Search results for: impact physics

Authors: Feng Yang

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Machine learning (ML), especially deep learning (DL), has been extensively applied to many applications in recently years and gained great success in solving different problems, including scientific problems. However, conventional ML/DL methodologies are purely data-driven which have the limitations, such as need of ample amount of labelled training data, lack of consistency to physical principles, and lack of generalizability to new problems/domains. Recently, there is a growing consensus that ML models need to further take advantage of prior knowledge to deal with these limitations. Physics-informed machine learning, aiming at integration of physics/domain knowledge into ML, has been recognized as an emerging area of research, especially in the recent 2 to 3 years. In this work, physics-informed ML, specifically physics-informed neural network (NN), is employed and implemented to estimate the displacements at x, y, z directions in a solid mechanics problem that is controlled by equilibrium equations with boundary conditions. By incorporating the physics (i.e. the equilibrium equations) into the learning process of NN, it is showed that the NN can be trained very efficiently with a small set of labelled training data. Experiments with different settings of the NN model and the amount of labelled training data were conducted, and the results show that very high accuracy can be achieved in fulfilling the equilibrium equations as well as in predicting the displacements, e.g. in setting the overall displacement of 0.1, a root mean square error (RMSE) of 2.09 × 10−4 was achieved.

Keywords: deep learning, neural network, physics-informed machine learning, solid mechanics

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Authors: Leandro Marcos Alves Vaz

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The teaching of physics in Brazilian public schools emphasizes strongly the theoretical aspects of this science, showing its philosophical and mathematical basis, but neglecting its experimental character. Perhaps the lack of science laboratories explains this practice. In this work, we present a method of teaching physics using the computer. As alternatives to real experiments, we have the trials through simulators, many of which are free software available on the internet. In order to develop a study on the use of simulators in teaching, knowing the impossibility of simulations on all topics in a given subject, we combined these programs with phenomenological and/or experimental texts in order to mitigate this limitation. This study proposes the use of simulators and the debate using phenomenological/experimental texts on electrostatic theme in groups of the 3rd year of EJA (Adult and Youth Education) in order to verify the advantages of this methodology. Some benefits of the hybridization of the traditional method with the tools used were: Greater motivation of the students in learning, development of experimental notions, proactive socialization to learning, greater easiness to understand some concepts and the creation of collaborative activities that can reduce timidity of part of the students.

Keywords: experimentation, learning physical, simulators, youth and adult

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Authors: Daniel S. Brox

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Starting from earthquake fault dynamic equations, a correspondence between earthquake occurrence statistics in a seismic region before a major earthquake and eigenvalue statistics of a differential operator whose bound state eigenfunctions characterize the distribution of stress in the seismic region is derived. Modeling these eigenvalue statistics with a 2D Coulomb gas statistical physics model, previously reported deviation of seismic activation earthquake occurrence statistics from Gutenberg-Richter statistics in time intervals preceding the major earthquake is derived. It also explains how statistical physics modeling predicts a finite-dimensional nonlinear dynamic system that describes real-time velocity model evolution in the region undergoing seismic activation and how this prediction can be tested experimentally.

Keywords: seismic activation, statistical physics, geodynamics, signal processing

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Authors: Medine Baran, Abdulkadir Maskan, Mehmet Ikbal Yetişir, Mukadder Baran, Azmi Türkan, Şeyma Yaşar

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The purpose of this study was to determine the views of physics teachers from several secondary schools in Turkey towards context-based learning approach. In the study, the context-based learning opinion questionnaire developed by the researchers for use as the data collection tool was piloted with 250 physics teachers. The questionnaire examined by the researchers and field experts was initially made up of 53 items. Following the evaluation process of the questionnaire, it included 37 items. In this way, the reliability and validity process of the measurement tool was completed. In the end, the finalized questionnaire was applied to 144 physics teachers from several secondary schools in different cities in Turkey (F:73, M:71). In the study, the participants were determined based on ease of reaching them. The results revealed no remarkable difference between the views of the physics teachers with respect to their gender, region and school. However, when the items in the questionnaire were considered, it was found that the participants interestingly agreed on some of the choices in the items. Depending on this, it was found that there were high levels of differences between the frequencies of those who agreed and those who disagreed with the 16 items in the questionnaire. Therefore, as the following phase of the present study, further research has been planned using the same questions. Based on these questions, which received opposite responses, physics teachers will be asked for their views about the results of the study using the interview technique, one of qualitative research techniques. In this way, the results will be evaluated both by the researchers and by the participants, and the problems and difficulties will be determined. As a result, related suggestions can be put forward.

