What we talk about when we talk about physics problem solving

I am a second-year cognitive science major, and as a student who has completed my physical science distributive requirements, I will likely never again come across Gauss's law. So why do I feel that the time and effort I devoted to solving Gauss's law problems was worth it? Partly, I inherently enjoy the learning process and the new perspective on the physical world I have acquired by understanding electromagnetism. But I was also inspired by the ways in which physics problems train the mind in effective problem-solving strategies. (Of course I was -- I am a cognitive science major!) Two themes emerged as I reflected on this realization. First, physics problems serve as useful toy models for more complex problems outside of physics, training us in broadly transferable problem-solving skills. Second, the physics problem-solving process invites us to reflect on our unique cognitive and affective processes. These themes are interconnected and complimentary. An improved metacognitive understanding of our minds facilitates solving progressively more complex problems, and the act of solving increasingly difficult problems provides further insight into our minds. In what follows, Professor Zosia Krusberg and I consider nine general lessons offered by the physics problem-solving process.Comment: Submitted for publication in The Physics Teacher; 9 page

Classical Physics and Human Embodiment: The Role of Contemplative Practice in Integrating Formal Theory and Personal Experience in the Undergraduate Physics Curriculum

One of the objectives of the undergraduate physics curriculum is for students to become aware of the connections between the fundamental principles of classical physics and their personal experience. Nonetheless, numerous studies have shown that students’ awareness of such connections tends to deteriorate, sometimes substantially, following instruction. In this work, which constitutes the first analysis of the effects of contemplative practices on the learning experience in undergraduate physics courses, we present two practices aimed at integrating formal theory with students’ personal, embodied experience: a sensory meditation and a contemplative videography. In written reflections on their experiences with the practices, the students expressed suddenly becoming aware of countless manifestations of formal physics principles in their surroundings, in an important step toward establishing firm connections between the abstract and the experiential. Furthermore, the students reported experiencing a sense of physical embodiment, heightened sensory awareness, somatic relaxation, and mental stillness, in significant contrast to their typical experience. Students also described experiencing insight about the essential role of observation in the scientific endeavor, a reawakened sense of curiosity, an intrinsic motivation to understand the observed physical phenomena, and a deepened awareness of their cognitive and emotional processes

"Att slänga sig ut i det okända..." : En utredning av utmaningen att skapa en föreställning utgående ifrån improvisation

Syftet med detta examensarbete är att undersöka nyckelelementen i att skapa en föreställning med improvisation som utgångspunkt. Forskningen fokuserar på skapandeprocessen av monologpjäsen Gillar, gillar inte, med frågeställningen: hur skapar jag en fungerande föreställning utan en befintlig dramaturgisk text som referens? Vad händer på scengolvet då jag som skådespelare har enbart de ramar som temat medför? Vad är för- och nackdelarna med att utgå ifrån detta slag av fri improvisation? Examensarbetet är uppdelat i två infallsvinklar: skådespelarens upplevelser och helhetsbilden av att forma en pjäs med improvisation som utgångspunkt. Undersökningen innefattar skribentens egna reflektioner över de utmaningar och insikter som uppkom under processen, samt funderingar kring de för- och nackdelar som arbetsmetoden förde med sig. Slutsatsen är att improvisation öppnar nya möjligheter och berikar skådespelararbetet på grund av att fokus ligger på att utforska och inte på att tolka färdigt material. Det kräver dock en hel del flexibilitet och tålamod och det är utmanande att konstant vara kreativ.Opinnäytetyön tarkoituksena on tutkia avainkohtia näytelmän luomisesta improvisoinnin avulla. Tutkimus kohdistuu Gillar, gillar inte -monologinäytelmän prosessiin ja keskittyy siihen miten voi luoda toimivan näytelmän ilman dramaturgisen tekstin apua. Mitä tapahtuu, kun näyttelijällä on pelkästään työn teema ja aihe rajanaan? Mitkä ovat vapaan improvisoinnin heikkoudet ja vahvuudet? Opinnäytetyö jakautuu kahteen lähestymistapaan: näyttelijän kokemukseen, sekä kokonaiskuvaan näytelmän luomisesta improvisaation kautta. Tutkimus sisältää työn tekijän muistiinpanoja ja havaintoja taiteellisen opinnäytetyön prosessista. Opinnäytetyön johtopäätös on, että improvisointi avaa uusia mahdollisuuksia sekä antaa lisää syvyyttä näyttelijäntyöhön, koska fokus on tutkimisessa eikä tulkitsemisessa ja toistamisessa. Työtapa vaatii kuitenkin paljon joustavuutta ja kärsivällisyyttä. Kreatiivista työmenetelmää on myös haasteellista ylläpitää jatkuvasti.The purpose of this Bachelor’s Thesis is to study the key elements in creating a play through improvisation. The research is focused on the rehearsal process of the monologue performance “Gillar, gillar inte”, with an interest in finding out how to create a performance without the aid of a dramaturgical text. What happens on the rehearsal floor when the actor has nothing to work with except the frame given by the theme? What are the pros and cons of working with free improvisation? The thesis deals with the actor’s experiences, as well as the whole picture of forming a play with improvisation as a tool. The research contains the writer’s own reflections and insights during the process, focusing on the challenges with the working method. The conclusion of this Bachelor’s Thesis is that improvisation opens new doors and gives the actor’s work more depth, because the focus lies on exploring and not on interpreting or repeating existing material. However, it also requires a lot of flexibility and patience, and the main challenge is to constantly be creative

