| 1. |
- Abrahamsson, Cristian, et al.
(författare)
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Content, interest and the role of engagement : experienced science teachers discuss
- 2023
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Ingår i: Physics Education. - Bristol : Institute of Physics Publishing (IOPP). - 0031-9120 .- 1361-6552. ; 58:6
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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.
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| 2. |
- Burt, Malcolm, et al.
(författare)
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Virtual reality, video screen shots and sensor data for a large drop tower ride
- 2020
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Ingår i: Physics Education. - : IOP Publishing. - 0031-9120 .- 1361-6552. ; 55:5
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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.
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| 3. |
- Dahl, Olof, et al.
(författare)
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Is the Archimedes principle a law of nature? Discussions in an 'extended teacher room'
- 2020
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Ingår i: Physics Education. - : IOP Publishing. - 0031-9120 .- 1361-6552. ; 55:6
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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.
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| 4. |
- Gregorcic, Bor, doc. dr., et al.
(författare)
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ChatGPT and the frustrated Socrates
- 2023
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Ingår i: Physics Education. - : Institute of Physics Publishing (IOPP). - 0031-9120 .- 1361-6552. ; 58:3
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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.
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| 5. |
- Hayati, Hasti, et al.
(författare)
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Jerk within the Context of Science and Engineering—A Systematic Review
- 2020
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Ingår i: Vibration. - : MDPI AG. - 2571-631X. ; 3:4, s. 371-409
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Forskningsöversikt (refereegranskat)abstract
- Rapid changes in forces and the resulting changes in acceleration, jerk and higher order derivatives can have undesired consequences beyond the effect of the forces themselves. Jerk can cause injuries in humans and racing animals and induce fatigue cracks in metals and other materials, which may ultimately lead to structure failures. This is a reason that it is used within standards for limits states. Examples of standards which use jerk include amusement rides and lifts. Despite its use in standards and many science and engineering applications, jerk is rarely discussed in university science and engineering textbooks and it remains a relatively unfamiliar concept even in engineering. This paper presents a literature review of the jerk and higher derivatives of displacement, from terminology and historical background to standards, measurements and current applications.
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| 6. |
- Isacsson, Andreas, 1975, et al.
(författare)
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Accelerating a car from rest : friction, power and forces
- 2023
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Ingår i: Physics Education. - 0031-9120 .- 1361-6552. ; 58:5
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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.
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| 7. |
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| 8. |
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| 9. |
- Malmqvist, Karin, et al.
(författare)
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From skating rink to physics assignment - Viewing a photo from a mechanics perspective
- 2022
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Ingår i: Physics Education. - : IOP Publishing. - 0031-9120 .- 1361-6552. ; 57:5
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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.
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| 10. |
- Malmqvist, Karin, et al.
(författare)
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From skating rink to physics assignment - Viewing a photo from a mechanics perspective
- 2022
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Ingår i: Physics Education. - : IOP Publishing. - 0031-9120 .- 1361-6552. ; 57:5
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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.
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| 11. |
- Nässen, Nina, et al.
(författare)
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Arcs on speedskating straightaways: forces, energy and angular momentum
- 2023
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Ingår i: Physics Education. - 0031-9120 .- 1361-6552. ; 58:1
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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.
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| 12. |
- Nässén, Nina, et al.
(författare)
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Arcs on speedskating straightaways : forces, energy and angular momentum
- 2023
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Ingår i: Physics Education. - : IOP Publishing. - 0031-9120 .- 1361-6552. ; 58:1
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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.
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| 13. |
- Nässén, Nina, et al.
(författare)
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Reply to comment on ‘Forces on hockey players : Vectors, work, energy and angular momentum’
- 2021
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Ingår i: European Journal of Physics. - : IOP Publishing. - 0143-0807 .- 1361-6404. ; 42:2
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Tidskriftsartikel (refereegranskat)abstract
- Bracko has commented on our paper ‘forces on hockey players: vectors, work, energy and angular momentum’and refers to extensive studies on skaters using traditional techniques. We note that results based on one skating technique, such as a correlation between stride rate and speed, cannot be immediately applied to a different technique.
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| 14. |
- Pendrill, Ann Marie
(författare)
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Balls rolling down a playground slide : What factors influence their motion?
- 2020
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Ingår i: Physics Education. - : IOP Publishing. - 0031-9120 .- 1361-6552. ; 56:1
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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.
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| 15. |
- Pendrill, Ann-Marie
(författare)
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Comment on ‘Pendulum: the partial and global approach’
- 2023
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Ingår i: Physics Education. - : IOP Publishing. - 0031-9120 .- 1361-6552. ; 58:1
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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.
