Relevant bibliographies by topics / Advanced high school physics

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Advanced high school physics'

Author: Grafiati
Published: 5 June 2025
Last updated: 24 June 2025

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Journal articles on the topic "Advanced high school physics"

1

Arymbekov, B. S., K. M. Turekhanova, and S. K. Kodanova. "Advanced Physics Teaching Methodology Using Augmented Reality Application in Middle School." BULLETIN OF L.N. GUMILYOV EURASIAN NATIONAL UNIVERSITY. PEDAGOGY. PSYCHOLOGY. SOCIOLOGY SERIES 147, no. 2 (2024): 180–99. http://dx.doi.org/10.32523/2616-6895-2024-147-2-180-199.

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In modern times, immersive technologies are changing the methods of education beyond recognition in a short period of time. Among the immersive technologies, augmented reality technology is considered to have the most potential in teaching high school physics because it is the most convenient and accessible tool. However, there are still few teachers using AR directly in high school classrooms, so only a few students are taking advantage of AR's capabilities. Physics curricula are already overloaded. In addition, high schools typically lack resources to develop students' skills, so there is no time at all to use advanced technologies. This situation is further complicated by additional educational materials that do not cover the content of the academic subject. In this article, we explore the process of teaching middle school physics using an augmented reality application as an optimal way for students to learn. In our research with students from a number of secondary schools located in the rural district of Bayserke, we evaluate the applicability of augmented reality in teaching by using an augmented reality application for physics in secondary school. We will discuss how this proposed format works, and therefore consider the possibilities of incorporating it into established curricula, justifying its daily use in the classroom. We fully examine how the students who participated in the study enjoyed their lessons during this study and how they were able to improve their academic performance thanks to augmented reality technology. The methodology of teaching physics through the consumption of augmented reality application has played a major role in developing the students' skills. Hence, we prove that the proposed high school augmented reality application learning methodology is capable of teaching physics in a holistic and attractive way.
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Ziyatdinov, Sh G. "Advanced problems on laws of thermodynamics in high-school physics." Educational Physics 4 (2024): 12–23. https://doi.org/10.62957/2307-5457-2024-4-12-23.

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We discuss advanced problems on laws of thermodynamics, of standard and non-standard forms, and methods for their solution. We highlight that with careful analysis and thorough understanding of problems one can approach them solely using high-school mathematics.
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Marasco, David, and Bree Barnett Dreyfuss. "It’s Good to Be Popular in High School: A Look at Disparities in STEM AP Offerings in Northern California Public High Schools." Physics Teacher 60, no. 5 (2022): 335–37. http://dx.doi.org/10.1119/5.0037254.

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In 2018, in response to the proposed elimination of physics at a predominately Hispanic and socioeconomically disadvantaged (SED) high school, the Northern California/Nevada chapter of the AAPT investigated school demographics and their effect on physics offerings in public high schools in our region. As access was a key issue, the focus was on public, non-charter high schools, which are free to students and do not require winning a lottery for attendance. As reported previously, the data revealed that the percentage of Hispanic students and the percentage of SED students at a high school are highly correlated ( r2=0.60). Additionally, these factors could be used as predictors of a school’s physics offerings. To determine if the disparities in course offerings extended through other Advanced Placement (AP) STEM classes, the data were further analyzed, revealing that as the popularity of an AP exam drops, so do the relative odds of it being offered, when comparing schools with different demographics. A Northern California public high school student is much more likely to get a strong selection of AP STEM classes if his/her school serves an affluent, non-Hispanic student majority rather than mostly poor, Hispanic students.
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Gollub, Jerry P., and Robin Spital. "Advanced Physics in the High Schools." Physics Today 55, no. 5 (2002): 48–53. http://dx.doi.org/10.1063/1.1485584.

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Kohan-Mass, Judith, Basheer Dakwar, and Varda Dadush. "Israel’s Arab sector high schools." Gifted Education International 34, no. 3 (2018): 245–59. http://dx.doi.org/10.1177/0261429417754205.

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Despite the global decline in the number of girls who study science, technology, engineering, and mathematics (STEM) subjects, in Israel, gender differences of physics students are especially worrying. Although girls and boys in junior high school reach similar achievements in physics, the number of girls who study physics in high school is declining. However, an interesting picture emerges when we compare the Arab and Jewish sectors: Girls account for 30% of all high school students who study physics in the Jewish sector, compared to almost 60% in the Arab sector. Interviews with Arab high school students in an advanced physics program indicate that although girls face internal and external obstacles in patriarchic Arab society, they transform these obstacles into factors that motivate them to greater achievements, in order to gain self-confidence and a more stable, promising economic future in their society. These findings challenge conventional theories that explain the gender gap in STEM subjects.
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Whelan, R., and F. Espinoza. "A high school—sollege cooperative program in advanced placement physics laboratory." Physics Teacher 27, no. 3 (1989): 182–84. http://dx.doi.org/10.1119/1.2342711.

