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Numrering	Referens	Omslagsbild	Hitta
1.	Burt, Malcolm, et al. (författare) Virtual reality, video screen shots and sensor data for a large drop tower ride 2020 Ingår i: Physics Education. - : IOP Publishing. - 0031-9120 .- 1361-6552. ; 55:5 Tidskriftsartikel (refereegranskat)abstract Large drop towers let you experience a couple of seconds of nearly free fall before stopping gracefully in magnetic brakes or bouncing a number of times on compressed air, as in the Turbo Drop tower considered in this work, where many complementary representations are used. An accelerometer taken along on the ride captured the forces experienced by the body, and a pressure sensor provided a simultaneous proxy measurement of elevation. These data can be treated numerically: integration of the accelerometer data gives a velocity graph which can be compared to derivatives of the elevation data obtained from the pressure sensor. Plotting elevation versus velocity gives a phase portrait for the damped oscillations of the gondola before it comes to a stop. These abstract mathematical and graphical representations are complemented by screen shots from a video as well as from a virtual reality movie offering the view from the point of a rider. Forces and acceleration overlaid in a 2D version of the VR movie give a geometric illustration of Newton's second law, in addition to the mathematical treatment. This work thus provides a wide range of representations, aimed to support student representational fluency and conceptual understanding of important force and motion concepts.
2.	Pendrill, Ann-Marie, et al. (författare) Champagne flows at Reims event 2011 Ingår i: Physics Education. - 1361-6552 .- 0031-9120. ; 46:1, s. 6-8 Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract In August, several hundred physicists and physics educators from all over the world gathered in Reims, France. GIREP-ICPE-MPLT 2010 was a joint event of three different organizations, the Groupe International de Recherch sur l'Enseignement de la Physique (GIREP), the International Commission of Physics Education (ICPE) and the group of Multimedia in Physics Teaching and Learning (MPTL). The note presents some highlights from the conference.
3.	Pendrill, Ann-Marie, 1952, et al. (författare) Researchers and educators meet at Lund University 2013 Ingår i: Physics Education. - 0031-9120 .- 1361-6552. ; 48:5, s. 548-549 Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract The Nordic physical societies have arranged joint biannual meetings since 2009, bringing together researchers from all areas of physics (www.fysik. lu.se/english/npd2013). In June, 328 physicists and teachers from Norway, Den- mark, Finland, Iceland, Estonia and Sweden (and a few from elsewhere, e.g. the UK) met at Lund University, Sweden.
4.	Pendrill, Ann-Marie, 1952, et al. (författare) Free fall and harmonic oscillations: Analyzing trampoline jumps 2014 Ingår i: Physics Education. - : Institute of Physics Publishing. - 0031-9120 .- 1361-6552. ; 50:1, s. 64-70 Tidskriftsartikel (refereegranskat)abstract Trampolines can be found in many gardens and also in some playgrounds. They offer an easily accessible vertical motion that includes free fall. In this work, the motion on a trampoline is modelled by assuming a linear relation between force and deflection, giving harmonic oscillations for small amplitudes. An expression for the cycle-time is obtained in terms of maximum normalized force from the trampoline and the harmonic frequency. A simple expression is obtained for the ratio between air-time and harmonic period, and the maximum g-factor. The results are compared to experimental results, including accelerometer data showing 7g during bounces on a small trampoline in an amusement park play area. Similar results are obtained on a larger garden trampoline, and even larger accelerations have been measured for gymnastic trampolines.
5.	Pendrill, Ann-Marie, 1952 (författare) Students compete in European Union Science Olympiad 2010 2010 Ingår i: Physics Education. - 0031-9120 .- 1361-6552. ; 45:4, s. 318-320 Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract In April 2010, young students from 21 countries competed in EUSO - the European Union Science Olympiad. Each country sent two teams of three students to an experimental science competition. The first day, the teams helped an alien find water on Earth, and the second day, the solved a criminal case.
6.	Pendrill, Ann-Marie, 1952 (författare) Swedish National Resource Centre for Physics Education celebrates its 20th anniversary 2014 Ingår i: Physics Education. - : IOP Publishing. - 0031-9120 .- 1361-6552. ; 49:4, s. 371-372 Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract The Swedish National Resource Centre for Physics Education (fysik.org) was created at Lund University by the Swedish Government in 1994. Its 20th anniversary was celebrated 31 March to 1 April at the Island of Hven, which became an EPS historic site in 2013. The theme for the anniversary conference was 'From science education research to education—on research-based development projects'.
