Physics

We analyze the curriculum of the early common-years of engineering in our institute using tools of statistical physics of complex networks. Naturally, a course programme is structured in a networked form (temporal dependency and prerequisites). In this approach, each topic within each programme is associated with a node, which in turn is joined by links representing the dependence of a topic for the understanding of another in a different discipline. As a course programme is a time-dependent structure, we propose a simple model to assign links between nodes, taking into account only two ingredients of the teaching-learning process: recursiveness and accumulation of knowledge. Since we already know the programmes, our objective is to verify if the proposed model is able to capture their particularities and to identify implications of different sequencing on the student learning in the early years of engineering degrees. Our model can be used as a systematic tool assisting the construction of a more interdisciplinary curriculum, articulating between disciplines of the undergraduate early-years in exact sciences.

In order to support students in the development of expertise in quantum mechanics, we asked which concepts and structures can act as organizing principles of the non-relativistic theory. The research question has been addressed in a multi-step process based on the analysis of categorization studies, on a content analysis of a sample of undergraduate textbooks and on the results of existing research on learning difficulties. The answer consists in seven concept maps, intended as models of the organizing principles of quantum knowledge needed to account for the results of measurement and time evolution. By means of these instruments, it is possible to visualize and explore the different facets of the interplay between the vector structure of the quantum states and the operator structure of the observables, and to highlight the educational significance of the relations between observables. The maps can be used by instructors as a support for helping students build a well-organized knowledge structure and by researchers as a basis for the design of investigations into student understanding. While this framework may be adapted to different approaches and interpretive stances, it provides indications in favor of a spin-first approach over a waves-first one. At high school level, a simplified version of the framework has been used as a basis for the design of a teaching-learning sequence.

This study aims to improve teacher work discipline related to their duties as classroom teachers. This research is a school action research conducted for four months starting in October 2018 to January 2019 at SDN 11 Simpang Rimba, South Bangka, Indonesia in the 2018/2019 academic year. The data collection instrument used observation sheets and documentation. Data analysis used quantitative data analysis techniques with descriptive statistics. The results of this study indicate that the application of the "Among" leadership model can improve teacher work discipline in the aspects of arriving on time, work hours fulfillment, and prepare lesson plans.

Space School UK (SSUK) is a series of summer residential programmes for secondary school aged students, held at the University of Leicester over 3 weeks each year. Each programme involves space-related activities run by a team of mentors - currently including university students, graduates, teachers and young professionals associated with the space sector - all of whom attended SSUK as students themselves. It includes the 6-day Space School UK and the 8-day Senior Space School UK (collectively SSUK) which are for 13-15 and 16-18 year olds respectively. This paper seeks to evaluate and present the benefits of SSUK to individuals who participate in the programme, organisations involved in the running of SSUK, and to highlight and promote these benefits to the wider UK and global space community. We also address which facets of SSUK make for such an engaging and encouraging experience for the students, that are missing from students' traditional education. We seek to show how SSUK acts as an excellent example of how to bridge the gap between secondary and tertiary space education. Through an analysis of our alumni survey results, we show that attending SSUK has a significant impact on career choices and prepares students for Higher Education, regardless of background. Some groups, such as women, and those from non-selective schools, reported a higher impact in some of these areas than others. Metrics such as skills learned, goals achieved, alongside knowledge of careers and Higher Education possibilities are discussed for various demographics.

The International Astronomical Youth Camp has benefited thousands of lives during its 50-year history. We explore the pedagogy behind this success, review a survey taken by more than 300 previous participants, and discuss some of the challenges the camp faces in the future.

Despite the significant amount of time undergraduate students spend in introductory physics labs, there is little consensus on instructional goals and accepted diagnostic assessments for these labs. In response to these issues, we have developed the Physics Lab Inventory of Critical thinking (PLIC) to assess students' proficiency with critical thinking in a physics lab context. Specifically, the PLIC aims to evaluate students' skills in making sense of data, variability, models, and experimental methods and to assess the effectiveness of lab courses at developing these skills. Here, we discuss the statistical and expert validation of this instrument using 2681 valid student responses collected from 12 institutions during the 2017-2018 academic year. As a part of our validation, we address the impact of lab design on student performance on the instrument.

