| 1. |
- Eriksson, Urban, 1968-, et al.
(författare)
-
Up and down, light and heavy, fast and slow : but where?
- 2019
-
Ingår i: Physics Education. - 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.
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| 2. |
- Abrahamsson, Cristian, et al.
(författare)
-
En Delfistudie om lärares uppfattning av elevengagemang i NO-undervisningen
- 2019
-
Ingår i: NorDiNa. - Oslo : Naturfagsenteret / Norwegian Centre for Science Education. - 1504-4556 .- 1894-1257. ; 15:2, s. 128-144
-
Tidskriftsartikel (refereegranskat)abstract
- What happens in a science classroom where students are engaged and how do teachers observe and interpret student engagement? This article highlights teachers’ perspective on students’ engagement in science education and to what extent it is connected to the scientific content. This approach complements earlier research which focuses mostly on students’ attitude towards science education and their interest in various topics in science.The findings are based on a three-stage Delphi survey distributed to 39 expert science teachers. The results shows science education with a range of different perspectives and that most teachers do not perceive any direct connection between specific science topics and the students’ engagement. The survey also shows that teachers to a high level interpret students’ emotional expressions and academic behavior as engagement rather than their cognitive behavior.
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| 3. |
- Eager, David, et al.
(författare)
-
Beyond velocity and acceleration : Jerk, snap and higher derivatives
- 2016
-
Ingår i: European Journal of Physics. - : IOP Publishing. - 0143-0807 .- 1361-6404. ; 37:6
-
Tidskriftsartikel (refereegranskat)abstract
- The higher derivatives of motion are rarely discussed in the teaching of classical mechanics of rigid bodies; nevertheless, we experience the effect not only of acceleration, but also of jerk and snap. In this paper we will discuss the third and higher order derivatives of displacement with respect to time, using the trampolines and theme park roller coasters to illustrate this concept. We will also discuss the effects on the human body of different types of acceleration, jerk, snap and higher derivatives, and how they can be used in physics education to further enhance the learning and thus the understanding of classical mechanics concepts.
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| 4. |
- 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.
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| 5. |
- Haglund, Jesper, 1973-, et al.
(författare)
-
Infrared cameras in science education
- 2016
-
Ingår i: Infrared Physics & Technology. - : Elsevier BV. - 1350-4495 .- 1879-0275. ; 75, s. 150-152
-
Tidskriftsartikel (refereegranskat)abstract
- Infrared cameras can be used in science education. The technology suits open-ended thermodynamics laboratory exercises in higher education. School children engage in instant inquiry of thermal phenomena.
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| 6. |
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| 7. |
- 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.
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| 8. |
- Hansson, Lena, et al.
(författare)
-
Contemporary science in the lower secondary phyiscs classroom
- 2017
-
Konferensbidrag (refereegranskat)abstract
- Can contemporary science have a role in the classroom? While many students find contemporary science exciting, they often view school science as boring and uninteresting. Most of the physics taught in school was developed over a century ago and can be seen as well-established consensus science. Including discussions on contemporary research is one way to increase interest and motivation, and is also a way to provide students with possibilities to learn what research today could look like. It is also one way to teach general nature of science (NOS) perspectives, which have been argued to be important for many different reasons. In this presentation we will describe how a group of science teachers developed and implemented teaching sequences focusing on contemporary physics during in-service training. Each teacher chose a research area, interviewed a researcher, and wrote a popular science article aimed at secondary students (13-15 years old). Finally they designed, implemented and evaluated a teaching unit built around the popular science article. During the presentation we will describe the teachers’ experiences, the resources developed by them, and the kind of NOS perspectives included by the teachers.
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| 9. |
- Hansson, Lena, et al.
