfect circle is less than one millimeter. The Earth's orbit around the Sun is normally depicted as being highly elliptical in order to teach students about Kepler's laws. This has been identified as a possible source of the misconception that it is warmer in summer than winter because the Earth is closer to the Sun. A possible way forward is to first teach students that the orbit of the Earth is essentially circular, like a bicycle wheel, and that seasons are due to the tilt of the Earth's axis of rotation, and then switch to exaggerated elliptical orbits to teach Kepler's laws.
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.
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.
Andrew M Low 2023 Phys. Educ. 58 045008
This article outlines a simplified approach to approximating the Chandrasekhar limit for white dwarf stars at a level appropriate for advanced high school students, beginning undergraduate students, and high school teachers. Using a combination of introductory quantum mechanics and Einstein's theory of special relativity, the electron degeneracy pressure is calculated in the non-relativistic and ultra-relativistic limits. By combining the electron degeneracy energy with the gravitational energy for a constant density star, an approximation to the Chandrasekhar mass is derived.
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.
Barry W Fitzgerald et al 2024 Phys. Educ. 59 035021
Quantum teleportation is a concept that fascinates and confuses many people, in particular, given that it combines quantum physics and the concept of teleportation. With quantum teleportation likely to play a key role in several communication technologies and the quantum internet in the future, it is imperative to create learning tools and approaches that can accurately and effectively communicate the concept. Recent research has indicated the importance of teachers enthusing students about the topic of quantum physics. Therefore, educators at both high school and early university level need to find engaging and perhaps unorthodox ways of teaching complex, yet interesting topics such as quantum teleportation. In this paper, we present a paradigm to teach the concept of quantum teleportation using the Christmas gift-bringer Santa Claus. Using the example of Santa Claus, we use an unusual context to explore the key aspects of quantum teleportation, and all without being overly abstract. In addition, we outline a worksheet designed for use in the classroom setting which is based on common naive conceptions from quantum physics. This worksheet will be evaluated as a classroom resource to teach quantum teleportation in a subsequent study.
Andreas Johansson et al 2024 Phys. Educ. 59 035019
An essential goal of teaching experimental physics is to engage students in exploring the validity of models and refining them. To comprehend, test, and revise scientific models, students need well-designed learning activities that enable them to practice the necessary skills. In this paper, we critically review the prevalent assumption in contemporary literature that the coefficient of kinetic friction can be treated as a constant for a certain surface pair. Further, we introduce a novel approach for calculating gravitational acceleration by measuring accelerations on inclined planes. The study indicates that kinetic friction changes with different inclinations of the plane and cannot be assumed to be constant even with typical classroom laboratory equipment. Measuring the gravitational acceleration (g) via inclined planes can result in significant deviations if varying kinetic friction is not considered. This paper proposes a lab activity to investigate the validity of a naïve friction model, by measuring the well-defined gravitational acceleration (g) with controlled precision, in an upper secondary classroom setting.
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Fabio Llorella et al 2024 Phys. Educ. 59 045010
Two-dimensional computer and tablet PC physics simulations have proved to be effective in helping students understand the fundamental principles of physics and related natural processes. However, the current approach to using these simulations tends to follow a repetitive cognitive and procedural pathway, regardless of the specific physical concepts being explored or software environment being used. This approach involves manipulating the simulation interface and collecting data through interaction with controls, widgets, or other contextual elements. Students then attempt to determine how these experimental measurements align with established laws, interactions, or mechanisms, as the teacher might have previously explained. We believe that this approach, while appropriate for education, obscures scientific processes, mainly related to the hypothetico-deductive model. To address this issue, we have developed a simple and adaptable computer environment that makes use of genetic algorithms (GAs) and symbolic regression to derive many of the basic laws of nature from the data collected by students using the popular physics education technology (PhET) simulations environment. Our proposal enables learners to observe how the order and relationships of mathematical tokens are routinely refined as new data points are added to the simulation setting. This iterative distillation technique can also be augmented with the interplay of dimensional analysis. In contrast with other more sophisticated artificial intelligence patterns, GA fit into the realm of grey box machine learning models. These type of evolutionary algorithms achieve the sought results by evolving mathematical models on each stage in an understandable way, which mimics the way scientific breakthroughs are accomplished (over the course of generations of researchers and based of prior knowledge). By implementing this innovative approach, we can provide students with a more authentic empirical experience that fosters a deeper understanding of the principles of science and scientific discovery. Field tests with students supporting this claim have also been carried out.
