Table of contents

Measurements are presented on the vertical force at the bottom end of a leaning metal ruler. The force can be calculated directly if the upper end of the ruler is supported by a length of string, unlike the usual leaning ladder problem.

A simple experiment is described where a uniform block of wood was supported at rest using a ball near one end and a weighing scale at the other end. When the block is inclined at an angle to the horizontal, the problem is similar to that of a ladder leaning against a wall but is easier to describe theoretically.

We present an activity to illustrate the Hubble–Lemaître law and the cosmological principle. Using an elastic band to represent the expanding Universe and dots on the band to represent galaxies, we use Tracker software to measure recession velocities as a function of distance and analyse their relationship in different reference frames. Unlike previous work, which has focused on changes in position, this approach allows direct and quick measurement of velocities for different reference frames and different expansion rates. The activity is simple and can be incorporated into different learning cycles or used as homework.

It is well known that the work done by a torque, τ, during a small angular displacement $d\theta$ is given by $\tau d\theta$. The same relation applies if a ball is rolling down an incline, even if the torque arises from a static friction force. However, it is usually assumed that the work done by a static friction force is zero.

The aim of this work is to design a user-friendly, illustrative, but also sufficiently accurate experimental setup for the measurement and data analysis, specifically for the determination of the thermal conductivity coefficient of a metal sample. The comparative method was chosen for the measurements, the reference sample was made of aluminium and the measured samples were made of steel and bronze. The measurement data evaluation is performed using LabVIEW software. The results correspond to the tabulated values for these materials, the deviations are less than 1.5%. In addition, a thermal camera can be used in the experiment, which makes the measurement even more illustrative. This method can be used, for example, in teaching in physics laboratories in high schools and technical universities.

Ballistic pendulum is a standard lab in introductory physics. It is primarily used to measure the velocity of a projectile by applying the fundamental physics laws of momentum conservation and energy conservation. Here the lab is reimagined as a vehicle to study dynamics of rigid bodies, a topic that is often perceived as complex and difficult by students. Using existing equipment and through a series of guided activities, students get to experiment with a rich set of rotational concepts, such as center of mass, moment of inertia, rotational kinetic energy, torque, physical pendulum, angular momentum and its conservation. It is demonstrated that the widely used linear model is an approximation of the rotational model detailed here. The difference is quantified in terms of velocity determination, energy loss, and forces in the system.

We present our findings on the motion of the human arm in the context of physics education, focusing on measuring and calculating the deltoid force exerted by an arm when wearing a heavy suit, such as NASA's spacesuit. Leveraging our understanding of human body mechanics and motion, we investigated this force using a 3D-printed arm model. The first goal of our research was to comprehend the mechanical impact of spacesuits on the human body, particularly the force required by the deltoid muscle to perform movements under increased weight and resistance. Simultaneously, we explored the use of a 3D printed arm model as an educational tool to enhance students' understanding of torque and equilibrium. Our research has significantly impacted student learning by addressing a gap in demonstrations within human body-focused courses, leading to improved comprehension, increased classroom retention, and notable grade improvements, inspiring new educational tools and methods.

Video data are presented concerning the operation of a magnetic cannon. Several different experiments were conducted to help explain energy losses that are often observed, even though momentum is conserved to a good approximation. The experiments would be suitable as part of a student project to investigate the operation of a magnetic cannon.

Understanding rotational physics is often difficult due to abstract concepts like torque, angular momentum, and moments of inertia, along with the required knowledge of trigonometry and calculus. This paper presents how springboard diving and gymnastics offer real-world contexts for students to explore these topics, focusing on non-twisting somersaults in springboard diving. Video analysis, body modelling, and motion analysis are suggested as student activities to deepen their understanding of biomechanics and rotational physics, specifically in estimating body segment inertia parameters and analysing somersaults.

Buoyancy is a key concept in secondary school physics, but students encounter many difficulties in this content, among which 'whether the object on the soil receive buoyancy' is an important question. In order to solve this problem, we designed and carried out an experiment to suss out how soil impacts an object's buoyancy. We did this by gauging the actual buoyancy versus the theoretical buoyancy of the object through two separate methods, and then we dug into the discrepancies between those two readings. The following conclusions were obtained: Objects on soil experience buoyancy, which varies with different types of soil. After demonstrating this experiment in teaching practice, the majority of students were able to gain a better understanding of buoyancy in daily life. This indicates that the experiment has a significant promotional effect on middle school students' learning of the buoyancy chapter and using it to recognize buoyancy in daily life, and it can be used as one of the supplementary inquiry experiments in the education of middle school buoyancy courses.