Keywords: context bases learning, physics teachers, views

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Authors: Olga Castiblanco, Diego Vizcaíno

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Changing the traditional way of using experimentation in science teaching is quite a challenge. This research results talk about the characterization of physics experiments, not because of the topic it deals with, nor depending on the material used in the assemblies, but related to the possibilities it offers to enrich interaction in the classroom and thereby contribute to the development of scientific thinking skills. It is an action-research of type intervention in the classroom, with four courses of Physics Teaching undergraduate students from a public university in Bogotá. This process allows characterizing typologies such as discrepant, homemade, illustrative, research, recreational, crucial, mental, and virtual experiments. Students' production and researchers' reports on each class were the most relevant data. Content analysis techniques let to categorize the information and obtain results on the richness that each typology of experiment offers when interacting in the classroom. Results show changes in the comprehension of new teachers' role, far from being the possessor and transmitter of the truth. Besides, they understand strategies to engage students effectively since the class advances extending ideas, reflections, debates, and questions, either towards themselves, their classmates, or the teacher.

Keywords: physics teacher training, non-traditional experimentation, contextualized education, didactics of physics

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Authors: Muhammad Iqbal, Edi Istiyono

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Misconceptions are one of the problems in physics learning where students' understanding is not in line with scientific theory. The aim of this research is to find diagnostic tools to identify misconceptions and how to remediate physics misconceptions. In this research, the articles that will be reviewed come from the Scopus database related to physics misconceptions from 2013-2023. The articles obtained from the Scopus database were then selected according to the Prisma model, so 29 articles were obtained that focused on discussing physics misconceptions, especially regarding diagnostic tools and remediation methods. Currently, the most widely used diagnostic tool is the four-tier test, which is able to measure students' misconceptions in depth by knowing whether students are guessing or not and from then on, there is also a trend toward five-tier diagnostic tests with additional sources of information obtained. So that the origin of students' misconceptions is known. There are several ways to remediate student misconceptions, namely 11 ways and one of the methods used is digital practicum so that abstract things can be visualized into real ones. This research is limited to knowing what tools are used to diagnose and remediate misconceptions, so it is not yet known how big the effect of remediation methods is on misconceptions. The researcher recommends that in the future further research can be carried out to find out the most appropriate remediation method for remediating student misconceptions.

Keywords: misconception, remediation, systematic review, tools

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Authors: T. Santiboon, S. Tongbu, P. S. Saihong

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This study focuses on investigating students' perceptions of their physics classroom learning environments of their individualizations and their interactions with the instructional practicum in teaching physics of the master science trainee educational students for improving and creating attitude skills’ sustainable development toward physics for upper secondary educational students in Thailand. Associations between these perceptions and students' attitudes toward physics were also determined. The learning environment perceptions were obtained using the 35-item Physics Laboratory Environment Inventory (PLEI) modified from the original Science Laboratory Environment Inventory. The 25-item Individualized Classroom Environment Questionnaire (ICEQ) was assessed those dimensions which distinguish individualized physics classrooms from convention on individualized open and inquiry-based education Teacher-student interactions were assessed with the 48-item Questionnaires on Teacher Interaction (QTI). Both these questionnaires have an Actual Form (assesses the class as it actually is) and a Preferred Form (asks the students what they would prefer their class to be like - the ideal situation). Students’ creating attitude skills’ sustainable development toward physics were assessed with the Test Of Physics-Related Attitude (TOPRA) modified from the original Test Of Science-Related Attitude (TOSRA) The questionnaires were administered in three phases with the Custer Random Sampling technique to a sample consisted of 989 students in 28 physics classes from 10 schools at the grade 10, 11, and 12 levels in the Secondary Educational Service Area 26 (Maha Sarakham Province) and Area 27 (Roi-Et). Statistically significant differences were found between the students' perceptions of actual-1, actual-2 and preferred environments of their physics laboratory and distinguish individualized classrooms, and teacher interpersonal behaviors with their improving and creating attitudes skills’ sustainable development to their physics classes also were found. Predictions of the monitoring and evaluation of master science trainee educational students of their practicum in teaching physics; students’ skills developments of their physics achievements’ sustainable for the set of actual and preferred environments as a whole and physics related attitudes also were correlated. The R2 values indicate that 58%, 67%, and 84% of the variances in students’ attitudes to their actuale-1, actual-2 and preferred for the PLEI; 42%,science trainee educational students of their practicum in teaching physics; students’ skill developments of their physics achievements’ sustainable for the set of actual and preferred environments as a whole and physics related attitudes also were correlated. The R2 values indicate that 58%, 67%, and 84% of the variances in students’ attitudes to their actuale-1, actual-2 and preferred for the PLEI; 42%, 63%, and 72% for the ICEQ, and 38%, 59%, and 68% for the QTI in physics environment classes were attributable to their perceptions of their actual and preferred physics environments and their developing creative science skills’ sustainable toward physics, consequently. Based on all the findings, suggestions for improving the physics laboratory and individualized classes and teacher interpersonal behaviors with students' perceptions are provided of their improving and creating attitude skills’ sustainable development by the master science trainee educational students ’ instructional administrations.