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Biton, Yaniv, Sapir Fellus, Dafna Raviv, and Osnat O Fellus. "Yours Virtually: Advanced Mathematics and Physics in the Israeli Virtual High School." Interdisciplinary Journal of e-Skills and Lifelong Learning 13 (2017): 229–50. http://dx.doi.org/10.28945/3898.

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Aim/Purpose: The increasingly growing number of virtual high schools around the world has engendered new modes for teaching and learning and a promising area of re-search. While research in this emerging field has mostly taken a comparative lens that highlights differences between traditional modes of teaching and online teaching, research on high school students’ and teachers’ perspectives has remained dearth. Background: This study identifies students’ and teachers’ perceptions of their learning and teaching advanced level mathematics and/or physics in the first Israeli virtual high school (VHS), which was launched five years ago. Methodology: A survey of 41 questions was disseminated to the first graduating cohort of 86 Grade-12 students as well as to 22 VHS teachers. Additional data sources include students’ essays on what it means to be a student in a VHS and field notes from a pedagogical development day. Contribution: The purpose of this study is to highlight the workings of the Israeli VHS and in particular its important building blocks that include a teacher-tutor model, an ongoing gauging of students’ work through a Learning Management System (LMS), and a continual teacher-developer interaction for the purpose of developing cutting-edge, technology-based course content. Findings: Given the unique features of the Israeli VHS, both teachers and students report on feelings of unit pride, motivation, and investment in teaching and learning in the VHS. Recommendations for Practitioners: The Israeli VHS uses a combination of a teacher-tutor format, together with tools for gauging students’ work and ongoing interaction between the teachers and the course content designers. Such a context creates new, fertile ground for technology-based, fully online teaching and learning of school mathematics and physics that may contribute to alleviating the problem of decreasing numbers of learners who are interested in taking advanced-level courses. Recommendation for Researchers: Further exploration of aspects for improvement in the teaching model of the VHS, its design, and its support system and for finding out factors that impact attrition lay down important research trajectories that have not yet been trodden. Impact on Society: Issues of equity and the democratization of learning of advanced STEM subjects are now possible to be seriously considered in a principled manner within the context of the VHS. Future Research: Future research may focus on the affordances, possibilities, and limitations of learning within a VHS to ensure a more robust process that will allow more students to learn advanced mathematics and physics.
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Ravaglia, Raymond, Patrick Suppes, Constance Stillinger, and Theodore M. Alper. "Computer-Based Mathematics and Physics for Gifted Students." Gifted Child Quarterly 39, no. 1 (1995): 7–13. http://dx.doi.org/10.1177/001698629503900102.

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Computer-based education makes it possible for gifted and talented middle school and early high school students to complete advanced courses in mathematics and physics several years before they would nocinally do so Since the fall of 1990, three such groups of students at the Education Program for Gifted Youth at Stanford University have taken courses at the advanced placement level and have done exceedingly well. This report details those results.
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Hughes, Ciaran, Joshua Isaacson, Jessica Turner, Anastasia Perry, and Ranbel Sun. "Teaching Quantum Computing to High School Students." Physics Teacher 60, no. 3 (2022): 187–89. http://dx.doi.org/10.1119/10.0009686.

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Quantum computing is a growing field at the intersection of physics and computer science. The goal of this article is to highlight a successfully trialled quantum computing course for high school students between the ages of 15 and 18 years old. This course was designed to bridge the gap between popular science articles and advanced undergraduate textbooks. Conceptual ideas in the text are reinforced with active learning techniques, such as interactive problem sets and simulation-based labs at various levels. The course is freely available for use and download under the Creative Commons “Attribution-NonCommercial-ShareAlike 4.0 International” license.
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Campbell, Vandeen A. "History and Trends in U.S. High School Science Course Taking." Encyclopedia 5, no. 1 (2025): 34. https://doi.org/10.3390/encyclopedia5010034.

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This entry describes high school science course taking in the United States (U.S.). High school science course taking refers to the selection, enrollment, and completion of science-related coursework during grades nine through twelve. It encompasses both the timing, quantity, and the rigor (or level of challenge) of science courses. Science course taking in high school includes both foundational or core courses like biology, chemistry, physics, and environmental science. Students may also take advanced science courses such as Advanced Placement (AP), (International Baccalaureate (IB), career and technical education (CTE) or applied, and dual credit or dual enrollment science courses. Some advanced courses meet core course requirements (e.g., AP Physics). This entry focuses on core science course taking, and the distinction between core or advanced core is beyond its scope. A discussion of CTE and dual credit or dual enrollment science course taking is also beyond the entry’s scope. The significant variability in core high school science course taking and historic unequal distribution of opportunities highlights the need for ongoing monitoring of factors influencing course taking to promote equity in access and outcomes. This entry presents a brief history of standards and graduation requirements surrounding high school science course taking, then briefly reviews science course pathways classifications and current trends in course enrollment and completion. A review of current trends in the context of historical developments can help the high school science education policy and practice field take stock of some of the factors that influence current patterns. The entry is written with a lens towards broadening participation in science, technology, engineering, and mathematics (STEM) fields and equity.
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Dissertations / Theses on the topic "Advanced high school physics"

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DePalma, Darlene. "AN ANALYSIS OF PREDICTORS OF ENROLLMENT AND SUCCESSFUL ACHIEVEMENT FOR GIRLS IN HIGH SCHOOL ADVANCED PLACEMENT PHYSICS." Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2502.

