15,463 research outputs found
Teaching statistical physics by thinking about models and algorithms
We discuss several ways of illustrating fundamental concepts in statistical
and thermal physics by considering various models and algorithms. We emphasize
the importance of replacing students' incomplete mental images by models that
are physically accurate. In some cases it is sufficient to discuss the results
of an algorithm or the behavior of a model rather than having students write a
program.Comment: 21 pages, 4 figures, submitted to the American Journal of Physic
Student understanding of the Boltzmann factor
We present results of our investigation into student understanding of the
physical significance and utility of the Boltzmann factor in several simple
models. We identify various justifications, both correct and incorrect, that
students use when answering written questions that require application of the
Boltzmann factor. Results from written data as well as teaching interviews
suggest that many students can neither recognize situations in which the
Boltzmann factor is applicable, nor articulate the physical significance of the
Boltzmann factor as an expression for multiplicity, a fundamental quantity of
statistical mechanics. The specific student difficulties seen in the written
data led us to develop a guided-inquiry tutorial activity, centered around the
derivation of the Boltzmann factor, for use in undergraduate statistical
mechanics courses. We report on the development process of our tutorial,
including data from teaching interviews and classroom observations on student
discussions about the Boltzmann factor and its derivation during the tutorial
development process. This additional information informed modifications that
improved students' abilities to complete the tutorial during the allowed class
time without sacrificing the effectiveness as we have measured it. These data
also show an increase in students' appreciation of the origin and significance
of the Boltzmann factor during the student discussions. Our findings provide
evidence that working in groups to better understand the physical origins of
the canonical probability distribution helps students gain a better
understanding of when the Boltzmann factor is applicable and how to use it
appropriately in answering relevant questions
Blogging in the physics classroom: A research-based approach to shaping students' attitudes towards physics
Even though there has been a tremendous amount of research done in how to
help students learn physics, students are still coming away missing a crucial
piece of the puzzle: why bother with physics? Students learn fundamental laws
and how to calculate, but come out of a general physics course without a deep
understanding of how physics has transformed the world around them. In other
words, they get the "how" but not the "why". Studies have shown that students
leave introductory physics courses almost universally with decreased
expectations and with a more negative attitude. This paper will detail an
experiment to address this problem: a course weblog or "blog" which discusses
real-world applications of physics and engages students in discussion and
thinking outside of class. Specifically, students' attitudes towards the value
of physics and its applicability to the real-world were probed using a
26-question Likert scale survey over the course of four semesters in an
introductory physics course at a comprehensive Jesuit university. We found that
students who did not participate in the blog study generally exhibited a
deterioration in attitude towards physics as seen previously. However, students
who read, commented, and were involved with the blog maintained their initially
positive attitudes towards physics. Student response to the blog was
overwhelmingly positive, with students claiming that the blog made the things
we studied in the classroom come alive for them and seem much more relevant.Comment: 20 pages, 6 figure
Science handbook
1997 handbook for the faculty of Scienc
- …