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Journal articles on the topic 'Physics problems'

Author: Grafiati

Published: 7 June 2025

Last updated: 11 July 2025

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1

Ramzan, Siti Hajar. "Crafting Linear Motion Problems for Problem- Based Learning Physics Classes." International Journal of Psychosocial Rehabilitation 24, no. 5 (2020): 5426–37. http://dx.doi.org/10.37200/ijpr/v24i5/pr2020249.

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2

Wong, Ronald D. "Problems with physics problems." Physics Teacher 27, no. 1 (1989): 8. http://dx.doi.org/10.1119/1.2342644.

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3

Van Wyk, Steve. "Physics problems for physics Teachers." Physics Teacher 27, no. 2 (1989): 115–17. http://dx.doi.org/10.1119/1.2342684.

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4

Saitdjanov, Shavkat. "Solving Problems In Nuclear Physics." American Journal of Interdisciplinary Innovations and Research 03, no. 05 (2021): 1–6. http://dx.doi.org/10.37547/tajiir/volume03issue05-01.

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5

Raxmatullayeva, Gulira'no Valijon qizi. "METHODS OF INCREASING STUDENT INTEREST IN PHYSICS WITH OLYMPIC PROBLEMS." "Science and Innovation" international scientific journal 1, no. 1 (2022): 1–9. https://doi.org/10.5281/zenodo.6466351.

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<em>The article analyzes the specifics of the Olympiad problems in physics, the mathematical knowledge necessary to prepare for the Olympiad, as well as the methodology for solving some Olympiad problems.</em>

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6

Wood, Charles. "Solving physics problems." Physics Teacher 23, no. 1 (1985): 32–33. http://dx.doi.org/10.1119/1.2341706.

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7

Marzewski, Bob. "Problems in physics." Physics Teacher 26, no. 7 (1988): 480. http://dx.doi.org/10.1119/1.2342585.

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8

Raxmatullayeva, Gulira'no Valijon qizi. "IMPROVEMENT OF PROBLEM SOLVING LESSONS FROM PHYSICS IN ACADEMIC LYCEUMS SPECIALIZED IN EXACT SCIENCES." "Science and innovation" international scientific journal. ISSN: 2181-3337 1, no. 3 (2022): 1012–16. https://doi.org/10.5281/zenodo.6820626.

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<em>This article describes the problems in solving a problem from physics and their solutions in academic lyceums specialized in specific subjects. In physics, the types of issues, their general solution algorithm and the literature that is currently in use are analyzed. General conclusions were made on improving the lessons of solving the issue. </em>

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9

Zaitsev, V. V., and Aleksandr V. Stepanov. "Problems of solar activity physics." Uspekhi Fizicheskih Nauk 176, no. 3 (2006): 325. http://dx.doi.org/10.3367/ufnr.0176.200603h.0325.

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10

Ginzburg, Il'ya F. "Unsolved problems in fundamental physics." Uspekhi Fizicheskih Nauk 179, no. 5 (2009): 525. http://dx.doi.org/10.3367/ufnr.0179.200905d.0525.

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11

Hanáková, Monika, and Daniel Kluvanec. "TAXONOMIES OF PHYSICS PROBLEMS IN PHYSICS EDUCATION." CBU International Conference Proceedings 4 (September 17, 2016): 520–25. http://dx.doi.org/10.12955/cbup.v4.808.

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Taxonomies of physics problems serve as useful tools to define and analyze the requirements of pupils and students in solving physics problems and tasks. The connection between taxonomies of educational objectives is important, and these were considered in selecting taxonomies of physics problems. Different approaches to classification are briefly described in this article, as well as the importance of a balance of physics problems in instruction, according to the selected taxonomy. Two taxonomies of physics problems were chosen according to our criteria and then analyzed and described in detail. A strength, weakness, opportunity, and threat SWOT analysis was performed on the tools as well as an example of the use of the tools on a particular physics problem.

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12

Zitzewitz, Paul W. "Physics: Principles and Problems." Physics Teacher 37, no. 5 (1999): 292–93. http://dx.doi.org/10.1119/1.880291.

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13

Andrews, David L. "200 Puzzling Physics Problems." European Journal of Physics 22, no. 6 (2001): 663. http://dx.doi.org/10.1088/0143-0807/22/6/701.

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14

Misner, Charles W. "Spreadsheets Tackle Physics Problems." Computers in Physics 2, no. 3 (1988): 37. http://dx.doi.org/10.1063/1.4822723.