(författare)
-
Contemporary science in the lower secondary phyiscs classroom
- 2017
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Can contemporary science have a role in the classroom? While many students find contemporary science exciting, they often view school science as boring and uninteresting. Most of the physics taught in school was developed over a century ago and can be seen as well-established consensus science. Including discussions on contemporary research is one way to increase interest and motivation, and is also a way to provide students with possibilities to learn what research today could look like. It is also one way to teach general nature of science (NOS) perspectives, which have been argued to be important for many different reasons. In this presentation we will describe how a group of science teachers developed and implemented teaching sequences focusing on contemporary physics during in-service training. Each teacher chose a research area, interviewed a researcher, and wrote a popular science article aimed at secondary students (13-15 years old). Finally they designed, implemented and evaluated a teaching unit built around the popular science article. During the presentation we will describe the teachers’ experiences, the resources developed by them, and the kind of NOS perspectives included by the teachers.
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| 10. |
- Hansson, Lena, 1975-, et al.
(författare)
-
Naturvetenskapernas karaktär i klassrummet
- 2019
-
Ingår i: Från forskning till fysikundervisning. - Linköping : Linköpings universitet. - 9789179299804 ; , s. 23-31
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Vikten av att behandla naturvetenskapernas karaktär (’NatureofSci-ence’, NOS) i NO-undervisningen har länge lyfts fram i dennv-didak-tiska forskningslitteraturen. NOS är också del av många länders kurs-planer, däribland de svenska. Dock saknas traditioner i skolan att ar-beta med området och det finns ett behov av både undervisnings-material och exempel på hur en sådan undervisning kan se ut. Nation-ellt resurscentrum för fysik har arbetat med flera forsknings-och ut-vecklingsprojekt med koppling till NOS. Ett sätt har varit att lärare, inom ramen för fortbildningskurser, har provat att undervisa NOS och dela sina erfarenheter med andra lärare. I den här artikeln berättar vi om olika sätt att arbeta med NOS och tipsar om resurser i form avundervisningsmaterial ochtexter som kan tjäna som inspiration för dig som lärare
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| 11. |
- Hansson, Lena, et al.
(författare)
-
Naturvetenskapernas karaktär i klassrummet
- 2019
-
Ingår i: Från forskning till fysikundervisning. - Linköping : Linköpings universitet. ; , s. 23-31
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Vikten av att behandla naturvetenskapernas karaktär (’NatureofSci-ence’, NOS) i NO-undervisningen har länge lyfts fram i dennv-didak-tiska forskningslitteraturen. NOS är också del av många länders kurs-planer, däribland de svenska. Dock saknas traditioner i skolan att ar-beta med området och det finns ett behov av både undervisnings-material och exempel på hur en sådan undervisning kan se ut. Nation-ellt resurscentrum för fysik har arbetat med flera forsknings-och ut-vecklingsprojekt med koppling till NOS. Ett sätt har varit att lärare, inom ramen för fortbildningskurser, har provat att undervisa NOS och dela sina erfarenheter med andra lärare. I den här artikeln berättar vi om olika sätt att arbeta med NOS och tipsar om resurser i form avundervisningsmaterial ochtexter som kan tjäna som inspiration för dig som lärare
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| 12. |
- Hansson, Lena, 1975-, et al.
(författare)
-
Rutherford visits middle school : a case study on how teachers direct attention to the nature of science through a storytelling approach
- 2019
-
Ingår i: Physics Education. - 0031-9120 .- 1361-6552. ; 54
-
Tidskriftsartikel (refereegranskat)abstract
- It has long been argued that nature of science (NOS) is an important part of science teaching. In the literature, many different approaches to NOS have been suggested. This article focuses on a storytelling approach, and builds on data from audio recordings from three middle-school (school year 6) classrooms. The three science classes are run by three science teachers who have been introduced to NOS and storytelling during a oneday workshop. These three teachers chose to tell the students a story about Ernest Rutherford. The stories told by the teachers, as well as the whole-class discussions afterwards, are analysed with respect to what NOS aspects were communicated. The results show that many different NOS aspects, such as the tentative nature of scientific models, empirical aspects of the scientific knowledge process, as well as human aspects of science, emerge in the context of the story about Rutherford and his work on the atomic model. The results indicate promising possibilities for storytelling as an approach to NOS teaching.
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| 13. |
- Hansson, Lena, et al.