7.	Pendrill, Ann-Marie, et al. (författare) The equivalence principle comes to school : falling objects and other middle school investigations 2014 Ingår i: Physics Education. - : IOP Publishing Ltd.. - 0031-9120 .- 1361-6552. ; 49:4, s. 425-430 Tidskriftsartikel (refereegranskat)abstract Comparing two objects falling together is a small-scale version of Galileo's classical experiment, demonstrating the equivalence between gravitational and inertial mass. We present here investigations by a group of ten-year-olds, who used iPads to record the drops. The movie recordings were essential in the follow-up discussions, enabling the students to compare the different situations and to discern situations where air resistance was essential and where it could be neglected. By considering a number of familiar situations and simple investigations that can be performed, e.g., on a playground, students may come closer to an appreciation of the deep significance of the non-influence of mass on motion under gravity.
8.	Löfstrand, Marcus, et al. (författare) Aerodynamics in the amusement park : Interpreting sensor data for acceleration and rotation 2016 Ingår i: Physics Education. - : IOP Publishing. - 1361-6552 .- 0031-9120. ; 51:5 Tidskriftsartikel (refereegranskat)abstract The sky roller ride depends on interaction with the air to create a rolling motion. In this paper, we analyse forces, torque and angular velocities during different parts of the ride, combining a theoretical analysis, with photos, videos as well as with accelerometer and gyroscopic data, that may be collected e.g. with a smartphone. For interpreting the result, it must be taken into account that the sensors and their coordinate system rotate together with the rider. The sky roller offers many examples for physics education, from simple circular motion, to acceleration and rotation involving several axes, as well as the relation between wing orientation, torque and angular velocities and using barometer pressure to determine the elevation gain.
9.	Abrahamsson, Cristian, et al. (författare) Content, interest and the role of engagement : experienced science teachers discuss 2023 Ingår i: Physics Education. - Bristol : Institute of Physics Publishing (IOPP). - 0031-9120 .- 1361-6552. ; 58:6 Tidskriftsartikel (refereegranskat)abstract How do science teachers perceive student engagement and its importance for teaching and what strategies do they use to create it? When 21 experienced science teachers in 4 focus groups discussed these questions, they brought up behavioural aspects, but also less visible emotional and cognitive aspects, as well as reciprocal aspects of teacher and student engagement. One teacher described engagement as 'the oil in the machinery' during lessons. Which role does the curricular content play? Well aware that some topics are seen as more directly interesting by students, teachers connect to these, but also use hooks, including lively demonstrations, role play and connections to the outside world. In this way, they aim to generate situational interest and engagement also in topics that are often viewed as less interesting, including atoms and molecules. These experienced teachers describe how they adapt their teaching to the group also in real time, based on the degree of engagement exhibited by the students. © 2023 The Author(s). Published by IOP Publishing Ltd.
10.	Dahl, Olof, et al. (författare) Is the Archimedes principle a law of nature? Discussions in an 'extended teacher room' 2020 Ingår i: Physics Education. - : IOP Publishing. - 0031-9120 .- 1361-6552. ; 55:6 Tidskriftsartikel (refereegranskat)abstract Is a suction cup at the bottom of a bathtub subject to an upward force from the surrounding water, even if there is no water under it? A student question, posted in a teacher facebook group on a Monday morning, led to a discussion involving 21 comments with 225 replies offered by 16 teachers during the next few days, including several simple experiments, as well as modeling, to evaluate different arguments. The discussions, summarized in this paper, provide an example of how social media can provide an 'extended teacher room' where teachers can explore and refine their understanding in a safe and mostly supportive environment, and also find ways to give more elaborate answers to challenging student questions.
11.	Eriksson, Urban, et al. (författare) Up and down, light and heavy, fast and slow : but where? 2019 Ingår i: Physics Education. - : IOP Publishing Ltd.. - 0031-9120 .- 1361-6552. ; 54:2 Tidskriftsartikel (refereegranskat)abstract Vertical amusement rides let your body experience the tickling sensation of feeling light, but also feeling much heavier than as usual, due to velocity changes as you move up and down. Family rides offer different possibilities to visualize the forces that are experienced by your accelerating body. This paper presents a number of different ways to view and experience the motion in a small vertical amusement ride. A smartphone includes an accelerometer that can provide a graph of the forces acting during the ride. A movie from the smartphone camera lets students recall the motion which can then be analysed in more detail. The complementary representations may help students develop a deeper understanding of the relation between force and motion. The affordances of these different semiotic resources are analysed in some detail. In addition, we discuss responses from a number of students to questions about where you feel light and where you feel heavy. We find that the experience of the body is an underused resource in physics teaching.
12.	Gregorcic, Bor, doc. dr., et al. (författare) ChatGPT and the frustrated Socrates 2023 Ingår i: Physics Education. - : Institute of Physics Publishing (IOPP). - 0031-9120 .- 1361-6552. ; 58:3 Tidskriftsartikel (refereegranskat)abstract We present a case study of a conversation between ourselves and an artificial intelligence-based chatbot ChatGPT. We asked the chatbot to respond to a basic physics question that will be familiar to most physics teachers: 'A teddy bear is thrown into the air. What is its acceleration in the highest point?' The chatbot's responses, while linguistically quite advanced, were unreliable in their correctness and often full of contradictions. We then attempted to engage in Socratic dialogue with the chatbot to resolve the errors and contradictions, but with little success. We found that ChatGPT is not yet good enough to be used as a cheating tool for physics students or as a physics tutor. However, we found it quite reliable in generating incorrect responses on which physics teachers could train assessment of student responses.
