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Relevant bibliographies by topics / Courses in Physics

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Academic literature on the topic 'Courses in Physics'

Author: Grafiati

Published: 28 May 2022

Last updated: 29 May 2022

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Journal articles on the topic "Courses in Physics"

1

Walters, William L. "Modernizing introductory physics courses." American Journal of Physics 56, no. 3 (1988): 200. http://dx.doi.org/10.1119/1.15689.

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Crompton, Barbara. "A-level physics courses." Physics Education 20, no. 6 (1985): 259–60. http://dx.doi.org/10.1088/0031-9120/20/6/101.

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Chonacky, N. "Has Computing Changed Physics Courses?" Computing in Science & Engineering 8, no. 5 (2006): 4–5. http://dx.doi.org/10.1109/mcse.2006.88.

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Sobhanzadeh, Mandana, Calvin S. Kalman, and R. I. Thompson. "Labatorials in introductory physics courses." European Journal of Physics 38, no. 6 (2017): 065702. http://dx.doi.org/10.1088/1361-6404/aa8757.

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Sokol, P. E. "Improvements in introductory physics courses." New Directions for Institutional Research 1993, no. 78 (1993): 41–44. http://dx.doi.org/10.1002/ir.37019937808.

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Ramsey, Gordon. "A Practical Approach to Physics for Non-Scientists." Physics Teacher 60, no. 5 (2022): 344–47. http://dx.doi.org/10.1119/5.0043083.

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Many high schools, two-year colleges, and universities offer a conceptual physics course for non-science students who have to take a basic science course. The students often enter the course unmotivated and may eventually withdraw. So, how do we make the course interesting enough for these students to gain the knowledge we desire and, more importantly, develop an appreciation for the role of science in society? A possible answer may lie in the approach to the material. Students who can relate to the topics in the course tend to be more motivated and acquire a greater understanding of the material. This is part of the approach to active learning programs such as SENCER and SCALE- UP. Courses in Introductory Physics for the Life Sciences (IPLS) using focused topics have also been offered. This paper suggests ways to structure a course around “real-life” topics in teaching a full set of mechanics concepts. The “practical approach” consists of building the course material around topics with which the students are familiar. Courses designed around practical applications can provide an effective strategy for engagement and learning. These elements are appropriate for both high school and college non-major courses.

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李, 慧. "On Physical Concepts and Laws Teaching in College Physics Courses." Advances in Education 11, no. 03 (2021): 618–21. http://dx.doi.org/10.12677/ae.2021.113096.

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Hobson, Art. "Teaching “modern” physics in introductory courses." Physics Teacher 38, no. 7 (2000): 388. http://dx.doi.org/10.1119/1.1324516.

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Alinea, Allan L., and Wade Naylor. "Polarization of physics on global courses." Physics Education 50, no. 2 (2015): 210–17. http://dx.doi.org/10.1088/0031-9120/50/2/210.

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Fraknoi, Andrew. "Early Conceptual Physics Texts and Courses." Physics Teacher 41, no. L2 (2003): L1. http://dx.doi.org/10.1119/1.1756492.

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Dissertations / Theses on the topic "Courses in Physics"

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Blickenstaff, Jacob Arin. "A framework for effective physics education applied to secondary and university physics courses /." For electronic version search Digital dissertations database. Restricted to UC campuses. Access is free to UC campus dissertations, 2004. http://uclibs.org/PID/11984.

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Clark, Dexter. "Interaction and learning an analysis of two freshman physics courses /." Cincinnati, Ohio : University of Cincinnati, 2005. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=ucin1132328837.

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Lee, Albert H. "Development and evaluation of clicker methodology for introductory physics courses." Columbus, Ohio : Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1245273794.

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CLARK, DEXTER. "INTERACTION AND LEARNING: AN ANALYSIS OF TWO FRESHMAN PHYSICS COURSES." University of Cincinnati / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1132328837.