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15

Leggett, A. J., and Gordon J. Aubreth. "The Problems of Physics." Physics Teacher 27, no. 3 (1989): 222. http://dx.doi.org/10.1119/1.2342732.

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16

Dyson, Freeman J. "Critical Problems in Physics." American Journal of Physics 66, no. 9 (1998): 837–38. http://dx.doi.org/10.1119/1.18973.

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17

Leggett, A. J., and David Park. "The Problems of Physics." American Journal of Physics 56, no. 12 (1988): 1156–57. http://dx.doi.org/10.1119/1.15723.

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18

Alexandr, Shamshin. "Development and use of the program of automatic problem solving when conducting practical classes in physics at the university." ScienceRise: Pedagogical Education, no. 5 (44) (September 30, 2021): 23–29. https://doi.org/10.15587/2519-4984.2021.241236.

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The creation of a virtual educational environment, consisting of an information space that ensures the availability of unlimited educational material through communication means, a virtual or real communication channel between a student and a teacher, increases the role of self-education, the dominance of learning over teaching. Paraphrasing [1], we can say that physics is owned not by the one who knows the formulas and definitions, but by the one who, with their help, can solve physical problems (PP). Similarly to the words of E. Fermi [2]: "A person knows physics if he/she can solve problems." The ability to solve PP contributes to the concretization of students' knowledge; without it, there is a separation of theoretical, lecture, educational material from the main task of any learning process – the practical application of accumulated knowledge and skills. Solving of PP contributes to the development of mental activity, the formation of creativity, intelligence, observation, independence and accuracy, is one of the forms of repetition, control and assessment of knowledge. At the same time, it is the solution of problems that is the most difficult element of physical education, causing methodological, didactic, psychological, and mathematical difficulties. It is known, that along with the traditional methods of solving PP: arithmetic, algebraic, geometric, graphic, experimental, since the beginning of the 2000s, information technology, computer technology, and programs - answer books have been actively used. The traditionally difficult issue of solving problems in physics requires both the improvement of classical methods and the development of new software tools for solving problems. The paper discusses the possibilities of using computers to solve various types of physical problems, the use of a site, created by the author, with considered examples of solving more than 2500 problems in physics, a developed program for automatic solution of problems in physics (APS - automatic physics solver) during practical exercises.

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19

Ganiyeich, Mahmudov Yusup. "SOLVING MECHANICAL PROBLEMS." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 03, no. 04 (2022): 83–95. http://dx.doi.org/10.37547/pedagogics-crjp-03-04-18.

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20

Shakarovich, Safarov Abdimurot. "SOLVING PROBLEMS IN MOLECULAR PHYSICS THROUGH PROFESSIONAL TRAINING OF PHYSICS FOR CADETS." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 03, no. 04 (2022): 103–13. http://dx.doi.org/10.37547/pedagogics-crjp-03-04-20.

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The article analyzes the specifics of solving problems from molecular physics in the professional orientation of physics in higher military education, as well as selects problematic issues of different levels of difficulty in the military-technical direction. In solving such problems, as a new innovative approach, methods of solving using the interrelationships of physics and specialty sciences are presented.

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21

Ginzburg, Il'ya F. "Unsolved problems in fundamental physics." Physics-Uspekhi 52, no. 5 (2009): 495–98. http://dx.doi.org/10.3367/ufne.0179.200905d.0525.

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22

Troitsky, Sergei V. "Unsolved problems in particle physics." Physics-Uspekhi 55, no. 1 (2012): 72–95. http://dx.doi.org/10.3367/ufne.0182.201201d.0077.

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23

Jepsen, Torsten. "Epistemological Problems in Quantum Physics." Danish Yearbook of Philosophy 24, no. 1 (1987): 19–41. http://dx.doi.org/10.1163/24689300-02401002.

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24

Trúsiková, Anna, and Klára Velmovská. "Critical Thinking and Physics Problems." International Education and Learning Review 2, no. 1 (2020): 45–52. http://dx.doi.org/10.37467/gka-edurev.v2.2226.

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Critical thinking is considered to be one of the most important abilities which help us to solve problems, interpret information or make decisions in everyday life. Every person needs to use critical thinking, therefore, it is important to develop students` critical thinking in all classes including Physics. We summarize various definitions of critical thinking and we describe the survey, where students solve problems whose solution requires critical thinking. We compare students` results to see if they can solve problems without physics content with better successfulness than the problems with physics content and to see how the school attendance impacts its development.

