Physics Education

Changing acceleration and forces are part of the excitement of a roller coaster ride. According to Newton’s second law, $\mathbf{F} = m\mathbf{a}$, every part of our body must be exposed to a force to accelerate. Since our bodies are not symmetric, the direction of the force matters, and must be accounted for by ride designers. An additional complication is that not all parts of the body accelerate in the same way when the acceleration is changing, i.e. when there is jerk. Softer parts of the body provide varying levels of damping, and different parts of the body have different frequency responses and different resonance frequencies that should be avoided or reduced by the roller coaster designer. This paper discusses the effect of acceleration, jerk, snap and vibration on the experience and safety of roller coaster rides, using authentic data from a dive coaster as an example.

The Standard Model of particle physics is one of the most successful theories in physics and describes the fundamental interactions between elementary particles. It is encoded in a compact description, the so-called ‘Lagrangian’, which even fits on t-shirts and coffee mugs. This mathematical formulation, however, is complex and only rarely makes it into the physics classroom. Therefore, to support high school teachers in their challenging endeavour of introducing particle physics in the classroom, we provide a qualitative explanation of the terms of the Lagrangian and discuss their interpretation based on associated Feynman diagrams.

In engineering education, where hands-on problem-solving and technical proficiency especially in physics-based learning are critical, the role of artificial intelligence (AI) tools like ChatGPT remains debated; whether AI serves as a breakthrough innovation or presents new challenges. This study seeks to bridge that gap by examining the impact of ChatGPT on mechanical engineering students in a project-based course. It explores how students used AI tools to understand key concepts, support group collaboration, and improve coding and writing tasks. Using survey data from first-year students encouraged to integrate AI into their coursework, the research provides insights into the ethical and educational implications of AI in engineering education, considering both its benefits and challenges. The findings indicate that while ChatGPT was widely utilized for coding tasks such as MATLAB programming and enhancing conceptual understanding, its impact on group collaboration was modest. Ethical concerns, including the temptation to misuse AI, highlight the need for structured guidelines to ensure responsible AI usage. The study also identifies the necessity of verifying AI-generated outputs, as AI tools may produce inaccurate or misleading information, particularly in technical problem-solving. This paper offers recommendations for optimizing AI-assisted learning, fostering critical thinking, and adapting assessment practices to balance AI’s educational benefits with academic integrity. These insights aim to guide educators and policymakers in effectively integrating AI into engineering and physics education while addressing its challenges to create a productive learning environment.

A simple experiment is described to model the Ollie jump technique with a skateboard, using a block of wood and a tennis ball instead.

According to the conventional definition of work, no work is done by the normal reaction force on the feet when climbing stairs since there is no displacement of the normal reaction force. However, it is the total work done by the normal reaction force that is zero.

In this study, we present a pedagogical approach featuring an original data analysis method, enabling both the validation of the thermophysical model of an incandescent light bulb (ILB)and the independent determination of its temperature-resistance calibration curve. By measuring the radiant flux as a function of input electrical power and subsequently analysing the data, multiple learning objectives were achieved. These include examining the filament’s nonlinear voltage–current characteristics, preliminarily validating the model through linear regression, fully validating it via multivariate linear regression, determining the ILBs thermal radiative efficiency and heat losses, and establishing the temperature-resistance calibration curve. Notably, these objectives are accomplished without prior knowledge of system parameters or a predefined calibration curve.

The assumption that a varying speed of light is allowed within the context of general relativity appears occasionally in the physics literature. It is indicated why this assumption is not supported.

This study explores the integration of scientific practices into the teaching of problem-solving in physics education. To foster deep conceptual understanding and familiarize students with the nature of scientific inquiry, it is essential to design and implement well-structured problem-solving sequences in physics classes. As an illustration, we present a problem-based on a near real-life scenario involving a wire ring and spherical beads with counter intuitive behaviour-drawn from a sequence on circular motion dynamics. The didactic context and guiding questions are carefully crafted to surface students’ conceptual difficulties, emphasize core physical principles, and simultaneously promote engagement with scientific practices such as qualitative analysis, hypothesis generation, and result evaluation.

