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Problem Solving and the Use of Math in Physics Courses

Redish, Edward F.
Fonte: Universidade Cornell Publicador: Universidade Cornell
Tipo: Artigo de Revista Científica
Publicado em 27/08/2006
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Mathematics is an essential element of physics problem solving, but experts often fail to appreciate exactly how they use it. Math may be the language of science, but math-in-physics is a distinct dialect of that language. Physicists tend to blend conceptual physics with mathematical symbolism in a way that profoundly affects the way equations are used and interpreted. Research with university physics students in classes from algebra-based introductory physics indicates that the gap between what students think they are supposed to be doing and what their instructors expect them to do can cause severe problems.; Comment: Invited talk presented at the conference, World View on Physics Education in 2005: Focusing on Change, Delhi, August 21-26, 2005. To be published in the proceedings

Physics Education Research: Or it's so hard to find good help these days

Mahajan, Sanjoy
Fonte: Universidade Cornell Publicador: Universidade Cornell
Tipo: Artigo de Revista Científica
Publicado em 03/05/2004
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Physics education research (PER) aims to improve how students solve problems. But whose problems are we teaching students to solve? Physics has grown up as a child of war, and PER stems from the cognitive revolution in psychology, which arose from military needs and funding. Physics, PER, and state power are allies. By improving physics teaching, we arm the state against ourselves and move farther from a peaceful and humane world.; Comment: 9 pages, no figures, plain TeX; AAPT Winter 2004 conference invited talk: session info http://www.aapt.org/AbstractSearch/FullAbstract.cfm?KeyID=3240, other talks from session http://www.inference.phy.cam.ac.uk/sanjoy/science-society/

Feyerabend and physics

Svozil, Karl
Fonte: Universidade Cornell Publicador: Universidade Cornell
Tipo: Artigo de Revista Científica
Publicado em 17/06/2004
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Feyerabend frequently discussed physics. He also referred to the history of the subject when motivating his philosophy of science. Alas, as some examples show, his understanding of physics remained superficial. In this respect, Feyerabend is like Popper; the difference being his self-criticism later on, and the much more tolerant attitude toward the allowance of methods. Quite generally, partly due to the complexity of the formalism and the new challenges of their findings, which left philosophy proper at a loss, physicists have attempted to developed their own meaning of their subject. For instance, in recent years, the interpretation of quantum mechanics has stimulated a new type of experimental philosophy, which seeks to operationalize emerging philosophical issues; issues which are incomprehensible for most philosophers. In this respect, physics often appears to be a continuation of philosophy by other means. Yet, Feyerabend has also expressed profound insights into the possibilities for the progress of physics, a legacy which remains to be implemented in the times to come: the conquest of abundance, the richness of reality, the many worlds which still await discovery, and the vast openness of the physical universe.; Comment: 14 pages...

Contributions of Albert Einstein to Earth Sciences: A review in Commemoration of the World Year of Physics

Martinez-Frias, Jesus; Hochberg, David; Rull, Fernando
Fonte: Universidade Cornell Publicador: Universidade Cornell
Tipo: Artigo de Revista Científica
Publicado em 13/12/2005
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The World Year of Physics (2005) is an international celebration to commemorate the one hundredth anniversary of Einstein's "Annus Mirabilis". The United Nations has officially declared 2005 the International Year of Physics. However, the impact of Einstein's ideas was not restricted to physics. Among numerous other disciplines, Einstein also made significant and specific contributions to Earth Sciences. His geosciences-related letters, comments, and scientific articles, are dispersed, not easily accesible and are poorly known. The present review attempts to integrate them, as a tribute to Einstein in commemoration of this centenary. These contributions can be classified into three basic areas: geodynamics, geological (planetary) catastrophism and fluvial geomorphology.; Comment: 17 pages, no figures, to be published in Naturwissenschaften

Is Magnification Consistent? Why people from amateur astronomers to science's worst enemy have some basic physics wrong, and why

