We present the first results from a 100-day Swift, NICER, and ground-based X-ray–UV–optical reverberation mapping campaign of the Narrow-line Seyfert 1 Mrk 335, when it was in an unprecedented low X-ray flux state. Despite dramatic suppression of the X-ray variability, we still observe UV–optical lags as expected from disk reverberation. Moreover, the UV–optical lags are consistent with archival observations when the X-ray luminosity was >10 times higher. Interestingly, both low- and high-flux states reveal UV–optical lags that are 6–11 times longer than expected from a thin disk. These long lags are often interpreted as due to contamination from the broad line region; however the u-band excess lag (containing the Balmer jump from the diffuse continuum) is less prevalent than in other active galactic nuclei. The Swift campaign showed a low X-ray-to-optical correlation (similar to previous campaigns), but NICER and ground-based monitoring continued for another 2 weeks, during which the optical rose to the highest level of the campaign, followed ∼10 days later by a sharp rise in X-rays. While the low X-ray countrate and relatively large systematic uncertainties in the NICER background make this measurement challenging, if the optical does lead X-rays in this flare, this indicates a departure from the zeroth-order reprocessing picture. If the optical flare is due to an increase in mass accretion rate, this occurs on much shorter than the viscous timescale. Alternatively, the optical could be responding to an intrinsic rise in X-rays that is initially hidden from our line of sight.

Concepts involving conductors and insulators are challenging at all levels of instruction. Here, we summarized an investigation of the difficulties that introductory students have pertaining to the charging of conductors and insulators and how that research was used as a resource to develop, validate, and evaluate a conceptual tutorial on this challenging topic. The tutorial uses guided inquiry-based teaching–learning sequences and focuses on helping students develop conceptual understanding of charging conductors and insulators using concrete examples. At a large university in the US, we first evaluated whether there was any statistically significant difference on the pretest (before college instruction) between the performance of students who had any high school physics instruction and those who did not on relevant questions. Then, we compared the performance of introductory physics students in the experimental group who engaged with the tutorial and the control group who did not engage with the tutorial and only had traditional, lecture-based instruction. Our analysis shows large improvements from pre- to post-tests (i.e., from before to after instruction) for the tutorial group and large gaps in post-test scores between the nontutorial and tutorial groups.

The saying-is-believing effect is an important step for changing students’ attitudes and beliefs in a wise intervention. However, most studies have not closely examined the process of the saying-is-believing effect when individuals are engaged in the activity. Using a qualitative approach, the present study uses an engagement framework to investigate (a) components of engagement in the saying-is-believing effect; and (b) how differently students may engage in a saying-is-believing exercise. Semi-structured interviews were conducted with 14 undergraduates in a scholarship program for low-income transfer students from community college. Analysis using inductive and deductive approaches found that students varied on the extent to which they experienced the effectiveness of the saying-is-believing effect through affective, cognitive, and behavioral experiences. The study offers examples of how people can indeed differ in the extent to which they experience the saying-is-believing effect, and the implications for designing more effective interventions. Specifically, students’ positive affective experiences from seeing the larger goal of creating videos may be important components for the saying-is-believing effect to work. Behavioral experiences, such as learning soft skills, academic skills learned indirectly from the intervention, and academic skills learned directly from the intervention were accompanied by both positive affective and cognitive experiences. Findings show the importance of students’ differential engagement in saying-is-believing exercises both for building more effective wise interventions and interpreting heterogeneity in intervention effectiveness.