Keywords: promotion, instructional model, qualitative method, reflective thinking, trainee teacher student

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Authors: Kazuo Nishimura, Junichi Hirata, Tadashi Yagi, Junko Urasaka

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This paper is an investigation of the effect of science education during the high school education how science graduates of universities are appreciated in the labor market in Japan. We conducted a survey utilizing the internet and analyzed the subjects they were good at and their annual income. The results confirm that among science graduates, workers adept at physics tend to have higher incomes compared to workers good at other subjects. Generational analysis based on the curriculum guideline amendments reveals that the generational difference is small among science majors who are good at physics.

Keywords: curriculum, income, physics, science

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Authors: Pratheesh Jakkala

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This paper addresses the use of breakout sessions to conduct successful weekly physics recitations for College Physics I and II at a large University in remote teaching method during COVID-19 pandemic. All breakout sessions are synchronous, conducted live, and handled by teaching assistants. A two-prong approach is used to maintain the integrity of recitations. Three different conference platforms WebEx, Zoom, and Canvas conferences, were tested, and BigBlue button using Canvas was adopted. The results and experiences of all three learning platforms are presented in this paper. Recitation questions were assigned on WebAssign learning platform and a standard five-question template developed by the instructor was used for group discussions and active peer-peer engagement. Breakout sessions feature of BigBlueButton in Canvas conferences was successfully implemented. Each breakout session consists of a team of 4 students. An online whiteboard, chat window options were used for live teamwork. Student peer-peer interactions, Teaching Assistants’ interaction with students were video and audio recorded. A total of 72 students in College Physics II and 55 students in College Physics I was enrolled. 82% of students agreed that method under study is better than previous methods. The study addressed the quality of student teamwork, student attitude towards problem-solving, and student performance in the exams.

Keywords: recitations, breakout rooms, online learning platforms, COVID pandemic

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Authors: Matt Vellkorn, Mara Sarinski

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The field of advanced diagnostics is a very rapidly changing one. A new technology that has not been fully used yet are resistotrons. A resistotron is a physical device thatis used to detect the presence of low energy alpha particles. It has been used for many years in nuclear physics as an alpha particle detector. Since they are used in nuclear physics, they have to be accurate. They have to be able to differentiate between alpha particles and other types of radiation. The resistotrons are primarily used for safety. They are used in areas where people or animals can get exposed to radiation. A typical example is in the treatment of nuclear waste. As it is with any nuclear physics instrument, a resistotron has to be very accurate and reliable. In the past, the instrument was very expensive because they were made out of copper. Today, they are made out of brass. The main difference is that brass is much less expensive than copper.

Keywords: biosensors, resistotrons, biophysics, diagnostics

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Authors: Edson Pierre, Gustavo de Jesus Lopez Nunez