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A problem within science education in the United States persists. U.S students rank lower in science than most other students from participating countries on international tests of achievement (National Center for Education Statistics, 2003). In addition, U.S. students overall enrollment rate in high school Advanced Placement (AP) physics is still low compared to other academic domains, especially for females. This problem is the background for the purpose of this study. This investigation examined cognitive and motivational variables thought to play a part in the under-representation of females in AP physics. Cognitive variables consisted of mathematics, reading, and science knowledge, as measured by scores on the 10th and 11th grade Florida Comprehensive Assessment Tests (FCAT). The motivational factors of attitude, stereotypical views toward science, self-efficacy, and epistemological beliefs were measured by a questionnaire developed with question taken from previously proven reliable and valid instruments. A general survey regarding participation in extracurricular activities was also included. The sample included 12th grade students from two high schools located in Seminole County, Florida. Of the 106 participants, 20 girls and 27 boys were enrolled in AP physics, and 39 girls and 20 boys were enrolled in other elective science courses. Differences between males and females enrolled in AP physics were examined, as well as differences between females enrolled in AP physics and females that chose not to participate in AP physics, in order to determine predictors that apply exclusively to female enrollment in high school AP physics and predictors of an anticipated science related college major. Data were first analyzed by Exploratory Factor Analysis, followed by Analysis of Variance (ANOVA), independent t-tests, univariate analysis, and logistic regression analysis. One overall theme that emerged from this research was findings that refute the ideas that females have lower achievement scores, lower attitude, lower self-efficacy, and more stereotypical views regarding science than males. Secondly, the only significant differences found between males and females enrolled in AP physics were for stereotypical views toward science and one factor from the epistemological views questions, both of which favored females. Although the non AP boys significantly outscored non AP girls on science FCAT scores, the only other significant differences found between these groups of students were related to attitude, with the girls scoring higher than the boys on both counts. There were significant differences found for numerous variables between AP and non AP females, however, most of the same differences were found between the two ability groups of male students as well. This leads to the conclusion that these factors certainly play an important role in AP physics enrollment for both genders. But the few significant differences found exclusively between the two female ability groups; reading ability, stereotypical views toward science, and the epistemological beliefs regarding branches of physics being related by common principles and aspects of physics need to be inferred instead of directly measured, may play a more important role in increasing enrollment numbers of females.<br>Ed.D.<br>Department of Educational Studies<br>Education<br>Curriculum and Instruction EdD
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Diamantis, Nikolaos G. [Verfasser]. "Introducing quantum mechanics with the help of the Stern-Gerlach experiment at secondary high school level : (an advanced course at the high school) / Nikolaos G. Diamantis." Dortmund : Universitätsbibliothek Technische Universität Dortmund, 2004. http://d-nb.info/1011531801/34.

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Maude, D. K. "Investigation of advanced semiconductor materials using high pressure and high magnetic fields." Thesis, University of Nottingham, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.381086.

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Kavaz, Sevim. "Analysis Of High School Physics Textbooks." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/2/12607693/index.pdf.

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The purpose of this study is (1) to investigate the characteristics of ideal physics textbooks, (2) to investigate the students, teachers, textbook writers, book committee members and science education instructors&rsquo<br>opinions whether the 9th grade physics textbooks, used in TRNC (Turkish Republic of Northern Cyprus), possess the characteristics of an ideal physics textbook, and (3) to investigate how physics textbooks should be used and how they are being used. In this study, &ldquo<br>Physics Textbooks Evaluation Questionnaires&rdquo<br>, which were prepared for physics teachers, 9th grade students, National Ministry of Education book committee members, science education instructors and physics textbook writers separately, were used as measuring instruments. The study was conducted with 591 students, 18 physics teachers, 4 book committee members, 3 science education instructors in Magosa and LefkoSa cities in TRNC, and 4 physics textbook writers in 2005-2006 spring semester. The data were analyzed by using frequency analysis. Results revealed that most of the opinions of the participants matched with the literature review in terms of ideal physics textbooks characteristics. In addition, according to most of the textbook writers and book committee members, textbooks, that were analyzed, possessed most of the characteristics of ideal physics textbooks in the nine determined categories. However, according to most of the teachers&rsquo<br>and students&rsquo<br>opinions, analyzed physics textbooks possessed most of the ideal physics textbook characteristics in all categories except instructional approach category. Students&rsquo<br>views on usage of physics textbooks indicated that most of the teachers and students&rsquo<br>levels of using physics textbooks were almost similar. In addition, all groups of the participants stated that it is necessary to support textbooks with other sources.
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Bahcivan, Eralp. "Assessment Of High School Physics Teachers." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614413/index.pdf.