This paper presents a novel educational experimental setup for exploring the grad-B drift in electromagnetism and plasma physics by using a modified Helmholtz coil system. The experimental setup, designed to simulate the magnetic field conditions of a current-free tokamak, allows for direct observation of the drift using an electron beam. We present examples of student measurements obtained with this setup, demonstrating its applicability as a hands-on learning tool and provide the resources for educators to modify their own Helmholz coil.

This study provides an introductory investigation into the oscillatory dynamics of a rigid bar suspended at both ends by two identical, inextensible strings attached to an adjustable horizontal support. Unlike the typical bifilar pendulum—which undergoes torsional motion—this system oscillates within its own plane, combining translational and rotational motion depending on the geometry of the suspension points. A simple theoretical Newtonian model is developed using the small-angle approximation, allowing predictions of the oscillation period and trajectories of the bar’s endpoints. Experimental validation is performed using slow-motion video analysis and tracking software. The results show good agreement between theoretical predictions and experimental observations, highlighting the educational relevance of this system for undergraduate physics students and high school teachers. The setup effectively illustrates constrained rigid body motion and the associated oscillatory and roto-translational behaviours.

Kepler’s theory on pinhole camera imaging is still valid today, its development is well documented and provides an exciting context for optics lessons. Kepler presented a generalised concept of ‘light figures,’ describing the formation of soft shadow images through the interaction between extended apertures and extended light sources. The work marks the culmination of Kepler’s extensive engagement with the ‘Moon Puzzle.’ In this paper, we examine Kepler’s theory and depiction of ‘light figures’ from both historical and experimental perspectives. We provide an overview of Kepler’s theory and its historical context, and present experiments that illustrate Kepler’s theoretical insights, specifically designed for educational use. In this way, a generalised concept of soft shadow imaging can be integrated into optics education, drawing on an authentic historical context.

Electromagnetism (EM) is one of the foundational subjects in physics and electrical engineering curriculum across the globe. The foundation for EM begins with the topic of ‘electrostatics’ through the concepts of electrostatic ‘force’ and ‘field’. Technically, such quantities are vectors and in general, the implications have to be analysed in more than one physical dimension. In order to simplify the mathematical complexity, a new construct called electrostatic potential is introduced and it is a scalar quantity. The electrostatic potential allows us to establish a straightforward connection from force (on a charged particle) to its potential energy and therefore, it forms a crucial factor in describing the dynamical evolution of a system of charged particles. At an undergraduate level, these connections are presented in a mathematically abstract and complex framework. Consequently, there is a wide room for divergent conceptualization amongst learners which could lead to alternative conceptions. The ‘resource’ theory, which encompasses a constructivist epistemological viewpoint, views any piece of knowledge (previous knowledge, intuitive idea, experience) which the learners use to comprehend the processes involved in problem solving as a resource. Particularly, in physics, a ‘resource’ or a ‘map of resources’ are intangible entities that could be employed to define the concepts as well as create arguments for various physical processes. One ‘resource’ could be shared by multiple concepts and the ‘resources’ could be optimally connected (to create a resource map) for creating a coherent conceptual framework. This study is an endeavour to scout mental models of electrostatic potential amongst a group of learners using tasks that involve problem solving followed by one-to-one interactions. We have analysed the responses from the perspective of ‘resource theory’ and found discernible alternative conceptions that tend to pose challenges for a self-consistent idea of electrostatics.

Smartphone sensors are progressively revolutionizing physics education by offering engaging, cost-effective, and real-world experimental methodologies. This study presents an innovative pedagogical approach utilizing smartphone-integrated barometric sensors to measure atmospheric pressure variations during a commercial flight. The authors conducted the experiment by recording cabin pressure data using smartphones throughout the critical flight phases—takeoff, cruising altitude, and landing. Applying the barometric formula, these measurements were subsequently converted into comprehensive altitude profiles, effectively linking abstract theoretical principles such as hydrostatic equilibrium and the ideal gas law to practical, experiential learning scenarios. The collected data distinctly captured altitude variations that corresponded accurately with aircraft cabin pressurization protocols, providing compelling empirical evidence of atmospheric physics principles in a practical context. Existing literature emphasizes the substantial pedagogical benefits of integrating familiar personal devices into educational settings, highlighting significant improvements in student engagement, motivation, and conceptual understanding. By framing physics concepts within the relatable experience of air travel, this approach not only fosters intrinsic student curiosity but also promotes critical thinking and active participation in scientific inquiry. The findings illustrate that employing smartphone technology as an educational tool can substantially enhance the depth and practicality of physics learning. Moreover, this method provides educators with a replicable and accessible model to bridge theoretical knowledge with tangible, everyday applications, thus enriching students’ learning experiences and fostering deeper scientific literacy.