13.	Hansson, Lena, et al. (författare) Contemporary science as context for teaching nature of science : Teachers' development of popular science articles as a teaching resource 2019 Ingår i: Physics Education. - : IOP Publishing. - 0031-9120 .- 1361-6552. ; 54:5 Tidskriftsartikel (refereegranskat)abstract Most of the physics (as well as the other sciences) taught in school can be described as well-established or consensus science. This is the kind of science knowledge that was mostly developed over a century ago. The inclusion of contemporary science research in compulsory school science teaching could be justified from a variety of reasons: increasing students' interest and motivation; providing insights into modern research practice; and as a frame for teaching nature of science (NOS) perspectives. The present article focuses on the latter - contemporary science as a means to teach NOS. The article builds on data from an in-service teacher training course that focused on ways to include contemporary science in lower secondary physics education. Each course participant chose a research area, interviewed a scientist, and wrote a popular science article based on the interview. The article was written with secondary students (13-15 years old) as a target audience. By the end of the course the participants designed, implemented and evaluated a teaching unit which was based on the popular science article. The present article analyses what NOS perspectives that have been included in the popular science articles. The results show a high diversity of NOS aspects, which indicate a great potential for taking contemporary science research as a starting point for NOS teaching.
14.	Isacsson, Andreas, 1975, et al. (författare) Accelerating a car from rest : friction, power and forces 2023 Ingår i: Physics Education. - 0031-9120 .- 1361-6552. ; 58:5 Tidskriftsartikel (refereegranskat)abstract The directions of frictional forces for bodies in motion are conceptually challenging. Students may be able to provide a correct solution using only calculus without drawing free-body diagrams. This can make their misconceptions go unnoticed and put them at risk to become further reinforced. Here, we discuss first-year bachelor students’ responses to multiple-choice questions and an open-ended question regarding friction when they come fresh out of high school. We further look into student solutions submitted to a national competition in physics for high-school students involving a problem concerning the acceleration of an electric rear-wheel drive car. Finding that most students had avoided drawing figures, we discuss to what extent teachers’ grading practices contribute to students’ development of problem-solving habits.
15.	Malmqvist, Karin, et al. (författare) From skating rink to physics assignment - Viewing a photo from a mechanics perspective 2022 Ingår i: Physics Education. - : IOP Publishing. - 0031-9120 .- 1361-6552. ; 57:5 Tidskriftsartikel (refereegranskat)abstract Circular motion changes the perception of up and down. For a skater, the need to lean in towards the centre of an arc constitutes an embodiment of centripetal acceleration. This paper presents a discussion between a physicist and a high-school science teacher without previous physics studies at university level. The discussions started as part of a course assignment and focused on a photo of skaters practicing a 'wing', which is a move in synchronised skating. The skating experiences are integrated with an understanding of the relations between radius, acceleration and the angles the total force from the ice deviates from the vertical.
16.	Malmqvist, Karin, et al. (författare) From skating rink to physics assignment - Viewing a photo from a mechanics perspective 2022 Ingår i: Physics Education. - : IOP Publishing. - 0031-9120 .- 1361-6552. ; 57:5 Tidskriftsartikel (refereegranskat)abstract Circular motion changes the perception of up and down. For a skater, the need to lean in towards the centre of an arc constitutes an embodiment of centripetal acceleration. This paper presents a discussion between a physicist and a high-school science teacher without previous physics studies at university level. The discussions started as part of a course assignment and focused on a photo of skaters practicing a 'wing', which is a move in synchronised skating. The skating experiences are integrated with an understanding of the relations between radius, acceleration and the angles the total force from the ice deviates from the vertical.
17.	Nässén, Nina, et al. (författare) Arcs on speedskating straightaways : forces, energy and angular momentum 2023 Ingår i: Physics Education. - : IOP Publishing. - 0031-9120 .- 1361-6552. ; 58:1 Tidskriftsartikel (refereegranskat)abstract The 10 000 m speedskating event during the 2022 winter Olympics brought a new world record at 12 min and 30.74 s. In a document released after the competitions, the gold medalist Nils van der Poel describes his technique, including a focus on horizontal forces and a rapid sideways motion in connection with stride changes on the straight sections of the track (the ‘straightaways’). Based on a video of the race, together with his written description, we suggest that van der Poel makes use of the properties of angular momentum to increase his speed during a stride by a rapid inwards shift of the centre of mass.
