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An Inquiry Approach to Effective Use of Instrumentation: An Example from RC Circuits
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| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Physics Teacher |
| Volume / Edisi | : | 60 (No. 3) |
| Halaman | : | 192–194 |
| Abstrak | : | In this article, we present an intriguing experimental exercise that does not fall foul of improper use of instrumentation. The activity is designed as an electronics exercise where the role of the instruments in the measurement of the RC time constant is considered. Essentially, we study the accuracy and precision of a measurement of the RC time constant in a series circuit with an oscilloscope as a function of the value of the resistor, against the predicted linear model of τ = RC. As the value of the resistor approaches the value of the impedance of the oscilloscope, the time constant deviates from the linear model. We show how to adapt the model to account for this and create a mathematical model that agrees with the measurements. It is hoped that such an exercise will solidify a rule of effective use of oscilloscopes—that the resistance of the circuit should be much lower than the impedance of the scope—in the mind of the student. |
Using “Limits to Growth” Modeling Software in an Environmental Physical Science Lab
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Physics Teacher |
| Volume / Edisi | : | 60 (No. 3) |
| Halaman | : | 190–191 |
| Abstrak | : | Although teaching of environmental physics and energy-related topics has increased in the last several years, only a small portion of that has been for non-science majors. Environmental physical science can be used to teach physics to non-science majors by applying learned physics concepts to current issues of interest such as climate change, population growth, sustainability, and renewable energy. The combination of the subject of the environment and a more student-centered learning environment improves the learning experience of the student. It increases the understanding non-science students have for physics. Teaching a physical science class with emphasis on the environment requires labs that engage the students. This lab, in particular, is intended as a final lab in the semester, which shows the students that all the environmental topics are intertwined and influence each other. It ties population growth, climate change, and resource use to show the effects they have on the economy, pollution, ecological footprint, and the welfare of humanity as a whole. |
Teaching Quantum Computing to High School Students
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Physics Teacher |
| Volume / Edisi | : | 60 (No. 3) |
| Halaman | : | 187–189 |
| Abstrak | : | Quantum computing is a growing field at the intersection of physics and computer science. The goal of this article is to highlight a successfully trialled quantum computing course for high school students between the ages of 15 and 18 years old. This course was designed to bridge the gap between popular science articles and advanced undergraduate textbooks. Conceptual ideas in the text are reinforced with active learning techniques, such as interactive problem sets and simulation-based labs at various levels. The course is freely available for use and download under the Creative Commons “Attribution-NonCommercial-ShareAlike 4.0 International” license. |
A Two-Tiered Strategy to Help Students Assess Their Answers to Physics Problems
| Pengarang | : | Jeffrey Marx |
| Nama Majalah/Jurnal | : | The Physics Teacher |
| Volume / Edisi | : | 60 (No. 3) |
| Halaman | : | 183–186 |
| Abstrak | : | For years there has been an acknowledged interest in having students assess the rationality of their solutions to physics problems. In fact, many textbooks now routinely include end-of-problem assessments as part of the authors’ detailed solutions to examples. Over the past two decades, I have experimented with various forms of end-of-problem assessment strategies for my students in introductory, college-level physics classes. In this note, I will share my observations and recommendations for how this aspect of students’ solutions can be productive and valuable for them, while providing insights into the students’ understanding for the instructor. |
Providing Context for Identifying Effective Introductory Mechanics Courses
| Pengarang | : | Jayson M. Nissen |
| Nama Majalah/Jurnal | : | The Physics Teacher |
| Volume / Edisi | : | 60 (No. 3) |
| Halaman | : | 179–182 |