Graney, Christopher M.
Fonte: Universidade Cornell Publicador: Universidade Cornell
Tipo: Artigo de Revista Científica
Publicado em 24/11/2009
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This paper is a discussion of the physics of magnification in telescopes. Special attention is given to the question of whether telescopes magnify stars. Telescopes do magnify star images, although opinions to the contrary abound.; Comment: The following article has been accepted by The Physics Teacher. After it is published, it will be found at http://scitation.aip.org/tpt/

Planning the Future of U.S. Particle Physics (Snowmass 2013): Chapter 9: Computing

Bauerdick, L. A. T.; Gottlieb, S.; Bell, G.; Bloom, K.; Blum, T.; Brown, D.; Butler, M.; Connolly, A.; Cormier, E.; Elmer, P.; Ernst, M.; Fisk, I.; Fuller, G.; Gerber, R.; Habib, S.; Hildreth, M.; Hoeche, S.; Holmgren, D.; Joshi, C.; Mezzacappa, A.; Mount
Fonte: Universidade Cornell Publicador: Universidade Cornell
Tipo: Artigo de Revista Científica
Publicado em 23/01/2014
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These reports present the results of the 2013 Community Summer Study of the APS Division of Particles and Fields ("Snowmass 2013") on the future program of particle physics in the U.S. Chapter 9, on Computing, discusses the computing challenges for future experiments in the Energy, Intensity, and Cosmic Frontiers, for accelerator science, and for particle theory, as well as structural issues in supporting the intense uses of computing required in all areas of particle physics.; Comment: 36 pages

Planning the Future of U.S. Particle Physics (Snowmass 2013): Chapter 10: Communication, Education, and Outreach

Bardeen, M.; Cronin-Hennessy, D.; Barnett, R. M.; Bhat, P.; Cecire, K.; Cranmer, K.; Jordan, T.; Karliner, I.; Lykken, J.; Norris, P.; White, H.; Yurkewicz, K.
Fonte: Universidade Cornell Publicador: Universidade Cornell
Tipo: Artigo de Revista Científica
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These reports present the results of the 2013 Community Summer Study of the APS Division of Particles and Fields ("Snowmass 2013") on the future program of particle physics in the U.S. Chapter 10, on Communication, Education, and Outreach, discusses the resources and issues for the communication of information about particle physics to teachers and students, to scientists in other fields, to policy makers, and to the general public.; Comment: 26 pages

Statistical physics of social dynamics

Castellano, Claudio; Fortunato, Santo; Loreto, Vittorio
Fonte: Universidade Cornell Publicador: Universidade Cornell
Tipo: Artigo de Revista Científica
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Statistical physics has proven to be a very fruitful framework to describe phenomena outside the realm of traditional physics. The last years have witnessed the attempt by physicists to study collective phenomena emerging from the interactions of individuals as elementary units in social structures. Here we review the state of the art by focusing on a wide list of topics ranging from opinion, cultural and language dynamics to crowd behavior, hierarchy formation, human dynamics, social spreading. We highlight the connections between these problems and other, more traditional, topics of statistical physics. We also emphasize the comparison of model results with empirical data from social systems.; Comment: 58 pages, 22 figures. Final version published in Reviews of Modern Physics

Learning from Physics Education Research: Lessons for Economics Education

Simkins, Scott P.; Maier, Mark H.
Fonte: Universidade Cornell Publicador: Universidade Cornell
Tipo: Artigo de Revista Científica
Publicado em 22/07/2008
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We believe that economists have much to learn from educational research practices and related pedagogical innovations in other disciplines, in particular physics education. In this paper we identify three key features of physics education research that distinguish it from economics education research - (1) the intentional grounding of physics education research in learning science principles, (2) a shared conceptual research framework focused on how students learn physics concepts, and (3) a cumulative process of knowledge-building in the discipline - and describe their influence on new teaching pedagogies, instructional activities, and curricular design in physics education. In addition, we highlight four specific examples of successful pedagogical innovations drawn from physics education - context-rich problems, concept tests, just-in-time teaching, and interactive lecture demonstrations - and illustrate how these practices can be adapted for economic education.; Comment: 19 pages, 3 figures, submitted to Journal of Economic Education, also available from Social Science Research Network