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The main purpose of this study is to assess pedagogical content knowledge (PCK) of in-service physics teachers about electricity topic in high school level by developing a paper-and-pencil instrument consisting of open-ended items. The instrument was developed with four different implementations by administration to the 278 in-service physics teachers. An exploratory and confirmatory factor analysis including only PCK items was conducted in validation processes. The relations among teachers&rsquo<br>job satisfaction levels, perceived self-efficacy levels, years of teaching experience and specific experiences, attendance to in-service training seminars related to physics teaching programs and teachers&rsquo<br>PCK were also analyzed by a confirmatory structural equation modeling study in validation of test scores. SPSS and AMOS programs were used in the analyses. Results of the study showed that teachers&rsquo<br>perceived self-efficacy level, attendance to in-service training seminars and specific experiences were significant predictors of their PCK. Teachers&rsquo<br>years of teaching experience and job satisfaction level were not significant predictors of their PCK. Inter-rater reliability scores were calculated as 0.86 and 78% for scoring and coding of the participant teachers&rsquo<br>responses respectively. Results also showed that there are many Turkish physics teachers whose PCK scores regarding students&rsquo<br>learning difficulties and misconceptions are below the average and participants mostly prefer to implement direct instruction in their classrooms as the instructional strategy.
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Checkley, Doug, and University of Lethbridge Faculty of Education. "High school students' perceptions of physics." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2010, 2010. http://hdl.handle.net/10133/2584.

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There are far fewer high school students enrolled in physics than in chemistry or biology courses within the province of Alberta (Alberta Education, 2007). Students are also completing the highest level math course in larger numbers than those taking physics. It appears that a fear of physics exists within students in our province; this fear seems to be related to a level of difficulty the students associate with physics. Many students either opt to not take physics or enter the course with the expectation of failure. In this study I explored the impact of physics’ reputation upon a group of students who chose not to take physics. In addition, I attempted to determine whether the perception of the difficulty of high school physics is accurate. This was done by investigating the perceptions of several students who took physics. I surveyed students from one high school in a small urban school district using group interviews. The students were in grades 10 to 12 and divided into groups of Science 10, Physics 20 and Physics 30 students. The students were interviewed to gain a deeper understanding of what perceptions they have about physics and why they may have them, hoping to identify factors that affect their academic decision to take or not take physics classes. For the students interviewed, I found that the biggest influence on their decisions to take or not take physics was related to their future aspirations. The students were also heavily influenced by their perceptions of physics. The students who took physics claimed that physics was not as difficult as they had believed it to be and they reported that it was interesting, enjoyable and relevant. Those students who had chosen to not take physics perceived it would be difficult, irrelevant and boring. Therefore, a major difference of perception exists between the students who took physics and those that did not.<br>viii, 221 leaves ; 29 cm
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Soh, Daniel Beom Soo. "Advanced waveguides for high power optical fibre sources." Thesis, University of Southampton, 2005. https://eprints.soton.ac.uk/30236/.

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This thesis reports on theoretical and experimental studies of wavelength-selective waveguide structures for high-power Nd3+- and Yb3+-doped fibre lasers. Cladding-pumped high-power fibre lasers based on these novel waveguide designs and operating at desired unconventional wavelengths were investigated through numerical simulations and fibre laser experiments. Rare earth doped fibres have typically multiple emission bands of different effective strengths. Stimulate emission from strong bands dominates over, and via a reduced population inversion normally even suppresses, emission from weaker bands in conventional step-index waveguides. For efficient emission and laser operation on the weaker emission bands, it is necessary to suppress unwanted stimulated emission on the strong transitions by preventing power from building up at the unwanted wavelengths. Discrete "bulk" (non-waveguide) devices at a single or a few points are ineffective, if the gain at unwanted wavelength is sufficiently high to generate high-power amplified spontaneous emission even between filters. In such cases, waveguide structures which reduce the gain at unwanted wavelengths and prevent build-up of unwanted emission can be considered. The fibre itself acts as a distributed wavelength-selective filter, and a compact all-fibre laser can be made. For short-wavelength operation when the gain at longer wavelengths needs to be suppressed, a helical core fibre is proposed. This induces a large bending loss at unwanted longer wavelengths while the bending loss at desired shorter wavelength remains relatively low. The required bending loss properties, for efficient operation at the desired shorter wavelength, can be achieved by designing the helix pitch and offset along with fibre core diameter and NA (numerical aperture). A Nd3+-doped helical fibre laser operating at 0.92 μm was investigated through computer simulations. Alternatively, there are fibres in which the fundamental mode can be cut off at a certain wavelength. I have studied fibres with a W-type refractive index profile and fibres with a hollow (air-filled) central region surrounded by a core and then a region with depressed refractive index, known as depressed-clad hollow fibre. With these fibre designs, the doped core guides the desired shorter wavelength but not the unwanted longer wavelengths. Nd3+-doped W-type fibre lasers operating at 0.92 μm were simulated and experimentally demonstrated. Also Yb3+-doped depressed-clad hollow fibre lasers operating at 0.98 μm were simulated and experimentally demonstrated. For long wavelength operation, with a suppressed gain at shorter wavelengths, modified W-type designs are proposed. By designing the refractive index profile and using ring-shaped gain regions, the net gain on an intrinsically weak long-wavelength transition may become larger than that on an intrinsically stronger short-wavelength transition. Adopting this technique, Nd3+-doped fibre amplifiers and lasers operating at 1.38 μm were simulated. While fibre lasers that generate a nearly diffraction-limited single-mode beam are normally targeted, a multimode output is often obtained, e.g., in development stages with nonideal fibres. Then it is important to characterise the modal properties of the beam. For this, two different modal power decomposition methods based on intensity measurements are proposed. The first method is based on a tomography technique that uses a Wigner function followed by an inverse Radon transform. The second method adopts a wavelength-sweeping optical source which induces beat patterns after propagation through a certain length of fibre. The feasibilities of the two proposed ideas were verified through numerical simulations.
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Eiser, Leslie Agrin. "Microcomputer graphics to teach high school physics." Thesis, McGill University, 1985. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=66055.