Damage potential of Heterodera zeae to Zea mays as affected by edaphic factors

On a étudié les effets du nématode à kyste du maïs, #Heterodera zeae, sur la croissance et la récolte en grain du maïs, #Zea mays, en microparcelles pendant les années 1986-1990. Ces expériences ont été conduites en microparcelles contenant du sol à texture fine ou grossière, avec ou sans engrais minéraux, avec ou sans #H. zeae$. La croissance du maïs (poids sec) et la récolte de grain ont décru de 13 à 73$. L'effet de #H. zeae sur les plantes a été plus important dans le sol de texture grossière que dans le sol à texture fine. Les engrais n'ont pas diminué les effets de #H. zeae sur la croissance des plantes. Le nématode a plus endommagé les plantes de maïs pendant les périodes chaudes et sèches que pendant les périodes fraîches et humides. (Résumé d'auteur

Contemplative practice and classical electrodynamics: Discovering electromagnetic phenomena in lived experience through somatic meditation

One of the objectives of the undergraduate physics curriculum is for students to develop an awareness of the connections between formal physical principles and personal experience. However, data from surveys administered to measure changes in students' beliefs about physics shows that awareness of connections between the abstract and the experiential tends to deteriorate, sometimes significantly, following instruction in undergraduate physics courses. Although this phenomenon has been discussed extensively in the literature, and preliminary studies have indicated that addressing students' beliefs about physics with specific teaching practices can have measurable effects, few pedagogical interventions have been designed or implemented to address this particular weakness in undergraduate physics instruction. In this work, we show that a contemplative practice consisting of a somatic meditation followed by a contemplation expands students' awareness of the connections between formal physical principles and personal experience by deliberately drawing their attention to electromagnetic phenomena in their surroundings. In this process, students also naturally recognize interdisciplinary connections between electrodynamic principles and chemical and biological systems. We also find that the contemplative practice inculcates a sense of curiosity and an intrinsic motivation to deepen their understanding of electromagnetic theory, as well as an appreciation for the somatic, affective, and cognitive benefits of a contemplative practice.Comment: Submitted for publication in The Physics Teacher; 15 page

UBVI CCD Photometry of the Old Open Cluster Berkeley 17

Photometric UBVI CCD photometry is presented for NGC 188 and Berkeley 17. Color-magnitude diagrams (CMDs) are constructed and reach well past the main-sequence turn-off for both clusters. Cluster ages are determined by means of isochrone fitting to the cluster CMDs. These fits are constrained to agree with spectroscopic metallicity and reddening estimates. Cluster ages are determined to be 7.0+/-0.5 Gyr for NGC 188, and 10.0+/- 1.0 Gyr for Berkeley 17, where the errors refer to uncertainties in the relative age determinations. These ages are compared to the ages of relatively metal-rich inner halo/thick disk globular clusters and other old open clusters. Berkeley 17 and NGC 6791 are the oldest open clusters with an age of 10 Gyr. They are 2 Gyr younger than the thick disk globular clusters. These results confirm the status of Berkeley 17 as one of the oldest known open cluster in the Milky Way, and its age provides a lower limit to the age of the Galactic disk.Comment: to appear in AJ; 28 pages, 9 figure

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