Physics teaching

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The teacher acting as mediator in new technologies use: a case study in physics teaching

The teacher acting as mediator in new technologies use: a case study in physics teaching

Therefore in this case the experiment is considered as a tool for the concepts comprehension, principles and specific Physics laws. According to Vinchiguerra [Vinchiguerra 2001] the advantages offered by the experimental teaching enlarge the possibilities of teacher-student and student-object interaction when expecting to obtain efficiency in the teaching-learning process. Going on, Fiolhais [Fiolhais 2002] assures that the experimentation has an important role when talking about Physics teaching, then, only through real experiments or simulations we can offer to students a unique and rich environment from the pedagogical view that help us to substitute theoretical concepts for scientific observations.
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Physics teaching with simulations in HTML5

Physics teaching with simulations in HTML5

One of the functions of the Center of Distance Education of the School of Engineering of the University of Buenos Aires is the design of educational materials using various technologies, so as to facilitate the teaching and learning of science. In this context, a proposal of basic physics simulations design is presented. Previously, simulations were developed in other languages such as Java and Flash. The objective of the initial search was oriented to find open source simulations that can be easily customized or authoring tools such as GeoGebra or EJS. It is intended to avoid implementations from scratch since it is time consuming and difficult to implement in the short term. In particular, a process of development of simulations with HTML5 was started. The reason leading the change was the need to have educational materials that could be used from any terminal, particularly from mobile terminals so that students can make use of the simulator anytime and anywhere. An example of a simulation of a pendulum is provided which main objective is that the student could manipulate variables, observe the behavior of the pendulum and make inferences that help them understand and apply the physical model under study.
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Use of Smartphones in High School Physics Teaching to Improve Learning and Motivation

Use of Smartphones in High School Physics Teaching to Improve Learning and Motivation

The use of the smartphones motivated those students that were more interested in physics, while the rest tended to do the minimum required. What could we have obtined if we would have done more experiments once they learned the technique and what we expected?

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PART1   Physics for scientists and engineers with modern physics 7ed pdf

PART1 Physics for scientists and engineers with modern physics 7ed pdf

John W. Jewett, Jr., earned his doctorate at Ohio State University, specializing in optical and magnetic properties of condensed matter. Dr. Jewett began his academic career at Richard Stockton College of New Jersey, where he taught from 1974 to 1984. He is currently Professor of Physics at California State Polytechnic University, Pomona. Throughout his teaching career, Dr. Jewett has been active in promoting science edu- cation. In addition to receiving four National Science Foundation grants, he helped found and direct the Southern California Area Modern Physics Institute. He also directed Science IMPACT (Institute for Modern Pedagogy and Creative Teaching), which works with teachers and schools to develop effective science curricula. Dr. Jew- ett’s honors include the Stockton Merit Award at Richard Stockton College in 1980, the Outstanding Professor Award at California State Polytechnic University for 1991–1992, and the Excellence in Undergraduate Physics Teaching Award from the American Association of Physics Teachers in 1998. He has given more than 80 presen- tations at professional meetings, including presentations at international conferences in China and Japan. In addition to his work on this textbook, he is coauthor of Princi- ples of Physics, fourth edition, with Dr. Serway and author of The World of Physics . . . Mys- teries, Magic, and Myth. Dr. Jewett enjoys playing keyboard with his all-physicist band, traveling, and collecting antiques that can be used as demonstration apparatus in physics lectures. Most importantly, he relishes spending time with his wife, Lisa, and their children and grandchildren.
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Teaching introductory quantum physics and chemistry: caveats from the history of science and science teaching to the training of modern chemists

Teaching introductory quantum physics and chemistry: caveats from the history of science and science teaching to the training of modern chemists

However, from the inception of quantum mechanics until the late 1960s concerns over its foundations were mainly centered on theoretical grounds. Some of the founding fathers of the new theory, such as Erwin Schrödinger, Albert Einstein and Louis de Broglie, neither accepted some of the features of the new physical theory, nor its interpretation in terms of the principle of complementarity suggested by Niels Bohr. Since the 1950s complementarity has no longer reigned supreme because alternative interpretations have begun to appear, such as those proposed by David Bohm and Hugh Everett. Indeed, since the 1950s shortcomings of complementarity came to the fore due both to its inadequacy to deal with issues such as the quantum measurement problem and quantization of gravity and to the rising of realism was worldview among philosophers and physicists dealing with foundations of quantum physics. Following on from Bohm’s and Everett’s works, finding alternative interpretations has become an industry for physicists and philosophers, populating many technical journals and books. These are, however, conspicuously absent from physics teaching and from most research on physics teaching. Nevertheless, as we will briefly illustrate with a couple of related examples from the recent history of quantum mechanics, from which it is possible to extract important lessons for the teaching of quantum mechanics, the discussion of these interpretations and their experimental tests have increased our conceptual understanding in an unforeseen way. It is worth stressing that most of these alternative interpretations lead to the same experimental predictions (an exception being the spontaneous collapse theory), at least in the non relativistic domain, representing one of the best examples of the so‐called Duhem‐Quine thesis, at least in one of its weaker version: the underdetermination of theories by the currently available empirical data.
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Integrating MOOCs in physics preliminary undergraduate education: beyond large size lectures