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Kienle, Florian. "Advanced high-power optical parametric oscillators synchronously pumped by ultrafast fibre-based sources." Thesis, University of Southampton, 2012. https://eprints.soton.ac.uk/210235/.

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This thesis is concerned with investigating the generation of ultra short, tunable pulses at high average power and / or high pulse energy using synchronously pumped optical parametric oscillators (OPO) and appropriate power-scalable fibre-amplifier pump sources. Two types of pump sources with average powers up to ≈ 100W are considered: (1) a picosecond, allfiberised, high-power, variable-repetition-rate, Yb:fibre-amplified, gain-switched laser diode system and (2) a femtosecond, high-power, chirped-pulse amplification Yb:fibre laser system incorporating a pulse shaper module. Such OPO systems find applications in fields as diverse as materials processing and nonlinear microscopy / spectroscopy. Two OPOs based on periodically poled lithium niobate (PPLN) and pumped at 1060 nm from the first pump source are demonstrated. With 20 ps-long pump pulses, average powers of up to 7.3W (3.1W) for the signal (idler) are generated at variable repetition rates of ≈ 0.1 . . . 1GHz. With longer 100 ps pump pulses at a repetition rate of < 8MHz and an intracavity fibre as an OPO feedback component for compactness, combined pulse energies approaching 1 μJ are obtained, which are the highest reported to date. Tuning ranges from 1.4 μm to 1.7 μm (signal) and from 2.8 μm to 4.4 μm (idler) are typical for both OPOs. Including frequency-doubling of the 1060 nm light, the first pump source, operating at 230MHz and 20 ps, is used for two green-pumped OPOs tunable in the near-infrared range from 650 nm to 1040 nm(plus the idler from1.08 μmto 2.9 μm). The first OPO uses MgO-doped PPLN and up to 270mW of combined output power with 1W of pump power is obtained. Operation at higher power is complicated due to damage effects such as photo-refraction, nonlinear or induced absorption in lithium niobate. The second OPO uses lithium triborate (LBO) and compressed 4.4 ps green pump pulses to generate record average powers of up to 3.7W of signal and 1.8W of idler. Using the second pump source with a liquid crystal spatial light modulator pulse shaper, the demonstration of energy-scalable output pulses from 0.1 μJ to 2 μJ at a centre wavelength of 1045 nm with typical pulse durations between 300 fs and 600 fs is reported. Pump pulses with a duration of ≈ 600 fs at a repetition rate of 50MHz from this pump source are used for a PPLN OPO producing ≈ 1.9W (≈ 1.2W) of signal (idler) power at 1.5 μm (3.6 μm)
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Dupriez, Pascal. "Advanced high-power pulsed fibre laser systems and their applications." Thesis, University of Southampton, 2007. https://eprints.soton.ac.uk/65498/.

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In this thesis, I report experimental studies towards power scaling of ultrashort fibre-based sources designed for applications including high average power femtosecond pulse generation and nonlinear frequency conversion. While the power produced by rare-earth doped fibre lasers operating in continuous-wave has dramatically increased within a few years to exceed the kilowatt level, pulsed fibre sources have been limited to tens of watts due to the onset of nonlinearities in fibre amplifiers. Therefore the aim is to manage fibre nonlinearities to achieve specific output properties at high average power. An innovative aspect of this work lies in the remarkable combination of telecom-grade semiconductor laser sources and high-power Yb-doped fibre amplifier technologies to produce short pulses at very high average power. Fibre nonlinear effects are often detrimental to the performance of fibre systems but can also provide an attractive tool to generate new useful wavelengths. The final part of this thesis describes efficient white light generation produced by a microstructure fibre pumped by the previously described green fibre source. Furthermore, I investigated a novel fibre source configuration for guide star application. The source I developed produced 1W at 589 nm through frequency doubling of 1178 nm radiation produced by pulsed Raman amplification in an Yb-doped fibre amplifier.
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Books on the topic "Advanced high school physics"

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Neuschatz, Michael. Reaching the Critical Mass: The Twenty Year Surge in High School Physics. Findings from the 2005 Nationwide Survey of High School Physics Teachers. AIP Report. Number R-442. Distributed by ERIC Clearinghouse, 2008.

