Physics Education
We show how the pre-exponential factor of the Feynman propagator for the harmonic oscillator can be computed by the generalized $\zeta$-function method. Besides, we establish a direct equivalence between this method and Schwinger's…
A non technical introduction to the concept of renormalization is given, with an emphasis on the energy scale dependence in the description of a physical system. We first describe the idea of scale dependence in the study of a ferromagnetic…
We report our experience in bringing science into US and French classrooms. We participated in the US scientific educational program Project ASTRO. It is based on a partnership between a school teacher and an astronomer. They together…
The ASK-IT/Assessing-to-Learn (A2L) project is an attempt to bring a strategic approach to learning, instruction, and communication. ASK-IT/A2L seeks to integrate formative assessment and classroom response system use with physics…
Problem solving is central to physics instruction. Results from Physics Education Research (PER), however, demonstrate that traditional ways of teaching with problem solving are inefficient and ineffective for promoting true physics…
Since 1993, the University of Massachusetts Physics Education Research Group (UMPERG) has developed curriculum and pedagogic techniques for use with classroom communication systems (CCSs) and has researched the effectiveness of CCS-based…
Traditional textbook explanations of the Compton effect treat the photon electron interaction as a particle collision. This explanation is a pedagogical disaster, implying that sometimes interactions are particle-like whereas quantum…
An analysis is performed of the role played by physical intuition in expressing the electromagnetic field in terms of its sources in the time-dependent case. The conclusion is that it is dangerous to dissociate physical intuition from the…
This paper has been withdrawn by the author.
We present some formulae for the moments of inertia of homogeneous solids of revolution in terms of the functions that generate the solids. The development of these expressions exploits the cylindrical symmetry of these objects, and avoids…
It has been found that some text-books show LC-oscillators that may not work as assumed. Thus, the typical example showing a LC-oscillator driven by a voltage operational-amplifier is simply wrong. The difficulty stems from the fact that…
A simple methodical derivation for Landauer quantization of the conductivity is derived as a simple consequence of the Bohr quantization laws. The level of explanation corresponds to high-school level of Physics education and can be used as…
The standard formula that describes the thermal expansion of a solid creates several puzzles for discerning students. Three puzzles are reviewed, and their common resolution discussed both conceptually and quantitatively.
The frequently mentioned root-mean-squared value of an alternating voltage is derived without using calculus.
Formulae relating one and the same force in two inertial frames of reference are derived directly from the Lorentz transformation of space and time coordinates and relativistic equation for the dynamic law of motion in three dimensions. We…
Naturally occurring nuclear reactors existed in uranium deposits on Earth long before Enrico Fermi built the first man-made nuclear reactor beneath Staggs Field in 1942. In the story of their discovery, there are important lessons to be…
We argue here for a more conceptual or qualitative approach in the introductory teaching of Quantum Physics which is built on the basis of epistemological and ontological discussions and as such is a valuable tool mainly in the initial and…
Studies indicate that pre-existing misconceptions negatively impact the effectiveness of traditional physics education. Research has also shown that activity based instruction improves posttest scores on conceptual evaluations. However, the…
We describe a simple mechanical system that involves Spontaneous Symmetry Breaking. The system consists of two beads constrained to slide along a hoop and attached each other through a spring. When the hoop rotates about a fixed axis, the…
In 1901 the third Conference Generale des Poids et Mesures (CGPM) defined the weight of a body as ``the product of its mass and the acceleration due to gravity". In practical terms the weight force corresponds to the gravitational force.…