LESSONS LEARNT WHEN DEVELOPING A TECHNOLOGY INTEGRATED INTERVENTION FOR FIRST YEAR PHYSICS STUDENTS

2017 ◽  
Author(s):  
Jeanne Kriek ◽  
Annaretha Coetzee
Keyword(s):  
First Year ◽  
Physics Students ◽  
Lessons Learnt ◽  
Integrated Intervention

EJ200: The Engine for the New European Fighter Aircraft

1990 ◽  
Author(s):  
R. J. Lane ◽  
J. Behenna
Keyword(s):  
First Year ◽  
Fighter Aircraft ◽  
Lessons Learnt ◽  
International Collaborative ◽  
Made In

This paper describes the concept and design of the EJ200 engine to meet the air staff targets for the European Fighter Aircraft. The international collaborative arrangements to support the programme are shown and the lessons learnt from previous collaboration illustrated. The excellent progress made in the programme during the first year since the signing of the development contract is described to illustrate confidence in the ability to meet the design targets within the programme timescales.

Developing Covariational Reasoning Among Students Using Contexts of Formulas

2020 ◽  
Vol 02 (04) ◽  
pp. 2050016
Author(s):  
Andrzej Sokolowski
Keyword(s):  
Mathematical Knowledge ◽  
First Year ◽  
Mathematical Notation ◽  
College Level ◽  
Physics Students ◽  
First Year College ◽  
Covariational Reasoning ◽  
Standard Formula ◽  
Physically Identical

Multiple studies have been conducted to assess students’ ability to apply covariational reasoning to sketching graphs in physics. This study is supported by research on developing students’ skills in sketching functions in mathematics. It attempts to evaluate physics students’ ability to apply these skills to identify critical algebraic attributes of physics formulas for their potential to be sketched. Rather than seeking formulas’ physical interpretation, this study is posited to challenge students’ skills to merge their mathematical knowledge within physics structures. A group of thirty ([Formula: see text]) first-year college-level physics students were provided with two physically identical equations that described the object’s position. However, one equation was expressed in functional mathematical notation, whereas the other in a standard formula notation. The students were asked to classify the symbols in each formula as variables or parameters and determine these formulas’ potential to be graphed in respective coordinates. The analysis revealed that 93% of these students considered function notation as possessing sketchable potential against 13% who envisioned such potential in the standard formula notation. Further investigations demystified students’ confusion about the classification of the symbols used in the formula notation. These results opened up a gate for discussing the effects of algebraic notations in physics on activating students’ covariational skills gained in mathematics courses. Suggestions for improving physics instructions stemming from this study are discussed.

scholarly journals R-D-L me this: A simple semi-directed learning approach to teaching first year physics students.

2016 ◽  
Author(s):  
Matthew John Mears
Keyword(s):  
Academic Staff ◽  
Independent Learning ◽  
First Year ◽  
Self Directed Learning ◽  
Physics Students ◽  
Physics Courses ◽  
Directed Learning ◽  
Approach To Teaching ◽  
Improving Student Learning ◽  
Positive Effect

Students often enter physics courses at higher education with a background experience of “spoon fed” learning yet academic staff expect students to engage in self-directed learning. The Revise, Do, Learn method presented here provides a first intermediary step between “spoon fed” and independent learning. A small to moderate positive effect (d = 0.38) was found between subsequent cohorts that, when considered with the minimal time and effort required to implement the method, provides an easy win for improving student learning.

scholarly journals Graduate Student Difficulties on Electrostatics Topics -- Conductors and Insulators

10.37906/r1 ◽  
2019 ◽  
Vol 4 (1) ◽  
Author(s):  
Qiaoyi Liu
Keyword(s):  
Graduate Students ◽  
Conceptual Understanding ◽  
Mathematical Formulation ◽  
Introductory Physics ◽  
First Year ◽  
Thought Processes ◽  
Physics Students ◽  
Student Difficulties ◽  
Basic Concepts ◽  
Upper Level

A lack of conceptual understanding of electrostatics principles, especially in the context of conductors and insulators, has been observed among a large number of introductory physics students as well as upper-level physics students. This work aims to explore graduate students’ misconceptions on these topics, particularly on how charges are distributed on conductors and insulators in various scenarios. Four first-year physics graduate students were selected to participate in think aloud interviews, where they were given a set of questions related to basic concepts of conductors and insulators, and asked to explain their thought processes as detailed as possible. The result of the four interviews are categorized by the test questions, which discusses the misconceptions that were demonstrated throughout the interviews, along with the interviewees’ reasoning behind these misconceptions. Despite that the interviewees have taken the introductory and advanced electricity and magnetism courses, a number of misconceptions still prevail in their conceptual understanding related to conductors and insulators. One possible explanation is the discontinuity between their knowledge of mathematical formulation and physical understanding of the concept, thus it is recommended that instructors should enforce students to review the advanced theory in the context of physical situations.

BSc Applied Physics: A physics degree for students with non-standard qualifications

2020 ◽  
Author(s):  
Alan Wood ◽  
Bill Neal ◽  
Nicolas Sawyer ◽  
James Rawlings
Keyword(s):  
First Year ◽  
Access To Higher Education ◽  
Applied Physics ◽  
Advanced Level ◽  
Physics Students ◽  
Mature Students ◽  
And Mathematics ◽  
The Uk ◽  
Physics Course ◽  
Entry Qualifications

<p>In the UK, the primary route to a physics degree is through studying for advanced level qualifications (known as A-levels) in both physics and mathematics. 38,958 students were entered for A-level examinations in physics in 2019, with the majority of these candidates also entered for A-level mathematics.</p><p>In recent years the UK has seen a growth of vocational, technical and wide entry qualifications. The vocational and technical qualifications are targeted at teenagers, and the latter targeting mature students returning to education later in life. These qualifications all cover a wider breadth of material, but in less depth than traditional A-levels. In order to ensure that these students can succeed at a physics degree, Nottingham Trent University developed a new course, BSc Applied Physics.</p><p>BSc Applied Physics is designed to follow on directly from vocational, technical and wide entry courses, including the BTEC Extended Diploma in Applied Science and Diplomas in Access to Higher Education. In the first year of BSc Applied Physics students have extra workshops to support their studies, and extra sessions on mathematics for physics. The aim is that, at the end of the first year, these students should have the same mathematical ability as year 1 students on our main BSc Physics course. The BSc Applied Physics students then have a choice. They can either continue with BSc Applied Physics, which focusses on the applications of physics, or transfer to a more traditional BSc Physics programme.</p><p>The purpose of this poster is to showcase to teachers how this type of non-standard degree programme can benefit students studying for non-traditional qualifications.</p>

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