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25

Trúsiková, Anna, and Klára Velmoská. "Critical Thinking and Physics Problems." EDU REVIEW. Revista Internacional de Educación y Aprendizaje 8, no. 2 (2020): 119–26. http://dx.doi.org/10.37467/gka-revedu.v8.2663.

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Critical thinking is considered to be one of the most important abilities which help us to solve problems, interpret information or make decisions in everyday life. Every person needs to use critical thinking, therefore, it is important to develop students' critical thinking in all classes including Physics. We summarize various definitions of critical thinking and we describe the survey, where students solve problems whose solution requires critical thinking. We compare students' results to see if they can solve problems without physics content with better successfulness than the problems with physics content and to see how the school attendance impacts its development.

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26

PE and George W. Weiss. "Contemporary Problems in Statistical Physics." Journal of the American Statistical Association 90, no. 430 (1995): 810. http://dx.doi.org/10.2307/2291113.

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27

Peggs, S. G., and R. M. Talman. "Nonlinear Problems in Accelerator Physics." Annual Review of Nuclear and Particle Science 36, no. 1 (1986): 287–325. http://dx.doi.org/10.1146/annurev.ns.36.120186.001443.

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28

Iachello, Francesco. "Open problems in neutrino physics." Journal of Physics: Conference Series 1056 (July 2018): 012027. http://dx.doi.org/10.1088/1742-6596/1056/1/012027.

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29

Coley, Alan A. "Open problems in mathematical physics." Physica Scripta 92, no. 9 (2017): 093003. http://dx.doi.org/10.1088/1402-4896/aa83c1.

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30

Benson, Philippa J. "Diversity problems in physics admissions." Science 363, no. 6425 (2019): 360.21–362. http://dx.doi.org/10.1126/science.363.6425.360-u.

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31

Zavyalov, A. D., A. V. Guglielmi, and O. D. Zotov. "Three Problems in Aftershock Physics." Journal of Volcanology and Seismology 14, no. 5 (2020): 341–52. http://dx.doi.org/10.1134/s0742046320050073.

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32

Troitsky, Sergei V. "Unsolved problems in particle physics." Uspekhi Fizicheskih Nauk 182, no. 1 (2012): 77. http://dx.doi.org/10.3367/ufnr.0182.201201d.0077.

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33

Claus, Albert C. "Elementary physics, problems and solutions." Physics Teacher 27, no. 7 (1989): 573–74. http://dx.doi.org/10.1119/1.2342880.

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34

Somma, Rolando, Gerardo Ortiz, Emanuel Knill, and James Gubernatis. "Quantum Simulations of Physics Problems." International Journal of Quantum Information 01, no. 02 (2003): 189–206. http://dx.doi.org/10.1142/s0219749903000140.

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If a large Quantum Computer (QC) existed today, what type of physical problems could we efficiently simulate on it that we could not efficiently simulate on a classical Turing machine? In this paper we argue that a QC could solve some relevant physical "questions" more efficiently. The existence of one-to-one mappings between different algebras of observables or between different Hilbert spaces allow us to represent and imitate any physical system by any other one (e.g. a bosonic system by a spin-1/2 system). We explain how these mappings can be performed, and we show quantum networks useful for the efficient evaluation of some physical properties, such as correlation functions and energy spectra.

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35

LEE, J. "THE PROBLEMS IN DETONATION PHYSICS." Le Journal de Physique Colloques 48, no. C4 (1987): C4–417—C4–432. http://dx.doi.org/10.1051/jphyscol:1987432.

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36

Oppenheim, Irwin. "Contemporary problems in statistical physics." Journal of Statistical Physics 78, no. 3-4 (1995): 1181. http://dx.doi.org/10.1007/bf02183714.

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37

Jobert, Georges. "On inverse problems in physics." Europhysics News 44, no. 5 (2013): 21–25. http://dx.doi.org/10.1051/epn/2013505.

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38

Okino, Takahisa. "Mathematical Physics in Diffusion Problems." Journal of Modern Physics 06, no. 14 (2015): 2109–44. http://dx.doi.org/10.4236/jmp.2015.614217.

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39

Uhlmann, A. "Fundamental Problems in Quantum Physics." Zeitschrift für Physikalische Chemie 198, Part_1_2 (1997): 270–71. http://dx.doi.org/10.1524/zpch.1997.198.part_1_2.270.

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40

Clark, Stuart, and Richard Webb. "Six biggest problems in physics." New Scientist 231, no. 3092 (2016): 32–33. http://dx.doi.org/10.1016/s0262-4079(16)31745-6.