(författare)
-
Rutherford visits middle school : a case study on how teachers direct attention to the nature of science through a storytelling approach
- 2019
-
Ingår i: Physics Education. - : IOP Publishing Ltd.. - 0031-9120. ; 54
-
Tidskriftsartikel (refereegranskat)abstract
- It has long been argued that nature of science (NOS) is an important part of science teaching. In the literature, many different approaches to NOS have been suggested. This article focuses on a storytelling approach, and builds on data from audio recordings from three middle-school (school year 6) classrooms. The three science classes are run by three science teachers who have been introduced to NOS and storytelling during a oneday workshop. These three teachers chose to tell the students a story about Ernest Rutherford. The stories told by the teachers, as well as the whole-class discussions afterwards, are analysed with respect to what NOS aspects were communicated. The results show that many different NOS aspects, such as the tentative nature of scientific models, empirical aspects of the scientific knowledge process, as well as human aspects of science, emerge in the context of the story about Rutherford and his work on the atomic model. The results indicate promising possibilities for storytelling as an approach to NOS teaching.
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| 14. |
- Holmström, Simon, et al.
(författare)
-
Gymnasiets laborationsundervisning i fysik : mellan tradition och ändrade styrdokument
- 2018
-
Ingår i: LUMAT. - 2323-7104 .- 2323-7112. ; 6:1, s. 1-19
-
Tidskriftsartikel (refereegranskat)abstract
- Laborationer har lång tradition i fysikundervisningen och det finns många klassiska skolexperiment. Samtidigt påverkas laborationsundervisningen av reformer och teknikutveckling. I denna studie fick lärare på tre gymnasieskolor diskutera sin laborationsundervisning. Analysen baseras på händelselogik, där handling ses som intentionell och styrs av determinanterna: målsättning, förmåga, plikt och möjligheter. Studien ger insikt i hur olika faktorer påverkar lärares laborationsundervisning, och hur klassiska laborationer i fysikundervisningen både kan ha en given plats och utmanas av nya förutsättningar. Resultaten antyder att praxis och tradition är starkare påverkansfaktorer än styrdokument i lärares utformning av laborationsundervisningen, vilket delvis kan relateras till en avsaknad av fortbildning.
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| 15. |
- Holmström, Simon, et al.
(författare)
-
Gymnasiets laborationsundervisning i fysik : mellan tradition och ändrade styrdokument
- 2018
-
Ingår i: LUMAT Luonnontieteiden, matematiikan ja teknologian opetuksen tutkimus ja käytäntö. - 2323-7104. ; 6:1, s. 1-19
-
Tidskriftsartikel (refereegranskat)abstract
- Laborationer har lång tradition i fysikundervisningen och det finns många klassiska skolexperiment. Samtidigt påverkas laborationsundervisningen av reformer och teknikutveckling. I denna studie fick lärare på tre gymnasieskolor diskutera sin laborationsundervisning. Analysen baseras på händelselogik, där handling ses som intentionell och styrs av determinanterna: målsättning, förmåga, plikt och möjligheter. Studien ger insikt i hur olika faktorer påverkar lärares laborationsundervisning, och hur klassiska laborationer i fysikundervisningen både kan ha en given plats och utmanas av nya förutsättningar. Resultaten antyder att praxis och tradition är starkare påverkansfaktorer än styrdokument i lärares utformning av laborationsundervisningen, vilket delvis kan relateras till en avsaknad av fortbildning.
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| 16. |
- Holmström, Simon, et al.
(författare)
-
Gymnasiets laborationsundervisning i fysik – Vad påverkar lärares val av laborationer?
- 2019
-
Ingår i: LUMAT: International Journal on Math, Science and Technology Education. - 2323-7112. ; 7:1, s. 27-58
-
Tidskriftsartikel (refereegranskat)abstract
- What factors influence Swedish upper secondary teachers' laboratory teaching in physics? This is an issue raised by the curriculum reform of 2011 in Sweden. In this study, 17 teachers at four different upper secondary schools discussed their laboratory teaching in focus group interviews. Based on an analysis of these interviews, a supplementary survey of 66 teachers was conducted. Logic of events was used as an analytical tool to understand how different factors influence teachers' teaching. The results from the focus groups indicate that teachers appreciate laboratory work that 1) are based on simple equipment, 2) provide good values of constants, 3) laboratory exercises that the students like. In the survey, the syllabus emerged as a stronger factor of influence than in the focus groups – but, the results from both parts indicate that other factors than the syllabus play a larger role for teachers' choice and layout of laboratory work.
