Distribution of Various Types of Educational Information in the School Physics Course

2021 ◽  
pp. 17-22
Author(s):  
Robert Mayer
Keyword(s):  
Quantum Physics ◽  
Physics Teaching ◽  
Training Material ◽  
Amount Of Information ◽  
Modern Physics ◽  
Volume Unit ◽  
Physics Course ◽  
Information Amount ◽  
Integral Complexity ◽  
Educational Information

The modern physics course appeared as a result of a long-term evolution of the physics teaching methods. The model of the school course is textbooks; they reflect the fundamental laws of cognition of the surrounding world and methodological ideas, therefore the problem of studying the distribution of various types of training material in the physics course is relevant. The article uses previously obtained estimates of the differential complexity of various topics of the school physics course. This takes into account: 1) the differential complexity of the text, depending on the information amount in the volume unit, on which the difficulty of understanding it by the student depends; 2) the integral complexity (general informativeness), which characterizes the total amount of information in the text; the amount of time and effort required to study training material depends on it; 3) the share of educational information related to mechanics, molecular physics and thermodynamics, electrodynamics, optics and quantum physics. It also took into account the fact that physical and mathematical complexity are independent characteristics of the physics textbooks. The carried out content analysis of standard school textbooks made it possible to determine the integral complexity of each topic and build a graph with an accumulation that shows the dynamics of changes in the contribution of each physics section to the total information amount over time. In particular, it follows from the graph that: 1) the speed of transmission of educational information in the 10-11th grades is 5 times higher than in the 7-9th grades; 2) the amount of information on physics reported to a student by the end of the 11th grade is 4,4 times more than the amount of information reported in the 7th, 8th and 9th grades.

scholarly journals Quantum Physics Literacy Aimed at K12 and the General Public

Universe ◽  
2021 ◽  
Vol 7 (4) ◽  
pp. 86
Author(s):  
Caterina Foti ◽  
Daria Anttila ◽  
Sabrina Maniscalco ◽  
Maria Luisa Chiofalo
Keyword(s):  
Cultural Change ◽  
General Public ◽  
Quantum Physics ◽  
Physics Teaching ◽  
Physics Students ◽  
Formidable Challenge ◽  
Challenges And Opportunities ◽  
Quantum Phenomena ◽  
Smart Community ◽  
Quantum Science

Educating K12 students and general public in quantum physics represents an evitable must no longer since quantum technologies are going to revolutionize our lives. Quantum literacy is a formidable challenge and an extraordinary opportunity for a massive cultural uplift, where citizens learn how to engender creativity and practice a new way of thinking, essential for smart community building. Scientific thinking hinges on analyzing facts and creating understanding, and it is then formulated with the dense mathematical language for later fact checking. Within classical physics, learners’ intuition may in principle be educated via classroom demonstrations of everyday-life phenomena. Their understanding can even be framed with the mathematics suited to their instruction degree. For quantum physics, on the contrary, we have no experience of quantum phenomena and the required mathematics is beyond non-expert reach. Therefore, educating intuition needs imagination. Without rooting to experiments and some degree of formal framing, educators face the risk to provide only evanescent tales, often misled, while resorting to familiar analogies. Here, we report on the realization of QPlayLearn, an online platform conceived to explicitly address challenges and opportunities of massive quantum literacy. QPlayLearn’s mission is to provide multilevel education on quantum science and technologies to anyone, regardless of age and background. To this aim, innovative interactive tools enhance the learning process effectiveness, fun, and accessibility, while remaining grounded on scientific correctness. Examples are games for basic quantum physics teaching, on-purpose designed animations, and easy-to-understand explanations on terminology and concepts by global experts. As a strategy for massive cultural change, QPlayLearn offers diversified content for different target groups, from primary school all the way to university physics students. It is addressed also to companies wishing to understand the potential of the emergent quantum industry, journalists, and policymakers needing to seize what quantum technologies are about, as well as all quantum science enthusiasts.

The Changing Universe

2020 ◽  
pp. 54-71
Author(s):  
Demetris Nicolaides
Keyword(s):  
Quantum Physics ◽  
Dimensional Space ◽  
Final State ◽  
Heisenberg Uncertainty Principle ◽  
Constant Change ◽  
Modern Physics ◽  
Dimensional Space Time ◽  
Heisenberg Uncertainty ◽  
Eternal Law ◽  
Universal Law

Everything is constantly changing, and nothing is ever the same, Heraclitus proposed, and in accordance with Logos, the intelligible eternal law of nature. Thus, everything is in a state of becoming (in the process of forming into something) instead of being (reaching or already being in an established final state beyond which no more change will take place). This means that things, permanent things, no longer exist—for they contradict his theory of constant change—only events and processes exist. His doctrine has found strong confirmation in modern physics, for, according to it, absolute restfulness and inactivity are impossibilities. Points in Einstein’s four-dimensional space-time continuum are events, and so are the quarks and leptons—for, unlike in deterministic Newtonian physics, matter in probabilistic quantum physics lost its permanence and identity because of the Heisenberg uncertainty principle. Moreover, all happenings, evidence suggests, are consistent with a single universal law.

Particle Physics in the Modern Physics Course

1995 ◽  
Vol 63 (1) ◽  
pp. 12-12
Author(s):  
Joshua B. Diamond
Keyword(s):  
Particle Physics ◽  
Modern Physics ◽  
Physics Course

Advanced gynecologic cancer patients and healthy parents: Emotional distress and information given to their children.