The scrapped old hard disk drive (HDD) includes a spindle motor and a voice coil motor (VCM), which can be modified to the adjustable oscillator in three ways. VCM arm can vibrate at a specified frequency due to its special structure, making it suitable for demonstrating oscillation experiments such as resonance and standing waves that require precise frequency control. The HDD spindle motor can be easily modified into a simple crank mechanism to produce standing waves with various harmonics. The spindle motor and VCM can be modified to a crank–rocker mechanism, generating mechanical vibration. These three small-volume, portable vibration modules can all be used to demonstrate some vibration phenomena such as standing waves within a limited table range, and they can generate longitudinal and transverse waves simultaneously.

Using the example of trochoids it is shown how Bruner's cognitive-psychological model of modes of representations is used to introduce the kinematics and its mathematical description of a complex motion in the introductory phase of physics studies. Enactive (experimental), iconic (simulation) and symbolic (equation) representations of the rolling motion of a wheel are combined to address the different types of learning to gradually introduce the formal description of trochoids.

Experimental results are presented on small amplitude oscillations of double pendulum. The results are compared with a simple expression summing the contributions of the two observed modes of oscillation.

This article contains a short review of the influence of the Copernican revolution on the development of physics and cosmology.

Our primary objective was to assess the significance of unconventional ambient temperature models in validating Newton's law of cooling. To accomplish this, we employed temperature sensors and selected different time spans for the duration of our experiments. The findings of this study will offer valuable insights into the applicability of Newton's law in scenarios characterized by fluctuating environmental conditions. This research aims to broaden the range of applications for the law and enhance the accuracy of temperature predictions.

The use of experimental activities in physics classes mediated by technological tools allows students to become central and active agents in the learning process, and that presents flexibility of use, low cost, and, at the same time, good precision of physical measurements of fundamental importance in the context of modern education. To contemplate these aspects, we propose a study of a physical pendulum composed of a metal bar and a cylinder that is free to move along the bar and modify the period of oscillation. The experimental apparatus was developed using appropriate supports made in a 3D printer so that the sensor could accurately collect the angular movement of the pendulums. Measurements of pendulu's period with the change of cylinder position are carried out using a rotary optical encoder, a sensor that can be connected to the Arduino platform to measure the angular displacement. The experiment proposed paves the way for investigations of more advanced systems and improvements in data collection modes.

Productive failure engages students in a problem-solving phase that requires them to solve novel problems targeting yet-to-be-learned accepted ideas before the instruction phase. A few studies have explored students working individually during the instruction phase, where they diagnose a fictitious student's erroneous examples; i.e. identify and explain classical errors embedded in them, by comparing these erroneous examples with worked examples involving a step-by-step description of the correct solutions (dubbed 'ungraded-troubleshooting' activity). However, these studies have yielded inconsistent results, leaving it unclear whether all students benefit equally from this instruction phase or not. In the current study, which was part of a larger project, seven 8th-grade classes from three different middle schools completed a pretest/intervention/posttest before studying simple electric circuits. The intervention consisted of two productive failure sessions targeting yet-to-be-learned accepted ideas. In the instruction phase of each session, the students in each class were randomly assigned to four activities, two of which were examined here: an ungraded-troubleshooting activity (49 students) and a graded-troubleshooting activity (50 students). It was hypothesized that students would show greater performance gains on the graded-troubleshooting activity that scaffolded the instruction phase by asking students to score erroneous examples on a rubric portraying the worked examples, in addition to diagnosing them. Contrary to predictions, the ungraded-troubleshooting activities led to better learning outcomes. The instructional implications and directions for future research are discussed.