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Bergin, Paul Michael. "The purposes of Scottish public examination physics courses since 1962." Thesis, University of Strathclyde, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.428176.

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Johansson, Anders. "Uniformity in physics courses and student diversity : A study of learning to participate in physics." Licentiate thesis, Uppsala universitet, Fysikundervisningens didaktik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-267308.

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This licentiate thesis describes an investigation of participation and achievement in undergraduate physics courses with a discourse analytical lens. Issues of unequal participation have been a growing concern for the physics education research community. At the same time, these issues have not been explored to any large extent using already developed theoretical tools from fields of social science and humanities. This thesis builds on earlier studies in physics education research but crosses disciplinary boundaries to bring in perspectives from gender studies. The two papers use a discourse theoretical framework to explore what it might mean to participate in physics, whether that is one’s primary subject or not, in courses in electromagnetism and quantum physics. A general conclusion that can be drawn from these empirical studies is that physics courses may often be taught from a narrow physics perspective, and that this may limit the possibilities for identification for many students. For instance, engineering students whose main area was not physics failed to see much significance in studying electromagnetism and then just “studied to pass”. Additionally, students on physics programmes may find that the limited positions in quantum physics which can be characterized as mainly focused on “calculating”, are hard to reconcile with their interest in physics. Using a discourse perspective, I broaden this critique to a discussion of the culture of physics: What does it mean to become a physicist and what physics culture follows from different “productions” of physicists? These results inform continued research in physics education by raising issues of identity and providing critical frameworks for exploring them. They also point to the importance of including broad views of physics in courses. Critically examining participation in physics, this thesis aims at widening the discussion and provide new ways to talk about these issues in physics education research.

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Christopher, Jason W. "Using calculus of variations to optimize paths of descent through ski race courses." Thesis, Massachusetts Institute of Technology, 2005. http://hdl.handle.net/1721.1/32840.

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Thesis (S.B.)--Massachusetts Institute of Technology, Dept. of Physics, 2005.<br>Includes bibliographical references (p. 69-70).<br>The goal of ski racing is to pass through a series of gates as quickly as possible. There are many paths from gate to gate, but there is only one path that is fastest. By knowing what the fastest path is, a racer could shave tenths of seconds off his or her time. That is a tremendous amount of time considering that races are won by hundredths of a second. This thesis attempts to calculate the fastest path through a ski race course using several simplifications such as neglecting friction. The method of attacking this problem is to modify the Brachistochrone problem. It is found that it is best if the skier places the apex of the turn at the gate, and that turning more after the gate is better than turning more above the gate. In the case of a rhythmical course, it is found that turning more below the gate is still true, but not as evident. Instead the optimal path appears more symmetric about the gate.<br>by Jason W. Christopher.<br>S.B.

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Nji, Tima Richard Anthony. "Cameroon's Anglophone and Francophone second cycle physics courses : towards a common approach." Thesis, University of Reading, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.294854.

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Dwyer, Jessica Hewitt. "Just-in-time teaching in undergraduate physics courses: implementation, learning, and perceptions." Diss., Kansas State University, 2015. http://hdl.handle.net/2097/20338.