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Fridman, Yuriy, and Aleksandr Korzhenevich. Learning to solve problems in physics: preparing for the Unified State Exam. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/995926.

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If you are holding this textbook in your hands, it means that you understand the need to solve problems when studying a physics course at school. Indeed, it is difficult to overestimate the effect that the solution of problems in the study of physics gives. The textbook contains about 800 problems for the high school physics course. The tasks are based on the examination materials of various universities, including the Republic of Crimea, data from the magazines "Kvant", "Physics at School", information received from correspondence physics and mathematics schools of the Moscow State University named after M. V. Lomonosov, National Research Nuclear University "MEPhI", Bauman Moscow State Technical University, Moscow Institute of Physics and Technology (State University). We also used the problem books that were released in various years to help those entering universities. The number of problems and their selection are not random and allow, according to the compilers, to demonstrate the types of problems that are often found in the high school physics course, the most rational methods, general approaches and ideas for solving them, and also help to acquire certain skills in solving problems. Can be useful for use in secondary schools when working with students for whom physics is of interest, optional, if you prepare for the entrance exams for physics, a specialized school with advanced study of physics, as well as anyone who wants to learn how to solve problems in physics.
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Hewitt, Paul G. Conceptual physics: A high school physics program. Addison-Wesley Pub. Co., 1987.

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M, Fogiel, Molitoris Joseph J, and Research and Education Association, eds. The high school physics tutor. 2nd ed. Research and Education Association, 1995.

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M, Fogiel, Molitoris Joseph J, and Research and Education Association, eds. The High school physics tutor. 2nd ed. Research and Education Association, 1990.

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Biswas, Saikat, Supriya Das, and Sanjay Kumar Ghosh, eds. Advanced Detectors for Nuclear, High Energy and Astroparticle Physics. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-7665-7.

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Zalman, Usiskin, ed. Mathematics for high school teachers: An advanced perspective. Pearson Education, 2003.

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Jones, Gordon E. Physics demonstrations and experiments for high school. Mississippi State University, Physics Department, 1989.

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Rothman, Tony, Steve Warner, and Ratnakar Poduri. Physics Mastery for Advanced High School Students. Independently Published, 2019.

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(Editor), Oscar Rosas-Ortiz, Mauricio Carbajal (Editor), and Omar Miranda (Editor), eds. Advanced Summer School in Physics 2005: Frontiers in Contemporary Physics EAV05 (AIP Conference Proceedings / High Energy Physics). American Institute of Physics, 2006.

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Book chapters on the topic "Advanced high school physics"

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Dewahrani, Yulilina Retno, Saidah Linaili Rahmah, and Sri Rahayu. "The Relationship between Nutritional Knowledge with Food Attitudes on Post COVID-19 Pandemic among High School Adolescents." In Advances in Physics Research. Atlantis Press International BV, 2024. https://doi.org/10.2991/978-94-6463-624-6_13.

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Koto, Irwan, Iwan Setiawan, and Ririn Sri Anggini. "The Effect of High School Physics Learning with Physics Education Technology (PhET) Simulation on Physics Problem Solving Skills." In Advances in Social Science, Education and Humanities Research. Atlantis Press SARL, 2025. https://doi.org/10.2991/978-2-38476-390-0_45.

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Touitou, Israel, Barbara Schneider, and Joe Krajcik. "Incorporating Mathematical Thinking and Engineering Design into High School STEM Physics: A Case Study." In Advances in STEM Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52229-2_17.

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Hernández, Ernesto M., Rubén D. Santiago, José A. Otero, and Ma de Lourdes Quezada-Batalla. "Advanced Placement Physics Exam Performance of High School Graduates in Mexico with the Aid of Online Assignments Designed in Open-EdX." In Methodologies and Intelligent Systems for Technology Enhanced Learning, 10th International Conference. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52538-5_5.

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Idrus, Hadiyati, Weri Oktavia, Venny Haris, Novia Lizelwati, and Yupita Putri. "Development of Students’ Worksheet of Physics Practicum Based on Augmented Reality and Qur’an Integrated on Electricity in Senior High School." In Advances in Social Science, Education and Humanities Research. Atlantis Press SARL, 2023. http://dx.doi.org/10.2991/978-2-38476-142-5_20.

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Caroaie, Octavian Vasile, and Ovidiu Florin Caltun. "A View on High School Students’ Knowledge About Nanotechnology." In Fundamental Physics and Physics Education Research. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52923-9_17.

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Kettler, Todd, and Jeb S. Puryear. "Research Experiences for High School Students." In Modern Curriculum for Gifted and Advanced Academic Students. Routledge, 2021. http://dx.doi.org/10.4324/9781003236696-12.

