Post-Use Review. Physics for Scientists and Engineers, Extended Version

Fishbane, Paul M.; Gasiorowicz, S.; Thornton, Stephen T.; Jones, Steven E.; Rees, Lawrence B.; Dibble, William E.

doi:10.1119/1.17984

Cited by 42 publications

(63 citation statements)

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“…In Belgium, students had 4 hours of lecture a week, and 2 hours of recitation (10 weeks). In all cases, lectures were given by experienced teachers of the Physics Department; the Electricity curriculum is similar to those given in textbooks like Tipler & Mosca 11 or Fishbane et al 12 Spanish and Colombian students answered the questionnaire under exam conditions while the Belgian students took it during a regular lecture without getting credit for it.…”

Section: Context Of the Research And Methodologymentioning

confidence: 99%

Probing university students' understanding of electromotive force in electricity

Garzon

Cock

Zuza

et al. 2014

American Journal of Physics

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The goal of this study is to identify students' difficulties with learning the concepts of electromotive force (emf) and potential difference in the context of transitory currents and resistive direct-current circuits. To investigate these difficulties, we developed a questionnaire based on an analysis of the theoretical and epistemological framework of physics, which was then administered to first-year engineering and physics students at universities in Spain, Colombia, and Belgium. The results of the study show that student difficulties seem to be strongly linked to the absence of an analysis of the energy balance within the circuit and that most university students do not clearly understand the usefulness of and the difference between the concepts of potential difference and emf.

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Section: Context Of the Research And Methodologymentioning

confidence: 99%

Probing university students' understanding of electromotive force in electricity

Garzon

Cock

Zuza

et al. 2014

American Journal of Physics

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“…Los estudiantes llegan a la conclusión, como se esperaba, de que el elefante golpea el suelo antes que la pluma, porque el elefante experimenta una mayor aceleración y una velocidad final mayor que la pluma. Esto se debe a que la resistencia del aire afecta a la pluma en un grado mucho mayor de lo que afecta al elefante (Fishbane, Gasiorowicz, y Thornton, 1996).…”

Section: A) Caída Libreunclassified

Ventajas del uso de simulaciones por ordenador en el aprendizaje de la Física

Amadeu

Leal²

2013

ensciencias

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RESUMEN: La física es comúnmente considerada por los estudiantes como una materia difícil. Teniendo en cuenta la disminución del interés expresado por los estudiantes en este campo de estudio y el nivel de fracaso en los resultados de los exámenes verificados en los últimos años, es urgente encontrar estrategias para invertir esta situación. Este estudio tiene como objetivo contribuir a definir estrategias que los maestros profesores puedan adoptar para enseñar los temas de caída libre y el lanzamiento horizontal. El objetivo principal es enseñar mejor la física y reducir al mínimo las tasas de fracaso existentes en la disciplina abordando diferentes estrategias. El análisis de cuestionarios antes y después de enseñada la materia indica que el uso de simulaciones por ordenador origina una tasa de éxito más alta que si no se recurre a este instrumento.PALABRAS CLAVE: simulación por ordenador, ambientes de aprendizaje, física, aprendizaje basado en ordenador, concepciones alternativas.ABSTRACT: Physics is commonly considered among students to be a difficult subject. Given the declining interest expressed by students in this field and to the failure level found in examination results in last year's, it becomes urgent to find strategies to invert this situation.This study aims to contribute to the definition of the best strategy to be adopted by teachers in delivering the free fall and horizontal launch subjects. The goal is improve the teaching quality and to minimize the failure rates existing in this discipline by using different strategies.Analysis of the surveys before and after teaching the involved subjects shows that the use of computer simulations lead to a high success rate than when they are not used.

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“…1(b) are in phase. This situation, leads to the very well-known diffraction grating law 2,3 : However, the above condition does not explain the relative intensities of the different diffraction orders, in particular the vanishing of some orders. …”

Section: Phasor Analysis Of Binary Diffraction Gratingsmentioning

confidence: 99%

Teaching diffraction gratings by means of a phasor analysis

Sánchez-López¹,

Moreno²,

Martínez-García³

2009

Education and Training in Optics and Photonics

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Diffraction gratings play a very important educational role in describing wave properties of light. In this work we present a simple phasor technique to fully describe binary amplitude diffraction gratings with different slit widths relative to the grating period, as well as binary phase gratings with different phase shift. This analysis, which is directly derived from the Huygens principle, introduces a slit phasor to account for the diffracted orders relative intensity, and a grating phasor that accounts for the grating's resolving power. The proposed phasor technique is mathematically equivalent to the Fourier transform calculation of the diffraction orders amplitude, and it can be useful to explain binary diffraction gratings in a simple manner in introductory physics courses. Experimental results probing this theoretical analysis are included with the use of a liquid crystal display.

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Post-Use Review. Physics for Scientists and Engineers, Extended Version

Cited by 42 publications

References 0 publications

Probing university students' understanding of electromotive force in electricity

Probing university students' understanding of electromotive force in electricity

Ventajas del uso de simulaciones por ordenador en el aprendizaje de la Física

Teaching diffraction gratings by means of a phasor analysis

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