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The objective of this work is to analyze how physics can be taught remotely through the use of platforms and software to attract the attention of 2nd-year high school students at Colégio Cívico Militar Professor Carmelita Souza Dias and point out how remote teaching can be a teaching-learning strategy during the period of social distancing. Teaching physics has been a challenge for teachers and students, permeating common sense with the great difficulty of teaching and learning the subject. The challenge increased in 2020 and 2021 with the impact caused by the new coronavirus pandemic (Sars-Cov-2) and its variants that have affected the entire world. With these changes, a new teaching modality emerged: remote teaching. It brought new challenges and one of them was promoting distance research experiences, especially in physics teaching, since there are learning difficulties and it is often impossible for the student to relate the theory observed in class with the reality that surrounds them. Teaching physics in schools faces some difficulties, which makes it increasingly less attractive for young people to choose this profession. Bearing in mind that the study of physics is very important, as it puts students in front of concrete and real situations, situations that physical principles can respond to, helping to understand nature, nourishing and nurturing a taste for science. The use of new platforms and software, such as PhET Interactive Simulations from the University of Colorado at Boulder, is a virtual laboratory that has numerous simulations of scientific experiments, which serve to improve the understanding of the content taught practically, facilitating student learning and absorption of content, being a simple, practical and free simulation tool, attracts more attention from students, causing them to acquire greater knowledge about the subject studied, or even a quiz, bringing certain healthy competitiveness to students, generating knowledge and interest in the themes used. The present study takes the Theory of Social Representations as a theoretical reference, examining the content and process of constructing the representations of teachers, subjects of our investigation, on the evaluation of teaching and learning processes, through a methodology of qualitative. The result of this work has shown that remote teaching was really a very important strategy for the process of teaching and learning physics in the 2nd year of high school. It provided greater interaction between the teacher and the student. Therefore, the teacher also plays a fundamental role since technology is increasingly present in the educational environment, and he is the main protagonist of this process.

Keywords: physics teaching, technologies, remote learning, pandemic

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Authors: T. Bielewicz, S. Dogan, C. Klinke

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Two-dimensional, solution-processable semiconductor materials are interesting for low-cost electronic applications [1]. We demonstrate the synthesis of lead sulfide nanosheets and how their size, shape and height can be tuned by varying concentrations of pre-cursors, ligands and by varying the reaction temperature. Especially, the charge carrier confinement in the nanosheets’ height adjustable from 2 to 20 nm has a decisive impact on their electronic properties. This is demonstrated by their use as conduction channel in a field effect transistor [2]. Recently we also showed that especially thin nanosheets show a high carrier multiplication (CM) efficiency [3] which could make them, through the confinement induced band gap and high photoconductivity, very attractive for application in photovoltaic devices. We are already able to manufacture photovoltaic devices out of single nanosheets which show promising results.

Keywords: physical sciences, chemistry, materials, chemistry, colloids, physics, condensed-matter physics, semiconductors, two-dimensional materials

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Authors: Jingcheng Ma, Patricia B. Weisensee, Young H. Shin, Yujin Chang, Junjiao Tian, William P. King, Nenad Miljkovic

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Water droplet impact on surfaces is a ubiquitous phenomenon in both nature and industry. The transfer of mass, momentum and energy can be influenced by the time of contact between droplet and surface. In order to reduce the contact time, we study the influence of substrate motion prior to impact on the dynamics of droplet recoil. Using optical high speed imaging, we investigated the impact dynamics of macroscopic water droplets (~ 2mm) on rigid nanostructured superhydrophobic surfaces vibrating at 60 – 300 Hz and amplitudes of 0 – 3 mm. In addition, we studied the influence of the phase of the substrate at the moment of impact on total contact time. We demonstrate that substrate vibration can alter droplet dynamics, and decrease total contact time by as much as 50% compared to impact on stationary rigid superhydrophobic surfaces. Impact analysis revealed that the vibration frequency mainly affected the maximum contact time, while the amplitude of vibration had little direct effect on the contact time. Through mathematical modeling, we show that the oscillation amplitude influences the possibility density function of droplet impact at a given phase, and thus indirectly influences the average contact time. We also observed more vigorous droplet splashing and breakup during impact at larger amplitudes. Through semi-empirical mathematical modeling, we describe the relationship between contact time and vibration frequency, phase, and amplitude of the substrate. We also show that the maximum acceleration during the impact process is better suited as a threshold parameter for the onset of splashing than a Weber-number criterion. This study not only provides new insights into droplet impact physics on vibrating surfaces, but develops guidelines for the rational design of surfaces to achieve controllable droplet wetting in applications utilizing vibration.

Keywords: contact time, impact dynamics, oscillation, pear-shape droplet

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Authors: Dejin Chen, Bin Lin, Xiaohui LI, Haobin Tian

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In order to acquire stable impact performance of cover, the factors influencing the impact force of the cover were analyzed and researched. The influence of impact factors such as impact velocity, impact weight and fillet radius of warhead was studied by Orthogonal experiment. Through the range analysis and numerical simulation, the results show that the impact velocity has significant influences on impact force of cover. The impact force decreases with the increase of impact velocity and impact weight. The test results are similar to the numerical simulation. The cover broke up into four parts along the groove.