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Doctor of Philosophy<br>Curriculum and Instruction Programs<br>N. Sanjay Rebello<br>Regardless of discipline, a decades-long battle has ensued within nearly every classroom in higher education: instructors getting students to come to class prepared to learn. In response to this clash between teacher expectations and frequent student neglect, a group of four physics education researchers developed a reformed instructional strategy called Just-in-Time Teaching (JiTT). This dissertation investigates the following three areas: 1) the fidelity with which undergraduate physics instructors implement JiTT, 2) whether student performance predicts student perception of their instructor’s fidelity of JiTT implementation, and 3) whether student perception of their instructor’s fidelity of JiTT implementation correlates with student views of their physics course. A blend of quantitative data (e.g., students grades, inventory scores, and questionnaire responses) are integrated with qualitative data (e.g., individual faculty interviews, student focus group discussions, and classroom observations). This study revealed no statistically significant relationship between instructors who spent time on a predefined JiTT critical component and their designation as a JiTT user or non-user. While JiTT users implemented the pedagogy in accordance with the creators’ intended ideal vision, many also had trouble reconciling personal concerns about their role as a JiTT adopter and the anticipated demand of the innovation. I recommend that this population of faculty members can serve as a JiTT model for other courses, disciplines, and/or institutions. Student performance was not a predictor of student perception instructor fidelity of JiTT implementation. Additionally, the majority of students in this study reported they read their textbook prior to class and that JiTT assignments helped them prepare for in-class learning. I found evidence that exposure to the JiTT strategy may correlate with a more favorable student view of their physics course. Finally, according to students, favorable JiTT implementation occurred when instructors reviewed all questions contained within the JiTT assignment during class and when instructors clearly connected JiTT questions to the textbook reading, lesson discussion, and other assignments. The impact of this work rests in its possibility to set the stage for future education studies on the fidelity of implementation of other research-based instructional strategies in various disciplines and how they affect student performance and perceptions.

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Chirnside, Derek. "Collaborative small groups in physics courses : with a case study from PHYS102 at the Department of Physics and Astronomy 1998." Thesis, University of Canterbury. Dept. of Education, 2000. http://hdl.handle.net/10092/10820.

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A constructivist model for physics instruction is developed adapting ideas from recent overseas work in physics educational research. Based on this model, small group collaborative problem solving activities were introduced into PHYS102 tutorials at the Department of Physics and Astronomy at the University of Canterbury in 1998. Students were given a prescribed problem solving strategy, and a formal process for groupwork. Observations and data gathered from recordings of students working in small groups were used to evaluate these changes. Well functioning collaborative groups were found to assist in developing concepts and understanding, particularly through student discussion that has been called 'second teaching', an idea which is interpreted using theory from Lev Vygotsky. Collaborative problem solving with wellfunctioning small groups can often produce better quality solutions than from individuals on their own. The role of 'monitor' or 'critic' was found to be essential for high-performing groups. Such groups do not happen automatically, and the role of tutors in helping establish and manage a collaborative environment is crucial. Student feedback, gained from questionnaires and follow-up interviews, was positive. There are differences between the culture of this country and that of overseas where the original research was conducted. This has lead to recommendations that for implementing groupwork in this country, tutor training be improved, and that each tutor group be involved initially in refining and adapting a shared understanding of group work and problem solving.

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Books on the topic "Courses in Physics"

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Malinconico, Lawrence L. Physics courseware using calculus: Courseware for calculus-based physics courses. Prentice Hall, 1990.

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Physics, Institute of. Physics on course: Physics courses in higher education in the United Kingdom and the Republic of Ireland. Institute of Physics, 1996.

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Physics, Institute of. Physics on course: Physics courses in higher education in the United Kingdom and the Republic of Ireland commencinf in. Institute of Physics, 1994.

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Dumbrill, Derek George. A psychological investigation of some key concepts in secondary school physics courses. Wolverhampton Polytechnic, 1986.

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International Course on Physics of Materials (4th 1985 Madras, India). Physics of materials: Proceedings of the Fourth and Fifth International Courses on Physics of Materials, Madras, India, 15-25 November, 1985; 10-24 December 1986. Edited by Radhakrishna S, Srinivasan K, Asian Physical Society, Unesco, International Council of Scientific Unions. Committee on Science and Technology in Developing Countries., and International Course on Physics of Materials (5th : 1986 : Madras, India). World Scientific, 1988.

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Alejandro, Ayala, and Universidad de Sonora. Departamento de Fisica, eds. Particles and fields: Proceedings of the XIII Mexican School of Particles and Fields and mini-courses of the XIII Mexican School of Particles and Fields, Hermosillo and San Carlos, Sonora, Mexico, 2-11 October 2008. American Institute of Physics, 2009.