Lia Laela Sarah et al 2024 Phys. Educ. 59 045009
This study investigates the presence and utilisation of inquiry-based activities in astronomy education within secondary science and physics classrooms. Employing document analysis, surveys, classroom observations, and interviews, the study comprehensively assesses the nature of inquiry activities, teachers' experiences, integration of astronomy into curriculum, resources availability and science teachers' perceived proficiency in astronomical observation skills. Findings from 50 secondary science and senior high physics teachers reveal coverage of the Solar System and Earth–Moon–Sun motion in secondary science, and integration of astronomy concepts like universal gravitation and Kepler's laws into physics classrooms. However, inquiry-based astronomy teaching is limited, with only 10% of educators feeling proficient in telescope use and low adoption of virtual laboratories and simulations. The study underscores the necessity for adaptive inquiry-based activities in astronomy education to enhance science and physics classrooms, proposing direct and indirect celestial object observation, virtual inquiries, and hands-on simulations to bridge skill gaps and resource utilisation shortcomings, thus enriching astronomy education at the secondary level.
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.
Jorge Pinochet 2024 Phys. Educ. 59 045002
Dark matter is one of the great mysteries of contemporary science. In the first part of this work, we covered some general concepts that will serve as an introduction to the more specific topics analysed in this second part, such as the hypothetical particles that could constitute dark matter, and the experiments and detection techniques that have been implemented.
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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.
Mustafa Erol and M Emre Kuzucu 2024 Phys. Educ. 59 035023
This study reports a novel method to measure and teach the specific heat by means of ordinary non-isolating containers and Arduino microprocessors. The measurements are managed by simply placing cold substances in hot water and by monitoring the instant temperature variation via the Arduino UNO microprocessor. This method is original in the sense that it employs ordinary non-isolating containers and obvious heat loss from the container is determined by mathematically modelling the temperature decrease as a function of time. The specific heat measurements are managed based on the heat energy exchange between the hot water and the cold substance by extracting the heat loss to the environment. Proposed method is specifically employed for the substances of aluminium and copper and the measurements revealed that the relative errors of the measurements are 6.50% for copper and 1.38% for aluminium. This novel approach is very easy to implement, inexpensive and can effectively be employed on teaching physics, science and engineering. The novel method can also be employed on basic research activities and industrial applications.
Rod Cross 2024 Phys. Educ. 59 033007
An inductor in series or parallel with a capacitor is a well known electrical circuit that allows the voltage and current to oscillate sinusoidally with time. If a diode is inserted in parallel with the inductor, then the current in the inductor will remain approximately constant with time.
Rod Cross 2024 Phys. Educ. 59 033006
The force acting at the bottom of a vertically bouncing ball does no work on the ball since the bottom of the ball remains at rest. However, it is the total work that is zero. Work is done to change the kinetic energy of the ball, and an equal and opposite amount of work is done to change the elastic energy stored in the ball.
Barry W Fitzgerald et al 2024 Phys. Educ. 59 035021
Quantum teleportation is a concept that fascinates and confuses many people, in particular, given that it combines quantum physics and the concept of teleportation. With quantum teleportation likely to play a key role in several communication technologies and the quantum internet in the future, it is imperative to create learning tools and approaches that can accurately and effectively communicate the concept. Recent research has indicated the importance of teachers enthusing students about the topic of quantum physics. Therefore, educators at both high school and early university level need to find engaging and perhaps unorthodox ways of teaching complex, yet interesting topics such as quantum teleportation. In this paper, we present a paradigm to teach the concept of quantum teleportation using the Christmas gift-bringer Santa Claus. Using the example of Santa Claus, we use an unusual context to explore the key aspects of quantum teleportation, and all without being overly abstract. In addition, we outline a worksheet designed for use in the classroom setting which is based on common naive conceptions from quantum physics. This worksheet will be evaluated as a classroom resource to teach quantum teleportation in a subsequent study.
Andreas Johansson et al 2024 Phys. Educ. 59 035019
An essential goal of teaching experimental physics is to engage students in exploring the validity of models and refining them. To comprehend, test, and revise scientific models, students need well-designed learning activities that enable them to practice the necessary skills. In this paper, we critically review the prevalent assumption in contemporary literature that the coefficient of kinetic friction can be treated as a constant for a certain surface pair. Further, we introduce a novel approach for calculating gravitational acceleration by measuring accelerations on inclined planes. The study indicates that kinetic friction changes with different inclinations of the plane and cannot be assumed to be constant even with typical classroom laboratory equipment. Measuring the gravitational acceleration (g) via inclined planes can result in significant deviations if varying kinetic friction is not considered. This paper proposes a lab activity to investigate the validity of a naïve friction model, by measuring the well-defined gravitational acceleration (g) with controlled precision, in an upper secondary classroom setting.
Rod Cross 2024 Phys. Educ. 59 033005
It is commonly assumed that static friction does no work. However, if a ball is incident obliquely without spin on a horizontal surface, then the ball bounces with topspin. Work is therefore done by the friction force at the bottom of the ball to increase the rotational kinetic energy of the ball, even if the force is due to static friction.