Keywords: fragile cover, numerical simulation, impact force, epoxy foam

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Authors: Benedict Ita, Peter Okoi

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In this work, the concept of the extended Nikiforov-Uvarov technique is discussed and employed to obtain the exact bound state energy eigenvalues and the corresponding normalized eigenfunctions of the inverse square root potential. With expressions for the exact energy eigenvalues and corresponding eigenfunctions, the expressions for the expectation values of the inverse separation-squared, kinetic energy, and the momentum-squared of the potential are presented using the Hellmann Feynman theorem. For visualization, algorithms written and implemented in Python language are used to generate tables and plots for l-states of the energy eigenvalues and some expectation values. The results obtained here may find suitable applications in areas like atomic and molecular physics, chemical physics, nuclear physics, and solid-state physics.

Keywords: Schrodinger equation, Nikoforov-Uvarov method, inverse square root potential, diatomic molecules, Python programming, Hellmann-Feynman theorem, second order differential equation, matrix algebra

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Authors: Donna H. Gabor

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This study aimed to develop and validate an electronic module in physics for first-year college students of Iloilo and find out if there would be a significant difference in the performance of students before and after using the electronic module. The e-module was composed of one topic with two sub-lessons in linear motion (kinematics). The participants of the study were classified into three groups: the subject matter experts who are physics instructors who suggested the content, physical appearance, and limitations of the e-module; the IT experts who are active both in teaching and developing computer programs; and 28 students divided into two groups, 15 in the pilot group and 13 in the final test group. A researcher created 30 items checklist form (difficulty of a sample problem, comprehension, application, and definition of terms) was prepared and validated by the experts in subject matter for gathering data. To test the difference in student performance in physics, the researcher prepared an achievement test containing 25 items, multiple choices. The findings revealed that there was an increase in the performance of students in the pretest and post-test. T-test results revealed that there was a significant difference in the test scores of the students before and after using the module which can be used as a future reference for linear motion as an additional teaching tool in physics.

Keywords: electronic module, kinematics, linear motion, physics

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Authors: Hashini E. Mohottala

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We report the combine use of Wikispaces (WikiS) and Group Problem Solving (GPS) sessions conducted in the introductory level physics classes. As a part of this new teaching tool, some essay type problems were posted on the WikiS in weekly basis and students were encouraged to participate in problem solving without providing numerical final answers but the steps. Wikispace is used as a platform for students to meet online and create discussions. Each week students were further evaluated on problem solving skills opening up more opportunity for peer interaction through GPS. Each group was given a different problem to solve and the answers were graded. Students developed a set of skills in decision-making, problem solving, communication, negotiation, critical and independent thinking and teamwork through the combination of WikiS and GPS.

Keywords: group problem solving (GPS), wikispace (WikiS), physics education, learning

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Authors: Fani Firmahandari

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The development learning module physics based on guided inquiry approach on model cooperative learning type STAD (Student Team Achievement Division) in the main subject of temperature and heat. The research development aimed to produce physics learning module based on guided cooperative learning type STAD (Student Team Achievement Division) in the main subject of temperature and heat to the student in X class. The research method used Research and Development approach. The development procedure of this module includes potential problems, data collection to meet the need, product design, and feasibility of this module. The impact of learning can be seen or observed clearly when the learning process takes place, the teachers or the students already implemented measures cooperative learning model type STAD, so that the learning process goes well, the interaction of teachers and students, students with student looks good, besides that students can interact and work together in group.

Keywords: cooperative learning type STAD (student team achievement division), development, inquiry, interaction students

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Authors: S. Abou El-Azm, U. Kruchonak, M. Gostkin, A. Guskov, A. Zhemchugov

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Semiconductor detectors are widely used in nuclear physics and high-energy physics experiments. The application of semiconductor detectors could be limited by their ultimate radiation resistance. The increase of radiation defects concentration leads to significant degradation of the working parameters of semiconductor detectors. The investigation of radiation defects properties in order to enhance the radiation hardness of semiconductor detectors is an important task for the successful implementation of a number of nuclear physics experiments; we presented some information about radiation hardness materials like diamond, sapphire and CdTe. Also, the results of measurements I-V characteristics, charge collection efficiency and its dependence on the bias voltage for different doses of high resistivity (GaAs: Cr) and Si at LINAC-200 accelerator and reactor IBR-2 are presented.