18.	Pendrill, Ann Marie (författare) Balls rolling down a playground slide : What factors influence their motion? 2020 Ingår i: Physics Education. - : IOP Publishing. - 0031-9120 .- 1361-6552. ; 56:1 Tidskriftsartikel (refereegranskat)abstract Take a selection of balls and marbles along to a nearby playground slide and let students investigate factors that may influence how balls accelerate down an inclined plane. Students can make hypotheses in small groups, plan investigations to test multiple possible explanations and draw conclusions about the importance of different variables. The experiments illustrate the principle of equivalence between inertial and gravitational mass, as well as of the importance of mass distribution. Students can develop an intuitive feeling for these concepts even without dealing with the full mathematical treatment, which involves torque, angular momentum and moment of inertia, typically treated in high-school or introductory university physics courses. The paper discusses this investigation as part of a setup of teacher professional development events on a playground.
19.	Pendrill, Ann-Marie (författare) Comment on ‘Pendulum: the partial and global approach’ 2023 Ingår i: Physics Education. - : IOP Publishing. - 0031-9120 .- 1361-6552. ; 58:1 Tidskriftsartikel (refereegranskat)abstract The paper Pendulum: the partial and global approach combines a historic introduction to the theoretical treatment of pendulum motion with presentation of data from measurements on a single pendulum. This comment focuses on the presentation and analysis of experimental data, and how the use of dimensionless variables in graphs would make use of the mathematical properties, placing the single measurement in a more general context, including mass-independence and the isochronism (for small angles). The concept of ‘effective weight’ used by Coelho is then discussed in relation to inertial forces and the principle of equivalence between inertial and gravitational mass.
20.	Pendrill, Ann Marie, et al. (författare) Force, acceleration and velocity during trampoline jumps - A challenging assignment 2017 Ingår i: Physics Education. - : IOP Publishing. - 0031-9120 .- 1361-6552. ; 52:6 Tidskriftsartikel (refereegranskat)abstract Bouncing on a trampoline lets the jumper experience the interplay between weightlessness and large forces on the body, as the motion changes between free fall and large acceleration in contact with the trampoline bed. In this work, several groups of students were asked to draw graphs of elevation, velocity and acceleration as a function of time, for two full jumps of the 2012 Olympic gold medal trampoline routine by Rosannagh MacLennan. We hoped that earlier kinaesthetic experiences of trampoline bouncing would help students make connections between the mathematical descriptions of elevation, velocity and acceleration, which is known to be challenging. However, very few of the student responses made reference to personal experiences of forces during bouncing. Most of the responses could be grouped into a few categories, which are presented and discussed in the paper. Although the time dependence of elevation was drawn relatively correctly in most cases, many of the graphs of velocity and acceleration display a lack of understanding of the relation between these different aspects of motion.
21.	Pendrill, Ann-Marie, 1952 (författare) Forces in circular motion: Discerning student strategies 2020 Ingår i: Physics Education. - : IOP Publishing. - 0031-9120 .- 1361-6552. ; 55:4 Tidskriftsartikel (refereegranskat)abstract Students often use incoherent strategies in their problem solving involving force and motion, as revealed, e.g. when they are asked to draw force diagrams for amusement rides involving circular motion, whether in horizontal or vertical planes. Depending on the questions asked, assignments involving circular motion can reveal different types of more or less correct and coherent strategies used by the students. This paper presents a number of different assignments involving circular motion. Alternative drawings, as found in student responses, are presented as a support for teachers to discern the strategies - an educational discernment. In addition, different strategies and examples used by textbooks concerning free-body diagrams and acceleration are discussed, as well as degrees of abstraction and realism. © 2020 IOP Publishing Ltd.
22.	Pendrill, Ann-Marie, 1952 (författare) Free fall and the equivalence principle revisited 2017 Ingår i: Physics Education. - : IOP Publishing. - 0031-9120 .- 1361-6552. ; 52:6 Tidskriftsartikel (refereegranskat)abstract Free fall is commonly discussed as an example of the equivalence principle, in the context of a homogeneous gravitational field, which is a reasonable approximation for small test masses falling moderate distances. Newton's law of gravity provides a generalisation to larger distances, and also brings in an inhomogeneity in the gravitational field. In addition, Newton's third law of action and reaction causes the Earth to accelerate towards the falling object, bringing in a mass dependence in the time required for an object to reach ground - in spite of the equivalence between inertial and gravitational mass. These aspects are rarely discussed in textbooks when the motion of everyday objects are discussed. Although these effects are extremely small, it may still be important for teachers to make assumptions and approximations explicit, to be aware of small corrections, and also to be prepared to estimate their size. Even if the corrections are not part of regular teaching, some students may reflect on them, and their questions deserve to be taken seriously. © 2017 IOP Publishing Ltd.