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Kuznecova, Irina, and Mihail Prohorov. Educational research project in physics based on open data. INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1242226.

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One of the forms of teaching physics in high schools with a natural science specialization and in the junior courses of universities can be an educational research project. The use of modern open scientific data makes it possible to make the project interesting, modern, relevant and multidisciplinary. The implementation of such a project allows the student to understand some areas of modern scientific research and the relationship between various natural sciences. Direct comparison of the project results with published fundamental research and discussion of the differences obtained are possible. As the first example of a training project, the determination of the frequency of asteroids and large meteorites (of the Tunguska and Chelyabinsk class) falling to Earth by counting craters on the surface of the Moon and Mercury is considered. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of higher educational institutions studying in natural science specialties: physics, astronomy, geography, geology, soil science, biology, etc—, and students of engineering and technical specialties of full-time and distance learning.

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Bauman, R. P. A first course in physical science. J. Wiley, 1987.

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Crane, Dale. Physics: A basic course. Capstan Publications, 1986.

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Andriessen, Michael, and Yoka McCallum. Physics 2 HSC course. 3rd ed. John Wiley & Sons, 2008.

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Book chapters on the topic "Courses in Physics"

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Condon, E. U. "Intermediate Courses in Physics." In Selected Popular Writings of E.U. Condon. Springer New York, 1991. http://dx.doi.org/10.1007/978-1-4612-3066-3_33.

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Melrose, Don B. "Kinetic Plasma Physics." In Saas-Fee Advanced Courses. Springer Berlin Heidelberg, 1994. http://dx.doi.org/10.1007/3-540-31627-2_2.

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Greca, Ileana M., and Olival Freire. "Meeting the Challenge: Quantum Physics in Introductory Physics Courses." In International Handbook of Research in History, Philosophy and Science Teaching. Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7654-8_7.

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Demazière, Christophe, Tom Adawi, and Christian Stöhr. "Flipping an Online Module in Computational Physics." In Designing Courses with Digital Technologies. Routledge, 2021. http://dx.doi.org/10.4324/9781003144175-21.

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Chiofalo, Marilú. "The Physics of Everyday Life Toolbox for Basic Physics Courses." In Higher Education Learning Methodologies and Technologies Online. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-96060-5_8.

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Buning, Jaap, David Fokkema, Gerrit Kuik, and Tabitha Dreef. "Open Inquiry Experiments in Physics Laboratory Courses." In The Role of Laboratory Work in Improving Physics Teaching and Learning. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-96184-2_8.

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Min-Oo, Maung. "The Dirac Operator in Geometry and Physics." In Advanced Courses in Mathematics - CRM Barcelona. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-55293-0_2.

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von Baltz, R., and D. Hornung. "Use of Micro-Computers in Theoretical Physics Courses." In Hector. Springer Berlin Heidelberg, 1988. http://dx.doi.org/10.1007/978-3-642-73576-9_13.

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Lawall, Ivani T., and Maurício Pietrocola. "Curricular Innovation in Modern and Contemporary Physics in Ongoing Training Courses." In Crossing the Border of the Traditional Science Curriculum. SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-041-7_9.

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Kontro, Inkeri. "Development of Data Processing Skills of Physics Students in Intermediate Laboratory Courses." In Concepts, Strategies and Models to Enhance Physics Teaching and Learning. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-18137-6_9.

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Conference papers on the topic "Courses in Physics"

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Harris, Mark. "GPU physics." In ACM SIGGRAPH 2007 courses. ACM Press, 2007. http://dx.doi.org/10.1145/1281500.1281656.

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Tsuda, Jumpei. "Practical rigid body physics for games." In ACM SIGGRAPH ASIA 2009 Courses. ACM Press, 2009. http://dx.doi.org/10.1145/1665817.1665831.