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41

Chetverikov, Aleksandr, and Werner Ebeling. "Nonlinear problems of molecular physics." Izvestiya VUZ. Applied Nonlinear Dynamics 10, no. 3 (2002): 3–21. http://dx.doi.org/10.18500/0869-6632-2002-10-3-3-21.

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A survey оn investigations of some nonlinear problems оf molecular physics carried out by molecular dynamics simulations is given. Among them there are problems of elementary excitations in fluids, the dynamics оf chemical reactions in solutions, dynamical properties of dilute plasma, dynamic phenomena in phase transitions in mesoscopic systems, structural properties of chains оf nonlinear oscillators. Several new results about the distribution оf clusters and of а method of identification of clusters are presented.

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42

Marcom, Guilherme Stecca, and Maurício Urban Kleinke. "Contributions of "Problems Solving Strategies" in Physics Issues of ENEM." International Journal of Physics and Chemistry Education 9, no. 2 (2017): 13–16. http://dx.doi.org/10.51724/ijpce.v9i2.64.

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Brazil has some large-scale assessments, for instance, state or national exams to evaluate basic education, higher education admission process, and the national high school exam (ENEM) which is for sure the most important. We use the researches on problem-solving strategies, because they provide a number of difficulties associated with the resolution of questions of physics. As seen, know the difficulties presented by beginners in their solution strategies of a problem can suggest ways to understand what the reasons signal a wrong alternative are. The strategies analyzes results in the following inferences: a not correct use of units of measurement; the presence of symbolic forms; intuitive reasoning in solving problems; not scientific concepts and wrong images’ analysis present in item. If the results returned for the schools teaches and managers can be used to promote learning, and we expected that physics teachers, use those information to improve the students’ knowledge, in physic area on public schools.

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43

Sirait, Judyanto. "SIKAP MAHASISWA CALON GURU TERHADAP REPRESENTASI FISIKA." Jurnal Pendidikan Matematika dan IPA 10, no. 1 (2019): 105. http://dx.doi.org/10.26418/jpmipa.v10i1.30032.

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Abstract Physics concepts can be represented in multiple ways such as verbal, diagrams, graphs, mathematical equations etc. Most previous research focused on drawing and utilizing representations to help students learn physics concepts. This study aims to investigate students’ views toward physics representations while solving physics problems by involving preservice physics teachers of two universities in Kalimantan Barat. A physics representation survey was developed to measure students’ perception about physics representations. The results show that the majority of the students (above 75%) agree that representations are beneficial for them to understand physics problems and physics concepts and also to find out the best solution of a problem. Some of the students say that they remain provide representations while solving a problem even though there is no extra credit given by instructors. Some of the students feel that they face impediment to grasp representations provided in some physcis text book.Keywords: physics representations, views

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44

Musilová, Pavla. "Physics entrance exams and main student problems." Physics Education 60, no. 3 (2025): 035034. https://doi.org/10.1088/1361-6552/adc8eb.

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Abstract In the contribution we present an analysis of the main problems faced by students in the entrance exams in physics to study physics at the Faculty of Science, Masaryk University in Brno (MU). Every year, about 70 students from all over the Czech Republic and Slovak Republic are admitted to study physics and physics teaching at the Faculty of Science of MU (about a quarter of them are students from Slovak Republic). Therefore, the analysis of the results of the entrance examination in physics give a good overview of the level of physics teaching on Czech and Slovak (upper) secondary schools. (We believe that these experiences are similar elsewhere). We present here an example of a typical entrance exam assignment and process the results of solving open and closed problems from individual disciplines of secondary school physics and point out key problems leading to erroneous solutions. The assignment includes tasks from all eight basic areas of secondary school physics: Mechanics, Oscillations and waves, Thermics/thermodynamics and molecular physics, Electricity and magnetism, Optics, Physics of the microcosm, Astrophysics, Relativity. The aim of the assignment and subsequent analysis of the results of student solutions is to find out to what extent the physics education and textbooks at secondary schools contribute to the development of students physical thinking. The results of student solutions are commented for all monitored areas of secondary school physics, special attention is paid to mechanics and physics of the microcosm (disciplines from the beginning and end of secondary school studies, respectively). At the end of the paper, we comment on the possible causes of the not very great success of students in solving tasks from some areas of physics. In addition to our own experience, we also use the opinions of cooperating secondary school teachers and our first semester students.

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45

Moldabayev, Khassen. "Development of regional television: Problems and solutions." Scientific Herald of Uzhhorod University Series Physics, no. 56 (January 23, 2024): 498–505. http://dx.doi.org/10.54919/physics/56.2024.49bko8.