Large language models (LLMs), which are a specific subset of artificial intelligence (AI), may have the potential to revolutionize education by addressing common student misconceptions in physics. This study investigates the effectiveness of popular LLMs, such as OpenAI ChatGPT, Google Gemini, and Microsoft Copilot, in identifying and addressing misconceptions related to Newtonian mechanics in high school physics. The focus solely is on the misconception that for an elevator to move upward, the force exerted by the cable must be greater than the gravitational force acting downward on the elevator, which contradicts Newton's first law of motion. To explore this, thirty-two experienced instructors engaged in dialogues with the LLMs, simulating learners with this misconception. Instructors evaluated the LLMs' accuracy, personalization, and pedagogical effectiveness. The findings indicate that most instructors recognized the substantial potential of LLMs to improve student learning, particularly in addressing misconceptions through interactive dialogue, targeted questioning, and clear explanations tailored to each learner's needs. ChatGPT ranked highest, demonstrating capabilities in delivering clear explanations, adapting to individual learners, and implementing effective teaching strategies. Google Gemini followed closely, while Microsoft Copilot was the least effective. This capability holds promise for enhancing conceptual understanding and student engagement in physics education. However, limitations were noted in the LLMs' ability to facilitate personalized scientific discussions and utilize visual aids, such as physics diagrams, simulations, to enhance understanding. This research demonstrates the significant potential of LLMs as valuable tools for identifying and addressing misconceptions in physics education.

The photoelectric effect, which reveals the emission of electrons from material when exposed to light, is a foundational experiment in quantum physics that elucidates the interaction between light and matter. However, the lack of laboratory equipment and the difficulty of the experiment frequently prevent its conduct in educational settings. To address these challenges, this study developed and validated a virtual reality (VR) prototype designed to simulate the photoelectric effect experiment. The VR tool enables students to manipulate key variables such as light frequency and intensity, observe electron emission, and investigate the responses of various metals in real-time. The study adopted a research and development methodology, which involved iterative design, development, and validation by a panel of experts. The prototype was assessed on criteria including accuracy, educational value, and usability. The results indicate that the VR prototype accurately simulates the photoelectric effect. Validation data confirmed the educational effectiveness of the tool, which received high ratings for engagement and visual quality. While VR offers a flexible, scalable, and safe environment for exploring complex quantum phenomena, it is positioned as a complementary tool to enhance, rather than replace, traditional laboratory experiences. This approach is particularly valuable for institutions and high schools where expensive equipment may not be available. Future work will focus on expanding the scope of the VR tool to cover additional quantum experiments and improving user comfort to ensure broader accessibility for diverse educational settings.

Rising of liquid inside a glass covering a candle situated on a plate containing water, when the flame is extinguished, is a classical experiment whose justification relies more on physical than on chemical arguments, despite a widely extended wrong explanation based on the reduction of gas moles due to the combustion. The well-known correct explanation of rising water, based on the initial air expansion inside the glass, being heated by the candle flame, and subsequent pressure reduction after the flame is extinguished, is carefully analysed in this work by jointly measuring the variation with time of water height and entry velocity, temperature and pressure inside the glass. These measurements show that the evolution of the water height and entry velocity correlates with that of the pressure inside the glass through a four stages model.

We introduce silent video tasks for physics education by providing a practical definition of silent physics animation tasks. The original idea of working with silent video tasks is grounded in social constructivist theories and involves students adding their narration to a ready-made silent animation video. We provide a collection of silent physics animation videos created with Manim and explain their content. We examine and reflect on the results of a pilot-study where we analysed the word-frequency of student narrations.

This study investigates the influence of gender on learning difficulties in electricity among senior secondary school physics students in Ondo State, Nigeria. A descriptive survey research design was adopted for the study, and data were collected from 300 students and 30 physics teachers across selected schools via the simple electric circuit diagnostic test and the teacher survey on gender differences in learning electricity. The analysis utilized both descriptive and inferential statistics. The findings indicate that a significant proportion of the students experienced difficulties with various electricity concepts, with notable gender differences in reported difficulties. Furthermore, these identified gender differences in learning difficulties and confidence levels significantly impacted academic performance in electricity concepts. The study concludes with recommendations for implementing targeted instructional strategies, enhancing confidence-building activities, promoting collaborative learning environments, and providing professional development for teachers. These measures aim to create a more inclusive and effective learning environment that addresses learning difficulties in electricity.