23.	Pendrill, Ann Marie, et al. (författare) Pendulum rides, rotations and the Coriolis effect 2018 Ingår i: Physics Education. - : IOP Publishing. - 0031-9120 .- 1361-6552. ; 53:4 Tidskriftsartikel (refereegranskat)abstract An amusement park is full of examples that can be made into challenging problems for students, combining mathematical modelling with video analysis, as well as measurements in the rides. Traditional amusement ride related textbook problems include free-fall, circular motion, pendula and energy conservation in roller coasters, where the moving bodies are typically considered point-like. However, an amusement park can offer many more examples that are useful in physics and engineering education, many of them with strong mathematical content. This paper analyses forces on riders in a large rotating pendulum ride, where the Coriolis effect is sufficiently large to be visible in accelerometer data from the rides and leads to different ride experiences in different positions.
24.	Pendrill, Ann Marie (författare) Smartphones and Newton's first law in escalators and roller coasters 2020 Ingår i: Physics Education. - : IOP Publishing. - 0031-9120 .- 1361-6552. ; 55:3 Tidskriftsartikel (refereegranskat)abstract Your body is not a point particle. The nature and direction of the forces counteracting gravity influence your experience of uniform rectilinear motion- A s does your own orientation in relation to the force of gravity. Sensors in smartphones or other devices can capture these forces, and help establish a connection between the personal experience of motion and the textbook description of forces acting on inanimate objects. This work focuses on authentic examples of uniform or nearly uniform rectilinear motion in escalators and roller coasters. Multiple complementary representations of the motion are presented, including photos, graphs of accelerometer, gyroscope and barometer data, mathematical expressions, free-body diagrams and video analysis, including screenshots. The paper aims to inspire teachers to use a larger repertoire with more variation in the examples illustrating uniform rectilinear motion. Analysing these relatively simple motions lays a good foundation for the interpretation of data from more complicated motions.
25.	Pendrill, Ann-Marie, et al. (författare) Students making sense of motion in a vertical roller coaster loop 2019 Ingår i: Physics Education. - : IOP Publishing. - 1361-6552 .- 0031-9120. ; 54:6 Tidskriftsartikel (refereegranskat)abstract Describing the motion in a vertical roller coaster loop requires a good understanding of Newton's laws, vectors and energy transformation. This paper describes how first-year students try to make sense of force and acceleration in this example of non-uniform circular motion, which was part of a written exam. In addition to an analysis of the exam solutions by about 60 students, a group interview was performed a couple of weeks later with four students, who had all passed the exam. The interview allowed the students to reflect on assumptions made and information missed.
26.	Pendrill, Ann Marie (författare) Teacher interventions and student strategies for circular motion problems : A matrix representation 2022 Ingår i: Physics Education. - : IOP Publishing. - 0031-9120 .- 1361-6552. ; 57:3 Tidskriftsartikel (refereegranskat)abstract Students' understanding of forces in circular motion is often incomplete. The problems are not limited to confusions about centripetal acceleration and centrifugal forces. This paper considers possible effects of different interventions by a teacher who has discovered the many types of free-body diagrams drawn by students for circular motion in a vertical plane. Students' free-body diagrams often show a lack of attention to lengths of force arrows and to the direction and size of the sum of forces. The strategies used by students may differ depending on the situation and questioning by the teacher can remind students of critical aspects they have overlooked. The revisions of responses following interventions reveal information that is not available from just a single response. This paper discusses how a matrix can be used to express the probability for revisions of responses for different teacher interventions and also help teachers decide on future interventions.
27.	Pendrill, Ann-Marie, 1952 (författare) Teacher interventions and student strategies for circular motion problems: A matrix representation 2022 Ingår i: Physics Education. - : IOP Publishing. - 0031-9120 .- 1361-6552. ; 57 Tidskriftsartikel (refereegranskat)abstract Students' understanding of forces in circular motion is often incomplete. The problems are not limited to confusions about centripetal acceleration and centrifugal forces. This paper considers possible effects of different interventions by a teacher who has discovered the many types of free-body diagrams drawn by students for circular motion in a vertical plane. Students' free-body diagrams often show a lack of attention to lengths of force arrows and to the direction and size of the sum of forces. The strategies used by students may differ depending on the situation and questioning by the teacher can remind students of critical aspects they have overlooked. The revisions of responses following interventions reveal information that is not available from just a single response. This paper discusses how a matrix can be used to express the probability for revisions of responses for different teacher interventions and also help teachers decide on future interventions.
28.	Pendrill, Ann Marie (författare) The cooling of a swede-part of an EUSO CSI challenge 2021 Ingår i: Physics Education. - : IOP Publishing. - 0031-9120 .- 1361-6552. ; 56:2 Tidskriftsartikel (refereegranskat)abstract This paper presents preparations, execution and reflection on results for the physics part of a CSI task for the European Union Science Olympiad 2010, taking place at the University of Gothenburg. The participants were required to make a graph of the cooling of a swede (Brassicanapus), as a proxy for the cooling of a murder victim, and to choose a mathematical expression for the cooling curve, as well as assigning an approximate time of death.