Keywords: semiconductor detectors, radiation hardness, GaAs, Si, CCE, I-V, C-V

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Authors: Leandro Marcos Alves Vaz

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In this article, we analyze the different approaches to the topic Magnetism of Matter in physics textbooks of Brazilian schools. For this, we compared the approach to the concepts of the magnetic characteristics of materials (diamagnetism, paramagnetism, ferromagnetism and antiferromagnetism) in different sources of information and in different levels of education, from Higher Education to High School. In this sense, we used as reference the theory of the Didactic Transposition of Yves Chevallard, a French educational theorist, who conceived in his theory three types of knowledge – Scholarly Knowledge, Knowledge to be taught and Taught Knowledge – related to teaching practice. As a research methodology, from the reading of the works used in teacher training and those destined to basic education students, we compared the treatment of a higher education physics book, a scientific article published in a Brazilian journal of the educational area, and four high school textbooks, in order to establish in which there is a greater or lesser degree of approximation with the knowledge produced by the scholars – scholarly knowledge – or even with the knowledge to be taught (to that found in books intended for teaching). Thus, we evaluated the level of proximity of the subjects conveyed in high school and higher education, as well as the relevance that some textbook authors give to the theme.

Keywords: Brazilian physics books, didactic transposition, magnetism of matter, teaching of physics

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Authors: Gabriel Odeh Ankeli

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The study determined how mentoring enhanced strategy can increase self-efficacy of secondary school students in physics in education zone C of Benue State, Nigeria. The study was guided by two research questions while two hypotheses were formulated and tested at 0.05 level of significance. The design of the study was the quasi-experimental, non-randomized, pre-test and post-test control groups. The population of the study consisted of 4,064 SS two physics students in the 94 schools in Education Zone C. The sample comprised 406 SS two physics students drawn from 10 schools using multi-stage sampling technique. The research instrument adapted and used for data collection was Students Self-Efficacy Scale (SSES). The research instrument was subjected to a reliability analysis using Cronbachs Alpha which yielded a reliability co-efficient of 0.84. Data collected were analyzed using discriptive statistics of mean and standard deviation to answer the research questions while inferential statistics of Analysis of Covariance (ANCOVA) was used to test the hypotheses. The findings revealed that students who were exposed to mentoring exhibited lower self-efficacy levels (F 1,405 = 2.751, P = 0.09˃0.05) than those students who were not exposed to mentoring. There was significant difference between male and female students’ self-efficacy level (F 1,211 = 5.496, P = 0.02˂0.05). Based on these findings, it was recommended among others that longer duration of mentoring period should be encouraged when using the mentoring strategy for better enhancement of Self-efficacy of students.

Keywords: physics, self-efficacy, mentoring enhanced strategy, students

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Authors: Arzu K. Kamberli

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This article examines the relationship between economics and physics, starting with Adam Smith, with a new econophysics approach in Economics-Physics with the Gauss Law model proposal using for the Electric Field calculation, which will allow us to anticipate the Global Financial Crisis. For this purpose, the similarities between the Gauss Law using the electric field calculations and the global financial crisis have been explained on the formula, and a model has been suggested to predict the risks of the financial systems from the electricity field calculations. Thus, this study is expected to help for preventing the Global Financial Crisis with the contribution of the science of economics and physics from the aspect of econophysics.

Keywords: econophysics, electric field, financial system, Gauss law, global financial crisis

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Authors: Akano Benedict Ubawuike

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This study investigated the effects of pre-laboratory discussion on physics students’ acquisition of science process skills. The study design was quasi-experimental and purposive sampling technique was applied in selecting two schools in Kontagora Town for the research based on the availability of a good physics laboratory. Intact classes already grouped by the school for the sake of small laboratory space and equipment, comprising Thirty (30) students, 15 for experimental group in School A and 15 for control in school B were the subjects for the research. The instrument used for data collection was the lesson prepared for pre – practical discussion and researcher made Science Process Skill Test (SPST ) and two (2) research questions, and two (2) research hypotheses were developed to guide the study. The data collected were analyzed using means and t-Test statistics at 0.05 level of significance. The study revealed that pre-laboratory discussion was found to be more efficacious in enhancing students’ acquisition of science process skills. It also revealed that gender, had no significant effect on students’ acquisition of science process skills. Based on the findings, it was recommended among others that teachers should encourage students to develop interest in practical activities by engaging them in pre-laboratory discussion and providing instructional materials that will challenge them to be actively involved during practical lessons. It is also recommended that Ministries of Education and professional organizations like Science Teachers' Association of Nigeria (STAN) should organize workshops, seminars and conferences for physics teachers and Physics concepts should be taught with practical activity so that the students will do science instead of learning about science.