Open Source Physics

Wee, Loo Kang
Fonte: Universidade Cornell Publicador: Universidade Cornell
Tipo: Artigo de Revista Científica
Publicado em 12/08/2013
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Open Source Physics (Brown, 2012; Christian, 2010; Esquembre, 2012; Hwang, 2010) empowers teachers and students to create and use these free tools with the associated intellectual property rights given to customise (Wee & Mak, 2009) the computer models/tools to suit their teaching and learning needs. Open Source Physics (OSP) focuses on design of computer models, such as Easy Java Simulations (EJS) and the use of video modeling and analysis (Tracker). They allow students to investigate, explore and analyse data which is either real or simulated. The OSP approach helps users overcome barriers in creating, using and scaling up meaningful ICT use in education. In Singapore, teachers and students have created or customised existing computer models to design and re-purpose EJS models to suit their context and learning needs. Tracker tools allow students to analyse different aspects of a physics phenomena to deepen their understanding of abstract physics concepts. Using Tracker, students record the motion of objects and create their own models to test their ideas in the study of kinematics. Essentially, the two main pedagogical approaches (Figure 1) used in OSP are: Guided Inquiry investigating modeled phenomena(EJS) video analysis (Tracker) Constructionism learning by making new models(EJS) video modeling(Tracker); Comment: 6 pages...

Teaching "Symmetry" in the Introductory Physics Curriculum

Hill, Christopher T.; Lederman, Leon M.
Fonte: Universidade Cornell Publicador: Universidade Cornell
Tipo: Artigo de Revista Científica
Relevância na Pesquisa
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Modern physics is largely defined by fundamental symmetry principles and Noether's Theorem. Yet these are not taught, or rarely mentioned, to beginning students, thus missing an opportunity to reveal that the subject of physics is as lively and contemporary as molecular biology, and as beautiful as the arts. We prescribe a symmetry module to insert into the curriculum, of a week's length.; Comment: 15 pages, 4 figures

A project-based course about outreach in a physics curriculum

Bobroff, Julien; Bouquet, Frédéric
Fonte: Universidade Cornell Publicador: Universidade Cornell
Tipo: Artigo de Revista Científica
Publicado em 03/11/2015
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We describe an undergraduate course where physics students are asked to conceive an outreach project of their own. The course alternates between the project conception and teachings about pedagogy and outreach, and ends in a public show. We describe its practical implementation and benefits. Through a student survey and an analysis of their projects, we discuss the merits and flaws of this "learning-by-doing" teaching approach for physics.; Comment: 7 pages, 3 figures

NEXUS/Physics: An interdisciplinary repurposing of physics for biologists

Redish, E. F.; Bauer, C.; Carleton, K. L.; Cooke, T. J.; Cooper, M.; Crouch, C. H.; Dreyfus, B. W.; Geller, B.; Giannini, J.; Gouvea, J. Svoboda; Klymkowsky, M. W.; Losert, W.; Moore, K.; Presson, J.; Sawtelle, V.; Thompson, K. V.; Turpen, C.; Zia, R. K.
Fonte: Universidade Cornell Publicador: Universidade Cornell
Tipo: Artigo de Revista Científica
Relevância na Pesquisa
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In response to increasing calls for the reform of the undergraduate science curriculum for life science majors and pre-medical students (Bio2010, Scientific Foundations for Future Physicians, Vision & Change), an interdisciplinary team has created NEXUS/Physics: a repurposing of an introductory physics curriculum for the life sciences. The curriculum interacts strongly and supportively with introductory biology and chemistry courses taken by life sciences students, with the goal of helping students build general, multi-discipline scientific competencies. In order to do this, our two-semester NEXUS/Physics course sequence is positioned as a second year course so students will have had some exposure to basic concepts in biology and chemistry. NEXUS/Physics stresses interdisciplinary examples and the content differs markedly from traditional introductory physics to facilitate this. It extends the discussion of energy to include interatomic potentials and chemical reactions, the discussion of thermodynamics to include enthalpy and Gibbs free energy, and includes a serious discussion of random vs. coherent motion including diffusion. The development of instructional materials is coordinated with careful education research. Both the new content and the results of the research are described in a series of papers for which this paper serves as an overview and context.; Comment: 12 pages

