International Journal of Physics and Chemistry Education
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Teaching food analysis through unknowns: Study case for methylxanthines, organic acids, and sugars examination over liquid chromatography
Get PDFThree laboratory sessions are described, each one focused on a distinct group of analytes (i.e., 1. Methylxanthines, 2. Organic acids 3. Sugars). To study each analyte group, food profiling was achieved using liquid chromatography; where each analyte (n = 3, 15, and 5 analytes for methylxanthines, organic acids, and sugars, respectively) was identified and quantified. Different food samples (including beverages, powders, cereals, and dairy products) were given to students who within each class knew the possible identities of the group of samples given but had to pair, after examination, the resulting profiles obtained with each food sample as the food samples were unidentified (unknowns). Quali/Quantitative data were recollected from the resulting chromatograms after each food was subjected to analysis. For organic acids, solid phase extraction and potentiometry were used as tools to demonstrate separation science from colored drinks as sample pretreatment and as a classic alternative for instrumental analysis
Development of Physics Learning Media Based on Augmented Reality
Get PDFThe purpose of this research is to determine whether it is feasible to develop augmented reality-based physics learning materials and to certain how instructors and students react to such materials when they are based on magnetic field material. The ADDIE paradigm, which stands for Analysis, Design, Develop, and Evaluate, is used in this study. Experts, educators, and MIPA class XI students at SMAN 8 Selayar served as the study’s subjects. After demonstrating the use of augmented reality media, teachers and students were given the opportunity to respond to a questionnaire or voice their opinions on the program. This allowed researchers to collect data for their study. The Gregory method is the method used for data analysis. The analysis’s findings showed that the Gregory internal consistency coefficient was either 1 or 100%, and the replies from physics instructors and students fell between 80% and 100% of the total. This demonstrates that learning physics with augmented reality media is feasible
An undergrad experiment for the at-home study of fluorescence: Extraction of quinine and chlorophyll from Cinchona tree bark
Get PDFHerein we describe a method for the effective extraction and qualitative detection of quinine and chlorophyll. Both compounds can be successfully extracted from Cinchona tree bark (Cinchona pubescens Vahl) using nothing but household materials, usually cheap and easily acquired items available in any hardware store. During solid-liquid extraction with reflux, using an organic solvent is used to retain both compounds. Afterward, the compounds are partitioned between water and paint solvent. The organic phase containing the chlorophyll is saved, and the aqueous layer is acidified. Finally, an ultraviolet (UV) light is used to provoke fluorescence in both compounds.
Effect of practical teaching approach on physics students’ achievement in the concept of reflection and refraction of light
Get PDFThis study investigates the effect of practical teaching approach the achievement of physics students in the concept of reflection and refraction of light in senior secondary schools, typically encompassing students aged between 15 and 18 years. Employing a quasi-experimental design, a purposive sampling technique was used to select four schools in Ondo West, Ondo State. Data were collected from 100 students using a 40-item Physics Concept Test (PCT) questionnaire, with 20 items dedicated to each concept. Pre-test and post-test assessments were administered to both control and experimental groups before and after the intervention, respectively. Hypotheses were tested at the 0.01 level using Pearson product-moment correlations and an independent sample T-test. Results showed a significant effect of practical teaching methods on students’ achievement in light reflection and refraction. Recommendations include integrating practical approaches alongside theory and introducing practical activities earlier in students’ education to enhance understanding before external examinations
Half-life and Lifeworld: The Omission of School Knowledge in Writing about Radioactive Waste
Get PDFWe report on a pilot study investigating student writing about radioactive waste before and after instruction on half-life. We found that none of the (N = 21) 12th-grade students mentioned half-life on the post-test writing task, despite the post-test being separated from the intervention by only a short amount of time. This is consistent with previous research conducted by Eijkelhof et al. which showed that, even after formal learning, students are unlikely to be influenced in terms of their views about topics in the lifeworld (such as where to store waste from nuclear power plants). Our study, though small, is pioneering in that we analyze both student writings and responses to survey questions in our assertion that the issue is neither student writing ability nor conceptual understanding. We hypothesize, rather, that students (at least on a sub-conscious level) do not think the topic of half-life is relevant to the writing task. This suggests that instruction aiming to improve student writing about science issues in the lifeworld should provide scaffolding to emphasize the usefulness of school knowledge in that writing
