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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.	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.
3.	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.
4.	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.
5.	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.
6.	Isacsson, Andreas, 1975, et al. (författare) Reply to comment on ‘Accelerating a car from rest: friction, power and forces’ 2024 Ingår i: Physics Education. - 1361-6552 .- 0031-9120. ; 59:3 Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
7.	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.
8.	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.
9.	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.
10.	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.
11.	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.
12.	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.
13.	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.
14.	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.
15.	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.
16.	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.
17.	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.
18.	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.
19.	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.
20.	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.
21.	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.
22.	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.
23.	de Winter, James, et al. (författare) Pre-service physics teachers’ developing views on the role of mathematics in the teaching and learning of physics 2022 Ingår i: Physics Education. - : IOP Publishing. - 0031-9120 .- 1361-6552. ; 57:6 Tidskriftsartikel (refereegranskat)abstract This qualitative, questionnaire and interview-based study explores how pre-service physics teachers think about the role that mathematics plays in the teaching and learning of physics at university and school level and whether these views change during their pre-service teacher education. Many of the pre-service teachers were aware of the complex relationship between these two subjects at university level, noting that success in mathematics can often mask a lack of conceptual understanding in physics and that there can be a disconnect between the physics and mathematical aspects of undergraduate courses. At school level, many stressed the importance of a focus on conceptual understanding and that technical competence in mathematics lessons does not always transfer to physics lessons. Almost all the pre-service physics teachers changed their views during the year, often in response to their classroom experiences. As they became more attuned to the difficulties students faced with respect to the mathematical challenges involved in learning physics, many took a more pragmatic position that balanced the role of mathematics in physics with acceptance that they must respond to student needs. We suggest that these changing views can be framed in terms of two re-orientations. A disciplinary re-orientation where the role that mathematics plays in order to be successful in physics is reassessed, and a pedagogical re-orientation that attends to pragmatic, teaching considerations. We recommend that direct attention to the role of mathematics in school physics should be an integral part of pre-service physics teacher education in order to encourage these re-orientations.
24.	Euler, Elias, et al. (författare) Never far from shore : productive patterns in physics students’ use of the digital learning environment Algodoo 2020 Ingår i: Physics Education. - : IOP Publishing. - 0031-9120 .- 1361-6552. ; 55:4 Tidskriftsartikel (refereegranskat)abstract In this paper, we present three types of activity that we have observed during students’ free exploration of a software called Algodoo, which allows students to explore a range of physics phenomena within the same digital learning environment. We discuss how, by responding to any of the three activity types we identify in the students’ use of Algodoo, physics teachers can springboard into a range of relevant physics discussions while supporting and valuing student agency and divergent thinking. Thus, while one might not expect students’ undirected use of a digital tool such as Algodoo to be particularly worthwhile for the physics classroom, we highlight how students are never ‘far from the shore’ of a productive physics discussion.
25.	Fäldt, Åke, 1950, et al. (författare) The gyroscopic effect and moment of inertia 2023 Ingår i: Physics Education. - : IOS Press. - 0031-9120 .- 1361-6552. ; 58:2 Tidskriftsartikel (refereegranskat)abstract This paper describes a lab to help students develop their understanding of rotational motion. The focus is on moment of inertia, which the students investigate by rolling cylinders down a ramp and determine in two different ways for a bicycle wheel. The most important and original part of the lab is the exploration of the gyroscopic effect, where measurements of precession and rotation frequencies are made using the variation of the detected magnetic field, enabling the calculation of the moment of inertia. The lab is received well by the students and can be done with relatively simple equipment easily accessible to them.
26.	Gregorcic, Bor, doc. dr., et al. (författare) ChatGPT as a tool for honing teachers’ Socratic dialogue skills 2024 Ingår i: Physics Education. - : Institute of Physics Publishing (IOPP). - 0031-9120 .- 1361-6552. ; 59:4 Tidskriftsartikel (refereegranskat)abstract In this proof-of-concept paper, we propose a specific kind of pedagogical use of ChatGPT—to help teachers practice their Socratic dialogue skills. We follow up on the previously published paper 'ChatGPT and the frustrated Socrates' by re-examining ChatGPT's ability to engage in Socratic dialogue in the role of a physics student. While in late 2022 its ability to engage in such dialogue was poor, we see significant advancements in the chatbot's ability to respond to leading questions asked by a human teacher. We suggest that ChatGPT now has the potential to be used in teacher training to help pre- or in-service physics teachers hone their Socratic dialogue skills. In the paper and its supplemental material, we provide illustrative examples of Socratic dialogues with ChatGPT and present a report on a pilot activity involving pre-service physics and mathematics teachers conversing with it in a Socratic fashion.