Women in Physics in Fermi's Time

Byers, Nina
Fonte: Universidade Cornell Publicador: Universidade Cornell
Tipo: Artigo de Revista Científica
Relevância na Pesquisa
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Enrico Fermi lived from 1901 to 1954, a period of great progress in physics and a period in which opportunities for women to study and work in institutions of higher learning increased significantly in Europe and North America. Though there are a few examples of women who made important contributions to physics in the 18th century such as Emilie du Chatelet and Laura Bassi, it was only in Fermi's time that the number began to increase significantly. It is remarkable that almost immediately after they gained entrance to laboratories and universities, among them appeared women of great creative ability who made lasting contributions to physics. This talk is mainly about some of these whose scientific lives are not as well known as their contributions deserve - Emmy Noether, Marietta Blau, Irene Joliot-Curie, Lise Meitner. Additionally, some outstanding women whose work played a role in Enrico Fermi's life in physics are noted - Ida Tacke Noddack, Tatiana Ehrenfest-Afanaseva, Leona Woods Marshall Libby, and Maria Goeppert Mayer.; Comment: Invited talk presented at Celebration of the Centennial of the Birth of ENRICO FERMI The Accademia Nazionale dei Lincei ROME 2001 (to be published in the Proceedings); 16 pages with 10 photos

Adventures in Theoretical Physics: Selected Papers of Stephen L. Adler -- Commentaries

Adler, Stephen L.
Fonte: Universidade Cornell Publicador: Universidade Cornell
Tipo: Artigo de Revista Científica
Relevância na Pesquisa
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These are the commentaries for a volume of reprints of my selected papers with commentaries that I am preparing for publication by World Scientific. Contents: Preface; (1)Early Years, and Condensed Matter Physics; (2) High Energy Neutrino Reactions, PCAC Relations, and Sum Rules; (3) Anomalies: Chiral Anomalies and Their Nonrenormalization, Perturbative Corrections to Scaling, and Trace Anomalies to All Orders; (4) Quantum Electrodynamics; (5) Particle Phenomenology and Neutral Currents; (6) Gravitation; (7) Non-Abelian Monopoles, Confinement Models, and Chiral Symmetry Breaking; (8) Overrelaxation for Monte-Carlo and Other Algorithms; (9) Quaternionic Quantum Mechanics, Trace Dynamics, and Emergent Quantum Theory; (10) Where Next?; Comment: Latex 115p; Final version. Book version will differ in reference format and indexing; version 3 differs from version 2 by minor copy-editing corrections

Enrico Fermi and the Old Quantum Physics

De Gregorio, Alberto; Sebastiani, Fabio
Fonte: Universidade Cornell Publicador: Universidade Cornell
Tipo: Artigo de Revista Científica
Publicado em 01/04/2009
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We outline Fermi's early attitude towards old quantum physics. We sketch out the context from which his interest for quantum physics arose, and we deal with his work on quantum statistics. We also go through the first two courses on theoretical physics he held in Rome, and his 1928 book on atomic physics.; Comment: To be published in Quaderni di Storia della fisica

Effectiveness of Ninth-Grade Physics in Maine: Conceptual Understanding

O'Brien, Michael; Thompson, John
Fonte: Universidade Cornell Publicador: Universidade Cornell
Tipo: Artigo de Revista Científica
Publicado em 29/01/2009
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The Physics First movement - teaching a true physics course to ninth grade students - is gaining popularity in high schools. There are several different rhetorical arguments for and against this movement, and it is quite controversial in physics education. However, there is no actual evidence to assess the success, or failure, of this substantial shift in the science teaching sequence. We have undertaken a comparison study of physics classes taught in ninth- and 12th grade classes in Maine. Comparisons of student understanding and gains with respect to mechanics concepts were made with excerpts from well-known multiple-choice surveys and individual student interviews. Results indicate that both populations begin physics courses with similar content knowledge and specific difficulties, but that in the learning of the concepts ninth graders are more sensitive to the instructional method used.; Comment: 15 pages, 2 tables, 0 figures, to be published in The Physics Teacher