Many STEM degrees require passing an introductory physics course. Physics courses often have high failure rates that may disproportionately harm students who are marginalized by racism, sexism, and classism. We examined the associations between Learning Assistant (LA) supported courses and equity in non-passing grades (i.e., d, drop, fail, or withdrawal; DFW) in introductory physics courses. The data used in the study came from 2312 students in 41 sections of introductory physics courses at a regional Hispanic serving institution. We developed hierarchical generalized linear models of student DFW rates that accounted for gender, race, first-generation status and LA-supported instruction. We used a quantitative critical race theory (QuantCrit) perspective focused on the role of hegemonic power structures in perpetuating inequitable student outcomes. Our QuantCrit perspective informed our research questions, methods, and interpretations of findings. The models associated LAs with overall decreases in DFW rates and larger decreases in DFW rates for students of color than their white peers. While the inequities in DFW rates were lower in LA-supported courses, they were still present.

The dynamics of gravitating astrophysical systems such as black holes and neutron stars are fascinatingly complex, offer some of nature's most spectacular phenomena, and capture the public's imagination in ways that few subjects can. Here, we describe {\it AstroDance}, a multi-media project to engage deaf and hard-of-hearing (DHH) students in astronomy and gravitational physics. {\it AstroDance} incorporates multiple means of representation of scientific concepts and was performed primarily for secondary and post-secondary audiences at ∼ 20 venues in the northeastern US prior to the historic first detection of gravitational waves. As part of the {\it AstroDance} project, we surveyed ∼ 1000 audience members roughly split evenly between hearing and DHH audience members. While both groups reported statistically equivalent high-rates of enjoyment of the performance, the DHH group reported an increase in how much they learned about science at a statistically significant rate compared to the hearing audience. Our findings suggest that multi-sensory approaches benefit both hearing and deaf audiences and enable accessible participation for broader groups.

This activity was created within the framework of the "Space for Education" project, which ams at experiencing physical principles on the basis of topics related to space travel. Buoyancy and the Archimedean Principle often appear as somewhat abstract concepts. The underwater training of the ISS crews for extra-vehicular operations offers an exciting approach to deal more closely with the phenomena of uplift. To achieve a state of suspension in the water, the suits must be equipped with weights and buoyancy aids. Therefore, this activity enables the students to explore the interplay between gravitational force and buoyancy through tasks and experiments. Additional materials at: this https URL ----- Diese Aktivität wurde im Rahmen des Projekts "Raum für Bildung" erstellt, welches physikalische Prinzipien anhand der Raumfahrt erlebbar macht. Der Auftrieb sowie das Archimedische Prinzip erscheinen oft als etwas abstrakte Konzepte. Das Unterwasser-Training der ISS-Besatzungen für Außenbordeinsätze bietet einen spannenden Ansatz, um sich mit dem Phänomenen des Auftriebs näher zu beschäftigen. Um einen Schwebezustand im Wasser zu erreichen, müssen die Anzüge mit Gewichten und Auftriebskörpern bestückt werden. Daher ermöglicht diese Aktivität den Schülerinnen und Schülern, durch Aufgaben und Experimente das Wechselspiel zwischen Gewichtskraft und Auftriebskraft zu erforschen. Weitere Materialien unter: this https URL

The study of the Universe and all its contents, the physical phenomena and the evolution of the sky objects has always attracted the Humanity. The Astronomy begins to try to explain these things, others sciences too. Therefore, we think a good first contact with the science world can be using a mobile inflatable planetarium and a portable telescope to show the amazing things about Astronomy. The first one allows us to show, in minutes, all the movements of the stars during a full night, explaining about observational Astronomy and so on. In addition to that, using a telescope we can show in real these movements and some interesting details about planets and constellations. The feedback from the students and teachers after the planetarium sections was important to us to evaluate the real necessity of works like that. The conclusion was directly: the whole audience loved the experience and almost all pretend go back in the next time.