A spherical ball incident obliquely on a horizontal surface usually bounces forwards but can bounce backwards if it is incident with backspin. Elongated objects can bounce backwards even if incident without spin, provided that the object is pointing backwards when it lands on the surface. Explanations are given in terms of the friction forces involved.

We outline here the design, execution, and educational outcomes of an intervention inspired by Einstein’s elevator thought experiment, intended to introduce secondary school students to the principle of equivalence, which is at the basis of the theory of general relativity. We build an experimental version of Einstein’s elevator, which simulated the effects of free-fall in an accelerated reference frame: a detailed description of the experimental apparatus and its construction is provided, highlighting the challenges and innovations in creating a simple yet functional setup using everyday materials.

Kepler’s theory on pinhole camera imaging is still valid today, its development is well documented and provides an exciting context for optics lessons. Kepler presented a generalised concept of ‘light figures,’ describing the formation of soft shadow images through the interaction between extended apertures and extended light sources. The work marks the culmination of Kepler’s extensive engagement with the ‘Moon Puzzle.’ In this paper, we examine Kepler’s theory and depiction of ‘light figures’ from both historical and experimental perspectives. We provide an overview of Kepler’s theory and its historical context, and present experiments that illustrate Kepler’s theoretical insights, specifically designed for educational use. In this way, a generalised concept of soft shadow imaging can be integrated into optics education, drawing on an authentic historical context.

A spherical ball incident obliquely on a horizontal surface usually bounces forwards but can bounce backwards if it is incident with backspin. Elongated objects can bounce backwards even if incident without spin, provided that the object is pointing backwards when it lands on the surface. Explanations are given in terms of the friction forces involved.

The conservation of momentum and energy are fundamental principles in physics, frequently introduced using illustrative examples of collisions. However, conventional methods often neglect the dynamic processes occurring during the collision itself. This paper presents a comprehensive experimental investigation of a central elastic collision between two carts. By utilizing digital sensors, the positions, interaction forces, and time throughout the collision process were measured with high resolution, enabling a precise examination of the conservation of momentum and mechanical energy, as well as the work-energy theorem. The experiment provides detailed insights into the dynamics of collision processes, revealing the transformation between kinetic and potential energy, highlighting the advantages of digital data acquisition for modern physics education.

The International Young Physicists’ Tournament (IYPT) is a worldwide, annual competition for high school students. This paper is adapted from the author’s investigation into problem 8, Sugar and Salt, of the 28th IYPT. When a container with a layer of sugar water placed above a layer of salt water is illuminated, a distinctive fingering pattern may be seen in the projected shadow. This phenomenon is known as double-diffusive convection. Although the theoretical foundations for double-diffusive systems have been established, explicit experimental verifications of the instability condition are limited. This paper aims to qualitatively investigate the dependence of the growth of the fingers on different sugar and salt concentrations, verify the downward flux of sugar, and quantitatively verify the instability condition for the sugar–salt double-diffusive system. This experiment gives students the experience of tackling complicated problems in physical chemistry and fluid dynamics in a laboratory setting, in the spirit of the IYPT.

Teamwork is an essential skill for STEM students, but ensuring equitable workload distribution remains a challenge. We propose a token-based method to incentivise equal work sharing. Each team of size N receives 2 N+1 tokens, which students openly discuss how to divide amongst their teammates. Two tokens result in a full grade, while three tokens earn a bonus. This system is implemented in small, frequent team assignments, promoting immediate peer feedback for underperforming teammates. The ability to bank bonus tokens ahead of time also allows flexibility for students who have illnesses or emergencies. The token system was piloted with university undergraduates in an introductory engineering and an upper-level physics course, with surveys conducted at the 16-week semester’s start and end. Results showed that students’ perceptions of group work improved, teams using the token system had more equitable contributions compared to a control group, and students had mostly positive comments about the token system. A few students pointed out some deficiencies, especially social pressure to not penalise underperforming students. Based on survey data and the authors’ experience, we offer the following recommendations for instructors: provide in-class time for token discussions even if the assignments are submitted outside of class, be prepared to mediate conflicts, monitor groups for the social pressure to avoid penalties, set a semester cap of 100% for token points to avoid work hoarding, and be careful when using the system with continually reshuffled teams. Overall though, the token system successfully promotes equitable contributions to team assignments.