Integrating MOOCs in physics preliminary undergraduate education: beyond large size lectures

Exploring new approaches that encompass quality learning for large size classrooms with integrated MOOCs is raising attention and interest, as in the case of the “H-MOOCs” model introduced by (Pérez-Sanagustín et al., 2017). The presence of many variables and the complex architecture of an integrated pedagogical approach, yield fragmentary and data in our case. However, the case could be considered useful at the time of identifying the factors contributing to positive perceptions on the learning experience in large size lectures. Moreover, the role of MOOCs could be deemed relevant in these settings, even if its effects and students’ profiles within the large size classrooms should be captured in their specific nuances, beyond the quantitative approach undertaken in our case. Our research has focused the problem of supporting the transitions from high school to higher education; of improving Physics teaching and learning as the base for STEM careers; of understanding which pedagogical factors can operate in large size lectures.
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Updating the physics curriculum in high schools: a teaching unit about superconductivity

Updating the physics curriculum in high schools: a teaching unit about superconductivity

The teaching of this subject took place through the work of six pre- service teachers who were enrolled in the subject ‘Physics Teaching’ Practice", pertaining to the undergraduate curriculum designed to prepare physics teachers at the Federal University of Rio Grande do Sul (UFRGS), Brazil. Thus, what we report is the experience of trying to introduce this topic in high schools via college students plus the results obtained (Ostermann and Moreira, 2000 b). In spite of referring to a Brazilian experience, we believe that this report might be useful for teachers from other countries as well, considering that the area of superconductivity is not exploited in physics education as a subject to be taught in high schools. This idea is therefore both new and original. In relation to the didactic proposals to teach contemporary physics in high schools, we believe that this study could contribute towards a better understanding in respect of the most appropriate methodology in particular contexts. Before elaborating on our approach, we will discuss the main methodological trends presented in physics education literature.
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Students' experiences in learning physics: Active learning methods and traditional teaching

Students' experiences in learning physics: Active learning methods and traditional teaching

In this research we have used a specially prepared survey in order to assess the relative efficiency of two different designs of students’ learning activities (active learning methods), called Reading, Presenting, and Questioning (RPQ) and Experimenting and Discussion (ED), in relation to traditional teaching of physics. The survey has been conducted on a sample of 176 students who attend the final year of a high school in Split (Republic of Croatia). The data of a one- semester-long high school project indicate that 36% of students of RPQ group choose the new method, the traditional method is the choice of 41% and the combination of the two methods is chosen by 23%. On the other hand, 91% of ED group students choose the new method, 1% choose the traditional one and 8% the combination of the two methods. It is important to emphasize that all concrete thinkers of the ED group choose the new method of learning physics as the one that should be carried out in the entire physics teaching.
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Search for decays of stopped, long lived particles from 7 TeV pp collisions with the ATLAS detector

Search for decays of stopped, long lived particles from 7 TeV pp collisions with the ATLAS detector

ray muons, beam-related backgrounds and instrumen- tal noise. Similar searches for out-of-time decays have previously been performed by other experiments [9,10]. This analysis complements previous ATLAS searches for long-lived particles [11,12] which are less sensitive to particles with initial β ≪ 1. By relying primarily on calorimetric measurements, this analysis is also sen- sitive to events where R-hadron charge-flipping may make reconstruction in the inner tracker and the muon system impossible. A potential detection of stopped R-hadrons could also lead to a measurement of their lifetime and decay properties. Moreover, the search is sensitive to any potential new physics scenario produc- ing large out-of-time energy deposits in the calorime- ter with minimal additional detector activity. The data analysed in this Letter were recorded by the ATLAS experiment between April and November 2010, exploit- ing proton-proton collisions at a centre-of-mass energy of 7 TeV.
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Search for Higgs Boson Pair Production in the gamma gamma b(b)over bar Final State Using pp Collision Data at root s=8 TeV from the ATLAS Detector