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Relevance. The relevance of the study lies in the fact that the implementation of sustainable development of television at the local level depends on the understanding of territorial intelligence, which is not limited to the production of scientific or regulatory information. Purpose. The purpose of the research is to consider the problems of development of regional television, as well as ways of their solution in the modern world. Methodology. The research article utilized three main methodological approaches: empirical, deductive, and structural. Results. The results of the research article highlight the significant role of regional television media in shaping mass culture and affecting individuals and communities in various aspects of life, such as intellectual, emotional, and social spheres. Television elements serve various social functions, impacting cultural development, promoting new tendencies, and stimulating individual imagination on a wide societal scale. Conclusions. The conclusion underscores the importance of local television's evolution in parallel with digital terrestrial television advancements to catch up with past delays and adapt to modern viewing trends. While facing challenges like declining viewership and changing audience preferences, local television's resilience lies in community engagement, innovative content creation, and embracing digital transformations to ensure its continued relevance and impact within the regional media landscape. The development of television, particularly in education and upbringing, emphasizes the need for universal media education to address the strong influence of mass media on shaping values and attitudes. Keywords: information; mass media; Internet; digital TV; channels

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46

Kovalova, Daryna, Hanna Redkina, Alla Yakunina, Iryna Machulina, and Oksana Shelomovska. "Scientific cognition in sociology: Challenges and problems." Scientific Herald of Uzhhorod University Series Physics 2024, no. 55 (2024): 1802–12. http://dx.doi.org/10.54919/physics/55.2024.180ed2.

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Relevance Scientific cognition is the basis for the development of scientific disciplines, including sociology, and contributes to the understanding and explanation of complex social phenomena, political processes, clarification of causal relationships, identification of trends, understanding the structure and functioning of social phenomena, which is achieved through a systematic and methodological approach to the study of social reality. Sociology plays an important role in solving social problems, identifying social imbalances, studying social interactions and transformations, and developing social policies and strategies.Purpose. The purpose of this study is to consider scientific cognition in sociology and identify its features, methods, and results.Methodology. In the course of the research, the following theoretical methods were used: analogy � for comparing and analysing sociological phenomena using similar phenomena from other branches of knowledge; historical method � for studying the development of sociology as a science and the concept of scientific cognition over time; systematisation � to organise concepts and theories into a logical and structured system.Results. In the course of the research, the following theoretical methods were used: analogy � for comparing and analysing sociological phenomena using similar phenomena from other branches of knowledge; historical method � for studying the development of sociology as a science and the concept of scientific cognition over time; systematisation � to organise concepts and theories into a logical and structured system. The study analysed the features of scientific cognition in sociology and its methodological foundations that contribute to understanding social phenomena. In particular, it was found that scientific cognition in sociology requires an interdisciplinary approach, cooperation with other sciences. Attention was focused on the methodological foundations of scientific cognition in sociology. The concept of a scientific approach in sociological research was also systematised, which provides objective results and expands the understanding of the social world.Conclusions. The paper highlights the results and new approaches to the study of social phenomena. The challenges and problems faced by sociologists in the process of scientific cognition were identified, and possible ways to solve them were proposed. The study results make a practical contribution for sociologists, scientists and practitioners in the social sciences, creating the basis for the further development of sociological theory, methodology, and research approaches.

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47

Boos, E. E., and M. N. Dubinin. "Problems of automatic calculation for collider physics." Uspekhi Fizicheskih Nauk 180, no. 10 (2010): 1081. http://dx.doi.org/10.3367/ufnr.0180.201010d.1081.

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48

Pagni, P. "Fire Physics - Promises, Problems, And Progress." Fire Safety Science 2 (1989): 49–66. http://dx.doi.org/10.3801/iafss.fss.2-49.

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49

Sakai, Jun-ichi. "Some problems on solar plasma physics." Kakuyūgō kenkyū 55, no. 2 (1986): 111–34. http://dx.doi.org/10.1585/jspf1958.55.111.

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50

Korneichuk, L. G., and V. G. Vyskrebtsov. "Observability in problems of mathematical physics." Izvestiya MGTU MAMI 6, no. 2-2 (2012): 285–89. http://dx.doi.org/10.17816/2074-0530-68542.

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Attention is drawn to the importance of the observation principle in the physical Sciences, which means that hypothesis and theory should be formulated in terms of observable nature values. Experiment and practice, not the opinions of authorities, are criteria of truth. Forgetting this leads to big, but ineffectual material expenses.

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