Physics

Analysis of stochastic processes can be used to engender critical thinking. Quantum dots have a reversible, stochastic transition between luminescent and non-luminescent states. The luminescence intermittency is known as blinking, and is not evident from ensemble measurements. In order to stimulate critical thinking, students design, perform, and analyze a semiconductor quantum dot blinking laboratory experiment. The design of the experiment and stochastic nature of the data collected require students to make judgements throughout the course of the single-particle measurement and analysis. Some of the decisions do not have uniquely correct answers, challenging the students to engage in critical thinking. We propose that students' self-examined decision making develops a constructivist view of science. The experiment is visually striking, interdisciplinary, and develops higher order thinking.

Since twelve years the researchers of the Roman area organize the European Researchers' Night, a project funded by European Commission to discover science and meet researchers through an Europe-wide public event dedicated to fun learning. Since the first edition in 2006, when the National Laboratory of INFN's in Frascati hosted 4000 visitors the project is always grown up to 50,000 attendees and more than 50 scientific partners. In the last edition, The Frascati Scienza association, which was born to coordinate the event, operated in over 30 Italian cities from south to north of the peninsula. In addition, the Made in Science project - European Research Week 2016/17 - has been the one of the largest project funded by the European Commission and it's often referred to as a model for organization and communication to the general public. The 12 yeas data collected and results obtained, as well as some of the most important experiences in public communication of science will be shown.

The ability to control the frequency of an external-cavity diode laser (ECDL) is an essential component for undergraduate laboratories and atomic physics research. Typically the housing for the ECDL's diffraction grating and piezoelectric transducer is either purchased commercially or machined from metal. Here, we present an alternative to these commonly used options that utilizes 3D printing, a tool available in many physics departments. We characterize the performance of our ECDL system using atomic spectroscopy and self-heterodyne interferometry and show that it is sufficient for use in undergraduate spectroscopy experiments and a number of research applications where extremely narrow laser linewidths are not necessary. The performance and affordability of 3D-printed designs make them an appealing option for future use.

An overview concerning 3D printing (a.k.a. additive manufacturing) within the context of Science, Technology, Engineering, and Mathematics (STEM) education at the college/university level is provided. The vast majority of quoted papers report self-made models for which faculty members and their students have created the necessary 3D print files themselves by various routes. The prediction by the Gartner consulting company that it will take more than ten years from July 2014 onwards for Classroom 3D Printing to reach its Plateau of Productivity in one of their hallmark Visibility versus Time (Hype Cycle) graphs is critically assessed. The bibliography of this book chapter sums up the state-of-the art in 3D printing for STEM (including nano-science and nano-engineering) education at the college level approximately four years after Gartner's prediction. Current methodologies and best practices of college-level Classroom 3D printing are described in the main section of this review. Detailed information is given mainly for those papers in which the authors of this book chapter are authors and co-authors. A straightforward route from crystallographic information framework files (CIFs) at a very large open-access database to 3D print files for atomic-level crystal and molecule structure models is described here in some detail. Because the development of methodologies and best practices are typical activities of the penultimate stage of a Hype Cycle, we conclude that (i) Gartner's prediction underestimates the creativity, resourcefulness, and commitment of college educators to their students and that (ii) Classroom 3D Printing will be a widespread reality significantly earlier than the middle of the next decade (at least in the USA as more than one half of the relevant/quoted papers originated there). An appendix provides a brief technical review of contemporary 3D printing techniques.

We imagined and tested 61 methods to measure the height of a building using a smartphone and everyday low-cost equipment. This open question forces students to explore various fields of physics and confront them with experimental questions such as the validity of a model, the notion of uncertainty, and precision. It allows them to compare different experiments, and can be shaped into various pedagogical scenarios, engaging students in a concrete task, outside of the lab, easily set up at almost zero cost.