27.	Kilde Löfgren, Sebastian, 1991, et al. (författare) Drones as observers and students as data points: a large-scale demonstration of sound waves 2024 Ingår i: Physics Education. - 0031-9120 .- 1361-6552. ; 59:2 Tidskriftsartikel (refereegranskat)abstract Sound is central in everyday life, and the physics of sound is present in many parts of physics education. A common way to teach physics concepts is to conduct experiments or show a phenomenon through demonstrations. However, it is far from trivial to get students to experience the wave nature of sound firsthand. This paper presents three experiments where students become part of the demonstration, which allows them to experience the propagation of sound waves, the speed of sound, and wave interference. By having students listen to sound produced by a speaker and filming their reactions with drones from above, properties of sound and its wavelike nature are evident in the students’ collective behaviour. Their experience during the experiment is reinforced later by reviewing the material with their teachers in the classroom.
28.	Kilde Löfgren, Sebastian, 1991, et al. (författare) Escape experience Aeroseum: a classical mechanics escape room 2024 Ingår i: Physics Education. - 0031-9120 .- 1361-6552. ; 59:4 Tidskriftsartikel (refereegranskat)abstract Classical mechanics has long been a conceptually challenging topic for students. Escape Experience Aeroseum offers a novel approach to help address this issue by integrating classical mechanics into an educational escape room (EER). The escape room creatively combines physics with aerospace engineering principles, with the aim of aiding learners in making more sense of classical mechanics concepts through solving interactive, hands-on challenges. In the paper, we discuss the design and educational potential of Escape Experience Aeroseum, including the need for adaptability and appeal across different educational settings. By introducing an EER centered around classical mechanics, this work contributes to the growing interest in developing and evaluating EERs as a possible means to increase students learning, engagement, and interest in physics.
29.	Nässen, Nina, et al. (författare) Arcs on speedskating straightaways: forces, energy and angular momentum 2023 Ingår i: Physics Education. - 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.
30.	Persson, Rasmus, 1985 (författare) Comment on 'Does a container of an ideal gas increase its temperature when accelerated and stopped?' 2022 Ingår i: Physics Education. - : IOP Publishing. - 0031-9120 .- 1361-6552. ; 57:5 Tidskriftsartikel (refereegranskat)abstract Ker Liang Goh (2022 Physics Education 57:023005) has very recently offered what may be construed as a mechanical proof of Joule's principle (conversion of mechanical work to heat). Curiously, the proof takes no account of viscosity and uses only deterministic mechanics. We identify an error in his proof and offer some pedagogical clarification.
31.	Persson, Rasmus, 1985 (författare) On the operation of the Hanstead car 2022 Ingår i: Physics Education. - : IOP Publishing. - 0031-9120 .- 1361-6552. ; 57:4 Tidskriftsartikel (refereegranskat)abstract We consider the operation of the hypothetical mechanical vehicle driven by an engine powered by small rockets introduced by P D Hanstead in the inaugural volume of this journal. Hanstead arrived at three contradictory conclusions regarding the change in velocity should some of the rockets malfunction at a particular time. This thought experiment constitutes an excellent, conceptual discussion, or even exam, question for an introductory mechanics course.
32.	Prytz, Kjell, 1961- (författare) Introducing Magnetism - an Alternative 2020 Ingår i: Physics Education. - Bristol, England : Institute of Physics Publishing (IOPP). - 0031-9120 .- 1361-6552. ; 55:6 Tidskriftsartikel (refereegranskat)abstract An alternative way of introducing magnetism at all levels of education isproposed. It is stressed that magnetism can be introduced through theinteraction between current-carrying conductors giving the students, at thesame time, the possibility to measure the magnetic permeability μo. Focusingon currents instead of permanent magnets provides a pathway to explore thefull dynamics between the basic constituents, i.e. the elementary charges. Italso connects better to some modern applications of magnetism such as thedefinition of mass, which utilizes a current balance and the link betweenmagnetism and special relativity
33.	Isacsson, Andreas, et al. (författare) Reply to comment on ‘Accelerating a car from rest friction, power and forces’ 2024 Ingår i: Physics Education. - 0031-9120. ; 59:3 Tidskriftsartikel (refereegranskat)

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