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| 16. |
- Pendrill, Ann-Marie, 1952
(författare)
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Forces in circular motion: Discerning student strategies
- 2020
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Ingår i: Physics Education. - : IOP Publishing. - 0031-9120 .- 1361-6552. ; 55:4
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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.
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| 17. |
- Pendrill, Ann-Marie, 1952
(författare)
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Physics for the Whole Body in Playgrounds and Amusement Parks : Fysik för hela kroppen på lekplatser och i nöjesparker
- 2021
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- There are many laws of physics involved in the design and operation of roller coasters, carousels, and other amusement rides. Physics for the Whole Body in Playgrounds and Amusement Parks teaches these concepts in an exciting and approachable way by linking them with students’ personal experiences of rides in amusement parks. This unique book features: •Immersive elements to learn scientific principles using students’ first-hand experiences of how forces act in different types of motion •Challenging questions for discussion, simple experiments, and exciting classroom demonstrations •Numerous illustrations and video materials that bring the lessons to life and teach the concepts of force and motion in a more stimulating way This book is a must for teachers of physics at the advanced high school level and for undergraduate students needing a refresher course in Newton's laws. Roller coaster enthusiasts will also find the book a stimulating read.
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| 18. |
- Pendrill, Ann-marie, et al.
(författare)
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Round and round in circles-shifting relevance structures as students discuss acceleration and forces during circular motion in a vertical plane
- 2023
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Ingår i: European journal of physics. - : Institute of Physics (IOP). - 0143-0807 .- 1361-6404. ; 44:5
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Tidskriftsartikel (refereegranskat)abstract
- Working out the relations between the forces involved in circular motion in a vertical plane can be challenging for first-year students, as illustrated in this analysis of a 30 min group discussion of a textbook problem where a remote-control model car moves with constant speed inside a cylinder. The analysis includes timelines of semiotic resources used, as well as of topics brought up by individual students. Questions from the students include: what is that force you drew on the paper? Does it act on the car or on the wall? What keeps the car from falling down? The normal force and the 'centripetal force' both point to the center-does it mean they are the same? Is it only a gravitational force at the top? Does the normal force at the bottom just cancel gravity or does it need to be larger? What is 'normal' about the normal force? Arriving at the correct numerical result is insufficient evidence for student understanding of forces in circular motion! Can students with fragmentary understanding bring their pieces together to solve the puzzle? From the timelines, we can identify a few critical moments where the discussion changes focus. This happens when one of the students in the group introduces a new dimension of variation, e.g. a reminder about the force of gravity, a free-body diagram drawn, as well as diagrams drawn in other parts of the circle than the top or bottom, where the centripetal and normal forces are no longer in the same direction. Embodied experiences are invoked, but only at a very late stage in the discussion. For teachers, an awareness of the different ways students use terms and think about the forces can be a guide to offering a larger variation in the interventions, as well as in problems assigned.
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| 19. |
- Pendrill, Ann Marie
(författare)
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Serious Physics on a Playground Swing - With Toys, Your Own Body, and a Smartphone
- 2023
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Ingår i: Physics Teacher. - 0031-921X. ; 61:5, s. 355-359
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Tidskriftsartikel (refereegranskat)abstract
- 10.1119/5.0074171.1 What is the acceleration of a swing as it passes the lowest point and as it turns at the highest point? What are the forces acting? These were a couple of the questions students were asked to discuss in small groups during their first week at university, as part of a tutorial session. On one occasion, two students were unable to reconcile their different viewpoints without teacher intervention. One of them emphasized that the swing moves fastest at the bottom, and concluded that the acceleration must be zero. The other student claimed that there must be a force, since you feel heavier at the bottom. They noted the contradiction, but failed to recognize that acceleration is the derivative of velocity, not the derivative of speed: For the lowest point, the speed is maximum, but the direction of motion changes. These students had certainly been taught all the elements of physics needed to calculate the force and acceleration, but forgot to make the connection on their own. A small hint from the teacher, reminding them about centripetal acceleration, was sufficient.
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| 20. |
- Pendrill, Ann Marie
(författare)
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Smartphones and Newton's first law in escalators and roller coasters
- 2020
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Ingår i: Physics Education. - : IOP Publishing. - 0031-9120 .- 1361-6552. ; 55:3
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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.
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| 21. |
- Pendrill, Ann Marie
(författare)
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Teacher interventions and student strategies for circular motion problems : A matrix representation
- 2022
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Ingår i: Physics Education. - : IOP Publishing. - 0031-9120 .- 1361-6552. ; 57:3
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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.
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| 22. |
- Pendrill, Ann-Marie, 1952
(författare)
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Teacher interventions and student strategies for circular motion problems: A matrix representation
- 2022
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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.