29.	Pendrill, Ann Marie, et al. (författare) Velocity, acceleration, jerk, snap and vibration : Forces in our bodies during a roller coaster ride 2020 Ingår i: Physics Education. - : IOP Publishing. - 0031-9120 .- 1361-6552. ; 55:6 Tidskriftsartikel (refereegranskat)abstract Changing acceleration and forces are part of the excitement of a roller coaster ride. According to Newton's second law, F = ma, every part of our body must be exposed to a force to accelerate. Since our bodies are not symmetric, the direction of the force matters, and must be accounted for by ride designers. An additional complication is that not all parts of the body accelerate in the same way when the acceleration is changing, i.e. when there is jerk. Softer parts of the body provide varying levels of damping, and different parts of the body have different frequency responses and different resonance frequencies that should be avoided or reduced by the roller coaster designer. This paper discusses the effect of acceleration, jerk, snap and vibration on the experience and safety of roller coaster rides, using authentic data from a dive coaster as an example.
30.	Pendrill, Ann-Marie, 1952 (författare) With an infrared camera in an amusement park: heating and cooling of magnetic brakes 2024 Ingår i: Physics Education. - 0031-9120 .- 1361-6552. ; 59:1 Tidskriftsartikel (refereegranskat)abstract A handheld infrared camera was used to visualize heating and cooling of magnetic brakes in drop towers and roller coasters. The images also display the cooling effect of trees and the warming effect of clouds. This paper discusses what can be discerned from the photos with connections to data from data sheets, as well as from accelerometer and barometer sensors. The heating and cooling processes were also studied using the hot point feature of the FLIR One Pro LT camera attached to a smartphone.
31.	Vieyra, Rebecca, et al. (författare) Gamified physics challenges for teachers and the public 2020 Ingår i: Physics Education. - : IOP Publishing. - 0031-9120 .- 1361-6552. ; 55:4 Tidskriftsartikel (refereegranskat)abstract This article describes the development and deployment of Physics Toolbox Play, a gamified component of the Android Physics Toolbox Sensor Suite app, that can introduce young children through adults to fundamental physics principles. The app was used successfully in a variety of contexts, including STEM fairs with primary and secondary students and workshops with undergraduate physics majors and practicing teachers. Anecdotes from our experiences suggest that smartphones are an effective way to introduce learners to the big ideas and big principles in physics.
32.	de Winter, James, 1972-, et al. (författare) What makes a good physics teacher? : Views from the English stakeholder community 2020 Ingår i: Physics Education. - Bristol, UK : IOP Publishing. - 0031-9120 .- 1361-6552. ; 55:1 Tidskriftsartikel (refereegranskat)abstract When qualifying as a secondary school physics teacher in England, the statutory guidance is generic and very little subject-specific detail is offered. There is a lack of a clear, shared understanding of the subject-specific attributes that newly-qualified physics teachers are expected to have. This exploratory study reports the findings of a questionnaire that asked various stakeholders—including physics teachers, trainees and teacher trainers—to identify what they regard as the attributes of a 'good' physics teacher. From our analysis we present a set of attributes of a good physics teacher and consider how these may be grouped into themes that could provide a way to explore these expectations. We pay particular attention to the subject-specific, and consider how our findings align with the existing literature base.
33.	Solvang, Lorena, 1971-, et al. (författare) How can GeoGebra support physics education in upper-secondary school : a review 2021 Ingår i: Physics Education. - : Institute of Physics Publishing (IOPP). - 0031-9120 .- 1361-6552. ; 56:5, s. 1-13 Tidskriftsartikel (refereegranskat)abstract Recently, GeoGebra, a mathematics education software, has entered the scene of physics education; however, research on how the software can be used to support teaching and learning physics is limited and scattered. The aim of this article is to present a review of the current literature on how GeoGebra can be used to support physics education in upper-secondary schools. The general conclusion that comes from these studies is that GeoGebra is a user-friendly software that can be operated intuitively by teachers and students. It provides an environment in which the underlying mathematical structures are always at hand, enabling users to see connections between physical phenomena and their formal representations. In addition, teachers with or without programming skills can use the software to design custom-made computer simulations and augment real experiments with virtual objects. Our intention is to help teachers who would like to start using GeoGebra or to broaden the use of the software in physics education.
34.	Haglund, Jesper, 1973-, et al. (författare) Thermal cameras in school laboratory activities 2015 Ingår i: Physics Education. - : Institute of Physics (IOP). - 0031-9120 .- 1361-6552. ; 50:4, s. 424-430 Tidskriftsartikel (refereegranskat)abstract Thermal cameras offer real-time visual access to otherwise invisible thermal phenomena, which are conceptually demanding for learners during traditional teaching. We present three studies of students’ conduction of laboratory activities that employ thermal cameras to teach challenging thermal concepts in grades 4, 7 and 10–12. Visualization of heat-related phenomena in combination with predict-observe-explain experiments offers students and teachers a pedagogically powerful means for unveiling abstract yet fundamental physics concepts.