| Abstrak | : | Research-based assessments (RBAs) measure how well a course achieves discipline-specific outcomes. Educators can use outcomes from RBAs to guide instructional choices and to request resources to implement and sustain instructional transformations. One challenge for using RBAs, however, is a lack of comparative data, particularly given the skew in the research literature toward calculus-based courses at highly selective institutions. In this article, we provide a large-scale dataset and several tools educators in introductory physics courses can use to inform how well their courses foster student conceptual understanding of Newtonian physics. The supplemental materials include this dataset and these tools. Educators and administrators will often target courses with high drop, withdrawal, and failure rates for transformations to student-centered instructional strategies. RBAs and the comparative tools presented herein allow educators to address critiques that the course transformations made the courses “easier” by showing that the transformed course supported physics learning compared to similar courses at other institutions. Educators can also use the tools to track course efficacy over time. |
Jumping Off a Merry-Go-Round
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Physics Teacher |
| Volume / Edisi | : | 60 (No. 3) |
| Halaman | : | 176–178 |
| Abstrak | : | How many vertical jumps does it take to jump off of a rotating merry-go-round (MGR)? The answer is hidden in the expression: rn = r0 (1 + β2)n/2. When you make a vertical jump on a train moving on a straight line at constant speed (inertial frame), you land on the same spot. Not so on a MGR! |
Infusing Equity, Diversity, and Inclusion Throughout Our Physics Curriculum: (Re)defining What It Means to Be a Physicist
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Physics Teacher |
| Volume / Edisi | : | 60 (No. 3) |
| Halaman | : | 172–175 |
| Abstrak | : | Increasingly, the physics community is attending to issues of equity, diversity, and inclusion (EDI), both in language and action. We are more publicly recognizing our individual responsibilities as physicists to address social injustice and systemic oppression. To this end, our physics classrooms are key levers for action. While we have made great strides in teaching traditional content and habits of mind useful in physics, if we expand our educational practices to more completely reflect the full range of what it means to be a physicist, we can make our classrooms more inclusive and equitable and support the needed diversification of our field. Ultimately how, and by whom, physics is enacted are part of the discipline itself and ought to be included in our teaching about the professional practices of physicists. We present two complementary approaches for broadening the focus of our classes, share models for enacting these in middle-division physics courses at two distinct institutional types, and provide evidence of positive impacts on students’ sense of identity and notions of what it means to be a physicist. |
Would Usain Bolt Beat the Dinosaur Dilophosaurus Wetherilli in a 100-Meter Race?
| Pengarang | : | A. Zaim Rofiqi |
| Nama Majalah/Jurnal | : | The Physics Teacher |
| Volume / Edisi | : | 60 (No. 3) |
| Halaman | : | 169–171 |
| Abstrak | : | Most physics courses begin with one-dimensional kinematics, which is usually restricted to the case of constant acceleration. Here we report a unique exercise for an introductory algebra-based physics course involving the running and non-constant acceleration of the theropod dinosaur Dilophosaurus wetherilli and the world-famous Jamaican sprinter Usain Bolt. Given the interest that most students have about dinosaurs (as well as Usain Bolt), students are excited to examine a hypothetical 100-meter race between Dilophosaurus and Usain Bolt. Since these students have not yet taken calculus, and as part of our effort to build computational skills in our students, numerical methods are used via a spreadsheet to calculate displacements and accelerations numerically from velocity data. This work includes a discussion of uncertainties. |
Share It, Don’t Split It: Can Equitable Group Work Improve Student Outcomes?
| Pengarang | : | Danny Doucette |
| Nama Majalah/Jurnal | : | The Physics Teacher |
| Volume / Edisi | : | 60 (No. 3) |
| Halaman | : | 166–168 |
| Abstrak | : | Imagine two groups of students in your physics class or lab. In Group A, the students each take on a different task but invest an equal amount of time, energy, and effort in what they do. For example, one student might be the note-taker, while another operates the calculator, computer, or experimental apparatus, and a third keeps everyone on track and makes sure the group is completing assignments correctly. In Group B, on the other hand, the students divide up the work equitably, making sure that each group member participates in every aspect of the various types of work that need to be done. In this case, each student takes a turn operating the apparatus, records their own data, and does some of the analysis. Survey results that we analyzed show that students prefer to work in Group A, but that their physics interest and self-efficacy are boosted most by Group B-style work. |
PERKEMBANGAN BARU DALAM GATT DAN PERUBAHAN DALAM LINGKUNGAN PERDAGANGAN DUNIA
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Analisa |
| Volume / Edisi | : | XIII-2, PEBRUARI (No. 2) |
| Halaman | : | 140-148 |
| Abstrak | : | - |