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| 17. |
- Holmström, Simon Johan Erland, et al.
(författare)
-
Gymnasiets laboratorionsundervisning i fysik–mellan tradition och ändrade styrdokument: Laboratory work in upper secondary physics teaching–between tradition and curriculum reform
- 2018
-
Ingår i: LUMAT: International Journal on Math, Science and Technology Education. - 2323-7112. ; 6:1, s. 1-21
-
Tidskriftsartikel (refereegranskat)abstract
- Laborationer har lång tradition i fysikundervisningen och det finns många klassiska skolexperiment. Samtidigt påverkas laborationsundervisningen av reformer och teknikutveckling. I denna studie fick lärare på tre gymnasieskolor diskutera sin laborationsundervisning. Analysen baseras på händelselogik, där handling ses som intentionell och styrs av determinanterna: målsättning, förmåga, plikt och möjligheter. Studien ger insikt i hur olika faktorer påverkar lärares laborationsundervisning, och hur klassiska laborationer i fysikundervisningen både kan ha en given plats och utmanas av nya förutsättningar. Resultaten antyder att praxis och tradition är starkare påverkansfaktorer än styrdokument i lärares utformning av laborationsundervisningen, vilket delvis kan relateras till en avsaknad av fortbildning.
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| 18. |
- 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.
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| 19. |
- Nässén, Nina, et al.
(författare)
-
Forces on hockey players : Vectors, work, energy and angular momentum
- 2019
-
Ingår i: European Journal of Physics. - : IOP Publishing. - 0143-0807 .- 1361-6404. ; 40:6
-
Tidskriftsartikel (refereegranskat)abstract
- Non-traditional examples can be very inspiring for students. This paper applies classical mechanics to different ways of skating in ice hockey. Skating blades glide easily along the ice in the direction of the blade. Horizontal forces on the skates are thus essentially perpendicular to the blade. Speed skaters glide long distances on each skate before pushing off for the next stride. A hockey player running for the puck may take a number quite short steps in a short explosive rush before shifting to longer strides, where the recurring need to change direction requires additional work by the skater. This paper investigates an alternative stride, with a longer gliding phase in a circular arc, where the centripetal force provided by the ice acting on the skates changes the direction of motion, without the need for additional energy. In addition, the conservation of angular momentum leads to increased speed as the centre of mass is shifted closer to the centre of the circular arc. Finally, we discuss an angular-momentum-based technique to reverse the direction of motion as fast as possible.
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| 20. |
- 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)
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| 21. |
- 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.
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| 22. |
- Pendrill, Ann-Marie, 1952, et al.
(författare)
-
Free fall and harmonic oscillations - analysing trampoline jumps
- 2015
-
Ingår i: Physics Education. - 0031-9120 .- 1361-6552. ; 50, 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, including 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 normalised 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 in a larger garden trampoline and even stronger forces have been measured for gymnastic trampolines.
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| 23. |
- 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.
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| 24. |
- Pendrill, Ann-Marie, 1952
(författare)
-
Inga forskare finns på nätet! Är det sant?
- 2015
-
Ingår i: LMNT-nytt. - 1402-0041. ; 2015:1, s. 32-34
-
Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- I en radiointervju med Glenn Hultman, professor i pedagogiskt arbete i Linköping (http://sverigesradio.se/sida/artikel.aspx?programid=406&artikel=6079706) som gjordes i anslutning till Vetenskapsrådets presentation av rapporten "Forskning och Skola i samverkan" konstaterar Hultman att "Lärare tar ofta del av forskningsresultat via Facebook eller andra helt informella kanaler vilket gör att forskningen riskerar att misstolkas och tillämpas på fel sätt ". Han fortsätter: ”Vi från forskarhåll ska inte ha, och har inte, någon kontroll på vilken forskning som sprids, och hur den uppfattas, när den sprids via Facebook. Å andra sidan sprids våra resultat väldigt snabbt via nätet och det finns ingen där som kan vara behjälplig när det gäller att tolka och skapa förståelse för forskningsresultaten.” Ann-Marie Pendrill har i Lunds universitets magasin skrivit en liten kort och kritisk gästkrönika om rapporten och intervjun och låter även LMNT:s läsare ta del av sina synpunkter, med lite kompletterande material
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| 25. |
- 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.