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Erleben, Kenny. "Numerical methods for linear complementarity problems in physics-based animation." In ACM SIGGRAPH 2013 Courses. ACM Press, 2013. http://dx.doi.org/10.1145/2504435.2504443.

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Lindell, Rebecca S., Patrick Coulombe, and Jeffrey Saul. "Using a parachute course to retain students in introductory physics courses." In 2016 Physics Education Research Conference. American Association of Physics Teachers, 2016. http://dx.doi.org/10.1119/perc.2016.pr.045.

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Galante, Lorenzo, and Ivan Gnesi. "Particle Physics Role-Playing Games in introductory physics courses." In The 22nd International Workshop on Neutrinos from Accelerators. Sissa Medialab, 2022. http://dx.doi.org/10.22323/1.402.0042.

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McColgan, Michele W., Rose A. Finn, George E. Hassel, and Zuleyha Yuksek. "Team-based learning in physics courses." In 2020 Physics Education Research Conference. American Association of Physics Teachers, 2020. http://dx.doi.org/10.1119/perc.2020.pr.mccolgan.

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Whitcomb, Kyle M., Z. Yasemin Kalender, Timothy J. Nokes-Malach, Christian D. Schunn, and Chandralekha Singh. "How do introductory physics and mathematics courses impact engineering students’ performance in subsequent engineering courses?" In 2018 Physics Education Research Conference. American Association of Physics Teachers, 2019. http://dx.doi.org/10.1119/perc.2018.pr.whitcomb.

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Seaton, Daniel T., Yoav Bergner, Gerd Kortemeyer, Saif Rayyan, Isaac Chuang, and David E. Pritchard. "The Impact of Course Structure on eText Use in Large-Lecture Introductory-Physics Courses." In 2013 Physics Education Research Conference. American Association of Physics Teachers, 2014. http://dx.doi.org/10.1119/perc.2013.pr.071.

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Di Stefano, Maria C. "The laboratory experience in introductory physics courses." In The changing role of physics departments in modern universities. AIP, 1997. http://dx.doi.org/10.1063/1.53173.

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Beznosko, Dmitriy, Tatiana Krivosheev, and Alexander Iakovlev. "Transformation of the Physics and Astronomy courses." In 37th International Cosmic Ray Conference. Sissa Medialab, 2021. http://dx.doi.org/10.22323/1.395.1363.

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Reports on the topic "Courses in Physics"

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Grinkrug, M. S., N. A. Novgorodov, and YU I. Tkacheva. Physics course: Mechanics. Molecular physics and thermodynamics. OFERNIO, 2021. http://dx.doi.org/10.12731/ofernio.2021.24875.

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Kozlovsky, Evgen O., та Hennadiy M. Kravtsov. Мультимедийная виртуальная лаборатория по физике в системе дистанционного обучения. [б. в.], 2018. http://dx.doi.org/10.31812/0564/2455.

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Research goals: the description of technology of software development in Physics Virtual Laboratory for Distance Learning System. Research objectives: the architecture of client and server parts of the lab, the functionality of the system modules, user roles, as well as the principles of virtual laboratory use on a personal computer. Object of research: the distance learning system “Kherson Virtual University”. Subject of research: virtual laboratory for physics in the distance learning. Research methods used: analysis of statistics and publications. Results of the research. The development of the software module “Virtual Lab” in distance learning system “Kherson Virtual University” (DLS KVU) applied to the problems of physics on topics kinematics and dynamics. The information technology design and development, the structure of the virtual laboratory, and its place in the DLS KVU are described. The principal modes of the program module operation in the system and methods for its use in the educational process are described. The main conclusions and recommendations. The use of this software interface allows teachers to create labs and use them in their distance courses. Students, in turn, will be able to conduct research, carrying out virtual laboratory work.

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Turanova, Larisa, and Andrey Styugin. Electronic course "Introduction to engineering class". Science and Innovation Center Publishing House, 2020. http://dx.doi.org/10.12731/introduction_to_engineering_class.