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Yun, Ruwei, Zhigeng Pan, and Yi Li. "An Educational Virtual Environment for Studying Physics Concept in High Schools." In Advances in Web-Based Learning – ICWL 2005. Springer Berlin Heidelberg, 2005. http://dx.doi.org/10.1007/11528043_33.

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Lucas, Robert. "Heat Transfer." In High School and Undergraduate Physics Practicals. CRC Press, 2022. http://dx.doi.org/10.1201/9781003262350-22.

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Lucas, Robert. "Introduction." In High School and Undergraduate Physics Practicals. CRC Press, 2022. http://dx.doi.org/10.1201/9781003262350-1.

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Conference papers on the topic "Advanced high school physics"

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Sharma, Om G. "Exploring Electrostatics Through The Kelvin Water Dropper: A Dive into Electrostatic Efficiency and Exposure of Advanced Principles of Physics to Middle School and High School Students." In 2024 IEEE Integrated STEM Education Conference (ISEC). IEEE, 2024. http://dx.doi.org/10.1109/isec61299.2024.10664798.

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Kachelrieβ, M., S. Ostapchenko, R. Tomàs, et al. "High Energy Neutrinos from Astrophysical Sources: a Self-consistent Approach." In Advanced Summer School in Physics 2007. AIP, 2007. http://dx.doi.org/10.1063/1.2825133.

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Halzen, Francis. "Lectures on High-Energy Neutrino Astronomy." In ADVANCED SUMMER SCHOOL IN PHYSICS 2005: Frontiers in Contemporary Physics EAV05. AIP, 2006. http://dx.doi.org/10.1063/1.2160978.

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Moura, Celio. "Detection of Ultra-High Energy Tau-Neutrino by Double-Bang Event." In ADVANCED SUMMER SCHOOL IN PHYSICS 2005: Frontiers in Contemporary Physics EAV05. AIP, 2006. http://dx.doi.org/10.1063/1.2160982.

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Katanosaka, Toshiki, M. Fahim Ferdous Khan, and Ken Sakamura. "Design and Implementation of a Gamification-Based Web Application for Learning High-School Physics." In 2023 14th IIAI International Congress on Advanced Applied Informatics (IIAI-AAI). IEEE, 2023. http://dx.doi.org/10.1109/iiai-aai59060.2023.00049.

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Sukariasih, Luh, I. Gede Purwana, La Ode Nursalam, La Sahara, and Bimas Reskiawan. "Improving the Skill of Physics Science Process through Guide Discovery Method in Students at Senior High School." In Proceedings of the 1st International Conference on Advanced Multidisciplinary Research (ICAMR 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/icamr-18.2019.84.

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Nurhayati, Ms, Mutahharah Hasyim, and A. Yani. "Development of Physics Learning Device Based on Modified Free Inquiry as a Supporting Curriculum 2013 at Senior High School." In Proceedings of the 1st International Conference on Advanced Multidisciplinary Research (ICAMR 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/icamr-18.2019.61.

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Luque, Antonio. "PHYSICAL ASPECTS OF VERY HIGH PHOTOVOLTAIC CONCENTRATION: LESSON 1, PHYSICAL FOUNDATIONS OF SOLAR CELLS." In Proceedings of the International School on Crystal Growth and Characterization of Advanced Materials. WORLD SCIENTIFIC, 1988. http://dx.doi.org/10.1142/9789814541589_0019.

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Luque, Antonio. "PHYSICAL ASPECTS OF VERY HIGH PHOTOVOLTAIC CONCENTRATION LESSON 3 - OPTICAL AND THERMAL CONSIDERATIONS OF VERY HIGH CONCENTRATION CELLS." In Proceedings of the International School on Crystal Growth and Characterization of Advanced Materials. WORLD SCIENTIFIC, 1988. http://dx.doi.org/10.1142/9789814541589_0021.

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Luque, Antonio. "PHYSICAL ASPECTS OF VERY HIGH PHOTOVOLTAIC CONCENTRATION LESSON 2- EFFICIENCY LIMITS II CONCENTRATING SOLAR CELLS." In Proceedings of the International School on Crystal Growth and Characterization of Advanced Materials. WORLD SCIENTIFIC, 1988. http://dx.doi.org/10.1142/9789814541589_0020.

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Reports on the topic "Advanced high school physics"

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Kent, Deborah. Advanced decorative ceramics techniques for high school students. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.3064.

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Ross, Elizabeth, Gregory Pogue, Jill Engel-Cox, and Thushara Gunda. Community Archetypes in the Permian Basin and their Relationship to Energy Resources. Permian Energy Development Lab, 2024. http://dx.doi.org/10.70223/aftg267.

