A Digital Escape Rooms for Learning General Physics in HEIs

There is a growing trend in the use of educational escape rooms (EER) in the classroom and therefore in the demand for case studies by teachers. This chapter shares the experience of designing, creating, implementing, and evaluating a digital escape room (DER) carried out in the context of the European research project Unlock. Practical advice will be given for the creation of escape rooms based on the literature review and the results of the evaluation of this work. In addition, there will be a discussion on the particularities of gamifying in the discipline of physics and other scientific disciplines.

Evaluation Conducted With University Teachers on the General Physics Courses Taught at the National University of Costa Rica During 2014 and 2019

Objective. Evaluate the General Physics courses (theory and laboratory) of the Science Teaching career with the university teaching staff, in the period from 2014 to 2019, to identify the strengths and weaknesses in the methodology and propose new educational strategies. Method. The research was conducted through a virtual survey with the LimeSurvey software to the teachers who have taught Physics courses for the Science Teaching career in the last five years; the survey was applied to the total population of 20 teachers, but only 12 of them answered it. The instrument was designed by the teaching staff working on the project to improve the laboratory manuals. The instrument analysis was carried out with the help of an Excel spreadsheet provided by the LimeSurvey software. The instrument was validated by IDESPO staff of the National University regarding the relevance of the content of the statements, the clarity of the questions, and the coherence with the objective of this study. Results. The structure and organization of the General Physics courses have a positive assessment by the teachers, who also showed a preference for the traditional lecturing; but even so, they are willing to train and learn new teaching strategies. Conclusions. The results of this investigation show that teachers are open to technological change and to working on the challenges that government policies have proposed.

Methodology of applying structural and logical schemes in the study of general physics in a technical university

A structural and logical scheme is a visual image of the logical connection of the main elements of knowledge within the framework of a training course, section or topic. When studying physics as an applied discipline in a technical university, its professional orientation and applied knowledge corresponding to this function come out in the first place. But applied knowledge as a consequence of physical theories is not enough for the development of a modern quantum-relativistic worldview. The idea of our research is to precede the systematic study of general physics with systematic ideas about the place and meaning of each physical theory, namely: before studying classical physics, to show its connection with quantum and relativistic physics. To do this, it is necessary to apply a preliminary and final generalization at different stages of the study of physics with the help of appropriate structural and logical schemes. When implementing this idea, the following methods were used: the method of structural and logical analysis of the course of general physics with the allocation of knowledge elements, the method of systematization based on clarifying the connection between physical theories and the method of generalization, leading to the construction of new generalized schemes of this course. In the proposed schemes "Connection of mechanical theories" and "Scales of the Universe-Velocities", we identify structural elements that reveal the specifics of the methodological representations of the theory in accordance with its place in the Universe and the velocities of its objects. The proposed methodology is based on two types of generalization: preliminary and final. The preliminary generalization shows the place of physical theory in the system of physical knowledge in the course of general physics, the final generalization is used to make students aware of the specifics of the entire range of methodological concepts used in this physical theory. The methodology is aimed at forming students ' systematic knowledge of general physics and at developing their modern quantum-relativistic worldview.

Superluminal Propagation of Pulse as another Ultra-Fast Phenomenon, And its Application

Another kind of ultra-fast phenomenon, superluminal transmission of light pulse，was proposed, its velocity can faster than the infinite that was proved in theory and experiment. Based on two kinds of epistemology and world, both deeply effects on Science and technology and open new application of Laser discussed briefly. We also suggested add the content of two kinds of epistemology and worlds in Physics to clear the relationship between the Relativity and general Physics

Methods Of Teaching The Topics Of Nuclear Physics In The Course Of Physics

This article reflects the process of studying the section of atomic physics in a general physics course - the concepts of natural and social processes that learners master. The methodology of teaching topics in the section is given in the example of a topic development.

A General Solution to the Different Formulations of the Second Law of Thermodynamics

The second law of thermodynamics is one of the most important physical laws that has been extracted by different formulations. In this paper, a new approach to study different formulations of the second law is extracted based on the energy components of the system as well as introducing the independent and dependent energy components concepts. Also, two main formulations of classical thermodynamics, and also entropy from the perspective of general physics are discussed based on the energy components of the system for constant applied energy to the system in different conditions. Kelvin-Plank and Clausius formulations, as two main classical formulations, are all assertions about impossible processes. Considering the energy structure equation of the system, as an equation to formulate the performed process using activated energy components, it is shown that different formulations of the second law of thermodynamics represent the same concept in the perspective of the energy structure. Finally, a new general formulation to the second law, based on the energy structure of the system is extracted, and the equivalence as the other formulations is shown. The presented formulation is extracted based on the dependent and independent activated energy components, and in fact, shows all possible paths in the considered energy applying to the system.