2013 ◽  
Vol 31 (15_suppl) ◽  
pp. e20704-e20704
Author(s):  
Anna Rodriguez-Morera ◽  
Joaquin T. Limonero ◽  
Pilar Barretina
Keyword(s):  
Emotional Distress ◽  
Gynecologic Cancer ◽  
Depression Scale ◽  
Depression Symptoms ◽  
Amount Of Information ◽  
Parents And Children ◽  
Gynaecologic Cancer ◽  
Duration Of Disease ◽  
Minor Children ◽  
Information Amount

e20704 Background: Describe relationship between advanced gynaecologic cancer (AGC) patients and healthy parents emotional distress (ED) and information amount related to the disease they give to their children. Methods: We studied 28 children, aged between 5 and 18 years, whose mothers had AGC, 13 breast (72.2%), 2 cervix (11.1%) & 3 ovarian (16.7%). Interview with numerical scale from 1 to 10 points was used to assess the amount of children's information described by parents. Hospitality Ansiety Depression Scale (HADS) was used to assess parents ED. Parents and children older than 12 years gave Informed Consent. Results: 18 mothers diagnosed of AGC were included. They added up to a total of 31minor children (M=1.7;SD=0.7) 3 of them, younger than 5 years old were excluded. Emotional distress of parents did not significantly correlate with the number of minor children they had. In the other hand, depression symptoms increased with the duration of disease, for patients and healthy parents (rho=0.5,p<.01;rho=0.6,p<.01) also when patient's functional capacity decreased (rho=-0.4,p<.05;rho=-0.5,p<.05). Mothers gave the information in 60.7% of the cases, 35.7% both parents shared this task. Anxiety among patients (M=10.21;SD=5.4) and healthy parents (n=13,M=8.8;SD=4.8) had not significant correlation with the amount of information given (n=28,rho=-0.01,p>0.05;n=19,rho=-0.2,p>.05). Patients (M=7.3;SD=4.2) and healthy parents (n=13,M=5.2;SD=3.1) depression grade did not correlate with the amount of information children had (n=28,rho=0.2,p>.05;n=18,rho=-0.1,p>.05). Information given by mothers was slightly higher (M=6.8; SD=2.3), it was the same for sons and daughters (U=93.5,p>.05). Yet, fathers tended to give more information to daughters (M=6.2; SD=1.8;U=22.5,p=0.06). Information given by patients and healthy parents was concordant (rho=0.5;p<.05). Conclusions: AGC patients and healthy parents ED is not related with the information amount parents give to their children. We must be aware of the need to provide support to fathers during mothers’ disease in order to ease communication with the children, taking into account that mothers are who mainly give information to their children.

Theorizing about Performance: Why Now?

1990 ◽  
Vol 6 (23) ◽  
pp. 231-234 ◽  
Author(s):  
Natalie Crohn Schmitt
Keyword(s):  
Twentieth Century ◽  
British Journal ◽  
Quantum Physics ◽  
Performance Theory ◽  
The Unconscious ◽  
Hierarchical Relations ◽  
Theatrical Performance ◽  
Northwestern University ◽  
Modern Physics ◽  
The University

This article continues NTQ's recent exploration of the interaction between the study of theatrical performance and other disciplines – in this case, relating in particular to ‘Quantum Physics and the Language of Theatre’, published in NTQ 18 (1989). Schmitt argues that there is a correspondence between the contemporary interest in performance theory and the view of nature provided by modern physics. The analysis of nature in terms of events rather than objects, the perception of reality as a network of non-teleological, non-hierarchical relations, the interest in the interplay between nature and our perception of it: all correlate, she suggests, with an interest in theory of performance. Natalie Crohn Schmitt is Professor of Theater at the University of lllinois at Chicago. She published ‘Stanislavski, Creativity, and the Unconscious’ in NTQ 8 (1986), and has also published in Theatre Notebook, The British Journal of Aesthetics, Theatre Journal, Comparative Drama, Theatre Survey, and elsewhere. Her full-length study. Actors and Onlookers: Theater and Twentieth-Century Scientific Views of Nature has just appeared, from Northwestern University Press.

scholarly journals STUDENT DIFFICULTIES IN SOLVING PROBLEMS CONCERNING SPECIAL RELATIVITY AND POSSIBLE REASONS FOR THESE DIFFICULTIES

2014 ◽  
Vol 13 (4) ◽  
pp. 573-582
Author(s):  
Zafer Tanel
Keyword(s):  
Problem Solving ◽  
Special Relativity ◽  
Key Words ◽  
Frames Of Reference ◽  
Student Difficulties ◽  
Modern Physics ◽  
Fundamental Equations ◽  
Physics Course

There are two main purposes of this study. The first is to determine the basic difficulties of students in solving problems about the theory of special relativity, and the second is to identify the possible causes leading to these difficulties. To achieve these goals, 3 open-ended questions were administered to the participants. These questions were answered by 78 students who had been enrolled in a modern physics course. Out of 78 students, 24 students were selected for interviewing. Commonly used textbooks were also analyzed in order to determine whether there are differences in content. The results of the analysis showed that the students had difficulties in selecting the proper frames of reference. In addition, they could not use the concepts included in the fundamental equations accurately in accordance with their meanings. The main reasons behind these difficulties seem to be the improper generalizations of students. Moreover, the different representations of the fundamental equations in the various textbooks were also seen as the reason for the difficulties students encountered. Key words: problem solving, student difficulties, special relativity.

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