This study explores the long-term impact of inquiry-based science education (IBSE) training on teacher professional development and classroom practices, focusing on two experienced educators who participated in the Teaching Enquiry with Mysteries Incorporated (TEMI) training program a decade ago. A qualitative case study approach was adopted, combining semi-structured interviews, classroom observations, and teacher self-assessments. Data were analysed to compare the adoption of IBSE, challenges faced, and professional growth achieved by both teachers. Initially skeptical, teacher A gradually integrated IBSE, transforming her teaching into a student-centred approach. Despite challenges in adapting her methods and managing time constraints, she observed increased student engagement and conceptual understanding. Teacher B, enthusiastic from the outset, implemented IBSE rapidly, emphasizing laboratory-based and interdisciplinary learning. She faced logistical challenges but achieved significant improvements in student curiosity and problem-solving skills. Though their journeys differed, both teachers experienced professional growth and enhanced student engagement through IBSE. Teacher A’s gradual adoption reflects the value of persistence, while teacher B’s enthusiasm highlights the benefits of early integration. This study demonstrates the transformative potential of long-term professional development in fostering innovative, inquiry-based teaching practices.

The problem of determining the position and magnification of a fish swimming in a fishbowl can be solved by means of the small-angles approximation. However, an exact solution, free from such simplifications, yields a more realistic and quantitatively accurate description of what is observed. In this analysis, the curve of the transverse magnification $m$ is determined as a function of the goldfish’s position within the bowl. It is found that the magnification increases as the goldfish moves away from an external observer. This qualitative behaviour can be readily confirmed through simple experiments. Quantitative differences between the exact analysis and the small-angle approximation become significant when the size of the goldfish is not negligible compared to the radius of the bowl.

This paper presents an approach to introduce physics students to the basic concepts of large language models (LLMs) using Python-based activities in Google Colab. The teaching strategy integrates active learning strategies and combines theoretical ideas with practical, physics-related examples. Students engage with key technical concepts, such as word embeddings, through hands-on exploration of the Word2Vec neural network and GPT-2—an LLM that gained a lot of attention in 2019 for its ability to generate coherent and plausible text from simple prompts. The activities highlight how words acquire meaning and how LLMs predict subsequent tokens by simulating simplified scenarios related to physics. By focusing on Word2Vec and GPT-2, the exercises illustrate fundamental principles underlying modern LLMs, such as semantic representation and contextual prediction. Through interactive experimenting in Google Colab, students observe the relationship between model parameters (such as temperature) in GPT-2 and output behaviour, understand scaling laws relating data quantity to model performance, and gain practical insights into the predictive capabilities of LLMs. This approach allows students to begin to understand how these systems work by linking them to physics concepts—systems that will shape their academic studies, professional careers and roles in society.

The paper reports on direct measurements of pressure inside the siphon. Two apparatuses were designed. The first one allows for detailed measurements of pressure dependence along the siphon tube, the second is the simplified version of the first, which allows for measurements and for visual demonstration of pressure at a few points along the siphon tube. Discussion of measurements uses two approaches, the standard combination of Bernoulli equation, and the resistance due to the combination of viscous and quadratic drag and using the forces acting on object-like small parts of water.

This paper presents a novel educational experimental setup for exploring the grad-B drift in electromagnetism and plasma physics by using a modified Helmholtz coil system. The experimental setup, designed to simulate the magnetic field conditions of a current-free tokamak, allows for direct observation of the drift using an electron beam. We present examples of student measurements obtained with this setup, demonstrating its applicability as a hands-on learning tool and provide the resources for educators to modify their own Helmholz coil.