35.	Gislén, Lars, et al. (författare) Tabletop divergent-light halos 2007 Ingår i: Physics Education. - : IOP Publishing. - 1361-6552 .- 0031-9120. ; 42, s. 579-584 Tidskriftsartikel (refereegranskat)abstract We study artificial halos generated by microscopic crystals suspended in an aqueous solution which is illuminated by a divergent light source. By measuring the diameters of the halos we can deduct the refracting angles of the crystals and compare them with known values.
36.	Hansson, Lena, et al. (författare) Working with the nature of science in physics class : Turning 'ordinary' classroom situations into nature of science learning situations 2016 Ingår i: Physics Education. - : IOP Publishing. - 0031-9120 .- 1361-6552. ; 51:5 Tidskriftsartikel (refereegranskat)abstract In the science education research field there is a large body of literature on the 'nature of science' (NOS). NOS captures issues about what characterizes the research process as well as the scientific knowledge. Here we, in line with a broad body of literature, use a wide definition of NOS including also e.g. socio-cultural aspects. It is argued that NOS issues, for a number of reasons, should be included in the teaching of science/physics. Research shows that NOS should be taught explicitly. There are plenty of suggestions on specific and separate NOS activities, but the necessity of discussing NOS issues in connection to specific science/physics content and to laboratory work, is also highlighted. In this article we draw on this body of literature on NOS and science teaching, and discuss how classroom situations in secondary physics classes could be turned into NOS-learning situations. The discussed situations have been suggested by secondary teachers, during in-service teacher training, as situations from every-day physics teaching, from which NOS could be highlighted.
37.	Johansson, Erik (författare) A University Laboratory for Schools - A New Meeting Place for Students and Teachers 2008 Ingår i: Physics Education. - : IOP Publishing. - 0031-9120 .- 1361-6552. ; 43:5, s. 530-535 Tidskriftsartikel (refereegranskat)
38.	Johansson, Erik, et al. (författare) Uncertainty in the Classrooms - Teaching Quantum Physics 2008 Ingår i: Physics Education. - : IOP Publishing. - 0031-9120 .- 1361-6552. ; 43:2, s. 173- Tidskriftsartikel (refereegranskat)
39.	Micklavzina, Stanley, et al. (författare) Bringing physics, synchrotron light and probing neutrons to the public: a collaborative outreach 2014 Ingår i: Physics Education. - : IOP Publishing. - 1361-6552 .- 0031-9120. ; 49:2, s. 221-230 Tidskriftsartikel (refereegranskat)abstract Stanley Micklavzina, a US physics educator on sabbatical, teams up with a Swedish national research laboratory, a synchrotron radiation experimental group and a university science centre to develop and create educational and public outreach projects. Descriptions of the physics, science centre displays and public demonstrations covering the physics principles involved in using photons and neutrons to probe materials are given.
40.	Pendrill, Ann-Marie, 1952 (författare) Challenging our intuition in spectacular fashion - the fascinating world of quantum physics awaits 2012 Ingår i: Physics Education. - 0031-9120 .- 1361-6552. ; 47:3 Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract Quantum physics is a world of its own, inhabited by strong per- sonalities and mythical creatures such as Schrödinger’s cat, but also by mind-boggling experi- ments and theoretical rules that challenge our intuition while giving spectacular agreement with experimental results. How can we invite students into this fascinating world. ...Read more about the event and register at http://egas44.org/
41.	Pendrill, Ann Marie, et al. (författare) Educating the educators 2015 Ingår i: Physics Education. - : IOP Publishing. - 0031-9120 .- 1361-6552. ; 50:2, s. 127-128 Tidskriftsartikel (refereegranskat)
42.	Pendrill, Ann-Marie, et al. (författare) Liquid in accelerated motion 2015 Ingår i: Physics Education. - : IOP Publishing. - 0031-9120 .- 1361-6552. ; 50:6, s. 648-650 Tidskriftsartikel (refereegranskat)abstract What happens to a liquid in a swing or a loop? Accelerated motions leadto effects that may seem surprising. Consider a liquid in a glass placed ona wooden triangle, in turn attached to a string and moving fast in circle a vertical plane. The surface of the water remains parallel to the bottom of the glass—and orthogonal to the string—as long as gravity and the tension in the string are the only forces acting on the triangle. A key to the understanding is that the tangential acceleration of the liquid, the glass and the triangle, are all identical to the tangential component of the acceleration of gravity.
43.	Pendrill, Ann-Marie, et al. (författare) Motion on an inclined plane and the nature of science 2014 Ingår i: Physics Education. - : IOP Publishing Ltd.. - 0031-9120 .- 1361-6552. ; 49:2, s. 180-186 Tidskriftsartikel (refereegranskat)abstract Friction is an important phenomenon in everyday life. All children are familiar with playground slides, which may thus be a good starting point for investigating friction. Motion on an inclined plane is a standard physics example. This paper presents an investigation of friction by a group of 11-yearolds. How did they plan their investigations? What aspects of friction could they discern? What understanding of the nature of science was revealed—and developed—during their investigation and subsequent discussion with the teacher?