Search for Higgs Boson Pair Production in the gamma gamma b(b)over bar Final State Using pp Collision Data at root s=8 TeV from the ATLAS Detector

Within two years of discovering a new boson with a mass near 125 GeV [1,2], the ATLAS and CMS Collaborations have completed a slate of measurements demonstrating that its spin and couplings conform to the predictions of the standard model (SM) Higgs boson within current exper- imental and theoretical uncertainties [3,4]. Despite the lack of deviations from SM predictions, the Higgs boson h offers a rich potential for new physics searches. This Letter reports on searches for non-SM physics with events consistent with either resonant ( X → hh ) or nonresonant pair production of Higgs bosons in the hh → γγb b ¯ channel. The predicted rate for Higgs boson pair production in the SM is several orders of magnitude smaller than the rate for the single h process [5 – 8]; hh production is thus not expected to be observable with current LHC data sets. However, a variety of extensions to the SM predict an enhancement of Higgs boson pair production. In two Higgs doublet models (2HDMs) [9 – 11] the heavier of the neutral scalar Higgs bosons H may decay to a pair of its lighter scalar partners, h . Depending on the parameters of the 2HDM, the H → hh production cross section may exceed a picobarn [11]. A deviation of the Higgs boson self-coupling λ hhh from the SM predicted value could also increase the
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Measurement of hard double parton interactions in W( > lv) plus 2 jet events at root s=7 TeV with the ATLAS detector

Measurement of hard double parton interactions in W( > lv) plus 2 jet events at root s=7 TeV with the ATLAS detector

shape was varied in both channels by using MC instead of data-driven methods to estimate it, with no reversal of cuts. The shift in f DP (D) in this case was − 0.001. The normalisation of the multi-jet background was varied in the W → e ν channel by taking the relative nor- malisation of the background contribution from two independent methods of background estimation – this led to a relative variation of about 50%. For the W → µν channel, in which multi-jet background is better understood, a fractional shift of 20% was assumed in the background normalisation. The shift in f DP (D) when the multi-jet background normal- isation was increased was found to be +0.008. The uncertainty associated with the nor- malisation of electroweak and top backgrounds was evaluated by increasing the predicted cross sections of these processes by their theoretical uncertainty of 5% [41], resulting in a +0.001 variation in f DP (D) . Symmetrising and then adding these uncertainties in quadrature yields the total uncertainty due to physics backgrounds and lepton response on f DP (D) of 0.008. Pile-up
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Performance of missing transverse momentum reconstruction in proton proton collisions at root s=7 TeV with ATLAS

Performance of missing transverse momentum reconstruction in proton proton collisions at root s=7 TeV with ATLAS

Abstract. The measurement of missing transverse momentum in the ATLAS detector, described in this paper, makes use of the full event reconstruction and a calibration based on reconstructed physics objects. The performance of the missing transverse momentum reconstruction is evaluated using data collected in pp collisions at a centre-of-mass en- ergy of 7 TeV in 2010. Minimum bias events and events with jets of hadrons are used from data samples corresponding to an integrated luminosity of about 0.3 nb − 1 and 600 nb − 1 respectively, together with events containing a Z boson decaying to two leptons (electrons or muons) or a W boson decaying to a lepton (electron or muon) and a neutrino, from a data sample corresponding to an integrated luminosity of about 36 pb − 1 . An estimate of the systematic uncertainty on the missing transverse momentum scale is presented.
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Search for type III seesaw heavy leptons in pp collisions at root s=8 TeV with the ATLAS detector

Search for type III seesaw heavy leptons in pp collisions at root s=8 TeV with the ATLAS detector

Experiments show that neutrinos have much smaller masses than charged leptons (see Ref. [1] and references therein). While in the Standard Model (SM) the charged fermions acquire masses by coupling to the Higgs ( H ) boson, the neutrinos may become massive via new physics beyond the SM, e.g. via the introduction of Majorana mass terms [2]. These masses could be small due to the seesaw mechanism [3,4], which relies on new massive states that couple to a charged lepton and the Higgs field. Among different models for the seesaw mechanism, the type-III model [2,5] introduces at least two extra triplets of fermionic fields with zero hypercharge in the adjoint representation of SU ð2Þ L that generate neutrino masses and couple to gauge bosons. This model predicts new charged and neutral heavy leptons that could be produced in proton-proton collisions at the LHC.
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Measurement of tau polarization in W  > tau*nu decays with the ATLAS detector in pp collisions at root s = 7 TeV

Measurement of tau polarization in W > tau*nu decays with the ATLAS detector in pp collisions at root s = 7 TeV