Designing Open Source Computer Models for Physics by Inquiry using Easy Java Simulation

Wee, Loo Kang; Lye, Sze Yee
Fonte: Universidade Cornell Publicador: Universidade Cornell
Tipo: Artigo de Revista Científica
Publicado em 11/10/2012
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The Open Source Physics community has created hundreds of physics computer models (Wolfgang Christian, Esquembre, & Barbato, 2011; F. K. Hwang & Esquembre, 2003) which are mathematical computation representations of real-life Physics phenomenon. Since the source codes are available and can be modified for redistribution licensed Creative Commons Attribution or other compatible copyrights like GNU General Public License (GPL), educators can customize (Wee & Mak, 2009) these models for more targeted productive (Wee, 2012) activities for their classroom teaching and redistribute them to benefit all humankind. In this interactive event, we will share the basics of using the free authoring toolkit called Easy Java Simulation (W. Christian, Esquembre, & Mason, 2010; Esquembre, 2010) so that participants can modify the open source computer models for their own learning and teaching needs. These computer models has the potential to provide the experience and context, essential for deepening students conceptual understanding of Physics through student centred guided inquiry approach (Eick, Meadows, & Balkcom, 2005; Jackson, Dukerich, & Hestenes, 2008; McDermott, Shaffer, & Rosenquist, 1995; Wee, Lee, & Goh, 2011).; Comment: 3 pages, 1 Figure...

Is Physics Sick? [In Praise of Classical Physics]

Ghassib, Hisham
Fonte: Universidade Cornell Publicador: Universidade Cornell
Tipo: Artigo de Revista Científica
Publicado em 04/09/2012
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In this paper, it is argued that theoretical physics is more akin to an organism than to a rigid structure.It is in this sense that the epithet, "sick", applies to it. It is argued that classical physics is a model of a healthy science, and the degree of sickness of modern physics is measured accordingly. The malady is located in the relationship between mathematics and physical meaning in physical theory.

SPARC Collaboration: New Strategy for Storage Ring Physics at FAIR

Stöhlker, Thomas; Litvinov, Yuri A.; Bräuning-Demian, Angela; Lestinsky, Michael; Herfurth, Frank; Maier, Rudolf; Prasuhn, Dieter; Schuch, Reinhold; Steck, Markus; Collaboration, for the SPARC
Fonte: Universidade Cornell Publicador: Universidade Cornell
Tipo: Artigo de Revista Científica
Publicado em 29/01/2014
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424.6146%
SPARC collaboration at FAIR pursues the worldwide unique research program by utilizing storage ring and trapping facilities for highly-charged heavy ions. The main focus is laid on the exploration of the physics at strong, ultra-short electromagnetic fields including the fundamental interactions between electrons and heavy nuclei as well as on the experiments at the border between nuclear and atomic physics. Very recently SPARC worked out a realization scheme for experiments with highly-charged heavy-ions at relativistic energies in the High-Energy Storage Ring HESR and at very low-energies at the CRYRING coupled to the present ESR. Both facilities provide unprecedented physics opportunities already at the very early stage of FAIR operation. The installation of CRYRING, dedicated Low-energy Storage Ring (LSR) for FLAIR, may even enable a much earlier realisation of the physics program of FLAIR with slow anti-protons.; Comment: IX International Workshop on "APPLICATION OF LASERS AND STORAGE DEVICES IN ATOMIC NUCLEI RESEARCH", Recent Achievements and Future Prospects, May 13 - 16, 2013, Pozna\'n, Poland