Physics

Efforts to promote equity and inclusion using evidence-based approaches are vital to correct long-standing societal inequities that have disadvantaged women and discouraged them from pursuing studies, e.g., in many STEM disciplines. We use 10 years of institutional data at a large public university to investigate trends in the majors that men and women declare, drop after declaring, and earn degrees in as well as the GPA of the students who drop or earn a degree. We find that the majors with the lowest number of students also have the highest rates of attrition. Moreover, we find alarming GPA trends, e.g., women who drop majors on average earn higher grades than men who drop those majors, and in some STEM majors, women who drop the majors were earning comparable grades to men who persist in those majors. These quantitative findings call for a better understanding of the reasons students drop a major and for making learning environments equitable and inclusive.

Evidence is presented that offering introductory physics courses with an explicit focus on mastery can reduce the gender gap to zero. Taken together with a previous study showing that a concepts-first course may zero out another demographic gap leads one to speculate that demographic grade gaps in introductory physics are just artifacts of the design of the courses and that none of these classes/grades should be assumed to be demographically neutral.

Studies examining gender differences in introductory physics show a consensus when it comes to a gender gap on conceptual assessments; however, the story is not as clear when it comes to differences in gendered performance on exams. This study examined whether gendered differences exist on midterm and final exams in introductory physics courses and if such differences were correlated with a gender difference in final course grades. The population for this study included more than 10,000 students enrolled in algebra- and calculus-based introductory physics courses between spring 2007 and spring 2019. We found a small but statistically significant difference, with a weak effect size, in final letter grades for only one out of four courses: algebra-based mechanics. By looking at midterm exam grades, statistically significant differences were noted for some exams in three out of four courses, with algebra-based electricity and magnetism being the exception. In all statistically significant cases, the effect size was small or weak, indicating that performance on exams and final letter grades was not strongly dependent on gender. As an added dimension examining gendered differences, we investigated if differences exist when accounting for instructor gender. Additionally, a questionnaire was administered in fall 2019 to more than 1,600 students in both introductory sequences to explore students' perceptions of performance, class contributions, and inclusion. We observed some differences between students' perception of their performance and contribution when grouped by gender, but no difference on perception of inclusion.

We show here how to create from digital films using the well-known software Tracker stroboscopic photos in order to analyze different types of movements. The advantage of this procedure is that it is possible to analyze the printed photo or on a computer screen in an intuitive way for the students. After presenting a historical perspective of the use of stroboscopic photos in secondary education we discuss several examples: the movement of a remote control car, an elastic planar collision, the movement of a projectile and also an experiment in electromagnetism, more specifically, the discharge of a capacitor measured using an analog multimeter.

A major focus in the STEM public engagement sector concerns engaging with young people, typically through schools. The aims of these interventions are often to positively affect students' aspirations towards continuing STEM education and ultimately into STEM-related careers. Most schools engagement activities take the form of short one-off interventions that, while able to achieve positive outcomes, are limited in the extent to which they can have lasting impacts on aspirations. In this paper we discuss various different emerging programmes of repeated interventions with young people, assessing what impacts can realistically be expected. Short series of interventions appear also to suffer some limitations in the types of impacts achievable. However, deeper programmes that interact with both young people and those that influence them over significant periods of time (months to years) seem to be more effective in influencing aspirations. We discuss how developing a Theory of Change and considering young people's wider learning ecologies are required in enabling lasting impacts in a range of areas. Finally, we raise several sector-wide challenges to implementing and evaluating these emerging approaches.

In the present work we discuss how to address the solution of electrostatic problems, in professional cycle, using Green's functions and the Poisson's equation. By using this procedure, it was possible to verify its relation with the method of images as an interdisciplinary approach in didactic physics textbooks. For this, it was considered the structural role that mathematics, specially the Green's function, have in physical thought presented in the method of images.

Instructional labs are being transformed to better reflect authentic scientific practice, often by removing aspects of pedagogical structure to support student agency and decision-making. We explored how these changes impact men's and women's participation in group work associated with labs through clustering methods on the quantified behavior of students. We compared the group roles students take on in two different types of instructional settings; (1) highly structured traditional labs, and (2) less structured inquiry-based labs. Students working in groups in the inquiry-based (less structured) labs assumed different roles within their groups, however men and women systematically took on different roles and men behaved differently when in single- versus mixed-gender groups. We found no such systematic differences in role division among male and female students in the traditional (highly-structured) labs. Students in the inquiry-based labs were not overtly assigned these roles, indicating that the inequitable division of roles was not a result of explicit assignment. Our results highlight the importance of structuring equitable group dynamics in educational settings, as a gendered division of roles can emerge without active intervention. As the culture in physics evolves to remove systematic gender biases in the field, instructors in educational settings must not only remove explicitly biased aspects of curricula but also take active steps to ensure that potentially discriminatory aspects are not inadvertently reinforced.

These are the lecture notes used in the course Understanding Quantum Chemistry for 1st year master chemistry at the Vrije Universiteit Amsterdam. The schedule is 2 weeks on HF and 2 weeks on DFT, which provides a quite rough ride for the the students. The lecture notes also include exercises. I have started to write them in 2013 and each year I try to find the time to improve them.

In this paper we present a simple dimensional analysis exercise that allows us to derive the equation for the Hawking temperature of a black hole. The exercise is intended for high school students, and it is developed from a chapter of Stephen Hawking's bestseller A Brief History of Time.

Physics labs provide a unique opportunity for students to grow their physics identity and science identity in general since they provide students with opportunity to tinker with experiments and analyze data in a low-stakes environment. However, it is important to ensure that all students are benefiting from the labs equally and have a positive growth trajectory. Through interviews and reflexive ethnographic observations, we identify and analyze two common modes of work that may disadvantage female students in introductory physics labs. Students who adopt the Secretary archetype are relegated to recording and analyzing data, and thus miss out on much of the opportunity to grow their physics and science identities by engaging fully in the experimental work. Meanwhile, students in the Hermione mode shoulder a disproportionate amount of managerial work, and also do not get adequate opportunity to engage with different aspects of the experimental work that are essential for helping them develop their physics and science identities. Using a physics identity framework, we analyze interviews and observational data to investigate how students under these modes of work may experience stunted growth in their physics and science identity trajectories in their physics lab course. This stunted growth then perpetuates and reinforces societal stereotypes and biases about who does physics. This categorization not only gives a vocabulary to discussions about equity in the lab, but can also serve as a useful touchstone for those who seek to center equity in efforts to transform physics instruction.