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| 26. |
- Pendrill, Ann-Marie, 1952
(författare)
-
Mathematics, measurement and experience of rotations around three axes
- 2019
-
Ingår i: European Journal of Physics. - : IOP Publishing. - 0143-0807 .- 1361-6404. ; 40:1
-
Tidskriftsartikel (refereegranskat)abstract
- An amusement ride involving rotations around three axes offers a large-scale illustration for the study of dynamics in three dimensions. The forces on the rider can be measured with co-moving accelerometers. As a first approximation, the different motions can be treated separately, but the combination of rotations is found to lead to a relatively large Coriolis effect. A mathematical description of the motion automatically combines all the different effects and offers a useful programming exercise.
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| 27. |
- 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.
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| 28. |
- 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.
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| 29. |
- Pendrill, Ann-Marie
(författare)
-
Rotating swings - a theme with variation
- 2016
-
Ingår i: Physics Education. - : IOP Publishing. - 0031-9120 .- 1361-6552. ; 51:1
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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.
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| 30. |
- Pendrill, Ann-Marie, et al.
(författare)
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Students making sense of motion in a vertical roller coaster loop
- 2019
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Ingår i: Physics Education. - : IOP Publishing. - 1361-6552 .- 0031-9120. ; 54:6
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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.
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| 31. |
- Pendrill, Ann-Marie, 1952, et al.
(författare)
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Studsmattematte - fritt fall och harmonisk stängningsrörelse
- 2015
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Ingår i: Nämnaren. - 0348-2723. ; :1, s. 37-42
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Studsmattor finns i många trädgårdar och lekplatser. Under studsandet rör man sig huvudsakligen i vertikalled och under en del av tiden faller man fritt. Här bygger författarna en modell för rörelsen genom att anta proportionalitet mellan kraften från mattan och uttöjningen, vilket leder till harmoniska svängningar för små amplituder.
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| 32. |
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| 33. |
- Pendrill, Ann Marie
(författare)
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The international year of light and light-based technologies
- 2015
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Ingår i: Physics Education. - : IOP Publishing. - 0031-9120 .- 1361-6552. ; 50:3, s. 291-294
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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.
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| 34. |
- Svensson, Kim, et al.
(författare)
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Programming as a semiotic system to support physicsstudents’ construction of meaning: A pilot study
- 2018
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Ingår i: ICPE 2018 Proceedings. - Johannesburg : ICPE.
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Konferensbidrag (refereegranskat)abstract
- Programming as a tool to be used for analysing and exploring physics in an educationalsetting offers an unprecedented opportunity for the students to create and explore their ownsemiotic resources. Students may use programming to create and explore different models ofphysical systems. In this study a small group of upper secondary education students participatedin a workshop where they learned to program physics simulations and to create their own modelsto implement using the programming language Python. Results from the study shows thatupper secondary education students are able to create their own models of physical systemsand implement them into code. The implemented models were models of hanging cloth andheat diffusion. Results were obtained by analysing video and audio recordings of the studentsthrough the lens of social semiotics.
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| 35. |
- Svensson, Kim, et al.
(författare)
-
Programming as a semiotic system to support physicsstudents’ construction of meaning: A pilot study
- 2018
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Programming as a tool to be used for analysing and exploring physics in an educationalsetting offers an unprecedented opportunity for the students to create and explore their ownsemiotic resources. Students may use programming to create and explore different models ofphysical systems. In this study a small group of upper secondary education students participatedin a workshop where they learned to program physics simulations and to create their own modelsto implement using the programming language Python. Results from the study shows thatupper secondary education students are able to create their own models of physical systemsand implement them into code. The implemented models were models of hanging cloth andheat diffusion. Results were obtained by analysing video and audio recordings of the studentsthrough the lens of social semiotics.
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