In 1919, Eddington and Dyson led two famous expeditions to measure the bending of light during a total solar eclipse. The results of this effort led to the first experimental confirmation of Einstein's General Relativity and contributed to create its unique and enduring fame. Since then, similar experiments have been carried out all around the world, confirming the predictions of the General Relativity. Later, developments in radio interferometry provided a more accurate way to measure the gravitation deflection. We believe that - after more than a century - starlight deflection caused by the Sun's gravity still represents a simple and intuitive way to introduce high-school students to General Relativity and its effects. To this aim, we gathered measurements taken during eight eclipses spanning from 1919 to 2017, and we created a single dataset of homogeneous values. Together with the whole dataset, this article provides a blueprint for a possible group activity for students, useful to introduce the theory in physics classes with a playful approach.

Contribution: In this study, an alternative educational approach for introducing quantum computing to a wider audience is highlighted. The proposed methodology considers quantum computing as a generalized probability theory rather than a field emanating from physics and utilizes quantum programming as an educational tool to reinforce the learning process. Background: Quantum computing is a topic mainly rooted in physics, and it has been gaining rapid popularity in recent years. A need for extending the educational reach to groups outside of physics has also been becoming a necessity. Intended outcomes: This study aims to inform academics and organizations interested in introducing quantum computing to a diverse group of participants on an educational approach. It is intended that the proposed methodology would facilitate people from diverse backgrounds to enter the field Application design: The introductory quantum physics content is bypassed and the quantum computing concepts are introduced through linear algebra instead. Quantum programming tasks are prepared in line with the content. Pre/post-test design method and Likert scale satisfaction surveys are utilized to measure knowledge acquisition and to evaluate the perception of the learning process by the participants. Findings: Conducted pre/post-test design survey shows that there is a statistically significant increase in the basic knowledge levels of the participants on quantum computing concepts. Furthermore, no significant difference in the gain scores is observed between the participants from different STEM-related educational backgrounds. The majority of the participants were satisfied and provided positive feedback.

Mathematical reasoning flexibility across physics contexts is a desirable learning outcome of introductory physics, where the math world and physical world meet. Physics Quantitative Literacy (PQL) is a set of interconnected skills and habits of mind that support quantitative reasoning about the physical world. The Physics Inventory of Quantitative Literacy (PIQL), which we are currently refining and validating, assesses students proportional reasoning, covariational reasoning, and reasoning with signed quantities in physics contexts. In this paper, we apply a Conceptual Blending Theory analysis of two exemplar PIQL items to demonstrate how we are using this theory to help develop an instrument that represents the kind of blended reasoning that characterizes expertise in physics. A Conceptual Blending Theory analysis allows for assessment of hierarchical partially correct reasoning patterns, and thereby holds potential to map the emergence of mathematical reasoning flexibility throughout the introductory physics sequence.

A primary goal of science and engineering (S & E) education is to produce good problem solvers, but how to best teach and measure the quality of problem-solving remains unclear. The process is complex, multifaceted, and not fully characterized. Here we present a theoretical framework of the S & E problem-solving process as a set of specific interlinked decisions. This theory is empirically grounded and describes the entire process. To develop this theory, we interviewed 52 successful scientists and engineers (experts) spanning different disciplines, including biology and medicine. They described how they solved a typical but important problem in their work, and we analyzed the interviews in terms of decisions made. Surprisingly, we found that across all experts and fields, the solution process was framed around making a set of just twenty-nine specific decisions. We also found that the process of making those discipline-general decisions (selecting between alternative actions) relied heavily on domain-specific predictive models that embodied the relevant disciplinary knowledge. This set of decisions provides a guide for the detailed measurement and teaching of S & E problem-solving. This decision framework also provides a more specific, complete, and empirically based theory describing the practices of science.

Undergraduate research has become an essential mode of engaging and retaining students in physics. At Loyola University Chicago, first-year physics students have been participating in the Freshman Projects program for over twenty years, which has coincided with a period of significant growth for our department. In this paper, we describe how the Freshman Projects program has played an important role in advancing undergraduate research at Loyola, and the profound impact it has made on our program. We conclude with suggestions for adoption of similar programs at other institutions.