Since the beginnings of electricity research in the late XVI century, it was discovered that rubbing a glass object with a suitable substance causes this object to attract light bodies that are nearby. Over time, it was understood that glass is electrified by friction and the small bodies are electrified by induction at a distance. This simple experiment was later incorporated into the first electrostatic machines and soon became one of the classic electrostatic experiments in physics textbooks. In this article, we show that there may be more to this historical demonstration experiment than meets the eye, and that repeating this experiment in a school laboratory could be a terribly complicated affair.

This study explores the ability of ChatGPT in solving first-level physics textbook-style problems and context rich problems (CRPs). The findings reveal that while ChatGPT demonstrates proficiency in identifying relevant physics concepts and solving traditional problems, it faces challenges in handling CRPs which require accurate modelling and reasonable assumptions. These insights highlight both the potential and limitations of using ChatGPT in Science, Technology, Engineering, and Mathematics education, providing a foundation for future research into leveraging AI to support student learning and human–AI collaboration in addressing real-world challenges.

The short answer section of the final attainment test for the Advanced Physics I course at the University of Newcastle, Australia was investigated for performance bias based on gender. No overall gender bias was discovered, however there was a small to medium bias for the thermal physics topic. No other topics showed any significant difference by gender. A categorization schema for short answer exam questions was developed and revealed a correlation that if questions contain a majority of categories from the schema then no bias will be observed. Bias observed in the Thermal physics topic may be due to a combination of word density and low visual language.

In physics education, the perception of a low level of significant learning has been evident regarding one-dimensional motion in Ecuador; this may be due to the lack of modernization in teaching methods, which have remained rooted in traditional education. From this perspective, the present research work is focused on analysing the implication of using an active learning strategy, such as the flipped classroom, and its impact on learning about one-dimensional motion. For this purpose, a control and an experimental group was selected in which a pre-test and post-test were applied. These tests were analysed using the statistical methods of Shapiro Wilk, Levene test, t-Student and Mann–Whitney U test, for data analysis and verification of the research hypothesis. In addition, the Cohen coefficient was used to know the impact of this methodology, and the Hake statistic to know the gains of each question and analyse those with the greatest gain to identify the strategies and resources used that led to this achievement. Based on these considerations, it is concluded that flipped classroom improves learning in movement in one dimension, even in the most adverse scenarios where the technological resources are not available to achieve optimal learning of the subject.

OpenAI's ChatGPT, a formidable large language model (LLM) based on a generative pre-trained transformer architecture, has a remarkable, and rather unsettling, ability to solve conceptually challenging physics problems. One of the more impressive demonstrations of ChatGPT's capabilities in this regard is its expert-physicist-level performance on the questions that make up the Force Concept Inventory [CG West, https://arxiv.org/abs/2303.01067]. Motivated by the deep implications of these advances in LLM technologies for student learning, attainment, and assessment, we asked a class of undergraduate physics students (N = 119) to use ChatGPT to solve problems, and write Python code, related to the eigenfunctions of the Hamiltonian of the 1D quantum harmonic oscillator—a staple of introductory quantum mechanics courses. We discuss the significant pitfalls we encountered when incorporating ChatGPT into coursework in this manner, and make recommendations as to how LLMs might be better embedded into the undergraduate physics curriculum.

The COVID-19 pandemic forced introductory lab courses to shift to an online format. This implementation involved a shift in emphasis in learning goals towards transferable lab skills and involved a range of activities, including PhET simulations, video data collection, analysis of data sets, and open-ended free response conceptual questions. In this study, we examined student perceptions of aspects of the online lab activities and learning outcomes. We find that synchronous attendance is more likely to produce positive learning outcomes and that activities associated with data analysis are perceived to be more difficult. We discuss structural flaws with the learning management systems that can exacerbate student perceptions.

In this study, we present a reformulation of classical equilibrium thermodynamics by replacing the obscure and ambiguous concept of entropy with the clear and intuitive concept of information stored in a thermodynamic system. Specifically, we rewrite the laws of thermodynamics in the mathematical terminology borrowed from information theory with an emphasis on information instead of entropy and on binary logarithm instead of natural one. We also define a modified ideal gas constant denoted as $\mathcal{R}$ that quantifies the energy cost of storing or retrieving a mole of information. Moreover an application to the ideal gas is carried and new insight on the evolution of the system is acquired. This new formulation might serve as a basis to teaching thermodynamics, where one deals with the concept of energy and information both stored in a thermodynamic system and avoids the lack of cognitive representations inherent in the concept of entropy.