Keywords: physics, laboratory, discussion, students, acquisition, science process skills

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Authors: Peter J. Riley

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Introductory courses in High Energy Physics (HEP) can be extended with the Tri-Preon (TP) model to both supplements and challenge the Standard Model (SM) theory. TP supplements by simplifying the tracking of Conserved Quantum Numbers at an interaction vertex, e.g., the lepton number can be seen as a di-preon current. TP challenges by proposing extended particle families to three generations of particle triplets for leptons, quarks, and weak bosons. There are extensive examples discussed at an introductory level in six arXiv publications, including supersymmetry, hyper color, and the Higgs. Interesting exercises include pion decay, kaon-antikaon mixing, neutrino oscillations, and K+ decay to muons. It is a revealing exercise for students to weigh the pros and cons of parallel theories at an early stage in their HEP journey.

Keywords: HEP, particle physics, standard model, Tri-Preon model

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Authors: Liliana M. Marinelli, Cristina T. Varanese

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In the last few years, students from higher education have difficulties in grasping mathematical concepts which support physical matters, especially those in the first years of this education. Classical Physics teaching turns to be complex when students are not able to make use of mathematical tools which lead to the conceptual structure of Physics. When derivation and integration rules are not used or developed in parallel with other disciplines, the physical meaning that we attempt to convey turns to be complicated. Due to this fact, it could be of great use to see the Classical Mechanics from an axiomatic approach, where the correspondence rules give physical meaning, if we expect students to understand concepts clearly and accurately. Using the Minkowski point of view adapted to a two-dimensional space and time where vectors, matrices, and straight lines (worked from an affine space) give mathematical and physical rigorosity even when it is more abstract. An interesting option would be to develop the disciplinary contents from an axiomatic version which embraces the Classical Mechanics as a particular case of Relativistic Mechanics. The observation about the increase in the difficulties stated by students in the first years of education allows this idea to grow as a possible option to improve performance and understanding of the concepts of this subject.

Keywords: axioms, classical physics, physical concepts, relativity

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Authors: Achirawatt Tungsombatsanti, Toansakul Santiboon, Kamon Ponkham

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Strategies of the STEM education was aimed to prepare of an interdisciplinary and applied approach for the instructional of science, technology, engineering, and mathematics in an integrated students for enhancing engagement of their science skills to the Problem-Based Learning (PBL) method in Borabu School with a sample consists of 80 students in 2 classes at the 12th grade level of their learning achievements on electromagnetic issue. Research administrations were to separate on two different instructional model groups, the 40-experimental group was designed with the STEM instructional experimenting preparation and induction in a 40-student class and the controlling group using the PBL was designed to students identify what they already know, what they need to know, and how and where to access new information that may lead to the resolution of the problem in other class. The learning environment perceptions were obtained using the 35-item Physics Laboratory Environment Inventory (PLEI). Students’ creating attitude skills’ sustainable development toward physics were assessed with the Test Of Physics-Related Attitude (TOPRA) The term scaling was applied to the attempts to measure the attitude objectively with the TOPRA was used to assess students’ perceptions of their science attitude toward physics. Comparisons between pretest and posttest techniques were assessed students’ learning achievements on each their outcomes from each instructional model, differently. The results of these findings revealed that the efficiency of the PLB and the STEM based on criteria indicate that are higher than the standard level of the 80/80. Statistically, significant of students’ learning achievements to their later outcomes on the controlling and experimental physics class groups with the PLB and the STEM instructional designs were differentiated between groups at the .05 level, evidently. Comparisons between the averages mean scores of students’ responses to their instructional activities in the STEM education method are higher than the average mean scores of the PLB model. Associations between students’ perceptions of their physics classes to their attitudes toward physics, the predictive efficiency R2 values indicate that 77%, and 83% of the variances in students’ attitudes for the PLEI and the TOPRA in physics environment classes were attributable to their perceptions of their physics PLB and the STEM instructional design classes, consequently. An important of these findings was contributed to student understanding of scientific concepts, attitudes, and skills as evidence with STEM instructional ought to higher responding than PBL educational teaching. Statistically significant between students’ learning achievements were differentiated of pre and post assessments which overall on two instructional models.