Comparing Different Uncertainty Measures to Quantify Measurement Uncertainties in High School Science Experiments
Get PDFInterpreting experimental data in high school experiments can be a difficult task for students, especially when there is large variation in the data. At the same time, calculating the standard deviation poses a challenge for students. In this article, we look at alternative uncertainty measures to describe the variation in data sets. A comparison is done in terms of mathematical complexity and statistical quality. The determination of mathematical complexity is based on different mathematics curricula. The statistical quality is determined using a Monte Carlo simulation in which these uncertainty measures are compared to the standard deviation. Results indicate that an increase in complexity goes hand in hand with quality. Additionally, we propose a sequence of these uncertainty measures with increasing mathematical complexity and increasing quality. As such, this work provides a theoretical background to implement uncertainty measures suitable for different educational levels
Guided school visits to a research center: Perspectives from teachers and staff
Get PDFThis study investigates (i) the educational program offered by one of the largest research centers in Greece and (ii) the teachers’ and staff’s perspectives for the school visits. Data came from interviews of teachers, staff of the research center and observation of the school visits. Though the majority of the teachers were satisfied of the visit, and they perceived the trip as a unique experience for their students, it was mostly inconsistent with recommendations of informal science teaching literature, as science teachers perceived the visit as an isolated one-day occurrence with no connection to the curriculum and no intention of planning any pre- or post-visit activities. This fact, combined with the demonstrated gap between teachers’ and staff’s perspectives, gave little or no learning orientation to the visits. Finally, this study assists in developing guidelines that would serve both teachers and research centers in collaborating together for better school trips
Comparing the Effects of Cookbook and Non-Cookbook Based Lab Activities In a Calculus-Based Introductory Physics Course
Get PDFI have compared the effects of Cookbook based lab activities with the impacts of doing lab inquiry based on a small introductory engineering physics course. Performance in lab activities that did and did not require the Cookbook procedure was compared using a final questionnaire from the participating students in that course. The population of students who did the lab in each scenario was the same because they enrolled in the same course. In the course, I planned five lab activities of three different types. The first type, which I call “Cookbook” activities (CB) were prepared and then completed by students. The second type of activities, which I call” Non- Cookbook” (NCB) were inquiry-based and orally guide. The final activity type was called “Both” and was a combination of two other activities. I investigated the activities in two dimensions: “scientific skills” and “general skills”. The results for scientific skills showed in NCB “Predicting” have improved. In CB, “Measuring the quantity” and “Sorting/classifying” have positive points of improving scientific skills. For general skills, in NCB, “Recalling concepts” and “Conceptual understanding” were improved. In CB, “Conceptual understanding” and “Scientific writing skills” and “Self-efficacy” were improved. “Writing the lab report” is a tough skill in NCB, while it is easy for CB
GUIDELINES FOR IHPER AUTHORS
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IHPER Editorial Team
No full textTwo professors, M. Fatih Taşar and Paula Heron, are serving as IHPER general editors, who put forth the vision for the handbook and started the efforts to bring together a team of internationally renowned scholars. They have prepared the proposal for AIPP for the handbook that consists of 3 volumes, 13 sections, and 82 chapters. It is hoped that the field of Physics Education Research will extensively benefit from the outline and the content of IHPER.
Acknowledgments
This handbook would not be possible without the support, suggestions, critiques, and contributions of a large number of people. First and foremost, we are grateful for the work of the section editors who recruited and supported authors, reviewed chapters, and wrote section overviews: Marisa Michelini, Italy; Shulamit Kapon, Israel; Olivia Levrini, Italy; Edit Yerushalmi, Israel; Bat Sheva Eyon, Israel; Sarantos Psycharis, Greece; Eugenia Etkina, USA; Eric Brewe, USA; Eilish McLoughlin, Ireland; Feral Ogan Bekiroglu, Turkiye; Geraldine Cochran, USA; Don Metz, Canada; Peter Heering, Germany; Cibelle Celestino Silva, Brazil; Marika Kapanadze, Georgia; Gabriela Jonas-Ahrend, Germany; Gesche Pospiech, Germany; and David Meltzer, USA. The results are a credit to their efforts. Early in the process we received invaluable suggestions from a small group of advisors: Richard Gunstone, Australia; David Hestenes, USA; the late Norman G. Lederman, USA; Marcia Linn, USA; Robin Millar, UK; E. F. (Joe) Redish, USA; the late Laurence Viennot, France; and the late Lillian C. McDermott