44.	Pendrill, Ann-Marie (författare) Roller coaster loop shapes revisited 2016 Ingår i: Physics Education. - : IOP Publishing. - 0031-9120 .- 1361-6552. ; 51:3 Tidskriftsartikel (refereegranskat)abstract In 'Rollercoaster loop shapes', (Pendrill 2005 Phys. Educ. 40 517) the author started from the observation that although textbook loops are often circular, real rollercoaster loops are not. In this paper the mathematical description of various possible loop shapes, as well as their riding properties was discussed and also how a study of loop shapes can be used in physics education.
45.	Pendrill, Ann-Marie (författare) Rotating swings - a theme with variation 2016 Ingår i: Physics Education. - : IOP Publishing. - 0031-9120 .- 1361-6552. ; 51:1 Tidskriftsartikel (refereegranskat)abstract Rotating swing rides can be found in many amusement parks, in many different versions. The 'wave swinger' ride, which introduces a wave motion by tilting the roof, is among the classical amusement rides that are found in many different parks, in different sizes, from a number of different makes and names, and varying thematization. The 'StarFlyer' is a more recent version, adding the thrill of lifting the riders 60 m or more over the ground. These rotating swing rides involve beautiful physics, often surprising, but easily observed, when brought to attention. The rides can be used for student worksheet tasks and assignments of different degrees of difficulty, across many math and physics topics. This paper presents a number of variations of student tasks relating to the theme of rotating swing rides.
46.	Pendrill, Ann-Marie, 1952, et al. (författare) Stopping a roller coaster train 2012 Ingår i: Physics Education. - : IOP Publishing. - 1361-6552 .- 0031-9120. ; 47:6, s. 728-735 Tidskriftsartikel (refereegranskat)abstract A roller coaster ride comes to an end. Magnets on the train induce eddy currents in the braking fins, giving a smooth rise in braking force as the remaining kinetic energy is absorbed by the brakes and converted to thermal energy. In this paper an IR camera was used to monitor the temperature of the first braking fin, before, during and after the passage of a train. In addition, the resulting acceleration of the train was modelled and compared to accelerometer data for the Kanonen roller coaster in Liseberg. The results are used to model the distribution of temperature increase over the braking fins. Finally, the cooling of the fins after the passage of the train is analysed and compared to the IR data.
47.	Pendrill, Ann Marie (författare) The international year of light and light-based technologies 2015 Ingår i: Physics Education. - : IOP Publishing. - 0031-9120 .- 1361-6552. ; 50:3, s. 291-294 Tidskriftsartikel (refereegranskat)abstract I report on the opening ceremony of the International Year of Light and Light-based Technologies 2015 (IYL2015), which took place at the UNESCO headquarters in Paris, France, on 19-20 January 2015. Over the two days, more than 1000 participants from all over the world learned more about the fundamental properties of light and advanced photonics applications, the history of optics and its applications through the centuries, light poverty and light pollution, and light for everyday life, health and research.
48.	Pendrill, Ann-Marie, 1952 (författare) Videoconference brings Durban closer to the classroom 2012 Ingår i: Physics Education. - 0031-9120 .- 1361-6552. ; 47:2, s. 141-142 Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract There is something wrong with the sound. In Durban, Lena Ek, the Swedish minister for the environment, was ready to answer questions from students, in a shared Google document, communicators and teachers worked together to sort out the technical problems, while a couple of details about the participants were edited by a third participant.
49.	Sundström, Andréas, 1994, et al. (författare) Measuring g using a rotating liquid mirror: Enhancing laboratory learning 2016 Ingår i: Physics Education. - : IOP Publishing. - 1361-6552 .- 0031-9120. ; 51:5 Tidskriftsartikel (refereegranskat)abstract We describe a low-cost yet experimentally challenging method to measure the acceleration of gravity, g, using a liquid in a rotating bowl and a laser pointer. The idea underpinning this novel method is that the rotating liquid surface will form a parabolic reflector which will focus light into a unique focal point. By measuring the height of the focal point, g could be determined to m s-2. We discuss the pedagogical merits of this method compared to more traditional methods for measuring g, and how it can be implemented as an experimental problem at different educational levels.
50.	Cumming, Robert, 1967, et al. (författare) Why every observatory needs a disco ball 2024 Ingår i: Physics Education. - 1361-6552 .- 0031-9120. ; 59:2 Tidskriftsartikel (refereegranskat)abstract Commercial disco balls provide a safe, effective and instructive way of observing the Sun. We explore the optics of solar projections with disco balls, and find that while sunspot observations are challenging, the solar disk and its changes during eclipses are easy and fun to observe. We explore the disco ball's potential for observing the moon and other bright astronomical phenomena.

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