Keywords: learning instructional managements, problem-based learning, STEM education, method, enhancement, students learning achievements, science attitude, physics classes

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Authors: Ersin Bozkurt, Şükran Erdoğan

Abstract:

The purpose of the study is to explore how pre-service teachers perceive buoyancy force effecting an object in a liquid and identify their misconceptions. Pre-service teachers were interviewed to reveal their understandings of an object's floating, suspending and sinking in a liquid. In addition, they were asked about how an object -given its features- moved when it is provided with an external force and when it is released. The so-called circumstances were questioned in a different planet contexts. For this aim, focused group interview method was used. Six focused groups were formed and video recorded during the interval. Each focused group comprised of five pre-service teachers. It was found out pre-service teachers have common misunderstanding and misconceptions. In order to eliminate this conceptual misunderstandings, conceptual change texts were developed and further suggestions were made.

Keywords: computer simulations, conceptual change texts, physics education, students’ misconceptions in physics

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Authors: Mandip Singh

Abstract:

Quantum entanglement plays a fundamental role in our understanding of counter-intuitive aspects of quantum reality. If classical physics is an approximation of quantum physics, then quantum entanglement should persist at a macroscopic scale. In this paper, a thought experiment is presented where a free falling spin polarized Bose-Einstein condensate interacts with a quantum superimposed magnetic field of nonzero gradient. In contrast to the semiclassical Stern-Gerlach experiment, the magnetic field and the spin degrees of freedom both are considered to be quantum mechanical in a generalized scenario. As a consequence, a Bose-Einstein condensate can be prepared at distinct locations in space in a sense of quantum superposition. In addition, the generation of Schrodinger-cat like quantum states shall be presented.

Keywords: Schrodinger-cat quantum states, macroscopic entanglement, macroscopic quantum fields, foundations of quantum physics

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Authors: Adinda Syifa Azhari, Eleonora Agustine, Dini Fitriani

Abstract:

This measurement has been done to analyze the impact of industrial pollution on the environment. Our research is to indicate the soil which has contained some pollution by industrial activity around the area, especially in Sumedang, West Java. The parameter phsyics such as total dissolved solid, volumetric water content, electrical conductivity bulk and FD have shown that the soil has polluted and measured by Decagon EM 50. Decagon EM 50 is one of the geophysical environment instrumentation that is used to interpret the soil condition. This experiment has given a result of these parameter physics, these are: Volumetric water content (m³/m³) = 0,154 – 0,384; Electrical Conductivity Bulk (dS/m) = 0,29 – 1,11 ; Dielectric Permittivity (DP) = 77,636 – 78, 339.Based on these data, we have got the conclusion that the area has, in fact, been contaminated by dangerous materials. VWC is parameter physics that has shown water in soil. The data show the pollution of the soil at the place, of which the specifications are PH, Total Dissolved Solid (TDS), Electrical Conductivity (EC) bigger (>>) and Frequency Dependent (FD) smaller (<<); that means the soil is alkali with big grain and has high salt concentration.

Keywords: Decagon EM 50, electrical conductivity, industrial textiles, land, pollution

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Authors: Mehrdad Shafiei Dizaji, Hoda Azari

Abstract:

The research explores the pioneering integration of Physics-Informed Neural Networks (PINNs) into the domain of Ground-Penetrating Radar (GPR) data prediction, akin to advancements in medical imaging for tracking tumor progression in the human body. This research presents a detailed development framework for a specialized PINN model proficient at interpreting and forecasting GPR data, much like how medical imaging models predict tumor behavior. By harnessing the synergy between deep learning algorithms and the physical laws governing subsurface structures—or, in medical terms, human tissues—the model effectively embeds the physics of electromagnetic wave propagation into its architecture. This ensures that predictions not only align with fundamental physical principles but also mirror the precision needed in medical diagnostics for detecting and monitoring tumors. The suggested deep learning structure comprises three components: a CNN, a spatial feature channel attention (SFCA) mechanism, and ConvLSTM, along with temporal feature frame attention (TFFA) modules. The attention mechanism computes channel attention and temporal attention weights using self-adaptation, thereby fine-tuning the visual and temporal feature responses to extract the most pertinent and significant visual and temporal features. By integrating physics directly into the neural network, our model has shown enhanced accuracy in forecasting GPR data. This improvement is vital for conducting effective assessments of bridge deck conditions and other evaluations related to civil infrastructure. The use of Physics-Informed Neural Networks (PINNs) has demonstrated the potential to transform the field of Non-Destructive Evaluation (NDE) by enhancing the precision of infrastructure deterioration predictions. Moreover, it offers a deeper insight into the fundamental mechanisms of deterioration, viewed through the prism of physics-based models.

Keywords: physics-informed neural networks, deep learning, ground-penetrating radar (GPR), NDE, ConvLSTM, physics, data driven

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