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The Permian Energy Development Lab (PEDL) is a new research coalition in West Texas and Southeastern New Mexico, managed by a consortium of higher education, public sector, civic, community, and philanthropic organizations . PEDL’s mission is to catalyze advanced energy research, prepare new energy professionals and entrepreneurs, and create value for energy communities. To meet the three parts of this mission, a comprehensive facts-based understanding of the diverse communities within the large Permian region, not relying on impressions or preconceptions, is essential. Therefore, this report is intended to serve as a foundational data-focused description of Permian Basin communities at the county-level, illustrating the differences and commonalities between the communities. This report focuses on the region’s strengths and needs, especially regarding its relationship (past, present, and future) with the energy industry. The report provides a framework to simplify the study a large and diverse geographic area grounded by aligning counties based on shared properties rather than just physical location. The framework of archetypes presented can also be used to help design and implement future energy technology research, educational, and outreach programs to equitably develop and deploy advanced energy technologies that benefit the communities in the Permian Basin. The core Permian Basin is a region that covers more than 51,000 square miles and includes 50 counties in Southeastern New Mexico and Western Texas PEDL also includes counties adjacent to the Permian Basin in outreach and research efforts; thus, the analysis in this paper includes 66 counties. Through cluster and socioeconomic analyses, we identified seven distinct community archetypes in the Permian region at the county-level; values in parentheses indicate the number of counties within each archetype: Archetype 1: High oil and gas (O&amp;G) production (4) Archetype 2: High renewable energy capacity (8) Archetype 3: Very small populations and population loss (17) Archetype 4: High percent of residents with less than high school education (9) Archetype 5: High unemployment and high percent of residents with less than high school education (26) Archetype 6: Exceptionally small population with high gross domestic product (GDP) and very high O&amp;G production (1) Archetype 7: Very high population gain (1) One goal of the clustering effort was to characterize the profile of the Permian Basin and facilitate deeper community engagement. Indeed, starting with a set 66 counties, 64 counties could be accurately described in just five archetypes with remaining two counties parsing into unique archetypes, based on population and economic dynamics. In addition to facilitating community engagement, these archetypes highlight the diversity and commonalities within the Permian, with some archetypes containing a substantial number of Permian basins (e.g., Archetypes 3 and 5) while others highlight unique nature of individual counties (e.g., Archetypes 6 and 7). The main utility of the archetypes is to allow for more informed sampling across the expanse and diversity of Permian counties for future research activities in the region. After describing the archetypes, this report suggests future research and engagement activities. By leveraging the patterns illuminated by the archetypes, PEDL can produce community-engaged research, workforce development, and in-community activities that are more tailored to the diverse community landscape of the Permian.
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Lavender, Amanda. A 4-H advanced equine science curriculum for high school age youth. Iowa State University, 2021. http://dx.doi.org/10.31274/cc-20240624-9.

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Jurecka, Kathleen, and Stacey Lyle. Bridging the Gap: Connecting High School Students to Advanced STEM Education through Online Learning Modules. Purdue University, 2022. http://dx.doi.org/10.5703/1288284317452.

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Scannell, Stephen. Next Generation Science Standards and Physics First: A Case Study of High School Teachers' Beliefs and Practices. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6878.

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Lee, C. H., and H. C. Lee. Verification and Validation of High-Fidelity Multi-Physics Simulation Codes for Advanced Nuclear Reactors (Year 2). Office of Scientific and Technical Information (OSTI), 2014. http://dx.doi.org/10.2172/1134005.

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Habib, Salman, Robert Roser, Richard Gerber, et al. High Energy Physics Exascale Requirements Review. An Office of Science review sponsored jointly by Advanced Scientific Computing Research and High Energy Physics, June 10-12, 2015, Bethesda, Maryland. Office of Scientific and Technical Information (OSTI), 2016. http://dx.doi.org/10.2172/1341722.

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Aburto, Mauricio Hernán, Gregory Elacqua, and Macarena Kutscher. The Impact of Out-of-field STEM High School Teachers on College Decisions: Evidence from Chile. Inter-American Development Bank, 2024. http://dx.doi.org/10.18235/0013116.

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This paper examines the effects of out-of-field teachers during secondary education on students, focusing on academic performance and college choices in STEM subjects, using detailed data from Chile. Our findings indicate a generally negative impact of out-of-field teaching in Math, Chemistry, and Physics on the likelihood of students taking the college entrance exam, while Biology's impact appears negligible, possibly due to its less intensive use of mathematics. Specifically, out-of-field teaching in these subjects decreases student's participation in the science portion of the college entrance exam, critical for STEM program admissions. Although students interest in STEM majors is not broadly affected, those taught by out-of-field Physics teachers show a reduced preference for STEM fields. The study also highlights that out-of-field teaching lowers college enrollment rates, especially in STEM majors, with low-socioeconomic status students and males being particularly affected. Males have lower rates of exam participation and suffer more from out-of-field teaching in Physics and Chemistry, while females face obstacles enrolling in STEM programs after being taught by out-of-field teachers in Physics.
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Bridges, Jon. Preparing Historically Underserved Students for STEM Careers: The Role of an Inquiry-based High School Science Sequence Beginning with Physics. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.5518.

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Nigg, David W., Joseph W. Nielsen, and Daren R. Norman. Validation of High-Fidelity Reactor Physics Models for Support of the KJRR Experimental Campaign in the Advanced Test Reactor. Office of Scientific and Technical Information (OSTI), 2017. http://dx.doi.org/10.2172/1376195.

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