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| 23. |
- Pendrill, Ann Marie
(författare)
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The cooling of a swede-part of an EUSO CSI challenge
- 2021
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Ingår i: Physics Education. - : IOP Publishing. - 0031-9120 .- 1361-6552. ; 56:2
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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.
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| 24. |
- Pendrill, Ann Marie, et al.
(författare)
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Velocity, acceleration, jerk, snap and vibration : Forces in our bodies during a roller coaster ride
- 2020
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Ingår i: Physics Education. - : IOP Publishing. - 0031-9120 .- 1361-6552. ; 55:6
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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.
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| 25. |
- Pendrill, Ann-Marie, 1952
(författare)
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With an infrared camera in an amusement park: heating and cooling of magnetic brakes
- 2024
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Ingår i: Physics Education. - 0031-9120 .- 1361-6552. ; 59:1
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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.
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| 26. |
- Schilder, Jurnan P., et al.
(författare)
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The Coriolis effect and coupled oscillations in a rotating swings amusement ride
- 2024
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Ingår i: EUROPEAN JOURNAL OF PHYSICS. - 0143-0807 .- 1361-6404. ; 45:2
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Tidskriftsartikel (refereegranskat)abstract
- Rotating swings are found in many different versions in parks around the world. They are beautiful examples of the equivalence between gravitational and inertial mass: empty swings and swings with heavy adults hang at the same angle to the vertical. However, sometimes one can notice empty swings moving in a different pattern in an outdoor ride, where wind can induce additional motion, sideways or back to front-in addition to any oscillations caused by a tilted carousel head. This paper focuses on oscillations for the simpler case of a non-tilting roof. Even for this case, the oscillating motion is found to be complicated by the Coriolis effect, which leads to a gyroscopic coupling between sideways oscillations and back-to-front oscillations. This coupling is illustrated for a few special cases.
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| 27. |
- Svensson, Eva, et al.
(författare)
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Teaching with Google Classroom : Claimed Usage, Perceived Effects and the Potential for Subject Learning
- 2020
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Ingår i: Educare - Vetenskapliga Skrifter. - : Malmo University Library. - 1653-1868. ; 2020:4, s. 158-191
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Tidskriftsartikel (refereegranskat)abstract
- The use of digital tools in education is subject to debate in school as well as in wider society. This motivates studies on the potential of these tools to facilitate teaching and learning. One of the digital tools being used is Google Classroom (GC). In order to increase knowledge of its usage and effects in content teaching, semi-structured interviews were conducted with 18 teachers in Swedish compulsory school. The aim is thus to answer three research questions: 1) How do teachers describe their usage of GC in teaching? 2) What effects of using GC do teachers perceive? 3) How can GC be used to develop students’ communicative and metacognitive abilities? In the interviews teachers primarily described usage of GC as structuring, but also with some pedagogical objectives. Teachers also reported on perceived effects on students’ motivation to learn and development of knowledge and skills. In summary, the interviews indicate teachers’ different degrees of appropriation of GC and opinion on its affordance.We conclude that GC has the potential to promote students’ learning, but that teachers may need training and support to take advantage of that potential.
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| 28. |
- Svensson, Kim, et al.
(författare)
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Programming and its affordances for physics education: A social semiotic and variation theory approach to learning physics
- 2020
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Ingår i: Physical Review Physics Education Research. - 2469-9896. ; 16:1
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Tidskriftsartikel (refereegranskat)abstract
- The paper describes a theoretical analysis of programming and what it offers in terms of the meaning-making process. It finds that programming provide opportunity to iterate, to visualise and to perform transductions. Each affordance has been shown to affect the meaning-making process and can enhance it if used in a meaningful way. By using variation theory as a lens of these affordances, we identify that the different affordances, provided by programming, can be used to great effect in a learning environment and showcases some excerpts from an earlier study that shows this.
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| 29. |
- Svensson, Kim, et al.
(författare)
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Programming as a semiotic system to support physics students' construction of meaning: A pilot study
- 2020
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Ingår i: International Conference on Physics Education (ICPE) 2018. - : IOP Publishing. - 1742-6596. ; 1512
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Konferensbidrag (refereegranskat)abstract
- The paper describes a pilot study where programming was introduced to a small group of Swedish upper secondary students with the intent to showcase how programming could be used to construct meaning about different physics concepts. The study found that the students realized the potential of programming as a tool to investigate and explore physics. The results were then described using the theoretical frameworks of social semiotics and variation theory.
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| 30. |
- Vieyra, Rebecca, et al.
(författare)
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Gamified physics challenges for teachers and the public
- 2020
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Ingår i: Physics Education. - : IOP Publishing. - 0031-9120 .- 1361-6552. ; 55:4
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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.
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