The τ lepton plays an integral role in the physics pro- gram at the Large Hadron Collider (LHC) as a powerful probe in searches for new phenomena. As the most mas- sive lepton and a third generation particle, the τ lepton is particularly relevant in probing the nature of elec- troweak symmetry breaking. The branching fraction of the Standard Model (SM) Higgs boson to τ pairs is large in the low-mass region currently favored by ex- periment [1, 2]. In some regions of supersymmetry pa- rameter space, decay chains with τ leptons provide dis- covery channels, for example at high values of tan β for the Minimal Supersymmetric Standard Model (MSSM) charged Higgs boson [3]. Due to the short-enough life- time of τ leptons and their parity-violating decays, τ lep- tons are the only leptons whose spin information is pre- served in the decay product kinematics recorded in the
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Teaching and Learning Physics with Smartphones

Teaching and Learning Physics with Smartphones

One of these applications developed by our group permits the students to do acoustic measurements by using the microphone (acoustic sensor) of the smartphone to analyze different phenomena. An important additional advantage of this application is that it can be calibrated by comparing its results with those obtained by scientific instruments under the same conditions. This is a quality that lack most of the freely available apps used to access sensor data, so that their results are really device dependent. Figure 10 shows the calibration of this app in two different smartphones with a sonometer. This application allows the smartphone to be used in the teaching laboratories instead of more expensive experimental devices as in the arrangement shown in Figure 11. There, the application is used to measure the resonance in a beaker when waves with different wavelengths are emitted by the smartphone speaker (or alternatively when one
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Learning optics from the history

Learning optics from the history

Studies reported in bibliography have shown that teaching physics with lectures based on the structure proposed in books, may led to make Optical physics a topic of difficult comprehension ([1],[2]).This issue was observed in a group of students of Food Engineering from Pontificia Universidad Católica Argentina (UCA) during the dictation of Physics 3 (subject that comprises electricity, magnetism and optics) when a routine teaching, as reflected in textbooks without historical insight was imparted. With these students it was also observed that even though they had acquired expertise in handling equations and formulae, they didn't understand the real meaning o had a distorted vision of the described physical phenomena.
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A teaching experience when designing and implementing learning objects to teach physics

A teaching experience when designing and implementing learning objects to teach physics

From the identification of the previous ideas of 173 students from four institutions of the Red Universitaria Mutis, learning obstacles presented in relation to oscillatory and wave motions were determined which served for the design of Learning Objects (LO) as a strategy for teaching and learning. Two LO were designed, developed and implemented by ADDIE methodology, one of the most widespread and used by instructional designers and training developers. In the implementation phase, objects were installed in a virtual classroom of physics designed in the Moodle platform with didactic units for the two issues in question. This paper presents and describes the different phases of development, implementation and evaluation of these learning objects. This last phase was performed with the participation of external peer reviewers and by applying a Likert test to both students and teachers who evaluated successfully the strategy of teaching and learning.
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Diagnostic study around teaching of physics I at the Universidad Tecnológica de Pereira

Diagnostic study around teaching of physics I at the Universidad Tecnológica de Pereira

ABSTRACT: This article is the result of a diagnosis study of present situation in physical’s education in Universidad Tecnológica de Pereira, located in the city of the same name in the Risaralda department, Colombia. It is part of an investigation project that pretends to identify the problematic related to the formation in physics of the engineers in this institution and to propose some solutions. In order to do this study, it designed different instruments that it had as theoretical frame pedagogy, which considers like as one of its branches didactics the one that as well provides the categorial system on which to work. The instruments were applied to the totality of the professors who during the first semester of 2008 oriented the matter and to a representative sample of students who that had attended already it. The analysis was doing that the program requires rethinking itself in search of the efficiency, relevance and integration.
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Search for a multi Higgs boson cascade in W(+)W( )b(b)over bar events with the ATLAS detector in pp collisions at root s=8 TeV

Search for a multi Higgs boson cascade in W(+)W( )b(b)over bar events with the ATLAS detector in pp collisions at root s=8 TeV

Recently, a Higgs boson has been discovered by the ATLAS [1] and CMS [2] Collaborations with a mass of approximately 125 GeV. This observation has been sup- ported by complementary evidence from the CDF and D0 Collaborations [3]. The study of such a boson, responsible for breaking electroweak symmetry in the Standard Model (SM), is one of the major objectives of experimental high- energy physics. A vital question is whether this state is in fact the Higgs boson of the SM, or part of an extended Higgs sector (such as that of the minimal supersymmetric Standard Model [4,5]), a composite Higgs boson [6], or a completely different particle with Higgs-like couplings (such as a radion in warped extra dimensions [7,8] or a dilaton [9]).
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