Emerging technologies in physics education

Three emerging technologies in physics education are evaluated from the interdisciplinary perspective of cognitive science and physics education research. The technologies - Physlet Physics, the Andes Intelligent Tutoring System (ITS), and Microcomputer-Based Laboratory (MBL) Tools - are assessed particularly in terms of their potential at promoting conceptual change, developing expert-like problem-solving skills, and achieving the goals of the traditional physics laboratory. Pedagogical methods to maximize the potential of each educational technology are suggested.Comment: Accepted for publication in the Journal of Science Education and Technology; 20 page

Research-Based Innovation in Introductory Physics Course for Biotechnology Students

Teaching introductory physics for biotechnology students requires to revise contents and methods in order to promote the developing of methodological competences through active participation of students. In the framework of the Model of Educational Reconstruction, such research-based innovation started three years ago in Udine University (IT). Structure, choices and research aspects related to the innovation will be here discussed

Untersuchung struktur- und stroemungsmechanischer Schwingungen in lufttechnischen Anlagen Abschlussbericht

Solutions to the problem of structural and fluidic vibrations in ventilation systems are urgently required because today's lightweight construction trend increases the risk of system failure which are caused by vibrations. Pressure disturbances are known to occur behind elements such as flaps and baffles and behind components such as sharp-edged bends or bell mouths. These disturbances can impair the systems' stability and serviceability. Their differentiation by propagation rates leads to different approaches to the treatment of vibration problemsSIGLEAvailable from TIB Hannover: RN 2686(3/1/23/91) / FIZ - Fachinformationszzentrum Karlsruhe / TIB - Technische InformationsbibliothekArbeitsgemeinschaft Industrieller Forschungsvereinigungen e.V., Koeln (Germany)DEGerman

Hand Gesture Recognition for Smartphone-Based Augmented Reality Applications

Hand Gesture Recognition (HGR) is a principal input method in head-mounted Augmented Reality (AR) systems such as HoloLens, but the high cost and limited availability of such systems prevent HGR from becoming more prevalent. Alternatively, smartphones can be used to provide AR experiences, but current smartphones were not designed with HGR in mind, making development of HGR applications more challenging. This study develops a software-based framework that implements HGR as a principal input method for smartphone AR applications. This framework assumes a contemporary smartphone with dual back-facing cameras, which enable stereo imaging and thus allow extraction of limited depth information from the environment. Several image processing techniques, derived and improved from previous work, were used to filter the noisy depth information to segment the user’s hand from the rest of the environment, and then to extract the pose of the hand and fingers in real-time. The framework additionally facilitates the development of cross-platform AR applications for both head-mounted (HoloLens) and smartphone configurations. A user experiment is held to determine whether a smartphone-based AR application developed using our HGR framework is comparable in usability to the same application on the HoloLens. For each device, participants were asked to use the application and fill out a usability questionnaire. They were also asked to compare the two systems at the end. This experiment shows that, despite the current limitations of smartphone-based HGR, the smartphone system’s usability is competitive with that of the HoloLens. This study ends with recommendations for future development

Reviewing the curriculum for physics and technology in postgraduate sonography courses

Physics and technology is seen as a difficult subject by those training in medical ultrasound. The reasons for this are discussed. Who should teach the subject and what should be included are considered. Ways to approach the subject so as to make it more relevant and easier to learn are proposed and a basic syllabus is suggested in an appendix

Competency-Based Reforms of the Undergraduate Biology Curriculum: Integrating the Physical and Biological Sciences

The National Experiment in Undergraduate Science Education project funded by the Howard Hughes Medical Institute is a direct response to the Scientific Foundations for Future Physicians report, which urged a shift in premedical student preparation from a narrow list of specific course work to a more flexible curriculum that helps students develop broad scientific competencies. A consortium of four universities is working to create, pilot, and assess modular, competency-based curricular units that require students to use higher-order cognitive skills and reason across traditional disciplinary boundaries. Purdue University; the University of Maryland, Baltimore County; and the University of Miami are each developing modules and case studies that integrate the biological, chemical, physical, and mathematical sciences. The University of Maryland, College Park, is leading the effort to create an introductory physics for life sciences course that is reformed in both content and pedagogy. This course has prerequisites of biology, chemistry, and calculus, allowing students to apply strategies from the physical sciences to solving authentic biological problems. A comprehensive assessment plan is examining students’ conceptual knowledge of physics, their attitudes toward interdisciplinary approaches, and the development of specific scientific competencies. Teaching modules developed during this initial phase will be tested on multiple partner campuses in preparation for eventual broad dissemination