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The electronic course "Introduction to the engineering class" is an electronic educational course for the implementation of the module of the vocational guidance program of additional education for schoolchildren of a technical orientation. Powered by LMS Moodle platform, contains multimedia and interactive resources. Available through a browser with built-in FleshPlayer, no additional software required. The electronic course includes materials on mathematics, physics, astronomy. Classes based on the e-course involve the use of electronic course resources in teleconference mode and independent work mode.

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Rubin, E. L. Interactive fundamental physics. [THE REAL STUFF: The New Expanded Media Physics Course for secondary school students]. Office of Scientific and Technical Information (OSTI), 1992. http://dx.doi.org/10.2172/6705753.

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Overholt, Michelle Jungst. International Training Course on Physical Protection (ITC-25) Report. Office of Scientific and Technical Information (OSTI), 2015. http://dx.doi.org/10.2172/1189592.

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Barnard, J. J., and S. M. Lund. Course Notes: United States Particle Accelerator School Beam Physics with Intense Space-Charge. Office of Scientific and Technical Information (OSTI), 2008. http://dx.doi.org/10.2172/941431.

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Vlasenko, Kateryna V., Sergei V. Volkov, Daria A. Kovalenko, Iryna V. Sitak, Olena O. Chumak, and Alexander A. Kostikov. Web-based online course training higher school mathematics teachers. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3894.

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The article looks into the problem of theoretical aspects of using Web 2.0 technology in higher education. This paper describes answers of 87 respondents who have helped to identify the most required types of educational content for the integration to pages of the online course training higher school mathematics teachers. The authors carry out a theoretical analysis of researches and resources that consider the development of theoretical aspects of using web tools in higher education. The research presents the characteristics common to online courses, principles of providing a functioning and physical placement of online systems in webspace. The paper discusses the approaches of creating and using animated content in online systems. The authors describe the methods of publishing video content in web systems, in particular, the creation and use of video lectures, animation, presentations. This paper also discusses several of the existing options of integrating presentations on web pages and methods of integrating mathematical expressions in web content. It is reasonable to make a conclusion about the expediency of promoting online courses, the purpose of which is to get mathematics teachers acquainted with the technical capabilities of creating educational content developed on Web 2.0 technology.

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Yurovskaya, M. V., and A. V. Yushmanova. Complex Investigations of the World Ocean. Proceedings of the VI Russian Scientific Conference of Young Scientists. Edited by D. A. Alekseev, A. Yu Andreeva, I. M. Anisimov, et al. Shirshov Institute Publishing House, 2021. http://dx.doi.org/10.29006/978-5-6045110-3-9.

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The collection contains materials of the VI All-Russian Scientific Conference of Young Scientists "Complex Investigations of the World Ocean", dedicated to the discussion of the main scientific achievements of young specialists in the field of oceanology, modern methods and means of studying the World Ocean. Within the framework of the conference, issues of modern oceanology were considered in sections: ocean physics, ocean biology, ocean chemistry, marine geology, marine geophysics, marine ecology and environmental management, oceanological technology and instrumentation, as well as interdisciplinary physical and biological research of the ocean. Along with the coverage of the results obtained in the course of traditional oceanological expeditionary research, attention was paid to the development of modern methods of studying the ocean: numerical modeling and remote sensing methods of the Earth from space.

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Kobilka, David, and Yoshinao Hirai. Exploring the Edge of Space: Streamlining Physics and Earth Science Collaboration in a new Community College Course. Iowa State University. Library. Digital Press, 2016. http://dx.doi.org/10.31274/ahac.9509.

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Chapman, Janet Mary, Sondra Elise Spence, Gregory A. Baum, Frances Esquibel, and Sondra Elise Spence. Project Summary 27th International Training Course on the Physical Protection of Nuclear Materials and Nuclear Facilities. Office of Scientific and Technical Information (OSTI), 2018. http://dx.doi.org/10.2172/1476163.

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